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ReQLes technology's this is your life: an innovation study

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ReQLes Technology’s Web Application “This Is Your Life:” An Innovation Study
by
Ronald Thacker

Rossier School of Education
University of Southern California
A dissertation submitted to the faculty
in partial fulfillment of the requirements for the degree of
Doctor of Education

May 2022

© Copyright by Ronald Thacker 2022
All Rights Reserved

The Committee for Ronald Thacker certifies the approval of this Dissertation

Wayne Combs
Kenneth Yates
Adrian Donato, Committee Chair

Rossier School of Education
University of Southern California
2022

iv
Abstract
Utilizing Clark and Estes’s (2008) gap analysis framework, this study assessed circumstances
associated to the alignment of a technology startup utilizing volunteer web developers to build a
web application simulator prototype. The research questions intended to address the following:
First, what are the knowledge, motivation, and organizational needs necessary for the volunteer
web developers to achieve their goal of completing the “This Is Your Life” web application
simulator prototype? And secondly, what are the recommended knowledge, motivation, and
organizational solutions to those needs? The study design was compromised of interviews,
surveys, and Zoom observations called standups to better understand the KMO opportunities
related to the problem. The stakeholder group in the study consisted of five volunteer web
developers that were individually interviewed and surveyed and were then observed in a group
setting. The study validated seven knowledge influences as opportunities but only three were
considered priorities. Additionally, motivation influences indicated one opportunity with it also
considered a priority. Finally, the organization influences identified two opportunities with one
considered a priority. The most significant finding showed that new web developers must know
what others on the team are responsible for to better perform their roles on teams. Based on the
conclusions of the study, several educational procedures and support protocols are recommended
for a startup to best utilize volunteer web developers.

v
Dedication
To my wife Erica and my children Thyme, Sydney, Eric, and Ronni, I am grateful for your
unconditional love and support on my educational journey.

vi
Acknowledgments
I am extremely grateful to my dissertation committee, Dr. Adrian Donato, Dr. Kenneth
Yates, and Dr. Wayne Combs. Dr. Combs’ passion for the OCL program at Immersion created
an excitement that guided me through my journey at USC. Dr. Donato has been instrumental in
encouraging constant consideration of academia and pedagogy of my problem of practice and
guiding it to fruition. In addition, I want to thank Dr. Susanne Foulk for working tirelessly
towards the end of Fall 2020 and helping meet my proposal defense date. Dr. Ken Yates has
been a much-appreciated addition to my team based on his expertise in the field of my topic. I
am thankful to the Rossier faculty and staff from whom I have had the privilege of being
associated for the last few years.
I want to also thank my peers in Cohort 13 that have made the journey to this conclusion
much more bearable. I have been amazed at the quality of people I have had the pleasure of
meeting, working with, and talking to throughout this endeavor. I want to thank my friend Kevin
Leitch; someone I greatly appreciate. I truly value some of the friendships I have made while
working through this program.
Growing up in Southern California, I dreamt of obtaining a degree from USC. In my
early 20s I went to many USC football games, hoping to call myself a Trojan one day. It took a
lot longer than I planned, and I am the first in my family to have graduated from college and
have advanced degrees, including a doctorate. So here I am, about to finish a lifelong dream, but
also saying I am an alumnus of one of the top universities in the world. I am proud to say I have
attended and graduated from USC; a dream come true. FIGHT ON!!!

vii
Table of Contents
Abstract .......................................................................................................................................... iv
Dedication ....................................................................................................................................... v
Acknowledgments.......................................................................................................................... vi
List of Tables .................................................................................................................................. x
List of Figures ................................................................................................................................ xi
Chapter One: Overview of the Study .............................................................................................. 1
Organizational Context and Mission .................................................................................. 3
Organizational Performance Status/Need ........................................................................... 3
Related Literature................................................................................................................ 4
Importance of the Organizational Innovation ..................................................................... 5
Organizational Performance Goal ....................................................................................... 6
Description of Stakeholder Groups ..................................................................................... 6
Stakeholder Groups’ Performance Goals............................................................................ 6
Stakeholder Group for the Study ........................................................................................ 8
Purpose of the Project and Questions ................................................................................. 9
Methodological Framework ................................................................................................ 9
Definitions......................................................................................................................... 10
Organization of the Study ................................................................................................. 10
Chapter Two: Review of the Literature ........................................................................................ 11
Influences on the Problem of Practice Financial Literacy ................................................ 11
Clark and Estes’ (2008) Knowledge, Motivation and Organizational Influences ............ 18
Stakeholder Knowledge, Motivation, and Organizational Influences .............................. 19
Conceptual Framework ..................................................................................................... 37

viii
Conclusion ........................................................................................................................ 42
Chapter Three: Methods ............................................................................................................... 43
Participating Stakeholders ................................................................................................ 44
Data Collection and Instrumentation ................................................................................ 47
Data Analysis .................................................................................................................... 49
Credibility and Trustworthiness ........................................................................................ 49
Validity and Reliability ..................................................................................................... 50
Ethics................................................................................................................................. 51
Limitations and Delimitations ........................................................................................... 51
Chapter Four: Results and Findings .............................................................................................. 53
Participating Stakeholders ................................................................................................ 54
Determination of Strength or Opportunity ........................................................................ 55
Results and Findings for Knowledge Influences .............................................................. 58
Results and Findings for Motivation Causes .................................................................... 92
Results and Findings for Organizational Causes .............................................................. 97
Summary of Influences ................................................................................................... 104
Summary of Conclusions ................................................................................................ 109
Chapter Five: Recommendations ................................................................................................ 117
Organizational Context and Mission .............................................................................. 117
Organizational Performance Goal ................................................................................... 118
Description of Stakeholder Groups ................................................................................. 118
Stakeholder Groups’ Performance Goals........................................................................ 118
Stakeholder Group for the Study .................................................................................... 119
Purpose of the Project and Questions ............................................................................. 120
Recommendations for Practice to Address KMO Influences ......................................... 120

ix
Integrated Implementation and Evaluation Plan ............................................................. 134
Summary ......................................................................................................................... 150
Strengths and Weaknesses of the Approach ................................................................... 151
Limitations and Delimitations ......................................................................................... 152
Future Research .............................................................................................................. 153
Conclusion ...................................................................................................................... 154
References ................................................................................................................................... 156
Appendix A: Survey Items.............................................................................................. 173
Appendix B: Interview Protocol ..................................................................................... 176
Appendix C: Observation Protocol ................................................................................. 178
Appendix D: Volunteer Web Developer Post Training Immediate Evaluation
(Levels 2 and 1) .............................................................................................................. 180
Appendix E: Volunteer Web Developer 3 Month Follow-Up Evaluation ..................... 183
Appendix F: Strategic Plan ............................................................................................. 185

x
List of Tables
Table 1: Organizational Mission and Performance Goals .............................................................. 7
Table 2: Knowledge Influences, Types, and Assessments for Knowledge Gap Analysis ........... 26
Table 3: Assumed Motivation Influence and Motivational Influence Assessments ..................... 33
Table 4: Organizational Influences and Organizational Influence Assessments .......................... 36
Table 5: Demographics ................................................................................................................. 55
Table 6: Knowledge Determination of Asset or Need .................................................................. 91
Table 7: Knowledge Determination of Success or Failure ......................................................... 105
Table 8: Motivation Determination of Success or Failure .......................................................... 107
Table 9: Organization Determination of Success or Failure ....................................................... 108
Table 10: Summary of Knowledge Influence and Recommendations ....................................... 122
Table 11: Summary of Motivation Influences and Recommendations ...................................... 130
Table 12: Summary of Organization Influences and Recommendations ................................... 131
Table 13: Outcomes, Metrics, and Methods for External and Internal Outcomes ..................... 136
Table 14: Critical Behaviors, Metrics, Methods, and Timing for Evaluation ............................ 138
Table 15: Required Drivers to Support Critical Behaviors ......................................................... 140
Table 16: Evaluation of the Components of Learning for the Program ..................................... 145
Table 17: Components to Measure Reactions to the Program .................................................... 147
Appendix A: Survey Items……………………………………………………………………...173
Appendix B: Interview Protocol………………………………………………………………..176
Appendix F: Strategic Plan……………………………………………………………………..185

xi
List of Figures
Figure 1: The Roles of the Stakeholder and Organization Aligning With the Stakeholder Goal . 39
Figure 2: Results of Survey Question 1 ........................................................................................ 59
Figure 3: Results of Survey Question 2 ........................................................................................ 62
Figure 4: Results of Survey Question 3 ........................................................................................ 65
Figure 5: Results of Survey Question 4 ........................................................................................ 67
Figure 6: Results of Survey Question 5 ........................................................................................ 70
Figure 7: Results of Survey Question 6 ........................................................................................ 72
Figure 8: Results of Survey Question 7 ........................................................................................ 75
Figure 9: Results of Survey Question 8 ........................................................................................ 78
Figure 10: Results of Survey Question 9 ...................................................................................... 81
Figure 11: Results of Survey Question 10 .................................................................................... 84
Figure 12: Results of Survey Question 11 .................................................................................... 87
Figure 13: Results of Survey Question 12 .................................................................................... 89
Figure 14: Results of Survey Question 13 .................................................................................... 93
Figure 15: Results of Survey Question 14 .................................................................................... 95
Figure 16: Results of Survey Question 16 .................................................................................... 98
Figure 17: Result of Survey Question 17 .................................................................................... 100
Figure 18: Results of Survey Question 18 .................................................................................. 103
Figure 19: Project Completion .................................................................................................... 150

1

Chapter One: Overview of the Study
Upon graduation from high school young people face challenges regarding lifelong
financial skills (Lusardi et al., 2010). The Government Accountability Office (GAO) defines
financial literacy as “the ability to make informed judgments and take effective actions regarding
the current and future use and management of money” (Harnisch, 2010). In a 2009 study, 64% of
high school students stated they would have liked to have received more information on personal
financial management topics than was taught in school (Lusardi et al., 2010). Learning money
management skills at a younger age is essential to navigating the complicated information that is
required to understand retirement, college, student loans, credit, investing, and more. Financial
understanding at an earlier stage in life can help teach young people the benefits and
consequences of these valuable skills (Farinella et al., 2017). According to Lusardi (2015),
financial literacy has been linked to many monetary judgments concerning assets, debt, and net
wealth investments, indicating that gaps in fiscal knowledge early in life can act as a factor of
economic imbalance among older adults. The discrepancies in personal financial awareness
among young people can have critical results later in life. The problem impacts the
organization’s mission because young people show low-level financial knowledge negatively
affects the organization’s direction and long-term graduate outcomes.
ReQLes (reck-less) Technology’s mission is to provide a web-based simulator wherein
students learn financial skills. The performance problem of the organization is in the absence of a
financial skills training program that utilizes technology for young people transitioning into
adulthood. “This Is Your Life” is a web application simulator, which is an interactive tool where
students can manipulate data to gain the efficacy of financial subjects they will utilize throughout
their lives. The simulator comprises a job populator that includes estimated training or student
2

loan costs, a real-time stock market tracker, daily gold price, retirement information, mortgage,
and auto loan calculator, and other useful tools. This paper focuses on the lack of financial skills
that young people face upon graduation from high school. The Government Accountability
Office (GAO) defines financial literacy as “the ability to make informed judgments and take
effective actions regarding the current and future use and management of money” (Harnisch,
2010). In a 2009 study, 64% of high school students stated they would have liked to have
received more information on personal financial management topics than was taught in school
(Lusardi et al., 2010). Learning money management skills at a younger age is essential to
navigating the complicated information that is required to understand retirement, college, student
loans, credit, investing, and more. Financial understanding at an earlier stage in life can help
teach young people the benefits and consequences of these valuable skills (Farinella et al., 2017).
According to Lusardi (2015), financial literacy has been linked to many monetary judgments
concerning assets, debt, and net wealth investments, indicating that gaps in fiscal knowledge
early in life can act as a factor of economic imbalance among older adults. The levels of
discrepancies in personal financial awareness among young people can have critical results later
in life. The problem impacts the organization’s mission because low-level financial knowledge is
shown by young people negatively affects our organization’s direction and long-term graduate
outcomes. According to Saenz and Cano (2009), the best way to manage a project is exposure to
doing it, and by creating a simulator that allows students to learn how to manage their finances,
they will benefit from the experience. ReQLes Technology aims to provide a web application
simulator that exposes young people aged 12–19 to financial skills not currently being taught
while giving them a safe place to manipulate money, invest and retire without risk.
3

According to Saenz and Cano (2009), the best way to manage a project is exposure to it,
creating a simulator that allows students to learn how to manage their finances, will benefit from
the experience. ReQLes Technology aims to provide web application simulator that exposes
young people aged 12–19 years old to financial skills not currently being taught while giving
them a safe place to manipulate money, invest and retire without risk.
Organizational Context and Mission
ReQLes Technology is a web development company building a simulator to help young
people gain the efficacy of financial life skills. The web app simulator is called “This Is Your
Life” and is an interactive tool where young people can manipulate data to gain efficacy of
financial subjects they will utilize throughout their lives. According to Lusardi (2015), financial
literacy simply refers to knowledge and belief but promotes effective decision-making.
Additionally, improving overall financial literacy in many areas should be measured while
understanding that financial literacy is good for the individual and society. While schools
encourage reading, writing, and science, abstinence from financial literacy challenges young
people’s ability to function within society. Prospective users of the application are middle and
high-school students interested in learning more about the financial challenges they will face as
they get older. The mission of ReQLes Technology is to improve the efficacy of young adults'
understanding of financial skills by creating a fun and informative simulator called “This Is Your
Life.”
Organizational Performance Status/Need
For ReQLes Technology to fulfill its mission of creating a prototype web application
simulator, volunteer web developers (VWD) will be utilized to complete the tasks necessary to
close the performance gap. The organization will use the volunteers to complete a working
4

prototype, and failure to do so will result in a delay in launching the simulator to the public
sector and timely raising of funding. In addition, the VWD group must show that they have the
necessary knowledge and skills to complete the tasks required within the time allotted. In
addition, the organization needs a systematic method to monitor and maintain volunteer progress
measuring knowledge and motivation, ensuring project success.
Related Literature
Technology has become an essential addition to learning in today's educational
environment. According to Kim and Hannafin (2011), cognitive tools such as intelligent tutoring
systems can track and enhance learners’ problem-solving skills. Kim and Hannafin (2011) state
that problem-solving involves situated, purposeful, learner-directed, and activity-oriented
endeavors to seek different resolutions to genuine, personally profound problems through
numerous connections among tools and other resources. Bdiwi et al. (2019) state that new
technology offers the best way to incorporate technological strategies to ensure the exchange of
understanding by providing learners the transfer of "higher-order knowledge." Simulators allow
for experimental environments where students can enhance their new experiences, accurately
reproducing real-world information (Saenz & Cano, 2009). Statistics show that many people
have not managed money correctly throughout their lives. Fifty percent of adults have not started
saving for retirement, credit card balances exceed 401k balances, and personal spending has
increased 61%, while incomes rose only by 47% (Suiter & Meszaros, 2005). Lapses in financial
decisions also affect young people, where 32% of 18–19-year-olds have credit cards, and in 2001
more young people have filed bankruptcy than have graduated college (Suiter & Meszaros,
2005).
5

Importance of the Organizational Innovation
It is essential to introduce innovation when addressing new pedagogical tools to improve
young people’s financial skills. Creating a web application simulator that teaches young people
learning the importance of managing money and investing in their future becomes necessary.
Research shows that exposing students to rigorous financial education programs increases higher
credit scores and lower loan delinquency rates when they become adults (Lusardi, 2015).
Financial literacy experts agree that developing financial skills at a younger age is essential and
can positively impact a person’s adult life. According to Schultz (2018), a technology used for
learning can enable our youth to make great strides in understanding concepts in exciting new
ways while also making significant achievement gains. ReQLes Technology hopes to bridge the
current pedagogy being offered and combine it with technology to increase financial skills
learning success. Financial literacy is widely recognized as an essential life skill because
everyone is a consumer of goods and services and will need financial products while making
decisions every day about managing their money (Lusardi, 2015; Moreno-Herrero et al., 2018).
ReQLes Technology will use VWD as the web application simulator’s builders, “This Is
Your Life.” The organization used people relatively new to the software industry and have either
recently graduated from college or are web development boot camp graduates interested in
gaining experience in the industry. According to Thayer and Ko (2017), new web developers
often find it difficult to obtain employment because of the lack of software industry work
experience. The authors discuss the importance of having a portfolio to show potential
employers, and this project offers that opportunity. Finally, this project allows these new
developers a chance to build their knowledge base using technologies and practices and while
developing an identity as a web developer (Thayer & Ko, 2017).
6

Organizational Performance Goal
The performance problem of the organization is its underperformance in the production
of a financial skills training prototype simulator program that utilizes technology for young
people transitioning into adulthood. This is a problem because, though stipulated within the
ReQLes Technology strategic plan, 0% of the prototype simulator has been developed; thus, the
performance gap is 100%. By July of 2022, ReQLes Technology will have completed a financial
skills training program that utilizes technology for young people transitioning into adulthood.
Description of Stakeholder Groups
Several stakeholder groups are significant in contributing to the overall goal of
completing 100% of the prototype web application simulator. The first essential stakeholders in
achieving the goal will be the team of volunteers assigned to developing the prototype web
application simulator. The volunteers are full-stack certified software developers who completed
a web development boot camp. They will build and launch the working prototype of “This Is
Your Life.” The second stakeholder group will be web developers and data scientists tasked with
transitioning the prototype to a ready-for-market product. The third stakeholder group will be the
executive leadership team consisting of the founder, (UI/UX) chief technology officer, chief
operating officer, and human resources manager to lead the prototype development processes’
formal management from concept to launch.
Stakeholder Groups’ Performance Goals
ReQLes Technology’s goal is to complete 100% of the “This Is Your Life” simulator
prototype by the volunteers by December 2021. Leadership believes this can be accomplished by
structuring a protocol where the developers complete the prototype simulator stages throughout
the year-long partnership. The volunteer web developers will be tasked with closing the
7

performance gap, including creating the working prototype, front and backend development, and
troubleshooting the prototype throughout the process. Leadership has established attainable goals
through the year-long partnership with the volunteers resulting in a completed and working
prototype by December 2021.

Table 1
Organizational Mission and Performance Goals
Organizational mission
ReQLes Technology exists to improve the efficacy of young people transitioning to adulthood
understanding of financial skills.
Organizational performance goal
By July of 2022, ReQLes Technology will make a financial skills training program that
utilizes technology for young people transitioning into adulthood.
Volunteer web developer
(VWD)
Employed web developer
(EWD)
Leadership
By December 2021, the
VWD will have completed
the development of the
web application simulator
“This Is Your Life”
prototype.
After taking over the project
in December 2021, the VWD
will be tasked with making
the prototype “This Is Your
Life” ready for market.
By December 2021,
leadership will be managing
the app development process
for launch.

8

Stakeholder Group for the Study
ReQles volunteers will be tasked with completing most of the simulator project
prototype, “This Is Your Life.” ReQLes Technology’s use of VWD is the best choice of
stakeholder of focus for several reasons. First, the VWD will be tasked with building the web
application simulator prototype, “This Is Your Life.” Second, because they will build the
application, understanding their knowledge, skills, and motivation is vital to whether ReQLes
Technology can close the performance gap within the strategic plan’s time frame. Third, as
ReQLes Technology is currently staffed, there is not another group of web developers available
to build the web application.
The stakeholder of focus goal was determined by leadership. The measurable level of
achievement was determined by the need for the innovation and the lack thereof technology to
educate young people in financial efficacy. This stakeholder group will be responsible for
closing the performance gap by completing the “This Is Your Life” working prototype. The
focus will be on these stakeholders supported by leadership to complete all tasks laid out in the
strategic plan. The stakeholders were tasked with building 100% of the web application
simulator prototype by December 2021. They will be measured through consistent monitoring of
progress by completing wire-framed user flows, agile methodologies, and user testing.
Volunteers are critical to implementing compliance procedures, including weekly group and
team meetings, problem-solving, team building, and progress reports. This stakeholder group
will be dedicated to full-time work on the venture. Because the performance goal is new to both
the organization and the stakeholders, the current gap in performance is 100%. The risk to the
organization not completing the stakeholder goal is a delay in launching the web application
9

simulator by months and potentially allowing a competitor to launch a similar product before
ReQLes Technology.
Purpose of the Project and Questions
This project aims to conduct a needs analysis in the areas of knowledge and skill,
motivation, and organizational resources necessary for the volunteers to reach the organizational
performance goal. The analysis will begin by generating a list of possible needs and then
examining these systems to focus on actual or validated needs. While a complete needs analysis
would focus on all stakeholders, for practical purposes, the stakeholder to be focused on in this
analysis is the volunteer web developers.
1. What are the knowledge, motivation, and organizational needs necessary for the
volunteer web developers to achieve their goal of completing the “This Is Your Life”
web application simulator prototype?
2. What are the recommended knowledge, motivation, and organizational solutions to
those needs?
Methodological Framework
Clark and Estes (2008) state that three critical factors must be addressed during the gap
analysis process: people's knowledge, their motivation to achieve, and the organizational
barriers. ReQLes Technology must create a path to achieving its organizational goals by
understanding the knowledge and motivational factors that impact project success (Clark &
Estes, 2008). These needs will be confirmed through surveys, observations, interviews, literature
review, and content analysis. Research-based resolutions will be suggested and assessed
comprehensively.
10

Definitions
Low fidelity refers to a non-working mockup of the web application being designed to
give a visual demonstration of the finished product.
Front-end web developers are developers who are tasked with designing the web
application consumers interact with.
Back-end web developer connect the front-end application with the core computational
logic of a website, software, or information system.
Organization of the Study
Five chapters are used to organize this study. This chapter provided the reader with the
key concepts and terminology commonly found in a discussion about ReQLes Technologies'
ability to design and build its web application simulator focusing on young adults’ financial
skills. The organization’s mission, goals, and stakeholders, as well as the initial concepts of gap
analysis adapted to needs analysis, were introduced. Chapter 2 provides a review of the current
literature surrounding the scope of the study. Topics regarding the importance of learning
financial skills, web development, and leading teams will be addressed. Chapter 3 details the
assumed needs for this study and methodology for the choice of Participants, data collection, and
analysis. In Chapter 4, the data and results are assessed and analyzed. Based on data and
literature, Chapter 5 provides solutions for addressing the needs and closing the performance gap
and recommendations for an implementation and evaluation plan for the solutions.
11

Chapter Two: Review of the Literature
Chapter 2 outlines the literature regarding the VWD knowledge, motivation, and
organizational reasons for teaming up with ReQLes Technology to develop a prototype web
application simulator called “This Is Your Life.” This first section focuses on addressing
usability, creating websites, and the impact of a website on an organization. Additionally, we
explore why using VWD was the best choice for building the application and how vital
launching the app is to ReQLes Technology’s long-term success. The second section focuses on
Clark and Estes (2008) Gap Analysis and how knowledge, motivation, and organization impact
the VWD team’s success. Each section of Chapter 2 serves as reasons why ReQLes Technology
has focused on closing the performance gap in developing a financial skills simulator by
exploring the lack of financial skills education and how to create the best solutions utilizing
innovation and technology.
Influences on the Problem of Practice Financial Literacy
Learning money management skills at a younger age is essential to navigating the
complicated information required to understand retirement, college, student loans, credit,
investing, and more. Financial understanding at an early age can help teach young people the
benefits and consequences of these valuable skills (Blue et al., 2014; Farinella et al., 2017;
Mandell & Klein, 2009). Financial literacy has been linked to monetary judgments concerning
assets, debt, net wealth investments, and fiscal knowledge gaps early in life. It can create an
economic imbalance among older adults (Lusardi, 2015; Mandell & Klein, 2009). Research has
shown that adults that took a personal financial management course in high school were more
inclined to save more of their income than others that had not taken a class (Bernheim et al.,
2001 as cited in Mandell & Klein, 2009; Blue et al., 2014). Debt has become a significant
12

household financing source, while savings have declined significantly (Alsemgeest, 2015). Low
financial literacy has been associated with undesirable credit behaviors such as debt accrual,
high-risk borrowing, poor mortgage decisions, home delinquency, and foreclosure (Hastings et
al., 2013; Lusardi & Tufano, 2009; Stango & Zinman, 2009). Alsemgeest (2015) has argued that
financial literacy is vital to introducing concepts, terms, products, and calculations as a means of
teaching people to manage their finances more effectively. Unfortunately, Lusardi and Tufano
(2009) have found that surprisingly low levels of debt literacy throughout the United States are
often found in populations that include women, the elderly, underrepresented people, and the
divorced or separated.
Simulators
Simulation-based training has been extremely effective in many fields and used in an
education-based setting to improve results (Fraser et al., 2015). The medical, aeronautical, and
even manufacturing fields have found the use of simulators successful. Simulators provide an
opportunity to address learning by feeling that they are engaging in a real problem while
experiencing learning outcomes through engagement and motivation (Badurdeen et al., 2010).
The authors state that simulators provide examples of what happens in reality and allows for risk
experiencing real-life dangers or inconvenience.
Usability
ReQLes Technology must address usability, which is the users’ capacity to use a website
or application and have the aptitude to interact with it. Ammar et al. (2015) discussed that
usability is of utmost significance in determining an interactive system’s success or failure.
Alonso-Virgós et al. (2019) discuss that purposeful usability should enhance the users’ focus on
the critical parts of a website while reducing unimportant areas, following conventions, showing
13

information quickly and understandably, and being efficient and responsive to the user.
According to Kim and Hannafin (2011), cognitive tools such as intelligent tutoring systems can
track and enhance learners’ problem-solving skills. ReQLes Technology intends to create an
interactive web application that supports technology-supported, explanation-driven access to
financial tools. The authors state that problem-solving involves situated, purposeful, learner-
directed, and activity-oriented endeavors to seek divergent resolutions to genuine, personally
profound problems through numerous connections among tools and other resources. The
opportunity to combine existing knowledge and curriculum while fusing new and interactive
technology to create greater knowledge retention is the goal of ReQLes Technology. Bdiwi et al.
(2019) describe that new technology offers the best way to incorporate technological strategies to
ensure the exchange of understanding by providing learners the transfer of "higher-order
knowledge." ReQLes Technology understands there is a benefit of adding technology to the
pedagogy of financial life skills that can better enhance the current programs currently being
utilized.
Prototype Development
Software prototype development can be a complicated innovation requiring skilled web
developers. According to Varma (2015), software programs require intricate algorithms and
concentrated and impeccable execution, where developers can sustain defined processes for long
periods while making incremental progress in performance. The benefit of creating a prototype is
determining if the product or concept is feasible (Audretsch et al., 2012). Varma (2015) argues
that prototypes can now be developed in today’s rapidly changing technology fields through the
use of design experiments hoping to validate success or failure quickly. The innovation of new
ideas can often come from different idea creation methods where the goal is to reduce the
14

limitations of creativity. In the software development arena, the goal is to develop the prototype
sufficiently to get it into the customer’s hands (Adams & Dormans, 2012; Varma, 2015).
Web Developers Skills
When web developers are working on prototypes of new products, they need to recognize
the different skills required to create web applications. According to Dow et al. (2010), being
effectively educated involves knowledge of various design practices and how it impacts results.
Developers must recognize that prototypes’ creativity is needed to define a concept’s role,
implementation, and usability (Dow et al., 2009). Web developers must recognize the technical
needs, while usability requirements can come from research, analysis, experience, and design
validation (Agrent et al., 2010). In addition, the authors state that web developers working on
prototypes should be able to address design and technical issues to create a high-fidelity
prototype.
Innovation
Many organizations focus their innovation on their existing customer base and often miss
opportunities to capture marginalized or potential customers (Govindarajan et al., 2011; Shih,
2018). Radical and disruptive companies provide fantastic growth opportunities while impacting
the lagging competition (Boso et al., 2012; Reinders et al., 2010). Innovative products that offer
competitive advantages and reduce users’ perceived risks tend to show greater financial
performance (Boso et al., 2012). Research shows that organizational leadership, culture, and
structure significantly impact an organization's ability to be radically innovative (Slater et al.,
2014; Reid & De Brentani, 2010). Innovation has unparalleled consumer benefits, cost discounts,
new industry prospects, which leads to enhanced organizational execution (Boso et al., 2012;
15

Kim & Atuahene-Gima, 2010; Slater et al., 2014). Product innovation is often crucial to
organizational success and leadership, and culture often plays a role in its success or failure.
Education and Game Play Prototypes
New technologies play a significant role in our society, impacting most aspects of
everyday life, especially education. According to Martin et al. (2011) student engagement
increases with improved applications that address interaction and create a more active education
role. Education experts are searching for new ways of improving learning through technology
and gameplay. As technology has improved, educational games have started gaining attention
from researchers and educators (Dendenet al., 2016; Kinshuk et al., 2016). Computer games are
regarded by some in education as highly engaging and could help students learn more effectively
(Hainey et al., 2011; Martin et al., 2011). Hainey et al. (2011) argue that the literature shows that
playing computer games increases intellectual, developmental, emotional, and motivational
impacts and outcomes and includes knowledge gains and understanding. Game-based learning,
including simulators, could improve learning and address shortcomings in traditional educational
settings. Games and simulators provide learning where knowledge is established through
creating. Simulators engage students in an interactive, self-guided acquisition of knowledge that
enhances learning and provides the ability to assess and evaluate topics (Vlachopoulos & Makri,
2017).
Positive claims have been made about the potential opportunities to learn from video
games, including increased motivation, increased interest in subjects, and students having the
chance to be in charge of their learning (Amory, 2010; Bourgonjon et al., 2013). When
developing educational software, it is essential to create products that positively respond to
increasing the desire to interact and learn (Girard & Johnson, 2009; Kebritchi, 2010; Zaharias &
16

Poylymenakou, 2009). Educational video games are effective learning tools because they use
action instead of explanation, provide motivation and satisfaction, implement multiple learning
tools, and are interactive and require decision-making skills (Kebritchi, 2010; Kebritchi &
Hirumi, 2008).
Web Developers
Many programmers have a challenging time entering their chosen field. They have
gained educational experience through various methods, including self-teaching, university or
college degree programs, and boot camps. Most of these programmers have found it difficult to
obtain employment once they have completed programs designed to teach programming (Thayer
& Ko, 2017). The authors state that programmers must know data structures and algorithms
when working on prototypes. Critical to web programmers’ knowledge is their ability to iterate
prototypes by assessing and developing new ideas (Mahr & Lievens, 2012).
Business Models and Prototyping
An organization's business model informs people how it intends to operate regarding
products, economics, or processes. Technology can facilitate new business models that
ultimately lead to more significant revenues and consumer satisfaction (Baden-Fuller &
Haefliger, 2013; Foss & Saebi, 2016; Hienerth et al., 2011; Li et al., 2013). An effective business
model can provide an organization with a competitive advantage, and new models could result in
enhanced value conception (Hienerth et al., 2011; Rayna & Striukova, 2016; Teece, 2010; Zott et
al., 2011). Recently, innovation has become as important as the other business model
measurements in evaluating an organization’s effectiveness. In today’s market, innovation is an
important phenomenon linked to entrepreneurial vision, inventiveness, and conviction (Foss &
Saebi, 2017).
17

Without a well-established business model, innovators’ new ideas will often fail due to a
lack of direction. According to Rayna and Striukova (2014), disruptive technologies are critical
to revolutionary changes in business models and environments. Prototype research can impact
calculated disciplines and increase awareness of the business model’s goals while enhancing
projects (Osterwalder & Pigneur, 2012; Teece, 2010). Research has shown that innovation is a
leading driver of firm growth and profitability (Gordon & Tarafdar, 2007). Established and new
technology firms’ business models are shaped by commitments to innovation (Chesbrough &
Rosenbloom, 2002). Innovation can be seen as giving way to invention while providing goods
and products that are new to consumers (Nyre et al., 2018). Prototypes in the software markets
are shaped through disruptive technology trends (Veit et al., 2014). Business models require
innovation and prototypes that are key to creating significant inroads into new territory and
markets.
Prototyping and Open-Source Software (OSS)
Open-source software (OSS) is a popular alternative option for creating and distributing
software that is high quality and at lower costs than conventionally developed software (Benbya
& Belbaly, 2010). It has become a popular collaboration model useful in utilizing different
collaborators to create new products and innovation for organizations (Antikainen et al., 2010;
Battistella & Nonino, 2012; Boudreau, 2010). The authors state that open-source platforms
support a broad group of contributors and various new experiences in web development. Bandura
(2005) proposes that volunteers who join OSS and OSI platforms are willing to contribute to web
building because they want to fulfill their self-efficacy and affect the web building environment.
Many web developers enjoy programming, find happiness, and are energized and focused
because of their positive feelings in performing the activity (Kavaliova et al., 2015).
18

When leveraging teams, it is essential to build collaborative relationships, empower
positive behaviors and focus on the strengths of each member. By leveraging individuals and
teams and empowering them, they are motivated to function well because they believe they have
the self-sufficiency and skill to execute meaningful work that can affect their organization (Chen
et al., 2007). Empowering teams have been shown to reflect a positive view of knowledge
sharing and team performance (Jiang et al., 2016). The authors state that empowered teams are
more likely to consider alternatives and build trust within each other. Leveraging teams through
empowerment results in greater adaptability, production, and creativity while increasing
advanced and comprehensive resolutions (Savelsbergh et al., 2009).
Role of Stakeholder Group of Focus
A popular use of volunteers in web development is open-source software (OSS), which is
an initiative that grew out of the idea that software should be free. OSS is developed by
volunteers interested in participating in web development projects (Fuggetta, 2003; Xu et al.,
2009). Xu et al. (2009) state that in OSS web development, it is managed by leaders within the
organization and that a core group of developers is critical to its success. According to Liu et al.
(2017), utilizing cost-saving measures helps accomplish the organization’s needs without
exhausting its finances. ReQLes Technology has identified a viable means of creating the “This
Is Your Life” simulator utilizing a team of VWD.
Clark and Estes’ (2008) Knowledge, Motivation and Organizational Influences
ReQLes Technology must close the gap in performance by focusing on its volunteer web
developer role (VWD). According to Clark and Estes (2008), performance improvement must be
channeled through clearly understood work goals, understanding the gaps’ causes, and reaching
the desired outcomes. The VWD building the “This Is Your Life” simulator prototype will be
19

tasked with using their skills to create a fully functional application that will teach financial
literacy to people using the app.
Clark and Estes’ (2008) framework explores the KMO influences on ReQLes
Technology’s VWD ability to develop the prototype web application simulator “This Is Your
Life.” The first section of this chapter explores the tacit knowledge and skill influences of the
VWD, while the second section covers their assumed motivation influences, and the third section
addresses the assumed organizational influences. The assumed KMO influences on the team of
VWD performance are examined through the methodology in Chapter 3.
Stakeholder Knowledge, Motivation, and Organizational Influences
The current literature review focuses on three dimensions of the gap analysis needed for
the VWD team to build and the web application simulator prototype “This Is Your Life” by
December 2021.
Knowledge and Skills
Knowledge Influences
The first dimension of stakeholder influences required for ReQLes Technology to close
the gap in building the application lies with the knowledge of the team of VWDs. According to
Clark and Estes (2008), during gap analysis, it is essential to ascertain if people know how to
reach performance goals through knowledge and skills, they either do or do not possess. If there
is a lack of knowledge and skills for the VWD, closing the performance gap for ReQLes
Technology becomes impossible. Literature regarding organizations using volunteers indicates
that they need to have the necessary knowledge of their roles and a merging of innovation and
technology skills for an organization to perform. Ensuring the VWD team has the essential skills
and knowledge that align with the organizational goal reduces the performance gap.
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An assessment of the knowledge influences and the corresponding knowledge types are
among the procedures for gap appraisal that are essential to gauge the performance gap in
ReQLes Technology’s ability to execute a complete report in line with current organizational
goals. Research has shown a lack of skills, and many new web developers are unprepared for the
workplace (Aasheim et al., 2009). By identifying whether the VWD possesses the skills needed
to build the “This Is Your Life” simulator, ReQLes Technology the close the performance gap
within the current timeline (Liebenberg et al., 2014; Moreno et al., 2012). The first type is factual
knowledge and will examine the VWD understanding of the technical skills and complex
projects needed to complete the simulator (Aasheim et al., 2009; Saiedian, 2009). The second
type is procedural knowledge, where VWD needs to communicate and work effectively on teams
(Phillips & Phillips, 2010). Metacognitive knowledge is the final type and consists of a broader
understanding of having the required skills to enable the “This Is Your Life” prototype to be built
(Stukas et al., 2009). These three knowledge types deliver a means to compartmentalize
knowledge influences in gauging the current gap in performance for ReQLes Technology.
Krathwohl’s (2002) revision of Bloom’s taxonomy is intended to reexamine the
understanding of the knowledge dimension. First, factual knowledge addresses the basic
elements that one must know to be acquainted with a discipline or problem-solving ability.
Second, conceptual knowledge examines the relationships with elements and the larger structures
that allow them to work together. Third, procedural knowledge examines the methods of inquiry,
and the principles of skill use, processes, procedures, and other practices. Last, metacognitive
knowledge incorporates one's consciousness and awareness of one’s cognition. Based on a
review of the current research, three knowledge influences of the VWD use of programmer skills
are discussed in the next section, followed by categorizing these influences of the three
21

knowledge types. The categorization into knowledge types will help determine the methodology
to assess any gaps the VWD has in creating the web application simulator prototype, “This Is
Your Life.”
The team of VWDs must know both terminologies and the specific details and elements
required to complete the project. The VWD must be aware of the procedural knowledge needed
to complete the prototype web application simulator through the efficacy of required skills,
coding techniques, and methods, and utilization of proper procedures. Finally, the VWD must
have metacognitive knowledge, which ensures the competence of strategic ability, contextual
knowledge, and self-awareness of skills.
VWD Know Their Coding Goals (Factual)
The first dimension of stakeholder influence is the VWD knowledge of their coding
goals necessary for building the “This Is Your Life” prototype. An assessment of the requisite
knowledge influences the VWD's ability to create the application by evaluating the performance
gap in their understanding of coding goals. According to Nassar and Talaat (2009), for ReQLes
Technology to close the performance gap, the VWD must know the necessary coding goals to
complete the “This Is Your Life” simulator within the time frame allotted. According to Fustos et
al. (2016), web developers have many skills that include knowing many coding languages,
operating systems, databases, protocols, servers, and frameworks. The authors add that in
addition to formal education, including college, university, and bootcamps, there are
certifications that can be obtained like Microsoft Certified Solutions Developer (MCSD), Zend
Certified Engineer, PHP 5.5, W3Schools Web Certifications, and more. By understanding the
VWD knowledge of web development goals, ReQLes Technology will gauge if it is possible to
close the performance gap.
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The VWD’s necessary knowledge will be factual because the VWD must understand the
correct terminology to plan and build the prototype web application (Krathwohl, 2002). Mayer
(2008) discusses the need to understand and evaluate or use terminology correctly. The VWD
must discuss what they know through the correct usage of terminology and assess their level of
comfort using technology when working with other VWD’s on the “This Is Your Life” project.
VWD Know the Coding Goals of Their Team Members (Factual)
Web developers need to know the coding goals of each team member. By implementing
practices, team members can be kept up to date as to the goals of each other's progress and
coding assignments. Burdman (1999) advises web development teams to document
communication and ensure meetings are effective so that coding goals are clearly established and
understood. Through effective communication, guidelines can be set where roles are defined and
able to provide critical information about the status of other team members' progress of the
deliverables. Common coding goals that each team member must be familiar with are (a)
collaboration on sprint goals, (b) understanding release canvas, (c) being responsible for tasks
completion, (d) participating in regular standups for accountability. In addition, through
communication and collaboration, coding goals among team members can be achieved.
VWD Knows the Components of Volunteerism (Factual)
Volunteer web developers will be used to build the web application simulator prototype
“This Is Your Life.” These volunteers are certified web developers that have not yet obtained
employment and are willing to donate time to help build this project. Volunteerism is defined as
focusing on others without material reward but done by free will (Haski-Leventhal & Bargal,
2008). Components of volunteerism can be described as (a) willingness to help others, (b)
thinking creatively, (c) eagerly taking initiative, (d) being driven by the work, (e) working well
23

on teams. Additionally, volunteering has four core concepts: free will, availability of rewards,
formal organization, and proximity to the beneficiaries (Pi et al., 2014). The VWD that have
joined this project understand the components of volunteerism and are able to describe them.
VWD Know How to Complete Their Coding Assignments (Procedural)
VWD must have the requisite expertise to create the “This Is Your Life” simulator
prototype. Understanding code and determining how to use it is a manual and laborious process
that takes a significant portion of a web developer's time (McMillan et al., 2013). The VWD will
need to know that they can build the website and that it requires it to function. The diversity of
software applications makes it necessary to adapt when responding to client needs, with the
variety of users and their circumstances requiring the ability to judge the criteria essential for
success. The variety of software applications demands flexibility in responding to user needs,
and the range of their considerations mandates the capacity to show preference success
(Liebenberg et al., 2014). For example, for ReQLes Technology to close the performance gap,
the VWD must have the necessary education and experience to build the “This Is Your Life”
web application simulator.
VWD Knows What Steps Team Members Need to Follow to be Considered a Good Team
Member (Procedural)
According to Burdman (1999), nothing is more vital than a strong understanding of
everyone’s role, as well as who does what when and how. She argues that team members must
make available material crucial to other team members' deliverables for the team to succeed. In
addition, the VWD are able to know the steps necessary to be considered a good team member.
Some of the steps needed are (a) leading by example, (b) building trust among team members,
(c) socializing with team members, (d) having clear and open communication, (e) and ensure
24

goals are clearly communicated. Rubin (2012) discusses that good team members are able to
partake in short-term planning and decision making, which helps with forecasting tasks that need
to be completed. Knowing the steps necessary to be considered a good team member increases
the likelihood of building the web application simulator prototype.
VWD Knows What Is Necessary to Be Considered a Good Volunteer (Conceptual)
When volunteering, some theories explain why some people are willing to volunteer
more than others. Rotolo and Wilson (2014) discuss different role identities often associated with
volunteerism. The roles are (a) influencer, (b) helper, (c) faith-based, (d) community, and (e)
success. Rotolo and Wilson argue that while volunteerism is often viewed as altruistic, it is also
true that it is sometimes in their interest to do so. The volunteers associated with this study will
likely be identified as a helper, community, and success. There is the added benefit of
participating in this project and using their work in their own portfolios. This is due to the fact
that the VWD are willing to donate their time to build a web application simulator, participate in
a study that measures their knowledge and motivation, and use their new talents to help the
organization meet its goals.
VWD Know How to Monitor Their Progress to Complete Their Coding Assignments
(Metacognitive)
Web developers must be able to track their own progress so that coding projects can be
completed on time and on budget. According to Akbar et al. (2008), 80% of projects that fail are
due to poor tracking and follow-ups. The authors argue that proper documentation helps
developers keep track of project requirements and ensure all tasks are accounted for. Akbar and
Hassan (2010) describe that iterative cycles, collaborative work, decision making, and feedback
demand automated list-making applications. Although the VWD are relatively new to web
25

development and are recent web development Bootcamp graduates, they have experience using
these list-making applications as a tool to monitor their progress.
VWD Monitor Their Role as Team Members (Metacognitive)
VWD need to reflect on their role monitoring practices in working on teams. Burdman
(1999) discusses the need for web developers to understand cross-functional roles within the
team. Rubin (2012) believes that daily standups are a way for roles to be discussed and where
each web developer discusses the daily accomplishments for the betterment of the team. Rubin
argues that often the questions answered are (a) what was accomplished by each web developer,
(b) what the planned work is due by the next standup, and (c) what were the obstacles or
impediments that are keeping the web developer from completing the daily work. Additionally,
coordinating roles to build simulators through team assignments best can ease the possibility of
overloading the build with disagreements and competing ideas (Rubin, 2012). The volunteer has
to have a knowledge of the communication skill required of web developers so that ReQLes
Technology can close the performance gap.
VWD Monitor Their Role as a Volunteer (Metacognitive)
This knowledge influence addresses the VWD’s ability to monitor their role as a
volunteer. Many volunteers perceive their role and the organization’s role as jointly obligated
towards reaching the goals (Bidee et al., 2013). The authors discuss how volunteers can
successfully align their participation; they must be able to monitor their principles and values
with how they relate to the organization. Volunteers are able to monitor their roles as a volunteer
because their knowledge and skills are in line with the needs of the organization (Alfes et al.,
2016).

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Table 2
Knowledge Influences, Types, and Assessments for Knowledge Gap Analysis
Organizational mission
ReQles Technology is a web development organization committed to improving young
people’s efficacy in financial skills by building a simulator called “This Is Your Life.”
Organizational goal
By December 2021, a team of volunteer web developers will have a working prototype of
“This Is Your Life” completed.
Stakeholder goal
By December 2021, the VWD will have completed the development of the web application
simulator “This Is Your Life” working prototype.
Knowledge influence Knowledge type Knowledge influence assessment
VWD know their coding
goals
Factual Observation: Did the VWD engage in coding
using the correct web development
language? If so, how many times?
Likert-type survey: I know my coding goals
(Strongly disagree to strongly agree)
Interview: Please describe some of your own
coding goals.
VWD know the coding
goals of their team
members
Observation: Were the VWD discussing the
goals of the team?
Survey: An example of coding goals for team
members is…
a. Collaborative sprint goals
b. Not understanding release canvas
c. Who is responsible for the tasks of the
release canvas?
d. Daily stand up for accountability
Interview: Describe some of the roles of your
colleagues.

27

Knowledge influence Knowledge type Knowledge influence assessment
VWD know the components
of volunteerism
Observation: Were the VWD
showing signs of excitement
when working on the web
application as a volunteer?
(group speak)
Survey: What are some key
components to volunteerism?
(Select all that apply):
a. Unwillingness to help others
b. You can think creatively
c. You are eager to take initiative
d. You are driven by the work
e. You prefer to work by yourself
VWD knows how to
complete their coding
assignments
Procedural Interview: Describe what you
believe makes a good volunteer.
Observation: Did the VWD follow
the procedures necessary for
building out the wireframes?
Likert: I know the steps involved
in completing my coding
assignments (Strongly disagree
to strongly agree)
VWD knows what steps team
members need to follow to
be considered a good team
member
Procedural Interview: Describe the process
you go through while
completing a coding assignment
Observation: The steps of “good
team membership” are
evidenced by team members

28

Knowledge influence Knowledge type Knowledge influence assessment
Multiple choice survey: Select the
strategies a good team member
follows on the job (List
strategies):
1. Lead by example
2. Build up trust
3. Encourage socializing
4. Cultivate closed
communication
5. Ensure goals are not
clearly communicated
Interview: Describe some of the
steps you have followed to
become a good team member
Observation: Did volunteers apply
observable steps of good
volunteerism?
Multiple choice survey: Check the
steps that demarcate good
volunteerism at ReQLes:
1. Decide what things within
ReQLes you really care
about.
2. Identify your skills and
knowledge that you can
offer with relation to what
you really care about.
3. Complete any required
training.

29

Knowledge influence Knowledge type Knowledge influence assessment
4. Set aside designated time
to fulfill your
commitment.
5. Regularly assess your
volunteer experiences in
light of your capacities at
ReQLes.
VWD knows what is
necessary to be considered
a good volunteer
Conceptual Interview: What are some of the
steps you have followed to be a
good volunteer?
VWD monitors their progress
to complete their coding
assignments
Metacognitive Observation: The VWD was able
to think through alternatives
before settling on the correct
solution (Scree-share talk
aloud)
Likert-type survey: I monitor my
progress when working to
complete my coding
assignments (Strongly disagree
to strongly agree)
Interview: Describe how you
monitor your own progress in
order to complete your coding
assignments.
VWD monitors their role as
team members
(metacognitive)
Metacognitive Observation: The VWD discusses
their progress on coding
assignments with other team
members
Likert-type survey: I know how
to monitor my role as a team
member (Strongly disagree to
strongly agree)

30

Knowledge influence Knowledge type Knowledge influence assessment
Interview: Can you talk me
through how you monitor your
own progress while
performing your volunteer
role on the job in a team
context?
VWD monitors their role as a
volunteer
Metacognitive Observation: The VWD is using
described characteristics of
good volunteerism
Likert-type survey: I reflect on
my role as I progress in my
volunteerism within the
organization (Strongly
disagree to strongly agree)
Interview: Can you talk me
through how you monitor your
own progress while
performing your volunteer
role on the job?

Motivation
A VWD is challenged because payment will not be the motivating factor in accepting the
position. ReQLes Technology provides an opportunity to expand the VWD’S exposure to
building their skills, the ability to work on teams and participate in a real-life project likely to be
sold in the market. Clark and Estes (2008) suggest that many of the performance gaps
organizations experience in reaching goals can be linked to a lack of motivation versus a lack of
knowledge or skill. Motivation consists of three factors: the choice a person makes to work
towards a goal, their perseverance in the quest of the objective, and the scope of mental effort
they use in the course of action (Clark & Estes, 2008). Volunteers will gain valuable skills and
31

will likely find enjoyment in using these skills in real-world situations. They will also gain
confidence in working on a project with other VWD to develop a program from the ground up.
In this section, motivation-related influences will be examined through Bandura’s (2005) self-
efficacy theory and Dweck’s (1986) goal orientation theory that will be used to consider whether
motivation goals have been attained.
Individual Self-Efficacy and Task Value Theory
The first motivation theory to be examined is self-efficacy, which focuses on how
individuals perceive themselves and their confidence to accomplish the task (Bandura, 2001).
VWD will need to understand their expected tasks and believe they can accomplish them.
Borgogni et al. (2011) argue that self-efficacy and its relationship with the group's efficacy are
intertwined and that the individual impacts the group’s efficacy. It reflects the personal
judgments of its members’ efficacy, and that the individual’s perception of each member is
determinant of the groups, and that self-efficacious people are willing to contribute to the
group’s judgments. The second motivation is task value theory, where learners' perception is
placed on the interest, usefulness, importance, and cost of a task (Eccles et al., 1983; Neuville et
al., 2007).
Volunteer Web Developer and Self-Efficacy
The first motivational influence related to the VWD's goal of creating the web application
simulator “This Is Your Life” is self-efficacy. According to Bandura (2001), self-efficacy plays a
crucial role in motivation through challenges and expectations, how much effort is needed, how
long to persevere through obstacles and failures, and whether failures are motivating or
demoralizing. A person with high self-efficacy typically will be more motivated to continue
through adversity to accomplish their goal than a person with low self-efficacy (Bandura, 2001).
32

The VWD must be motivated to build the web application simulator, thus closing the gap in
performance.
Volunteer Web Developer Task Value Theory
The second motivational influence related to the volunteer web developer’s ability to
create and launch the “This Is Your Life” simulator is intrinsic (task value theory). Learners that
connect a high value to the task will use significantly more cognitive and metacognitive tactics
(Neuville et al., 2007; Pintrich & Schrauben, 1992; Pokay & Blumenfeld, 1990). In addition,
VWDs must set goals that help them accomplish the task and are more likely to accomplish the
goals if they have placed a high value on the tasks. Table 3 displays the assumed motivation
influence and motivational influence assessments.

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Table 3
Assumed Motivation Influence and Motivational Influence Assessments
Assumed motivation influences Motivational influence assessment
Self-efficacy: Volunteer web developers are
confident they can build the web simulator
prototype (self-efficacy).

Survey:
I am confident that I have the necessary
knowledge and skills required to build
the web application simulator
prototype.
I persist in the face of challenges in
designing my web.
Interview:
Describe the confidence level you have
to build the web application simulator
prototype.
Intrinsic Value: VWD needs to have high
expectations of success when it comes to
volunteering to work on web applications.
Survey:
I like to volunteer my time helping build
web applications (Strongly disagree to
strongly agree)
Interview:
Explain your motivation for finding
solutions when there are gaps in
knowledge regarding building the
prototype web application simulator.

Organization
General Theory
This section reviews the literature that focuses on the organization-related influences
affecting ReQLes Technology’s goal of implementing the “This Is Your Life” application
simulator. Clark and Estes (2008) state that specific performance gaps can be traced to
organizational barriers when business and work processes appear to be out of alignment.
Organizational culture inevitably streams through and impacts all efforts to improve
performance, and these improvements depend on the organization's culture (Clark & Estes,
2008). According to their model, all organizational goals are reached through interacting
34

processes requiring concentrated knowledge, skills, and motivation to perform correctly. Schein
(2017) offers a framework where culture will become strong and an explicit part of an
organization if successful. ReQLes Technology is a new organization, and much of the staff is
made up of volunteers; creating an inviting environment and culture that encourages creativity
and teamwork while building “This Is Your Life” is vital to closing the performance gap.
Stakeholder Specific Factors
ReQLes Technology’s commitment to the VWD through building a culture that values
gaining valuable work experience working on the simulator and learning to work on a team.
There is a sustained commitment to invest in volunteers and enable them to gain skills necessary
for the job market through hands-on coding and collaborating with other web developers to build
“This Is Your Life.” The VWD assigned to the simulator will be new to the industry and will
gain experience working on this project. These web developers will likely experience an
overwhelming feeling of inadequacy due to the lack of knowledge because of their newness in
the industry. These VWDs will need adequate time to devote to the application development to
create the “This Is Your Life” simulator (Craven, 2006; McCallum et al., 2013).
ReQLes Technology must have processes in place for the VWD to create new or improve
existing iterations of the “This Is Your Life” simulator (Alfes et al., 2015; Camplin, 2009;
McCallum et al., 2013). ReQLes Technology's culture needs to provide an environment where
the volunteers can gain valuable experience, increased efficacy in web development, and a
positive experience working on teams. If this can be achieved, the performance gap can be
closed.
The culture within the organization is vital to the success of ReQLes Technology by
enabling the volunteers to align their goals within the organization while contributing to the
35

organization reaching their goals (Boezeman & Ellemers, 2014; Englert & Helmig, 2018; Garner
& Garner, 2011; McBey et al., 2017). ReQLes Technology and the VWD will need to align their
goals and work together to reach them. Schein (2017) states that achieving a consensus of goals
requires a common language and shared assumptions that will allow the organization and
volunteers to work together to build “This Is Your Life.” ReQLes Technology will establish a
culture through a clear understanding of the roles of the organizational leadership and VWD.
Schein (2017) posits that defining boundaries and rules will determine how the group will
operate and solve labor division among the volunteers. By establishing a culture that promotes
both the organization and the volunteers’ need to reach their goals, “This Is Your Life” will have
the ability to be built within the established timeline, thus closing the gap in performance.

36

Table 4
Organizational Influences and Organizational Influence Assessments
Assumed organizational influences Organization influence assessment
Cultural models: Volunteers need the
organization to match work strengths with
others on the team.
Interviews: Can you talk to me about the
organization’s approach to matching your
work strengths with others on the team?
Observations: Are groups working together in
ways that benefit one another’s strengths in
the development of the organization's web
simulator?
Surveys: Does the organization match your
strengths with others on the team? (Strongly
disagree to strongly agree)
Cultural settings: Volunteers need the
organization to encourage them to make
changes to the web application simulator
prototype.

Interviews: Describe the processes or lack of
processes that are in place to promote new
ideas that improve or change the web
application simulator?
Observation: VMD’s evidence freedom to
create and design new programs
Surveys: The organization encourages me to
promote new ideas that will benefit the web
application simulator prototype (Strongly
disagree to strongly agree)
Cultural setting: The VWD has the time to
devote to app development
Interviews: Describe for me how the
organization facilitates that you have
sufficient time to devote to the web
application simulator each week?
Observation: VMD’s are freely and
unobstructed implementing new ideas on the
web application simulator prototype.
Surveys: The organization provides you the
time necessary to build the web application
simulator prototype. (Strongly disagree to
strongly agree)

37

Conceptual Framework
A conceptual framework is the key to any research and offers the foundation for
examining concepts and theories (Merriam & Tisdell, 2016). Maxwell (2013) stated that it is
crucial to understand the conceptual framework and identify the research problem as a critical
task in creating a study. He explains that the conceptual framework is constructed, not found,
meaning that the research is built on understanding the phenomena. Because the conceptual
framework impacts the entire study, it is essential to explicitly create the study around the
conceptual framework (Merriam & Tisdell, 2016).
The Clark and Estes (2008) gap analysis that focuses on knowledge, motivation, and
organizational models has been presented as three independent areas of study. In fact, they are
intertwined and interact positively or negatively with each other. Performance problems can be
attributed to people’s knowledge and skills, motivation, or organizational obstacles that impede
the ability to close performance gap problems (Clark & Estes, 2008). The volunteers involved in
this study operate as web developers within the organizational culture of ReQLes Technology.
The cultural models and settings at ReQLes Technology will contribute to an environment that
allows the volunteer web developers to examine their current knowledge while expanding their
technological experience and enabling them to work on teams. Additionally, the present
opportunity to work on a real-life web application will motivate the VWD to work and actively
participate in successfully building the web application.
Figure 1 illustrates the conceptual framework that scaffolds this study. The organizational
culture that defines ReQLes Technology’s assumed knowledge and motivation influences and
the relationship between those knowledge and motivation influences is arranged through their
38

collective effect on ReQLes Technology’s ability to implement a successful VWD team designed
to create “This Is Your Life.”

39

Figure 1
The Roles of the Stakeholder and Organization Aligning With the Stakeholder Goal

Volunteer web
developers have the
necessary knowledge of
roles within the
organization.
Volunteer web
developers understand
the communication and
coordination practices
required for working on
web development
teams.
Volunteer web
developers have the
necessary education
and experience required
to build the “This Is Your
Life” simulator.

Organization
Cultural Model Influence 1:
Volunteer web developers need
time to devote to app
development in order to create
a competitive advantage of the
organization
Cultural Model Influence
2:Volunteer web developers
need to have processes in place
that promote improving or
creating new programs
Cultural Setting Influence 1:
Volunteer web developers
commitment exists when their
goals align with goals of the
organization
Cultural Setting Influence 2:
Volunteer web developers
performance through their
contribution helps the
organization reach its goals

By December 2021, the volunteer web developers will have demonstrated the knowledge
and skills necessary to design and build the web simulator “This Is Your Life” while using the
proper languages and processes.
40

This figure shows how VWD knowledge and motivation interact with each other within
the broader organizational context of ReQLes Technology’s cultural models and settings,
culminating in ReQLes Technology’s ability to achieve its goal of developing and implementing
a “This Is Your Life” web application simulator utilizing a VWD team. The orange circle
represents the VWD's assumed knowledge and motivation influences. Regarding the VWD
assumed knowledge, Krathwohl’s (2002) taxonomy of knowledge explores knowledge’s
components through cognitive psychology’s four characteristics. Factual knowledge establishes
that the volunteer web developer can solve a problem by understanding terminology. Conceptual
knowledge looks at how the volunteer web developer understands the initiatives and language
necessary for completing the web application simulator. Procedural knowledge examines the
volunteer web developer’s ability to complete the “This Is Your Life” simulator, including
methods of “inquiry, requirements for skill use, techniques and methods” (Krathwohl, 2002).
Metacognitive knowledge explores the volunteer web developer’s knowledge of cognition and
awareness and knowledge of one’s cognition and their ability to monitor their skills in building
the project. The green circle represents ReQLes Technology’s cultural settings and models. The
influences that impact the organization through resources, policy, processes, procedures, and
ultimately culture. ReQLes Technology will examine its role in ensuring that the culture
established benefits the organization's goal by closing the performance gap through the
organizational influences designed to build “This Is Your Life.” The stakeholder goal takes the
knowledge and motivation of the VWD and includes the organizational impact on culture,
allowing the stakeholder to close the performance gap established by completing the web
application simulator.
41

The VWD must understand the necessary tasks and processes needed to complete the
“This Is Your Life” web application simulator. The web designer needs to know the required
roles, languages, coding skills, and troubleshooting abilities to create the simulator prototype.
Web developers are trained on the multifaceted functions of programming and must know the
communication and coordination practices required for working on web development teams. The
web developer can move back and forth to the different web application levels through this
knowledge. Finally, the volunteer web developer must have the requisite knowledge and skill to
build the “This Is Your Life” simulator. The VWD can be identified through the gap analysis as
having the necessary tools to create the web application simulator prototype, thus closing the gap
in performance.
The VWD working on the “This Is Your Life” simulator prototype will be someone who
has asked to be on the team. By joining the web development team, they are likely to gain or
improve the programming skills to help them in their future employability. Additionally, the
VWD has confidence in their ability to complete and launch the web application simulator
because they have been trained and have the resources necessary to overcome challenges.
Finally, this project is designed to build confidence in VWD skills and help their programming
efficiency. In addition, the VWD will be motivated to support the “This Is Your Life” simulator's
successful launch because of the valuable experience they will receive. Through the significant
time spent working on the project, the hands-on experience gained, and the resources to
overcome obstacles, the volunteers will be motivated to build the simulator by the stakeholder
goal date of December 2021.
ReQLes Technology uses VWD to build the “This Is Your Life” web application
simulator and understands the ramifications of doing so. As a resource, web developers will need
42

sufficient time to dedicate to working on the web application. As noted, they will have the ability
to work full time to complete the application within the organizational time frame goal. The
volunteers will also be free to improve or create new aspects of the program to enhance the
simulator’s functionality. Finally, it is essential to blend the volunteers’ commitment and
ReQLes Technology through a positive organizational culture to close the performance gap.
Conclusion
This chapter began with an overview of the general literature on the factors that influence
how websites impact organizations regarding usability, challenges of building web applications,
and its impression on the user. The second part of the chapter focuses on the KMO influences of
the gap analysis. ReQLes Technology will examine the VWD tasked with building the “This Is
Your Life” simulator by reviewing the literature, concepts, influences, and cultural settings. The
study strives to show how a team of volunteers can create a web application simulator through
adequate knowledge, motivation, and organizational influences tasked with closing the gap in
performance. Chapter 3 will present this study’s methodological approach for evaluating these
influences.

43

Chapter Three: Methods
This innovation study is focused on exploring the VWD knowledge, motivation, and
organizational needs required to achieve ReQLes Technology’s performance goal of completing
the prototype web application simulator, “This Is Your Life.” Utilizing Clark and Estes’s (2008)
gap analysis, a methodological approach will be used to perform a qualitative research study.
According to Merriam and Tisdell (2016), qualitative research is needed to gain an
understanding of the Participants being studied. The analysis is intended to be systematic and
clarify the organizational goals while identifying gaps in the volunteer web developer’s actual
performance. This chapter begins with a description of the VWD participating in the study,
proceeds to research design outline, methodology, data collection, and concludes with a
discussion of the data analysis. The questions that guided this study were the following:
1. What are the knowledge, motivation, and organizational needs necessary for the
volunteer web developers to achieve their goal of completing the “This Is Your Life”
web application simulator prototype?
2. What are the recommended knowledge, motivation, and organizational solutions to
those needs?
A mixed methods research study was conducted using interviews, observations, and
surveys of a small group of participants. Mixed methods studies often utilize several different
data sources gathered by a researcher that is then interpreted (Creswell & Creswell, 2017). This
study uses individual interviews, surveys, and observations to inductively study the participants'
knowledge, motivation, and organizational influences related to the building and launching of the
prototype “This Is Your Life” web application simulator. To determine whether the influence is
44

considered a strength or weakness, confirmation through the interview, survey and observation
must be confirmed.
Participating Stakeholders
This study’s stakeholder population is five VWD that have been tasked with building the
“This Is Your Life” web application simulator prototype. This group was key to ensuring that
ReQLes Technology closed its gap in performance within the time frame set out by leadership.
The survey, interview, and observational data were shaped around the VWD as the stakeholder
of focus. The study aimed to understand the knowledge, motivational, and organizational needs
of the VWD as it pertains to ReQLes Technology meeting its organizational goal.
Survey Sampling Criteria and Rationale
The subjects VWD have communicated knowledge and skill of coding, front and back-
end web development, and troubleshooting.
Survey Sampling (Recruitment) Strategy and Rationale
Creswell and Creswell (2017) explained that survey designs provide a quantitative
account of trends, attitudes, and opinions of people being examined. They further explained that
when utilizing surveys in a study, the researcher wants to answer three types of questions: “(a)
descriptive questions; (b) questions about connections between variables; (c) questions regarding
predictive variables over time” (p. 147). The survey will use the total population of web
developers that have volunteered to build and launch the “This Is Your Life” web application
simulator. The survey was given at the beginning of the data collection process to measure the
Participants’ knowledge and skill early in the research process.
45

Interview Sampling Criteria and Rationale
This study’s stakeholder is five certified VWD that have been tasked with building the
“This Is Your Life” web application simulator prototype. The volunteers were chosen from a
web development bootcamp willing to join the organization with the intention of building the
web application simulator prototype. This study aimed to explore the knowledge, motivational,
and organizational influences for building and launching the web simulator. An analysis of the
VWD's ability to develop and launch the simulator is the best opportunity for ReQLes
Technology to close its gap in performance.
Interview Sampling (Recruitment) Strategy and Rationale
According to Merriam and Tisdell (2016), there are three types of structured interviews:
highly structured, semi-structured, and unstructured. For this research study, semi-structured
interviews were conducted to acquire the best data research needed. Semi-structured interviews
consisted of an interview guide that directed the interview process, used flexible questions, and
had interviews guided by a list of questions or issues to explore (Merriam & Tisdell, 2016).
These interviews were conducted through face-to-face Zoom interviews in one-on-one settings.
Participants were asked questions regarding their education regarding web development as part
of the vetting process.
The researcher tasked with conducting the interviews is in a leadership position within
ReQLes Technology. In this position, the researcher intended to discover if the volunteer web
developer group had the knowledge, skills, and motivation necessary to complete the web
development project. Because of the researcher’s role with the organization, positionality was
considered potentially impactful to the research. By focusing on the VWD instead of other
stakeholders within the organization, positionality is minimized.
46

The stakeholder interview group was limited to the five VWD tasked with building the
“This Is Your Life” web application simulator. They were remote workers and had been selected
because they volunteered to work on the project. The volunteers were contacted by email and
zoom meetings and asked to participate in an interview. Interviews were conducted with all
candidates until information saturation occurred.
Observation Sampling Criteria and Rationale
The subjects have communicated knowledge and skill of coding, front and back-end web
development, and troubleshooting. Merriam and Tisdell (2016) stated that the researcher could
observe things firsthand and construct what is being watched and interpreted while it is
happening. The researcher used this method to understand the varying differences in knowledge
and motivation related to building the “This Is Your Life” web simulator.
Observation Sampling (Access) Strategy and Rationale
The observation was conducted online through a Zoom meeting, often called “standups”
in the industry. The goal was intended to learn the dynamics of their knowledge and skills at
completing the web application simulator. Each participant was observed while working and
discussing their portion of the project and again while working as a team in conjunction with
other volunteers. They were measured as individuals during the standup because these web
developers are working remotely; the setting was wherever they were willing to be interviewed,
surveyed, and observed. The observation was done after the surveys and interviews so that
answers from both could be confirmed or rejected as part of their knowledge and motivation.
47

Data Collection and Instrumentation
Surveys
Robinson and Leonard (2019) suggested that surveys yield data that can be used to
answer research questions through useful queries while engaging respondents to provide quality
data that can be accurate and useful. There were 15 questions pertaining to knowledge,
motivation, and organization as it relates to the VWD. The questions were a mix of closed-ended
questions primarily ordinal in measurement, while the open-ended questions looked for
responses requiring typed answers. Surveys were delivered using Qualtrics and done online
through Zoom. It was administered in a group, with the administrator excusing themselves while
the survey was completed. Creswell and Creswell (2017) discussed the author’s importance of
instituting legitimacy in quantitative research through profound and beneficial interpretations.
The researcher aimed to build a quality survey where the VWD knowledge, skills, and
motivation are measured in relation to their ability to create the “This Is Your Life” web
application simulator prototype.
Interviews
Merriam and Tisdell (2016) suggested that interviewing is a significant condition of
qualitative data gathering required for comprehending the research study. Each of the five
volunteers was invited to participate in the interviews by discussing the direction of the web
application project. The timing was accomplished by coordinating each web developer’s
schedule during February 2021. Each interview lasted approximately 15–30 minutes and was
conducted semi-formally and recorded through Zoom. Zoom was reviewed to ensure accuracy.
An additional recording device was used to safeguard against the original one should it fail
during the conversation. The interview protocol included basic interview gathering questions,
48

introductions, and open-ended questions with probing follow-ups (Creswell & Creswell, 2017).
The VWD have extensive experience using Zoom and have an excellent understanding of how it
works, and that should be beneficial to the research study.
Observation
In the observation portion of the data collection, the researcher will collect data through a
collaborative partnership. Merriam and Tisdell (2016) state that this method allows the
investigator and Participant to consider themselves equal partners. The focus of the observation
was to gauge the knowledge, skills, and motivation of the VWD. The observation took place
with the knowledge of being watched to gauge the standup process; however, details of the
observation were kept vague. The goal was to watch the volunteers interact with each other on
the web application simulator in a typical web development standup situation recorded in a
Zoom meeting with their knowledge of the researcher’s role. The intention was to assess the
individual KMO factors that impact the organization's ability to close the gap in performance.
The group observation consisted of collecting data through informal interviews and
conversations amongst the Participants (Merriam & Tisdell, 2016). After individual interviews
and surveys were completed, the researcher observed the standup for not more than one hour.
The researcher concentrated on observing behaviors and actions pertaining to web development
knowledge and comprehension related to building the “This Is Your Life” web application
simulator prototype. Creswell and Creswell (2017) advocated utilizing an observation protocol
that helps with dialogue recollection and accounts of events and activities. Utilizing Zoom
allowed all observations to be recorded for later analysis with the benefit of review and
conversation recalled.
49

Data Analysis
Descriptive statistical analysis was conducted once all survey results were submitted. For
interviews and observations, data analysis began during data collection. The author wrote
analytic memos after each interview and observation. The author documented thoughts,
concerns, and initial conclusions about the data in relation to the conceptual framework and
research questions. Interviews were transcribed and coded. In the first phase of analysis, the
author used open coding, looked for empirical codes, and applied inferential codes from the
conceptual framework. The second phase of analysis was conducted where empirical and
deductive codes were aggregated into analytical and axial codes. In the third phase of data
analysis, the author identified pattern codes and themes that emerged in relation to the
conceptual framework and study questions. The author used an observation meeting called
standup for evidence consistent with the concepts in the conceptual framework.
Credibility and Trustworthiness
When assessing theory or practice, research must be meticulously handled with insight
and assumptions that are true to the research conducted (Merriam & Tisdell, 2016). The authors
state that studies are considered “scientific or rigorous or trustworthy” based on the researchers’
ability to craft a well-established study with high standards and recognized by the scientific
community (p. 238). Credibility and trustworthiness address qualitative research and will be used
to ensure theories are carefully done with attention to understanding and belief. It is essential for
the researcher to control their influence on the setting or individual, while completely removing
it is impossible (Maxwell, 2013). In this study, the researcher is in a leadership position and
guides the web application simulator building, which could undermine the research findings. The
authors' goal of completing the application could bias the interpretation of the data acquired. The
50

researcher utilized a triangulated data collection approach to safeguard this, allowing for
comparing and cross-checking the data acquired.
Validity and Reliability
According to Maxwell (2013), validity is often argued to be the main issue with research
and design, and it is vital to be clearly addressed. The author explains that a factor of research
design is the conceptualization of threats and the actions that must be used to identify if they are
conceivable in real-world conditions and how to deal with them. Utilizing a triangulation
approach to the mixed methods research study can minimize validity problems because
qualitative and quantitative research addresses the threats differently (Maxwell, 2013). The
author discusses that quantitative researcher attempt to build their study with controls that
address expected and unexpected threats, while the qualitative researcher addresses threats after
the research have been completed through saturation that makes alternative hypotheses
improbable. Validity and reliability address quantitative research through survey data acquired
through group participation in Qualtrics surveys. The participants in this research study all have
similar educational backgrounds regarding web development. This form of education has
become a prevalent method of learning the skills required for web development. The researcher
provided the Qualtrics survey in a group setting where the survey could be done at one time to
help determine if their knowledge and skills matched the requirements of building a web
application. Similar to other surveys that have become common today, the researcher excused
themselves from the Zoom meeting, so there is little room for discomfort. Once all surveys were
completed, the Zoom meeting was concluded, and the Participants were thanked for their time.
Non-answers were evaluated and either included in the study or removed. By utilizing the
triangulation method of data collection, the survey portion is vital in ensuring the research
51

study’s rigor. Finally, the interviews were member-checked to ensure accuracy, credibility, and
validity.
Ethics
As a leader of ReQLes Technology who will guide the building of the web application
simulator, “This Is Your Life,” interacting with the VWD could present challenges. According to
Glesne (2011), qualitative research should include ethical considerations that focus on strategies
and conversations about each aspect of the study. The author argues that subjects must have
enough knowledge to make informed decisions on being part of the study and withdraw without
any penalty or punishment. The researcher needs to foresee any ethical questions that may occur
during the study (Berg et al., 2001; Hesse-Biber & Leavy, 2011; Punch, 2005; Sieber, 1998 as
cited in Creswell & Creswell, 2017). To ensure complete transparency in the research process,
participation was voluntary, and consent was given for recordings of one-on-one interviews and
observations and that they would be transcribed at a later time. It was affirmed that all
identifying information was removed from the recordings to maintain confidentiality.
Limitations and Delimitations
There are several limitations and delimitations associated with this study. The first is the
sample size, which is limited to five volunteers because building the web application simulator
prototype does not require a large number of participants. Merriam and Tisdell (2016) discuss
the importance of having an adequate number of Participants to respond to the questions posed at
the start of the study. With the small sample size for this study, it is still imperative to reach
saturation where new data no longer adds insight or new perspectives (Creswell & Creswell,
2017). The research is being conducted in a single entity with VWD. Future research may
analyze other relationships in similar situations to validate whether the assumed influences
52

impact organizations’ efforts to utilize web application development volunteers. Second is the
time available for completing the study, which shortened the ability to validate assumed
influences over a more extended period. One limitation of this study is the possibility of self-
selection bias. Participants were certified web developers who offered to work on the project as
volunteers, thus not necessarily representing the overall population. Because the researcher is a
leader within the organization, there was the possibility of students believing they had a
responsibility to give favorable responses thinking that was the intended goal. Despite assurances
that their knowledge, motivation, and organizational position were not indicative of their
perceptions, it is possible they were hesitant to answer specific questions honestly.

53

Chapter Four: Results and Findings
The objective of this study was to determine the knowledge, motivation, and
organizational requirements necessary for ReQLes Technology to successfully create a web
application simulation prototype using VWD. The questions that guided this study were as
follows:
1. What are the knowledge, motivation, and organizational needs necessary for the
volunteer web developers to achieve their goal of completing the “This Is Your Life”
web application simulator prototype?
2. What are the recommended knowledge, motivation, and organizational solutions to
those needs?
ReQLes Technology’s knowledge influences were developed through assumed
conceptual, procedural, and metacognitive measures. Based on the research, the data will
determine whether the VWD knew (conceptual) the program’s goals, the goals of the team's
contribution, and the impact they have on volunteering for the web application simulator
prototype. Additionally, the VWD has the necessary knowledge (procedural) to complete coding
assignments, be considered a good teammate, and what it is to be a good volunteer. Finally, the
VWD knows how (metacognitive) to monitor their progress in the coding assignment, their role
as a team member, and their role as a volunteer. Motivation influences were similarly developed
with the understanding that the VWD can build a web applications simulator prototype (self-
efficacy). The VWD sees a value (Intrinsic) and has a high expectation of success when
volunteering to work on it. Lastly, organizational influences highlighted a cultural model and
two cultural settings that articulated the ability to complete the web application simulator
prototype. Finally, ReQLes Technology needs to be committed to the VWDs' ability to complete
54

the project and develop roles that best fit the participants moving forward by creating a culture
where ideas are encouraged, and time provided.
Mixed methods using both quantitative and qualitative data were collected to validate the
assumed influences. This was accomplished through interviews, surveys, and observations
during standup that evaluated the knowledge, motivation, and organizational impact that could
positively or negatively affect the success of building a web application simulator prototype. The
program’s goal was to measure whether a volunteer group of qualified individuals possess the
appropriate KMO needs to build a web application. Results and findings assembled from the data
are organized in the chapter as explained by the above knowledge, motivation, and organization
groupings of assumed influences.
Participating Stakeholders
As mentioned in previous chapters, the stakeholder population for this study is five
certified VWD tasked with building the “This Is Your Life” web application simulator prototype.
This group was recruited from a web development Bootcamp and had been taught all of the basic
skills necessary for front and back-end web development. There were three women and two men
of varying nationalities and ages. Due to the small size of the VWD group and the study’s aim to
understand whether a volunteer group of web developers possessing the KMO needs to develop a
web application simulator prototype, all five contributors were recruited to participate in this
research.

55

Table 5
Demographics
Participant Gender Age Nationality
VWD 1 Male 30 Hispanic
VWD 2 Female 30 Taiwanese
VWD 3 Male 42 Indian
VWD 4 Female 43 European (Spain)
VWD 5 Female 35 Puerto Rican

As discussed in Chapter 3, an independent interviewer was utilized to collect the study
data given the relationship between ReQLes Technology and the volunteers. The interviewer
approached all five participants and agreed to participate in the interviews, surveys, and
observations.
Determination of Strength or Opportunity
This study was conducted using interviews, surveys, and observations. The interviewer
employed an interview guide to ask questions to each of the five VWD focusing on affirming
knowledge, motivation, and organization influences impacting their ability to build and execute a
web application simulator prototype. The interviews yielded a saturation of views among the
VWD regarding their knowledge, skills, motivation, and what the organization was doing to help
the process. Triangulation was achieved by utilizing a mixed-methods approach to understand
whether it was possible to close the gap in performance.
56

The interviewer’s guide (see Appendix B) included 13 questions that focused on the
VWDs' conceptual, procedural, and metacognitive influences regarding knowledge. The guide
also included five questions regarding motivation's self-efficacy and intrinsic value influences.
Finally, three questions were designed better to understand the organization’s cultural models
and settings and establish them.
Surveys (see Appendix A) were used to measure the potential for gaps in knowledge,
motivation, and organizational influences regarding building the “This Is Your Life” web
application simulator prototype. Knowledge influences in the survey included thirteen questions
regarding the VWDs' ability to create a web application simulator prototype and be a good team
member and volunteer. Additionally, they were also gauged in the motivational ability with five
questions designed to measure their ability to succeed in the project and their motivation to work
on teams and volunteer. Questions regarding the organization's ability to help them accomplish
their goals were assessed. Three questions were established to help understand the organization's
ability to measure team members’ strengths and processes.
Zoom platform observations (see Appendix C) were conducted to evaluate the
knowledge, skill, and motivation of the VWD when working in partnership with others on the
team. During the observation portion of the study, the term “standup” will be used to describe the
meeting that gauges the progress of the web development team. The standup is a regular meeting
typically short and necessary part of a developers' day. Knowledge was measured through
discussion among team members and shared screens while working. Conceptual, procedural, and
metacognitive influences were assessed, along with motivation using self-efficacy and intrinsic
value. The organization’s influence was observed by watching the VWD interactions involving
cultural models and cultural settings while working together in a standup setting. This study has
57

assumed factual, conceptual, procedural, and metacognitive knowledge influences affecting
ReQLes Technology’s ability to build and launch the “This Is Your Life” web application
simulator prototype using volunteer web developers (VWD). It is assumed by ReQLes
Technology leadership that the certified VWD recruited for this program have the knowledge of
their coding goals, teamwork, and volunteerism. In addition, leadership assumed that the VWD
knows how their goals fit into the program and their impact on being a volunteer. Accordingly,
the VWD must know how to complete their coding assignments, take the required steps to be a
good team member, and utilize strategies to be considered a good volunteer. Finally, the VWD is
able to monitor their progress on assignments, their role as a team member, and their role as a
volunteer. The outcomes and findings offered below are coordinated per these assumptions.
The researcher categorized the data accumulated by knowledge, motivation, and
organizational influence types. Each item of interest, if determined to be validated, is considered
a strength, while the influence not validated will be considered an opportunity. In analyzing the
data, the researcher considers the gap validated (strength) if all (5/5) respondents were able to
answer the survey and interview questions, and also observed in the group standup performing or
talking aloud regarding the influence monitored. If any response to survey or interview question
was not observed during standup, it did not result in validation of the influence; it would
therefore be considered an opportunity. If any survey question needing multiple choice answers
did not receive all selection, then the determination would be an opportunity. Finally, if there
were no observed responses or actions during the standup, the influence would be unable to be
validated, thus determining an opportunity.
The interviews, surveys, and standup observation substantiated the influences as to
whether they were, in fact, strengths or opportunities. A strength would be described as
58

something the VWD already has and is utilizing to build the web application simulator
prototype. To be considered an opportunity would be an influence where the conditions have not
been met and would need to be addressed for the organization to close the gap in performance.
The analysis of the data provided strong support through a majority view on interviews and
surveys to identify their perspective. Observation was utilized to corroborate that the influences
were correctly characterized as strengths or opportunities. Convergence of the feedback from the
interviews, surveys, and observations were considered necessary to triangulate results. All
instruments are weighted equally.
Results and Findings for Knowledge Influences
Factual Knowledge: VWD Know Their Coding Goals
Survey Results
All participants were asked if they knew their coding goals; of the five, three stated they
strongly agreed with this statement, while two responded that they somewhat agreed. Because
they were all certified web developers, they were able to acknowledge their knowledge and skill
of what was required. Five out of five respondents stated they knew their coding goals,
indicating that they, in fact, were able to identify them; thus, the survey result was considered a
strength. Figure 2 shows the results of survey question 1.

59

Figure 2
Results of Survey Question 1

Interview Findings
All participants were asked to please describe some of their own coding goals. It was
evident that the five VWD were able to discuss their knowledge of their coding goals clearly and
articulately. All participants were able to discuss how goals are established and how they engage
them when they work. Participant 1 stated, “structure deadlines, setting daily, weekly and like
sprint goals for what MVP looks like is super important to me.” Participant 2 stated they were
interested in learning something new and getting better. “I want to learn something new out of it
and get better every time.” Participant 3 discussed the following, “how can I write better code
that is readable and like other developers can easily code. I am writing this code to solve some
kind of problem. So, I try to solve the problem first by starting on a couple of solutions.”
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Participant 4 had expressed a desire to try new things; she stated, “I usually like to try new
technologies with a text that I already have. So, when I start a new project, I try to practice those
new skills. When it's a side project, I do them.” Due to the fact that all Participants were able to
acknowledge their coding goals, the interview portion of this influence was considered a
strength.
Observation
Participant observations were conducted on the Zoom platform. Participants discussed
coding goals in a “stand-up” setting and reportedly were often engaged in commonly used web
development language and terms. Participants efficiently used the correct coding language,
including React, Python, wireframe, data science, HTML, front-end, back-end, CSS, and
JavaScript. It had been agreed upon in earlier standups that the coding language used was
JavaScript libraries and frameworks. Participant 1 discussed what each VWD needed to
accomplish before the next standup, and his goal would be helping the others complete their
portion of the sprint. Participants 2 and 5 stated they continued to work on the job populator and
would be finished within the week. Participants 3 and 4 discussed their backend coding of the
login page and planned to be done within a day or two. It was affirmed during the observation
portion of this influence that all Participants effectively showed they had an understanding of
their coding goals resulting in this portion being considered a strength.
Factual Knowledge: VWD Know the Coding Goals of Their Team Members
Survey Results
The five respondents were unable to correctly answer all of the multiple-choice questions
regarding the team members knowing the coding goals of their team members. Each Participant
was asked to identify (a) collaborative sprint goals, (b) who is responsible for tasks within a
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release canvas, (c) and that there is often a daily standup for accountability. Only three of five
respondents correctly answered collaborative sprint goals, and 28.57% were chosen for
responsibility for release canvas and daily standup for accountability. The participants all
correctly choose “not understanding release canvas” as an example of coding goals for team
members, as shown in Figure 3. This indicates that the participants were not knowledgeable of
the team's coding goals and it was determined that the survey portion of this influence is an
opportunity.

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Figure 3
Results of Survey Question 2

Interview Findings
Participants were asked to describe some of the roles of their colleagues. None of the
participants discussed having knowledge of others on the team's goals; they did discuss having
an understanding of the project as a whole but lacked any clear answers to the interview
question. Participant 1 discussed the importance of creating an engaging program that was usable
for all. He stated,
Front end partnering to create a good user interface and experience for anyone that would
be using the app to have a good engaging time learning and reading and writing together
and making it as easy as possible. There are backend and data science working behind the
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scenes to make sure that everything is even and matches the user and creates a
challenging, engaging experience while manipulating data.
Likewise, Participant 2 discussed her experience working both front and back end too but
did not specifically mention the roles of others on the team:
I did some back-end and front-end work with colleagues, and we worked together most
of the time. I primarily work on the front end, we also have backend people, but I don't
work with them directly, although sometimes we have some communication.
Participant 4 stated how she focused primarily on the front-end while others worked on
the program’s back-end, but similarly, Participant 2 did not specifically mention the direct
knowledge of the others on their team goals. She stated,
One person was used to covering the backend, and I kind of took the lead on the front
end. The other ones were kind of back and forth. Some of them wanted to practice
backend and frontend, which didn't matter, but I wanted to do frontend.
While all participants were able to focus on their own goals and knowledge, they lacked a
broad knowledge of other team members' goals despite an inquiry into them. Because the
participants were not able to accurately identify the roles of the others on the team, the interview
portion of this influence is considered an opportunity.
Observation
Participants were observed discussing their roles on the front and back-end progress;
however, they did not indicate knowing their team members' coding goals. During the stand-up
session, participants discussed team roles and agreed, but goals were not mentioned. Each
participant screen shared their progress and discussed their challenges and the path taken to
overcome them or asked for advice from the other team members. Participant 3 said that they
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wanted to “continue working on the backend of the project but were appreciative of the help of
the others when needed.” During the same discussion, Participant 4 stated that they “did not have
a problem moving between both front and back end even though they enjoyed working on the
front end more.” Participant 1 had taken a bit of a leadership role and discussed continuing with
the program stating that “it seems to be working as is, we should continue this way.” He also
stated that it “... appeared to be going smoothly with him helping others complete their sprint
goals.” Participant 5 discussed that they “knew they needed to complete their portion of the
project to pass off to the backend developer.” It was clear they all understood the goals they
hoped to achieve and had a knowledge of what everyone else needed to get done. The
observation portion of this influence would be considered a strength because the behaviors
indicate an understanding of the goals of others on the team.
Factual Knowledge: VWD Knows the Components of Volunteerism
Survey Results
It was evident from the survey results that the five participants were unable to identify all
of the components of volunteerism (see Figure 4). To be considered a strength, each respondent
needed to choose all the correct choices successfully. The components necessary included (a)
you can think creatively, (b) you are eager to take the initiative, (c) you are driven by the work.
Four Participants (80%) correctly chose options c and d, were only three participants (60%) were
able to choose option b. The two answers that all participants did not accept as key components
of volunteerism were (a) an unwillingness to help others and (b) you prefer to work alone. By not
selecting all of the correct options, the participants did not show knowledge of the components of
volunteerism, thus being considered an opportunity.

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Figure 4
Results of Survey Question 3

Interview Findings
Participants were asked to describe what they believe makes a good volunteer. All five
participants (100%) gave very thoughtful responses to the question and were able to discuss
components of volunteerism successfully. Participant 1 described the components of
volunteerism as “a good volunteer is a person that gets excited about working with other people
on the product and gets involved in the whole process” Participant 2 described how the desire
needs to be there by stating, “not just doing it because it looks good on a resume or something. It
has to be something that you really enjoy doing, and you wish to help others.” Participant 3
added, “I like this project because it has good intentions.” Similarly, Participant 4 stated,
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a good volunteer is a person that gets excited about working with other people on a
product and gets involved in the whole process, wanting to know how the whole app was
going to work and how we could make it better, make it a good product. So, I think that's
a good volunteer, the person that wants to get input from everybody and work for a
common goal.
Each respondent discussed what makes a good volunteer within the coding community, thus
ensuring that the interview portion of this influence is considered a strength.
Observation
During the observation period, all (n = 5) participants stated that they enjoyed being part
of this project. The standup allowed for discussion about how this project could help others and
appreciated being a part of it but did not directly discuss the components of volunteerism. There
was no direct group conversation about components of volunteerism, although there was a
discussion of helping others. Therefore, the observation portion of this influence is considered an
opportunity.
Conceptual Knowledge: VWD Know How Their Goals Fit to the Programs Goals
Survey Results
To be considered a strength, 100% (5/5) of respondents needed to answer this question in
the affirmative regarding their knowledge of personal goals fitting into program goals. All
Participants either somewhat agreed or strongly agreed to the question of how their goals fit to
the program's goals. This provides evidence that the VWD possesses knowledge of the program's
goals. Five of five respondents were able to identify how their goals fit within the program's
goals, whereas four of five strongly agreed and one Participant responded with a somewhat
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agreed, as shown in Figure 5. The result of the survey portion of this influence is considered a
strength.

Figure 5
Results of Survey Question 4

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Interview Findings
Participants were asked to describe how their own goals contribute to the program being
developed. All participants (n = 5) were able to discuss how their goals were able to match the
program's goals. Participant 1 stated, “I think my biggest thing is I just like to help people and
learn.” Participant 2 discussed how improving her skills can help her gain the ability to expand in
more areas of work:
My goal was to get better in my coding skills and learn about working within a team
environment in a real-life environment where people are more senior with the intention of
getting better overall. Their goal for me was to become someone that can contribute more
or expand more into other areas.
Participant 4 discussed how she wanted to improve on a particular language and this goal
matched up with the program goals, “I wanted to practice React (part of the JavaScript library)
because I hadn't done it for a while. With the way the goals were set up, I was able to make the
contribution that way.” Participant 5 discussed finishing sprints on time and how those benefits
everyone, including the organization. Participants were able to talk about their goals in alignment
to the program goals and how time management and experience impacted their ability to
complete their tasks. Therefore, in the interview, this influence is determined to be a strength.
Observation
During the standup session, how coding goals contributed to the success of the program
was discussed. Participant 1 showed leadership and organizational skills working to align goals
by discussing progress and ensuring the team worked to resolve issues. Participant 4 discussed
getting to work on React and how she had struggled with it because she was not all that familiar
with it but finding success through research and trial and error. Coding goals were not directly
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mentioned outside of getting the opportunity to work on coding languages that they had not
worked on significantly or often enough yet were necessary on this project. Since the observation
did result in a discussion of personal goals relating to program goals, this influence was
considered a strength.
Factual Knowledge: VWD Know How the Goals of Their Team Contribute to the Program
Survey Results
To be considered a strength, five of five VWD must have an understanding of how team
goals contribute to the organizational goals. The participants all understood how the team goals
contribute to the organization’s goal where four of the respondents strongly agreed with the
statement. One participant somewhat agreed with the above statement, and none responded with
any neutral or disagreed options. The survey results indicated that five of five respondents knew
how the team’s goals contributed to the organization’s goals, as shown in Figure 6. Since the
survey results met the five of five thresholds, this influence is determined to be a strength.

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Figure 6
Results of Survey Question 5

Interview Findings
The participants were asked to describe how the goals of the team contribute to the
program being developed. All of the respondents (n = 5) were able to discuss how their goals
contributed to the organization's goals. Participant 1 discussed how everyone understands what is
at the end of the project:
I think the big key is that everyone's goals are pretty aligned in wanting to learn and get a
tough job, and we have to broaden their horizons, which puts everyone in a pretty good
mindset generally. So, everyone's kind of got the same end goal in mind, so we're not
necessarily pushing against each other. Everyone's moving in the same direction.
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Participant 3 discussed how the team worked together throughout the process to match the goals
of the program, “every member is very cooperative. And that's why we can easily solve
problems.” Participant 4 believed the product and how she was hoping to be a part of it until the
end: “It's something that it's a product that I believe in, is a product that I want to see, make it all
the way to the finish line.” Because all of the participants were able to accurately describe the
goals of the team and its effect on the organization, the interview portion of this influence is
determined to be a strength.
Observation
During the observation standup, the word “goal” was not mentioned. There were,
however, mentions of what they were working on and how it was something they were getting
more experience doing. While all participants did discuss what they had been getting out of
working on the particular parts of the project, there was no discussion of how the team's goals
contributed to the program. For example, one participant discussed overcoming a problem she
was having with a particular part of React. In the interviews, she also discussed wanting to gain
more exposure to the language and that solving the problem was a victory. All participants
celebrated her breakthrough, and Participant 1 indicated that it was important to the project's
overall direction. Because there was no specific discussion about the goal, the observation
portion of this influence would be considered an opportunity.
Factual Knowledge: VWD Know the Impact of Being Volunteers
Survey Results
Five of five participants needed to choose the correct answers to the survey question to be
considered an asset. All of the respondents (n = 5) responded to the survey agreeing that they
understood how they impacted the organization through their volunteerism. Four responded with
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a strongly agree, and one responded with a somewhat agree. No one replied with a neutral or
disagreed option. Because all respondents answered the survey correctly, as shown in Figure 7,
the survey portion of this influence is considered a strength.

Figure 7
Results of Survey Question 6

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Interview Findings
Participants were asked to describe the impact they believe they are having from
volunteering on this project. Two participants recognized that volunteering on this project was
beneficial to the organization. All participants conveyed that volunteering is impactful to the
organization and that it would not get done without their assistance. Participants also stated that
it was helpful to their career goals in learning and participating in building something. For
example, Participant 1 appreciated bringing a human element to the coding process. He stated,
I guess I'd say just being able to bring a human element to a pretty isolated workflow or a
lot of people work kind of at their own pace, do their own thing. And I think a lot of
developers just have their headphones on and code all day and don't really interact with
people. But I'm a people person, so I like to get people engaged, interacting, talking, and
out of their shells a little bit.
Participant 5 expressed that she felt her volunteering helped her deal with people and
stated, “I feel like my contribution was keeping that unity and keeping everybody motivated to
keep going and making a good product, and when there were challenges fix them and try to work
through it.” She believed her participation would be helpful to others when the web application
simulator is completed. Because all of the participants (n = 5) discussed how their volunteerism
had impacted the organization, the interview portion of this influence was considered a strength.
Observation
There was no mention of VWD regarding their impact as volunteers in the standup
meeting. They did discuss breakthroughs and progress they were having on the project, although
there was no mention of their impact as volunteers. This portion of the influence, therefore, was
considered an opportunity.
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Procedural Knowledge: VWD Know How to Complete Their Coding Assignments
Survey Results
Five of five respondents needed to know how to complete their coding assignments to be
considered an asset in the survey portion of this influence. All of the respondents (n = 5)
responded to the survey agreeing that they understood how they impacted the organization
through their volunteerism. Four responded with a strongly agree, and one responded with a
somewhat agree. No one replied with a neutral or disagreed option. Because all of the VWD
could correctly identify the answers, as shown in Figure 8, the survey portion of this influence
was considered a strength.

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Figure 8
Results of Survey Question 7

Interview Findings
All participants were asked to describe the coding process they go through while
completing an assignment. Although the responses were wide and varied, ultimately, five of five
were able to describe similar processes to work through their coding assignments. Participant 5
discussed the process she typically works through when working on the project, “Just go into the
code, do whatever changes I have to do, and then try to merge to get it approved by the other
developers and then try to merge in myself to the main branch. Once that's done, I can put it in
the “waiting for review” column, and I can assign it as done. Although Participant 1 did not
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specifically detail his process in coding terms, he stated that he creates his coding environment
by considering the necessary process to build and create code. Participants 2 and 4 were able to
outline their processes of working through their coding assignments by looking at the
organization/collaboration board like Trello or Monday (list-making application), pulling a task
and figuring out what is needed, starting coding, and aligning work with other coders. All of the
participants (n = 5) were able to discuss their processes while completing their coding
assignment. Therefore, it is determined to be a strength in the interview portion of this influence.
Observation
In the standup observation, a discussion about how to complete their coding
assignments. There was talk among the participants regarding the pull requests and whether
some could be merged immediately and when others would be able to merge theirs. Participant 4
discussed their assignments and where they were at in completing them. She screen-shared her
progress while working on the job populator portion of her coding assignment. Participant 5
discussed how they were moving through the wireframe section they were working on and their
next step. She screen-shared her frontend work and stated she was close to merging her coding
assignment. Participants 1 and 5 discussed their progress on the Trello board and what tasks
could be moved from review to the completed section. Participant 1 stated to Participant 5: “I
have moved my portion of the work and (I am) waiting for it to be reviewed:” Participant 5
stated they too had completed their tasks and were ready for it to be reviewed. In the observation
portion of this influence, all participants were able to discuss completion of their coding
assignments; therefore, it is determined to be a strength.
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Procedural Knowledge: VWD Know How to Be Good Team Members
Survey Results
Five of five participants needed to choose the correct options regarding the VWDs'
knowledge regarding being a good team member to be considered an asset. The respondents to
the above question were tasked with choosing the best answers (a) Lead by example and (b)
Build up trust were selected by all five Participants. Only four respondents (n = 4) chose (c)
encouraging socializing, and one chose (d) cultivate closed communication while none (0/5)
chose (e) ensure goals are not completely communicated. All of the respondents (n = 5)
answered the correct choice of (a) lead by example and (b) build up trust. Only four of five
correctly stated that encouraging socializing would be part of being a good team member. One of
five respondent incorrectly chose to “cultivate closed communication” as a key to being a good
team member because only two of the three answers (3/5) were correctly chosen, and one
incorrect answer (1/5) was chosen, as shown in Figure 9. Therefore, the survey portion of this
influence is considered an opportunity.
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Figure 2
Results of Survey Question 8

Interview Results
Participants were asked to describe some of the steps they followed to become a good
team member. Participant 2 answered the question by discussing her performance and the goal of
the organization. She stated,
You have to always constantly check between where you are and the goal. So, the closer
you are to completing your code, and then the function comes to life, the better at
meeting the goal. Creating the code and ensuring it works helps the team move closer to
the goal.
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Participant 3 discussed a time at a job he had where someone was criticizing his work,
and he reflected on the dialog and how it could help him improve his role as a team member.
Participant 3 stated,
I had a colleague that was difficult and would comment on my work. Afterward, I would
be angry, but I thought maybe he's right. He says he gets some difficult feedback on my
code, and he mentioned it. He asked me why you do this when you can do it like that? I
thanked him for the comment, and then I explained why I did this. We then developed a
dialog where he would offer a better way of doing things, and we had a better conclusion.
Similarly, to Participant 2, Participant 5 discussed how she focuses on staying productive
and on task, “My goal is to make sure that I'm staying productive, staying in progress. I'm not
getting myself stuck if I'm able to figure something out for somebody else. That's a bonus
because you know that you can learn more when you help others or when you teach others.”
Although several of the respondents discussed their roles on teams and how to be considered a
good team member, three of them did not answer the question effectively enough to make this
influence a strength.
Observation
The team members worked together to overcome challenges in their coding assignments.
During the standup, one participant screen shared the code they were having a difficult time with
and, as a group, resolved the issue. In this meeting, a “breakthrough” was celebrated when a
problem arose and was overcome. The team worked together to overcome a problem with
another's code, discussed each person's challenges with their coding assignment, and discussed
their current and upcoming workload. Therefore, the observation portion of this influence is
considered a strength.
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Procedural Knowledge: VWD Knows How to Be a Good Volunteer
Survey Results
To be considered an asset, all options needed to be selected regarding the VWD
knowledge of being a good volunteer. All participants (n = 5) acknowledged three important
skills that identified good volunteerism. Three Participants (60%) chose an answer that addressed
their volunteer experience and ReQLes Technology, and two mentioned (40%) that they knew
about the important things aligned with the organization and their beliefs. There was, however,
not a consensus on the steps necessary to indicate good volunteerism, as shown in Figure 10.
Therefore, from the survey results, this influence is considered an opportunity.

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Figure 3
Results of Survey Question 9

Interview Results
Participants were asked what are some of the steps they have followed to be a good
volunteer? Five of the five participants were able to discuss how to be a good volunteer. They all
were interested in helping others, and when getting to work on web development, it was an easy
decision. Participant 1 discussed how volunteering is how he approaches most things in his life:
I try to understand what's going on first; what can I bring to the table? Know that we're
all working towards the same thing, towards the greater good, there's a time and place for
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bringing up feedback and things like that, not hesitate but appropriate time and forum to
do so. Then just giving it my all as a volunteer job.
Similarly, Participant 3 believes that if he can build something and help, he is willing to
try. He did mention the need to take care of his family and even his country:
Life is short. If I can do it, my learning with my learning to do something for the people
of the country or anything else, I think that then I will be proud. Of course, we need the
money and need to survive. If I have any chance, I like to volunteer or do something.
Likewise, Participant 2 discussed helping an organization achieve its mission through
helping others. Participant 4 discussed what she thought were important steps necessary to be a
good volunteer, stating, “showing up on time, acting professional, and completing the work as
efficiently as possible.” Participant 4 discussed how volunteering is not about the money but that
the goal is more about “making a difference in the world and being willing to invest yourself into
the success of the product.” This question regarding this influence proved that five of five
participants understood the influence. Therefore, the interview portion of this influence is
considered a strength.
Observation
During the standup, there was no clear observation of the steps necessary to demarcate
good volunteerism while working with ReQLes Technology. All participants (n = 5) gave their
time and discussed that they were getting to work on the parts of the program they had an interest
in, but that alone does not prove that they know the steps of good volunteerism. It was not
observed that they had completed any training outside of the Bootcamp they attended or had
assessed their volunteer experiences regarding ReQLes Technology. There was no specific
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discussion regarding the steps necessary to be considered a good volunteer. Therefore, it is
considered an opportunity from the observation portion of this influence.
Metacognitive: VWD Monitor Their Progress to Complete Their Coding Assignments
Survey Results
All of the participants (n = 5) believed they were able to monitor their progress when
completing their coding assignments. Five of five respondents needed to choose the correct
answers to be considered an asset. Four respondents (80%) strongly agree, while one (20%)
stated they somewhat agree with the statement. No participants responded with a neutral or
disagreed option. The answers showed that the participants felt confident in their ability to
monitor their progress when completing assigned coding tasks, as noted in Figure 11. Therefore,
from the survey results, this influence is considered a strength.

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Figure 4
Results of Survey Question 10

Interview Results
Participants were asked to describe how they monitor their own progress in order to
complete their coding assignments. All (n = 5) participants responded to the question with the
understanding of self-monitoring their progress. Several mentioned that they monitored their
progress through Sprints, where tasks were completed within blocks of time. Participant 1 opined
on staying on track:
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I have to have a checklist in due dates. It's like my biggest thing, or else I fall down rabbit
holes and never see the light of day again. So, yeah, structure deadlines, setting daily,
weekly, and like sprint goals for what the most viable product MVP [most viable
product] looks like is super important to me.
Participant 2 discussed how she moved from task to task, “You have to always constantly
check between where you are and, you know, the goal, given the goal where you want to be and
kind of work it.” Participant 4 would create lists to stay on track, “Every day I will say I'm going
to work on this based on these things, and I had my own to-do list of all the things that I wanted
to accomplish at the end of the day, I finished those.” Participant 5 explained how jobs are
divided up, “Tasks are assigned at the beginning of the Sprint, and if they don't get assigned, if
they don't get complete by the end of the Sprint, we have to push it to the following Sprint. I
guess one of the things that I try to keep in mind is to try and have that as my finish line, try to
finish that task or whatever task I had assigned for that Sprint.” In the interview, all of the
participants (n = 5) were able to describe how they are able to monitor their progress. Therefore,
it was considered a strength in the interview portion of this influence.
Observation
The team of VWD during standup discussed possible solutions when challenged with a
difficult assignment from the wireframe. This was overcome using screen share to observe the
problem one of the VWD was experiencing while working on a Sprint. Participant 4 was having
difficulty with the “job populator” within the application to correctly function; the team found
the issue within the code while troubleshooting. Through screen share, the team members found
the error in the code that kept it from working correctly. Participant 2 was working on the front
end and could not get the log-in signup portion to align properly; the team offered suggestions
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for fixing the problem. The team worked during the standup to resolve a problem Participant 5
was having in completing their coding assignments and offered possible solutions to the other.
The observation portion of this influence did demonstrate the knowledge that each VWD was
able to monitor their progress. They were able to show their progress to each other in the group
through talk aloud and screen share and discussing problems and possible solutions. They also
discussed where they were and where they would be by the next standup meeting. Therefore, the
observation portion of this influence was considered a strength.
Metacognitive: VWD Monitor Their Role Regarding How They Fit Within the Team
Survey Results
For this influence to be considered a strength, five of five respondents needed to answer
the survey question correctly. This statement drew a more varied response from the respondents
than others. Three (60%) stated they strongly agreed with the statement, one (20%) somewhat
agreed, and one (20%) neither agreed nor disagreed. No responses were obtained for somewhat
or strongly agreeing with the statement. The survey results showed that four of five respondents
believed they knew how to monitor their role as a team member, and one (20%) neither agreed
nor disagreed with the question, as shown in Figure 12. Therefore, from the survey result, this
influence is considered an opportunity.

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Figure 5
Results of Survey Question 11

Interview Results
Participants were asked to talk through how they monitor their own progress while
performing their volunteer role on the job in a team context. The respondents discussed how
important it is to monitor their role as a team member and how they fit into the project.
Participant 1 explained her opinion of communication within the team, “I think the biggest thing
was just communicating with everyone individually on where they're at and how they're doing
before pulling anything up myself. I'd like to look at stuff and know that it's getting done, you
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know, see the final product.” Similarly, Participant 4 discussed how working as one helps the
entire team complete the project by stating:
We all want to work towards that final product, the final ending. So, helping others
accomplish their little paths so we can see the final product is part of being in a team, you
know, a team member that is actually helping others succeed. Seeing the whole, not as a
person, but the whole team succeeds. If one person is behind the whole team, the whole
project is behind. So, helping each other is helping yourself by helping the priorities;
without it, you cannot be successful.
Participants 1, 3, and 5 responded similarly to the other respondents regarding how they are able
to monitor their progress.
Observation
During standup, a significant amount of time was spent on the progress of the web
application simulator prototype. Each person discussed their progress on the pull request
assigned to themselves. Discussion took place regarding moving tasks from the “in progress”
section of the organization board to the completed section of the board. There was no discussion
about how their role as a team member fit into the team; however, there was discussion about
how completing individual parts was key to building the web application simulator prototype.
Participant 1 was key in talking about where they were in relation to merging individual
components of coding into the whole project. He had been the VWD that was moving back and
forth between all of the VWD, helping out where needed and discussing what completed tasks
could be moved to the final product.
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Metacognitive: VWD Monitor Their Role as a Volunteer
Survey Results
All respondents (n = 5) responded to the above-referenced question by either strongly
agreeing (2) or somewhat agreeing (3). Nobody responded with a neutral or disagree option. The
results of this survey indicate that they all believed they could reflect on their role as a volunteer
within the organization, as shown in Figure 13. Therefore, this portion of the influence is a
strength from the survey results.

Figure 6
Results of Survey Question 12

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Interview Findings
Participants were asked to walk through how they monitor their own progress while
performing their volunteer role on the job. Although volunteerism was not mentioned
specifically in any of the responses to this question, they all made a point of discussing their role
in this and other organizations they have been associated with. Participant 2 discussed her role of
being able to improve on a project and how it will help people. She stated, “it’s not going to
benefit just me, but, you know, for the team itself, people will get to learn, and the companies or
the team will be perceived as a success.” Participant 4 discussed her feelings about being a new
coder yet successfully helping others; she stated,
It's a bit weird for me because I'm still new, but my goal is to make sure that I'm staying
productive. If I am able to figure something out for myself or help someone else, that's a
bonus to me. I believe that you can actually learn more when you help others or when
you teach others.
When discussing roles as a web developer, many tools are available for them to monitor their
progress within the organization. Unfortunately, there were no tools to help them monitor their
role as a volunteer.
Observation
There was no discussion about the VWD's ability to monitor their role as a volunteer.
They did discuss coding opportunities and how they would help the web application simulator
prototype, but there was no mention of volunteering on the project. Participant 1 had screen
shared the Trello board, and they discussed their coding progress. However, they did not discuss
their role as volunteers but were active in their discussion as web developers. Table 6 displays
the knowledge determination of asset or need.
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Table 6
Knowledge Determination of Asset or Need
Assumed knowledge
influences
Knowledge type (i.e., factual,
conceptual, procedural,
metacognitive)
Strength or opportunity
VWD know their coding
goals
Factual Strength
VWD know the coding goals
of their team members
Factual Opportunity
VWD know the components
of volunteerism
Factual Opportunity
VWD know how their goals
fit to the program’s goals
Conceptual Strength
VWD know how the goals of
their team contribute to the
program
Conceptual Opportunity
VWD know the impact of
volunteering on the
organization's overall goals
Conceptual Opportunity
VWD know how to complete
their coding assignments
Procedural Strength
VWD knows what steps team
members need to follow to
be considered a good team
member
Procedural Opportunity
VWD knows what is
necessary to be considered
a good volunteer
Procedural Opportunity
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Assumed knowledge
influences
Knowledge type (i.e., factual,
conceptual, procedural,
metacognitive)
Strength or opportunity
VWD know how to monitor
their progress to complete
their coding assignments
Metacognitive Strength
VWD know how to monitor
their role as team members
Metacognitive Strength
VWD know how to monitor
their role as a volunteer
Metacognitive Opportunity

Results and Findings for Motivation Causes
In addition to knowledge influences, this study has motivation influences that include
self-efficacy and task value that impact the VWD’s ability to build and launch the “This Is Your
Life” web application simulator prototype. This study presumes that the VWD have self-efficacy
beliefs and the desire to help others in a field they are interested in. If the VWD has positive self-
efficacy and sees value in helping others, their motivation will be an asset. If they lack self-
efficacy and do not see value in helping others, their motivation will be considered a gap. The
results with these motivation influences are examined within this section.
Self-Efficacy: Volunteers Are Confident in Building the Web Application Simulator
Prototype
Survey Results
As can be seen in question 13, there is not as much confidence in the respondents’ ability
to complete the coding assignment at this point on time. Referring to question 14, it is apparent
that the respondents have greater confidence in completing individual steps, communicating with
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the team, and finding solutions to questions. Of the participants, four of five were confident in
successfully completing the web application simulator prototype. One participant (20%) lacked
the confidence that they were able to complete the project. Because all of the participants were
not able to answer correctly, this influence is considered an opportunity. Figure 14 shows the
results of survey question 13.

Figure 7
Results of Survey Question 13

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Interview Findings
Participants were asked to talk about how their confidence has developed in building web
applications. Because all respondents were certified web developers and new in the field, they
saw confidence grow daily. Similarly, Participant 3 discussed his ability to be part of the team, “I
am confident enough to take the position because, you know, I have something good.”
Participant 4 discussed her problem-solving skills: “I feel like I got more confident out of it
because. I could see that I could solve problems, or I could go through my little setbacks like that
was something that wasn't working and resolving them was getting easier.” All (n = 5)
participants were confident in their ability to build their portion of the web application simulator
prototype; therefore, this portion of the influence is considered a strength.
Observation
During stand-up, the VWD discussed alternatives to problems and would discuss varying
possibilities before agreeing on a unanimous decision. Participant 2 had found when testing her
coding assignment that she was dealing with a broken block of code, and the entire team was
able to troubleshoot the problem and resolve the issue. In addition, Participant 3 discussed the
issue he was having on the back-end of his coding assignment; all Participants looked over the
issue without resolving it during the meeting. Participant 3, although not able to resolve during
the standup, stated he was confident that he would be able to afterward. Additionally, Participant
1 stated he was having a challenging time using Flexbox (CSS-cascading style sheet) where he
was trying to align a section of the dashboard; while talking the group through the problem, he
resolved it himself.
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Intrinsic: VWD Enjoy Challenging Tasks When Volunteering to Work on Web
Applications
Survey Results
All respondents enjoyed their time working as a volunteer helping build web
applications. Each person that took part in the study chose “like a great deal,” which was the top
option. The participants in the study were recent Bootcamp graduates and enjoyed getting to
work on web applications. The survey showed that all (n = 5) participants enjoyed volunteering
for the project, as shown in Figure 15. Therefore, it is considered a strength from the survey
portion of this influence.

Figure 8
Results of Survey Question 14

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Interview Findings
Participants responded to the question; can you talk to me about why it is that you desire
to help others develop web applications? All participants (n = 5) discussed how they enjoyed
helping on the project and were satisfied with it. Participant 1 discussed how he tries to be
helpful regularly in his life:
I'm a very like-minded person; when I see somebody with a problem, I actually cannot
tolerate it. I try to help anyway if I have anything to do. So, in that way, I don’t have
anything to do; I learn something. If my learning can help any people and I have the
ability and time, I can do this. I get happiness from helping others.
Participant 4 believes that another perspective could help resolve the issue because everyone
thinks differently. She had discussed, “helping each other is the best because we all think
differently. And my solution might be something that no one else had considered.”
Observation
In this standup, everyone seemed to be enjoying the process while working on their
individual coding assignments. There were group discussions and teasing about work and
personal lives. This occurred even though each person had little knowledge of each other outside
of working on the “This Is Your Life” financial skills simulator prototype. Participant 2
discussed her fondness for Disneyworld and online gaming. Participant 5 talked about helping
out family members and dealing with Covid. There was banter regarding various life events and
a positive attitude in the standup while working on the project. When one participant (as
discussed previously) had an issue that needed to be resolved, they would screen share to get the
input of the others on the team.
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Results and Findings for Organizational Causes
In addition to the knowledge and motivation influences, this study addressed
organizational influences that affect the VWD’s ability to build and launch the “This Is Your
Life” web application simulator prototype. Cultural models, which are the inherent points of
view and principles common to the VWD working on this project, and cultural settings, which
are the perceptible manifestations of cultural models that arise within the organization’s
situation, are the framework from which the assumed organizational influences the VWD ability
to close the gap in performance. From a cultural model’s perspective, ReQLes Technology must
be willing to match the strengths with others on the team. The results and findings that follow are
organized following these assumed cultural models and influences.
Cultural Models: Volunteers Need the Organization to Match Work Strengths With
Others on the Team
Survey Results
The results of this statement received three strongly agree, and two somewhat agree with
a 100% response to the organization matching strengths with others on the team. No one
responded with a neutral or disagreed statement. The findings from this question indicated that
all of the Participants felt the organization was able to match their strengths when assigning them
their coding assignment, as shown in Figure 16. Based on the results from the survey portion of
this influence, it is considered a strength.

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Figure 9
Results of Survey Question 16

Interview Findings
All participants were asked the following question, can you talk to me about the
organization’s approach to matching your work strengths with others on the team? The
respondents gave several answers regarding these statements that do not necessarily agree with
the survey results. Participant 1 stated,
It's an interesting balance and could probably use a little bit of work. I think initially it's a
pretty mixed bag with some randomization, but I think it's our job to find where people's
strengths and weaknesses are, as well as compatibility and interests, and try and plug and
play.
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Participant 3 discussed putting people where it seems like a good fit but because it was a
small team working with people’s strengths. Participant 4 stated that they discussed who would
be best at research and how to overcome issues like authentication in this group. She said, “We
all had different strengths, and we made our team very strong because we combined our
strengths.” Because there was not a consensus regarding the interview portion of this influence, it
is considered an opportunity.
Observation
The organization in the early meetings had assigned them to their strengths and areas in
which they hoped to work. Participants 1, 2, and 4 were strong on front-end development, while
Participants 3 and 5 were confident in their backend work. It appeared from the standup that
there were discussions about working on pieces of the project where people felt like they were
strongest. All participants (n = 5) had stated in the early meeting that they were capable of
moving back and forth between the front and back end but had continued to work where they had
been assigned. In the standup, Participant 1 was clearly willing and able to move between the
front and back-end assignments and when helping Participant 3 with a problem by suggesting
possible solutions. Therefore, from the results of the observation, the portion of this influence is
a strength.
Cultural Settings: The VWD Is Able to Improve or Create New Programs
Survey Results
The respondents varied responses to the above statement, three strongly agreeing, one
somewhat agreeing, and one neither agreeing nor disagreeing. In early meetings, any changes
were to be discussed with the UI/UX designer, and a decision would be made. No one responded
with either disagree option. Most of the respondents (n = 4) believed that the organization
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encouraged them to offer new ideas that they believed would help the web application simulator
prototype. One participant (n = 1), however, neither agreed nor disagreed with the statement.
Based on the threshold of 100% not being met as noted in Figure 17, the survey portion of this
influence would be considered an opportunity.

Figure 10
Result of Survey Question 17

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Interview Findings
All participants were asked to describe the processes or lack of processes that are in
place to promote new ideas that improve or change the web application simulator. Participant 5
discussed how her overall experience worked when an organization is implementing a new build.
Because of this group’s size, she reflected on a past experience working in the field. She stated,
A lot of decision-making comes from people higher up than us. Developers identify
features and implementations that need to get done are put on this backlog which are then
put into a sprint. Tasks are assigned to a developer based on how many are still left from
the last sprint. That is designed not to overload us with work. So, we do have that
meeting at the beginning to assign new tasks and remind ourselves who has what tasks
from the last sprint.
Participant 4 discussed how they typically go to the stakeholder with concerns and see if they can
get a better understanding. Still, here she was allowed to make alterations. She stated,
We would even go to the stakeholder’s meetings where we will bring our concerns about
what we don't understand. What do you mean and then understanding that final vision
that the stakeholder has, it was better for a process of doing the front end or whatever we
were working on by understanding the final vision of what it was supposed to be?
In the interviews, one participant was able to describe the belief the organization allowed
them to make changes to the web application simulator prototype. There were discussions
regarding processes for assignments and how to build progress but lacked the freedom to make
changes. Therefore, the interview portion of this influence is an opportunity.
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Observation
It was observed that the web developers discussed ways of making the web application
simulator prototype better. Participants working on the front end discussed a visual change to the
wireframe where they thought it would improve the game flow. Participant 2 suggested that
adding a menu bar instead of a hidden bar would enhance the look and feel of the application.
Participant 1 stated that he agreed and would discuss it with the UI/UX developer after the
standup. These improvements were agreed upon by the UI/UX developer and implemented at a
later date. The observation portion of this influence is considered a strength.
Cultural Settings: VWD Need the Organization to Allow Them to Make Improvements or
Changes to the Web Application Simulator Prototype
Survey Results
Most respondents (n = 3) somewhat agreed that they were given the necessary time
required to build a web application simulator prototype. One respondent strongly agreed, and one
neither agreed nor disagreed. Four of the five respondents agreed that they were given sufficient
time to work on the web application simulator prototype, with one response (20%) neither
agreeing nor disagreeing with the inquiry. As indicated in Figure 18, the threshold of 100% was
not met; therefore, the survey portion of this influence is considered an opportunity.

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Figure 11
Results of Survey Question 18

Interview Findings
Participants were asked to describe how the organization facilitates sufficient time to
devote to the web application simulator each week. The interviews provided some context in
their view of the time allocated for app development. Participant 2 stated that “they did give us
plenty of time within two months to create our seed and make sure the goals were achievable
within the span of time.” Participant 3 was employed during some of this project, and so he felt
there could be challenging times, “I have a job. So that’s why I did it part-time and worked on it
during my free time.” Participant 4 viewed this project as a job and stated, “I viewed it like an
eight to five job.” Participant 5 talked about dedicating certain amounts of time and liked that
sometimes tasks had time labels that helped identify the commitment. She stated:
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The ones that are labeled one are probably going to be faster. Maybe it’ll just take a
couple of hours. It’s not going to take the whole day; some are going to take two or three
days or five days and can be really challenging.
Because the participants stated that the organization did give them the time to work on the web
application simulator prototype, the interview portion of the influence is determined to be a
strength.
Observation
A discussion of time allowed in the web application building was not observed during the
standup portion of the study. The participants did have regular meetings and work together
throughout the process, but allotment was never mentioned during the observation period.
Therefore, it is considered an opportunity in the observation portion of this influence.
Summary of Influences
The following tables show the study's knowledge, motivation, and organizational
influences and their determination of success or failure. Table 7 shows the success or failure of
the influences studied.

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Table 7
Knowledge Determination of Success or Failure
Assumed knowledge
influence
Knowledge type (i.e., factual,
conceptual, procedural,
metacognitive)
Strength/opportunity
VWD know their coding
goals
Factual Strength

VWD know the coding goals
of their team members
Factual Opportunity

VWD know the components
of volunteerism
Factual Opportunity
VWD know how their goals
fit to the program’s goals
Conceptual Strength
VWD know how the goals of
their team contribute to the
program
Conceptual Opportunity
VWD know the impact of
volunteering on the
organization's overall goals
Conceptual Opportunity
VWD know how to complete
their coding assignments
Procedural Strength
VWD knows what steps team
members need to follow to
be considered a good team
member
Procedural Opportunity
VWD know what is necessary
to be considered a good
volunteer
Procedural Opportunity

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Assumed knowledge
influence
Knowledge type (i.e., factual,
conceptual, procedural,
metacognitive)
Strength/opportunity
VWD monitor their progress
to complete their coding
assignments
Metacognitive Strength
VWD monitor their role as a
team member
Metacognitive Strength
VWD monitor their role as a
volunteer
Metacognitive Opportunity

VWD Knowledge
It is clear the VWD have an understanding of their own coding goals but are lacking
when it comes to knowing the roles of team members and their role as a volunteer. Each
influence that asked about their knowledge was a success, while most influences regarding other
influences resulted in failure. The chart showed that there was a knowledge of monitoring the
role of team members but lacked knowledge of the others' goals and how they need to behave to
be considered good team members. Finally, no influence was affirmed regarding their knowledge
of being a volunteer. Table 8 shows the motivation determination of success or failure.

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Table 8
Motivation Determination of Success or Failure
Assumed motivation influence Strength/opportunity
Self-efficacy
Volunteers are confident in building the web
application simulator
Opportunity
Intrinsic
VWD need to have high expectations of
success when it comes to volunteering to
work on web applications
Strength

VWD Motivation
The motivation influence indicated success of most of the attributes; self-efficacy was the
lone influence that was determined to be a failure more success than the knowledge influence.
This may result from their desire to become web developers and working on programs allows
them the opportunity to practice. As a result, they did lack confidence in their ability, as
indicated in the self-efficacy portion of the motivation influence. Table 9 displays the
organization determination of success or failure.

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Table 9
Organization Determination of Success or Failure
Observation Strength or opportunity
Cultural models:
VWD need the organization to match work
strengths with others on the team
Opportunity
The VWD has the time to devote to app
development
Strength
Cultural settings:
The VWD are able to improve or create new
programs
Opportunity
VWD need the organization to allow them to
make improvements or changes to the web
application simulator prototype.
Opportunity

Organization
The organization's influence produced mixed results, thus showing the organization did
not do enough to successfully support creating a web application simulator prototype. There was
sufficient time allotted for the project, which was beneficial to the VWD. However, there was a
clear failure of the organization to support the VWD in their efforts of creating a viable working
prototype. For this project to be successful, all organizational influences needed to be successful.
In Chapter 5, research-based recommendations that support ReQLes Technology’s goal
of building and launching the “This Is Your Life” web application simulator prototype are
articulated. The recommendations are organized around the knowledge, motivation, and
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organization needs identified in this chapter. Using the new world Kirkpatrick model
(Kirkpatrick & Kirkpatrick, 2016), four levels will be utilized to develop a plan where reaction,
learning, behavior, and results can be leveraged to better utilize volunteers in technology-based
organizations.
Summary of Conclusions
Knowledge Conclusions
The assumed influence that VWD know their coding goals was determined an asset
through interviews, surveys, and observations. The five respondents were able to articulate their
knowledge of coding goals through interviews. All participants were able to distinctly describe
their knowledge of their coding goals through descriptive steps. In the survey, all five responses
were affirmative in their knowledge of their own coding goals, with three of five respondents
stating they strongly agree while two of five stated they somewhat agree. During the standup
observation, many of the common terms used in web development were used, and it was
discussed what the best plan of action was for the web application simulator prototype. This
influence is considered a strength because all five of the respondents acknowledged they knew
their coding goals in the survey, and all (n = 5) of them were able to discuss their coding goals in
the interview section and were observed discussing them.
The assumed influence that the VWD knows the team members' coding goals were not
validated through the survey, interview, and observation. The survey asked respondents to
identify examples of coding goals of their colleagues, and only three of five participants were
able to do so. The interviews included discussions about their team members' roles and how they
moved back and forth to help meet goals, but none (n = 0) of the participants discussed knowing
the goals of the team members. Discussions primarily focused on what each hoped to work on
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but not about the team. During observation, none of the participants talked about each other's
roles and responsibilities when working towards goals but mentioned that they needed to hand
off their portion to the other developers on the team, indicating an understanding of the others'
roles. Therefore, this influence was considered an opportunity because the team did not discuss
their knowledge of the coding goals of others on the team.
The survey showed that all respondents could not identify all of the components of
volunteerism by selecting the most appropriate choices. The interviews provided a robust
discussion on the importance of volunteerism in their lives, and all participants gave an example
of the components of volunteerism. The observation standup provided an opportunity to discuss
volunteerism, although components were not mentioned. This influence was determined a need
because the survey and observation components of triangulation proved that only three of six
VWD were unable to identify components of volunteerism. This influence would be considered
an opportunity because of the lack of confirmation of knowledge on the components of
volunteerism.
The assumed influence that the VWD knows how their goals fit into the program’s goals
was confirmed through the survey and interview but not mentioned in the observation standup.
Five of five confirmed the knowledge of their coding goals fitting into the program’s goals. The
interview showed that all participants were confident to varying degrees in knowing how their
goals fit the program's goals, with four confirming greater confidence. Although not extensively
discussed during the observation standup, matching goals were mentioned. The influence would
be considered a strength because the VWD were able to identify their goals in relation to
program goals and answered accordingly in their interviews. In the standup observations, all the
VWD were knowledgeable in regard to this influence.
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The assumed influence that VWD know how the team’s goals contribute to the program
was affirmed through interviews and surveys. Both methods showed that the participants (n = 5)
were aware of their team goals’ contribution with varying degrees of confidence. However, the
observation phase did not mention the team members’ goals’ impact on the program. Overall,
this influence was determined to be an opportunity since only two triangulation methods were
confirmed.
The assumed influence that VWD understands the impact of volunteerism is affirmed in
two of the three data collection methods. Surveys and interviews showed that five of five VWD
understood the impact of volunteerism specifically on this program. The observation standup did
not result (n = 0) in any mention of the impact of their volunteering for the program. The
influence for this assumption would be considered an opportunity because it showed there was
not a clear understanding of the impact volunteers have on the organization.
All participants were graduates of the same web development Bootcamp and thus had
been trained on the processes necessary to become certified web developers. Each had varying
confidence levels in their abilities, yet all knew how to complete assignments. In the surveys,
four participants strongly agreed to being able to complete while one somewhat agreed. In the
interview, all participants discussed their ability to complete the assignments. During the
standup, observations revealed that all participants reported they were confident in completing
the assignments assigned to them and were either ready to merge their work or very close to
being ready. Finally, because five of five confirmed the ability to explain the necessary steps of
their coding assignment, this influence is considered a strength.
The assumed influence that the VWD knows the steps to being a good team member was
viewed as mixed. Some necessary aspects of the survey questions were missed, and others were
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incorrectly selected. The survey resulted in two of the correct choices being selected by all
participants, but only three (n = 3) chose one other option, and only one chose the other correct
choice. One respondent (n = 1) chose the incorrect option available to them. The interview
portion of this influence showed a similar consensus of what steps were necessary to be
considered a good team member, although they provided broad responses to the question.
Observation during standup showed a clear awareness to work together and solve problems
others on the team were experiencing but did not discuss being a good team member. Due to the
fact that there was not a consensus on the surveys yet interviews and observations showed an
understanding of this influence, it is determined that this is an opportunity. The triangulation did
not indicate enough knowledge of the influence.
The survey question asking whether the participants know the steps to being considered a
good volunteer resulted in two of the correct answers being chosen by all of the respondents,
while the other two options saw only partial agreement. This resulted in only 40% of the answers
being responded to correctly. Because there was no consensus of identifying the necessary steps
to demarcate a good volunteer, it was not established that all participants knew the strategies
necessary to be considered a good volunteer. The interviews did show that the VWD was able to
describe the steps necessary to be considered a good volunteer. It was determined that this
influence was not met because there was little evidence that the participants could consider what
did or did not effectively demarcate what is considered good volunteerism. Ultimately, this
influence would be considered an opportunity because the Participants need to know the
strategies of being a good volunteer and have not shown the necessary needs.
The assumed influence that VWD were able to monitor their progress when working on
completing their coding assignments was confirmed. Four responses included “strongly agree”
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and one that “somewhat agree,” while none of the other options were chosen. During the
interviews, each participant discussed the various ways they monitor their progress on coding
assignments. Some mentioned self-structured methods, while others addressed standard coding
tools used to monitor their progress. During standup, the VWD discussed overcoming
challenges, and the team worked to resolve them. This assumed influence was determined a
strength because all (n = 5) of the web developers are able to monitor their own progress when
working on coding assignments. They were also able to make sure they completed them so
others on the team could add their portion to the total project and merge accordingly.
The assumed influence that the VWD monitor their role within the team was confirmed,
although there was neither agree nor disagree chosen in the survey. The interviewees all
responded that they monitor their role on the team through standard web development tools. All
participants discussed the importance of open communication and the importance of staying
focused on the final product. Standup allowed the participants to discuss the progress and how
they worked through their pull requests to complete their tasks. This influence would be
considered an opportunity because four of five participants showed the ability to monitor their
role within the team on the survey, but all the interviews showed that they were, in fact, able to
do so. The interviews provided a clear knowledge that the participants were able to discuss their
progress, and observations confirmed it; however, a lack of understanding was established.
The assumed influences regarding the VWD’s ability to monitor their role as a volunteer
was confirmed, yet with less confidence than other answers. The survey found that 100% of
respondents were able to monitor how their role as a volunteer impacts the organization. In the
interviews, however, Participants 3 and 5 discussed in broad terms that they were aware how
helping others is very important to them but not sufficiently addressed with the other
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participants. In the observation portion of this influence, volunteerism was not addressed. This
influence would be considered an opportunity because not all of the participants could
successfully describe their ability to monitor their role as a volunteer. Figure 15 illustrates the
results of the knowledge influence.
Motivational Conclusion
There was confidence in the knowledge and skills for building the web application, but
the survey showed that it was not at a high level. The interviews revealed that all participants'
confidence increased as they worked on the project and learned as they went. Because they were
all new web developers and most did not have a job yet, this was another opportunity to learn the
skills necessary for the role. During stand-up, the VWD worked through alternatives to problems
when they arose. However, due to the lack of confidence in the survey responses where only
three participants responded correctly, it is determined to be an opportunity for all VWD to have
confidence in their ability to build web application simulator prototypes.
The assumed influence that the VWD have a desire to continue to work on challenging
tasks when working as a volunteer was confirmed. All respondents (n = 5) strongly agreed that
they like working as a volunteer to build web applications. Five of the five participants agreed
that they enjoyed working on the project and liked helping others overcome challenges in web
development. During the observation, it appeared that everyone was enjoying working on the
project and getting to know each other. This influence is determined to be a strength because
there was a clear understanding that all (n = 5) of the volunteers wanted to continue working on
difficult tasks.
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Organizational Conclusions
The VWD needed the organization to match the work strengths of others on the team.
Although a small team, there were still discussions that some felt better working on frontend or
backend coding. The organization worked to place each person in their chosen area. The survey
indicated that three respondents strongly agreed that the organization worked to place people in
their areas of strength, while two respondents somewhat agreed. Interviews suggested that the
organization did try to do this, but one person indicated it was a “mixed bag” of success. Standup
indicated that people gravitate to their strengths and that the UI/UX designer (organization)
attempted to place them where they felt most comfortable. Because the interviews did not
provide a consensus of all participants regarding this influence and triangulation could not be
met, it is considered an opportunity.
The cultural setting influence within the organization allowed the VWD to make changes
to the web application prototype when necessary. The survey showed that four of five
respondents strongly agreed or somewhat agreed. One response (n = 1) neither agreed nor
disagreed with the influence. The interviews encouraged a discussion regarding the ability to
make changes, and most agreed that this organization allowed for that. Several Participants
responded with experiences within other organizations as examples where changes were not
encouraged nor allowed. During stand-up, changes were discussed and submitted to the UI/UX
Designer as a recommendation. Due to the lack of confidence in responses from the Participants
in the survey, yet a strong example of confidence in the interviews and stand up this influence
would be considered an opportunity.
The organization’s assumed influence has given the VWD the time necessary to develop
the web application simulator prototype was confirmed, however, not with great confidence. The
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survey indicated that only one respondent (n = 1) strongly agreed with the statement, and three (n
= 3) somewhat agreed with it, while one (n = 1) neither agreed nor disagreed. The interviews
suggested that enough time was allowed and that the VWD were encouraged to work on it
regularly. The observation portion of this influence was not observed. Because the survey did not
meet the threshold and the influence was not confirmed during the standup portion of the
observation, it would be considered an opportunity for the organization.

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Chapter Five: Recommendations
This study has explored the knowledge, motivation, and organizational influences
affecting ReQLes Technology’s ability to build and launch the “This Is Your Life” web
application simulator prototype using volunteer web developers. Chapter 4 summarized the
knowledge, motivation, and organization influences validated as success or failure through this
study’s data collection and analysis approach. This chapter turns to evidence-based
recommendations to address these validated influences. The proposals are then translated into a
recommended application and assessment program subsequent to the systematic and rigorous
approach of the new world Kirkpatrick model (Kirkpatrick & Kirkpatrick, 2016).
Prior to establishing recommendations, implementation, and evaluation, this chapter will
revisit ReQLes Technology’s context, mission, and performance goals. Additionally, it
reconsiders the VWD as the stakeholder group of focus and the stakeholders’ group performance
goal. Finally, it provides a reminder of the purpose of this study and the questions that guided it.
By taking another look at these factors at the beginning of this chapter, this study is better
positioned to assimilate the recommendations and application plan at the end.
Organizational Context and Mission
ReQLes Technology is a web development company building a financial skills simulator
to help young people gain financial life skills. The web app simulator is called “This Is Your
Life” and is an interactive tool where young people can manipulate data to learn about financial
subjects they will utilize throughout their lives. It is important to introduce innovation when
addressing new pedagogical tools to improve financial skills in young people. ReQLes
Technology hopes to bridge the current pedagogy being offered and combine it with technology
that can increase financial skills learning.
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Organizational Performance Goal
The performance problem of the organization is its underperformance in the production
of a financial skills training prototype simulator program that utilizes technology for young
people transitioning into adulthood. This is a problem because, though stipulated within the
ReQLes Technology strategic plan, 0% of the prototype simulator has been developed; thus, the
gap in performance is 100%. By July of 2022, ReQLes Technology will have completed a
financial skills training program that utilizes technology for young people transitioning into
adulthood.
Description of Stakeholder Groups
Several stakeholder groups are significant in contributing to the overall goal of
completing 100% of the prototype web application simulator. The first important stakeholders to
achieving the goal will be the team of volunteers to develop the prototype web application
simulator. Their team of data science and front and backend developers would build and launch
the working prototype of “This Is Your Life.” The second stakeholder group will be web
developers tasked with transitioning the prototype to a ready-for-market product. The third
stakeholder group will be the executive leadership team consisting of the founder, chief
technology officer, chief operating officer, and human resources manager to lead the formal
management of the prototype development processes from concept to launch.
Stakeholder Groups’ Performance Goals
ReQLes Technology’s goal is to complete 100% of the “This Is Your Life” simulator
prototype by the volunteers by June 2021. Leadership believes this can be accomplished by
structuring a protocol where the volunteer team is comprised of certified full-stack web
developers who have completed all stages of a web development Bootcamp utilizing the
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prototype simulator throughout the year-long partnership. The volunteer team of prototype
developers will be tasked with closing the performance gap, including finishing wireframing,
creating the non-working prototype, front and backend development, and the completed working
prototype. Leadership has established attainable goals through the year-long partnership with the
volunteers resulting in a completed and working prototype by June 2021.
Stakeholder Group for the Study
ReQles volunteers will be tasked with completing most of the simulator project
prototype, “This is Your Life.” ReQLes Technology’s use of VWD is the best choice of
stakeholder of focus for several reasons. First, the VWD will be tasked with building the web
application simulator prototype, “This is Your Life.” Second, because they will build the
application, understanding their knowledge, skills, and motivation is vital to whether ReQLes
Technology can close the performance gap within the strategic plan’s time frame. Third, as
ReQLes Technology is currently staffed, no other web developers are available to build the web
application.
The stakeholder of focus goal was determined by leadership. The measurable level of
achievement was determined by the need for the innovation and the lack thereof technology to
educate young people in financial efficacy. This stakeholder group will be responsible for
closing the performance gap by completing the “This Is Your Life” working prototype. The
focus will be on these stakeholders supported by leadership to complete all tasks laid out in the
strategic plan. The stakeholders were tasked with building 100% of the web application
simulator prototype by June 2021. They will be measured through consistent monitoring of
progress by completing wire-framed user flows, agile methodologies, and user testing.
Volunteers are critical to implementing compliance procedures, including weekly group and
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team meetings, problem-solving, team building, and progress reports. This stakeholder group
will be dedicated to full-time work on the venture. Because the performance goal is new to both
the organization and the stakeholders, the current gap in performance is 100%. The risk to the
organization not completing the stakeholder goal is a delay in launching the web application
simulator by months and potentially allowing a competitor to launch a similar product before
ReQLes Technology.
Purpose of the Project and Questions
This project aims to conduct a needs analysis in the areas of knowledge and skill,
motivation, and organizational resources necessary for the volunteers to reach the organizational
performance goal. The analysis will begin by generating a list of possible needs and then
examining these systems to focus on actual or validated needs. While a complete needs analysis
would focus on all stakeholders, for practical purposes, the stakeholder to be focused on in this
analysis is the volunteer web developers. As such, the questions that guide this study were the
following:
1. What are the knowledge, motivation, and organizational needs necessary for the
volunteer web developers to achieve their goal of completing the “This Is Your Life”
web application simulator prototype?
2. What are the recommended knowledge, motivation, and organizational solutions to
those needs?
Recommendations for Practice to Address KMO Influences
This chapter provides recommendations for the problem of practice based on the
literature and results from the mixed methods study. It proposes an implementation and
evaluation plan to address the gaps in performance. This chapter serves to provide a resolution
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for the research questions proposed in this study. Chapter 4 outlined the leading themes of the
VWD’s ability to complete the “This Is Your Life” web application simulator prototype. Based
on the research, recommendations must focus on ensuring that the VWD understands what
makes a good team member and volunteer. The basis of this program was derived from the
recommendation from the Clark and Estes (2008) gap analysis.
Knowledge Recommendations
Krathwohl (2002) provides the framework from which to assess knowledge-based
performance gaps. The aspects of his framework include factual, conceptual, procedural, and
metacognitive influences. Based on a review of the current research, four knowledge influences
of the VWD use of programmer skills are discussed in the next section, followed by categorizing
these influences of the four knowledge types. This study has accepted these knowledge
influences to impact the VWD capability to build and launch the “This Is Your Life” web
application simulator prototype. From the data accumulated, it has become clear that knowledge
influences will impact the VWD’s ability to build and launch the web application simulator,
particularly concerning procedural knowledge. The data (see Table 10) suggests that the VWD
has the knowledge and skills necessary to build the web application simulator yet lacks a clear
understanding of the team members’ roles and standing in volunteerism.

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Table 10
Summary of Knowledge Influence and Recommendations
Assumed knowledge
influence
Validated
as a gap?
Yes, High
Probability
or No (V,
HP, N0)
Priority
Yes, No
(Y, N)
Principle and
citation
Context-specific
recommendation
Factual
VWD know their
coding goals
N N When individuals
know their
goals, they are
more likely to
complete the
project within
the time frame
allotted
(Krathwohl,
2002; Lienberg
et al., 2014;
Moreno et al.,
2012; Nassar &
Talaat, 2009:).
Provide a list of coding
goals for the VWD to
accomplish the web
application simulator
prototype.
Factual
VWD know the
coding goals of
their team members
Y Y Individuals that
know the goals
of team
members are
more likely to
achieve the
project goals,
overcome
difficult
challenges and
apply greater
effort
(Burdman,
1999; Denler et
al., 2009; Sun
& Rueda,
2012).
Provide a plan-driven,
sequential guide to
the building of the
web application
simulator prototype
that everyone can
access.
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Assumed knowledge
influence
Validated
as a gap?
Yes, High
Probability
or No (V,
HP, N0)
Priority
Yes, No
(Y, N)
Principle and citation Context-specific
recommendation
Factual
VWD know the
components of
volunteerism
Y N Those who know the
components of
volunteerism are
more likely to take
initiative, help
others, think
creatively, work
well on teams, and
be driven by the
work (Pi et al.,
2014; Sun & Rueda,
2012).

Provide a list of
components
needed to be a
good volunteer.
Conceptual
VWD know how their
goals fit the
program’s goals
N N Those who know the
concepts required
for fitting their
goals into the
program’s goals
(Clark & Estes,
2008).
The organization
will ensure a
merging of the
VWD goals and
the program by
utilizing
interviews
conducted by
the UI/UX
designer leading
the web
application
simulator
prototype build.

Conceptual
VWD know how the
goals of their team
contribute to the
program
Y Y
If the person
understands how the
goal of the team
contributes to the
program, then the
program can be
successful
(Krathwohl, 2002).
Have a Project
Mission
Statement that is
visible to all
members that
defines the
project,
identifies the
users, and
determines the
scope
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Assumed knowledge
influence
Validated
as a gap?
Yes, High
Probability
or No (V,
HP, N0)
Priority
Yes, No
(Y, N)
Principle and citation Context-specific
recommendation
Conceptual
VWD knows the
impact of
volunteering on the
organization's
overall goals.
Y N If the individual
understands how
their volunteering
impacts the
organization's goal,
the organization is
more likely to reach
its goals. (Clark &
Estes, 2008).
Ensure that the
VWD is aware
of the
organization’s
goals and how
their
participation
helps it reach
them.
Procedural
VWD know how to
complete their
coding assignments
N N Individuals have the
knowledge to
complete their
work. (Clark &
Estes, 2008).
Provide VWS a
job-aid on the
steps to
complete their
coding
assignments by
utilizing web
development
experts to
interview
volunteers.
Procedural
VWD knows what
steps team
members need to
follow to be
considered a good
team member
Y Y Those who
collaborate with
others on their team
are considered good
team members
(Burdman 1999;
Clark & Estes,
2008).
Provide VWD
feedback on the
correct steps to
follow to ensure
they
communicate
their progress
and the status of
others on the
team.

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Assumed knowledge
influence
Validated
as a gap?
Yes, High
Probability
or No (V,
HP, N0)
Priority
Yes, No
(Y, N)
Principle and
citation
Context-specific
recommendation
Procedural
VWD knows what is
necessary to be
considered a good
volunteer
Y N
People know the
procedures
necessary to be
considered a good
volunteer based on
their actions. (Clark
& Estes, 2008).
Providing regular
feedback
regarding the
steps to being a
productive and
valued volunteer
is part of the
team.

Metacognitive
VWD monitor their
progress to
complete their
coding assignments
N N
Individuals are able to
reflect and adjust
when completing
their projects.
(Clark & Estes,
2008; Denler et al.,
2009)

Provide VWD
opportunities for
monitoring their
progress
VWD monitor their
role as team
members
N N
Individuals are
effective at
monitoring others
on their team
because they have
been modeling
similar behaviors
and acting on them
(Mayer, 2008)
During regular
standup
meetings,
provide team
members
opportunities to
learn what
others are doing
by monitoring
and learning
their strategies.

VWD monitor their
role as a volunteer
Y N
Individuals are more
likely to behave a
certain way if they
view it as credible
(Denler et al., 2009)
Provide tools on
GitHub and
other
communication
tools that help
the VWD
monitor the role
as a volunteer.
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The following recommendations will focus on influences that have been determined to be
a priority. When using a team to build a web application project, it is very important to leverage
the skills of web developers and ensure they have an understanding of what others on the team's
roles and responsibilities are. According to Burdman (1999), cross-functional skills are often
utilized in organizations when building web applications; therefore, it validates the influences
chosen for examination as being a priority. Other influences do allow for improvements or
recommendations, but for the purpose of this study, only the ones determined to be a priority will
be addressed. Although there were gaps in knowledge regarding understanding volunteerism,
their willingness to participate in building the “This Is Your Life” web application simulator
prototype without financial benefit showed an understanding of volunteerism.
Increasing the VWD Factual Knowledge of Working as a Team Member
It is very important for web developers to know the coding goals of each team member.
By implementing practices, team members can be kept up to date as to the goals of each other's
progress and coding assignments. Burdman (1999) advises web development teams to document
communication and ensure meetings are effective so that coding goals are clearly established and
understood. Through effective communication, guidelines can be set where roles are defined and
able to provide critical information about the status of other team members' progress of the
deliverables. Common coding goals that each team member must be familiar with are (a)
collaboration on sprint goals, (b) understanding release canvas, (c) being responsible for tasks
completion, (d) participating in regular standups for accountability. Through communication and
collaboration, coding goals among team members can be achieved.
The results of this study showed that the VWD have a strong understanding of their
personal coding goals, yet there are gaps in knowledge of the coding goals of team members and.
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Because there were variances in the VWD’s knowledge of how to be a good team member, it
would be helpful to provide an increased understanding of possible initiatives. Thayer and Ko
(2017) discussed how challenging it can be for new web developers to obtain employment in
their chosen field. Since most web developers work on teams, it is vital to understand and know
the goals of others on the team. Providing the necessary information for each individual working
on a team as to the goal of their peers could overcome shortcomings in information sharing, thus
causing a gap in performance. Organizations would benefit from ensuring that all team members
are informed of each person’s goals on the team.
Increasing the VWD Conceptual Knowledge of Working as a Team Member
It was clear that the VWD knew how their goals fit within the program’s goals and could
discuss and identify its properties. Although this part of the influence was validated, the data
determined the overall conceptual influence as a need. The VWD lacked the knowledge to affirm
how the goals of their team members contribute to the program. Jiang et al. (2016) described
how teams function better because they can share knowledge and leverage team performance.
All VWD must have an understanding of how other team members contribute to the
organization. Clearly identifying the other team members' goals and regularly discussing them in
standup meetings would help alleviate gaps in knowledge when considering this influence.
VWD needs to know how the team's goals contribute to the program. Burdman (1999)
discusses the need for web developers to have an understanding of cross-functional roles within
the team. Burdman advises that project SMART goals and Project Mission Statement can help an
individual web developer gain an understanding of the goals of the project. Rubin (2012)
recommended utilizing a plan-driven, sequential process that identifies the anticipated features
that the end product will have, and the steps needed to complete it. The web developer has to
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have a knowledge of the program goals so that ReQLes Technology can close the gap in
performance.
Increasing the VWD Procedural Knowledge of Working as a Team Member
The assumed influence that the VWD knows the steps to being a good team member was
viewed as mixed. The research indicated a mixed understanding of what was needed when
working on a team. There appeared to be a wide variety of efficacy regarding the knowledge of
working on a team when working on building a web application. However, the triangulation did
not indicate enough knowledge of the influence.
According to Burdman (1999), nothing is more vital than a strong understanding of
everyone’s role, as well as who does what when and how. She argues that team members must
make available material crucial to other team members' deliverables for the team to succeed. In
addition, the VWD are able to know the steps necessary to be considered a good team member.
Some of the steps needed are (a) leading by example, (b) building trust among team members,
(c) socializing with team members, (d) having clear and open communication, (e) and ensure
goals are clearly communicated. Rubin (2012) discusses that good team members are able to
partake in short-term planning and decision making, which helps with forecasting tasks that need
to be completed. Knowing the steps necessary to be considered a good team member increases
the likelihood of building the web application simulator prototype.
Motivation Recommendations
As Clark and Estes (2008) discussed, the second critical factor in a gap analysis is
understanding the motivation needed to achieve goals. The authors discuss how motivation
influences three very crucial parts of life-first, working towards a goal; second, persisting until
the goal is met; and third, the mental effort devoted to accomplishing it. Many theories focus on
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motivational influences, but self-efficacy and expectancy-value theory were selected as the most
likely to identify the influences affecting the stakeholder of focus. Researchers have found that
self-efficacy in one's capabilities is related to motivation and performance outcomes (Britner &
Pajares, 2006). People who believe they can succeed on a subject or task are more likely to do
the task, work hard to complete it successfully, and persevere when challenges occur.
Expectancy value theory focuses on task performance aspects, including attainment, intrinsic,
utility, and the cost of pursuing an activity (Umarji et al., 2021). In this study, intrinsic,
attribution, and affect value will be measured, where interest and enjoyment will measure the
motivation of the VWD. The data collected in this study regarding the motivations of the VWD
were determined to be mixed. The VWD lacked the self-efficacy in building the web application
simulator prototype; this could possibly be because of the lack of experience the VWD had in the
field. Even though they were all certified web developers, they lacked experience in web
development. The VWD did prove to be an asset when examining their expectation of success,
persistence when faced with challenges, and their belief that they could follow the web
development process. Again, because these were all new certified web developers, they had an
expectation of success because their learning had occurred recently. They have been instructed to
overcome issues and given direction on how to follow the correct web development process.
Table 11 outlines the principles and recommendations to address these assets and needs so the
web application simulator prototype is effectively built and deployed.

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Table 11
Summary of Motivation Influences and Recommendations
Assumed motivation
influences
Validated
as a gap
Yes, High
Probability
No
(V, HP, N)
Priority
Yes,
No (Y,
N)
Principle and citation Context-specific
recommendation
Self-efficacy
Volunteer web
developers are
confident they can
build the web
simulator prototype
(self-efficacy).
Y Y Individuals that have
a high self-efficacy
are confident that
they can accomplish
the task (Bandura,
2001; Sun & Rueda,
2012).
Provide targeted
instruction,
immediate practice,
and immediate
feedback to the
VWD building a
web application
simulator
prototype.
Intrinsic
VWD have high
expectations of
success when
volunteering to
work on web
applications
N N Individuals are more
successful when they
are working on
something they enjoy
(Wigfield & Eccles,
2000)
Provide VWD coding
assignments they
enjoy.

Organization Recommendations
In Chapter 2, Clark and Estes (2008) discussed culture where organizational performance
improvement initiatives should be considered as it both controls and reconciles any efforts to
improve performance. Gallimore and Goldenberg (2010) state that culture can be more easily
identified and measured if two key ideas: cultural models and cultural settings, are examined.
Cultural models are what organizations value and consider ideal where individuals are expected
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to conform and operate. Cultural settings are where individuals come together intending to
accomplish tasks. In this study, in particular, the organization is examined regarding its ability to
assign work based on the VWD’s strengths, they have been given enough time to work on the
project, and whether the VWD is empowered to change the web application simulator prototype.
Table 12 summarizes the organizational influences and offers recommendations aligned to the
principles of completing the web application simulator prototype “This Is Your Life.”

Table 12
Summary of Organization Influences and Recommendations
Assumed
organizational
influences
Validated
as a gap
Yes, High
Probability,
No (V, HP,
N)
Priority Yes,
No
(Y data
determined
the overall
conceptual
influence a,
including,
N)
Principle and
citation
Context-specific
recommendation
Cultural models
Volunteers need the
organization to
match work
strengths with
others on the
team.
Y Y If the
organization is
to close the
performance
gap, it is
important to
understand the
strengths of the
individuals
(Gallimore &
Goldenberg,
2010;
Woerkom et
al., 2020)
Assign the VWD tasks
in areas where they
are considered
strongest.
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Assumed
organizational
influences
Validated
as a gap
Yes, High
Probability,
No (V, HP,
N)
Priority Yes,
No
(Y data
determined
the overall
conceptual
influence a,
including,
N)
Principle and
citation
Context-specific
recommendation
Cultural settings
Volunteers need the
organization to
encourage them to
make changes to
the web
application
simulator
prototype.
Y N The organization
sees
improvements
when they
allow the
members to
make changes.
(Fustos et al.,
2016;
Gallimore &
Goldenberg,
2010).

Provide ongoing
encouragement
where changes can
be discussed and
agreed upon.
Cultural settings
The VWD has the
time to devote to
app development
N N The organization
benefits when
it provides
sufficient time
to work on the
project
(Gallimore &
Goldenberg,
2010).
Provide enough time
for the VWD to
complete their
coding assignments.

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Cultural Models: The VWD Needs the Organization's Commitment to Match Work
Strengths With Others on the Team
This study revealed that the organization should work to improve the matching of work
strengths of the team members. Two recommendations have been identified as the best options
for closing this organizational gap. First, organizations benefit when they focus on creating
situations where team members are assigned good tasks, therefore utilizing their strengths. By
doing this, the organization wins because it helps motivate team members; they are more likely
to be effective and consistently make considerable impacts. Secondly, Woerkom et al. (2020)
revealed that studies have shown that identifying strengths and assigning tasks accordingly
indicates higher levels of engagement, well-being, growth, and performance. These principles
suggest that ReQLes Technology would benefit from identifying the strengths of the individual
VWD and ensuring they can work on the coding assignment that they are strongest.
Cultural Settings: Volunteers Need the Organization to Encourage Them to Make Changes
to the Web Application Simulator Prototype
The results of this study revealed that ReQLes Technology would benefit from allowing
the VWD the ability to change the web application where they believed would improve the web
application simulator prototype. A recommendation must be made with the understanding of the
roles of the web developer. According to Fustos et al. (2016), common characteristics of web
developers include creativity, meaning construction, abstract thinking, and problem-solving. This
would indicate that beyond their technical skills, they have the ability to consider alternate
solutions or ideas. As pointed out in many of the interviews, the new web developer is often
unsure if they are able to recommend changes or are not able to offer recommendations to
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change. ReQLes Technology employed the use of a web designer and had wireframes and other
preparation work completed before utilizing the team of VWD. This would not have limited the
input of the VWD to advise the organization of changes that would have made the web
application simulator prototype better. The organization would have benefited from clearly
communicating the VWD the ability to make changes to the web application simulator prototype
“This is Your Life.”
Integrated Implementation and Evaluation Plan
Implementation and Evaluation Network
The new world Kirkpatrick Model (Kirkpatrick & Kirkpatrick, 2016) delivers the
arrangement on which this study’s assessment and execution framework is centered. Kirkpatrick
and Kirkpatrick (2016) explain four levels of evaluation that were established originally for
Training. However, to align with the Clark and Estes (2008) gap analysis that strengthens this
study, training is construed broadly to indicate any proposal that fosters learning supported by
visible behavior change on the part of the learner. The four levels of Kirkpatrick and
Kirkpatrick’s (2016) model are as follows and in the reverse order called for by the authors:
results (4); behavior (3); learning (2); and reaction (1). A brief discussion of each of these levels
Follows.
Level 4 is the launching point and necessitates the evaluator to make clear upfront the
expected outcomes, along with the prominent indicators and metrics that will be used to gauge
progress towards those outcomes. Level 3 calls for the classification of key behaviors that
support the preferred results and the consequent drivers that provide the drive in these vital
actions. Level 2 measures the degree to which the Participants engaged in the project have the
requisite skill, knowledge, and motivation to produce the web application simulator prototype
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“This is Your Life.” Level 1 uncovers the participants’ satisfaction with the learning and support
they have received to apply the initiative. The four Kirkpatrick and Kirkpatrick (2016) levels
deliver a practical structure to envision the assessment and execution of the recommendations
addressing the building of the web application simulator prototype “This is Your Life.”
Organizational Purpose, Need, and Expectations
ReQLes Technology aims to create a web application simulator that teaches financial
skills to young people transitioning into adulthood. Its mission is to provide a technology-based
application that teaches money management skills to help young people understand financial
decisions, credit, student loans, investing, retirement, and more. This study evaluated ReQLes
Technology’s use of volunteer web developers in developing the web application simulator
prototype. In order for ReQLes Technology to close its gap in performance, it was necessary to
develop a plan, identify capable VWD, ensure the understanding of what the other team
members were doing, and recruit volunteers wanting to help others. This goal relates directly to
the problem of practice and ReQLes Technology’s mission by providing the tools necessary to
create the web application simulator prototype “This is Your Life.”
Level 4: Results and Leading Indicators
The following table describes the Level 4 outcomes and metrics and evaluation methods
that would provide the indicators of ReQLes Technology’s progress against its goal of
implementing a successful web application simulator prototype. If the internal recommendations
are implemented and the outcomes are achieved, the organization will have a greater chance of
successfully achieving the outcomes. Table 13 displays the outcomes, metrics, and methods for
external and internal outcomes.

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Table 13
Outcomes, Metrics, and Methods for External and Internal Outcomes
Outcome Metric(s) Method(s)
External outcomes
Program participation by
future VWD
Increase the number of
Participants to build the
web application simulator
prototype
Monthly monitoring of VWD
recruitment
Create brand excitement for
the “This Is Your Life” web
application simulator
Percentage increase of users
of “This Is Your Life” web
application month over
month
Quarterly measurement of
new and continuing users
of the web application
Broaden recruiting of VWD
from multiple sources (boot
camps, college programs,
donation code websites)
The number of VWD
participants with
certification and other
skills.
Ongoing relationship building
with other web
development sources
Encourage future web
developers to consider
ReQLes Technology as a
place to work
Number of external
applications received when
hiring a full-time web
development team
Monthly reporting of web
developer recruitment by
ReQLes Technology
leadership
Internal outcomes
VWD are able to complete the
web application prototype
simulator on time.
Number of VWD affected by
outside influences
Quarterly reporting of web
application simulator
prototype status
VWD are able to limit errors
in coding assignments.
Percentage of “clean code”
vs. “dirty code” in the
entirety of “This is Your
Life.”
Ongoing review of code being
merged

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Outcome
Metric(s)
Method(s)
VWD are engaged in
completing their coding
assignments.
Percentage increase of
completed code within
Sprint challenges
Monthly reporting of the
“This Is Your Life” web
application simulator
prototype status.
VWD are confident in their
coding skills.
Percentage increase in
confidence of VWD
abilities
Ongoing survey feedback
regarding the confidence in
the skills.

Level 3: Behavior
Critical Behaviors
There are three critical behaviors the VWD must demonstrate for the development and
implementation of the web application simulator prototype “This is Your Life.” First, VWD will
need to demonstrate that they are proficient in completing their coding assignments. Second,
VWD must demonstrate that they know the steps to be considered good team members. Finally,
the VWD must be able to show what being a volunteer requires for an organization to be
successful. Table 14 displays the metrics, measurement methods, and timing to show whether the
critical behaviors are being done.

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Table 14
Critical Behaviors, Metrics, Methods, and Timing for Evaluation
Critical behavior Metric(s) Method(s) Timing
1. VWD demonstrates
that they are
proficient in
completing their
coding
assignments.
Number of VWD that
are able to show
their work status,
challenges, and
success
Monitoring of list-
making application
(i.e., Trello) where
work is assigned,
monitored, and
tracked
During weekly
standup
2. VWD must
demonstrate that
they know the steps
to be considered
good team
members
Number of VWD that
are able to discuss
what others on the
team are working
on.
Monitoring of list-
making application
(i.e., Trello) where
tasks of others can
be monitored
During weekly
standup
3. VWD display the
volunteer skills in a
manner the
organization needs
to be successful
Number of ways the
volunteer has
demonstrated
impactful efforts
Monitoring behaviors
during standup
During weekly
standup

Required Drivers
Kirkpatrick and Kirkpatrick (2016) contend that a suite of drivers is vital to make certain
the critical actions essential for the desired outcome are implemented and sustained. The authors
suggest implementing processes and attitudes that highlight, promote, incentivize, and monitor
the behaviors. The above table lists a collection of drivers that will reinforce the critical
behaviors the VWD must demonstrate to successfully build the web application simulator
prototype “This is Your Life.” Reinforcers include job aids and training on user expectations
during daily, weekly, or monthly stand-ups, including screen share, coding assignment status,
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challenges experienced, and successful completion of tasks. Encouragement occurs during each
stand-up when challenges are overcome, and coding assignments are completed. A reward
resonates with web developers through a verbal expression of appreciation for the effort to
complete a difficult coding task. In addition, hearing positive feedback is rewarding to others in
the stand-up and would encourage them to complete their assigned tasks. Finally, regular stand-
ups include regular reviews of the VWD progress and using list-making applications to help
members monitor their progress while also being able to monitor the progress of others on the
team. Table 15 shows the required drivers to support critical behavior.

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Table 15
Required Drivers to Support Critical Behaviors
Method(s) Timing Critical behaviors supported
1, 2, 3, etc.
Reinforcing
Provide VWD a job-aid on
the steps to to complete
their coding assignments by
utilizing web
Develop beginning of first
quarter 2022 and continue
using
1,2,3
Provide VWD a job-aid of the
steps and guidelines that
ensure a productive and
valued volunteer is part of
the team.
Develop first quarter 2022
and use ongoing
1,2
Provide VWD a job-aid of the
steps and guidelines that
ensure a productive and
valued volunteer is part of
the team.
Develop beginning of first
quarter 2022
1,2
During regular standups,
communicate the
appreciation of the
volunteers' time and efforts.
Ongoing 1
Encouraging
Reinforce the VWD that they
are capable of building a
web application simulator
prototype.
Weekly 1, 2, 3
Ensure the VWD has a high
expectation of success in
their coding assignments.
Quarterly 1,2
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Method(s) Timing
Critical behaviors supported
1, 2, 3, etc.
Rewarding
Reinforce the VWD that they
are capable of building a
web application simulator
prototype.
Weekly 1,2,3
Ensure the VWD has an
understanding that
employment with ReQLes
Technology is a possibility
if the prototype is
successful
Monthly 1,2,3
Monitoring
ReQLes Technology
leadership conduct regular
reviews of the VWD
progress during weekly
standup
Weekly 1,2,3
VWD self-assess their
progress utilizing the
collaborative list-making
application (Trello)
Weekly 1,2,3

Organizational Support
The key drivers listed in Table 15 represent the degree to which the ReQLes Technology
leadership must support the VWD in building the “This Is Your Life” web application simulator
prototype. When the VWD were first assembled, it was key to understand their coding
knowledge and skill, the VWD’s knowledge of others' roles on the team, and their knowing of
what was key to volunteering for the program (Schein & Schein, 2018). The complexity and
impact of the web application simulator prototype and the ReQLes Technology’s leadership team
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regard the tenets of the change management narrative positively and embrace their role as an
advocate. Leadership must engage in a consistent review of progress through regular standups,
allocate time for clearly defining the roles of other team members, and develop the program to
use volunteer web developers’ strengths earlier in coding assignment placement. As Lewis
(2019) discussed, having leadership actively participate through regular communication and
attendance of standups, building the web application simulator prototype reduces the risk of
questions and uncertainty, thus increasing the likelihood of progress towards closing the gap in
performance. Leadership must actively participate in all standup’s meetings throughout the
building of the web application simulator prototype “This is Your Life.” The leadership team
should take the insights achieved through these weekly standups to emphasize the importance of
understanding the roles of others on the team and the importance of being a good volunteer in the
organization.
Level 2: Learning
Learning Goals
The following list encompasses the learning goals necessary for the VWD to successfully
build the web application simulator prototype using the critical behaviors outlined in Table 16.
The goals listed below are supported by closing the gaps validated through this study and
described in Chapter 4. Following the completion of the build of the web application simulator
prototype “This is Your Life,” the VWD will be able to:
1. VWD will learn the coding goals of their team members (K-factual)
2. VWD must know the components of volunteerism (K-factual)
3. VWD will know the goals of their team contribute to the program (K-conceptual)
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4. VWD have an understanding of the impact volunteering has on the organization’s
overall goals (K-conceptual)
5. Leadership will teach the necessary steps team members need to follow to be
considered a good team member’s (K-procedural)
6. A training kit will be created to show what is necessary to be considered a good
volunteer (K-procedural)
7. VWD will be shown how to monitor their role as a volunteer (K-metacognitive)
8. Build confidence in the VWD that successfully completes their coding assignments
(M-self-efficacy).
9. Establish challenging goals that allow the individual to successfully complete their
coding assignment (M-self-efficacy).
10. Provide coding assignments that strengthen the individuals’ values, enthusiasm and
interest in completing the web development project they are working on (M-task-
value).
Program
To close the factual knowledge gap identified in this study, identifying VWD that have
the requisite coding skills and an understanding of volunteerism is recommended. Prior to
recruiting a new team, ReQLes Technology leadership will design an informational one-sheet to
help the VWD monitor their progress in volunteering to close the metacognitive knowledge gap.
ReQLes Technology would benefit from reaching out to other coding Bootcamps and identifying
more certified coders interested in volunteering to help build a web application simulator
prototype. When making a web application, at least five or six certified web developers should
be used in order to create a well-functioning product. The program will take several hundred
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hours, and the commitment will largely depend on how much time each web developer can
dedicate to working on their coding assignments. In order to close the conceptual knowledge
gap, there will be a standup early in the coding project that will focus on training the VWD on
the coding assignments of others and being able to track the progress, along with how their
volunteering impacts the overall goal of the organization. Stand-ups will occur weekly, while
one-on-one meetings will occur every other week to measure individual project completion. To
close the procedural knowledge gap, leadership will create a training kit that will show the steps
necessary to be considered both a good team member and volunteer. Finally, ReQLes
Technology will regularly communicate its confidence in the VWD’s ability to build the web
application simulator prototype in closing the motivational gap in performance.
Evaluation of the Components of Learning
Kirkpatrick and Kirkpatrick (2016) describe the components of Level 2 that can be
evaluated too. They recommend that a plan is created that evaluates all of the components, which
include (a) evaluating knowledge, (b) evaluating skill, (c) evaluating attitude, (d) evaluating
confidence and commitment, and (e) timing. Table 16 outlines how volunteers will be assessed
against these five dimensions when ReQLes Technology recruits certified web developers for
future web coding programs. In the spirit of Kirkpatrick and Kirkpatrick’s (2016) prescriptions,
the goal is to provide an effective way to ascertain the degree to which the VWD has the
necessary knowledge, skill, and motivation to build web applications.

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Table 16
Evaluation of the Components of Learning for the Program
Method(s) or activity(ies) Timing
Declarative knowledge “I know it.”
Review of the VWD skills through interviews
and portfolio
Prior to bringing onto the team
Knowledge checks during the web build Through regular attendance of standups
Individual discussions regarding progress and
challenges
During regular one on one’s where the VWD
meets with leadership
Procedural skills “I can do it right now.”
Demonstration of skills to perform coding
assignments
Prior to being accepted onto the team, each
potential VWD is required to do a code
challenge
Demonstrated ability to complete web coding
assignments
Throughout the web build, regular one on
one’s allow for the VWD to show their
skills in completing their coding
assignments
Demonstrated ability to use web coding tools
like GitHub, Trello, Slack, etc.
Throughout web build, regular attendance of
stand-ups shows VWD’s use of the
necessary tools in web development.
Attitude: “I believe this is worthwhile.”
Survey questions and interview At the beginning of the process
Leadership observation of VWD Through regular attendance of standups
Confidence: “I think I can do it on the job.”
Survey questions Prior to the coding project
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Method(s) or activity(ies) Timing
Interview
Practice coding assignment
Regular observation
Prior to the coding project
Prior to the coding project
During standups
Commitment: “I will do it on the job.”
Group discussion
Highlighting work completed
Regular attendance of standups
During standup
VWD can use as a portfolio project At the end of the project

Level 1: Reaction
As recommended by Kirkpatrick and Kirkpatrick (2016), focusing on the Level 1
components (a) engagement, (b) relevance, and (c) customer satisfaction are important parts of
program evaluation. The Level 1 evaluation effectively measures the VWD reactions to the
program they have volunteered to participate in. Table 17 lists the methods used for the Level 1
evaluation of the VWD progress in the program they will be a part of. The methods used to
evaluate the program’s success include observation, regular standup participation, and leadership
as an observer (Kirkpatrick & Kirkpatrick, 2016).

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Table 17
Components to Measure Reactions to the Program
Method(s) or tool (s) Timing
Engagement
Leadership observation During standups
Regular participation During standups
Program evaluation individual progress Leadership involvement monthly
Relevance
Leadership observation During standups
Regular participation During standups
Program evaluation individual progress Leadership involvement monthly
Customer satisfaction
Leadership observation During standups
Regular participation During standups
Program evaluation individual progress Leadership involvement monthly

Evaluation Tools
After the team of VWD has been established and a strategic plan has been put in place, a
mixed-methods combination of data will be collected by ReQLes Technology leadership in the
form of observations and note-taking using focus group interviews during standups and one on
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one’s. Participation and contributions by the VWD in both the standup and one on one will be
observed, and notes will be taken. Data will be collected during these regular meetings to check
for understanding and progress of building the web application simulator prototype.
The facilitator will collect Level 1 Reaction data during stand-ups and one-on-one
sessions in the form of brief questions to check for understanding about coding assignments and
their progress. VWD will be asked during each stand-up and one-on-one about their satisfaction
with using volunteer web developers’ strengths to better their progress during these meetings.
The VWD will be asked at the end of each stand-up whether they believe they have achieved the
outcomes they were looking for. Level 2 Learning data will also be collected during the standups
and one-on-one to check for understanding regarding their roles in completing their coding
assignments and if they have some ideas on how they will reach their own goals. ReQLes
Technology’s leadership will engage with each VWD to check for understanding about their
roles in completing the web application simulator prototype and develop plans that can help
build confidence in them reaching their goals.
Delayed for a Period After the Plan Implementation
Several weeks after building the team and beginning work on a coding project, the
VWDs will be given a brief survey using the Kirkpatrick and Kirkpatrick (2016) blended
evaluation to assess the progress of the VWDs coding assignments (see Appendix E). The survey
will be used to validate that the VWD have started advancing towards completion of their own
coding goals (Level 4), and they are exhibiting improved behaviors from acquiring experience
working on the “This Is Your Life” web application simulator prototype (Level 3). The survey
will test for an increase in overall knowledge, skills, confidence, and commitment (Level 2) and
confirm that stand-ups and one-on-one ones have been engaging and helpful. Lastly, the VWD
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will be asked if regular feedback and communication from the stand-ups and one on ones is
helping them achieve their goals. Progress against the VWD’s individual goals will be evaluated
by ReQLes Technology leadership, and decisions will be made about whether additional
feedback and recommendations should be incorporated through stand-up and one on one’s.
Appendix D is a sample of a survey using a blended evaluation approach (Kirkpatrick &
Kirkpatrick, 2016), which will be given to all Participants at the end of the strategic planning
session to check for Level 1 to Level 4 outcomes.
Data Analysis and Reporting
After ReQLes Technology leadership has established a calculated plan for the Level 4
goal, it will need to evaluate and follow the plan’s components to decide if the VWD knowledge
and skills have improved. Through regular stand-ups, including one-on-one meetings,
assessments across the four Kirkpatrick and Kirkpatrick (2016) levels will result in a better
understanding of current and future outcomes. Figure 19 shows a good example account listing
some of the objectives in the four levels of the Kirkpatrick and Kirkpatrick new world model
(2016) as well as key performance markers, tracking regularity, aimed outcomes, actual results,
and a color-coded progress display.

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Figure 19
Project Completion

Summary
The new world Kirkpatrick model (Kirkpatrick & Kirkpatrick, 2016) was used as the
framework in which ReQLes Technology intends to build a web application simulator using a
team of certified web developers willing to volunteer their time. At Level 4, internal and external
results and metrics were formulated to deliver important gauges of ReQLes Technology’s
progress against its goal. Level 3 raised the requirement for the VWD to demonstrate three
crucial behaviors focused on coordinating their ability to build the website, work effectively as a
team, and work in a manner that is consistent with being considered a good volunteer. At this
point, a set of required drivers to emphasize, promote, incentivize, and monitor these behaviors is
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instituted. Level 2 learning goals were identified that are crucial for ReQLes Technology to
reach if the VWD are to pass the crucial behaviors defined at Level 3.
Consequently, in a comprehensive meeting prior to starting the project, the VWD would
know precisely how to meet the learning goals and demonstrate the requisite level of knowledge,
skills, attitude, confidence, and commitment in the process. At Level 1, procedures were
specified to determine the VWD’s engagement in and satisfaction with the project of building the
web application simulator prototype, in addition to the relevance they attach to it. In coordination
with the Clark and Estes (2008) gap analysis and the Kirkpatrick and Kirkpatrick (2016), four
levels of training evaluation, recommendations, and actions are instituted to enhance the
likelihood of successful implementation. Based on this study, the knowledge, motivation, and
organization recommendations supporting the VWD to build and create the “This Is Your Life”
web application simulator prototype would ensure ReQLes Technology a solution ensuring their
ability to close its gap in performance.
Strengths and Weaknesses of the Approach
As discussed throughout, the Clark and Estes (2008) gap analysis framework is extremely
effective for revealing considerations that impact the shortcomings in organizational
performance. Determining a performance deficiency that does not apply to a gap in the VWD’s
knowledge or motivation or ReQLes Technology’s organizational hindrance would be very
unlikely. The totality of the methodology is also its weak point because it would necessitate the
application of the gap analysis framework to all stakeholders. It would require measuring
knowledge, motivation, and organizational influences affecting ReQLes Technology’s leadership
and would require a complete picture of the factors that increase or decrease the likelihood of
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completing the web application simulator prototype. Due to time and resources constraints
measuring the additional stakeholders would neither be feasible nor practical.
Limitations and Delimitations
As examined in Chapter 3, there are limitations and delimitations related to this study.
Had the observation protocols been weighted differently in the study design, the conclusions of
the study may have yielded different results. The small sample size impacts the stakeholder
group of focus, which impedes generalizations about the outcomes. Generalizability is
heightened by the fact that the research is taking place within a small technology startup.
Additionally, the time needed to complete the study curtailed the greatest validation of the
assumed influences, along with the VWD’s assets and needs, as well as the recommendations,
implementation, and evaluation program. Finally, using only students from the same Bootcamp
would be considered a delimitation regarding a diversity of knowledge and skill. By using web
developers or mixture of web developers from other Bootcamps, colleges, or universities perhaps
a different result could be had. Certainly, testing this study’s premises through the actual launch
of the “This Is Your Life” web application simulator prototype would confirm or deny whether
the identified knowledge, motivation, and organization needs, and assets of ReQLes Technology
were correct and whether the implementation and evaluation program recommended was
successful.
The author’s role at ReQLes Technology represents another limitation of this study. The
author’s executive position gives him a unique perspective on the study’s conceptual framework
and research questions. His need to maintain confidentiality required him to implement a wall
between his role as an organizational leader and his role as a researcher. To remain impartial, the
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direction of this study was geared towards determining whether certified web developers who
volunteered to complete the prototype had the requisite knowledge and motivation to do so.
Future Research
Future research should analyze other technology startups to validate whether the assumed
influences utilizing volunteers can be successful. Enlarging the population size would make
available more thorough data collection mechanisms—including quantitative data—producing
stronger understandings of the knowledge, motivation, and organization influences affecting
startups using volunteer web developers. Additionally, including students from other web
development bootcamps could make a stronger understanding of the VWD participating in
building of web applications. Notwithstanding how well envisioned this study’s execution and
assessment plan is following the principles of the new world Kirkpatrick model (Kirkpatrick &
Kirkpatrick, 2016), the success of ReQLes Technology remains to be seen. A follow-up
assessment study would add credibility to the recommendations, as would applying and
evaluating the recommendations in other organizations.
As discussed, future research should examine other stakeholders outside the VWD
charged with building the “This Is Your Life” web application simulator. For example, new web
applications are being created every day, researching another technology startup using paid web
developers or other volunteers could further answer the questions of knowledge, skills, and
motivations of the stakeholders building web applications. Additionally, examining other
leadership teams that have created teams of certified web developers to build web applications
could answer the shaping of cultural models and settings. Accordingly, additional studies
examining the influences affecting leadership would provide a meaningful contribution to this
body of knowledge.
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Conclusion
Startups need to find ways to create new services and products while controlling early
capital losses. In pursuing its mission, which is to create a financial skills web application,
ReQLes Technology utilized certified web developers who volunteered their time and skill to
help build the prototype. This study focused on understanding how a team of VWD would
succeed or fail at building the web application simulator prototype “This Is Your Life.” The
VWD was selected from a web development boot camp where the Participants would complete
the program and become certified web developers. They were chosen to be the focus of the study
because they had the responsibility for the initial building of the prototype that would eventually
lead to the launching of the market-worthy application “This Is Your Life.” The Clark and Estes
(2008) framework was used for this study to collect relevant data about the Participants'
knowledge, motivation, and organizational influences. The data was obtained from surveys,
interviews, and observation during a standup; the information was then analyzed for gaps
between the VWD’s performance and ReQLes Technology’s organizational goals.
The data from this study revealed that the VWD were knowledgeable and motivated
about their coding assignments. They also had a strong knowledge of how their goals fit the
program’s goals. In addition, the VWD were knowledgeable in monitoring their progress
regarding their coding assignments. In addition, the VWD were motivated and had high
expectations of success and were willing to persist with challenging tasks. Finally, ReQLes
Technology provided the VWD with the time necessary for developing the web application
simulator prototype.
As ReQLes Technology transitions to a completed web application simulator prototype,
the data revealed several gaps in knowledge, motivation, and organizational influences. First, the
155

VWD lacked the knowledge of the coding goals of the others on the team; they also did not
indicate a knowledge of the components of volunteerism. They also lacked knowing the goals of
their teammates matching the goals of the program and how volunteering helped the
organization's overall goals. Additionally, the VWD lacked the knowledge of the necessary steps
to be considered a good team member and what is necessary to be considered a good volunteer.
Finally, they also lacked the knowledge of how to monitor their role as a volunteer while
working on the project. Ultimately, they lacked the confidence to build the web application
simulator prototype. As a result, the organization did not successfully match the strengths with
others on the team and did not allow for flexibility in adjusting to the web application simulator
prototype.
The implications of these findings identify the opportunities associated with building web
applications using a group of volunteer web developers. The recommendations for ReQLes
Technology include (a) providing a list of goals for the team to guide the building of the web
application simulator prototype, (b) providing information on what a good volunteer looks like,
(c) ensuring the goals of the VWD align with the others on the team, (d) make certain that the
VWD is aware of organizational goals and how they help reach them, (e) allow for collaboration,
so that progress of others is known, (f) establish guidelines for creating a positive VWD feels
productive and valued, (g) provide communication tools so that the VWD can monitor their role
as a volunteer. By implementing the recommendations in this study, ReQLes Technology will
begin to reach the goal of creating a web application simulator prototype using a team of
volunteer certified web developers.

156

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173

Appendix A: Survey Items
Question Open
or
closed?
Level of
measurement.
(nominal,
ordinal, interval,
ratio)
Response
options (if
close-
ended)
RQ Concept being
measured
(from
emerging
conceptual
framework)
1. Do you feel that you
have the proper
knowledge and skills
to build the web
application simulator
prototype (K-F)?
C Ordinal Strongly
agree,
agree, N/A,
disagree,
strongly
disagree

2. You have the
knowledge and skills
to find solutions to
questions when they
arise (K-F)?
C Ordinal Strongly
agree,
agree, N/A,
disagree,
strongly
disagree

3. Your training has
given you broad
exposure to various
programming
languages needed to
program a complex
web application
simulator prototype
(K-F)?
C Ordinal Strongly
agree,
agree, N/A,
disagree,
strongly
disagree

4. I like problems and
materials that really
make me think (K-P)
C Ordinal Strongly
agree,
agree, N/A,
disagree,
strongly
disagree

174

Question Open
or
closed?
Level of
measurement.
(nominal,
ordinal, interval,
ratio)
Response
options (if
close-
ended)
RQ Concept being
measured
(from
emerging
conceptual
framework)
5. I like challenging
problems and difficult
tasks, even if I make a
lot of mistakes (M-A)

O Strongly
agree,
agree, N/A,
disagree,
strongly
disagree

6. How confident are
you in your
capabilities to develop
complex web
applications (M-SE)?
C Ordinal Strongly
agree,
agree, N/A,
disagree,
strongly
disagree

7. Describe how your
training has prepared
you for working
remotely yet still on a
team(K-C)?
O
8. I will be able to
dedicate enough time
for “This Is Your
Life” to be launched
(O-CS).
C Ordinal Strongly
agree,
agree, N/A,
disagree,
strongly
disagree

9. What is your
motivation for
volunteering for
helping develop the
web application
simulator prototype
(M-A)?
O
175

Question Open
or
closed?
Level of
measurement.
(nominal,
ordinal, interval,
ratio)
Response
options (if
close-
ended)
RQ Concept being
measured
(from
emerging
conceptual
framework)
11. This project will
help you build your
portfolio (K-M).
C Ordinal Strongly
agree,
agree, N/A,
disagree,
strongly
disagree

12. Your goals align
with the organization
creating a place of
trust (O-CS).
C Ordinal Strongly
agree,
agree, N/A,
disagree,
strongly
disagree

13. The organization
encourages me to
promote new ideas or
changes that will
benefit the web
application simulator
prototype (O-CS).
C Ordinal Strongly
agree,
agree, N/A,
disagree,
strongly
disagree

14. Does the
organization provide
you the time
necessary to build the
web application
simulator prototype
(O-CM)?
C Ordinal Strongly
agree,
agree, N/A,
disagree,
strongly
disagree

176

Appendix B: Interview Protocol
Interview questions Potential probes RQ
addressed
Key
concept
addressed
Q type
(Patton)
1. Tell me about the skills you
feel you possess to be
successful building “This Is
Your Life” (M-SE)?

2. What are the steps you
intend to take that are
needed to create your
portion of “This Is Your
Life” (K-P)?

3. Describe to me your
understanding of your role
in building the web
application simulator (K-
C)?

4. Can you walk me through
procedures you believe
necessary to build “This is
Your Life (K-M)?

5. Can you talk to me about
how you might apply
principles of web
development for building
the prototype “This Is Your
Life” (M-A)?

6. Do you have the knowledge
to build the web application
prototype (K-F)?

177

Interview questions Potential probes RQ
addressed
Key
concept
addressed
Q type
(Patton)
7. Can you talk a little bit
about your confidence level
in developing and the web
application simulator
prototype (K-SE)?

8. Describe the skills
necessary for building web
application simulator
prototypes (K-I)?

9. Tell me about a time you
did not know how to solve a
problem while working on a
web application, describe
how you resolved it (M-A).

10. Can you talk to me about
how the organization frees
up your time to work on the
web application simulator
prototype (O-CS)?

11. Tell me how the
organization provides the
necessary time for you to
work on the web application
(O-CM).

12. Describe how you feel
when you have the time to
work on the web application
uninterrupted (O-CS).

178

Appendix C: Observation Protocol
Two research questions guided the study: (a) What knowledge, motivation, and
organizational barriers prevent the volunteer web developer from completing the web application
simulator prototype “This Is Your Life.” (b) What knowledge, motivation, or organizational
strategies can the ReQLes Technology leadership and VWD use to motivate the completion of
the web application simulator prototype within the organizational goal.
Category Notes Observer
Comments
Setting
Participants
Activities
Interactions
Conversations
Unplanned activities
Symbolic representations
Nonverbal Clues
Verbal descriptions
Direct quotes
Access
179

Recording
Recording consent form

Observation Protocol Questions
Did the VWD understand the wireframe prototype's design?
Were they able to locate an answer online?
Did they contact other web programmers to help them overcome obstacles?
What were some of the things they said out loud?
Did they appear knowledgeable while programming?
Did the VWD have the tools necessary to perform their role?
What steps did they take to prepare for working?
Was the VWD able to move between front and back-end programming?
Did the VWD appear to struggle with programming at any time during the observation?
How did they overcome any obstacles they encountered?

180

Appendix D: Volunteer Web Developer Post Training Immediate Evaluation (Levels 2 and
1)
Instructions:
For the following questions, please use the following Likert scale:
1 =Strongly agree 2 =Somewhat agree 3 =Somewhat disagree 4 =Strongly disagree
In the space provided after each question, please describe the knowledge or motivation gained
from working on the “This Is Your Life” web application simulator prototype
Rating Item
Strongly Agree
Strongly disagree
1 2 3 4
I know how coding goals it into program goals
Describe:
________________________________________________
______________________________________________________
______________________________________________________
______
Strongly Agree
Strongly disagree
1 2 3 4
I know how team coding goals fit into the program
Describe:
________________________________________________
______________________________________________________
______________________________________________________
______
Strongly Agree
Strongly disagree
1 2 3 4
I know the impact of being a volunteer
Describe:
________________________________________________
______________________________________________________
______________________________________________________
______
Strongly Agree
I know the steps to follow to complete my coding
181

Strongly disagree
1 2 3 4
assignments
Describe:
________________________________________________
______________________________________________________
______________________________________________________
______
Strongly Agree
Strongly disagree
1 2 3 4
I know what is needed to be considered a good teammate
Describe:
________________________________________________
______________________________________________________
______________________________________________________
______
Strongly Agree
Strongly disagree
1 2 3 4
I know the strategies to make a good volunteer
Describe:
________________________________________________
______________________________________________________
______________________________________________________
______
Strongly Agree
Strongly disagree
1 2 3 4
I monitor my progress in completing my coding
assignments
Describe:
________________________________________________
______________________________________________________
______________________________________________________
______
Strongly Agree
Strongly disagree
1 2 3 4
I monitor my role within the team
Describe:
________________________________________________
______________________________________________________
______________________________________________________
______
Strongly Agree
Strongly disagree
I monitor my role as a volunteer
182

1 2 3 4 Describe:
________________________________________________
______________________________________________________
______________________________________________________
______
Strongly Agree
Strongly disagree
1 2 3 4
I am confident in my knowledge and skills when it comes to
building web application simulators
Describe:
________________________________________________
______________________________________________________
______________________________________________________
______
Strongly Agree
Strongly disagree
1 2 3 4
I enjoy challenging tasks when working on web
applications
Describe:
________________________________________________
______________________________________________________
______________________________________________________
______

183

Appendix E: Volunteer Web Developer 3 Month Follow-Up Evaluation
Instructions:
For the following questions, please use the following Likert scale:
1 = strongly agree, 2 = somewhat agree, 3 = somewhat disagree, 4 = strongly disagree
Please circle the appropriate number to indicate the degree to which you agree with each
statement.
Rating Item
Strongly Agree Strongly disagree
1 2 3 4
1. Working on “This Is Your Life” improved your
web development skills
Describe:
_________________________________________
_______________________________________________
_______________________________________________
______
Strongly Agree Strongly disagree
1 2 3 4
2. Working on “This Is Your Life” improved my
ability to understand what the others on my team
are doing
Strongly Agree Strongly disagree
1 2 3 4
3. I am able to communicate with my peers more
effectively after working on the “This Is Your Life”
project
Strongly Agree Strongly disagree
1 2 3 4
4. I use the skills I learned while working on the “This
Is Your Life” project regularly
Strongly Agree Strongly disagree
1 2 3 4
5. I will volunteer my skills on other web development
projects
Strongly Agree Strongly disagree
1 2 3 4
6. I enjoyed my time volunteering on the “This Is
Your Life” project
184

Strongly Agree Strongly disagree
1 2 3 4
7. I completed the development of the web application
simulator prototype. If not completed, note up to
what percentage was it completed.

Percentage Completed:
_________________________________________
_______________________________________________
_______________________________________________
______
8. What would you have liked to see more of while
working on the “This Is Your Life” project?
Describe:
_________________________________________
_______________________________________________
_______________________________________________
______

185

Appendix F: Strategic Plan
ReQLes Technology strategic plan-progress and accountability report for Kirkpatrick
Levels 1–4.
Frequency Targets Actual Measure
Level 4: Results
Growth inaccuracy Weekly Vs. early coding
assignments

Growth in completion Weekly Vs. early coding
assignments

Growth in confidence Weekly Survey results
Completion of coding
assignments
Weekly Detailed outcomes
Level 3: Behaviors
Regularly attend stand
ups and one on ones
Weekly Attendance and
participation

Productive meetings Weekly Attendance and
participation

Rewards administered Weekly Quantitative goal
Team member
recognized
Quarterly List of awards
Level 2: Learning
Confidence levels
increasing
Ongoing Team measures
186

Frequency Targets Actual Measure
Organizational goal Ongoing Team measures
Individual goals-being
monitored
Ongoing Timely reviews
Tracking system
(Trello)
Weekly Date and uses
Level 1: Reaction
VWD engaged in the
stand-ups plan
Ongoing Survey results
VWD discussing goals Ongoing One on one meetings
VWD select
assignments from
Trello
Ongoing Stand up discussions
VWD are pleased with
coding outcomes
Ongoing Survey results
VWD is pleased with
organizational
outcomes
Ongoing Survey results

Abstract (if available)

Abstract Utilizing Clark and Estes’s (2008) gap analysis framework, this study assessed circumstances associated to the alignment of a technology startup utilizing volunteer web developers to build a web application simulator prototype. The research questions intended to address the following: First, what are the knowledge, motivation, and organizational needs necessary for the volunteer web developers to achieve their goal of completing the “This Is Your Life” web application simulator prototype? And secondly, what are the recommended knowledge, motivation, and organizational solutions to those needs? The study design was compromised of interviews, surveys, and Zoom observations called standups to better understand the KMO opportunities related to the problem. The stakeholder group in the study consisted of five volunteer web developers that were individually interviewed and surveyed and were then observed in a group setting. The study validated seven knowledge influences as opportunities but only three were considered priorities. Additionally, motivation influences indicated one opportunity with it also considered a priority. Finally, the organization influences identified two opportunities with one considered a priority. The most significant finding showed that new web developers must know what others on the team are responsible for to better perform their roles on teams. Based on the conclusions of the study, several educational procedures and support protocols are recommended for a startup to best utilize volunteer web developers.

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Asset Metadata

Creator Thacker, Ronald Paul (author)

Core Title ReQLes technology's this is your life: an innovation study

School Rossier School of Education

Degree Doctor of Education

Degree Program Organizational Change and Leadership (On Line)

Degree Conferral Date 2022-05

Publication Date 05/09/2022

Defense Date 05/09/2022

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag financial skills,OAI-PMH Harvest,prototype,standup,Technology,Volunteers,web application simulator,web developers,Young adults

Format application/pdf (imt)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Donato, Adrian (committee chair), Combs, Wayne (committee member), Yates, Kenneth (committee member)

Creator Email rpthacke@usc.edu

Permanent Link (DOI) https://doi.org/10.25549/usctheses-oUC111307118

Unique identifier UC111307118

Document Type Dissertation

Format application/pdf (imt)

Rights Thacker, Ronald Paul

Type texts

Source 20220510-usctheses-batch-941 (batch), University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

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