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Analyzing systemic socioeconomic challenges to improve educational training for families seeking self-sufficiency
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Analyzing systemic socioeconomic challenges to improve educational training for families seeking self-sufficiency
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Content
ANALYZING SYSTEMIC SOCIOECONOMIC CHALLENGES TO IMPROVE
EDUCATIONAL TRAINING FOR FAMILIES SEEKING SELF-SUFFICIENCY
by
Brenda Salas Freeman
A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
December 2021
Copyright 2021 Brenda Salas Freeman
ii
Acknowledgements
First, I would like to thank God, for instilling perseverance to do those things I could
never have the courage to do alone. I would like to acknowledge my guardian angels, my Father
Joe, Godmother Linda (Nina), Grandmother Florence, Aunt Elaine (Lennie), Cousins Sean and
Monica for believing in me. Grandpa Floyd, Sister Christina, and all of my long time dear
friends, thank you for always being there, over the years. Love you lots. I thank my mother
Louise for instilling the many values that guide me today and for encouraging us to focus on our
education while shooting for the stars. Son Tommy Joe, you inspire me to be better in every way,
every day. Last but certainly not least, my husband Tom, thank you for always wholeheartedly
supporting my goals and helping me give life to my dreams. Tom, you help me to be a stronger
person, wife, and mother. None of this would be possible without your unwavering support.
Thank you to the University of Southern California, for affording me the honor and
opportunity to complete my education in the best school in California and one of the finest in the
nation. With sincere gratitude, I thank the exceptional faculty in Rossier School of Education. I
would like to give special thanks to both Dr. Kim Hirabayashi and Dr. Jennifer Phillips, for their
expertise, guidance, and patience to see this dissertation through. Dr. Phillips, you are amazing!
Sincere appreciation to Dr. Evelyn Felina Castillo, Dr. Ilda Jimenez, Dr. Ginger Carlson,
Dr. Michael Deer, Dr. Doug Lynch, Advisor Lucia Monzon, Dr. Marc Pritchard, and Dr. Martin
Sedegah for your support to complete the program. Special thanks to committee members Dr.
Alison Keller Muraszewski and Dr. Patricia Elaine Tobey, for their helpful suggestions and
feedback. To my classmates, we helped each other get through the program, assignment by
assignment. Fight On! Together, we did it! This is just the beginning of something great.
iii
Table of Contents
Acknowledgements ......................................................................................................................... ii
List of Tables ...................................................................................................................................v
List of Figures ................................................................................................................................ vi
Abstract ......................................................................................................................................... vii
Introduction of the Problem of Practice ...........................................................................................1
Context and Background of the Problem .........................................................................................2
Organization Performance Status and Goal .....................................................................................3
Stakeholder Group of Focus and Stakeholder Goal .........................................................................3
Purpose of the Project and Research Questions ...............................................................................4
Importance of Addressing the Problem ...........................................................................................4
Review of the Literature ..................................................................................................................5
History of Welfare Programs ...............................................................................................6
Need for Welfare Assistance ...............................................................................................7
Welfare Programs ................................................................................................................7
The Need for Effective Training Practices for Families Seeking Economic Stability ........8
The Challenges Posed to Developing Self-Sufficiency .....................................................10
Interventions for Building Self-Sufficiency .......................................................................11
Knowledge, Motivation, and Organizational Influences ...............................................................13
Knowledge and Skills ........................................................................................................13
Motivational Influences .....................................................................................................16
Organizational Influences ..................................................................................................18
Conceptual Framework ..................................................................................................................20
Methodology ..................................................................................................................................23
Research Setting.................................................................................................................23
The Researcher...................................................................................................................23
Participants .........................................................................................................................24
Data Sources ......................................................................................................................24
iv
Data Collection Procedures ............................................................................................................26
Interviews ...........................................................................................................................26
Observations ......................................................................................................................27
Document and Artifact Analysis ........................................................................................27
Data Analysis .................................................................................................................................28
Credibility and Trustworthiness .....................................................................................................28
Findings..........................................................................................................................................29
Interview Participants ........................................................................................................30
Findings: Knowledge Influences .......................................................................................31
Findings: Motivation Influences ........................................................................................39
Findings: Organizational Influences ..................................................................................44
Recommendations for Practice to Address KMO Influences ........................................................50
Knowledge Recommendations ..........................................................................................50
Motivation Recommendations ...........................................................................................53
Organizational Recommendations .....................................................................................55
Limitations and Delimitations ........................................................................................................59
Recommendations for Future Research .........................................................................................60
Conclusion .....................................................................................................................................61
Appendices .....................................................................................................................................71
Appendix A: Interview Protocol ........................................................................................71
Appendix B: Ethics ............................................................................................................73
Appendix C: Integrated Implementation and Evaluation Plan ..........................................74
v
List of Tables
Table 1: Knowledge Influence and Types 15
Table 2: Motivation Influences and Motivation Influence Assessments 17
Table 3: Organizational Influences and Organizational Influence Assessments 20
Table 4: Demographic Information of Participants 31
Table 5: Assumed Knowledge Influences, Determination, and Summary of Findings 32
Table 6: Assumed Motivation Influences, Determination, and Summary of Findings 39
Table 7: Description of Self-Efficacy Related to SSA Program Completion 42
Table 8: Interest in Program Offerings 44
Table 9: Assumed Organizational Influences, Determination, and Summary of Findings 45
Table 10: Customer Knowledge Sources 46
Table 11: Summary of Knowledge Influences and Recommendations 51
Table 12: Summary of Motivation Influences and Recommendations 54
Table 13: Summary of Organization Influences and Recommendations 57
vi
List of Figures
Figure 1: Conceptual Framework 22
vii
Abstract
This dissertation utilizes Clark and Estes’s (2008) gap analysis framework to support the
planning for training environments in low-income communities provided by a regional municipal
government agency. The findings from this study support a framework to create stronger
community agencies through the objective analysis of the Self-Sufficiency Agency (SSA), a
pseudonym for a national program. This program is an example of how the implementation of
such training can support families with socioeconomic instability to ultimately attain self-
sufficiency. The analyses include the knowledge, motivation, and organizational influences and
makes related recommendations for SSA to better align learning perspectives to participant
customers. Although this dissertation analyzes one specific SSA program, the overall goal of this
study is to inform similar nationwide social programs, addressing the socioeconomic crisis
challenging low-income communities. This research utilizes a combination of literature review
along with qualitative interviews, observation, and document analysis to evaluate the regional
municipal government agency’s needs. The research then identifies several practices within
public-assistance programs, creates a compilation of best practices, and presents
recommendations for future considerations and implementation.
Keywords: Knowledge, motivation, organization, and self-sufficiency.
1
Analyzing Systemic Socioeconomic Challenges to Improve Educational Training for
Families Seeking Self-Sufficiency
Throughout the nation over the years, various training programs have sought to promote
self-sufficiency. A focal objective and one of the practices of these various programs nationwide
is to matriculate individuals’ socioeconomic needs by dispersing monetary contributions through
accounts managed by agencies. One example of a program doing similar work is the City of
Mesa’s Family Self-Sufficiency Program Action Plan (City of Mesa Housing Authority, 2015).
These programs provide families opportunities to purchase homes when doing so would
otherwise be more difficult (City of Mesa Housing Authority, 2015). Purchasing a home is an
example and milestone for families on the road towards economic stability.
Introduction of the Problem of Practice
The Self-Sufficiency Agency (SSA), a pseudonym, operates by creating programs that
improve individuals’ aspirations to achieve higher levels of equity. The problem of practice of
this study involved an evaluation of the SSA to inform recommendations for a nationwide model
for other self-sufficiency programs to increase training participation. Low participation among
constituents in economic stability training programs, at times, prevents regional municipal
government agencies from assisting a greater number of families who are subject to hardships
and challenges. An assumption in this study is that minimal improvements to knowledge,
motivation, and organization capacity, both within SSA and among its customers, will increase
training program participation. The expectation is that this increased participation will result in
improved self-sufficiency.
2
Context and Background of the Problem
This study focused on a single SSA site in California. This SSA organization’s
encompassing mission and context is to assist families with socioeconomic needs to transition
them from dependence on social service programs to self-sufficiency.
1
Customers who
participate in nationwide public assistance programs have been derived from high-needs
communities and often earn below the living wage (Office of Community Services, 2020). These
families are in dire need of additional financial services, especially in the context of home rental
assistance and economic sustenance.
The purpose of SSA is to incorporate a component comparable to the Family Self-
Sufficiency and Stability Research Consortium (2009). Similar to SSA, the Stability Research
Consortium focuses on policies and research with regard to families and challenged individuals
who need economic support. The purpose of the SSA is to improve economic benefits to families
who participate in local and regional municipal government agency programs in California.
In this example, the SSA shares various programs with the community through
communications such as community advertisements online and public announcements.
Marketing local municipal government assistance programs informs participating customers of
training programs to encourage and facilitate self-sufficiency. Public assistance programs, such
as SSA, also have training opportunities for families to learn to budget while preparing for the
problems of education and employment. The contextual background of SSA revolves around
solving problems with long-term policies and meeting prescribed expectations at the end of
training (City of Mesa Housing Authority, 2015). The SSA program coordinators develop the
organizational performance goals and individual goals, also known as an individual training and
services plan.
3
The mission of SSA incorporates building self-sufficiency for participants, the majority
of whom continue to be of low-income status. Participation is a problem because families who
receive assistance while living in poverty face numerous challenges to full participation (Collins
& Mayer, 2010). This study sought to articulate specifically what these challenges are from the
perspective of SSA customers through the lens of Clark and Estes’s (2008) gap analysis
framework by evaluating knowledge, motivation, and organizational capacity.
The goal of SSA programs is to alleviate poverty. Unfortunately, many families do not
participate in training programs offered by SSA (Eyster et al., 2014). As a result, there is a lack
of self-sufficiency among participating individuals and families, and high poverty rates ensue.
The research shows “high levels of poverty concentrations” specifically in Southern California
regions, and these families then continue to struggle to get ahead (Joassart-Marcelli & Wolch,
2003, p. 72). This problem is important to address due to increased income disparities and
working-poor families in California (Bohn et al., 2011).
Organization Performance Status and Goal
The organizational goal of SSA is for 50% of all stakeholders or families in need to
receive some form of training, learning, and education by spring 2022. According to Rueda
(2011), personal barriers that affect motivation also hinder learning. This study adds to the
literature through an in-depth look at what motivates individuals to participate in life skills
training. It also took a closer look at what prevents participation in these social service
organizations.
Stakeholder Group of Focus and Stakeholder Goal
The stakeholder group for this study consists of adult SSA program participants.
Participants who received services from SSA are low-income families living below state poverty
4
guidelines (Lindhorst Everhardt, 2014; Glasmeier & Nadeau, 2017). This study focused on adult
SSA customers, and minors were excluded from the sample. The goal for the stakeholders is that
100% of the customers will know what training is available and how it will benefit them to have
the opportunity to participate in it to continue supporting their self-sufficiency. Once this goal is
met, the organization will be poised to develop a secondary goal regarding actual training
participation.
Purpose of the Project and Research Questions
The purpose of this project was to evaluate the influences that impact SSA customers
who participated in training programs. The research focused on all SSA customers at the selected
site. In particular, the study attempted to identify the reason behind the performance gaps evident
between increased training participation and self-sufficiency. The research targeted various
components related to the customers, including knowledge and skill, motivation, and the
availability of organizational resources. In this regard, the study sought to answer the following
questions:
1. What is the customer’s knowledge and motivation related to participating in training
offered by SSA?
2. What is the interaction between organizational culture and context and stakeholder
knowledge and motivation to increase customer participation in training offered by SSA?
3. What are the knowledge, motivation, and organizational recommendations to increase
customer participation in training offered by SSA?
Importance of Addressing the Problem
According to Roxburgh (2009), providing services synonymous with SSA’s is not a
novel concept, as poverty is not a new challenge. As noted by Gillette (2010), scholars cited a
5
number of community solutions implemented after the Civil War and other natural disasters.
Social stratification calls for providing help to affected individuals at any one time. Gillette
shared a number of the funding sources created to help families become financially independent.
Eccles (2006) explained, through motivational value theory, how addressing self-efficacy and
utility value helps in overcoming challenges. Pajares (2006) additionally explained the
importance of believing in oneself to accomplish a task through self-efficacy theory. At SSA,
people seeking assistance seemingly lacked the motivation to participate in training programs,
which, in turn, prohibited them from moving ahead and planning future goals. Interest is also a
key attribute needed for SSA customers. Shraw and Lehman (2009) focused on the importance
of interest. A customer must have been interested in progressing economically and personally to
benefit from SSA. Rueda (2011) identified the misalignment of goals and knowledge as one of
the reasons behind failure. If the organization cannot demonstrate the importance of training
participation and what can come of it, then fewer customers will learn new skills or become self-
sufficient. The importance of addressing the problem lies in implementing solutions for
participating families to become financially independent.
Review of the Literature
The aim of the literature review was to analyze the challenges organizations face in
closing self-sufficiency gaps among low-income families through the programs at SSA. The
review begins with general research on the history of such programs and the importance of
improving training practices to better serve the families seeking economic stability through a
supportive and collaborative environment. The section then provides an in-depth and rigorous
review of information related to motivational training, blended programming, and customer
6
challenges. The section also presented an in-depth inquiry into research-based training practices
for low-income families in the social services environment.
The study utilized the analytical conceptual framework suggested by Clark and Estes
(2008). A majority of focus in the final portion of this literature review was placed on aspects
related to the effects of information provided to the customers, the customer’s motivation, and
factors connected to the organization. The study focused on the organization’s ability to foster a
learning environment that includes utilizing training that meets the learning needs through the
programs designed to assist the individuals in financial need. The study lightly reviewed
historical aspects of social service programming to properly evaluate current-day needs.
History of Welfare Programs
Research showed that, in the 1960s, community participants actively sought U.S.-
government-provided financial aid programs, which surged a grassroots movement demanding
increased social services (Gillette, 2010). Shortly after the 1963 March-on-Washington for both
civil and economic independence, legislation took shape to assist families and individuals in
need. Gillette (2010) noted presidential legislation and its impact on these programs. In 1964,
President Johnson addressed the nation during the State of the Union regarding the nationwide
war on poverty. Following President Johnson’s initiatives against poverty, Congress passed the
Economic Opportunity Act (EOA). The Office of Economic Opportunity formed the EOA to
disperse federal financial aid to balance poverty issues nationwide. Through the EOA,
socioeconomic efforts to create policy and anti-poverty programs were enacted. Programs such
as Head Start, Job Corps, and Community Action were initiated and implemented to work on the
first statewide, but now nationwide, mission of ending poverty (Gillette, 2010).
7
Need for Welfare Assistance
The overall trend of fiscal policy in California balances tangibles of federal, state, and
local funds regarding needs across the state (Hotz et al., 2006). However, research showed
socioeconomic issues still exist, and participant numbers in programs such as SSA have
decreased since the inception of the war on poverty, as suggested by Gillette (2010). The amount
of financial support each family receives varies from state to state. Each state designates which
families may receive these economic benefits, which depend on population density, the length of
time they shall receive assistance, and the monetary amount issued (Murray, 2016). Although
many families receive more economic funds, financial assistance is limited. In the end, the GAIN
program, when supplemented with other financial-stimulus programs, allows the families in need
nationwide to receive public assistance in the form of job training (Hotz et al., 2006).
Welfare Programs
Both in California and nationally, many programs and agencies have been created to
support families in poverty, including the Women Infants and Children (WIC) program, the
Community Action Partnership (CAP), Job Corps, and Head Start. These programs assist needy
families in SSA programs in various ways. Programs that support the group of focus in this study
are WIC for nutrition and CAP. Both provide economic assistance from community to
community (Office of Community Services, 2020). Concerning WIC, California residents may
benefit from health services, nutritional support, and school readiness services for pre-
kindergarten children aged 0 to 5. In regard to CAP, there are a myriad of programs focused on
career training and basic needs support, and the Head Start programs focus on state-level
childcare services (Office of Community Services, 2020).
8
Implementation of these financial support programs varies by state, as do the fiscal
policies of each state’s government agency that distributes money from these programs. Each
state then prepares the financial aid programs to respond to the socioeconomic requests of the
communities they serve. In this process of welfare, there are marked differences from state to
state and region to region in how these programs are implemented and how money is distributed
(Office of Community Services, 2020). In general, basic guidelines have been set every year for
SSA programs and agencies. Programs are structured to allow capacity for needed community
changes, which allows them to adapt to the community’s needs.
For SSA, program success did not depend on the number of participant customers served.
Cook and Mueser (2013) noted multiple important factors related to customers’ economic
advancement with regard to asset building as well as financial literacy and education. If one of
the goals of social service agencies is to be free participants from economic constraints,
consortium agencies need to take a closer look at how their support services influence customers’
outcomes with regard to asset development, which may able to be utilized as a recovery-type tool
(Burke-Miller et al., 2010).
Metaphorically, these social service type agencies have attempted to assist participants in
financial need with stand-alone programming. Alternative bridge programming might have
offered possibilities to close the performance gaps while moving towards the customer’s
transformation (Bussey et al., 2021).
The Need for Effective Training Practices for Families Seeking Economic Stability
The cornerstone of any policy framework geared towards economic progress is a suitably
trained workforce. Glasmeier and Nadeau (2017) suggested that emphasis should be placed on
making a good quality education widely available. This education acts as a foundation for future
9
training and skills that match the needs of labor markets and business organizations. It also
provides workers and business enterprises opportunities to adjust to the dynamics of technology
and market requirements (Glasmeier & Nadeau, 2017). Additionally, Hetling et al. (2016)
confirmed that a suitably trained workforce anticipates and prepares for the skills that are
important in the current market and those that will be needed in the future. When this happens, it
nurtures a cycle that perpetuates economic advancement through innovation, occupational and
social mobility, competitiveness, investment, and economic diversification (Hetling et al., 2016).
In some instances, personal issues caused by gender gaps are the reasons some social
service organizations face difficulty when seeing customers. Research by Postmus et al. (2009)
confirmed that women might have difficulty joining organizations that provide training with the
aim of self-sufficiency. Specifically, women who suffered from domestic violence often consider
other aspects more significant than self-sufficiency training. For instance, a woman experiencing
family problems might seek psychological, emotional, and legal support first before thinking
about acquiring skills (Hetling et al., 2016; Postmus et al., 2009). Most of the time, these
individuals seek help from friends and family to meet an immediate need. They may assume that
training does not have many benefits. As a result, social service organizations may find it
difficult to recruit participants to partake in life skill training.
According to Malloy (2011) and Hogan et al. (2010), the training of families facing
poverty was not successful. Social service agencies faced training difficulties when dealing with
individuals and families seeking self-sufficiency. Change required creating a new system, which
demanded leadership (Kotter, 2007). Kotter (2007) added that there are transitional challenges
when creating a new system regardless of an organization’s size. In social service organizations,
encouraging or requiring customers to attend basic skills training to receive services may cause
10
the customer to think differently about their family approach. Research showed the importance
of resilience through models closely connected with “positive communication, problem solving,
and conflict management” (Orthner et al., 2004, p.159).
The Challenges Posed to Developing Self-Sufficiency
Agencies like the SSA function under the assumption that, through their programs,
financially dependent families gain skills to become self-sufficient. Regional municipal
government agencies support these programs through understanding (knowledge) the aspects that
motivate customers to sign up for training. According to Hong et al. (2009), self-sufficiency is
“the motivational aspect that triggers future progression” (p. 368). In California’s regional
municipal government agencies, policymakers appear to have a contradicting notion of the
meaning of self-sufficiency, which may contribute to customers failing to sign up for programs
(Hong et al., 2009). Lindhorst Everhardt (2014) also confirmed that a customer’s view or
understanding of self-sufficiency is derived from the policymakers’ perspective.
Another major factor that prevents many participants from joining training programs are
the unnecessary rules and cumbersome policies that sometimes even frustrate such programs’
funders (Lindhorst Everhardt, 2014). In their analysis of how people obtain knowledge,
Kirkpatrick and Kirkpatrick (2016) confirmed that knowledge imposes a reaction at the first
level of learning. The human component was missing in the concept, which affects the way
customers receive an organization’s ideals. How the customer is assisted has evolved from
hands-on customer help to an approach of helping oneself (Malmberg-Heimonen & Tøge, 2016).
Other factors that impact participation in training and social service type programming
include the burden of caring for family members, health challenges, and access to transportation.
These three factors played a major role in the customer's mind when surveyed about obstacles
11
faced (University of California Riverside [UCR], 2019). As seen in the Community Action Plan,
of 1,262 customers surveyed, 749 faced these concerns and ranked them in the top three
obstacles to obtaining financial stability and steady employment (UCR, 2019). Taylor and
Barusch (2004) noted multiple self-sufficiency barriers like physical health challenges and
educational shortcomings. Finally, research by Blaauboer (2010) substantiated that participation
rates decrease when training is contingent upon rules that do not allow children in the training
environment or that are too stringent for families who face challenges with childcare and
attendance.
Interventions for Building Self-Sufficiency
An organization’s success is not based on a particular structure. Rather, it is key for
organizations to understand their unique internal and external needs (Bolman & Deal, 2017).
Therefore, building self-sufficiency from a social services perspective is only as successful as the
interventions provided by the organization, specifically tailored to the needs of the customers. In
this section, the dissertation discusses the elements of successful interventions in relation to self-
sufficiency, including effective training, customer bridge supports, and the structures that support
those interventions.
Achieving Effective Training
Blaauboer (2010) suggested that one of the major areas that requires change is in the
development of short-term training programs. It is important to create anti-poverty training
programs so that they target subjects that are desirable and assist customers in finding jobs with
sufficient wages (Blaauboer, 2010). Customers must have numerous opportunities for personal
development and self-sufficiency. Blaauboer also stressed the significance of matching the skills
to the identifiable labor market opportunities (both current and foreseen). From the perspective
12
of Lindhorst Everhardt (2014), it would be more effective to focus on participant work and
hands-on experience. The integration of jobs and skills is expected to develop strong
accountability, which makes it possible for customers to benefit from training programs. Short-
term training is one part, yet providing bridge support to facilitate customers to attend training is
key.
Customer Bridge Support
Customers participating in social service programs often need support with basic
necessities to guide them to a plan to enable their participation in worthwhile programming.
There are similarities in successful participation and retention models used in summer bridge
programs at universities that support students with new knowledge as there may be in training
customers of social service agencies with new information and skills. Both the social service
agency and the university-focused programs - share in supporting underserved and
underrepresented populations (Meléndez, 2020).
Observing stakeholder capacity in regards to knowledge, motivation, and organizational
influences provides a framework for closing performance gaps (Clark & Estes, 2008). Increased
customer success relies upon necessary innovative organizational changes to increase capacity
while delivering clear results. This success calls for an effective program with judiciously set
strategies to develop customer self-sufficiency effectively.
Programmatic Structures
To provide the necessary bridge support, the structures to understand the needs must be
addressed. As found in the literature, for an organizational change effort to be successful,
resources including policies, procedures, and structures that support the institution’s goals and
values must be in place (Bolman & Deal, 2017; Clark & Estes, 2008). The SSA programmatic
13
structures could include the gathering and disseminating of information as well as the structures
for the training sessions offered. The next section outlines the knowledge, motivation, and
organizational influences to, if addressed, support the achievement of the organizational goals.
Knowledge, Motivation, and Organizational Influences
This study utilized Clark and Estes’s (2008) gap analysis framework, which focuses on
supporting the achievement of the performance goal according to knowledge, motivational, and
organizational influences (collectively referred to as KMO). When these influences are addressed
simultaneously, the organizational goals are more likely to be achieved (Clark & Estes, 2008).
This section outlines the assumed customer KMO requirements to meet the stakeholder goal of
100% of them knowing what training is available and how it will benefit them to have the
opportunity to participate in training offered by the SSA to continue supporting their self-
sufficiency.
Knowledge and Skills
There is a limited amount of research and literature with regard to customer knowledge
and the skills required to participate in social service training to obtain financial support services.
Rather, studies and surveys funded by various social services organizations themselves provide
insights into the knowledge customers of the social service programs may need to possess. The
literature review begins by exploring knowledge-based necessities and challenges confronting
the social service customer using a theoretical lens as the basis for the assumed knowledge
influences this study examined.
Knowledge types in the study included declarative (factual and conceptual), procedural,
and metacognitive (Clark & Estes, 2008). This study examined declarative factual knowledge
(that the training exists) and procedural knowledge (how to complete the application and sign up
14
for the training). The assessment of metacognitive knowledge (reflection for future training) is
outside of the scope of this study. For organizational change to be successful, gaps in the
knowledge types must be addressed (Clark & Estes, 2008). Further, Mayer (2011) explained that
applying learning is of the essence in solidifying and transferring knowledge. In an analysis
conducted by Ogundele et al. (2012), the researchers analyzed the impact of training and
education on individuals living in poverty. Their research confirmed that education and training
increased opportunities in various areas, including entrepreneurship. Practical application of the
knowledge will better assure success (Mayer, 2011).
Declarative Knowledge
Clark and Estes (2008) defined declarative knowledge as being factual or conceptual
understanding of content. Understanding and addressing the knowledge and skills needed is an
essential component of goal achievement (Clark & Estes, 2008; Krathwohl, 2002). The
declarative knowledge an SSA customer needs to know is factual and related to the training
options available. Additional declarative knowledge an SSA customer needs is where to find the
various training options. With this declarative knowledge of knowing what is available to them
and where to find them, they can begin the journey with this basic knowledge foundation.
Krathwohl (2002) depicted that basic declarative knowledge is needed to engage in procedural
knowledge. The same is true of the SSA customer.
Procedural Knowledge
Clark and Estes (2008) defined procedural knowledge as the learner understanding the
steps it takes to engage in an activity that helps them be successful. Procedural knowledge is,
therefore, the procedure or how to engage in the process. When organizations address this
15
procedural knowledge, transfer and goal achievement are more likely (Clark & Estes, 2008;
Krathwohl, 2002).
The first aspect of procedural knowledge an SSA customer needs to know is how to fill
out an application. The elements include accessing an application for the desired program and
the procedure for completing the process. The second procedural knowledge influence is
knowledge of the procedure of signing up for the various training sessions offered. Only when
they possess both of these procedural knowledge influences will customers enroll in programs
that will help them become successful and help them move towards self-sufficiency. Table 1
highlights the organizational mission, stakeholder performance goals, and assumed knowledge
influences.
Table 1
Knowledge Influence and Types
Organizational mission
The Self-Sufficiency Agency’s mission is to increase the financial well-being of California’s
low-income and underserved populations through increased life skill training through
programming directed at economic independence.
Stakeholder performance goal
By 2022, 100% of the customers know what training is available and how it will benefit them
to have the opportunity to participate in training offered by the SSA to continue supporting
their self-sufficiency.
Knowledge influence Knowledge type
SSA customers need to know that training
exists.
Declarative
SSA customers need to know the steps in
filling out an application.
Procedural
SSA customers need to know how to sign up
for training to learn new skills.
Procedural
16
Motivational Influences
Goal orientation is also crucial for successful performance and results (Anderman et al.,
2010). Motivation is an aspect of the gap analysis framework that concerns this goal orientation
in the way of direction, persistence, energy, and intent. Thus, motivation may be made up of
actions, thoughts, reactions, social norms, and customs (Moran et al., 2012). Motivation has a
direct impact on what people do and produce (Rueda, 2011). Motivation is the main inspiration
behind how regional municipal government agencies support participating families’ self-
efficacy. According to Moran et al. (2012), an individual’s motivation is caused by personal
volition, which then creates more interest and confidence.
Utility Value
Utility value is defined as seeing a task as useful to achieve a goal (Eccles, 2006). At
SSA, customers need to see utility value in participating in the training. Identified regulation is
an instance where an individual values and accepts a performance goal without persuasion
(Moran et al., 2012). Therefore, according to expectancy-value theory, SSA customers must
believe that enrolling in SSA programs will contribute to their personal success and that they
have opted in of their own volition.
Self-Efficacy
Self-efficacy is defined as the belief in one’s ability to complete a task (Bandura, 2000).
Self-efficacy theory proposes that when belief in oneself is high, confidence increases (Pajares,
2006). There are two distinctions in self-efficacy: a belief in oneself to begin the task and the
belief in one’s ability to complete the task (Bandura (2002). This study assessed two assumed
motivation influences related to self-efficacy. The SSA customer needs to feel confident they can
both sign up for and complete the training offered. When these self-efficacy influences are
17
realized, the customer will be more likely to achieve the goal. Increased confidence leads to a
greater likelihood of achieving a goal (Bandura, 2000). Table 2 highlights the organizational
mission, stakeholder performance goals, and assumed motivation influencers.
Table 2
Motivation Influences and Motivation Influence Assessments
Organizational mission
The Self-Sufficiency Agency’s mission is to increase the financial well-being of California’s
low-income and underserved populations through increased life skill training through
programming directed at economic independence.
Stakeholder performance goal
By 2022, 100% of the customers know what training is available and how it will benefit them
to have the opportunity to participate in training offered by the SSA to continue supporting
their self-sufficiency.
Assumed motivation influences Motivation type
SSA customers needed to see the value in
participating in training.
Utility value
SSA customers needed to feel confident in
being able to successfully complete the
training.
Self-Efficacy
SSA customers needed to feel confident in
their ability to sign up for classes.
Self-Efficacy
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Organizational Influences
Organizational influences include the various components of workplace environments
where change implementation has taken place. As the climate evolves, culture has an impact on
productivity, which then can improve upon the KMO change in the workplace. Schneider et al.
(1996) made note that “the feel of an organization reflects both its climate and culture” (p. 2).
Cultural settings are the ways in which the climate is made visible (Bolman & Deal, 2017;
Gallimore & Goldenberg, 2001; Schein, 2004). The following sections outline the two assumed
cultural settings influences related to policies and expectations that support stakeholder
participation in training.
Cultural Setting: Collaboration
Organizational contributors receive guidance from the organization that influences
procedures, daily practices, policies, attitude, and work ethic (Bolman & Deal, 2017). This
guidance, in the form of policies and procedures, becomes the way the stakeholder defines
reward and support in completing the job. Schneider et al. (1996) suggested organizational
members take note of climate through various pieces, while they take a close look at “kinds of
behaviors that are expected and get rewarded and supported” (p. 2). This type of system directly
impacts organizational change.
Translated into the work of social service organizations, such an environment could
encourage and facilitate self-sufficiency among the customers to achieve personal success.
Successful organizational change incorporates policies, practices, and procedures (Bolman &
Deal, 2017). For example, employees who serve families in poverty must organize workshops,
programs, and training to support bringing the customer to self-sufficiency. After an evaluation
of the customer’s needs is complete, there can be a printout describing program services for
19
which the person qualifies. Such an approach is expected to provide the needed services to
families seeking self-sufficiency.
Cultural Setting: Communication About Expectations and Values
Clear communication about expectations and values held by the organization supports a
successful change effort. Heino (2015) emphasized the need for transforming communication
culture. One study specifically noted the harm in repeated one-way communication amongst
utility companies and their customers without feedback (Heino, 2015). Lewis (2011) reminds us
of multi-directional communication between the stakeholder and the organization to achieve
success.
If people do not know what is expected of them, they are unable to engage in training. In
a separate study, Taylor et al. (2019) highlighted the importance of understanding complex
communication needs. At SSA, customers have diverse and complex needs. Accounting for these
needs means employees interacting with customers must have clear expectations and training for
understanding and respecting various communication styles, backgrounds, and types of
interactions customers may need to be successful.
Additionally, Bourque (2019) placed importance on instructions, signage, and the method
in which the customer understands what they need to do to accomplish the task. In the case of
SSA, it is expected that the customer is more likely to participate in training when they are
familiar with what is expected and the process for signing up for training. The organization,
through the employee, must be able to communicate the process for signing up for training to the
customer until the customer is able to successfully sign up for training without support. Table 3
highlights the organizational mission, stakeholder performance goals, and assumed
organizational influencers.
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Table 3
Organizational Influences and Organizational Influence Assessments
Organizational mission
The Self-Sufficiency Agency’s mission is to increase the financial well-being of California’s
low-income and underserved populations through increased life skill training through
programming directed at economic independence.
Stakeholder performance goal
By 2022, 100% of the customers know what training is available and how it will benefit them
to have the opportunity to participate in training offered by the SSA to continue supporting
their self-sufficiency.
Assumed organizational influences Organization influence type
Employees and volunteers within the
organization need to collaborate with each
other across programs in helping
customers.
Cultural setting
The organization needs to provide clear
expectations for working with and
following up with customers.
Cultural setting
Conceptual Framework
The conceptual framework provided pillars for sharing concepts from the research that
hold key information regarding this study’s subject. Knowledge, motivation, and organizational
influences play integral roles within the framework as they intersect to achieve the main
organizational goal. The conceptual framework provides a visual guide to support the approach
for data collection and research conducted to accomplish the main goal.
According to Maxwell (2013), “what people perceive and believe is shaped by their
assumptions and experiences” (p. 43). The conceptual framework as it relates to SSA served to
determine why some customers would attend training, and why to date such a small number have
21
not. Maxwell also points out the importance and utilization of modules. Modules, such as “your
experiential knowledge, existing theory and research, pilot and exploratory research, and thought
experiments” (Maxwell, 2013, p. 44) are categories that, if used, assist in creating a solid
framework. Merriam and Tisdell (2016) have noted using an “established paradigm” (p. 44)
allows one’s research to be refined and specific when creating a framework. Both modules and
paradigms can come together to support the research.
The conceptual framework in Figure 1 represents the organization, the stakeholder, and
the goal. The organization encompasses the SSA’s culture and how it interacts with the training
participants’ knowledge (declarative and procedural) and motivation (utility value and self-
efficacy).
22
Figure 1
Conceptual Framework
The conceptual framework depicts a relationship between customer knowledge and
motivation. Customers’ declarative and procedural knowledge will have a positive interaction
with self-efficacy and utility value. Encompassing knowledge and motivation influences are
organizational influences. The organization must provide an effective cultural setting through
23
policies and practices combined with clarity and expectations to enhance customer knowledge
and motivation. The outcome of improving the KMO influences will be increased training
participation
Methodology
The methodology for this qualitative study consisted of observations, document analysis,
and interviews. Triangulating these three types of data supported a greater understanding of the
environment and the emerging organizational needs while also contributing to the findings’
credibility (Creswell, 2014; Maxwell, 2013; Merriam & Tisdell, 2016). The following sections
outline the research methodology, including the setting, role of the researcher, methods of data
collection, instrumentation, and ethics.
Research Setting
The setting in which this qualitative study took place is a government office building
where multiple program services are provided to the public daily. The agency serves over 22,000
customers a year and employs over 80 employees and 900 volunteers. This workshop setting was
selected because this is the site where the largest variety and pool of customers engage in various
services, offering a more representative selection of participants. The interviews were conducted
in a nearby private setting to create a sense of ease for these SSA customers. This alternate
setting provided a completely new and neutral environment, free from any program staff or
organizational literature, to make it clear that the interview was separate from any applications or
services they were seeking.
The Researcher
I formerly served as the executive director of SSA. At the time the interviews took place,
I worked in a different capacity and no longer had any perceived conflict with regard to my
24
research role. My interest in the results of the project were connected to seeing an interested
group who would like to find out more about the programs offered information they may not
know about. There was no formal relationship with the participants.
Potential confusion by SSA staff and participants of my role as a government employee
was addressed in several ways. First, I took care to ensure the questions prepared for the
participants were worded in a neutral manner, which included a review by my doctoral
dissertation committee. Additionally, there was limited interaction with program staff before,
after, or during the information gathering. Finally, at the start of each interview, I clarified to the
participant that I had no influence over any programs related to the agency.
Participants
This qualitative study consisted of interviews with 16 new and existing customers who
volunteered to participate in the study following the completion of a workshop provided by SSA.
With a workshop enrollment of 20 people, this number of participants reflects an 80%
participation rate. With this level of participation, there is sufficient data to generalize about the
population. Thus, this level of participation contributes to greater validity in the study (Johnson
& Christensen, 2014). All participants were low-income families who met U.S. federal and state
poverty guidelines and were considered at immediate risk of losing utility services. At the
conclusion of each interview, each participant received a five-dollar Starbucks gift card.
Data Sources
This study utilized one-time semi-structured interviews, observations, documents and
artifacts for data collection. The interviews allowed me to understand the customer's perspective.
The observations showed the interaction between the customer and employee to assess the
presence of organizational influences. The document and artifact analysis provided a deeper
25
understanding of organizational structures and communication. These separate data sources,
intersecting with the literature, addressed the influences identified in the literature review
section.
Interviews
A semi-structured approach in interviewing allowed me to target specific conceptual
ideas while allowing flexibility for the participants to expand on those ideas (Merriam & Tisdell,
2016). The interaction between the information provided from the interviews and other data
gathered helped me gain insight into the presence or absence of assumed knowledge, motivation,
and organizational influences present among SSA customers. Malloy (2011) stated, “Data driven
decision making is a framework for using research to make key decisions” (p.10). In a
governmental social service setting, collecting and reporting data are necessary to obtain
additional funding and understand the customer’s wants and needs. Appendix A contains the
interview protocol used for this study.
Observations
Through observing the participants’ actual behaviors, I was able to validate what
participants reported in the interviews (Merriam & Tisdell, 2016). In this study, there were
observations of four customer-employee interactions. Observations are an additional important
source of data that support validity because they do not rely on participants self-reporting
(Merriam & Tisdell, 2016). Appendix B contains the observation protocol used for this study.
Documents and Artifacts
The final sources of data were documents and artifacts. Documents and artifacts are
considered unobtrusive sources of data that could serve to validate the other emerging findings
26
(Merriam & Tisdell, 2016). Appendix C contains the document and artifact analysis protocol that
was used for this study. The next section details the data collection procedures.
Data Collection Procedures
This section outlines the data collection procedures for the sources: interviews,
observations, documents, and artifacts.
Interviews
A semi-structured interview with open-ended questions, conducted in a private setting,
was chosen for this study. A semi-structured approach was suitable for this study as it provided
the customer with a less formal setting, thereby increasing their comfort while also allowing for
an open-ended conversation. As outlined above, this allowed me to better understand each
participant’s perspective and make deeper meaning of the data (Merriam & Tisdell, 2016).
All interviews were conducted on a direct contact basis. Interviews were conducted in an
environment that encouraged candidness, especially regarding knowledge of services and
individual motivation. For this reason, all interviews were carried out in a closed private
conference room to foster honesty and confidentiality.
I conducted one-time one-on-one interviews with each of the 16 participants. Each
interview lasted approximately 30 minutes. The interviews were private, with the intention of
creating an environment that was comfortable and safe for participants. The participants were
given a copy of the research protocol and questions as they sat down and were invited to ask
questions for clarity. Giving participants this information before the interview contributed to
better credibility and trustworthiness during the interview (Rubin & Rubin, 2012). The
interviews were held in a separate conference room so that the customers were as comfortable as
possible and were not nervous about others listening.
27
Observations
I conducted four observations of the SSA customer service area. The first two
observations took place on the community programs front counter, and the others took place at
the home utility assistance counter. I observed for 15 to 20 minutes each time, carefully
documenting through notes the behavior, conversations, and body language witnessed. I
observed the employees’ and customers’ postures, the employees’ interactions and greetings, the
items the customers had or lacked, the employees’ and customers’ questions and responses, the
environment of the office setting, and the time waiting to be acknowledged.
The participants observed were not the interviewees. During each of the pre-defined
observation periods, two customers walked through the SSA main entrance and spoke with the
nearest available employees. I observed four customer-employee exchanges. This method
allowed me to observe and gather information regarding the physical environment and
interactions as well as activities and conversations (Merriam & Tisdell, 2016).
Document and Artifact Analysis
Document analysis provides an added viewpoint, allowing for delving into the findings
without being intrusive to the participants (Merriam & Tisdell, 2016). I analyzed three
documents: the organization’s applications for services and the trifold information pamphlet. I
collected these documents from the headquarters lobby. I also analyzed a previous needs
assessment and its findings. These documents were available to the public online through the
organization’s website. I analyzed the needs assessment document to assess the environment in
which customers and employees interact with one another. The environment in which
participants interact is crucial to learning in any atmosphere or organization (Bolman & Deal,
2017).
28
Data Analysis
Data analysis is the process of making meaning of the data (Merriam & Tisdell, 2016).
To analyze the data, I gathered all notes for each interview and documented each question. I then
coded the interviews to find themes reflected across participants. Once I identified the themes
and codes, I compared the themes with the literature and the assumed influences proposed within
the KMO framework. I then coded the observations to find similarities across the customers and
employees. Finally, I coded the documents based on notes taken during the document review.
The information gained from the observations was then triangulated with the interview data to
conclude where the themes intersected and could be validated (Johnson & Christensen, 2014). I
then utilized the documents to analyze whether the interviews and observations were consistent
with what the community identified in the needs assessment.
Credibility and Trustworthiness
I focused on qualitative research. This section details the phases I followed to minimize
inherent bias and increase credibility and trustworthiness through all of the stages of the
research. The research aimed to gather the various methods suitable for the context. In addition, I
joined the literature with the critical conceptual framework. During data collection, I employed a
strategy called “adequate engagement in data collection” (Merriam & Tisdell, 2016, p. 246). This
method encouraged me to spend ample time collecting data until the “emerging findings” are
satisfied (Merriam & Tisdell, 2016, p. 246). Through this method, much of the same themes
initially identified in the literature emerged. To test the findings’ credibility, I explored ideas
contrary to the themes.
The interview questions allowed the participants to opt out of the interview at any time.
This was made clear by providing them a written copy of the questions and reason for the study
29
for them to feel comfortable responding to the questions (Creswell, 2014). This opportunity
facilitated both credibility and trustworthiness (Rubin & Rubin, 2012).
I was neither an employee nor direct supervisor of employees at the agency, yet I
previously held an agency director position within the study site organization. I had no authority
or oversight over the agency or program guidelines during the time of the study. It was crucial
for ensuring credibility that participants understood that their engagement in the study was
entirely held in confidence and had no impact on their program applications.
Findings
This evaluative study sought to understand the KMO influences that impacted customer
participation in SSA programs. The study utilized Clark and Estes’s (2008) gap analysis
framework with a qualitative design. This section outlines the study’s findings. The data
following sections are organized by KMO influences. Within each influence, the findings are
organized by influence type according to the conceptual framework.
A need (gap) was confirmed when less than 75% of interviewees indicated an influence
was present. A confirmed gap represents an area that needs improvement and that will be
discussed in the recommendations section. An influence is considered undetermined if less than
the majority of evidence from the interviews, document and artifact analysis, and observations
confirmed a gap exists for that influence.
To address the research questions, I conducted 16 interviews, four observations, and
organizational artifact analysis. This data collection took place over a 1-week period at SSA
headquarters. The following subsections present the findings for each of these data sources after
presenting an overview of the interview participants.
30
Interview Participants
Table 4 identifies the interview participants’ demographics based on customer type (new
customer or returning customer), income, gender, and age range. All participants had visited the
agency and accessed the entry-level services in the last 5 years. Of the 16 interviewees, 12 (75%)
earn less than $25,000 per year. The age range distribution was as follows: three participants
were between ages 18 and 30, six were between 31 and 40, five were between 41 and 50, and
two were between 61 and 70. Fifteen interviewees were female (93.75%), and only one was
male. This distribution aligns with previously documented SSA customers’ age and gender
distribution (UCR, 2019). The gender discrepancy could present bias in the findings; however,
these demographics align with those of both the workshop participants and overall SSA customer
base. Therefore, the interviewees are considered reflective of the population studied. It is
important to note that interview participants tended to be short in their responses to questions; in
some cases, they provided only one-word responses.
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Table 4
Demographic Information of Participants
Participant Participant type Income Gender Age
1 Returning customer $16–25K Female 18–30
2 Returning customer $5–15K Female 18–30
3 Returning customer $5–15K Female 61–70
4 Returning customer $16–25K Female 61–70
5 Returning customer $16–25K Female 41–50
6 Returning customer $5–15K Female 18–30
7 Returning customer $16–25K Female 41–50
8 Returning customer $26–35K Female 41–50
9 Returning customer $26–35K Female 31–40
10 Returning customer Above $50K Male 31–40
11 Returning customer $5–15k Female 31–40
12 Returning customer $5–15K Female 41–50
13 Returning customer $5–15k Female 41–50
14 Returning customer $5–15k Female 31–40
15 Returning customer $5–15k Female 31–40
16 Returning customer $5–15k Female 31–40
Findings: Knowledge Influences
This section provides an overview of findings related to knowledge influences. Table 5 is
based on the assumed knowledge influences presented in Table 1. This table outlines findings
related to the customers’ declarative and procedural knowledge regarding the programs and the
32
process by which to apply for services. For each of these knowledge influences, there was a
validated gap. Table 5 identifies the assumed knowledge influences and the summary of findings
for each. The following section discusses these findings further.
Table 5
Assumed Knowledge Influences, Determination, and Summary of Findings
Assumed knowledge influence gap confirmed, not a gap, or undetermined
SSA customers need to know that training
exists. (Declarative)
Confirmed gap: Customers are unaware of the
full range of programs offered by the
agency.
SSA customers need to know the steps in
filling out an application. (Procedural)
Confirmed gap: Customers do not know the
procedures for filling out applications for
entry-level, stabilization services and need
assistance with other programs processes.
SSA customers need to know how to sign up
for training to learn new skills. (Procedural)
Confirmed gap: Some customers expressed
procedural knowledge when applying for
new programs, but not all. The majority
expressed no knowledge of the process to
apply for new programs.
33
Declarative Knowledge: Customers Lack Awareness of the Full Range of Available Programs
The SSA customers interviewed demonstrated a clear gap in declarative knowledge
related to awareness of the full range of programs available. Many of these programs support
self-sufficiency and goals for which customers could receive assistance but of which they are not
taking advantage. This section outlines the interviews, observations, and document analysis that
together inform this finding.
Interview Findings. Analysis of interview responses revealed a lack of knowledge of the
programs offered. The large majority, 17 of 20 (85%), of interviewed SSA customers were
entirely unaware of the agency’s various service offerings. When asked about programs offered,
14 of 16 (87.5%) participants indicated they were unaware of additional programs available, but
there was some indication of a desire to learn about them. According to Participant 9, “No, I
don’t know anything, but would like to learn more about what they have here.” Despite the
majority of participants being unfamiliar with the programs provided, some were aware of
programs offered by other organizations. According to Participant 1, “No, I am not familiar [with
the programs offered by SSA]. I know about food stamps offered by social services but nothing
here.” In summary, the interviews indicated a clear knowledge gap related to awareness of
programming. The next section discusses the findings related to declarative knowledge as
demonstrated through observations.
Observations. There was not sufficient enough data gathered during observations
regarding this area of influence.
Document and Artifact Analysis. I conducted document and artifact analysis to validate
the interview and observational findings regarding this knowledge influence. In looking at the
needs assessment, I reviewed a survey distributed to the community at large. This survey was
34
distributed by the University of California, Riverside, in 2019. This document asked respondents
if they were familiar with SSA programs. Of the 1,850 surveyed, 904 (less than 50%) noted that
they were not familiar. This finding validates a gap in declarative knowledge as it is well below
the identified threshold of 75% familiarity or knowledge of existing programs.
Summary. The findings validated a declarative knowledge gap. Eighteen of 20
participants in both observations and interviews combined were not familiar with the
organization’s programs. Based on interviews, observations, and document analysis, there is a
gap, and customers are not aware of the programs offered. Those who were familiar with the
programs provided were either visibly organized or indicated they had previously participated in
an SSA program. The next section outlines customer needs related to procedural knowledge.
Procedural Knowledge: SSA Customers Do Not Know the Steps in Filling Out an Application
There are specific concrete steps customers need to follow when filling out an
application. Steps include receiving the application, personal document gathering, and
submitting the application to the correct agency location in the required timeframe. The study
results were that the customers do not know the steps to take to complete this process. This
section covers the interviews, observations, and document analysis that together contribute to
this finding.
Interview Findings. The interviews yielded a wide variety of responses in relation to
procedural knowledge gaps. When asked about the SSA application process, 14 of 16
interviewees indicated that they were unaware of how to apply for programs or services in other
areas. The respondents were largely unaware of where to find the application. According to
Participant 1, “I don’t know where to apply for different programs. I was lucky enough to figure
out the utility assistance workshop today.” Eleven participants mentioned they sought out a staff
35
member to initiate and complete the process. An example is Participant 8’s statement: “I was
unsure of what needed to be done to receive help. The staff member guided me through the
application and what was needed each step of the way.” Similarly, Participant 9 mentioned, “The
staff was willing to understand my situation and help me through what was needed to apply and
turn in the documents. I had no clue when I walked in the door. They were very helpful.”
The staff intervention allowed customer questions and needs to be addressed to complete
the process with support. One potential explanation for not knowing about the application
processes offered by SSA are the multiple applications for each program. This will be addressed
in more detail in the recommendations section.
Despite the majority of participants not understanding the SSA applications without
support, two participants were familiar with the application process and felt comfortable with
trying to find help to complete the application. Participant 4 mentioned, “Filling out an
application is pretty easy. Once you get it down, it did take a few times.” According to
Participant 10, “I have participated in other programs offered here, and I know how to sign up.”
This disparity in responses related to understanding the application process partially validates the
need to address this influence.
Observations. As with declarative knowledge, observations of customer and employee
interactions partially validated the customers’ lack of procedural knowledge of programs offered.
Customers at the utility entrance did not have an application or know what to do with it. In one
observation conducted near the utility assistance entrance, a customer waited over 30 minutes to
ask an employee what needed to be done with the application. The customer indicated to the
employee that the application did not pertain to their household situation. This customer told the
staff member, “I waited longer because I did not understand the application and what to do on
36
my own. Unfortunately, I have to return to work from my lunch break. What can I do?” Another
customer searched the lobby before asking the employee where they could find an application: “I
don’t know where to get an application. The utility company referred me here.”
At the main entry point where community service programs are offered, both customers
observed had the applications. The customer who brought copies of the application and all of the
documents needed to apply appeared to understand what was expected. Another customer also
had all the items needed and ready to turn in. Although both customers had the applications filled
out, they still had several questions from the program manager. Their questions were to clarify
what the steps were and the timeframe. While there was some understanding of the application
process, the observations demonstrated the need to address procedural knowledge. This will be
discussed in more detail in the recommendations section.
Document and Artifact Analysis. Document and artifact analysis conducted did not
address this specific influence.
Summary. The findings of the study validated a procedural knowledge gap. Of the 16
customers interviewed and four customers observed, only two had the correct procedural
knowledge to independently and successfully complete the SSA application process. Based on
interviews and observations, there is a gap, and customers are not aware of the SSA application
process as a whole. Those who were familiar with filling out the application had staff assistance
or indicated they previously participated in SSA programs over multiple years. The next section
addresses the findings related to the second type of procedural knowledge necessary to
accomplish the goal.
37
Procedural Knowledge: SSA Customers Do Not Know How to Sign Up for Additional
Trainings
Once customers have applied and are approved for a program, the second type of
procedural knowledge they need is to be able to sign up for training to learn new skills. Some
customers expressed procedural knowledge when applying for new programs, but not all did.
The majority expressed no knowledge of the process for applying to new programs. The study
found both observations and interviews validated a gap in procedural knowledge.
Interview Findings. When asked about signing up for training at SSA participants, 15
interviewees indicated that they were unaware of how to apply for programs or services in other
areas. According to Participant 12,
Until today I had no idea I could sign up for anything else. So, how to sign up would be
confusing. We have no idea where to go and who to speak with for each of the areas we are
interested in.
Participant 14 shared, “I could sign up for this training but wasn’t sure how to sign up for
the other programs you mentioned.” Despite most participants not understanding how to sign up
for programs or services in other areas, some were familiar with select SSA procedures and knew
how to participate. Participant 2 mentioned, “I am familiar with how to sign up, and when I am
unsure, I reach out and call SSA and ask questions by phone, even if it takes a while to reach a
live person.” One potential explanation for not knowing about the application processes is the
multiple applications for each program.
Observations. Observations of customer and employee interactions demonstrated most
customers were not familiar with how to sign up for new training or what was specifically
expected of them. I observed a slow steady stream of customers coming in regularly asking if
38
they were at the right place and how to sign up. In addition, I noted Observed Customers 1, 2,
and 4 demonstrated visible frustration with not understanding the process. I observed these
customers with hands over their faces and their shoulders slumped as they read through the
application. Similarly, defeated body language was also apparent while Observed Customers 2
and 4 tried to speak with a staff person. Another customer demonstrated heavy breathing and a
look of anxiety while pacing and watching the clock as they waited to be helped. In the course of
the hour, multiple customers were observed raising their voices when working with SSA staff.
These observations demonstrated that customers did not have the procedural knowledge
necessary to sign up for additional programs.
Once the employee pointed to the application, the customer would take one, sit down,
and flip through the pages, perplexed about what was next. In one observation of the community
service counter, the employee asked the customer if they had participated in the initial training.
The customer replied, “I didn’t know there was a mandatory initial meeting or training.” The
customer indicated to the employee that she completed the application but did not know how to
“sign up” for the initial mandatory meeting. This particular customer seemed exhausted with
trying to figure it out and needed help finding answers. The observations validated this
procedural knowledge gap.
Document and Artifact Analysis. Document and artifact analysis conducted did not
address this specific influence.
Summary. The study’s results validated a procedural knowledge gap related to
customers' understanding of how to sign up for additional training. Fifteen of the sixteen
interviewed participants were not familiar with how to sign up for services. None of the observed
customers knew how to sign up for the various services. Based on interviews and observations,
39
there is a gap, and customers are not aware of the SSA process or procedures in signing up for
the various services. Those who were familiar with programs regularly relied on staff support to
guide them through the process.
Findings: Motivation Influences
This section provided an overview of findings related to motivational influences from the
conducted interviews and observations. Table 6 is based on the assumed motivational influences
presented in Table 2. This table outlines findings related to the utility value and self-efficacy the
customers had about achieving success with the process related to SSA programs and services.
Table 6 identifies the assumed motivational influences and the summary of findings for each
assumed influence. The following section discusses these findings further.
Table 6
Assumed Motivation Influences, Determination, and Summary of Findings
Assumed motivation influence Gap confirmed, not a cap, or undetermined
SSA customers need to feel confident in their
ability to sign up for classes. (Self-efficacy)
Not a gap: Customers reported confidence in
their ability to sign up for classes.
SSA customers need to feel confident in their
ability to successfully complete the
training. (Self-efficacy)
Confirmed gap: Customers had a low level of
confidence in their ability to complete
training when taken.
SSA customers need to see the value in
participating in training. (Value)
Not a gap: Customers see the value of
workshops and training SSA offers for
helping them to achieve their aspirations
and goals.
40
Self-Efficacy: Customers Were Confident in Their Own Abilities to Sign Up for Trainings
An important part of motivation and self-efficacy for SSA customers is to feel confident
in their ability to sign up for training. The study’s results were that while the customers self-
reported during the interviews that they had high self-efficacy in their abilities to sign up for the
training, the observations showed conflicting evidence. Therefore, I was unable to confirm a gap
related to this assumed influence.
Interviews. During the interviews, the customers consistently responded to questions
related to self-efficacy about signing up for training sessions with confidence. All 16
participants, in some way, reported that the process was manageable to navigate. Fifteen
explicitly characterized it as “easy.” Common responses were “the process was smooth,” “not
hard to apply,” and “basic.” Customers’ responses were short and had little variance.
In spite of them reporting the process as “easy,” many respondents also reported they had
hesitancy in initially engaging in the process. One example came from Participant 1, who said, “I
was overwhelmed and worried about it before, but it turned out to be not so bad, and pretty
easy.” Most of the participants mentioned other means, such as online support or needed items
checklists, which could have supported them even more.
Observations. Motivation influences were not informed by observation data.
Summary. The interviews did not validate this motivational influence as a need. The
data indicate self-efficacy related to customers feeling confident in their ability to sign up for
training was high. Customers reported being self-efficacious at the end of the process during the
interviews, but they also noted supports that would have been helpful if the organization had
offered additional structure. This self-efficacy influence is an asset, but the observation by
41
participants that additional supports would have helped them early in the process will be
discussed further in the recommendations section.
Self-Efficacy: Customers Did Not Feel Confident in Successfully Completing the Training
The second motivational influence related to self-efficacy for SSA customers is that they
need to feel confident in successfully completing any of the offered training they sign up for at
SSA. The study found a clear gap in this area. The following section discusses the findings from
the interviews related to customer confidence in completing the training.
Interviews. During the interviews, participants were asked to rate their level of
confidence in completing the offered training. Only two participants reported feeling confident in
their ability to successfully complete the training offered. Nine interviewees reported some
variation of having ¨little confidence,” and five reported feeling “not confident” at all. This
means that 87.5% of respondents had little or no confidence in the training. Participant 11 said,
“[The] distance to this office is a difficulty, and I need clarity on what is needed and exact
information for me to finish.” Participant 12 said, “Childcare is a challenge to attend multiple
trainings and the time that it is offered makes it hard to complete or sign up and commit to
anything.” Table 7 outlines the findings related to self-efficacy and program completion.
42
Table 7
Description of Self-Efficacy Related to SSA Program Completion
Participant
Previous
participation in SSA
Degree of confidence in their ability to
complete SSA programs
1 Yes Confident
2 Yes Confident
3 Yes Not Confident
4 Yes Little Confidence
5 No Little Confidence
6 No Not Confident
7 No Not Confident
8 No Not Confident
9 No Not Confident
10 No Little Confidence
11 No Little Confidence
12 No Little Confidence
13 No Little Confidence
14 No Little Confidence
15 No Little Confidence
16 No Little Confidence
Observations. The customers’ confidence in completing the training was outside the
scope of the observations. I did not utilize observations to support the findings in this influence.
43
Summary. In this area, interviewees self-reported that self-efficacy regarding training
completion was low. This is a validated gap. Recommendations for the organization to address
this gap are discussed in the recommendations section.
Utility Value: Customers See Great Value and Usefulness in SSA Programs
Utility value is the perception of a task as useful to achieve a goal (Eccles, 2006). At
SSA, customers need to see this utility value in participating in the training. Therefore, in
accordance with expectancy-value theory, I measured whether SSA customers believed that
enrolling in additional SSA programs would be valuable and useful to them in the future. The
findings for this area were validated through interviews.
Interviews. During the interviews, customers expressed enthusiasm and understanding
about how the programs SSA offered would be useful in their own future success. Participant 13
expressed, “I have an interest in all of the programs mentioned.” Participant 1 said, “Yes, I am
very interested in all of the different programs and had no idea this was here!” Further,
Participant 7 exclaimed, “Oh, my gosh, where do I go to sign up?” Participant 14 stated, “I’m so
excited. This training can help me go back to school, and maybe our family could buy a home.”
Finally, Participant 16 asked clarifying questions, “With the tech program, could I really receive
a free computer? If so, this would really help me pay bills and help my kids do homework.”
After I showed participants the programs SSA offered, they identified which programs
would meet their needs and support their self-sufficiency. During this point in the interviews, the
participants became visibly excited as they discussed and explored the possibilities of specific
programs to assist with their needs. Table 8 identifies programs in which customers expressed
interest only after learning about them.
44
Table 8
Interest in Program Offerings
Program Participant
Savings Match 1,2, 3, 4, 5, 6, 7, 8, 9, 10, 11,12, 14, 15, 16
Tax Preparation 2, 3, 4, 6, 7,
Tech for Success 1, 3, 4, 6, 7, 8, 9, 11, 12, 14, 15, 16
Youth 6
Interest in all 1, 13
Observations. I did not utilize observations to support the findings regarding this
influence.
Summary. The data suggest that utility value for the SSA programs was high among
customers. The value of SSA training programs among customers is an asset. The next section
will discuss the organizational influences.
Findings: Organizational Influences
Organizational influences include the various components of workplace environments
where change implementation takes place, including climate and culture. These elements have a
great impact on productivity and goal achievement (Bolman & Deal, 2017; Gallimore &
Goldenberg, 2001; Schein, 2004). Table 9 identifies the assumed organizational influences and
the findings for each assumed influence. The following section discusses these findings further.
45
Table 9
Assumed Organizational Influences, Determination, and Summary of Findings
Assumed organizational influences Gap confirmed, not a gap, or undetermined
Employees and volunteers within the
organization need to collaborate with each
other across programs in helping
customers.
Gap confirmed: Employees and volunteers
did not collaborate when helping
customers.
The organization needs to provide clear
expectations for working with and
following up with customers.
Gap confirmed: The organization does not
provide clear expectations for working with
and following up with customers.
Cultural Setting: Collaboration Not Well Developed Across the Agency
For customers to ultimately reach self-sufficiency, the organization’s employees and
volunteers need to collaborate across programs. The results confirmed a confirmed gap in that
employees and volunteers did not collaborate when helping customers. The following sections
outline the findings for this influence from the interviews, observations, and document analysis.
Interviews. Through the interviews, all participants expressed learning about the agency
through a third party, either utility companies or through friends or family. None of interviewees
expressed that SSA was their primary source of information about services offered, which
indicates collaboration is potentially low within the organization. Table 10 depicts how
participants reported learning about SSA programs.
46
Table 10
Customer Knowledge Sources
Contact Participant(s)
Family 1, 8, 9, 14, 15, 16
Friends 5, 11
Other agencies 13
Utility companies 2, 3, 4, 6, 7, 10, 12, 16
The interviews showed that eight of the 16 participants (50%) learned about the services
directly from the utility companies. This results indicates that collaboration is strong between the
utility companies and SSA, as it appears the utility agencies know about the SSA utility
assistance program. However, I found collaboration to lack in referrals to other program
offerings.
When I asked participants if they learned of any program offerings by SSA staff or
volunteers, all stated they did not learn of any other programs offered directly from staff. When I
asked what more SSA could do to encourage participation, respondents pointed to simple
awareness. For example, Participant 10 mentioned the organization could “make people aware
the help is here. I didn’t know about a lot of the programs, and didn't ever see any flyers.”
Observations. During the four observations conducted, it was evident that collaboration
was lacking. The organization appeared to be organized in silos by the program as each staff
member was answering questions for only one program, and they were unable to support
customers’ full needs when customers asked about other programs. These silos appeared to cause
inconsistencies in how and what information was disseminated to customers.
47
For example, during one observation, an employee could not provide answers to a
customer’s multiple questions about accessing savings and technology programs. However, the
employee did take time to find employees representing other programs who could better these
answer questions. Recommendations to address the important organizational influence will be
discussed in the recommendations section.
Finally, the SSA program trifold could be seen in the community services lobby but not
in the utility assistance lobby. Thus, there are potential inconsistencies in formal cross-
collaboration between the agencies. These will also be discussed in the recommendations
section.
Document Analysis. I reviewed the SSA program application for evidence of cross-
program collaboration, such as listing multiple options for support that refer to other programs,
including names, descriptions, and contact information of other programs. The document
contained detailed and complete information about the utility assistance program. However, it
did not provide names, descriptions, or contact information of any other programs or services.
Rather, the document further illustrates the programs’ siloed nature.
Summary. This research found that collaboration was not well developed across the
agency. This organizational setting influence is, therefore, a validated gap. Recommendations for
the organization to address this gap are discussed in the recommendations section.
Cultural Setting: Customers Did Not Have Clear Expectations About the Process
The organization needs to provide clear expectations for working with and following up
with customers, as discussed in the literature review. The study found this to be a confirmed gap
in that the organization does not provide clear expectations to customers. The following
48
subsections outline the findings for this influence from the interviews, observations, and
document analysis.
Interviews. During the interviews, there were consistencies in the respondents’ reporting
about how the employees assisted their application process. Respondents discussed the staff’s
helpfulness and support for their unique situations. Participant 8 mentioned the importance of
“talking with staff so they can understand your situation and help you.”
Customers indicated staff was helpful, but all 16 participants were unclear of how to re-
apply to the different programs. For example, Participant 7 stated they were “certainly unsure”
how to sign up for another program. Fourteen respondents indicated that staff did not share
additional information or provide clear expectations for future participation in various programs.
According to Participant 5, “It would help if they could make people aware the help is there and
what to expect to get the help.”
Observations. The observations revealed inconsistencies in how employees
communicate with customers. This inconsistency resulted in misunderstandings among
customers as to what the next steps were that they needed to follow. Over 40 customers walked
into the lobby while the observation took place. I observed that 35 out of 40 customers did not
have an application for the program of interest and were unsure of where to obtain one. Multiple
customers also asked if they were in the correct location for the service they were looking for
and were observed looking around lost as they walked into the building.
Some customers had concerns about not having proper documentation and not knowing
what was expected. Customers were seen waiting upwards of an hour to be assisted. The lobby
was small and standing room only. Four employees were seen walking by customers and not
49
helping them. One customer was overheard saying, “This is my lunch break. I don’t have time to
go gather documents and come back. Can I do this online?”
I also observed one employee and no others distributing the SSA program trifold among
customers. This also indicates there may be unclear expectations for employees about what is
said to customers and what materials they are routinely provided upon accessing services. This
finding will be discussed more at length in the recommendation section as it also relates to the
findings related to organizational setting pertaining to collaboration.
Document Analysis. I reviewed 10 different SSA program applications. I was looking
for consistency across applications, so the applicant could easily learn how to apply for various
programs without having to learn a new process each time. Examples of consistency sought were
similar language, form design, and a description of how to apply. Customers need explicit cues,
such as instructions and signage about what they need to do to accomplish a task (Bourqe, 2019).
However, program applications varied and required different documents to be submitted along
with each application. Only three of the 10 documents reviewed had clear, step-by-step
instructions for completing the process. Each of the applications’ form design was different, and
the only consistent language was the section discussing additional personal documentation
needed. The description of how to apply for each program was different and located in different
sections of the application.
Summary. The customers did not have clear expectations regarding the application
process. While interview participants reported friendly staff, clear expectations about the process
were lacking. Customers did not know where to go, what process to follow, and did not
completely understand what was expected of them to access services. The document analysis
also revealed a lack of clear and consistent communication of expectations for the processes
50
customers needed to follow. Documents were inconsistent in language, form design, and
instruction. This organizational setting influence is, therefore, considered a need for the
organization to address in support of customer self-sufficiency.
Recommendations for Practice to Address KMO Influences
The following are recommendations related to KMO influences. The recommendations
will provide the organization with aspects to improve customer performance and improve
customer experience and program participation. The goal of the recommendations is to improve
services and streamline the process so that customers and staff have a greater understanding of
the process, which is expected to lead to increased customer self-sufficiency outcomes.
Knowledge Recommendations
For an organization to accomplish goals, it must address knowledge gaps (Clark & Estes,
2008). Knowledge is defined in four different concepts: declarative conceptual, declarative
factual, procedural, and metacognitive knowledge (Krathwohl, 2002). Therefore, when
customers successfully complete training, they will have developed these forms of declarative
and procedural knowledge to contribute to their achievements. Since the study did not assess
metacognition, recommendations for metacognitive knowledge are not included here. The
process by which the customer develops these skills is the process by which a formal training
program will increase participation and result in effective customer outcomes. Several steps need
to be taken for the final positive outcome to take place. The customer first needs to know about
the services (declarative knowledge) and how to sign up (procedural knowledge). Table 11
outlines the summary of the knowledge influences found to be gaps and their related context-
specific recommendations. Each knowledge recommendation is then discussed in more detail.
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Table 11
Summary of Knowledge Influences and Recommendations
Assumed knowledge
influence
Principle and citation
Context-specific
recommendation
SSA customers need to know
that training exists.
(Declarative knowledge)
Knowledge increases when
declarative knowledge
required to perform the
skill is available or known
(Clark & Estes, 2008).
The organization should
provide orientation training
and a job aid on services
offered that covers the
method or sequence in
which signing up will
facilitate better results for
all training opportunities.
SSA customers need to know
the steps in filling out an
application.
(Procedural knowledge)
Decreasing extraneous
cognitive load by effective
instruction (particularly
when the intrinsic load is
high) enables more
effective learning (Kushner
et al., 2006).
The organization should
provide a staff point person
“greeter” to direct the
customer to the resources
available and a quick
orientation of the process
along with a handout
(provide information).
SSA customers need to know
how to sign up for training
to learn new skills.
(Procedural knowledge)
To develop mastery,
individuals must acquire
component skills, practice
integrating them, and know
when to apply what they
have learned (Schraw &
McCrudden, 2006).
The organization should
incorporate an information
sharing process with initial
customer contact through
orientation training and a
job aid with every customer
in order for the interested
customers to understand the
procedure.
Declarative Knowledge Recommendations: Customers Need to Know that Training Exists
Knowledge increases when declarative knowledge required to perform a skill is available
or known (Clark & Estes, 2008). Anderson and Krathwohl (2001) discussed the importance of
52
declarative knowledge when understanding patterns and relationships of ideas, topics, or themes.
Understanding how to best present information to customers should be of benefit. This section
discusses the recommendations for addressing the declarative knowledge gaps found in this
study.
At SSA, customers will need to know that training exists to reap the rewards and
incentives it offers. This study found 14 of the 16 interviewees were not aware of various
training opportunities. Preparing an induction or welcoming training along with a job aid that
serves as a communication tool could let customers know what training is available to them and
how to go about the process. Grossman and Salas (2011) described job aids as a method that
makes it easier to transfer knowledge. Job aids can be utilized to identify specific objectives for
learning (Daly, 2009). Therefore, it is recommended that SSA staff the entry with a greeter who
can provide a brief orientation along with a job aid containing information on the current
program training opportunities. As part of the training, it is recommended to share with each
customer a brief overview of all program offerings. This would provide introductory knowledge
to the customers before moving forward with specific services. The next section discusses
procedural knowledge recommendations.
Procedural Knowledge Recommendations: Customers Need to Know How to Sign Up
Procedural knowledge refers to the steps for carrying out a task (Clark & Estes, 2008).
Customers should understand how to apply for services to meet their self-sufficiency goals. They
also need to know the steps in filling out an application to develop mastery in executing this
process.
The study found that customers lacked this basic understanding of the procedure to apply
for the services; 14 out of the 16 participants reported not knowing the steps to sign up. As with
53
declarative knowledge gaps, it is recommended that the organization create a job aid that outlines
the procedure for accessing these services. This should be accompanied by an orientation staff
greeter who can point the customer in the right direction of the resources available in the office
or online as well as a quick overview or the process they will follow while in the office. In
addition, to develop mastery, individuals must acquire component skills, practice integrating
them, and know when to apply what they have learned (Schraw & McCrudden, 2006). In light of
this, the organization’s practice should be for each employee to share and review the job aid with
each customer upon the initial point of contact.
Customers need to use declarative and procedural knowledge to achieve their self-
sufficiency goals. Providing job aids for both what training exists and how to sign up for services
offered in an organized approach will increase customer participation. The next section discusses
recommendations for addressing motivation gaps.
Motivation Recommendations
Clark and Estes (2008) shared the depth and meaning of motivation through the choice,
persistence, and mental effort one makes. Working with these qualities makes it possible to
increase performance outcomes (Clark & Estes, 2008). There were two motivational influences
in the study involving self-efficacy; one was found to be an asset, and the other was confirmed a
gap. Table 12 outlines the recommendation to address the confirmed influence related to self-
efficacy. This motivational recommendation is then discussed in more detail.
54
Table 12
Summary of Motivation Influences and Recommendations
Assumed motivation
influence
Principle and citation
Context-specific
recommendation
SSA customers need to feel
confident in being able to
successfully complete the
training (Self-Efficacy)
Feedback and modeling
increase self-efficacy
(Pajares, 2006).
The organization will provide
opportunities for ongoing,
constructive peer/family
feedback by designated
staff members in the
building of life skills.
The recommendation pertaining to motivation involves self-efficacy and is to ensure
customers feel confident in being able to complete the training. Self-efficacy is a key
motivational component for SSA customers to increase their confidence in beginning new habits
and participating in training. Both SSA customers and staff need to define self-efficacy and learn
how to promote self-efficacious behavior internally. Critical to self-efficacious behavior are
opportunities for the customer to observe others’ skills and receive feedback on skills practiced
(Pajares, 2006). Given the importance of self-efficacy in participating and completing training
goals, techniques to promote self-efficacy among customers working with the staff, volunteers,
and peers are an important component of promoting training success.
Effective strategies to promote self-efficacy are also important for training success, as
understanding and using program resources requires customers to have some ability to follow
through on the declarative and procedural knowledge received from the staff or volunteers.
Pajares (2006) suggested that high self-efficacy could positively influence motivation.
Additionally, Pajares found that when individuals master a task, self-efficacy increases. In
addition, Pajares found that the self-efficacy philosophies that people hold are the basis for
55
motivation. As long as they believe that their actions will result in a positive outcome,
individuals will make an effort towards the task at hand (Pajares, 2006). This suggests that
providing individuals with feedback and the opportunity to observe their peers would increase
their self-efficacy. The agency should identify designated staff members who will focus on
offering corrective feedback and providing positive encouragement to foster customers returning
for training and completing various self-sufficiency programs.
Clark and Estes (2008) explained that the skills necessary to succeed are the most critical
factor in the mental effort an individual will expend on a task. If individuals lack confidence and
do not hold a strong belief in their abilities, they will avoid the task altogether (Clark & Estes,
2008). According to Pajares (2006), when individuals have an opportunity to observe a credible,
similar model, self-efficacy will grow. Additionally, Frey (2018) suggested that when peers with
credible instructional skills model behaviors, the observer is more likely to mimic the behavior.
Lastly, feedback improves performance (Shute, 2008). From a theoretical perspective, it
would appear as providing training models and constructive feedback. The customer’s self-
efficacy would increase alongside their beliefs about their training. As such, it is recommended
that the customers observe the staff in demonstrating the information to sign up for services and
receive feedback on their specific needs to increase the customer’s motivation to participate in
training.
Organizational Recommendations
The SSA that served as the study site for this research is one of 1,100 across the nation
created to address low-income individual and family needs. Each SSA has a unique set of
programs and services. In general, each SSA is made up of staff, volunteers, and community
partners. The partners include financial assistance programs. Since the incorporation of the
56
Inland Empire SSA in 1989, a number of important self-sufficiency initiatives have occurred
through partnerships between SSA and various organizations. The initiatives include training to
promote financial literacy skills, support various levels of goal setting, and help customers
participate in life-skills training.
To increase customer success, each of the recommendations requires the cooperation of
the organization, its employees, and volunteers. The agency has the opportunity to serve as a
model to duplicate and share best practices with similar agencies. Table 13 outlines the
organizational influences found to be gaps and the related recommendations to increase customer
participation.
57
Table 13
Summary of Organization Influences and Recommendations
Assumed organization
influence
Principle and citation
Context-specific
recommendation
Employees and volunteers
need to collaborate with
each other across programs
in helping customers
(Cultural setting).
Effective change efforts use
evidence-based solutions
and adapt them, where
necessary, to the
organization’s culture
(Clark & Estes, 2008).
Managerial staff in the
organization needs to offer
cross-training across
programs and job aids for
employees to increase
understanding across areas.
Implementing structures for
collaboration to increase
connectedness across the
organization (Bolman &
Deal, 2017).
Performance increases when
organizations implement
collaborative processes
(Clark & Estes, 2008)
Implement a structure that
brings all programs
together regularly so that
employees and volunteers
can understand their roles
and how to support
customers.
The organization needs to
provide clear expectations
for working and following
up with customers.
(Cultural Setting).
Effective leaders are
knowledgeable about the
use of effective
communication skills to
facilitate change and
enhance organizational
capacity. Organizations are
most effective when
communication is
multidirectional (Lewis,
2011).
The organization’s executive
leadership and governance
must develop
communication policies for
employees and volunteers
related to interactions with
customers.
Effective change efforts are
communicated regularly
and frequently to all key
stakeholders (Clark &
Estes, 2008).
Managerial staff may then
incorporate communication
policies in job aids and
training for employees,
volunteers, and customers.
58
Cultural Setting Recommendation: Improve Collaboration Across Program Employees
The data suggested an organizational gap related to collaboration across the programs
when employees interact with customers. Employees and volunteers need to collaborate across
programs when helping customers. Doing so supports the customer more efficiently in
understanding what is available. Research suggests structures for collaboration increase
connectedness across an organization (Bolman & Deal 2013) and increase performance (Clark &
Estes, 2008). One recommendation is that the bring all programs and employees together
regularly understand roles, challenges, and successes across the different SSA programs.
In addition to a structure that supports collaboration, the organization should also identify
managerial staff to offer training across programs to increase understanding of the different
areas. According to Clark and Estes (2008), training increases knowledge. This training could
also increase understanding of where these areas complement one another. A job aid (Clark &
Estes, 2008) created by managerial staff for this training could further support the employees in
transferring the training knowledge to day-to-day interactions with one another and customers.
With increased collaboration, customers will have better access to information about SSA
programs, which is expected to support a more seamless transition across programs. The next
section will discuss the second cultural setting found to be a need in this study.
Cultural Setting Recommendation: Provide Customers with Clear Expectations
Organizations are most effective when expectations and desired outcomes are clearly
communicated (Lewis, 2011). The organization needs to provide clear expectations for working
and following up with customers. The data suggested a gap in effective communication, which
led to customers asking multiple questions when requesting assistance. According to Clark and
Estes (2008), effective change efforts are communicated regularly and frequently to all key
59
stakeholders. It is, therefore, recommended that the executive leadership and governance of the
organization develop communication policies related to interactions with customers and provide
job aids to employees and customers to reinforce the organization’s expectations.
Organizations are most effective when there is an understanding of communication
strategies and when communication is multidirectional (Lewis, 2011). Employees should thus
receive clear communication about actions for following up with customers. In addition,
customers should receive a communication tool to understand the process.
These communication skills build an organization’s capacity (Fix & Sias, 2006). In
addition to implementing strategies and structures for communicating expectations for customer
interactions with employees and volunteers, the organization should develop timelines and
circumstances for utilizing these tools.
The integrated implementation plan, which can be found in Appendix E, outlines specific
organizational recommendations. The plan outlines four levels for training implementation and
evaluation: Level 4, results and leading indicators; Level 3, behavior; Level 2, learning; and
Level 1, reaction. These levels help to keep the focus on the customer and organizational needs.
Limitations and Delimitations
Limitations are a study’s factors outside of the researcher’s control (Creswell, 2014). One
limitation of this study was the interviewees’ truthfulness. To mitigate this limitation, I attempted
to provide a private environment away from the organization’s employees for participants to feel
at ease with having an open and honest interview. Another limitation was the short time frame
for data collection. The population sample was small in comparison to the large number of
customers the organization receives daily.
60
Delimitations are the decisions the researcher makes about the study’s design (Creswell,
2014). A delimitation of this study is that I collected data from customers and not from
employees. This does not provide the perspective on the problem of practice explored in this
dissertation from the other side of the service counter. Another result of the choice to focus on
customers is that the data did not include management perspectives, which could offer insight
into local, state, and federal regulations regarding how the organization must operate.
Another delimitation was that the interviews were held on-site. Additionally, all data
were collected concurrently. Having data from only one location at one specific timeframe may
have resulted in a lack of additional information or perspective that a multi-site study could have
provided. Lastly, the data were collected while customers were in the process of receiving
assistance with utility bills. This delimitation could have influenced the customers to be positive
towards me.
Recommendations for Future Research
This study focused on the customers’ perspective. Understanding their knowledge and
motivation and how those interacted with the organization was important. With that
understanding come additional areas worth studying. One area outside of the scope of this study
was the employee’s perspective. Including this perspective in future research would provide an
increased understanding of the dynamic across the organization. A longitudinal study could yield
a deeper understanding of the traits, capabilities, and mindset of SSA customers who utilized the
training tools in everyday life and continue to thrive and become self-sufficient.
In addition to the employee perspective, another opportunity for further research is to
examine how the organization interacts with community partners. This would allow the
community-based organizations that support SSA to deepen their understanding of program and
61
delivery misalignment. Doing so might offer important recommendations for synchronizing the
programs and services offered.
Conclusion
In conclusion, this evaluative study sought to understand the KMO influences that impact
customer participation in SSA programs. Addressing gaps in these influences would increase the
customers’ life opportunities. This research utilized a combination of literature review,
observations, qualitative interviews, and document analysis to evaluate the regional municipal
government agency’s needs. The research then identified areas of improvement at public
assistance programs and presented recommendations for future considerations and
implementation.
The study found some gaps in each of the influence types. Customers demonstrated gaps
in declarative and procedural knowledge related to awareness of and engagement in the full
range of programs available. It is recommended that the agency implement both orientation
training and job aids to address these knowledge gaps. The study also found a gap in motivation,
specifically with self-efficacy, for SSA customers in relation to training completion of. It is
recommended that the organization focus on offering corrective feedback and providing positive
encouragement to foster customers returning for training and completion of the various self-
sufficiency programs. Fortunately, utility value for the SSA programs was high among
customers, which is, therefore, an asset and can be leveraged to support efficacy.
In this study, there were also important findings related to organizational influences. It
was found that collaboration was not well developed across the agency. Additionally, the
customers did not have a clear understanding of the application process and its requirements. It
is, therefore, recommended that customers receive clear communication about the necessary
62
actions to move forward to obtain the services they need. In addition, customers should receive
orientation training and a communication tool to understand the process.
In conclusion, this project sought to evaluate the KMO needs that impact participation in
the SSA self-sufficiency program. It was found that the needs interact simultaneously within the
system. By addressing these systemically, the agency will set the conditions for those it serves to
be successful in accessing its programs and transferring their learning. This could change their
and their children’s lives.
63
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Appendix A: Interview Protocol
Thank you for taking the time to answer some questions about SSA. My name is Brenda
Salas Freeman and I am a doctoral student in research at SSA. I am conducting a study on
families that utilize utility assistance programs. I am interested in taking a closer look at the
factors that encourage families to utilize other SSA training programs. More directly, I am very
interested in your thoughts as a participating customer of SSA Home Services. I hope to learn
from this study to help increase the SSA training participation.
Everything we discuss in this interview will remain confidential, anonymous and your
name will not be released. This interview will not impact any decision in your applying for
services in any of the SSA Programs. You may skip any question and may end the interview at
any time for any reason. As a thank you gift, you will receive a Starbucks gift card in the amount
of $5 after the interview. Your next drink is on me.
The total time should take no more than 30 minutes. I would also ask your permission to
record this interview to help me gather data so that I do not lose any valuable information we
discuss. The recording will be deleted once my dissertation is complete. Do you allow me to
record? (YES or NO). Again, I want to thank you for agreeing to participate in this interview.
Are you ok to begin? (YES or NO)
Ok, let’s begin with the first question…
Interview Questions
1. (K) How did you hear about the Self-Sufficiency Agency also known as SSA?
2. (M) What motivated you to utilize the services they provide?
3. (K/M) Can you please describe how the initial home assistance application could also
encourage you to participate in training?
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4. (K) How often do you utilize SSA programs?
5. (K) Please share how are you familiar with any training offered by SSA?
6. (K), Which program, if any, are you familiar with that SSA provides?
7. (M) By participating in the home assistance program are you encouraged to attend
any of other training offered?
A: (Probe) What additional advice to other SSA participants, if any, could you offer that would
encourage participation in training offered?
B: (Probe) How has SSA staff encouraged you to attend training offered?
8. (M) Can you share a future goal and why it is important to you?
9. (O) What other services can SSA provide that you would find helpful?
10. (O) Were the services you received helpful? (Probe) If so, why? If not, why not?
11. (O) What advice can you share in order for the home assistance application process to be
smoother?
12. (O) What more can the organization do to encourage your participation in training?
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Appendix B: Ethics
Customers were selected randomly and asked if they would like to participate in offering
feedback for this study. Upon commencing the interview, I made participants aware that their
participation was completely voluntary, and they could pass on a question at any time. Prior to
the interview, I solicited approval to record the conversation and ensure confidentiality for what
was said.
As stated previously, at the start of the data collection, my relationship to SSA was
executive director. At the time, the interviews took place, I worked in a different capacity and no
longer had any direct conflict of interest. My interest in the results of the project was connected
to seeing an interested group who would like to find out more about the programs offered and
about which they may not know. This could increase participation in the various training
workshops offered and ultimately help customer success rates and outcomes. Potential confusion
by staff of my dual roles as a government employee were addressed by making sure the
questions prepared for the participants were not geared for a particular response. In addition, at
the start of each interview I clarified to the participants that I had no say or impact on any
programs related to the agency. During the interview, I took detailed notes with each question.
At the conclusion, participants were thanked and given a five-dollar Starbucks gift card for their
participation.
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Appendix C: Integrated Implementation and Evaluation Plan
The implementation of the Life Skills Curriculum training, which was introduced in the
knowledge recommendations section of this dissertation will be evaluated using Kirkpatrick’s
four-levels model of training evaluation (Kirkpatrick & Kirkpatrick, 2016). The model
encourages evaluation as a key component of any successful program implementation along with
needs analysis, design, development, and implementation. The model entails first with
determining the intended training outcomes (Kirkpatrick & Kirkpatrick, 2016). Once the
outcomes are compiled, along with indicators for determining outcomes, the next level of
training is to verify that customer behaviors actually reflect not only the learning obtained by the
training but also the behaviors that contribute to the desired training outcomes (Kirkpatrick &
Kirkpatrick, 2016).
In addition, customer learning is assessed to determine if the customer understands how
to apply the knowledge to participate in the training. Finally, customer reactions to training are
evaluated, with formative assessment measures being applied to determine the customer’s ability
to engage with the skills learned, the sign-up process, and/or the environmental conditions of the
SSA offices. In return, formative evaluation information will allow the trainer to make the
adjustments necessary to change the training delivery and increase customer involvement with
the skills to be learned (Kirkpatrick, 2016).
Level 4: Results and Leading Indicators
Indicators for successful implementation of the training will be determined by assessing
both external and internal outcomes. The global external measure of success involves seeking
feedback from customers who participated in the training to assess their long-term financial
outcomes. Internal indicators will evaluate how customers are meeting SSA training goals and if
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their behaviors are actually obtaining the desired participation rates. Table C1 outlines outcomes,
metrics, and methods for external outcomes. Table C2 outlines outcomes, metrics, and methods
for internal outcomes.
Table C1
Outcomes, Metrics, and Methods for External Outcomes
Outcome Metric(s) Method(s)
SSA customers maintaining
programmatic goals.
Attendance and participation
from each customer
receiving services.
Data obtained for each
customer assigned to begin
training with goals and
outcomes.
SSA customers receive the
specific services they need
to achieve life skill goals.
SSA customers complete
needs assessment, which is
the basis of the self-
sufficiency plan.
Customers complete needs
assessment at the beginning
of training. The assessment
is reviewed quarterly and
updated to reflect customer
progress.
SSA customers will be able to
regulate their behaviors to
successfully complete
training and program goals.
SSA customers will self-
report on how they identify
with being available to
participate and complete
program goals.
Customers self-report their
preparedness for training
participation and make
adjustments as necessary.
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Table C2
Outcomes, Metrics, and Methods for Internal Outcomes
Outcome Metric(s) Method(s)
SSA staff effectively engages
customers in training
services.
Number of customers
assigned to each staff or
volunteer during training.
SSA staff will keep track of
numbers of customers
engaged in training.
SSA Staff will collaborate
with customers seeking life
skill services and support
their self-efficacy and
strengths.
Feedback from employees
and volunteers regarding
progress in collaboration
and financial literacy-
building skills.
SSA staff self-reporting
through surveys of
employees and volunteers.
SSA staff will ensure that
customers receive the
specific information they
need and that they are able
to effectively determine
these needs.
Improved ratings received
from customers on support
by SSA staff.
Customer surveys measuring
perceived effectiveness of
SSA staff communication
and support.
Level 3: Behavior
The literature and the interviews provided consistent data regarding the knowledge and
motivational components SSA customers need to perform successfully in training. The behaviors
listed in Table C3 target the specific behaviors that will be included in the training curriculum to
enable staff, community partners, and volunteers to reduce the knowledge and motivational gaps
among customers. The 12-month timing is included as the training curriculum could be created
within this time frame. Table C3 outlines critical behaviors, metrics, methods, and timing for
evaluation.
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Table C3
Critical Behaviors, Metrics, Methods, and Timing for Evaluation
Critical behavior Metric(s) Method(s) Timing
SSA staff and
volunteers will be
taught declarative
information
regarding all SSA
resources/training
customers need to
learn about to
succeed.
SSA staff will
document their
interactions with
customers indicating
how and when they
shared needed
declarative
information
regarding training,
programs, and other
resources.
Training followed by
job aids to determine
progress.
12 months
Staff and volunteers to
be trained on
relevant resources
and systems
knowledge and
make links between
the declarative
information between
customers’ own
experiences and
prior knowledge so
they can better
understand and
remember the facts
in a variety of
contexts.
SSA staff will
document and share
their ability to
explain to customers
how to access
training, programs,
and other resources.
Training followed by
coaching and
feedback to improve
skills.
12 months
78
Critical behavior Metric(s) Method(s) Timing
Staff and volunteers
will be trained in the
techniques for
effective delivery of
information and
advice and new
information will be
connected to prior
knowledge and/or
organized by type to
be effectively used
in practice.
SSA staff will
demonstrate their
ability to apply the
motivational
interviewing method
(Miller & Rollnick,
2013).
Training in
motivational
interviewing
followed by
coaching and
feedback.
Competency in the
motivational
interviewing model
will be assessed with
the Motivational
Interviewing
Treatment Integrity
Tool (Moyers,
Manuel, & Ernst,
2015).
12 months
Staff and volunteers
will have
opportunities to
practice skills and
receive feedback on
their performance
SSA staff will
participate in weekly
skills practice
groups and receive
coaching and
feedback to improve
the performance of
self and that in
preparation to train
others.
The treatment integrity
tool will be utilized
to determine
progress in skills
and identify skill
areas for
improvement.
(Moyers et al., 2015)
12 months
Provide practice
sessions (training) in
which Staff and
volunteers identify
which resources are
needed in different
situations.
Monthly round robin
discussions during
staff and partner
meetings that
discuss customer
opportunities to
apply knowledge
regarding resources.
SSA leadership can
rate the accuracy of
applied knowledge
and resources and
provide feedback on
areas of
improvement.
12 months
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Critical behavior Metric(s) Method(s) Timing
Practice via role-
playing the skills of
providing
information,
support, and linkage
to service in a
variety of contexts
to meet the
individual needs of
the SSA customer.
Identifying
resources and
practicing these
skills are the defined
tasks.
Monthly role play by
providing resources
and options using
the strength-based
model of case
management (Rapp
& Goscha, 2012).
Staff and volunteers
will coach each
other and provide
feedback based on
the skills practice,
and each peer will
have opportunities to
incorporate feedback
in subsequent
practice.
12 months
Train Staff and
volunteers to
identify their own
knowledge base to
identify what is
already known and
what the need to
learn is.
Staff and volunteers to
provide monthly
feedback regarding
their progress in
learning and
identifying their own
skills and areas for
improvement.
Staff and volunteers to
submit a monthly
feedback sheet to be
reviewed by each
other and the SSA
leadership for
feedback and
discussion.
12 months
Train Staff and
volunteers how to
monitor and correct
their behavior, skills,
and thoughts,
through self-
observation,
discussion, and
development of
alternative
strategies.
Staff and volunteers to
identify the monthly
progress of their
skills on a feedback
form and reflect on
the next steps in
their learning during
group practice.
Staff and volunteers
will observe each
other and listen to
recorded exercises to
practice providing
feedback on their
own skills and
practice new skills
learned. SSA staff
will also provide
feedback and
insight.
12 months
80
Critical behavior Metric(s) Method(s) Timing
Staff and volunteers
will be trained in
how to model
effective self-
regulation, behaviors
to cope in a
challenging
environment, and
provide feedback on
performance.
Staff and volunteers
will be able to
demonstrate their
ability to identify
opportunities for
discussion of coping
feedback and show
how they would give
feedback to each
other and potential
customers.
Staff and volunteers
will learn these
methods through a
parallel process of
being coached (with
feedback) on how to
coach and give
feedback.
12 months
Staff and volunteers
will be trained in an
evidence-based
communication
skills model that
promotes empathic
listening,
compassion, and
collaboration
between SSA
customers receiving
support. Such
behaviors on behalf
of the Staff and
volunteers help build
safe and predictable
learning
environments.
SSA staff will
demonstrate their
ability to apply the
motivational
interviewing method
in initial customer
visits (Miller &
Rollnick, 2013).
Training in
motivational
interviewing
followed by SSA
leadership feedback.
Competency in the
motivational
interviewing model
will be assessed with
the Motivational
Interviewing
Treatment Integrity
Tool (Moyers,
Manuel, & Ernst,
2015).
18 months
As SSA customers, staff, and volunteer behaviors and identities are shaped through
practice and feedback, several strategic drivers will be applied to deepen the learning, build
confidence, and make more automatic the desired behaviors that promote their participation and
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ultimate learning. The goal achieved leads to increased customer outcomes and participation.
Table C4 outlines required drivers.
Table C4
Required Drivers
Method(s) Timing Critical behaviors supported
Reinforcing
Ongoing with each customer
contact
1, 10
Written feedback Each training 2, 3, 4, 5, 6, 10
Encouraging
Coaching/verbal feedback Each training 2, 3, 4, 5, 6, 8, 9, 10
Modeling/Round robin of
Information
Monthly with staff 2, 3, 4, 5, 6, 8, 9, 10
Affirmation of desired
behavior
End of program 2, 3, 4, 5, 6, 9, 10
Rewarding
Completion certificate End of program 1–10
Training transcript End of program 1–10
Monitoring
Completion of application
and required documents
Start of the program prior to
training
4, 10
Observation and feedback Ongoing each session 2, 3, 5, 6, 8, 9, 10
Self-reflection Ongoing each session 7, 8
Individual and group
meetings to discuss staff
and partner progress
Monthly 2, 3, 4, 6, 8, 9, 10
Written surveys to test
knowledge
Ongoing each session 1, 7, 10
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Organizational Support
The implementation plan will be presented to SSA board members with the intention that
one of them and their organization will take on the leadership to provide the training support to
establish the training program. The department that takes on the training will need to free up staff
or recruit trained consultants or volunteers to provide the training. The organization will also
need to develop an assessment to ensure the consistent provision of effective training and
learning outcomes. Ultimately, the program will be soundly established when the training partner
is working alongside with SSA staff and volunteers. The organizations participating will be
willing to financially assist or otherwise support the lead organization in needed areas.
Strategies that ensure the creation and support of such a program include opportunities to
re-introduce the organizational stakeholders to the SSA values and mission, which supports
opportunities for low-income individuals receiving services or seeking other social service
support. Staff and volunteers would be the most important individuals to lead the effort to
establish such programming and create and develop the training curriculum linking the customer
training to larger organizational goals of becoming more client-driven, strength-based, and
customer-challenges-informed. This opportunity offers new methods for SSA staff and
volunteers to shift their thinking toward seeking out opportunities to offer customer-focused
training. These steps are key in promoting the cognitive shift among staff and volunteers, which
needs to occur in order for the SSA innovative concept to be adopted.
Level 2: Learning
Mostly likely, customers who regularly utilize the SSA self-sufficiency programs would
enroll in a life skill training program distributed over the course that best fits them. The course
curriculum was developed based on the study participants’ feedback on what KMO supports
83
were the most essential in helping them achieve their financial goals and which of these supports
were missing. As a result of completing this curriculum, SSA customers will identify the training
support resources needed when seeking self-sufficiency (D) and know how to access training and
program resources (P).
Learning Programs
The customers all spoke to the specific knowledge, motivation, and organizational
components that were critical in helping them achieve their training goals. They also
communicated the components they believed would have helped them more easily or fully
progress through the training program. According to their own experiences and the research, a
program is recommended that incorporates their experiences with a curriculum that is informed
by the research.
This program will be designed to train customers to instill important declarative
knowledge to individuals and families transitioning from homeless prevention circumstances to
financial stability. The declarative knowledge will be supported by the critical procedural
knowledge that will encourage customers and volunteers to better understand how to use the
declarative knowledge to enable them to share or access life skill training and other program
services. Intrinsic motivation will be promoted through the identification of customer values,
which can be used to help customers remain on course to realize self-sufficiency goals.
The curriculum will consist of life skills taught through a series of courses that enable
customers to learn the declarative and procedural information necessary to navigate what is
necessary to succeed and provide them opportunities to practice what was learned. Each training
course will vary depending on the topic and program requirements. The assortment of courses
would occur ongoing over a 12-month period to give enough time for SSA customers to learn
84
and practice the skills and take advantage of program opportunities in which they can apply their
learning and obtain feedback. The customer learning goals are summarized in Table C5. The
customer will be assessed to address how engaged they were in the training, the knowledge they
obtained from the training, and whether they engaged in the behaviors necessary to meet the
programmatic goals, which are to promote practices to underserved individuals and families
(Kirkpatrick & Kirkpatrick, 2016).
Table C5
Components to Measure Reactions to the Training Program
Method(s) or activity(ies) Timing
Declarative knowledge: “I know it.”
Customers will complete close-ended question
surveys to determine understanding of
declarative knowledge.
Each training
Procedural skills: “I can do it right now.”
Customers, SSA staff and volunteers will
adapt their use of skills in response to
feedback from instructors or peers.
Ongoing in each training
Attitude: “I believe this is worthwhile.”
Customers will complete rating scales in the
survey.
Each Training
Confidence: “I think I can do it on the job.”
Customers will complete a confidence rating
assessing their perceived ability to master
the life skills.
End of each training
Customers will reflect on skill areas in which
they are specifically challenged and
complete an action plan to address what
they believe they need to grow this skill.
Start of each program
85
Commitment: “I will do it on the job.”
Customers will create one goal at the start of
each program as part of an assignment
stating one way he or she will apply a skill
learned in the training.
Beginning of each program.
Level 1: Reaction
Customers finalizing the training program will also be expected to share feedback on
their reactions to the training. Their feedback will allow program staff and instructors to make
proper adjustments to the curriculum and format to ensure that customer needs are met. Table C6
summarizes how and when customer reactions would be assessed.
86
Table C6
Components to Measure Reactions to the Training Program
Method(s) or tool(s) Timing
Engagement
Customers will identify in a survey their
ability to understand the material,
effectively participate in the activities, and
comfortably learn in the training
environment.
After each training
Customers will report any participation
challenges or supports as the part of group
closing.
After each training
Relevance
Customers will complete a survey at the end
of the training to determine if, how, and in
what ways the session has helped them
learn in being able to accomplish life skill
tasks
End of each course and program.
Customer Satisfaction
Customers will complete a survey at the end
of the training to determine if they enjoyed
the session, what was useful in terms of
learning, did the experience meet their
learning needs, as well as if and how the
sessions or program needs improvement.
The satisfaction survey and relevance
survey would be combined.
End of course
Evaluation Tools
Two summative evaluation tools will be used immediately upon training completion. The
first evaluation tool is intended to collect data regarding customers’ satisfaction with their
training sessions and the learning attained during the course. A second data tool will be used to
87
capture customer satisfaction with the program and knowledge of the content and identify the
behaviors the customers initiated as the result of the training, which allow the life skills learned
to lead to self-sufficiency.
Three months after the training is complete, customers will be given another evaluation
that assesses their attitude toward the training. Their knowledge retention will be also be
assessed along with behaviors they and their family have adopted as the result of the training. In
addition, the customer’s perception of how the training impacts the goal of providing economic
opportunities and support to their financial and personal well-being will be evaluated. Lastly, the
staff and volunteers will then receive a survey inquiring on their perception of the customer’s
response/feedback, attitude, and ability following the training and sessions.
Data Analysis and Reporting
As staff and partners establish training outcomes for SSA customers, the specific
outcomes for each program will be determined based on the training capacity across various
regions and the ability to document participation rates as well as successes. Customer outcomes,
as measured by initial knowledge needs assessment and implementation behaviors, will be
presented in a feedback sheet along with customer knowledge and behavioral outcomes at
regular intervals during the training sessions and at the end of 12 months. The feedback reports
will create opportunities for customers to receive feedback on their skills so they can build self-
efficacy based on what they are doing well and able to understand what behaviors they can
improve. The concept of the feedback sheet has the ability to improve participation. The
intention of the sheet is to offer feedback on the skills that need further work and to give the
customer a road map of which other related subjects should be considered. The sheet can also be
88
used as a discussion tool during group training and/or reflective processes as customers can share
together and work with each other in building skills in areas that need additional development.
Collaborating with staff and volunteers to participate as trainers will be necessary to
operate a successful training program and to increase participation. The outcomes and
recommendations based on customer successes and/or failures will be critical in the training
program’s upward trajectory. For this reason and to build confidence and ongoing engagement
among the recently trained customers, SSA will host a kick-off event to roll out the various areas
of training the customer can plug into. Success stories from past training participants will
provide an opportunity for others to understand the impact. Sharing outcomes through the stories
of those who participate is more likely to promote interest in the program and inspire other SSA
customers to consider participating in training. These stories will also be documented in a job aid
the staff will share with customers.
Summary
The SSA customers identified areas where improvement can be made in knowledge,
motivation, and organizational components. The Kirkpatrick model (Kirkpatrick & Kirkpatrick,
2016) contributed to the plan, which consists of four levels of evaluation that determine customer
knowledge, acquired knowledge, change in behavior, and organizational outcome resulting from
training. Tools are utilized to track progress or lack of progress and are then used at each level
and will indicate progress toward goals. This plan allows for ongoing feedback regarding each
stage of the customer training, and the evaluation will assist staff with adjusting the training plan
as customers develop new skills sets. The Kirkpatrick New World Model will provide both
structure in training methods as well as the ability to alter the training if the data indicate that the
organizational goals are not met, behaviors are not practiced, and/or customers are not
89
connecting with the training material. The structure along with flexibility is important to find the
balance needed to implement the plan.
Abstract (if available)
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Asset Metadata
Creator
Freeman, Brenda Salas
(author)
Core Title
Analyzing systemic socioeconomic challenges to improve educational training for families seeking self-sufficiency
School
Rossier School of Education
Degree
Doctor of Education
Degree Program
Organizational Change and Leadership (On Line)
Degree Conferral Date
2021-12
Publication Date
11/01/2021
Defense Date
06/17/2021
Publisher
University of Southern California
(original),
University of Southern California. Libraries
(digital)
Tag
Knowledge,Motivation,OAI-PMH Harvest,organization,self-sufficiency
Format
application/pdf
(imt)
Language
English
Contributor
Electronically uploaded by the author
(provenance)
Advisor
Phillips, Jennifer (
committee chair
), Muraszewski, Alison (
committee member
), Tobey, Patricia (
committee member
)
Creator Email
brendasalas777@hotmail.com,bsfreema@usc.edu
Permanent Link (DOI)
https://doi.org/10.25549/usctheses-oUC16345236
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UC16345236
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Dissertation
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Freeman, Brenda Salas
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(contributing entity),
University of Southern California Dissertations and Theses
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Tags
organization
self-sufficiency