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Increasing engagement and avoiding burnout of counselors of at-promise youth: a gap analysis approach for supervisors

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Increasing engagement and avoiding burnout of counselors of at-promise youth: a gap analysis approach for supervisors

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INCREASING ENGAGEMENT AND AVOIDING BURNOUT OF COUNSELORS OF AT-
PROMISE YOUTH: A GAP ANALYSIS APPROACH FOR SUPERVISORS

by

Lakeah Dickerson

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

August 2020

Copyright 2020 Lakeah Dickerson
ii

Acknowledgements
To God be the glory for all of the great things He has done. I thank God for enabling me
to successfully complete my dissertation. This educational journey has been one of learning,
personal and spiritual growth, endurance, sacrifices, commitment, patience, and opportunities.
The past three years have been incredible, and I have been blessed to have an amazing group of
colleagues, friends, professors, and family that have supported and kept me sane throughout this
process.
To my beautiful daughter Peyton, thank you for being my biggest cheerleader. It is
amazing how motivational a three-year-old cheerleader can be. You have been my shadow
throughout this whole process, and I am so blessed to have completed this process with you
watching my every move. Every time a little mom guilt would emerge somehow you would
remind me how cool it was to go to “mommy’s school” if only for the sprinkles cupcake. Your
sensitivity and compassion will take you far in life, I pray you don’t lose that. Remember to
sprinkle a little black girl magic everywhere you go.
To my parents, Charoletta and Derrick Dickerson, I have watched you sacrifice so much
as a parent to provide for your children. Your love and support have pushed me to become the
best version of myself. Your hard work and dedication have been instilled in me and I am forever
grateful. My dear siblings, Jeremiah, Amanda, and Derricka, I am grateful to you all who have
provided me through moral and emotional support in my life. I am also grateful to my other
family members and friends who have supported me along the way. Derricka, my baby sister, I
will forever be grateful to you for your many road trips just to babysit so I could complete
assignments. You’re not as mean as people think. I love you.
iii

To my Aunt Sheryl, I could not have done this without you. In a matter of three years you
went from being my aunt to my therapist, my homework helper, my babysitter, and best of all
my Disneyland partner. Thank you for always making sure I did not quit.
To my family and dearest friends, thank you for all your encouragement and prayers
throughout this process. I am blessed to be surrounded by so many positive people.
To my committee members, Dr. Andres, Dr. Tobey, and Dr. Yates: I am most grateful for
your expertise, guidance and teaching, priceless support, and patience. To the USC staff who
supported me, thank you very much.
Finally, to my Trojan family, the friends I made in this program: we are family now and I
love you all. Fight on!

iv

Table of Contents

Acknowledgements ......................................................................................................................... ii
List of Tables ................................................................................................................................. ix
List of Figures .................................................................................................................................. x
Abstract ........................................................................................................................................... xi

CHAPTER ONE: INTRODUCTION ............................................................................................. 1
Introduction to the Problem of Practice ............................................................................... 1
Organizational Context and Mission ................................................................................... 1
Organizational Performance Status ..................................................................................... 2
Related Literature ................................................................................................................ 3
Importance of Organizational Innovation ............................................................................ 3
Organizational Performance Goal ....................................................................................... 4
Description of the Stakeholders ........................................................................................... 4
Stakeholder’s Performance Goals ....................................................................................... 4
Stakeholder Group for the Study ......................................................................................... 5
Stakeholder of Focus Critical Behaviors ............................................................................. 6
Purpose of the Project and Questions .................................................................................. 7
Conceptual and Methodological Framework ...................................................................... 7
Definitions ........................................................................................................................... 8
Organization of the Study .................................................................................................... 8

CHAPTER TWO: REVIEW OF THE LITERATURE ................................................................. 10
Introduction ....................................................................................................................... 10
Employee Engagement and Job Satisfaction ..................................................................... 10
Engagement ........................................................................................................... 10
Job Satisfaction ...................................................................................................... 11
Dimensions and Characteristics of Burnout ...................................................................... 13
Exhaustion ............................................................................................................. 13
Cynicism ................................................................................................................ 14
Ineffectiveness ....................................................................................................... 15
Causes of Burnout ............................................................................................................. 16
Management Role in Stress and Burnout .......................................................................... 17
Responsibility of the Supervisors ...................................................................................... 18
Conceptual Framework ...................................................................................................... 20
Stakeholder Knowledge, Motivation, and Organizational Factors .................................... 20
Knowledge and Skills ............................................................................................ 20
Declarative Factual Knowledge ................................................................. 21
Declarative Conceptual Knowledge .......................................................... 22
Procedural Knowledge .............................................................................. 23
Metacognitive Knowledge ......................................................................... 24
Motivation ............................................................................................................. 26
Value .......................................................................................................... 27
Self-efficacy ............................................................................................... 28
Expectancy Value Theory ......................................................................... 29
v

Mood .......................................................................................................... 29
Attribution ................................................................................................. 30
Organization .......................................................................................................... 32
Resources ................................................................................................... 32
Policies and Procedures ............................................................................. 33
Cultural Settings ........................................................................................ 34
Cultural Models ......................................................................................... 34
Summary ............................................................................................................................ 36

CHAPTER THREE: METHODS .................................................................................................. 38
Purpose of the Project and Questions ................................................................................ 38
Conceptual and Methodological Framework .................................................................... 38
Assessment of Performance Influences ............................................................................. 40
Knowledge Assessment ......................................................................................... 40
Motivation Assessment ......................................................................................... 44
Value ......................................................................................................... 45
Self-efficacy .............................................................................................. 45
Mood ......................................................................................................... 46
Attribution ................................................................................................. 46
Organization/Culture/Context Assessment ........................................................... 49
Assessing Resources .................................................................................. 49
Assessing Policies, Processes, and Procedures ......................................... 50
Assessing Cultural Settings ....................................................................... 50
Participating Stakeholders and Sample Selection ............................................................. 54
Sampling ................................................................................................................ 54
Recruitment ........................................................................................................... 55
Instrumentation .................................................................................................................. 55
Survey Design ........................................................................................................ 55
Interview Protocol Design ..................................................................................... 55
Observation Checklist and Document Analysis Design ........................................ 56
Data Collection .................................................................................................................. 56
Interviews .............................................................................................................. 57
Observations .......................................................................................................... 57
Document Analysis ................................................................................................ 57
Data Analysis ..................................................................................................................... 57
Interviews .............................................................................................................. 57
Observations .......................................................................................................... 58
Document Analysis ................................................................................................ 58
Trustworthiness of Data ..................................................................................................... 59
Role of Investigator ........................................................................................................... 59
Limitations ......................................................................................................................... 59

CHAPTER FOUR: RESULTS AND FINDINGS ......................................................................... 61
Participating Stakeholders ................................................................................................. 61
Data Validation .................................................................................................................. 62
Results and Findings for Knowledge Influence ................................................................ 63
vi

Factual Knowledge ................................................................................................ 63
Supervisors Know the Meaning of Employee Engagement ...................... 63
Supervisors Know the Meaning of Job Satisfaction .................................. 64
Supervisors Know the Meaning of Job Burnout ....................................... 65
Conceptual Knowledge .......................................................................................... 66
Supervisors Know the Various Contributors to or Relationships of
Engagement to Create a Comprehensive Program that Increases
Employee Engagement, Increases Job Satisfaction, and Prevents
Burnout ...................................................................................................... 66
Supervisors Know the Various Contributors of Job Satisfaction to
Create a Comprehensive Program that Increases Employee
Engagement, Increases Job Satisfaction, and Prevents Burnout ............... 67
Supervisors Know the Various Contributors of Burnout to Create a
Comprehensive Program that Increases Employee Engagement,
Increases Job Satisfaction, and Prevents Burnout ..................................... 69
Procedural Knowledge .......................................................................................... 70
Supervisors Know How to Create a Comprehensive Program to Increase
Engagement, Increase Job Satisfaction, and Decrease Burnout ................ 70
Metacognitive Knowledge ..................................................................................... 73
Supervisors Know How to Reflect on Their Own Abilities to
Create Their Own Comprehensive Plan .................................................... 73
Results and Findings for Motivation Influences ............................................................... 75
Value ...................................................................................................................... 76
Supervisors Value Creating and Implementing a Comprehensive
Program to Increase Employee Engagement, Increase Job
Satisfaction, and Prevent Burnout ............................................................. 76
Self-efficacy ........................................................................................................... 79
Supervisors Have Confidence That They Can Create a Comprehensive
Program that Will Increase Employee Engagement, Increase Job
Satisfaction, and Prevent Burnout ............................................................. 79
Mood ...................................................................................................................... 80
Supervisors Feel Positive About Creating a Comprehensive Program ..... 81
Attribution ............................................................................................................. 83
Supervisors Attribute the Lack of Counselor Engagement to
Supervisors’ Own Efforts .......................................................................... 83
.................................................................................................................. 85
Results and Findings for Organization Influences ............................................................ 87
Resources ............................................................................................................... 88
Supervisors Have the Resources and Time to Create an Effective
Comprehensive Program ........................................................................... 88
Policies, Processes, and Procedures ...................................................................... 89
Supervisors Have Policies That Align with the Mission and
Vision of the Organization ........................................................................ 89
Cultural Settings .................................................................................................... 91
Supervisors Work in an Environment that Supports Engagement
and Job Satisfaction Among All Staff ....................................................... 91
vii

Cultural Models ..................................................................................................... 92
Supervisors Are Part of a Culture that Supports Engagement
and Job Satisfaction Among All Staff ....................................................... 93
Summary of Validated Influences ..................................................................................... 94
Knowledge ............................................................................................................. 94
Motivation ............................................................................................................. 94
Organization .......................................................................................................... 95

CHAPTER FIVE: RECOMMENDATIONS AND EVALUATION ............................................ 97
Purpose of the Project and Questions ................................................................................ 97
Recommendations to Address KMO Influences ............................................................... 97
Knowledge Recommendations .............................................................................. 98
Introduction ............................................................................................... 98
Declarative Knowledge Solutions ........................................................... 100
Conceptual Knowledge Solutions ........................................................... 101
Procedural Knowledge Solutions ............................................................ 101
Metacognitive Knowledge Solutions ....................................................... 102
Motivation Recommendations ............................................................................. 103
Introduction ............................................................................................. 103
Value Solutions ........................................................................................ 106
Self-efficacy Solutions ............................................................................ 107
Emotion Solutions ................................................................................... 107
Attribution Solutions ............................................................................... 109
Organization Recommendations .......................................................................... 110
Introduction ............................................................................................. 110
Cultural Model Solutions ......................................................................... 112
Cultural Setting Solutions ........................................................................ 112
Policies and Procedures Solutions ........................................................... 112
Resources Solutions ................................................................................. 113
Integrated Implementation and Evaluation Plan ............................................................. 113
Implementation and Evaluation Framework ....................................................... 113
Level 4: Results and Leading Indicators ............................................................. 114
Level 3: Behavior ................................................................................................ 115
Critical Behaviors .................................................................................... 115
Required Drivers ...................................................................................... 117
Organizational Support ............................................................................ 119
Level 2: Learning ................................................................................................. 120
Learning Goals ........................................................................................ 121
Program ................................................................................................... 121
Evaluation of the Components of Learning ............................................. 124
Level 1: Reaction ................................................................................................. 126
Evaluation Tools .................................................................................................. 126
Immediately Following the Program Implementation ............................. 127
Delayed for a Period After the Program Implementation ........................ 127
Data Analysis and Reporting ............................................................................... 127
Summary of the Implementation and Evaluation ................................................ 128
viii

Limitations and Delimitations ......................................................................................... 129
Recommendations for Future Research ........................................................................... 129
Conclusion ....................................................................................................................... 130

References ................................................................................................................................... 131
Appendix A: Evaluation Tool Deployed Immediately After the Program Implementation ....... 141
Appendix B: Evaluation Tool Delayed for a Period After the Program Implementation ........... 142
Appendix C: Example of a Digital Dashboard to Communicate Progress of Goals ................... 145
Appendix D: Informed Consent/Information Sheet .................................................................... 146
Appendix E: Interview Protocol .................................................................................................. 148
Appendix F: Document Analysis Checklist ................................................................................ 149
Appendix G: Observation ............................................................................................................ 151

ix

List of Tables

Table 1: Organizational and Stakeholder Goals .............................................................................. 5
Table 2: Summary of Assumed Knowledge Influences on Supervisors’
Ability to Achieve the Performance Goal ......................................................................... 26
Table 3: Summary of Assumed Motivation Influences on Supervisors’
Ability to Achieve the Performance Goal ......................................................................... 31
Table 4: Summary of Assumed Organization Influences on Supervisors’
Ability to Achieve the Performance Goal ......................................................................... 36
Table 5: Summary of Knowledge Influences and Method of Assessment .................................... 41
Table 6: Summary of Motivation Influences and Method of Assessment .................................... 47
Table 7: Summary of Organizational Influences and Method of Assessment .............................. 50
Table 8: Summary of Assumed Knowledge Influences as Assets or Needs ................................. 94
Table 9: Summary of Assumed Motivation Influences as Assets or Needs .................................. 95
Table 10: Summary of Assumed Organization Influences as Assets or Needs ............................. 96
Table 11: Summary of Knowledge Influences and Recommendations ........................................ 98
Table 12: Summary of Motivation Influences and Recommendations ....................................... 104
Table 13: Summary of Organizational Influences and Recommendations ................................. 110
Table 14: Outcomes, Metrics, and Methods for External and Internal Outcomes ...................... 115
Table 15: Critical Behaviors, Metrics, Methods, and Timing for Evaluation ............................. 116
Table 16: Required Drivers to Support Critical Behaviors ......................................................... 118
Table 17: Evaluation of the Components of Learning for the Program ...................................... 125
Table 18: Components to Measure Reactions to the Program .................................................... 126

x

List of Figures

Figure 1: The Gap Analysis Process (Clark & Estes, 2008) ......................................................... 40

xi

Abstract
This study utilizes Clark and Estes’ (2008) performance analysis model, which systematically
and analytically clarifies organizational goals to identify the current and preferred performance
level within an organization. The purpose of this study was to conduct an analysis to identify and
understand the assets and needs for supervisors at the study site to motivate, support, create and
implement a comprehensive program that increases engagement, job satisfaction, and prevent
burnout. The study stakeholder groups of focus include managers, coordinators, and directors
who directly supervise counselors of at-promise youth. All five counselor supervisors were
interviewed, and documents were analyzed to determine which of the seventeen assumed KMO
influences identified in this study were actual needs. Findings from this study showed that
supervisors of counselors at WCCOE are knowledgeable and capable of effectively
implementing a comprehensive program to increase engagement, increase job satisfaction, and
prevent burnout throughout their departments and units. However, eleven of the seventeen
influences that were assessed were determined to be actual needs including motivation influences
related to self-efficacy, mood, and attribution and organizational influences related to policies,
processes, procedures and resources. This study makes recommendations for improving
organizational performance by utilizing The New World Kirkpatrick Model (Kirkpatrick &
Kirkpatrick, 2016) to plan, implement, and evaluate the effectiveness of a comprehensive
training program to increase engagement, increase job satisfaction, and prevent burnout.
Implications of this study will provide practical strategies to support employees' productivity to
avoid burnout and keep them engaged.
Keywords: at-promise, burnout, employee engagement, job satisfaction, self-care

1

CHAPTER ONE: INTRODUCTION
Introduction to the Problem of Practice
The general problem of practice addressed in this case study is employee engagement,
job satisfaction, and job burnout. Maslach (1978) describes burnout as a widespread
phenomenon that is associated with turnover, absenteeism, a reduction in the quality of services,
and numerous physical and psychological issues. Burnout has also been linked to some
damaging effects on individuals and their organizations.
Organizational Context and Mission
The organization involved in the study is the West Coast County Office of Education,
and the stakeholder groups of focus are comprised of its directors, coordinators, and counselors.
The West Coast County Office of Education (WCCOE) (a pseudonym) mission is to improve the
lives of students and educational communities through service, leadership, and advocacy.
WCCOE provides guidance and support to schools and districts in the areas of technical
assistance and support strategies for student achievement, school improvement, curriculum,
technology-related services, and by providing professional development to teachers,
administrators, and other school staff. To fulfill its mission and continue providing services for
school districts and students, WCCOE must satisfy the organizational goals. Failure to do so can
result in a loss of funding, leading many districts and students who rely on these indirect and
direct services to lose the support that is necessary to ensure positive educational outcomes.
Thus, the organization needs to increase engagement, job satisfaction, and prevent burnout by
creating a comprehensive burnout prevention program. Currently, no such program exists.

2

Organizational Performance Status
WCCOE's achievement of its mission is directly tied to the performance of its employees,
in particular for this case study, the supervisors and counselors who serve at-promise students.
For the purposes of research at-risk will be replaced with at-promise when referring to the most
vulnerable students, following Assembly Bill 413. One significant indicator of this performance
is the WCCOE's administration of a culture and effective survey. WCCOE administered the
Organizational Culture Inventory (OCI) and the Organizational Effectiveness Inventory (OEI) to
its members in October 2017, and 1200 members participated in the survey process. The OCI
was used to assess its ideal culture in terms of values or what should be expected of its members
as well as its current operating culture in terms of behavioral norms or what is expected of
members. The OEI was also used to assess the factors and conditions that drive or shape the
organization's current operating culture and effectiveness. The survey examined the extent to
which the organization's members report excessive organizational demands, pressures, and
negative stressors. The outcomes of the study reported that 45% of the participants reported role
conflict, 18% of the participants reported job insecurity, and 70% of the participant reported
stress as the negative indicators. The results indicate the necessity and urgency for change in the
areas of culture.
Professional school counselors serve a vital role in maximizing student achievement by
incorporating leadership, advocacy, and collaboration. Professional school counselors promote
equity and access to opportunities and rigorous educational experiences for all students.
Collaborating with other stakeholders to develop student achievement, professional school
counselors address the needs of all students through prevention and intervention programs that
are a part of a comprehensive counseling program. Increased demands from administration and
3

lawmakers requires counselors to deal with excessive stressors daily. Counselors express
concerns with workloads, being pushed beyond their normal range of comfort by organizational
demands, and other pressures from leadership. These factors result in conflict, ineffective
service, or performance to students and school districts.
To fulfill its mission and continue improving the lives of students, the organization's
leaders (supervisors of counselors) must create a program to increase engagement, job
satisfaction, and prevent burnout among all counselors.
Related Literature
For many years, burnout has been recognized as a work-related hazard for many people-
oriented professions, such as human services, education, and health care (Yankeelov, Barbee,
Sullivan, & Antle, 2008). The service relationships that such providers develop with clients,
students, or recipients require an ongoing and intense level of personal and emotional contact.
Although such relationships can be rewarding and engaging, they can also be quite stressful.
New research highlights the harmful effects of burnout or a state of chronic stress that leads to
exhaustion, detachment, and feelings of ineffectiveness, which results in a decrease in employee
productivity and performance (Golkar, Johansson, Kasahara, Osika, Perski, et al., 2014).
Importance of Organizational Innovation
It is important for the organization to increase engagement and job satisfaction and
decrease employees’ level of stress by creating a comprehensive burnout prevention program. If
the organization does not fulfill the program goals and grant requirements, it is at risk of losing
funding. Funding ensures that services are provided to improve the children's educational
performance and personal achievement by providing support and interventions to its students. If
there is no systematic method for increasing engagement, job satisfaction, and decreasing stress
4

levels, then the organization may struggle with fulfilling both the grant requirements and the
program goals. Failure to meet these two requirements will lead to a loss in services for its
students, and this negatively impacts the organization’s ability to achieve its mission.
Organizational Performance Goal
The organization’s goal is that by June 2021, WCCOE will increase engagement, job
satisfaction, and prevent burnout among 100% of its counselors.
Description of the Stakeholders
The organization’s stakeholders for this study are WCCOE administrative leaders,
counselors, and director and coordinators. Administrative leaders provide leadership, administer,
direct, and manage the West Coast County Office of Education programs. Administrative leaders
ensure compliance with all relevant educational laws, policies, and regulations, provide
resources, and make decisions on behalf of all WCCOE programs. Counselors identify and
overcome educational hurdles which impeded the school progress of students who may be at risk
of poor educational outcomes and provide training to stakeholders on identifying educational
barriers to learning and educational resources available in the school and community. Counselors
offer direct services to students to improve their educational outcomes. The directors and
coordinators for WCCOE plan, organize, implement, and monitor educational support services
for youth in foster care, youth on probation, and youth experiencing homelessness throughout the
county that WCCOE serves. They direct, manage, and supervise certificated and classified staff,
including counselors. For this study, this group will be called counselor supervisors.
Stakeholders’ Performance Goals
The mission and organization goals as well as the goals for the stakeholders are stated in
Table 1.
5

Table 1
Organizational and Stakeholder Goals
Mission
West Coast County Office of Education (WCCOE) mission is to improve the lives of students
and educational communities through service, leadership, and advocacy.
Organizational Performance Goal
By June 2021, WCCOE will create a program to increase engagement, job satisfaction, and
prevent burnout among 100% of its counselors.
Stakeholder Goal:
Counselor Supervisors
Supervisors will collaborate
with Counselors to create a
program by June 2021, to
increase engagement, job
satisfaction, and prevent
burnout.
Stakeholder Goal:
Administrative Leaders
By June 2021,
Administrative leaders
will provide support and
resources to Counselor
Supervisors to increase
job engagement, job
satisfaction, and prevent
burnout.
Stakeholder Goal:
Counselors
By June 2021, 100%
Counselors will collaborate
with Counselors Supervisors
to create a program to
increase engagement, job
satisfaction, prevent burnout.

Stakeholder Group for the Study
The stakeholders of focus for this study are the counselor supervisors from three
divisions within WCCOE. The divisions include: Division of Pupil Services, Foster Youth
Service, and Child Welfare and Attendance, which include youth experiencing homelessness.
The Division of Pupil Services provides specialized instruction and educational services to youth
at high risk of dropping out. Approximately 1,200 incarcerated and at-promise youth receive
specialized instruction and educational services each day at 11 sites that include juvenile halls,
probation camps, and treatment centers. The goal is to prepare youth for a successful transition
back into the community with the skills they need to succeed in school and life. Counselors are
6

located at each site to support the academic, social/emotional, and career development of each
student.
Foster Youth Services (FYS) supports the academic needs of foster youth or children
who may live with relatives or with unrelated caregivers. Children in foster care may also live in
placement settings such as group homes, residential care facilities, emergency shelters,
supervised independent living, or in court-specified homes. FYS supports students in care by
providing advocacy, connection to tutoring, mentoring, appropriate instruction, counseling, and
other academic and social-emotional support services. These services are designed to improve
the children's educational performance and personal achievement.
Homeless Children and Youth Services provide services and coordinates with the federal
McKinney-Vento Homeless Assistance Act, which addresses the problems that homeless
children and youth face in enrolling, attending, and succeeding in school (McKinney-Vento Act,
1987).
Supervisors in the three divisions coordinate support services for young people in West
Coast County by directly supporting, evaluating, and managing counselors who work directly
with all three of the vulnerable populations.
Stakeholder of Focus Critical Behaviors
Kirkpatrick and Kirkpatrick (2016) critical behaviors are the few key behaviors that have
to be consistently performed on the job to bring about desired outcomes and achieve
organizational success. Critical behaviors are used to guide the literature review and the
application of the Clark & Estes (2008) Knowledge, Motivation, and Organization framework.
Three preliminary critical behaviors have been identified for counselor Supervisors to
achieve their goal. The review of the literature may reveal other critical behaviors.
7

1. Create a comprehensive program to increase engagement, job satisfaction, and
prevent burnout.
2. Supervisors implement a comprehensive program to increase engagement,
increase job satisfaction, and prevent burnout.
3. Analyze the data produced by the program for continuous improvement.
Purpose of the Project and Questions
The purpose of this study is to examine the knowledge, motivation and organizational
influences that supervisors need to create a comprehensive program that increases engagement,
job satisfaction, and prevents and reduces burnout. The analysis began by generating a list of
possible or assumed influences and then moved to examining these systematically to focus on
actual or validated influences. While a complete gap analysis would have focused on all
stakeholders, for practical purposes the stakeholder of focus in this analysis was the counselors’
supervisors. As such, the questions that guide this study are the following:
1. What are the knowledge and skills, motivation, and organizational assets and needs
necessary for counselor supervisors to create a comprehensive program that increases
engagement and satisfaction, and prevents burnout?
2. What are the knowledge and skills, motivation, and organizational recommendations
necessary for counselor supervisors to create a comprehensive program that increases
engagement, job satisfaction, and prevents burnout?
Conceptual and Methodological Framework
The conceptual and methodological framework for this study is an adaptation of the
Clark & Estes (2008) gap analysis framework. This framework is a systematic method that helps
to identify existing gaps in performance, to evaluate the root causes for the performance gaps,
8

and develop potential solutions to achieve organizational goals. According to Clark and Estes
(2008), gaps in performance are attributed to three key factors: knowledge, motivation, and
organization.
For this case study, the framework was adapted as an asset and needs assessment of the
knowledge, motivation, or organization requirements necessary for supervisors to create a
comprehensive burnout prevention program. To answer the first research question, the data to be
collected included knowledge assessment data, Likert scale data for motivation and organization
constructs, and observation and document analysis data. The methods used to collect these data
included interviews, observations, and document analysis.
Definitions
At-promise: Assembly Bill 413 deletes the term “at-risk” and replaces it with the term “at
promise for purposes of various provisions of the Education and Penal Codes
(A.B.413,2019)
Burnout: Maslach and Leiter (2016) defined burnout as a psychological syndrome emerging as a
prolonged response to chronic interpersonal stressors on the job.
Employee engagement: Work engagement, defined as a positive work-related state of mind
(Bakker & Demerouti, 2008)
Job satisfaction: According to Locke (1976), job satisfaction is a pleasurable or positive
emotional state resulting from the appraisal of one's job or job experiences.
Self-care: Lee and Miller (2013) described personal self-care as a process of purposeful
engagement in practices that promote holistic health and well-being of the self.

9

Organization of the Study
This study was organized and structured with five chapters. Chapter One provides the key
concepts and terminology commonly found in a discussion about employee engagement,
satisfaction, stress, and burnout. The organization’s mission, goals, and stakeholders are also
addressed, along with initial concepts of a gap analysis in Chapter Two. Chapter Two also
provides a review of the current literature surrounding the scope of the study. Topics of
employee burnout, job satisfaction, employee engagement, and supports and interventions are
addressed. Chapter Three details the assumed causes for this study as well as methodology
regarding the choice of participants, data collection, and analysis. In Chapter Four, the data and
results are assessed and analyzed. Chapter Five provides solutions, based on data and literature,
for addressing the needs and closing the performance gap as well as recommendations for an
implementation and evaluation plan for the solutions.

10

CHAPTER TWO: REVIEW OF THE LITERATURE
Introduction
The purpose of this chapter is to examine, through known research, employee
engagement, job satisfaction, burnout, and the role of supervisors. Counselors, particularly those
working in the child welfare profession, must cope with many different stressful factors. Burnout
is particularly problematic in the child welfare profession because it is focused on the productive
capacity of human capital. The work is concentrated on the knowledge, skill, and ability of
people working with other people (Yankeelov, Barbee, Sullivan, & Antle, 2008). For many
years, burnout has been recognized as a work-related hazard affecting many people-oriented
professions such as human services, education, and health care. The service relationships that
such providers develop with clients, students, or recipients require an ongoing and intense level
of personal, emotional contact. Although such relationships can be rewarding and engaging, they
can also be quite stressful.
Employee Engagement & Job Satisfaction
Engagement
Employee engagement has been written about widely in the management literature and
has been shown to have a statistical relationship with productivity, profitability, employee
retention, and customer satisfaction (Buckingham & Coffman, 1999, Coffman & Gonzalez-
Molina, 2002). Studies have found that work engagement is defined in different ways by
different users (Little & Little, 2006; Maricuțoiu, Sulea, & Iancu, 2017). Harter, Schmidt and
Hayes (2002) define employee engagement as the individual’s involvement, enthusiasm, and
satisfaction for work. According to Maricuțoiu, Sulea, and Iancu (2017), engagement is defined
as a positive, fulfilling, work-related state of mind that is characterized by vigor, dedication, and
absorption. Similarly, Bakker, Schaufeli, Leiter, and Taris (2008) define employee engagement
11

as a positive, fulfilling, affective-motivational state of work-related well-being that can be seen
as the antipode of job burnout.
Studies have shown that engaged employees have high levels of energy and are
enthusiastic about their work. (Bakker, et al., 2008; Lu, et al., 2016). Unlike those who suffer
from burnout, engaged employees have a sense of effective and energetic connection with their
work. According to Leiter and Maslach (1997), engagement is characterized by energy,
involvement, and efficacy, the direct opposites of the three burnout dimensions. It is important
for supervisors to know the organizational benefits of engagement so they can identify and
increase engagement among all counselors. Engaged employees lead to higher service, quality
and productivity, which leads to higher employee and customer satisfaction; this in turn leads to
increased customer or client satisfaction and better business outcomes.
Job Satisfaction
There are many aspects to job satisfaction. Studies have found that job satisfaction and
dissatisfaction has gained considerable interest in the understanding of the phenomena of
burnout. Researchers have different approaches to defining job satisfaction, and there is still no
general agreement regarding what job satisfaction is. An early study conducted by Hoppock
(1935) investigated factors associated with job satisfaction and consisted of supervision, fatigue,
working conditions, and achievement. Hoppock’s (1935) research provides one of the most cited
definitions of job satisfaction: “Any combination of psychological, physiological, and
environmental circumstances that causes a person to say, I am satisfied with my job.” This
definition suggests job satisfaction is internal and has to deal with what employees feel.
Similarly, other researchers (Locke, 1969; Weiss, 2002) define job satisfaction as emotions of
complacency acquired from the evaluation of one's job and the understanding that the job is
helping the realization of one's goals. Armstrong (2006) describes job satisfaction as the attitudes
12

and feelings people have about their work. Positive attitudes, Armstrong (2006) writes, indicate
job satisfaction, and negative attitudes indicate job dissatisfaction. Cranny, Smith, and Stone
(1992) define job satisfaction as a worker's emotional state and feeling of the position, taking
into account their preconceived expectations and actual expectations. Cranny et al. (1992)
conclude that if an individual's expectations are met or exceeded, then job satisfaction is attained.
Porter and Steers (1973) suggests that job satisfaction is the extent to which general assumptions
about the workplace were satisfied.
While the definitions from Cranny et al. (1992), Locke (1969), Hoppock (1935), and
Weiss (2002) have been widely cited, the study from Spector (1996) provides a deeper
comprehensive definition of job satisfaction: “Job satisfaction is a variable that reflects how
people feel about their jobs overall along with the various aspects of their jobs” (p.2). This
definition provides a more comprehensive view of an employee’s total emotional state about the
job, considering an employee may be satisfied with certain aspects, not satisfied with others, and
satisfied overall.
Spector’s (1996) job satisfaction theory is constructed of nine factors: communication,
coworkers, contingent rewards, supervision, pay, benefits, promotion, coworkers, and nature of
work. Spector (1996) created the Job Satisfaction Survey (JSS) as a means to survey job
satisfaction in human service employees. Some researchers perceive job satisfaction to be
directly linked to productivity and personal well-being.
Job satisfaction and leadership have been an interest among business and researchers and
have been linked to productivity increases (Pouria, 2010), decreases in turnover (Hill &
Stephens, 2003) and a competitive advantage for organizations. Leaders in the new global
marketplace must have the ability to create the conditions where a diversified workforce of the
13

three distinct generations (Penney & Neilson, 2010; Pouria, 2010) experiences job satisfaction.
Pouria (2010) claimed organizations must have a clear understanding of the factors and values,
behaviors, attitudes, and preferences that enhance performance and retention rates.
Dimensions and Characteristics of Burnout
Maslach and Leiter (2016) defined burnout as a psychological syndrome emerging as a
prolonged response to chronic interpersonal stressors on the job. Burnout is a psychological
state, although it can be accompanied by physical symptoms as well. Burnout is an individual
problem, but some research shows that burnout is the problem of the social environment in
which people work (Maslach & Leiter, 2016). According to Maslach and Leiter (2016), the three
key dimensions of the response to burnout include feelings of overwhelming exhaustion, feelings
of cynicism, feeling detachment from the job, and feeling a sense of ineffectiveness and lack of
accomplishment. The significance of this three-dimensional model is that it places the individual
stress experience within a social context and involves the person’s conception of both self and
others.
Exhaustion
Exhaustion is the most widely reported and the most thoroughly analyzed component of
burnout in research (Maslach, Schaufeli, & Leiter, 2001). Emotional exhaustion refers to feelings
of being overworked and depleted of one’s emotional and physical resources. Employees who
are exhausted may feel emotionally drained or burned out (Halbesleben & Buckley, M., 2004;
Maslach et al., 2001). Employees who are emotionally exhausted at work typically feel as though
they are giving all that they can to their job and lack adaptive resources to perform at a higher
capacity (Halbesleben & Buckley., 2004). Exhaustion prompts action to distance oneself
emotionally and cognitively from one's work, presumably as a way to cope with the work
overload (Maslach et al., 2001).
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According to Cole, Walter, Bedeian, and O’Boyle (2012), burnout is a depletion of
engagement; therefore, burnout and engagement inevitably represent opposite ends of a common
continuum. In fact, the three dimensions of burnout (exhaustion, cynicism, and inefficacy) are
viewed as direct opposites of the three dimensions of engagement (energy, involvement, and
efficacy). Research by Leiter and Maslach (1997) further explains that when individuals
experience burnout, their energy turns into emotional exhaustion, their involvement turns into
cynicism, and their efficacy transforms into inefficacy. Research shows that a clear indicator of
burnout includes feelings of exhaustion. Exhaustion can be emotional, mental or physical and
can be described as not having any energy. Knowing the indicators to burnout primary
dimension is important, as research shows burnout increasing with time and has become a 21st
century epidemic.
Cynicism
The second dimension of burnout, cynicism, appears to develop as a response to
exhaustion (González-Romá et al., 2006). Cynicism is the indifference or the distancing attitude
an employee has toward his or her work in general (Schaufeli, Salanova, González-Romá, &
Bakker, 2002). Employees use cognitive distancing by developing an indifference or cynical
attitude when they are exhausted and discouraged. Distancing is an immediate reaction to
exhaustion; indeed, a strong relationship from exhaustion to cynicism is found consistently in
burnout research. Cynicism, also known as depersonalization and disengagement, describes a
process whereby employees detach from their job and begin to develop calloused, cruel, or
uncaring attitudes toward their job, their performance, and those connected with the job (e.g.,
clients, students, coworkers, etc.). Job demands predict the emotional exhaustion component of
burnout while job resources predict the depersonalization component of burnout (Halbesleben &
Buckley, 2004). Research has termed depersonalization or cynicism as disengagement to reflect
15

a more general process of pulling away from one’s job (Maslach et al., 2001). Though not
always visible, burnout has multiple facets that negatively impact employees’ work in many
areas. Because of its many consequences, it is important to deal with burnout immediately.
Ineffectiveness
Research describes burnout as a state of chronic stress that leads to exhaustion, cynicism
and feelings of ineffectiveness (González-Romá & Bakker, 2002; Maslach et al., 2001). The
relationship of inefficacy or lack of personal accomplishment is somewhat more complex. Some
research suggests ineffectiveness is a combination of both exhaustion and cynicism (Halbesleben
& Buckley, 2004; Maslach et al., 2001). A work situation with chronic overwhelming demands
that contribute to exhaustion or cynicism is likely to result in one’s sense of effectiveness
(Maslach et al., 2001).
It is difficult to gain a sense of accomplishment when feeling exhausted. In other research
inefficacy appears to develop in parallel with exhaustion and depersonalization rather than
sequentially. While lack of efficacy is associated with a lack of resources, exhaustion and
cynicism are associated with workload and social conflict (Maslach et al., 2001). Employees who
are not part of the decision-making process and those who receive limited or no feedback on
their performance can also feel increased burnout (Maslach et al., 2001). Feedback can be
perceived both as a support and a lack of support from a supervisor, and this perception is linked
to burnout (Saks, 2006). It is important for supervisors to know the three dimensions of burnout,
not only to increase awareness of the problem and provide support to those who may be
experiencing burnout, but to prevent burnout from happening to others. Knowing the
dimensions of burnout provides great insight; however, the knowledge of the cause and
indicators will provide organizations with key preventative strategies and programs to support
the needs of their counselors.
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Causes of Burnout
The word burnout was coined by Freudenberger (1974) and describes a feeling of fatigue
and exhaustion as it relates to personal, family, relationship, and occupational issues. According
to Azar (2000), examining burnout is an ongoing concern in the area of child welfare, and
human-services workers face burnout as a result of increased work stress, feelings of worker
isolation, and an environment in which worker skills are minimized. Employees experiencing
burnout may simply become angry and irritated; they may exhibit inflexible thinking,
stubbornness, and express cynicism about the agency (Azar, 2000). In 2008, Maslach & Leitner
describes the six causes of work burnout listed below:
Lack of Control- the inability to influence decisions that affect your job.
Values Conflict- the disconnect between your core values and the core values of the
organization.
Insufficient Reward- lack of recognition or reward for good work.
Work Overload- the workload is too much, too complex or too urgent.
Unfairness- feelings that you or others are treated unfairly, there is a culture of
favoritism.
Breakdown of Community- working with patronizing colleagues and there is no
mechanism for conflict resolution. (Maslach & Leiter, 2008)
Burnout has serious indications for the mental and physical well-being of workers and the
work environment. The plan of care for clients may be jeopardized, as turnover negatively
impacts the quality, connection, and continuum of services provided by the worker. Burnout has
been linked to various forms of job withdrawal, absenteeism, intention to leave the job, and
actual turnover. However, those who decided to stay employed tend to experience lower
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productivity and effectiveness at work (Maslach, Schaufeli, & Leiter, 2001). People who are
experiencing burnout can have an adverse impact on their coworkers, both by causing greater
personal conflict and by disrupting job tasks. There is also some evidence that burnout has a
negative spillover effect on people's home life (Burke & Greenglass, 2001). A common
assumption is that burnout causes mental dysfunction and has negative effects on workers’
mental health, such as anxiety, depression, and drops in self-esteem. (Maslach, Schaufeli, Leiter,
2001).
Management Role in Stress and Burnout
Supervisors are responsible for fostering positive employee experiences and addressing
stressors at work. Supervisors must set clear expectations, remove barriers, facilitate
collaboration, and ensure that employees feel fully supported to do their best work (Halbesleben,
2004). Most of the studies in the literature on organizational stress and burnout named work
overload, role ambiguity, and role conflict as the three main indicators of employee stress. Role
overload refers to circumstances in which an employee has too much to do in the time available.
Role ambiguity is displayed when the information about expectations related to an employee's
role is ambiguous or vague and has been correlated with job dissatisfaction, fatigue, tension, and
decreased workability (Beehr, 1995; Gilbreath, B. 2004; Kahn & Byosiere, 1992). Lastly, role
conflict occurs when an employee is faced with two or more sets of expectations that conflict
with one another.
Supervisors are in a key position to manage role stress. They influence role overload
when they determine employees' scope of work and delegate job assignments. Supervisors can
monitor the workload and its effects on employees. According to Gilbreath (2001), employees
whose supervisor makes additional resources available when needed report less job stress.
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Supervisors can sometimes prevent overload through planning. Supervisors must be aware of
employees' tolerance for ambiguity and avoid unnecessary role ambiguity by clearly explaining
job responsibilities (Winnubst, Buunk, & Marcelissen, 1988). Supervisors can reduce role
conflict by recognizing the value of work-life balance and allowing some flexibility in a work
schedule to take care of non-work demands. According to Gilbreath (2001), employees whose
supervisor allows for schedule flexibility to meet home-related needs indicate that they have
lower levels of mental stress.
Research has demonstrated associations between supervisor behavior and employee
psychological well-being. In an exploratory study, Gilbreath and Benson (2004) address the issue
of contributing factors of supervisors' behavior to employee mental well-being. The study
examined 167 men and women working in a variety of organizations, occupations, and industries
in the United States. Participants were given a questionnaire-based instrument to measure
supervisors' behavior. The results indicated supervisor behavior made a statistically significant
contribution to the prediction of distress of age, health practices, support from coworkers,
support from home, stressful life events, and stressful work events. Research by Gilbreath and
Benson (2004) provides additional evidence that supervisor behavior can affect employee well-
being and recommends that those seeking to create healthier workplaces should be mindful of the
role of supervisors. In addition to being attentive to the role of supervision, supervisors need to
monitor and manage their own behavior to ensure they are not causing employees stress.
Responsibility of the Supervisors
According to Leary et al. (2013), leadership strengths and dispositions not only have an
effect on burnout, but also on engagement. Leaders’ personalities can enhance engagement,
which can change behaviors and are a predictor of employee and organizational outcomes. Good
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leadership can increase engagement while dysfunctional leadership behaviors will redirect
employee energy to self-protection, which increases the amount of chronic exposure to stressors,
which in turn leads to an increase in burnout (Leary et al., 2013).
As with burnout, engagement occurs to varying degrees among employees. Three
components of engagement are viewed as the opposite of those experienced when feeling
burnout. The three components include vigor, dedication, and absorption. According to
González-Romá et al. (2006), vigor is characterized by high levels of energy; dedication is
identified by significance, pride, and inspiration; and absorption is characterized by being fully
engaged in a task or work where it is difficult to stop or remove oneself.
Engaged employees are more likely to have a sense of effective connection to their work
and see themselves as being able to manage the demands of their job (Schaufeli et al., 2002).
Employees who are more engaged in their job are also more likely to have a trusting and higher
quality relationship with their organization. According to Saks (2006), being an engaged
employee can lead to higher levels of organizational commitment, which in turn makes
employees less likely to quit their organization.
Employee engagement is fostered through feedback and interaction with a supervisor or
colleague. Proper feedback from a supervisor can increase learning (Schaufeli & Bakker, 2004).
According to Saks (2006), a lack of support from a supervisor is an influential factor that has
been linked to burnout, whereas feeling supported has been associated with higher job
engagement. A supportive supervisor enhances employee well-being and helps prevent
employees from tension, depression, emotional exhaustion, and other health complications
(Greller, Parsons, & Mitchell, 1992; Repetti, 1987). One way supervisors can provide emotional
support is by being empathetic. According to Gilbreath (2001), employees who report that their
20

supervisor provides support and encouragement state that they have less job stress and mental
stress. Supportive supervisors can build a mentally healthy and engaging work environment.
Conceptual Framework
The Clark and Estes (2008) gap analysis framework guides the conceptual framework of
this study. The gap analysis framework is used to help practitioners better understand
knowledge, motivation, and organizational factors that either contribute to or hinder an
organization’s ability to achieve its goals. Clark and Estes (2008) recommend that an
organization identify causes of performance gaps using three critical factors: (1) knowledge and
skills, (2) motivation to achieve the goal, and (3) organizational barriers. The purpose of this
innovation gap analysis is to identify whether supervisors have adequate knowledge, motivation,
and organizational support to increase engagement and avoid burnout of counselors of at-
promise youth. This study uses Clark and Estes’ (2008) gap analysis to determine the needs of
the performance gap. In this case, the performance gap is 100%, and the goal of the gap analysis
is to identify what the organization needs to put in place to successfully create a comprehensive
program.
Stakeholder Knowledge, Motivation and Organizational Factors
Knowledge and Skills
Anderson and Krathwohl (2002) organize knowledge into four distinct subcategories: (a)
factual; (b) conceptual; (c) procedural; and (d) metacognitive (Krathwohl, 2002). These
subcategories help create learning objectives that target specific types of knowledge. To
determine and clarify assumed knowledge causes, an analysis of each knowledge type will be
studied in order to create a comprehensive program plan.

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Declarative Factual Knowledge
Declarative knowledge refers to facts, ideas, and standardized definitions that are proven
in reality (Anderson & Krathwohl, 2002) Individuals must have a command of basic facts and
ideas related to their work in order to be successful practitioners (Grubb & Badway, 2015). In
successful organizations, individuals are able to speak and work with colleagues using agreed
upon declarative knowledge in the form of definitions and concepts. Anderson and Krathwohl
(2001) describe factual knowledge as knowledge that is fundamental to particular subjects,
specialties, frames of reference, themes, disciplines, or domains.
In the context of creating a comprehensive program, it is necessary to determine what the
supervisors know to accomplish the goal of increasing engagement, satisfaction, and preventing
burnout among counselors in the West Coast County Office of Education. For this purpose,
several assumed factual knowledge influences were developed. Table 2.1 lists the assumed
factual knowledge causes.
Supervisors Know the Meaning of Engagement, Job Satisfaction, and Burnout.
According to Alarcon (2011), managers should be cognizant of the predictors of burnout and
identify employees early in the process so as to minimize the burnout experience. It is also
recommended that supervisors clarify the employee's role and reduce conflicting demands, as
two approaches to perform for minimizing burnout (Alarcon, 2011). Research shows that
employees who are at risk of burnout show reduced job performance and may face crucial health
problems over the course of time (Crawford et al., 2010). Leaders can be trained to better
supervise their employees by learning how to offer adequate, constructive feedback and how to
set goals for their employees (Alarcon, 2011; Baker & Costa, 2014; Crawford et al., 2010). It is
important for supervisors to be knowledgeable of employee engagement, job satisfaction and
burnout so they can identify and prevent it from affecting their counselors. Focusing on
22

engagement requires supervisors to focus on the energy, involvement, and effectiveness that
counselors bring to their job and develop through their work. A focus on building engagement
helps build a more effective organization.
Declarative Conceptual Knowledge
Anderson and Krathwohl (2001) define declarative conceptual knowledge as the
interrelationship among the basic elements within a larger structure that enable them to function
together. Declarative conceptual knowledge within the context of this problem of practice
includes interrelationships among factual knowledge elements such as job satisfaction,
engagement, and burnout. Rueda (2011) defines conceptual knowledge as an individual's
“knowledge of categories, classifications, principles, generalizations, theories, models, or
structures pertinent to a particular area” (p. 28). To accomplish the goal of increasing
engagement, job satisfaction, and preventing burnout, assumed conceptual knowledge causes
were developed. To perform their critical behaviors, the supervisors must know various
categories of engagement and job satisfaction to measure improvements and/or areas of growth.
Supervisors Know the Various Contributors to Increase Engagement and Job
Satisfaction to Prevent Burnout. Supervisors Know the Relationship Among Engagement,
Job Satisfaction, and Burnout. The relationship between job satisfaction and engagement is
essential for supervisors to measure to ensure improvements and growth in employee
engagement and job satisfaction. Employee engagement can be fostered through feedback and
interaction with a supervisor or colleague. Thus, proper feedback from a supervisor can increase
learning. Also, social support from colleagues can satisfy the needs an employee has for
autonomy and a feeling of belonging (Schaufeli & Bakker, 2004). Research states that though
there is complexity in the relationships between job satisfaction, engagement and burnout,
burnout and engagement act as each other’s opposites. Knowing the relationship between job
23

satisfaction, engagement and burnout is important for supervisors to measure and analyze the
next steps for the organization.
Procedural Knowledge
Procedural knowledge as defined by Anderson and Krathwohl (2002) is the “knowledge
of how” (p. 52). Anderson and Krathwohl (2001) define declarative procedural knowledge as
methods of inquiry, and criteria for using skills, techniques, and methods. Collectively,
procedural knowledge includes knowledge of the steps needed to accomplish a specific goal. To
accomplish the goal of increasing engagement, job satisfaction, and preventing burnout of
counselors serving at risk youth, assumed procedural knowledge causes were developed.
Supervisors Know How to Create A Comprehensive Program to Increase
Engagement, Increase Job Satisfaction, and Decrease Burnout. Burnout is often the result of
role ambiguity and role overload. Supervisors can prevent burnout by establishing clear job
descriptions and responsibilities that align with the counselors’ qualifications and or skills. In
addition, having open communication and providing effective feedback can help counselors
understand their strengths. Implementing participatory management programs like quality circles
or conducting organizational surveys is instrumental in creating a program to prevent burnout
(Jackson & Schuler, 1983). Supervisors should assume that each organization is somewhat
unique, and this uniqueness must be taken into account when potential burnout prevention
programs are being considered. According to Jackson and Schuler (1983), it is prudent for
organizations to recognize the need to be cautious in selecting an intervention strategy and accept
the possibility that the intervention they choose may not be effective. Thus, it is crucial for
organizations to evaluate the effects of any intervention they implement.
To create a comprehensive program to increase engagement, increase job satisfaction,
24

and prevent burnout, supervisors should adopt a collaborative management style that is
continuous in supporting counselor growth on the job. The organization or school will benefit if
supervisors find ways to stimulate personal and professional growth. Through the establishment
of clear roles, the manual will support counselor wellness by establishing a clear and congruent
role for counselors (Young & Lambie, 2007). Autonomous support requires supervisors’
understanding and acknowledging their counselors' perspectives, providing meaningful
information as well as offering opportunities for choice and encouraging self-initiation (Deci,
Gagne, Leone, & Kornazheva, 2001). For continuous improvement, organizations should
evaluate the effects of any intervention they implement.
Metacognitive Knowledge
Mayer (2001) defines metacognitive knowledge as learners’ knowledge of how they learn
and learners’ control of their learning process. Anderson and Krathwohl (2001) define
metacognitive knowledge as knowledge about cognition in general as well as knowledge about
one’s own cognitive processes and strategies that are required for particular tasks. This definition
was used to develop an assumed metacognitive knowledge influence for the study.
Supervisors Know How to Reflect on Their Own Abilities to Create Their Own
Comprehensive Plan. Studies found that supervisors who receive feedback and then reflect on
their own abilities build their strength and tend to address their shortcomings which improves
their own professional abilities (Jackson & Schuler, 1983). According to Baker (2006), learners
can more readily apply knowledge acquired in one context to another context if they have more
awareness of themselves as learners, if they monitor their strategies and resources, and if they
assess their readiness for performance. Supervisors who reflect on the process they use for
setting goals, encourage counselors’ critical behaviors, and monitor progress will likely be more
25

efficient and effective leaders.
According to Jackson and Schuler (1983), counselor feedback is an excellent way for
supervisors and managers to find out how well they are doing. Employees who perceive their
supervisors as being both fair and supportive are less susceptible to burnout and are more
accepting of significant organizational change (Maslach et al., 2001). Employees are usually
reluctant to give the boss bad news; consequently, the personnel department can play a critical
organizational role by conducting surveys and feeding the results back to the managers. Because
supervisors and managers are responsible for others, it is imperative for them to reflect on their
own actions as well as receive feedback from counselors to find out how they can improve
services and support.
Table 2 highlights the assumed knowledge influence in order for supervisors to create a
comprehensive program to increase engagement, job satisfaction, and prevent burnout of
counselors serving at-promise youth by June 2021. In addition, Table 2 details the assumed
knowledge influences that each supervisor needs to have in order to meet their goal.

26

Table 2
Summary of Assumed Knowledge Influences on Supervisors’ Ability to Achieve the
Performance Goal
Assumed Knowledge Influences Research Literature
Declarative Factual (terms, facts, concepts)

Supervisors know the meaning of employee
engagement, job satisfaction, self-care, and
burnout.
Alarcon, (2011)
Crawford, LePine, & Rich, 2010
Bakker & Costa, 2014
Declarative Conceptual (categories, process
models, principles, relationships)

Supervisors know the various contributors to
(or relationship) of engagement and job
satisfaction to create a comprehensive
program that increases employee
engagement, job satisfaction and prevent
burnout.
Halbesleben & Buckley, 2004
Schaufeli, Taris, & Van Rhenen, 2008
Procedural
Supervisors know how to create a
comprehensive program to increase
engagement, job satisfaction, and decrease
burnout.
Young, & Lambie, 2007
Schaufeli & Bakker, 2004
Jackson & Schuler, 1983
Metacognitive
Supervisors know how to reflect on their
own abilities to create their own
comprehensive plan.
Jackson, S. E., & Schuler, R. S.
(1983). Preventing employee burnout.
Personnel, 60(2), 58-68.
Maslach, C., Schaufeli, W. B., &
Leiter, M. P. (2001). Job burnout.
Annual review of psychology,
Maslach, Schaufeli, & Leiter, 2001

Motivation
As defined by Clark and Estes (2008), motivation is the product of interaction between
people and their work environment. Motivation is an essential component that complements
knowledge. Rueda (2011) suggests that there are three types of motivational goals or “indexes”
that play an important role in workplace performance: first is active engagement or choice,
27

second is persistence, and third is mental effort. Active engagement or choice refers to actively
starting to do something that a person formerly intended to do but had not started. Persistence
refers to continuing to work towards a performance goal in a focused way despite distractions.
Lastly, mental effort refers to the amount of energy one decides to invest in achieving a goal
(Rueda, 2011). Motivation determines the extent to which people choose to exert metal effort,
thus impacting employee performance. According to Bandura (1997), numerous studies support
the generalization that active engagement and persistence in distance courses are increased by
two main factors: value and self-efficacy. Rueda (2011) describes key dimensions that
characterize motivation. Self-efficacy and competence beliefs, Attributions and control beliefs,
value, goals, goal orientations, expectancies, interests, and emotions are all motivational
principles influencing the motivational causes. To accomplish the goal of increasing
engagement, increasing job satisfaction, and preventing burnout of counselors of at-promise
youth, assumed motivational causes were developed.
Value
In general value refers to the importance one attaches to a task. Wigfield and Eccles
(2000, 2002) consider four separate dimensions of task value: attainment value, intrinsic value,
utility value, and cost value. Attainment or importance value refers to the importance one
attaches to doing well on a task. There are a variety of reasons why one might have high
attainment value. Intrinsic value refers to the enjoyment or intrinsic interest one experiences in a
particular activity. Utility value is for achieving future goals. Finally, cost value is the perceived
cost of the activity in terms of time, effort, or other dimensions. It is the dynamic interaction
around the beliefs in these four dimensions that is assumed to determine the overall value
28

attached to a task. The important motivational principle is that the more a person values an
activity, the more likely she chooses, persists, and engages in it.
Supervisors Value Designing and Implementing A Comprehensive Program to
Increase Employee Engagement and Job Satisfaction and Prevent Burnout. The potential
value of implementing a comprehensive program to increase engagement, increase job
satisfaction, and prevent burnout is proven to be ideal for the organization; however, supervisors
must find value in implementing such a program. According to Clark and Estes (2008), people
determine whether they value an idea or task based on whether they perceive it will help them or
not. It is necessary to assess whether supervisors will accomplish any of the responsibilities
associated with successfully creating and implementing a comprehensive program to increase
engagement. The more supervisors value implementing and evaluating a comprehensive program
to increase engagement, job satisfaction, and prevent burnout, the more likely the counselors
would cooperate and participate willingly in the program. In addition, the more supervisors value
implementing a comprehensive program, the more they will feel confident that it will increase
engagement, job satisfaction, and prevent burnout.
Self-efficacy
Self-efficacy as defined by Bandura (2006) is individuals’ own judgments of their
capabilities to organize and execute the course of action required to attain designated levels of
performance. It is related to all three motivational indicators and is especially important when
difficulty is encountered while engaging in a task or activity (Rueda, 2011). High self-efficacy
can positively influence motivation (Pajares, 2006). Motivation, learning and performance are
enhanced when individuals have positive expectations for success (Clark & Estes, 2008; Pajares,
2006; Pintrich, 2003). Thus, self-efficacy is the foundation for motivation.

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Expectancy Value Theory
Expectancy value theory refers to how a task fits into one's goals. This type of motivation
is typically extrinsic because it is driven by external rewards including money, praise, career
promotions, and other factors. Expectancy value motivation typically does not result in
immediate rewards but is a means to an end. Expectancy value can resonate with one’s own
personal goals and be tied to intrinsic or internal motivations (Cambria & Wigfield, 2010).
Supervisors Have Confidence That They Can Create and Implement a
Comprehensive Program That Will Increase Employee Engagement and Job Satisfaction
and Prevent Burnout. Studies show supervisors' self-efficacy increases when they have
confidence in the comprehensive program. According to Bandura (2000), human behavior is
motivated and regulated through the exercise of self-influence. Moreover, among the
mechanisms of self-influence, none is more focal or pervasive than belief in one's efficacy.
Bandura (1997) asserts that task-specific confidence is critical for feeling motivated in the work
setting. According to Rueda (2011), self-efficacy is most closely connected to the motivational
indicator of persistence. Therefore, supervisors will need high levels of self-efficacy to create
and implement a comprehensive program in the face of challenges and obstacles. Supervisors'
confidence in the program will promote its use and increase counselors' participation. A positive
relationship between empowering leadership and counselor self-efficacy requires supervisors to
provide counselors with autonomy and prospects for self-determination by encouraging
counselors to decide how to carry out their job.
Mood
According to Clark and Estes (2008), positive emotions such as happiness and joy
cultivate work commitment; in contrast, negative emotions such as anger and depression tend to
destroy one's commitment to work.
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Supervisors Feel Positive About Creating and Implementing a Comprehensive
Program. The daily responsibilities of supervisors require them to wear several critical hats. The
ability to see each situation positively is an essential component to creating and implementing a
comprehensive program to increase engagement, job satisfaction, and prevent burnout. Positive
feelings associated with high job satisfaction comes from favorable evaluations, and with more
favorable evaluations, people are more willing to have positive behaviors associated with tasks
that contribute to the organization’s productivity and effectiveness (Rich, Lepine, & Crawford,
2010). If supervisors feel positive about an accomplished task, the outcome of the task will
motivate supervisors to continue completing the task in the future. Moreover, supervisors who
feel positive about setting goals, creating processes for rewarding counselors, and working with
the counselors and leadership to develop and implement a comprehensive program will continue
to do so with a strong sense of motivation.
Attribution
According to Schunk, Meece, and Pintrich (2012), attribution is the perceived causes of
outcomes which are important influences on achievement behaviors and expectancies.
Attribution theory attempts to understand the behavior of others by attributing feelings,
beliefs, and intentions to them. Attribution theory deals with how the social perceiver uses
information to arrive at causal explanations for events. It examines what information is gathered
and how it is combined to form a causal judgment.
Supervisors Attribute the Lack of Engagement, Satisfaction and Burnout of
Counselors to Supervisors’ Own Efforts. Supervisors are tasked with providing counselors
with guidance, support, and resources to effectively complete their job duties. If not supplied
with the proper support, guidance, and resources, supervisors may attribute the lack of
engagement or job satisfaction to their own efforts. When supervisors can process that the
31

success or failure of any given task is within their locus of control, they attribute that success or
failure to an internal or external factor (Yough & Anderman, 2006). Supervisors recognize that
the counselors' actions depend partly on their supervision and their students. Supervisors need to
reflect on their own abilities and behaviors to create and implement a successful program.
Table 3 details the specific motivational assessment used to assess assumed targeted
motivational influence. It also highlights assumed motivational influences that supervisors must
possess in order to meet their goal.
Table 3
Summary of Assumed Motivation Influences on Supervisors’ Ability to Achieve the
Performance Goal
Assumed Motivation Influences Research Literature
Value
Supervisors value creating a comprehensive
program to increase employee engagement and
job satisfaction and prevent burnout.

Clark & Estes, 2008
Maslach, Schaufeli, & Leiter, 2001
Leiter & Maslach, 2010.
Self-Efficacy
Supervisors have confidence that they can create a
comprehensive program that will increase
employee engagement, job satisfaction and
prevent burnout.
Bandura, 2000
Mood
Supervisors feel positive about creating a
comprehensive program.
Anderman & Anderman, 2006
Rich, Lepine, & Crawford, 2010
Attribution
Supervisors attribute the lack of engagement,
satisfaction and burnout of counselors to
supervisors' own efforts.
Yough & Anderman, 2006

32

Organization
According to Clark and Estes (2008), organizational factors that influence an
organization's performance include resources, policies and procedures, cultural settings, and
cultural models. Organizational goals are best achieved by the interaction of processes (work and
material resources) that require specialized knowledge, skills, and motivation to operate
successfully (Clark & Estes, 2008). Organizations and institutions can be a major influence on
performance goals; however, considering how knowledge gaps and motivation gaps can impact
the attainment of goals, it is necessary to look at the third component, organizational gaps
(Rueda, 2011).
Resources
Appropriate procurement and use of resources can help overcome organizational barriers and
save time; however, inadequate resources or tolls contribute to organizational issues that can
disrupt an organization's ability to achieve its goals (Clark & Estes, 2008).
Supervisors Have the Time and Resources to Create and Implement an Effective
Comprehensive Program That Will Increase Engagement, Satisfaction and Prevent
Burnout. Organizations require time, money, and employees to achieve goals. For supervisors
to create and implement an effective and comprehensive program, time is an essential resource.
Supervisors and counselors need ongoing training and resources to ensure proper implementation
(Bernard, 1989). Besides attending professional development training, this requires supervisors
to provide counselors with resources for guidance, intervention, and data-based decision making
and allocate time to learn about the creation and implementation of a comprehensive program
(Bernard, 1989). Research has shown that moderate amounts of stress can impact work
outcomes, highlighting the complexity of this construct (Boswell et al., 2004). Perhaps, larger
caseloads are more common in larger programs where counselors may share the workload and
33

have more resources available to them (Landrum, Knight, & Flynn, 2012). Counselors need
proper resources to be successful in creating and implementing a program to increase
engagement, job satisfaction, and to decrease burnout. Resources such as time and money are
required to support supervisors and counselors in their process of creating and implementing a
comprehensive program, while having set policies and procedures will guide them in this process
and will ease the process of accomplishing their goal.
Policies and Procedures
Policies and procedures are important aspects of education as they influence an
organization's practices. Policies, processes, and procedures refers to systems that are put in
place in the organization and procedures are specific methods of accomplishing the set policies
(Clark & Estes, 2008). Policies can refer to individual school site processes, district processes, or
county-wide processes. Through the different levels, procedures are unique between each school,
district or county level. Policies and procedures should be purposely structured to help
organizations and individuals achieve their goals.
Supervisors Have Policies That Align with the Mission and Vision of the
Organization That Will Allow the Creation and Implementation of a Comprehensive
Program to Increase Engagement and Job Satisfaction and Decrease Burnout. For an
organization to support its mission, their supervisors must be invested in achieving or enhancing
its goals; supervisors will be more successful in supporting the organization’s mission if policies
and procedures are clear. Govindarajulu and Daily (2004) posit that commitment from top
management is like a framework for environmental improvement. Top management decides
which environmental policies to establish, how much training is needed, and what
communication are required. It is almost impossible to motivate employees to take practical steps
for environmental improvement without aligned policies and procedures.
34

Cultural Settings
Clark and Estes (2008) define culture to describe the core values, goals, emotions,
beliefs, and processes learned as individuals develop over time. Rueda (2011) defines cultural
settings as the “who, what, when, where, why and how of the routines which constitute a normal
everyday life” (p. 55). In a work environment, culture can be defined as the core values, goals,
beliefs, emotions, and processes learned as individuals develop and grow over time at their work
environment (Clark & Estes, 2008).
Supervisors Work in an Environment That Supports Engagement and Job
Satisfaction Among All Staff. Schools are complex social settings that are in a constant state of
change (Rueda, 2011). Because of these dynamics, the systems put in place are often a hindrance
to achieving goals or improving performance (Rueda, 2011). As school leaders, supervisors must
understand the characteristics that make up their organizations if they wish to influence them. It
is important for supervisors to consider organizational culture given that organizations with rigid,
top-heavy, and bureaucratic structures have a more difficult time implementing changes than an
organization that has a flexible and lean organizational structure (Govindarajulu & Daily, 2004).
In order for supervisors to be successful in creating and implementing a comprehensive program,
the culture of the organization must be in alignment.
Cultural Models
Gallimore and Goldenberg (2001) introduced the notion of cultural models and defined
cultural models as shared mental schema or a normative understanding of how the world works.
Cultural models are dynamic rather than static traits and are expressed through cultural practices
and rules (Rueda, 2011). Cultural models help shape the ways an organization is structured,
including the values, policies, practices, and reward structures.
35

Supervisors Are Part of a Culture That Supports Engagement and Job Satisfaction
Among All Staff. The culture of the organization is a reflection of the beliefs and behaviors of
the organization that guides how management and employees behave towards one another and
approach the business. When culture aligns with the organization's values, the organization will
attract the right talent, and ultimately will have a connected and engaged workplace, easing and
supporting the comprehensive programs supported through empowerment, transparency, and
trust. Fostering a culture of cooperation and a sense of community among staff members is one
of the most significant ways that school leaders can influence achievement (Marzano et al.,
2005). A culture of cooperation among supervisors will more likely lead to the successful
creation of a comprehensive program to increase engagement, increase job satisfaction, and
decrease burnout.
Table 4 below highlights the type of organizational influence that must be used in order
for supervisors to create a comprehensive program to increase engagement, job satisfaction and
prevent burnout of counselors. In addition, Table 4 details the assumed organizational influences
that each counselor supervisor needs to have in order to meet their goal.

36

Table 4
Summary of Assumed Organization Influences on Supervisors’ Ability to Achieve the
Performance Goal
Assumed Organization Influences Research Literature
Resources (time, finances, people)
Supervisors have the resources and time to create an
effective comprehensive program that will increase
engagement, increase satisfaction, and prevent
burnout.
Landrum, Knight, and Flynn,
2012
Bernard, 1989
Boswell, 2012
Policies, Processes, & Procedures
Supervisors have policies that align with the mission
and vision of the organization.
Govindarajulu and Daily, 2004
Culture (setting)
Supervisors work in an environment that supports
engagement and job satisfaction among all staff.
Govindarajulu and Daily, 2004
Rueda, 2011
Marzano, Water, and McNulty,
2005
Culture (model)
Supervisors are part of a culture that supports
engagement and job satisfaction among all staff.
Rueda, 2011
Marzano, Water, and McNulty,
2005

Summary
The goal of this literature review is to identify the strategies used through known research
in examining the prevention of burnout through employee engagement, and job satisfaction. The
review was organized using Clark and Estes’ (2008) three critical causes of performance gaps.
The factors examined in the process are supervisors’ knowledge and skills, their motivation to
achieve the desired goal, and the organizational factors. The purpose of this gap analysis is to
identify whether supervisors have adequate knowledge, motivation, and organizational support to
achieve the goal of creating a comprehensive program to increase engagement, job satisfaction,
and prevent burnout. While this chapter discussed the known peer reviewed research on what
37

impacts the study and the assumed influences, the next chapter will describe in detail a
methodology for the project which is the process of collecting and validating data on the
assumed influences identified in this chapter.

38

CHAPTER THREE: METHODOLOGY
Purpose of the Project and Questions
The purpose of this study was to examine the knowledge, motivation and organizational
influences that counselor supervisors need to create a comprehensive program that increase job
engagement, job satisfaction, and prevent and reduce burnout. The analysis began by generating
a list of possible or assumed influences and then move to examining these systematically to
focus on actual or validated influences. While a complete gap analysis would focus on all
stakeholders, for practical purposes the stakeholder group of focus in this analysis was the
counselors’ supervisors. The questions that guided this study are the following:
1. What are the knowledge and skills, motivation, and organizational assets and needs
necessary for counselor supervisors to create a comprehensive program that increases
engagement, increases job satisfaction, and prevents burnout?
2. What are the knowledge and skills, motivation, and organizational recommendations
necessary for counselor supervisors to create a comprehensive program that increases
engagement, increases job satisfaction, and prevents burnout?
Conceptual and Methodological Framework
Clark and Estes’ (2008) Gap Analysis framework guided the inquiry processes for this
study. The Gap Analysis framework is a systematic problem-solving approach to improve
performance and achieve organizational goals (Clark & Estes, 2008). The purpose of this gap
analysis is to identify whether supervisors of counselors of at-promise youth have adequate
knowledge, motivation, and organizational support to achieve the desired goal. In this case, the
performance gap is 100%, and the goal of the gap analysis is to identify what the organization
needs to put in place to successfully create a comprehensive program to increase engagement,
39

increase job satisfaction, and prevent burnout.
The gap analysis uses both qualitative and quantitative methods. Comparatively, it
examines qualitative data to validate and understand the gaps in knowledge and skill, motivation,
and organizational resources identified through quantitative methods. Assumed knowledge,
motivation, and organizational indicators were examined using interviews, document analysis,
and observations. This study used an innovation adaptation of the Gap Analysis framework as an
overall process. However, it is assumed that aspects of the process currently exist. Figure 1
outlines the process of inquiry that was used in this study. Clark and Estes (2008) recommend
the Gap analysis process model which is made up of seven steps. Figure 1 illustrates the steps as
shown in Clark and Estes’ (2008) GAP model:
Step 1: Goals: Identify measurable performance goals
Step 2: Current performance status: Quantify the current achievement at each level
Step 3: Gaps: Determine gaps between goals and current performance
Step 4: Causes: Hypothesize and validate how each of the three known causes of gap
(knowledge and skills, motivation, and organization) impact the gap.
The additional steps in the Clark and Estes’ (2008) gap analysis process will not be included in
this chapter but will be discussed in Chapters Four and Five of this study as illustrated:
Step 5: Solutions: Recommended proposed solutions to close the gap;
Step 6: Implementation: Plan for implementing proposed solutions;
Step 7: Evaluate and modify for continual improvement.

40

Figure 1
The Gap Analysis Process (Clark & Estes, 2008)

Assessment of Performance Influences
Clark and Estes (2008) recommend that an organization identify causes of performance
gaps using three critical factors: (1) knowledge and skills, (2) motivation to achieve the goal, and
(3) organizational barriers. Chapter Two introduced assumed knowledge, motivation, and
organizational factors that may contribute to the innovation of a comprehensive program that
will increase employee engagement, increase job satisfaction, and prevent burnout of counselors.
As previously stated, this study uses Clark and Estes’ (2008) gap analysis to determine the needs
of the performance gap. Each knowledge, motivation, and organizational factor introduced in the
previous chapter was examined using individualized methods of inquiry. The selected methods
of inquiry are presented along with the rationale for their use in this chapter.
Knowledge Assessment
Anderson and Krathwohl (2001) organize knowledge into four distinct subcategories.
These subcategories help create learning objectives that target specific types of knowledge:
declarative factual knowledge, declarative conceptual knowledge, declarative procedural
knowledge and metacognitive knowledge. To determine and clarify knowledge influences, an
41

analysis of each knowledge type was conducted to create a comprehensive program. The specific
assessment procedures described are guided by literature related to knowledge, assessment, and
inquiry. Table 5 provides an overview of the methods that were used, along with sample
interviews, document analysis, and observation items.
Table 5
Summary of Knowledge Influences and Method of Assessment
Assumed Knowledge
Influences
Interviews
P = Primary questions
FU = Follow up questions
Document
Analysis
Observation
Declarative Factual
CB1: Supervisors know
the meaning of employee
engagement.
In your own words, define
employee engagement.
Review artifacts
(visual of
established goals
or procedures)
Questions to
consider: - Do
they have training
material or
documents that
would support
engagement,
satisfaction,
wellness, self-
care, or stress
management,
Do they reference
forms from
attended trainings?
Observe
behavior
(satisfaction,
frustration,
level of
commitment),
meeting,
retrieve
meeting notes
Meeting
(100%
participation)
CB1: Supervisors know
the meaning job
satisfaction.
In your own words, please
define job satisfaction.

CB:1 Supervisors know
the meaning of burnout.
In your own words, define
burnout.

42

CB 2: Supervisors know
what implementation
stages are needed to
implement a
comprehensive program to
increase engagement, job
satisfaction, and decrease
burnout.
Please describe how you
would implement a
program to decrease
burnout.

CB 3: Supervisors know
what data to collect for
continuous improvement
of a comprehensive
program to increase
engagement, job
satisfaction, and decrease
burnout.
if you were to create a
program, what data would
you need to collect to show
continuous improvement?
FU: How would you
collect that data?

Declarative Conceptual
CB 1: Supervisors know
the various contributors to
achieve employee
engagement.
Can you give examples of
what might contribute to
employee engagement?

CB 1: Supervisors know
the various contributors to
job satisfaction.
Can you give examples of
what contributes to job
satisfaction? What might
contribute to job
satisfaction?

CB 2: Supervisors know
the various contributors to
job burnout in order to
implement a
comprehensive program.
Can you describe
contributors to burnout?

CB 2: Supervisors know
the relationship to
engagement, jobs
satisfaction and burnout in
order to implement a
comprehensive program.

Please explain the
relationship between
engagement, satisfaction
and burnout.

43

Procedural
CB 1: Supervisors know
steps to develop and create
a comprehensive program
to increase engagement
and job satisfaction.
Can you demonstrate the
steps necessary to help
counselors increase their
engagement and job
satisfaction?
Can you demonstrate the
steps necessary to help
counselors decreases the
level of burnout
experienced or prevent
burnout all together?
Review artifacts
(visual of
established goals
or procedures)
Questions to
consider: - Do
they have training
material or
documents that
would support
engagement,
satisfaction,
wellness, self-
care, or stress
management,
Do they reference
forms from
attended trainings?
Observe
behavior
(satisfaction,
frustration,
level of
commitment),
meeting,
retrieve
meeting notes.
CB 2: Supervisors know
how to implement and
develop a program to
decrease burnout.
Walk me through the steps
you use to ensure
interventions are being
implemented to increases
engagement.
Walk me through the steps
you use to ensure
interventions are being
implemented to prevent
burnout.

CB 3: Supervisors know
how to assess and develop
a program to decrease
burnout.
What steps would you take
to assess the effects of a
program that increase
engagement?

What steps would you take
to assess the effects of a
program that prevents
burnout?
FU: What measures or
evidence would you use to
assess the quality of the
program?

44

Metacognitive
Supervisors know how to
reflect on ...
CB 1: Supervisors know
how to reflect on their own
abilities to create their own
comprehensive plan.
You supervise a person
who has been a counselor
for 10 years. He finds
himself becoming
overwhelmed with his
workload, irritable, tired,
angry and express a lack of
support for leadership. He
feels angry at many of his
clients and his coworkers.
Using self-talk, walk me
through the process you
would take handling this
situation?

What leads you to change
your practices?

CB 2: Supervisors know
how to reflect on their own
abilities to implement a
comprehensive plan to
increase engagement, job
satisfaction and prevent
burnout.
Tell me how you would
evaluate the effectiveness
of your role in
implementing new a
comprehensive plan to
increase engagement, job
satisfaction and prevent
burnout.

CB 3: Supervisors know
how to reflect on their own
abilities to analyze and
evaluate a comprehensive
plan to increase
engagement, job
satisfaction and prevent
burnout.
Tell me how you would
evaluate the effectiveness
of your role in analyzing a
comprehensive plan to
increase engagement, job
satisfaction and prevent
burnout?

Motivation Assessment
To assess and determine motivational influences, an analysis of each motivation category
was studied in order to create a comprehensive program. The motivational influences described
in Chapter Two provided the base for the interviews, document analysis, and observation
instruments. The specific assessment procedures described were guided by literature related to
45

motivation, assessment, and inquiry. According to Schunk, Meece, and Pintrich (2012),
motivation is the process whereby goal-directed activity is instigated and sustained. Clark and
Estes (2008) present three facets of motivated performance: active choice, persistence, and
mental effort. Active choice takes place when an individual decides to pursue or not pursue a
goal. Persistence takes place once a goal is started but continued in the face of distractions.
Finally, the ability to choose and persist in getting the job done is a person’s mental effort.
Mental effort is determined, in large part, by our confidence (Clark & Estes, 2008). Lastly, an
observation analysis was completed to observe behaviors to assess the level of engagement
(choice, persistence, effort) in the task. Table 6 provides an overview of the methods that were
used to evaluate, along with the sample interview items, document analysis, and observation
analysis. Chapter Two of this study demonstrated the assumed motivation influences, which are
shown below, along with the assumed validation process through interview questions, document
analysis, and observations.
Value
Value explains how individuals adopt a course of action where they either persist in (even
when distracted) or avoid it (Clark & Estes, 2008). The assessment for value is established with
the intent for the supervisors to describe how they value their work processes in an interview, as
itemized in Table 6.
Self-efficacy
Motivation, learning, and performance are enhanced when learners have positive
expectations for success (Bandura, 1997; Clark & Estes, 2008). Self-efficacy as defined by
Bandura (2006) is the individual’s confidence in her abilities to perform a task. Self-efficacy is a
strong determinant and predictor of the level of accomplishment individuals will attain. In order
to validate, supervisors completed interviews where they were asked open-ended questions that
46

required reflection and reasoning. Lastly, an observation analysis was completed to observe
behaviors and assess self-efficacy. Table 6 provides an overview of the methods that were used
to assess, along with the sample survey, interview items, and observation analysis.
Mood
Mood denotes how positive or negative one feels which has no specific prior cause
(Schunk, Meece, & Pintrich, 2012). Supervisors completed interviews during which they were
asked open-ended questions that required reflection and reasoning. Lastly, an observation
analysis was completed to observe behaviors and assess positivity. Table 6 provides an overview
of the methods that were used to assess, along with the sample survey, interview items, and
observation analysis.
Attribution
Attribution is another motivational influence which is the perceived cause of an outcome
(Schunk, Meece, & Pintrich, 2012). Supervisors completed interviews where they were asked
open-ended questions that required reflection and reasoning to assess attribution. Interview
questions were asked as shown in Table 6.

47

Table 6
Summary of Motivation Influences and Method of Assessment
Assumed Motivation
Influences
Interviews Document
Analysis
Observations
Value
CB 1: Supervisors value
the idea of creating a
comprehensive program to
increase employee
engagement and job
satisfaction.
How valuable do believe a
program to increase
engagement would be to
your organization?
How valuable do believe a
program to prevent or
decrease burnout would be
to your organization?
Observe
behaviors, verbal
statements, and
other discourse
that indicates
evidence for
valuing increasing
engagement and
preventing
burnout.
CB 2: Supervisors value
the idea of implementing a
comprehensive program to
prevent burnout.
Could you discuss some of
your reasons why we should
design or implement a
program to decrease
burnout?

CB 3: Supervisors value
the idea of analyzing data
produced by the program
for continuous
improvement
How important is evaluating
the effectiveness of a
program that increase
engagement, job satisfaction,
and prevent burnout?

Main Q: How important is
using data in evaluating the
effectiveness of the
program?
Probe Q: How much
importance does your
organization put on using
data to evaluate the
effectiveness of programs?

48

Self-Efficacy
CB 1: Supervisors have
confidence that they can
create a comprehensive
program that will increase
employee engagement, job
satisfaction and prevent
burnout.

To what degree do you feel
confident about your ability
to create a program to
increase engagement?
To what degree do you feel
confident about your ability
to create a program to
increase job satisfaction?
To what degree do you feel
confident about your ability
to create a program to
decrease burnout?
What impacts your
confidence?
Observe behaviors
for evidence of the
role of self-
efficacy.
Observe
participants
behavior:
-Do they choose to
engage?
-Do they persist?
-Do they invest
mental effort?
CB 2: Supervisors have
confidence that they can
implement a
comprehensive program
that will increase employee
engagement, job
satisfaction and prevent
burnout.
Describe how you would
implement a comprehensive
program that will increase
employee engagement, job
satisfaction and prevent
burnout.

CB 3: Supervisors have
confidence that they can
analyze the effectiveness
of a comprehensive
program that will increase
employee engagement, job
satisfaction and prevent
burnout.
Describe how you would
evaluate the effectiveness of
the comprehensive program.

Mood
Supervisors feel positive
about...
CB 1: Supervisors feel
positive about creating a
comprehensive program.
How would you feel about
creating a program that will
increase engagement job
satisfaction and decrease
burnout?
Observe behaviors
for evidence of
positivity.
Observation of
facial and postural
expression, as well
as what
individuals say
49

CB 2: Supervisors feel
positive about
implementing a
comprehensive program.
Please tell me how you feel
about implementing a
program that will increase
engagement job satisfaction
and decrease burnout?

CB 3: Supervisors feel
positive about analyzing
and evaluating a
comprehensive program.
How would you feel about
evaluating the effectiveness
of a program that will
increase engagement job
satisfaction and decrease
burnout?

Attribution
CB 1: Supervisors attribute
the lack of engagement of
counselors to supervisors’
own efforts.
What do you believe are the
reasons for the lack of
engagement?
What do you believe are the
reasons burnout?

CB 1: Supervisors attribute
the burnout of counselors
to supervisors’ own efforts.
What do you believe are the
reasons burnout?

Organization/Culture/Context Assessment
The organizational influences described in Chapter Two provided the base for the
interview, document analysis, and observation instruments. To assess organizational influences,
semi-structured interview questions were asked. Counselor supervisors demonstrated evidence of
the organization’s resources, policies, procedures, culture, and recognition (Clark & Estes,
2008). The answers to the interview questions helped illuminate the organizational dynamics
related to counselor supervisors, the stakeholder group of focus (Rueda, 2011).
Assessing Resources
Clark and Estes (2008) support the use of surveys and interviews to better understand the
impact of available resources. The organizational effect of policies, processes, and procedures on
individuals’ performance were assessed by means of interviews, document analysis and
50

observation items.
Assessing Policies, Processes, and Procedures
Similarly, the goal of assessing policies, processes, & procedures is to understand how
they contribute to individuals’ ability to achieve their goals (Clark & Estes, 2008). The
organizational effect of policies, processes, and procedures on individuals’ performance were
assessed by means of interviews, document analysis and observation items.
Assessing Cultural Settings
Assessing cultural settings can help institutions better understand how they serve their
constituents (Gallimore & Goldenberg, 2001). Since cultural settings are more observable than
other organizational aspects, they were assessed by means of interviews and observations as seen
in Table 7.
Table 7
Summary of Organizational Influences and Method of Assessment
Assumed
Organizational
Influences
Interviews Document
Analysis
Observations
Resources
CB 1: Supervisors
have the time and
resources to create an
effective
comprehensive
program that will
increase engagement,
increase satisfaction,
and prevent burnout.
What kind of planning
time do you think your
department will need
to create a
comprehensive
program?
How will you utilize
this time?
What type of support
has the organization
provided to increase
engagement & job
satisfaction?
What type of support
has the organization
Retrieve
meeting notes,
and resources/
documents
from meeting.
Observe behavior
(satisfaction,
frustration, level of
commitment), meeting,
retrieve meeting notes
Observe behavior
(Support,
encouragement,
empowerment)
51

provided to prevent
burnout?
CB 2: Supervisors
have the time and
resources to implement
an effective
comprehensive
program that will
increase engagement,
increase satisfaction,
and prevent burnout.
What kind of training
does the organization
provide you with to
successfully implement
an effective
comprehensive
program that will
increase engagement,
increase satisfaction,
and prevent burnout.

CB 3: Supervisors
have the time and
resources to analyze an
effective
comprehensive
program that will
increase engagement,
increase satisfaction,
and prevent burnout.
How much prep time
does the organization
provide you with to
analyze the
effectiveness of
programs?

Policies, Processes, & Procedures
Supervisors have
policies that align
with...
CB 1: Supervisors
have policies that align
with the mission and
vision of the
organization.

To what extent do
policies, processes, and
procedures of the
organization impact
your ability to affect
change among the
counselors?
To what extent do your
organization's policies
align with the goal of
increasing
engagement?
To what extent do your
organization's policies
align with the goal of
preventing burnout?
Obtain district
policies,
processes and
procedures
Observe meetings,
retrieve meeting notes,
and observe offices.
52

CB 2: The policies and
procedures in the
organization are
aligned with the goal
of implementing
comprehensive
program that will
increase engagement,
increase satisfaction,
and prevent burnout.
To what extent do your
organization's policies
align with the goal of
implementing a
program that will
increase engagement,
job satisfaction, and
preventing burnout?

CB 3: The policies and
procedures in the
organization are
aligned with the goal
of analyzing and
evaluating the
effectiveness of a
comprehensive
program that will
increase engagement,
increase satisfaction,
and prevent burnout.
To what extent do the
policies and
procedures of your
school site align with
the goal of analyzing
and evaluating the
effectiveness of a
comprehensive
program that will
increase engagement,
increase satisfaction,
and prevent burnout.

Cultural Setting
Supervisors are part of
a culture that aligns
with ...
CB 1: Supervisors
work in an
environment that
supports engagement
and job satisfaction
among all staff.

Show me how the
organization ensures
interventions are being
implemented that
supports employee
engagement and
satisfaction?
Show me how the
organization ensures
interventions are being
implemented that
supports burnout
prevention?
Review
handbooks,
announcements
and general
communication
vehicles in the
organization.
Observe meetings,
retrieve meeting notes,
and observe offices.
53

CB 2: There is a
setting in the
organization that
supports the
implementation of a
comprehensive
program that will
increase engagement,
satisfaction and
prevent burnout.
What are some ways
that the district creates
a culture that supports
the implementation of
a social justice
curriculum?

CB 3: There is a
setting in the
organization that
supports the
analyzation of a
comprehensive
program that will
increase engagement,
satisfaction and
prevent burnout.
What are some ways
that the district
provides a culture that
supports the evaluation
of the effectiveness of
a comprehensive
program to increase
engagement, job
satisfaction and
prevent burnout?

Cultural Model
CB 1: Supervisors are
part of a culture that
supports engagement
and job satisfaction
among all staff.
Show me how the
organization ensures
interventions are being
implemented that
supports engagement,
satisfaction?
Show me how
WCCOE ensures
interventions are being
implemented that
supports burnout
prevention?
How does your
department ensure
engagement and job
satisfaction?
How does your
department ensure
counselors are
avoiding burnout?
Observe meetings,
retrieve meeting notes,
and observe offices.
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CB 2: Supervisors are
part of a culture that
supports the
implementation of a
program that would
increase engagement
and job satisfaction
and prevent burnout
among all staff.
How would you
describe the culture in
the organization in
terms of being able
implement a program
that would increase
engagement and job
satisfaction and
prevent burnout among
all staff?

CB 3: Supervisors are
part of a culture that
supports evaluation
and analysis of a
program that would
increase engagement
and job satisfaction
and prevent burnout
among all staff.
How would you
describe the culture in
the organization in
terms of being able to
evaluate and analyze a
program that would
increase engagement
and job satisfaction
and prevent burnout
among all staff?

Participating Stakeholders and Sample Selection
In this study, the stakeholder group of focus was the West Coast County Office of
Education’s supervisors of counselors who serve at-promise youth. Within the county, there are
approximately 30 counselors including part-time, full-time, and new-to-the-job practitioners and
approximately 6 supervisors that directly support the counselors’ roles and responsibilities. The
supervisors’ roles are instrumental to the development of increasing engagement, increasing job
satisfaction, and preventing burnout.
Sampling
In evaluating programs, it is important to know the stakeholders who can provide the best
quality of information (Alkin, 2011). Key stakeholder supervisors with administrative roles were
assessed by means of interviews. The criteria that were used in the sampling for this study were
purposeful and convenience sampling methods. Merriam and Tisdell (2016) suggest that
55

researchers use purposeful sampling when the researcher desires to understand and obtain
meaning. Therefore, a purposeful sample was selected in order to gather the most information. A
convenience sampling was also utilized based on time restrictions, location, availability, and
respondents. These sample methods were used by selecting only those supervisors who work and
supervise counselors. There are approximately 5 supervisors within the county office who are
responsible for the supervision of counselors. All 5 participated in the interview.
Recruitment
The recruitment strategy sought out all 5 supervisors who work in the West Coast County
Office of Education who supervise counselors through their email. With the permission of the
project director and directors of the three-unique department, the investigator sent a recruitment
email that aligned with the Institutional Review Board (IRB) guidelines inviting supervisors to
participate in a semi-structured interview. Supervisors agreed to be interviewed for this study to
help gain insight into the knowledge, motivation, and organizational needs for creating a
comprehensive program to increase engagement, increase job satisfaction, and prevent burnout
of counselors.
Instrumentation
The instrumentation that was used for this study includes interviews, document analysis,
and observations. Interview protocol design was guided by the assessment procedures introduced
previously in this chapter. Each of the assumed indicators identified in Chapter Two were
assessed through interview instruments.
Survey Design
No surveys were used due to the small sample size.
Interview Protocol Design
Interviews in this study utilized a case study approach. Case studies are used when
56

examining a specific site or phenomenon (Merriam & Tisdell, 2016). Interview questions are
included in Appendix E. The research questions in this study intended to explain the experiences
of supervisors at a specific organization, so the case study approach fit the study well.
In order to triangulate data, open-ended interview questions were conducted to further
assess knowledge and skills (K), motivation (M) and organizational factors (O) related to
competencies. One to three items were developed for each of the three levels of the Clark and
Estes (2008) framework. Interview questions utilized a semi-structured format. Semi-structured
interview formats utilize specific questions while allowing for flexibility that may lead to a rich
understanding of phenomena (Merriam & Tisdell, 2016). Supervisors participated in interviews
that addressed 25 items and lasted approximately 40 minutes. Interviews were conducted
individually. Participants selected the best date and time for their interview. Interview responses
were kept confidential and used only for analysis. In all, this sampling approach provided rich,
descriptive data that contributed to the descriptive nature of qualitative research (Merriam &
Tisdell, 2016).
Observation Checklist and Document Analysis Design
Observations for several behaviors were conducted to further assess motivation and
organization assumed causes. The observations assessed engagement in tasks, evidence of self-
efficacy and positivity, and satisfaction. In addition, a document analysis was conducted to
further assess knowledge of facts, information, and terminology. The analysis reviewed artifacts,
documents, meeting notes, charts, and evaluation tools as evidence of knowledge.
Data Collection
Following University of Southern California Institutional Review Board (IRB) approval,
participants were solicited via email to participate in interviews. All communications regarding
surveys and interviews came directly from the investigator.
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Interviews
The investigator sent an email for participants to schedule an in-person interview at their
respective offices. The interview length varied based on the semi-structured nature of each
interview and took place at time selected by the participant. Interviews were held in a quiet,
private, and ample room where the interviewee and investigator had an open discussion without
interruption and without compromising confidentiality. With the interviewees’ consent, the
interviews were audio recorded.
Observations
Observation data was collected during counseling meetings and trainings. The
investigator observed approximately one hour in and out of the counseling meeting, and assessed
supervisors’ engagement in tasks, self-efficacy, positivity, and satisfaction. In addition, the
investigator assessed knowledge of facts, information, and terminology.
Document Analysis
An analysis was conducted to review artifacts, documents, meeting notes, charts, and
evaluation tools as evidence of knowledge. Observations and interviews allowed for follow-up
questions to be made regarding particular artifacts that could have been helpful in the data
collection process. The investigator then reviewed artifacts from each participant.
Data Analysis
Interviews
Five interviews were conducted over the course of two weeks at different locations
surrounding the West Coast County Office of Education headquarters. The five in-person
interviews were conducted in a quiet setting at the participant’s office location or selected off-
site location, which created a sense of comfort. All interviews began with the investigator
following the official interview protocol, which included describing the purpose of the study and
58

confirming consent from the participant to record the interview. Each interview lasted
approximately 30-40 minutes in length. During the interview, participants were asked questions
from the interview protocol (see Appendix E). Upon the completion of the interviews,
participants were thanked. Interviews were then transcribed and kept on a password-secured
computer. The recorded semi-structured interviews were transcribed with the addition of
collected notes taken during each interview. The text of the transcripts was coded using symbols
that represent the categories of knowledge and skills, motivation, and organization to capture and
analyze relevant information and guide the identification of causes with additional detail
(Merriam & Tisdell, 2016). Open codes are the most specific and plentiful codes, selective codes
represent the broad themes, and axial codes help bridge the gap between open codes and
selective codes (Merriam & Tisdell, 2016). A codebook was created to help facilitate the
organization and interpretation of the data. Results of the data analysis guided the recommended
solutions and strategies, which will be discussed in Chapter 5.
Observations
As suggested by Merriam and Tisdell (2016), the data analysis began at the same time as
the data collection. Field notes, observer comments, and artifacts were collected during the
observations as recommended in Merriam and Tisdell (2016). The supervisors’ process of
conducting counseling meetings and trainings was observed to identify any signs of increasing
engagement, increasing job satisfaction, or preventing high levels of stress and burnout among
the counselors. The documented observational transcripts were coded using a coding scheme
based on Tables 5, 6, and 7.
Document Analysis
For documents, as suggested by Clark and Estes’ (2008) framework, documents on
policies, processes, and procedures were reviewed and identified to show whether the policies
59

existed at the institution or not. The documents were also analyzed using a coding scheme to
identify the alignment of specific policy provisions with the knowledge influences on Table 3.
Trustworthiness of Data
Triangulation strategy was used for credibility and trustworthiness. As described by
Merriam and Tisdell (2016), triangulation is the use of multiple investigators, sources of data, or
data collection methods to confirm evolving findings. Thus, this study triangulated the findings
and results of the interviews, observations, and documents to enhance the trustworthiness of the
data. To minimize researcher bias, a perceptual lens was used to understand the participants’
values in addition to involving rich data with detailed transcripts and fieldnotes during
observations and interviews (Maxwell, 2013).
Role of Investigator
The investigator in this study is an employee of the West Coast County Office of
Education and a postgraduate student. The investigator selected the sample for the study,
recruited participants, collected consent forms, collected the surveys, observations, interviews,
and document analysis data, and conducted the data analysis. The investigator was the main
person of contact for the study and for interactions with participants. It is important to note that
the participants were not subordinates to the investigator. Additionally, the investigator had no
direct role in evaluating performance or administering punitive actions upon the participants. The
investigator will also report the findings and discussion in Chapter Four and Chapter Five.
Limitations
The limitations of this study include the limited time spent on the small sample case
study and the professional relationship between the stakeholders of focus and the researcher.
Some answers from the stakeholders of focus in the interviews may have been given for social
60

acceptance. The KMO assumed causes that impact the ability to create a comprehensive program
that will increase employee engagement, increase job satisfaction, and prevent burnout were
validated, but more time to conduct a full gap analysis with all the major stakeholders would
have allowed for a more complete evaluation.

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CHAPTER FOUR: RESULTS AND FINDINGS
Findings from data collection will be reported in this chapter as they relate to the
knowledge, motivation, and organizational (KMO) assets and needs for counselors of at-promise
youth supervisors to create a comprehensive program that increases engagement, increases job
satisfaction, and prevents burnout. The gap analysis approach (Clark & Estes, 2008; Rueda,
2011) will guide the analysis of challenges and barriers in the areas of knowledge and skills,
motivation, and organizational culture. This approach will lead to the identification and
implementation of solutions that counselor supervisors can use to effectively create and
implement a comprehensive program that increases engagement, increases job satisfaction, and
prevents burnout.
The following data collection process was utilized to determine the KMO needs of
supervisors seeking to create and implement a comprehensive program that increases job
engagement, increases satisfaction, and prevents burnout. A total of seventeen assumed
influences were developed from the literature review in Chapter Two and categorized into the
areas of knowledge, motivation, and organization. Multiple sources of qualitative data from
interviews, documents, and observations were then collected to assess the validity of the
assumed knowledge, motivation, and organizational factors. Following the interviews,
documents were collected from the organizations to verify statements made during the interviews
and provide further evidence of current practices and results.
Participating Stakeholders
The stakeholder group that participated in this study was comprised of counselor
supervisors at West Coast County Office of Education (WCCOE). Five leaders in management
positions agreed to participate in the study; for the purpose of this project they are referred to as
62

counselors’ supervisors. This includes two senior program specialists, two coordinators, and one
director. The West Coast County Office of Education’s counselors serve at-promise youth in the
county. The counselor supervisors are responsible for the productivity and actions of the
counselors; their role is to provide support, training, and leadership to the counselors. There are
approximately 30 counselors employed by the county including those that are part-time, full-
time, and new-to-the-job. Additionally, there are approximately 6 supervisors that directly
support the counselors’ roles and responsibilities. The supervisors’ roles are instrumental to the
development of increasing engagement, increasing job satisfaction, and preventing burnout.
Together they will create a comprehensive program that will address these factors. No individual
demographic information was collected for any participant (e.g. age, race, years of experience,
etc.).
Data Validation
This study utilized three data sources: interviews, document analysis, and observations.
These three data sources were used as criteria for determining the assets and needs of the
counselor supervisors according to the assumed causes. Interviews were the primary source of
data used to assess most assumed KMO influences, and in most cases, themes emerged through
interview responses. All five 30 to 45-minute interviews were transcribed upon completion and
coded to identify assumed influences discussed in the interviews. The criteria for determining the
validity of assumed influences was as follows: assumed influences were validated as an asset for
knowledge when at least four out of five (80%) supervisors gave responses confirming an
influence. For motivation and organization, the influence was validated as an asset of four out of
five (80%) supervisors identified the assumed influence. For example, if at least four out of five
(80%) supervisors found value in a comprehensive program to increase engagement, increase job
63

satisfaction, and prevent burnout, then the assumed motivation influence was validated as an
asset. Similarly, if at least four out of five (80%) supervisors agreed that there was a culture of
cooperation among counselors, supervisors, and district office leaders, then that assumed
organizational influence was validated as an asset. However, if less than four out of five (80%)
supervisors provided answers that put an assumed influence in doubt, then that KMO influence
was not validated but rather was determined to be a need. Documents and observations were
analyzed to either verify statements made during interviews or to validate assumed influences
that were not addressed during the interview process.
Results and Findings for Knowledge Influences
Counselor supervisors’ knowledge influences were assessed through interviews,
document analysis, and observations. Results are presented in the following section for each
assumed influence in the areas of factual knowledge, conceptual knowledge, procedural
knowledge, and metacognitive knowledge. Each assumed influence was either determined to be
an asset (validated) or a need (not validated) based on the findings.
Factual Knowledge
Interviews were used to assess counselor supervisors’ declarative knowledge. Supervisors
were asked about the knowledge they needed to successfully and effectively create and
implement a comprehensive program to increase engagement, increase job satisfaction, and
prevent burnout. Results have been organized and evaluated in order to assess whether or not the
assumed causes have been validated.
Supervisors Know the Meaning of Employee Engagement
Survey Results. Surveys were not conducted for this influence.
Interview Findings. Interview respondents were asked to describe in their own words
what employee engagement means. All five participants (100%) were able to accurately describe
64

what employee engagement is. For instance, Supervisor #1 described the meaning of employee
engagement as “employees working together and feeling passionate about their jobs.” Supervisor
#2 described employee engagement as “having an optimistic attitude towards your company or
organization.” Comparatively, Supervisor #3 described employee engagement as “employees
actually invested in what they are doing at work and they enjoy it.”
Both Supervisors #4 and #5 defined employee engagement as being a process where
employees are excited about the work that they are doing and are actively participating in work
activities. The supervisors all discussed their version of the meaning of employee engagement,
describing it as the extent to which employees feel passionate about their jobs and are committed
to the organization.
Observation. Observations were not conducted for this influence.
Document Analysis. Document analysis was not conducted for this influence.
Summary. The assumed influence is that counselor supervisors know what employee
engagement is. Since 100% were able to accurately describe employee engagement as those who
are involved in, actively participate, enthusiastic about, and committed to their workplace,
supervisors demonstrated that they know the meaning of engagement, which resulted in the
assumed knowledge being an asset.
Supervisors Know the Meaning of Job Satisfaction.
Survey Results. Surveys were not conducted for this influence.
Interview Findings. When asked to describe in their own words what job satisfaction
means, 100% of the supervisors were able to give accurate responses. Every supervisor
interviewed was able to describe job satisfaction in ways comparable to the literature’s
description. For example, Supervisor #1 described job satisfaction as “when a person genuinely
enjoys what they do.” Equally, Supervisors #2, #3, and #4 discussed job satisfaction as a person's
65

feelings of fulfillment towards the place of employment. Supervisor #5 described job satisfaction
as a “feeling of accomplishment and achievement that a person experiences at their job.”
Observation. Observations were not conducted for this influence.
Document Analysis. Document analysis was not conducted for this influence.
Summary. The assumed influence is that supervisors know the meaning of job
satisfaction. Since 100% of participants were able to define the definition and meaning of job
satisfaction is in their own words, defining it as the feelings of contentment or a sense of
accomplishment which employees derives from their jobs, the supervisors demonstrated that they
know the meaning of job satisfaction and the assumed influences was determined to be an asset.
Supervisors Know the Meaning of Job Burnout
Survey Results. Surveys were not conducted for this influence.
Interview Findings. Interview respondents were asked to describe burnout in their own
words. All five supervisors were able to provide an accurate definition and gave a response that
corresponded to the literature on exhaustion, cynicism, and depersonalization. For example,
Supervisor #1 described burnout as “a person extremely overwhelmed and exhausted.” Similarly,
Supervisors #2 and #3 agreed that burnout could be described as prolonged work-related stress.
Supervisor #4 stated, “Burnout is when you feel emotionally shut down from your work or job
duties.” Furthermore, Supervisor #5 described burnout as “no longer invested in your job, and
you feel exhausted, start to hate your job, and begin to feel less capable at work.”
Observation. Observations were not conducted for this influence.
Document Analysis. Document analysis was not conducted for this influence.
Summary. The assumed influence is that supervisors know the meaning of burnout. All
participants were able to describe a form of burnout in their own words.

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Conceptual Knowledge
Supervisors' conceptual knowledge was assessed through interviews and observations.
Supervisors were interviewed on the conceptual knowledge necessary to successfully and
effectively create and implement a comprehensive program that increases engagement, increases
job satisfaction, and prevents burnout. Results have been organized and evaluated in order to
assess whether assumed causes were validated.
Supervisors Know the Various Contributors to or Relationships of Engagement to Create a
Comprehensive Program that Increases Employee Engagement, Increases Job Satisfaction,
and Prevents Burnout
Survey Results. Surveys were not conducted for this influence.
Interview Findings. Supervisors were asked to give examples of what contributes to
employee engagement. All five supervisors were able to articulate at least one factor that
contributes to employee engagement and provided examples of prior experience. All of the
examples of employee engagement identified by the participants aligned with the literatures’
definition and examples of employee engagement. For example, Supervisor #1 stated,
“Counselors work together to create a program to improve student relations. They were able to
collaborate and use autonomy in order to create a successful program. I believe having autonomy
contributes to employee engagement.” Supervisor # 2 explained: “I believe open communication
and transparency with all employees to be more engaged. For example, when we have open
conversations on how to effectively run the division, we often receive the best engagement.”
Supervisor # 3 provided additional description, stating, “I think an engaged employee is
also an innovative one.” Supervisor #4’s description of engagement took this idea even further.
She said, “I think employee engagement is contributed by leadership recognizing and valuing
67

employees.” Supervisor #5 stated, “I believe counselors or staff feeling valued at work
contributes to that counselor or staff being engaged. If you feel valued, you would be more likely
to engage in work activities.”
Observation. In the observation of 18 counselors at a counseling meeting, three
counselor supervisors facilitated a meeting with multiple engaging activities where counselors
were able to use creativity, inspiration, and autonomy to create a project they would be working
on for the year. The meeting had multiple engagement elements based on literature. For example,
the meetings started with an icebreaker, in which all counselors participated and showed positive
affect. The meeting also involved an engaging dialogue and group activity in which all attendees
participated and were involved.
Document Analysis. Document analysis was not conducted for this influence.
Summary. The assumed influence is that supervisors know the various contributors to
employee engagement to create a comprehensive program. There are many factors contributing
to employee engagement, although all five participants (100%) were able to identify at least one
contributing factor to employee engagement. The observation of the counseling meeting
provided more evidence of additional factors supervisors used to encourage employee
engagement. Therefore, the assumed influence is an asset.
Supervisors Know the Various Contributors of Job Satisfaction to Create a Comprehensive
Program that Increases Employee Engagement, Increases Job Satisfaction, and Prevents
Burnout
Survey Results. Surveys were not conducted for this influence.
Interview Findings. Supervisors were asked to give examples of what may contribute to
job satisfaction and provide examples. 100% of the supervisors were able to give an example of
68

job satisfaction. Every supervisor interviewed was also able to identify at least one contributor to
job satisfaction that was congruent with the literature.
Three out of five (60%) supervisors discussed the importance of compensation to job
satisfaction. For example, Supervisor #1 discussed salary and compensation as a key contributor
of job satisfaction, stating, “An employee's pay has a lot to do with whether they are satisfied or
not at a job.” The participant then said, “In addition, another contributing factor that may result
in job satisfaction is leaders respecting and treating employees fairly.” Supervisor #2 provided an
example of job satisfaction:
Counselors regularly showing up for work, because they find work enjoyable. There may
be different things that contributes to a counselor's job satisfaction, it could be
compensation, passion for the work they do and the working environment. I think it
depends on the individual.
Supervisor #3 mentioned counselors feeling happy, valued and appreciated as a
contributor to job satisfaction. Comparatively, Supervisors #4 and #5 mentioned that counselors
who feel valued at work and those who feel like leaders listen to their concerns, and this
contributes to counselors’ job satisfaction.
Observation. Observations were not conducted for this influence.
Document Analysis. Document analysis was not conducted for this influence.
Summary. The assumed influence is that supervisors know the various contributors of
job satisfaction to create a comprehensive program that increases employee engagement,
increases job satisfaction, and prevents burnout. Since all five (100%) interviewed supervisors
were able to identify at least one contributing factor of job satisfaction, the supervisors did
demonstrate that they understand what contributes to counselors’ job satisfaction.
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Supervisors Know the Various Contributors of Burnout to Create a Comprehensive Program
that Increases Employee Engagement, Increases Job Satisfaction, and Prevents Burnout
Survey Results. Surveys were not conducted for this influence.
Interview Findings. Supervisors were asked to describe contributors of burnout.
When asked to describe contributors of burnout, 100% of supervisors interviewed were
able to give accurate responses. Every supervisor interviewed was able to identify at least one
contributing factor. Four out of five (80%) supervisors interviewed mentioned work overload as
being a contributor to burnout. Supervisor #2 mentioned insufficient reward and negative work
environment as a contributing factor to burnout, stating:
If someone is overworked or in a negative work environment, they may start to feel
withdrawn, disinterested and hold negative attitude, negative tones, and lots of criticism
and complaints about everything and anything from A to Z in an organization.
Supervisor #4 mentioned an additional contributor of unfairness, stating, “When counselors feel
that they or others are treated unfairly, there is a shift in the culture which may consist of
favoritism. This results in counselors not feeling valued and could be a major contributor to
burnout.”
Observation. During one observation of a counseling meeting at which there were 18
counselors present, three counselor supervisors facilitated a presentation on stress, burnout and
self-care. The presentation addressed key factors to burnout and provided simple tools on how to
prevent burnout. All counselors in attendance participated in the self-care activities and were
provided a self-care calendar for further practice.
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Document Analysis. The 2019 January, February and March Self-Calendar contains
multiple examples of what counselors can do daily to cultivate self-care and prevent or reduce
burnout. The calendars are provided to all counselors each month physically and digitally.
Summary. The assumed influence that supervisors know the various contributors of
burnout to create a comprehensive program that increases employee engagement, increases job
satisfaction, and prevents burnout was validated as an asset based on collected data. The findings
show that every supervisor interviewed was able to give at least one example of an appropriate
contributor to burnout.
Procedural Knowledge
Supervisors’ procedural knowledge was assessed through interviews and observations.
Supervisors were interviewed on the procedural knowledge necessary to successfully and
effectively create and implement a comprehensive program to increase engagement, increase job
satisfaction, and prevent burnout. Results have been organized and evaluated in order to assess
whether or not there is a gap regarding the assumed causes.
Supervisors Know How to Create a Comprehensive Program to Increase Engagement,
Increase Job Satisfaction, and Decrease Burnout
Survey Results. Surveys were not conducted for this influence.
Interview Findings. Supervisors were asked to explain the steps used to ensure that
interventions are being implemented to prevent burnout. Four out of five participants (80%) gave
effective strategies congruent with the literature. Multiple respondents gave public and private
examples of what they have done previously to intervene in counselor burnout. For example,
Supervisor #1 mentioned open communication and ongoing check-ins as an intervention to
decrease burnout, stating:
71

The intervention I have used in the past that seems to be effective in decreasing burnout
is the check in process. By checking in personally and professionally, and keeping the
lines of communication open, this allows me to be provided the necessary support them
at work and outside of work.
Supervisor #2 addressed finding steps to help assess the workload for the counselors who
may feel overloaded with work and pressured to complete work at home or work beyond normal
business hours, stating:
Counselors who are overworked tend to have a higher stress level which ultimately may
cause burnout. This is why I think the first step of intervening would be to assess the
workload and find solutions to either reduce the amount of work, or maybe prioritizing
the work for the counselors to feel less pressure.
Supervisor #5 echoed this idea:
Often counselors are stressed or feeling overworked while on the job because there is
usually a super long to do list, counselors wear many hats and often asked to perform
additional duties. Along with the stress of work itself, some counselors often have
stressful home lives. Work-life balance is often overlooked. It is for that reason I would
first provide awareness and of work-life balance and self-care, and then I would assess
the workload and see if we could help eliminate the unnecessary work.
Supervisor #3 responded more generally, expressing more about prevention strategies than
interventions, stating:
It's more so prevention versus the interventions. With prevention, it's frequent check-ins
with the staff to make sure that they're okay. Validation, and ensuring them that they are
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doing a good job. I would also address it in a group forum, you know, PDs. You know,
have them do de-stress activities and things like that.
Conversely, Supervisor #4 touched on the idea that the interventions would have to be simple in
order to be effective, suggesting, “I would simply encourage counselors and staff to take breaks
away from the work environment.”
Observation. In the observation of two counseling meetings, supervisors were seen
providing tips and strategies to reduce stress. The meetings consisted of a session called Stress
Busters. In this section of the meeting, a leader provided counselors and staff with different ways
to reduce their stress. After the strategies were presented, each counselor then participated in the
stress buster activity in order to practice the strategy, with the stated intention that they would
each implement the strategy back at their work site.
Document Analysis. The 2019 January, February and March Self-Calendar contained
multiple examples of what counselors can do daily to cultivate self-care and prevent or reduce
burnout. Physical and digital copies of the calendars are provided monthly to all counselors.
Summary. The assumed influence is that the supervisors know how to create a
comprehensive program to increase engagement, increase job satisfaction, and decrease burnout.
Four out of five (80%) of the supervisors were able to articulate steps they would take, which
were congruent with the literature on the subject, to provide interventions to counselors who are
experiencing burnout. In addition, during observations of two different meetings held for
counselors, supervisors presented information on how to reduce stress with activities for the
counselors to participate in and practice for themselves. These activities were called Stress
Busters and were quick and easy tips for counselors to use to help reduce and prevent burnout.
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Lastly, the self-care calendars provided evidence of an intervention supervisors use to help
cultivate self-care and prevent burnout of counselors.
Metacognitive Knowledge
Supervisors’ metacognitive knowledge was assessed through interviews and document
analysis. Supervisors were asked about the metacognitive knowledge necessary to successfully
and effectively create and implement a comprehensive program to increase engagement, increase
job satisfaction, and decrease burnout. Results have been organized and evaluated in order to
assess whether there is a gap regarding the assumed causes.
Supervisors Know How to Reflect on Their Own Abilities to Create Their Own Comprehensive
Plan
Survey Results. Surveys were not conducted for this influence.
Interview Findings. Supervisors were given a scenario and asked to respond using self-
talk. During interviews, participants were offered this scenario:
You supervise a person who has been a counselor for 10 years. they find themselves
becoming overwhelmed with their workload, irritable, tired, angry and express a lack of
support for leadership. They feel angry at many of their students as well as their co-
workers. Using self-talk, walk me through the process you would take handling this
situation.
All five supervisors (100%) reflected on the ways they would be able to support the counselor.
Three out of five (60%) supervisors mentioned referring the counselor to the Employee
Assistance Services for Education (EASE) program provided by the organization for additional
support beyond the supervisor’s frame of work. For instance, Supervisor #1 stated:
I would first ask if they have taken time out or think they may need to. I would then
explore what might be the cause of the new behaviors and attitudes and asking how I can
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support them during this time, encouraging professional counseling supports like EASE
and also advising time off to rest and or explore their passions.
Supervisor #2 described creating a space for open communication:
I would ensure to create a space where I can listen fully to this person, and make sure that
I give them the opportunity to express themselves, makings sure my sole job is to listen,
and be there to support, If this person doesn't express themselves and have the space to do
so, it is bound to get worse.
Supervisor #3’s response was similar to Supervisor #2’s:
I would first meet with them. Check-in with them while also expressing to them just
some of the things I've noticed. "I've noticed this, what's going on? And I want to give
you more support," and give them an opportunity to voice their concerns. Also
encouraging them to provide an idea of what types of supports are needed. Hopefully I
am able to provide the supports; if not, I would encourage the counselor to seek
additional help with our counseling services.
Supervisor #4 discussed the possibility of more intensive support, stating:
Asking is there something I can do to support you? We are a team but I'm feeling like
you're frustrated about something. Is there something we can sit and talk about? The
thing is if you're seeing it over and over again that's where you as the supervisor need to
progressively move down this road of getting more intensive support.
Supervisor #5 stated:
I would first start by encouraging social support among work teams, strongly
encouraging the counselor to take a break, they may need some time off to reflect,
recharge or simply rest. I would also intentionally recognize successes and victories the
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counselor has made. Sometimes we just need a little reminder of our passions, hopefully
this will build the counselors confidence and spirit. I would finally ask if there is anything
I could do to support the counselor in their time of need and refer them to EASE our
maybe another professional counseling service for support.
Survey Results. Surveys were not conducted for this influence.
Observation. Observations were not conducted for influence.
Document Analysis. The 2019 Employee Assistance Services for Education (EASE)
brochure found in the department’s resource centers provides evidence of additional supports and
services supervisors rely on in the event counselors need additional support beyond the
supervisors’ own abilities. EASE provides professional counselors who can help employees with
issues of family troubles, emotional distress, drug or alcohol abuse, on the job anxieties or stress,
grief, loss, and transition. EASE is an additional benefit and specialized program available to all
employees provided by the organization.
Summary. The assumed influence that supervisors know how to reflect on their own
abilities to create their own comprehensive plan was validated as an asset. The findings show
that the supervisors are able to reflect on their own abilities to provide the necessary support to
counselors as well as refer to other support structures that may be needed.
Results and Findings for Motivation Influences
Supervisors’ motivation was assessed through interviews. The results of interviews and
observations are presented for each assumed influence within the categories of value, self-
efficacy, emotion, and goal orientation. Each assumed influence was either determined to be an
asset (validated) or determined to be a need (not validated) based on the collected data.

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Value
Supervisors’ value of creating and implementing a program to increase engagement,
satisfaction, and prevent burnout was assessed through interviews. Through interviews,
supervisors were asked how important they find motivation influences necessary for creating and
implementing a comprehensive program to increase engagement, increase satisfaction, and
decrease burnout.
Supervisors Value Creating and Implementing a Comprehensive Program to Increase
Employee Engagement, Increase Job Satisfaction, and Prevent Burnout
Survey Results. Surveys were not conducted for this influence.
Interview Findings. When asked how valuable do you believe a program to prevent or
decrease burnout will be at your organization, four out of five (80%) supervisors noted that a
program to increase employee engagement, increase job satisfaction, and prevent burnout would
be extremely valuable. In fact, Supervisor #1 stated:
I think it will be extremely valuable because it would not only improve employee
relations, but it could also save the organization money. I mean, when people feel
burnout, they start looking for other jobs. If they find another job and leave, you have to
bring in someone else, you have to take the time and manpower, money, resources, to
train, to even rehire, there is a process with the interview, the paperwork, getting this new
person on board. So, I think that having a program to prevent it and decrease it will be
highly valuable.
In addition to Supervisor #1’s statements, Supervisor #5 stated something similar: :
A program like this would be highly valuable because you could prevent or decrease
employee turnover rates, and you could also create a program that could contribute to
better health. If people are burned out, they're stressed. [If] their health is not good, then
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they're going to take off work. Then you don't have employees or you have to have other
people covering. I just think this program could contribute to something positive for the
organization.
Correspondingly, Supervisor #4 noted:
I believe the more stressful the work is, the more important there is some type of release.
I do believe there should be something. There should be something in the immediate
organizational structure of the organization but the hope would be that you as a
supervisor and who you're supervising that you could do everything you could at that
level in order to keep it from moving to a larger level. So ultimately a program to
increase engagement and prevent burnout would be ideal for each all staff but especially
counselors.
Supervisor #3 discussed the benefits of building a program within the organizational culture,
stating:
I think a program would be beneficial, but in order to have a program that would increase
engagement and prevent burnout, we would first need to start with the culture. The
culture needs to be supportive of burnout decrease. Because if you have a culture that's
inclusive of all these things, you don't have to necessarily go out and get a program, you
know, you could just build systems in place to encourage engagement, and build systems
that will decrease burnout, all within the culture of the organization [...] which is separate
and apart and not necessarily built into your culture. You could get a program for
guidance as far as what elements to add and to work on within the culture, but I don't
think that you need to go out and buy a program; you need to incorporate the program
into your system, your culture and your system.
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Lastly, supervisor #2 shared similar views as supervisor #3:
I would say that a program, unless it's infused within the culture, a program will not make
a difference. So the culture of the organization has to agree and buy into these values and
norms about how you treat people. And if it's not, no program that's implemented will
sustain; it won't survive. The program is only a tool. But the culture and the value that the
organization holds are going to determine whether the program's successful.
Observation. Three different observed counseling meetings facilitated by three
supervisors began with celebrations and accomplishments of the staff and counselors in the
room. One engaging activity called I Got Your Back was evidence of engagement and a
component of burnout prevention. This activity highlighted counselors who have helped out
another counselor throughout the month and were given a special award by their colleagues. The
recipient of the award was voted on by the counselors. Though these things were implemented in
meetings, the acknowledgment, appreciation, and value the counselors were given is evidence of
effective engagement strategies, which can be found in the literature. During both meetings, all
three supervisors displayed positive emotions.
Document Analysis. Document analysis was not conducted for this influence.
Summary. The assumed influence that supervisors find value in creating and
implementing a comprehensive program to increase employee engagement, increase job
satisfaction, and prevent burnout was validated as an asset. The findings show that not only do
supervisors find value in creating and implementing a program, they actively engage in some of
the key components used to increase engagement and prevent burnout found in the literature.

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Self-Efficacy
Self-efficacy was assessed using interviews. Supervisors were asked about their
confidence in their ability to effectively create and implement a comprehensive program to
increase engagement, increase job satisfaction, and prevent burnout.
Supervisors Have Confidence That They Can Create a Comprehensive Program That Will
Increase Employee Engagement, Increase Job Satisfaction, and Prevent Burnout
Survey Results. Surveys were not conducted for this influence.
Interview Findings. When asked to what degree do you feel confident in your ability to
create a program to decrease burnout, four out of five (80%) supervisors did not feel confident in
their ability to create a program to decrease burnout. In fact, Supervisor #2 stated, “I feel really
confident about our culture. But programs take buy in. So I feel confident if we decided we
wanted to do a program, I'd feel confident if our team thought it would be useful.” Supervisor #1
discussed the lack of knowledge and skills on how to effectively create such a program, but
noted that efficacy would increase if guidance was provided:
I've never been trained in how to decrease burnout. Some of it just comes from using
common sense and being empathetic and communicating with staff about their needs, but
I would love some formal training on how to prevent burnout in employees. To increase
engagement. Again, I've never had a formal training on how to do that, but I feel
somewhat confident because I love bringing people together, I love getting them to work
together in teams. I think that if I was provided the tools that will allow me to help people
tap into their own strengths and leadership skills, it could contribute to employee
engagement because then I can definitely identify key skills and people and match the
right people up dependent on their skills or personality profile that will help it work.
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Supervisor #3 had a similar response, stating:
I don't know about creating a program to decrease burnout, but I don't have all the
answers. I don't think that one person does have the answer. I think that it's a collective
effort. I feel that I have the ability to bring the group together to do the exploring of that
so we can find out what about our current culture do we need to change? Okay. You
know, and what steps are we going to take to change the culture? But I am not the
decision-maker ultimately.
The structure of the organization played a role in Supervisor #4’s response:
The organizational structure is a lot larger than most school sites or even districts. It
would really take some work to create it. That's why I think it's important to touch the
things I can touch, which are the immediate staff that I'm working with. I do think it
would be advantageous to think about creating something. It would just be a little bit
harder within the structure.
Finally, Supervisor #5 mentioned she had the confidence and willingness to create a program.
Observation. Observations were not conducted for this influence.
Document Analysis. Document analysis was not conducted for this influence.
Summary. The motivational influence related to self-efficacy was not validated;
therefore, it was determined to be a need. Supervisors’ responses demonstrated an overall lack
of confidence in their ability to create and implement a comprehensive program to increase
engagement, increase satisfaction, and decrease burnout.
Mood
Emotion was assessed using interview items. Supervisors were asked to indicate how
positive they feel about their ability to effectively create and implement a comprehensive
program to increase engagement, satisfaction and decrease burnout.
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Supervisors Feel Positive About Creating a Comprehensive Program
Survey Results. Surveys were not conducted for this influence.
Interview Findings. Supervisors were asked how they would feel about creating a
program that will increase engagement, increase job satisfaction, and decrease burnout. Multiple
supervisors stated they felt positive about creating a comprehensive program to increase
engagement, job satisfaction and decrease burnout; however, two out of five (40%) supervisors
did mention the need for support and resources in order to effectively create and implement the
program. For example, Supervisor #1 expressed the following:
I would feel positive about creating a program to increase engagement and decrease
burnout as long as I was provided the support, time, and resources needed to effectively
create the program. I think the issue would be finding the time and resources to create it,
though I do believe it is needed and highly valuable. I would love to create such a
program with appropriate supports.
With enough resources, time and supports, Supervisor #1 felt positive about creating a program.
In addition to resources, Supervisor #5 mentioned:
There are so many small things we could do as supervisors to create more engagement
and even prevent job burnout. I think we have to be more aware of the little things we can
do as leaders. I do believe to create an actual program to increase engagement and
prevent burnout it would be more systematic and more valuable; however, it would
require more resources to implement a program that would actually work.
Supervisor #2 responded that he felt positive, stating, “I feel positive about creat[ing] a program
that would increase engagement and decrease burnout, as long as it is infused in the culture.” On
the other hand, Supervisor #3 did feel positive about creating such program and stated:
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I feel positive about creating a program. I think such a program would greatly impact the
organization. More specifically the counselors would be impacted by the creation of the
program or a culture shift of to create a program. I think the counselors would greatly
benefit from it, especially if they add value to it. Because they'll feel that the suggestions
that they made, their concerns were heard and that goes into the actions of decreasing
burnout.
Similarly, Supervisor #4 stated:
I would feel really good about creating a program. I can see the value. We spend a lot of
time at work. And some of the work we do is extremely challenging, it is easy for people
to disengage. We have to put extra effort in making sure our counselors and staff are well
and able to do the good work. In order to do that we must keep them engaged and prevent
them from burning out. That's why I love the ‘Stress Busters’ we do. You never know
who may really need that tip.
Observation. In the observation of two counseling meetings, three supervisors were
facilitating a meeting that celebrated counselors’ birthdays, promotions, and even a baby shower.
Though these things are considered staff appreciation, the literature suggests that these are
elements that could be used to increase engagement as well as prevent burnout. During both
meetings, all three supervisors showed positive effect alongside all counselors present.
Document Analysis. Document analysis was not conducted for this influence.
Summary. The assumed motivational influence related to mood was not validated;
therefore, it was determined to be a need. All supervisors felt positive about creating a program,
but the degree to which they felt positive varied. The findings show that 40% of the supervisors
only have positive emotions about creating a program, if they were provided the appropriate
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tools and resources. The interview data confirmed that there is room for improvement in
supervisors’ feelings about creating a comprehensive program to increase engagement, increase
job satisfaction, and decrease burnout.
Attribution
Attribution was assessed using interviews. Supervisors were asked if they attribute the
lack of engagement and burnout to their own efforts.
Supervisors Attribute the Lack of Counselor Engagement to Supervisors’ Own Efforts
Survey Results. Surveys were not conducted for this influence.
Interview Findings. When asked “What do you believe are the reasons for the lack of
engagement?”, two out of five (40%) supervisors attributed the lack of counselors’ own
motivation to lack of engagement. For example, Supervisor #1 stated:
To be engaged, counselors must be motivated but for many counselors, this motivation
comes naturally and stems from their passion to do well at all times, so I believe the
reason for lack of engagement comes from the lack of motivation.
Comparably, Supervisor #3 shared similar ideas about engagement:
You must want to be engaged, there has to be motivation behind it, some sort of reason.
If your team seem disengaged, as a supervisor, you should try to implement strategies to
help them become more engaged. I would start with motivating them, maybe offering
rewards to help increase their motivation and engagement.
Supervisor #2 mention the feeling of belonging, connection and community as a factor to
engagement, stating:
If counselors feel that they are part of a community at work or a sense of connected to the
organization and connection to their colleagues, they may be naturally engaged in their
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work, in contrast if the counselors do not feel any connection to the work they are doing
rather its the environment or the people, they are less likely to be engaged.
Supervisor #4 explained how personality traits and individual factors related to engagement:
The lack of engagement may come from the individual themselves. A variety of reasons
someone may not be engaged, but if it is not the individual characteristic, they may be
more introverted and not like to engage as much or be as social. It could also have
something to do with personal issues a person may have at home.
Finally, Supervisor #5 discussed the difficult roles counselors play and how that might influence
engagement, stating:
Counselors often work with students to overcome obstacles and personal challenges.
More times than we realize some of these challenges are traumatic and could be the cause
of disengagement or even burnout due to vicarious trauma. We have to be more mindful
and aware of what's going on with the counselors to figure out how to support [them]. To
ensure counselors are engaged and not experiencing burnout, leaders should be sure to
listen to all employee concerns or suggestions and implement changes as a result of them
whenever possible.
Observation. Observations were not conducted for this influence.
Document Analysis. Document analysis was not conducted for this influence.
Summary. The assumed influence related to attribution was not validated. The majority
of the supervisors attributed counselors’ lack of motivation to be the reason counselors were not
engaged. Two supervisors (40%) mentioned that supervisors should be mindful of counselors’
roles and duties as well as pay attention and listen to the concerns of counselors in order to
support counselors and keep them engaged.
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Supervisors Attribute Counselor Burnout to Supervisors’ Own Efforts
Survey Results. Surveys were not conducted for this influence.
Interview Findings. Supervisors were asked what they believed the reasons were that
counselors experience burnout. All five supervisors were able to articulate and provide examples
of influences they attributed to counselor burnout; however, no supervisors attributed counselor
burnout to their own efforts. Multiple supervisors mention the workload of counselors being a
factor. In fact, Supervisor #1 stated:
Some of the reasons for burnout could be high caseload, the constant turnover of new
administrators. Counselors get used to one administrator, and then they leave and go
somewhere else after a year or two, and then you receive a new person. So, getting used
to the new style and new leadership can be frustrating at times.
Comparably, Supervisor #2 also commented on counselor workload:
Multiple diversion tasks that take them away from what they really want to be doing with
just connecting students and helping them. Constant requests from administrative. You
know, not being acknowledged for the work or appreciated, you know, basic recognition
for their work, and not having respect for the time it takes for these things.
The lack of support, working in toxic environments, and being complacent was mentioned by
Supervisor #3. In addition, Supervisor #4 discussed counselors simply being overwhelmed and
having an emotionally taxing roll as reasons that counselors experience burnout. Finally,
Supervisor #5 stated:
Being overworked and overwhelmed, having a never-ending to do list, not feeling
appreciated or valued, and I also think [counselors] carry some of the issues that they talk
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about with the students which could be causing secondary trauma. Our counselors deal
with the most vulnerable students, and some of their issues are heartbreaking.
Supervisor 1 believed counselors who don't burn out have a good support system:
Counselors who don't burn out, they have supportive leadership who recognize signs of
burnout early and who are proactive in trying to prevent it. I think that those counselors,
they have administrators who are good listeners, and they probably have a consistent self-
care routine that they implement. Counselors encounter stories from students who have
experienced trauma. Outside of teachers, counselors are the other first line of defense.
Counselors are supposed to be the problem solvers, but oftentimes, I think the counselors
deal with so much they fail to implement a healthy amount of time for self-care.
In addition to support systems, Supervisor #2 described a combination of factors that can keep
counselors from burnout. She said:
There’s certain types of personalities that aren't prone to burnout as much, because they
have other things in their life that buffer, like faith, number one. Faith probably is the
biggest buffer to burnout or recovery from burnout, because people who have any type of
faith or belief, they know that their life is purpose driven.
Supervisor #5 identified some of the same factors as Supervisors #2, adding the role of
management and good communication in the prevention of burnout:
Also, I think that other, sometimes certain counselors may have better relationships with
their administrators. So there's open communication about their needs. If there's good
communication between counselors and supervisors, you can support the counselor
needs.
Supervisor #3 mentioned innovation as a factor by stating:
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Counselors who do not burn out are always innovating. Innovation is the key to not being
burnt out. But they also have to feel their efforts are appreciated by some entity. And a lot
of times those counselors don't burn out when they get their appreciation, their kudos.
Lastly, Supervisor #4 mentioned having healthy boundaries as the reason counselors do not
burnout, stating, “[The counselors that do not burn our] have really good, strong boundary
structures and family support system or some type of support system outside of work that helps
hold them together.”
Observation. Observations were not conducted for this influence.
Document Analysis. The January, February, and March 2019 Self-Care Calendar was
reviewed. This calendar provides counselors with daily activities to practice and cultivate a
culture of self-care. These calendars are provided to counselors and staff physically and digitally.
Summary. The assumed influence that supervisors attribute burnout of counselors to
their own efforts was not validated. All five supervisors contributed counselors’ burnout to the
cause of burnout identified in the literature. Although they did not attribute counselor burnout to
their own efforts, supervisors have implemented and inserted interventions to prevent counselors
from burning out which were congruent with interventions identified in the literature. One of the
main interventions is the act of practicing self-care.
Results and Findings for Organization Influences
Supervisors’ organization influences were assessed through interviews, observations, and
document analysis. Results are presented in the following section for each assumed influence in
the areas of resources, policies and procedures, cultural settings, and cultural models. Each
assumed influence was either determined to be an asset (validated) or determined to be a need
(not validated) based on the collected data.
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Resources
Interviews were used to assess whether or not supervisors have access to the resources
they feel they need to create and implement a comprehensive program to increase engagement,
increase job satisfaction, and decrease burnout.
Supervisors Have the Resources and Time to Create an Effective Comprehensive Program
Survey Results. Surveys were not conducted for this influence.
Interview Findings. Participants were asked, “What type of support has the organization
provided to prevent burnout?” Two out of five (40%) supervisors stated they are not sure what
types of support are being provided to prevent burnout; however, three out of five (60%)
supervisors mentioned Employee Assistance Service for Education (EASE). For example,
Supervisor #1 stated, “I know the organization has EASE; outside of that I think we as a unit
allow opportunities for employees to create like holiday parties, or after work activities to bring
people together, to celebrate birthdays.” Supervisor #2 also mentioned EASE and Supervisor #3
stated she was not aware of anything specifically the organization was doing to prevent burnout.
Supervisor #4 also mentioned the support of EASE, noting, “We have EASE, so that would be
one. The book club I think is really good. One of my favorites. Unfortunately, all of them have
fallen on staff meetings so I've missed most of them.” As for engagement, Supervisor #4
discussed a take on engagement that was not identified by other participants. She said:
I don't know of a ton of other things that are going on to encourage engagement. And I
know it's weird, but people get a little funny about engagement. For whatever reason we
have a lot of people who are interested in it but we have those people who are just
naysayers and they, for whatever reason, sometimes the nay saying it just overpowers
those who are interested in it. So, it becomes hard to create anything 'cause you've got
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people who are like, "Why'd you do that?" "I have work to do" right? "Why are you
gonna make me go do that?"
Observation. Observations were not conducted for this influence.
Document Analysis. Employee Assistance Services for Education (EASE) Flyer and
brochure was pulled from the organization’s website but can also be found in the division’s
resource center.
Summary. The assumed influence (that supervisors have the resources and time to create
an effective comprehensive program that will increase engagement, increase satisfaction, and
prevent burnout) was not validated; therefore, it was determined to be a need. Though 60% of the
supervisors mentioned EASE as a resource, 40% of the supervisors were not aware of many
other resources. Based on the findings, there is a need for more resources.
Policies, Processes, and Procedures
The study interviewed supervisors in order to assess their perception of the organization’s
policies, processes, and procedures. Interviews were used to assess whether or not supervisors
felt the organization provides them with the policies and procedures that will allow them to
effectively create and implement a comprehensive program to increase engagement, increase job
satisfaction, and decrease burnout.
Supervisors Have Policies That Align with the Mission and Vision of the Organization
Survey Results. Surveys were not conducted for this influence.
Interview Findings. Supervisors were asked, “To what extent does your organization's
policies align with the goal of increasing engagement and/or preventing burnout?” Three out of
five (60%) supervisors stated they were unaware of any policies that align with the goal of
increasing engagement and preventing burnout. In fact, Supervisor # 1 stated:
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I don’t know of any specific policies; however, I am noticing a shift in that direction. I
see the organization starting to have those conversations, how to maintain some healthy
satisfaction at work. The only thing is, this program is not available to everyone. It's
available to whoever can go. A lot of employees don't realize that it exists. So, it will be
beneficial if everyone could partake in it. But they are trying to do something about it.
Similarly, Supervisor #3 stated:
I do think our leader and their vision, mission, and goals includes that, but I don’t know
of any current policies. I do think that, like, they want to encourage our organization to
care more about the health and wellness of the employees; however, it will take long-
standing commitment and a renewed attention to that consistently.
In contrast with Supervisor #3, Supervisor #5 did not believe there was any alignment and stated,
“If we were being perfectly honest, it doesn't. There are no policies in place that prevent staff
burnout.” Supervisor #4 explained the difference between saying and doing:
I think we like to think that we encourage employees not to burn out. I think we have
things like EASE that we've put in place. I haven't heard a whole lot about Ease lately but
it's available if you need it. I think we have a superintendent that talks about it-- who
talks about the importance of taking care of ourselves, and we have people who are in
positions who are therapists who talk about self-care. I think the one thing is that it's one
thing to talk about it, but it's another thing to actually create a space for it and then to
actually have somebody who not only talks about it but actually does it and encourages it.
Observation. Observations were not conducted for this influence.
Document Analysis. Document analysis was not conducted for this influence.
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Summary. The assumed influence related to policy alignment to mission and vision was
not validated. 60% of supervisors were not aware of any policies that aligned with the
comprehensive program.
Cultural Settings
Supervisors were interviewed to determine their perception of the organization's culture
setting. Interviews were used to assess whether supervisors felt the organization provided them
with an environment that is conducive to effectively create and implement a comprehensive
program to increase engagement, increase satisfaction, and prevent burnout.
Supervisors Work in an Environment That Supports Engagement and Job Satisfaction Among
All Staff
Survey Results. Surveys were not conducted for this influence.
Interview Findings. Supervisors were asked to explain how the organization ensures
interventions are being implemented to supports employee engagement and satisfaction. All five
supervisors responded with examples and strategies they use in their department. Three out of
five (60%) supervisors mentioned individual check-ins as an intervention. Four out of five (80%)
supervisors mentioned celebrations as an element that contributes to avoiding burnout. For
instance, Supervisor #1 stated, “We do a lot of celebrations. We also honor each other's culture
and celebrate diversity.” In addition, Supervisor #2 said:
We make sure counselors feel heard, we offer surveys after meetings and professional
developments to ensure we are having effective meetings and addressing the counselors’
concerns. We also make sure to celebrate the team, to make sure they feel appreciated
and valued.
Supervisors #3 and #4 mentioned that they hold frequent check-ins to connect with counselors
individually and find out what their needs are and what supports they might need. Supervisor #5
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mentioned connecting with counselors on a regular basis, with the attempt to try to make sure
that they are staying as balanced as possible.
Observation. During the observation of two counseling meetings, three supervisors
facilitated a meeting that celebrated counselors’ birthdays, promotions, and even a baby shower.
Based on literature, these are elements that could be used to not only increase engagement but
prevent burnout as well. During both meetings, all three supervisors showed positive effect
alongside all counselors present.
Document Analysis. The January, February, and March 2019 Self-Care Calendar was
reviewed. This calendar provides counselors with daily activities to practice and cultivate a
culture of self-care. These calendars are provided physically and digitally to counselors and staff.
Summary. The assumed influence (that supervisors work in an environment that
supports engagement and job satisfaction among all staff) was validated, as all five supervisors
were able to provide examples of interventions and strategies they are already using to prevent
burnout.
Cultural Models
Supervisors were interviewed in order to determine their perception of the organization’s
culture model. Interviews were used to assess whether or not supervisors felt the organization
provided a shared and supportive culture that will allow them to effectively create and implement
a comprehensive program to increase engagement, increase satisfaction, and prevent burnout.
Supervisors Are Part of a Culture that Supports Engagement and Job Satisfaction Among All
Staff
Survey Results. Surveys were not conducted for this influence.
Interview Findings. Supervisors were asked, “What activities does your organization
participate in or support that cultivates a culture of self-care?” All five (100%) supervisors were
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able to provide a response. For example, Supervisor #1 discussed the organization’s offer of
discounted gym membership to employees. In addition, Supervisor #2 mentioned the
engagement committee and the role in encouraging staff to participate in events. Supervisors #3
and #5 mentioned the role of celebrating personal and professional accomplishments. “We are
masters of celebrations. You know there's a real value on celebrating achievement of one
another, which I think is so important.” Supervisor #4 discussed the role of leading by example,
stating:
I think we try to move beyond just the verbiage of it by trying to speak it all the time but
also trying to actually come up with something to engage with it. We talk about it all the
time, but we are just moving toward more action.
Observation. During an observed counseling meeting, three supervisors facilitated a
meeting that celebrated counselors’ birthdays, promotions, and even a baby shower. Based on
literature, these are elements that could be used to not only increase engagement but prevent
burnout as well. There was also a presentation about self-care during this meeting. During this
meeting, all three supervisors showed positive effect alongside all counselors present.
Document Analysis. The January, February, and March 2019 Self-Care Calendar was
reviewed. This calendar provides counselors with daily activities to practice and cultivate a
culture of self-care. Physical and digital copies are provided to counselors and staff.
Summary. The assumed influence is that supervisors are part of a culture that supports
engagement and job satisfaction among all staff. Since 100% of the supervisors were able to
share examples of activities the organization does to cultivate self-care, this influence was
validated as an asset.

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Summary of Validated Influences
Knowledge
As shown in Table 8, 8 out of 8 assumed knowledge influences were validated as assets
through interviews, observations, and document analysis.
Table 8
Summary of Assumed Knowledge Influences as Assets or Needs
Assumed Knowledge Influences Validated/Not Validated
Declarative Factual
Supervisors know the meaning of employee engagement.
Validated (Asset)
Supervisors know the meaning job satisfaction Validated (Asset)
Supervisors know the meaning of burnout. Validated (Asset)
Declarative Conceptual
Supervisors know the various contributors to achieve employee
engagement
Validated (Asset)
Supervisors know the various contributors to job satisfaction in
order to implement a comprehensive program.
Validated (Asset)
Supervisors know the various contributors to job burnout in order
to implement a comprehensive program.
Validated (Asset)
Procedural
Supervisors know steps to develop and create a comprehensive
program to increase engagement, job satisfaction and prevent
burnout.
Validated (Asset)
Metacognitive
Supervisors know how to reflect on their own abilities to create
their own comprehensive plan.
Validated (Asset)

Motivation
As shown in Table 9, one out of five assumed motivation influences were validated as
assets through interviews, observations, and document analysis. Recommendations to improve
the motivation influences that were determined to be needs will be discussed in Chapter Five.
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Table 9
Summary of Assumed Motivation Influences as Assets or Needs
Assumed Motivation Influence Validated/Not Validated
Value
Supervisors value the idea of creating a comprehensive program
to increase employee engagement and job satisfaction.
Validated (Asset)
Self-Efficacy
Supervisors have confidence that they can create a comprehensive
program that will increase employee engagement, job satisfaction
and prevent burnout.
Not Validated (Need)
Mood
Supervisors feel positive about creating and implementing a
comprehensive program.
Not Validated (Need)
Attribution
Supervisors attribute the lack of engagement of counselors to
supervisors’ own efforts.
Not Validated (Need)
Supervisors attribute the burnout of counselors to supervisors’
own efforts.
Not Validated (Need)

Organization
As shown in table 10, two out of four assumed organization influences were validated as
assets through interviews, observations, and document analysis. Recommendations to improve
the organization influences that were determined to be needs will be discussed in Chapter Five.

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Table 10
Summary of Assumed Organization Influences as Assets or Needs
Assumed Organizational Influences Validated/Not Validated
Resources
Supervisors have the time and resources to create an implement a
comprehensive program that will increase engagement,
satisfaction and prevent burnout.
Not Validated (Need)
Policies, Processes, & Procedures
Supervisors have policies that align with the mission and vision of
the organization.
Not Validated (Need)
Culture (setting)
Supervisors work in an environment that supports engagement and
job satisfaction among all staff.
Validated (Asset)
Culture (model)
Supervisors are part of a culture that supports engagement and job
satisfaction among all staff.
Validated (Asset)

Chapter Five examines proposed solutions for each demonstrated cause. Each proposed
solution utilizes evidence-based recommendations identified through relevant academic
literature. Proposed solutions will be shared with the supervisors of the organization.

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CHAPTER FIVE: RECOMMENDATIONS AND EVALUATION
Purpose of the Project and Questions
The purpose of this study is to use Clark and Estes (2008) knowledge, motivation and
organizational performance framework to conduct an analysis to identify and understand the
assets and needs for counselor supervisors to create a comprehensive program that increases job
engagement, increases satisfaction, and prevents and reduces burnout in the West Coast County
Office of Education. The analysis began by generating a list of possible needs and then collecting
data to determine whether they were actual needs or assets. While a complete needs analysis
would focus on all stakeholders, for practical purposes the stakeholders of focus were the West
Coast County Office of Education counselor supervisors. Two questions guided this study:
1. What are the knowledge and skills, motivation, and organizational assets and needs
necessary for counselor supervisors to create a comprehensive program that increases
engagement, increases job satisfaction, and prevents burnout?
2. What are the knowledge and skills, motivation, and organizational recommendations
necessary for counselor supervisors to implement a comprehensive program that
increases engagement, increases job satisfaction, and prevents burnout?
Recommendations to Address KMO Influences
The assumed knowledge, motivation, and organization (KMO) influences in the
following tables were determined to be actual needs during data collection. Each one of these
KMO influences has been given a high priority for achieving the organization's goal.
Additionally, an evidence-based principle has been identified to guide context-based
recommendations for improving performance in these areas. Following the tables, a detailed
discussion is provided for each influence, including literature-based solutions. It should be noted
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that recommendations for the knowledge influences that are identified as assets for supervisors
are stated as what supervisors need to teach to their counselors. Those influences identified as
needs must first be learned by the supervisors and then, in turn, taught to the counselors.
Knowledge Recommendations
Introduction
As shown in Table 11, eight out of eight assumed knowledge influences were validated
as assets through interviews, observations, and document analysis. As such, the
recommendations below suggest evidence-based methods for supervisors to communicate their
knowledge to counselors.
Table 11
Summary of Knowledge Influences and Recommendations
Assumed Knowledge
Influence
Asset/
Need
Principle and Citation Context-Specific
Recommendation
Factual
Supervisors know the
meaning of employee
engagement.

Assets Information learned
meaningfully and
connected to prior
knowledge is stored more
quickly and remembered
more accurately because
it is elaborated with prior
learning (Schraw &
McCrudden, 2006).

How individuals
organize knowledge
influences how they learn
and apply what they
know (Schraw &
McCrudden, 2006).
Provide supervisors with
definitions and examples
and non-examples of
these terms using what
supervisors already know
from their experience.
Supervisors know the
meaning of job
satisfaction
Supervisors know the
meaning of burnout.
Conceptual
Supervisors know the
various contributors to
achieve employee
engagement.
Assets How individuals
organize knowledge
influences how they learn
and apply what they
Provide supervisors with
infographics that show
the contributors of
engagement, job
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Supervisors know the
various contributors to
job satisfaction.
know (Schraw &
McCrudden, 2006).
Integrating auditory and
visual information
maximizes working
memory capacity
(Mayer, 2011).
satisfaction, and the
prevention of burnout.
Supervisors know the
various contributors to
job burnout in order to
implement a
comprehensive
program.
Supervisors know the
relationship to
engagement, job
satisfaction and burnout
in order to implement a
comprehensive
program.
Procedural
Supervisors know steps
to develop and create a
comprehensive program
to increase engagement,
increase job
satisfaction, and prevent
burnout.
Assets Learning is enhanced
when individuals are
provided guidance,
modeling, coaching, and
other scaffolding during
performance (Mayer,
2011).
Provide supervisors with
training from specialist/
coach in which they see a
demonstration on how to
engage staff, and how to
prevent burnout. They
will then have
opportunities for practice
and feedback with their
peers.
Supervisors know how
to implement and assess
a comprehensive
program to decrease
burnout.
Metacognitive
Supervisors know how
to reflect on their own
abilities to create their
own comprehensive
plan to increase
engagement, increase
job satisfaction, and
prevent burnout.
Asset The use of metacognitive
strategies facilitates
learning (Baker, 2006).

Model metacognitive
processes by talking out
loud and assessing
strengths and weaknesses
(Baker, 2006).
Provide professional
development to
supervisors that allows
them to see video or live
demonstrations of
strategies to reflect upon
themselves and their
wellness, self-care
practices, and work
engagement.

Provide supervisors with
opportunities for learners
to engage in guided self-
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monitoring and self-
assessment.

Declarative Knowledge Solutions
Supervisors know the meaning of employee engagement, job satisfaction, and burnout.
Schraw and McCrudden (2006) found that information learned meaningfully and connected to
prior knowledge is not only stored more quickly but remembered more accurately because it is
connected to prior learning. In addition, knowing how to organize knowledge influences how
individuals learn and apply what they know (Schraw & McCrudden, 2006). Based on these
principles, learners are likely to benefit from supervisors building new learning experiences on
what counselors already know. Therefore, it is recommended that supervisors be provided with
further information that reinforces what they already have demonstrated that they know, and
which assists them to teach counselors.
Shuell (1986) stated that cognitive conceptions of learning place considerable importance
on the role played by prior knowledge in the acquisition of new knowledge. This study found the
efficacy of using concept mapping to identify the key dimensions that influence the use of
research-based information by school practitioners, including teachers, educational counselors,
and school administrators. Its purpose was to provoke collective reflection of key education
sector stakeholders who are already playing a role in knowledge transfer in their settings in
order to find out what should be done to make scientific knowledge more useful to professional
practices in schools.

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Conceptual Knowledge Solutions
Supervisors know the various contributors to achieve employee engagement, job
satisfaction, and the various contributors to job burnout. According to Mayer (2001), integrating
auditory and visual information maximizes working memory capacity. This suggests that
providing a visual representation of the various contributors to employee engagement, job
satisfaction, and job burnout would help counselors in the learning process as well as the
application process. Therefore, it is recommended that supervisors provide counselors with an
infographic that describes the different contributors of employee engagement, job satisfaction,
and burnout.
Cognitive Load Theory states that working memory is limited in its capacity to
selectively attend to and process incoming sensory data (Chandler & Sweller, 1991). Generally,
because short-term memory is limited, learning experiences should be designed to reduce
working memory in order to promote knowledge acquisition and problem solving. In addition,
providing a visual representation helps learners organize information so that they can retain it in
their working memory (Ambrose, 2010). This suggests that since the human mind is limited in
the amount of information that it can process, it is ideal to provide learners with visual organizers
used to present structural knowledge with the intention of enhancing comprehension and learning
(Kang, 2004).
Procedural Knowledge Solutions
Supervisors know steps to develop and create a comprehensive program to increase
engagement, increase job satisfaction, and prevent burnout. Mayer (2001) suggests that learning
is enhanced when individuals are provided guidance, modeling, coaching, and other scaffolding
during performance. This suggests that learners need multiple opportunities to acquire
knowledge and practice, implementing what they learned. Therefore, the recommendation is for
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supervisors to receive training from an engagement and burnout prevention specialist/coach in
which they see a demonstration and have opportunities for practice and feedback.
Schraw and McCrudden (2006) recommend that in order to develop mastery, individuals
must acquire component skills, practice integrating them, and know when to apply what they
have learned; they also suggest that complex tasks must be broken down and individuals
encouraged to think about content in strategic ways. Calegari et al. (2015) describe implementing
multiple opportunities for staff members to practice their skills with increasingly difficult
activities and experiments. Organizations can implement Stanovich’s (2003) recommendations
of frequent practice experiences, as well as the practices espoused by Calegari et al. (2015) to
provide continuous support for employee development. Frequent practice will help individuals
self-assess their progress and provide constant reminders of the organization’s focus on
improving its shared effort to increase program outcome evaluation.
Metacognitive Knowledge Solutions
Supervisors know how to reflect on their own abilities to create their own comprehensive
plan to increase engagement, increase job satisfaction, and prevent burnout. Baker (2006)
suggests that the use of metacognitive strategies facilitates learning and advocates modeling
one’s own metacognitive process by talking out loud and assessing strengths and weaknesses.
According to Pintrich (2002), metacognitive thinking and self-regulation are cognitive
processes that learners use to monitor, control, and regulate their thinking and learning. Through
self-reflection after meaningful activities, individuals become more aware of their own
metacognitive knowledge and their own strategies for learning and thinking (Pintrich, 2002).
Eyler (2002) stresses the importance of reflective practice, where individuals reflect not just “on
practice” but “in practice.” This suggests that learning involves the construction of knowledge,
which can be tested. That learning includes the ability to use structured reflective discussions to
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facilitate the improvement of faculty members’ knowledge and skills related to assessment and
evaluation.
Motivation Recommendations
Introduction
As shown in Table 12, one out of five assumed motivation influences were validated as
assets. More specifically, the motivational influences of self-efficacy, emotions, and attributions
were determined to be areas where improvement is needed. However, the motivational influence
value was determined to be an asset in which improvement is not needed. For the motivational
influences that remain classified as needs, evidence-based principles have been identified to
guide context-based recommendations for improving performance in these areas.
According to the conceptual framework utilized for this study by Clark and Estes (2008),
researched context-specific recommendations for each motivation influence is imperative. Clark
and Estes (2008) describe motivation as a factor that influences a person’s active choice,
persistence, and mental effort. According to Mayer (2011), motivation initiates and maintains
goal-directed behavior. The extent of effort towards program creation and implementation
depends on motivational factors that are based on the supervisor’s value of the strategy and how
successful he/she expects to be (Abrami et al, 2010). If the supervisor does not value creating
and implementing a comprehensive program to increase engagement, increase satisfaction, and
prevent burnout, or does not see himself/herself succeeding at the task, and does not perceive the
cost and effort as advantageous, then the active choice, effort, and persistence towards the goal
are affected. Based on the validated causes for the motivation gap, the proposed solutions are
shown in the next section.
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Table 12 lists the motivation causes, priority, principle and recommendations. Following
the table, a detailed discussion is provided for each high priority cause and recommendation, in
addition to supporting literature.
Table 12
Summary of Motivation Influences and Recommendations
Assumed Motivation
Influence
Asset/
Need
Principle and
Citation
Context-Specific
Recommendation
Value
There were no
deficiencies found in this
area of influence.

Supervisors value the
idea of creating a
comprehensive program
to increase employee
engagement and job
satisfaction.
Asset Rationales that
include a discussion
of the importance and
utility value of the
work or learning can
help learners develop
positive values
(Eccles, 2006;
Pintrich, 2003).

Higher expectations
for success and
perceptions of
confidence can
positively influence
learning and
motivation (Eccles,
2006).

Learning and
motivation are
enhanced if the
learner values the task
(Eccles, 2006).
Provide supervisors with
rationales in the
counselor program about
the importance and
utility value of the task.

Provide supervisors with
modeled values,
enthusiasm and interest
in the counselor program.

Provide models who are
credible and similar (e.g.,
gender, culturally
appropriate) to foster
positive values.
Self-Efficacy
Supervisors have
confidence that they can
create a comprehensive
program that will
increase employee
engagement, increase job
satisfaction and prevent
burnout.
Need High self-efficacy can
positively influence
motivation (Pajares,
2006).

Feedback and
modeling increase
Provide supervisors with
opportunities to observe
multiple models (videos,
live classrooms, etc.)
engaging in the desired
behavior and/or action.

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self-efficacy (Pajares,
2006).
Modeling to-be-
learned strategies or
behaviors improves
self-efficacy, learning,
and performance
(Denler, Wolters, &
Benzon, 2009).

Achieving small
successes increases
one’s confidence to
achieve more difficult
tasks (Bandura, 1997).

Make it clear that
individuals are
capable of learning
what is being taught
or are capable of
performing a task
(Pajares, 2006).

Point out how
learning and training
will be useful in
people’s lives
(Pintrich, 2003).

Link rewards with
progress (Pintrich,
2003).

Use models that build
self-efficacy and
enhance motivation
(Pajares, 2006).

Provide supervisors with
PD geared towards goal-
directed practice with
frequent and constructive
feedback on progress of
learning and
performance.

Learner self-assessments
to evaluate their own
behavior and learning.
Encouraging learners to
set their own goals and
then determining if these
goals have been met.

Provide models of
successful supervisors
who have achieved
similar goals and
usefulness in the work.

Link rewards of
improved work
performance and
recognition to building
self-efficacy.

NOTE: As supervisors’
self-efficacy increases,
then in turn they will
include these methods in
the new comprehensive
program for counselors.

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Emotion
Supervisors feel positive
about creating and
implementing a
comprehensive program.
Need Positive emotions,
such as happiness and
joy, support work
commitment (Clark &
Estes, 2008).
District office leaders
encourage supervisors to
share policies that they
would eliminate or
modify to increase their
work enjoyment.
Attribution
Supervisors attribute the
lack of engagement of
counselors to
supervisors’ own efforts.
Need Create a community
of learners where
everyone supports
everyone else’s
attempts to learn
(Yough & Anderman,
2006).

Learning and
motivation are
enhanced when
individuals attribute
success or failure to
effort rather than
ability (Anderman &
Anderman, 2009).
Provide PD and coaching
focusing on the mastery
and individual
improvement of
supervisors learning new
methods of evaluation.
Provide opportunities to
collaborate with other
supervisors to support
each other in the process
of learning different
methods of evaluation.

Provide accurate
feedback that identifies
the skills or knowledge
the individual lacks,
along with
communication that
skills and knowledge can
be learned, followed with
the teaching of these
skills and knowledge
(Anderman &
Anderman, 2009).

Provide supervisors
opportunities to build
supportive and caring
personal relationships in
the community of
learners (Pintrich, 2003).

Value Solutions
All value influences were determined to be assets in which improvement is not needed.
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Self-efficacy Solutions
Supervisors were not confident that they can create a comprehensive program that will
increase employee engagement, increase job satisfaction, and prevent burnout. Individuals’
motivation is influenced by self-efficacy or the extent to which we believe that we can be
effective (Clark & Estes, 2008). Pajares (2006) found that high self-efficacy can positively
influence motivation and that feedback and modeling increase self-efficacy. In addition, Bandura
(1997) found that achieving small success increases one’s confidence to achieve more difficult
tasks (Bandura, 1997). These theories would suggest that providing supervisors with
opportunities to be successful and see others who have been successful would enhance their
confidence. Therefore, the recommendation is to give supervisors’ professional development and
training opportunities to observe multiple models. In addition, it is recommended that
supervisors are provided opportunities to practice completing portions of the full comprehensive
program implementation tasks (creating a comprehensive program that will increase
engagement, increase job satisfaction, and prevent burnout), while providing them with
constructive feedback about their performance. In addition, it is recommended that supervisors
are provided models of successful supervisors who have achieved similar goals.
According to Kraaijeveld et al. (2013), self-efficacy is increased through supervisor
training and coaching, which in this study was geared towards goal-oriented practices where
coaches provided supervisors with feedback.
Emotion Solutions
The collected data suggested that supervisors do not feel positive about creating and
implementing a comprehensive program to increase engagement, increase job satisfaction, and
prevent burnout. Clark and Estes (2008) explain that positive emotional environments support
motivation and positive emotions, such as happiness, humor, and joy, support and enhance work
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commitment (Clark & Estes, 2008). Conversely, an excess of negative emotions such as anger,
extreme frustration, and depression in the workplace can reduce productivity. (Clark & Estes,
2008). Organizations will benefit from helping people maintain the level or positive emotion
that supports their maximum commitment. The effort invested in creating a positive, enjoyable
work climate can pay off in increased work commitment for many people, because the result is
less negativity about work. Thus, it is recommended that organizational leaders encourage
supervisors to share policies that they would eliminate or modify to increase their work
enjoyment.
Bower (1995) researched the impact of a positive mood performance, by asking
participants what would make their work environment more enjoyable. The study concluded
with recommendations to support positive emotions toward work for everyone. One
recommendation was to encourage everyone to be enthusiastic, positive, and supportive. Cynical,
negative, pessimistic, and “sour grape” styles may be fashionable in some organizational
cultures, but they do not encourage positive emotions or work commitment for anyone.
According to Bower (1995), another way to create a positive emotional environment at work is
by eliminating rules and policies that reduce work enjoyment without providing a measured
benefit. Therefore, providing supervisors with the opportunity to share their perspective on what
policies, if modified, would increase their enjoyment, or any other advice on organizational
policies and procedures with district leaders also has the benefit of making them feel supported.
Bower’s (1995) study suggests that supervisors should be provided with organizational
support and ensured that they will be supported throughout the process of creating and
implementing a comprehensive program to increase engagement, increase satisfaction, and
prevent burnout. Collaborative training opportunities should be provided to supervisors where
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they are able to feel safe and unjudged and where the tasks they face are broken down into
manageable subtasks so they are not overwhelmed, especially when facing sensitives or
uncomfortable topics.
Attribution Solutions
Supervisors do not attribute the lack of counselor engagement to supervisors’ own
efforts. Anderman and Anderman (2009) suggests that learning and motivation are enhanced
when individuals attribute success or failure to effort rather than ability. In addition, Yough and
Anderman (2006) propose creating a community of learners where everyone supports everyone
else’s attempts to learn. These theories recommend that supervisors are provided with
professional development and coaching that focuses on mastery and individual improvement. It
is also recommended that supervisors are provided with the opportunity to collaborate with other
supervisors to support each other in the process of learning and be provided with accurate
feedback that identifies the skills or knowledge the individuals lacks, along with reinforcement
that skills and knowledge can be learned, followed by the teaching of these skills and knowledge
(Anderman & Anderman, 2009).
Much motivational research has examined the role of attributions of perceived causes of
outcomes, with effort being a commonly used attribution and highly valued by parents, teachers,
counselors, coaches, and employers. Early research on effort and attributional feedback suggests
that attributions can exert powerful effects on motivation. Schunk (1982) conducted a study on
children who lacked subtraction skills. Some received didactic training in subtraction with effort
attributional feedback concerning past achievement, some received effort attributional feedback
concerning future achievements, and some received no feedback. The results showed that
feedback for past achievements led to more rapid progress in mastering subtraction, greater skill
development, and increased perceived self-efficacy.
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Organization Recommendations
Introduction
As shown in Table 13, two out of four assumed organization influences were validated as
assets through interviews, observations, and document analysis. More specifically, the
organizational influences of resources and policies and procedures, are areas of need in which
improvement is necessary. However, the organizational influence related to cultural models and
cultural setting was determined to be an asset in which improvement is not needed. Table 13 lists
the organization causes, priority, principle and recommendations. Following the table, a detailed
discussion is provided for each high priority cause and recommendation; supporting literature is
also included.
Table 13
Summary of Organizational Influences and Recommendations
Assumed
Organizational
Influence
Asset/
Need

Principle and
Citation
Context-Specific
Recommendation
Cultural Models
Supervisors are part of a
culture that supports
engagement and job
satisfaction among all
staff.
Asset Effective change
efforts ensure that all
key stakeholders’
perspectives inform
the design and
decision-making
process leading to the
change (Clark &
Estes, 2008).

Performances improve
when organizational
goals, policies and
procedures are aligned
with the
organizational culture
(Clark & Estes, 2008).
Create a comprehensive
program implementation
team that includes
district office leaders,
division leaders, site
administrators, and
counselors to monitor the
change process by
collecting feedback and
adjusting as necessary

Once this data is
collected and analyzed,
the district, division
supervisors, and
counselors collaborate to
ensure a clear vision of
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the goal and to ensure
that policies and
procedures are aligned
with the goal and to
begin to methodically
address these support
needs and create a plan
to remedy them.
Cultural Settings
Supervisors work in an
environment that
supports engagement and
job satisfaction among all
staff.

Asset Effective change
efforts ensure that all
key stakeholders’
perspectives inform
the design and
decision-making
process leading to the
change.

Organizational
performance increases
when individuals
communicate
constantly and
candidly to those
involved about plans
and process (Clark &
Estes, 2008).
Create a monitoring
process, with regular
check in meetings to
review data and make
course corrections if
needed.

Collaborate with district
office leaders, and
counselors to develop a
plan for creating a safe
and supportive
environment throughout
the organization, in
divisions and at
individual sites for the
promotion of the
utilization and
implementation of the
comprehensive program.
Policies and Procedures
Supervisors have policies
that align with the
mission and vision of the
organization.
Need Effective
organizations ensure
that organizational
messages, rewards,
policies and
procedures that
govern the work of
the organization are
aligned with or are
supportive of
organizational goals
and values (Clark and
Estes, 2008).

A policy review
committee consisting of
district office leaders,
division leaders,
supervisors, and
counselors will conduct a
comprehensive policy
review that will focus on
the implementation of
the comprehensive
program.

The policies and
procedures in the
division should be
evaluated and realigned
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towards the goal of
increasing engagement,
job satisfaction and
prevent burnout
throughout the
organization.
Resources
Supervisors have the time
and resources to create an
implement a
comprehensive program
that will increase
engagement, satisfaction
and prevent burnout.
Need Effective change
efforts ensure that
everyone has the
resources (equipment,
personnel, time, etc.)
needed to do their job,
and that if there are
resource shortages,
then resources are
aligned with
organizational
priorities (Clark and
Estes, 2008).
Supervisors attend a time
management training.

Survey Supervisors to
see what their specific
resource needs are,
aggregate the data, and
allocate resources where
there is the most need.

Cultural Model Solutions
All cultural model influences were determined to be assets in which improvement is not
needed.
Cultural Setting Solutions
All cultural setting influences were determined to be assets in which improvement is not
needed.
Policies and Procedures Solutions
Supervisors do not have policies that align with the mission and vision of the
organization to create a program to increase engagement, job satisfaction, and prevent burnout.
Clark and Estes (2008), effective organizations ensure that organizational messages, rewards,
policies and procedures that govern the work of the organization are aligned with or are
supportive of organizational goals and values. This means that organizational leaders, division
office leaders, supervisors and counselors must work collaboratively to review current policies
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and procedures to see if they align with the organization's goals. The recommendation is to have
a policy review committee consisting of district office leaders, division leaders, supervisors and
counselors which will conduct a comprehensive policy review that will focus on the creation and
implementation of a comprehensive program to increase engagement, increase satisfaction, and
prevent burnout.
Resources Solutions
Supervisors have the time and resources to create and implement a comprehensive
program that will increase engagement, increase satisfaction and prevent burnout. Clark and
Estes (2008) indicate that effective change efforts ensure that everyone has needed resources to
do their job, like equipment, personnel, and time, and that if there are resource shortages, then
resources are aligned with organizational priorities.
Supervisors do not have the time to create and implement a comprehensive program to
increase engagement, increase job satisfaction, and prevent burnout. Clark and Estes (2008)
suggest that changing organizational goals requires a review of the way resources such as time
are allocated. According to Clark and Estes (2008), effective change efforts ensure that everyone
has the resources needed to do their jobs.
Integrated Implementation and Evaluation Plan
Implementation and Evaluation Framework
According to Kirkpatrick and Kirkpatrick (2016), the success of an organization is
directly related to the implementation of an effective training program. An effective training
program includes benefits of demonstrating the organizational value of work being conducted
and ensuring the proper allocation of vital resources that will maximize impact to the
organization and its goals. Kirkpatrick and Kirkpatrick (2016) list three major reasons why it is
important to evaluate training programs: first, to improve the designated program; secondly, to
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increase stakeholders; lastly, to show the value of training to the greater organization. Therefore,
the New World Kirkpatrick and Kirkpatrick (2016) model, will be utilized for the integrated
implementation and evaluation plan.
The New World Kirkpatrick Model will be utilized to design an integrated
implementation and evaluation plan for the training program recommended in this study
(Kirkpatrick & Kirkpatrick, 2016). The model categorizes outcomes into four levels: Level 1 -
Reaction; Level 2 - Learning; Level 3 - Behavior, and Level 4 - Results and Leading Indicators;
the model has a goal to measure the effectiveness of a training program, maximize transfer of
learning to behavior and subsequent organization results, and demonstrate the value of training to
the organization (Kirkpatrick & Kirkpatrick, 2016).
The New World Kirkpatrick Model differs from the traditional Kirkpatrick Model
(Kirkpatrick, 2006) most notably in its focus on starting with level 4 (Kirkpatrick & Kirkpatrick,
2016). Despite the chronological order of levels 1-4, Kirkpatrick and Kirkpatrick (2016) suggest
developing evaluation efforts starting with Level 4 and progressing in reverse order to Level 1.
In addition, the New Kirkpatrick Model adds the elements of learners' confidence,
commitment, and engagement to Level 2 and Level 1, which broadens the scope of evaluation.
The Kirkpatrick Model is used to help design the implementation and evaluation plan through
the Four Levels in order to create connections between the immediate solutions and the larger
goal and to promote validation in order to ensure success (Kirkpatrick & Kirkpatrick, 2016).
Level 4: Results and Leading Indicators
Kirkpatrick and Kirkpatrick (2016) describe Level 4: Results as the main reason why
trainings are performed, and without connecting the contributions of training to outcomes they
can become essentially meaningless. Leading indicators are measurable and short-term
personalized targets that suggest whether critical behaviors are on track to reach desired results
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(Kirkpatrick & Kirkpatrick, 2016). Level 4 seeks to determine the tangible results of the training
such as cost, increased productivity, improved quality and efficiency, employee retention, and
more. As shown in Table 14 below, leading indicators (both internal and external) are listed
below along with the metrics and methods for how they will be measured and/or observed. These
leading indicators will inform WCCOE as to whether their supervisors are reaching the goal of
creating and implementing the comprehensive program to counselors.
Table 14
Outcomes, Metrics, and Methods for External and Internal Outcomes
Outcome Metric(s) Method(s)
External Outcomes
Increase in well-being
program partnerships
Number of community partners Partnerships with organizations
focused on improving employee
well-being.
Increase in community
perception
Number of positive comments Community organization
feedback at Board of Education
meetings.
Increase in positive media Number of positive articles or
mentions in media
Organizational data collection
and reporting.
Internal Outcomes
Increase the number of
students served and
counselor productivity.
Number of students served by
each counselor.
Bi-annual report ran from
Student Information System.

Increase the use of self-
care practices in staff
meetings.
Number of times self-care
strategies are used or
encouraged in a staff meeting.
Supervisors’ observations
through formal and informal
walkthroughs of staff meetings.
Decrease in stress related
absences and excessive
use of sick time/leave.
Number of full-time staff
working
Monthly report run by Human
Resource/Personnel
Commissions.

Level 3: Behavior
Critical Behaviors
Kirkpatrick (2016) describes Level 3: Behaviors as the degree to which participants apply
what they learned during training when they are back on the job. This measurement can reflect
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whether participants actually learned the subject material. Level 3 must be defined before it can
be evaluated. In order to define level 3, one must identify the critical behaviors that will most
influence Level 4 and establish the critical behaviors as the bridge that connects learning to the
desired outcomes. Critical behaviors are the few specific actions, which, if performed
consistently on the job, will have the biggest impact on desired results and achieving
organizational success (Kirkpatrick and Kirkpatrick, 2016). As seen in Table 15, three critical
behaviors were identified that site administrators must be able to demonstrate in order to achieve
their performance goals. First, supervisors create a comprehensive program to increase
engagement, increase job satisfaction, and decrease burnout. Second, supervisors implement a
comprehensive program to increase engagement, increase job satisfaction, and decrease burnout.
Lastly, supervisors analyze the data produced by the program for continuous improvement. The
specific metrics, methods, and timing for these critical behaviors can be found in Table 15
below.
Table 15
Critical Behaviors, Metrics, Methods, and Timing for Evaluation
Critical Behavior Metric(s)
Method(s)
Timing
Supervisors create a
comprehensive program
to increase engagement,
job satisfaction, and
decrease burnout.
Number of sections of
the program created
over time until
completion.
Supervisors
collaborate with each
other to review and
monitor their progress
in monthly supervisor
meetings.
Monthly status
reports reviewed
by supervisors in
monthly
meetings.
Supervisors implement a
comprehensive program
to increase engagement
and job satisfaction and
decrease burnout.
Number of program-
focused meetings.
Admin sets schedule
and tracks the
meetings.
Monthly
between
September and
May.
Supervisors analyze the
data produced by the
program for continuous
improvement.
Number of meetings to
analyze data

Admin tracks through
monthly staff meeting
Monthly
between
September and
May
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Driven revisions to the
program.

Required Drivers
According to Kirkpatrick and Kirkpatrick (2016), required drivers are the “processes and
systems that reinforce, monitor, encourage, and reward performance of critical behaviors” (p.
53). Required drivers are the key to accomplishing the desired application of what is learned
during training. Organizations that reinforce the knowledge and skills learned during training
with accountability and support systems can expect as much as 85% application on the job
(Kirkpatrick & Kirkpatrick, 2016). It is important for organizations to identify required drivers
so that trainees are provided necessary support and held accountable for expectations after
training is conducted (Kirkpatrick & Kirkpatrick, 2016). Table 16 lists the recommended drivers
that support critical behaviors of supervisors as they seek to build their capacity as they create,
implement and analyze a program to increase engagement, increase job satisfaction, and decrease
burnout.

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Table 16
Required Drivers to Support Critical Behaviors
Method(s) Timing
Critical
Behaviors
Supported
Reinforcing
Division wide meetings to discuss goals of creation and
implementation of the comprehensive program and evaluation of
outcomes.
Ongoing 1,2, and 3
Job aid that includes a checklist for the outcome evaluation
process.
Ongoing 3
Provide training on engagement, job satisfaction, and burnout
prevention and why it is important.
Ongoing 1 and 2
Encouraging
Peer feedback and collaboration towards the creation and
implementation of a comprehensive program.
Monthly 1 and 2
Coaching provided by Engagement and Burnout prevention
specialist/ experts on developing skills and strategies for creation
and implementation of the comprehensive program in which they
see a demonstration and have opportunities for practice and
feedback.
Monthly 1,2, and 3
Provide supervisors the opportunity to meet with models of
successful supervisors who have achieved similar goals.
Bi-
annually
1 and 2
Rewarding
Through their monitoring of division level implementation of the
comprehensive program, district office leaders will recognize
division level supervisors at cabinet meetings.
Bi-
annually
1,2, and 3
Through their monitoring of division level implementation of the
comprehensive program, district office leaders will share successes
at school board meetings.
Bi-
annually
1,2, and 3
Monitoring
Supervisors must report progress on organizational goal to district
office leaders.
Monthly 1,2, and 3
Supervisors will report on progress of organizational goals and
status of implementation of the comprehensive program to
superintendent and district office leaders.
Annually 1,2, and 3
Check-in meetings with counselors and supervisors regarding
progress and outcomes of creating and implementing the
comprehensive program.
Quarterly 1,2, and 3

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Organizational Support
Organizational support is necessary to ensure that the required drivers are implemented
within the organization. Critical behaviors will be reinforced through the following methods:
first, job aids will be developed to help establish and improve declarative knowledge that include
a checklist for the outcome evaluation process. The district will also provide training on
engagement, job satisfaction, and burnout prevention and why it is important. Further, job aids
will also be developed to help improve procedural knowledge related to creating, implementing,
and evaluating the comprehensive program. Finally, organization-wide meetings will be held to
discuss goals of creation and implementation of the comprehensive program and evaluation of
outcomes.
Critical behaviors will also be encouraged through identification and measurement of
required drivers. First, supervisors will be provided with professional development training
where they will collaboratively create and implement a comprehensive program to increase
engagement, job satisfaction, and decrease burnout. The supervisors in the professional
development training will also be given opportunities to observe each other and give each other
feedback. Moreover, the organization will provide coaching by engagement and burnout
prevention experts on developing skills and strategies for creation and implementation of the
comprehensive program in which they see a demonstration and have opportunities for practice
and feedback. The experts will provide supervisors with coaching to help them develop the
needed skills to create and implement the comprehensive program. Lastly, supervisors will be
provided the opportunity to meet with models of successful supervisors who have achieved
similar goals. Reward is another driver that supports the critical behaviors. The first method of
reward is that through monitoring of division-level implementation of the comprehensive
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program, district office leaders will recognize division-level supervisors at cabinet meetings. In
addition, district office leaders will share successes at school board meetings.
Monitoring is the final required driver that supports the critical behaviors. The first
method of monitoring is for supervisors to report progress on organizational goals to district
office leaders. Second, supervisors will report the progress of organizational goals and
implementation status of the comprehensive program to the superintendent and district office
leaders. Lastly, there will be check-in meetings with counselors and supervisors regarding
progress and outcomes of creating and implementing the comprehensive program.
District office leaders will need to actively participate and engage in the creation and
implementation team to monitor the change process. They will need to provide funding and time
for supervisors to be trained on implementation of the comprehensive program, time
management strategies, and providing an Engagement and Burnout Prevention coach/specialist.
Following the training, supervisors should be provided with the necessary time and resources to
create and implement the program. District office leaders will need to facilitate a setting for
supervisors and counselors to review district policies that are out of alignment with
organizational goals. Lastly, district office leaders will need to partner with supervisors and
counselors to develop a communication plan for providing ongoing information to all
stakeholders about the implementation of the comprehensive program.
Level 2: Learning
Kirkpatrick and Kirkpatrick (2016) describe Level 2: Learning as the degree to which
participants acquire the knowledge, skills, attitude, confidence, and commitment based on their
participation in training. Through effective training provided by the district, supervisors should
be able to display confidence and commitment as well as develop their knowledge, skills, and
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attitude. A positive correlation exists between the degree that supervisors acquire the intended
attributes and the quality of the learning goals, implementation and evaluation.
Learning Goals
Based on the needs determined in Chapter Four, learning goals have been developed.
Upon completion of the recommended solutions, supervisors will be able to:
1. Describe what is meant by engagement, job satisfaction, burnout and retention.
2. Explain the relationship between engagement, job satisfaction, burnout and retention.
3. Apply the steps to increase engagement and job satisfaction.
4. Create a program for their unit.
5. Create a monitoring system for their unit.
6. Be confident that they can create, implement, and analyze a comprehensive program to
increase job satisfaction. (Self-efficacy)
7. Feel positive about creating and implementing a comprehensive program. (mood)
8. Attribute the lack of engagement of counselors to supervisors’ own efforts.
9. Attribute the burnout of counselors to supervisors’ own efforts. (attribution)
Program
The learning goals in the above section will be achieved through training and
development that will increase the knowledge and motivation of supervisors to successfully
create and implement an effective program to increase engagement, increase job satisfaction, and
prevent burnout. The program includes two separate components. First, it includes an in-depth
focus on the supervisors’ or organization’s knowledge, motivation, and organization skills to
create and implement a program that will increase engagement, increase job satisfaction, and
prevent burnout of counselors working with youth. A second component is a focus on counselors
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to ensure they have the knowledge, motivation, and organizational skills necessary to increase
their engagement and job satisfaction, and to prevent themselves from becoming burnt out.
It is recommended that the organization hires an Engagement and Burnout Prevention
Specialist/coach to lead trainings and provide ongoing support for one school year. A full-time
consultant or coach working with supervisors for one school year would be ideal; however, a
temporary or seasonal coach that will build the capacity of supervisors will also be an effective
approach. This approach will allow each supervisor to lead portions of the program. Supervisors
will generate the ideas and empowering the team with support from the temporary coach. The
Engagement and Burnout Prevention specialist/coach would begin in the summer by providing
all management, including supervisors of counselors, with a three-day summer training that
breaks down employee engagement and job satisfaction concepts into manageable parts. This
training will also focus on the dimensions of job burnout and how to prevent teams from
experiencing burnout. At this training, supervisors will be asked to create a concept map to
demonstrate their learning. Supervisors will be provided a visual diagram that labels the
different stages implementing engagement as well as a diagram that demonstrates the different
stages of burnout. In addition, supervisors will receive training on engagement strategies from
the specialist/coach in which they see a demonstration and have opportunities for practice and
feedback.
Supervisors would be afforded the opportunity to hear from organizational leaders who
have implemented similar programs to increase engagement, increase job satisfaction, and
prevent burnout. The leaders will provide live demonstrations of strategies and tools used to
create and implement a successful program while fostering a positive environment and culture.
Although there is a three-day training, the program will provide ongoing training to supervisors
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to maintain competency throughout the year. It will continue to help supervisors both understand
their value to the organization and their contribution to the organizational goals while
encouraging social support and respect within and among work teams. Finally, the training will
strongly encourage supervisors to take breaks away from the work environment and practice
self-care.
In a study of 363 psychology interns found a strong correlation between frequency of
self-care practices and the effectiveness of the methods, while all self-care practices were found
to be at least sometimes effective. Castro and colleagues (2005) suggested that counselor
training programs intentionally promote self-care through the use of modeling, didactic and
experiential workshops, and other activities (Castro et al., 2005). In a study that examined the
issue of counselor burnout prevention through the practice of self-care, mindfulness is
recommended as one of the most well-studied and effective forms of counselor self-care
(Friedman, 2017). Mindfulness has been shown to increase resistance to burnout by enhancing
emotional intelligence and assisting the counselors to be more self-aware when counseling
students who have been through trauma (Friedman, 2017). In order to be an effective counselor
and live up to the counseling code of ethics, counselors must take self-care seriously, as should
supervisors.
Supervisors will be able to reflect on their own wellness, self-care practices, and work
engagement, as well as practice proven strategies to increase all three. This will allow
supervisors to observe multiple models and provide them with goal-directed practice with
frequent and constructive feedback on learning and performance progress. This training will
provide supervisors with the importance, value, and benefit of the program for counselors,
supervisors, and the organization. During the training, supervisors will learn how to perform self-
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assessments to evaluate their own behavior and learning. Supervisors will also be encouraged to
set their own goals and then determine whether these goals have been met. During this training,
supervisors will learn how to link rewards of improved work performance and recognition to
building self-efficacy. As supervisors’ self-efficacy increases, then in turn they will include these
methods in the new comprehensive program for counselors. Supervisors will learn how to create
a monitoring process, with regular check in meetings to review data and make course corrections
if needed during the training.
This program will result in supervisors understanding the issues of burnout, recognizing
workplace factors, being aware of signs and symptoms and taking the necessary steps for
prevention which can reduce the impact of burnout on employees and workplaces. In addition,
supervisors will understand the importance of employee engagement and how to model and
increase engagement and job satisfaction.
Evaluation of the Components of Learning
Kirkpatrick (2016) promotes the use of formative and summative evaluation methods
including, but not limited to, discussions, knowledge checks, role play, group demonstrations,
surveys, interviews, and action plans. Both formative and summative methods will be employed
to monitor supervisors' knowledge and motivation. Table 17 outlines the methods and activities
that will be evaluated throughout the program as well as the timing of each method.

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Table 17
Evaluation of the Components of Learning for the Program
Method(s) or Activity(ies) Timing
Declarative Knowledge “I know it.”
Knowledge check using concept map to demonstrate learning. During training.
Group activity where supervisors teach and explain newly acquired
concepts.
During training.
Pre and post assessment. Before and after training.
Procedural Skills “I can do it right now.”
Checklist of components needed to create a comprehensive
program to increase engagement, job satisfaction, and prevent
burnout.
During training.
Feedback from peers and coach on program development. End of training.
Use scenarios to practice implementation of comprehensive
program with peers.
During training.
Feedback from peers after completing practice implementation
scenarios.
End of training.
Attitude “I believe this is worthwhile.”
Open-ended survey item regarding the value of training program
and outcome evaluation.
Beginning and end of each
training on a specific
topic.
Open-ended survey regarding any issues with training program and
creation and implementation of the comprehensive program.
End of each training on a
specific topic.
Confidence “I think I can do it on the job.”
Discussion in small groups about fears, obstacles, and concerns
with creation and implementation of the comprehensive program.
During training.
Mentorship, coaching, and peer check-ins for new supervisors or
those who need extra support.
Retrospective pre-/post
training.
Likert scale survey completed by participants at the end of each
training session.
Before, during, and after
training.
Commitment “I will do it on the job.”
Supervisors develop an action plan, which includes SMART goals
to benchmark progress.
Near end of training.
Self-reporting on progress of training and creation and
implementation of comprehensive program.
During training.

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Level 1: Reaction
Kirkpatrick and Kirkpatrick (2016) describe Level 1: Reaction as the degree to which
participants find the training favorable, engaging, and relevant to their job. The goal of Level 1 is
to quickly and effectively determine whether the training program and instructor were effective
(Kirkpatrick & Kirkpatrick, 2016). In this section, each Level 1 will be evaluated both
formatively and summatively. Table 18 lists the methods that will be used to determine whether
supervisors find their training favorable, engaging, and relevant.
Table 18
Components to Measure Reactions to the Program
Method(s) or Tool(s) Timing
Engagement
Instructor observations. During each training session.
Active participation during activities. During each training session.
Asking meaningful questions. During each training session.
Relevance
Pulse check. During each training session.
Post-training survey After each training session.
Customer Satisfaction
Instructor observation gauging participant
engagement.
During training.
Post-program survey including overall
satisfaction with the training program.
One week after each training component is
taught.
Pulse check. During and near the end of the training session.

Evaluation Tools
The supervisors participating in the training program will be asked to engage in the
evaluation of the impact the program had on their knowledge, motivation, and practice within the
organization. Kirkpatrick and Kirkpatrick (2016) recommend evaluating the impact of a program
immediately after implementation and refer to two types of evaluation tools: immediate and
delayed.

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Immediately Following the Program Implementation
For the recommended training program in this study, an immediate evaluation tool has
been created to assess Level. 1 This includes engagement, relevance, and customer satisfaction.
Level 2 includes declarative knowledge, procedural skills, attitude, confidence, and commitment
based on supervisors’ experiences from the training. The immediate evaluation tool will utilize
survey questions with rating scales items. The survey will indicate the relevance of the
components and content of the training to their job as well as their satisfaction with the training
program, and their commitment, attitude, and confidence in applying what was learned. Further,
an open-ended question regarding any issues with both the training program and the creation and
implementation of social justice curriculum will also be part of the survey (see Appendix A).
Delayed for a Period After the Program Implementation
According to Kirkpatrick and Kirkpatrick (2016), formative and summative assessments
are important to administer. Participants will be implementing their new knowledge and skills
upon completing the learning event. Therefore, the feedback provides information on the quality
of the training and programs conducted (Kirkpatrick & Kirkpatrick, 2016). Participants will be
given the opportunity to provide feedback about the impact of the program through open-ended
questions and multiple-choice items. The proposed evaluation tool to be used the semester after
the program implementation is presented in Appendix B.
Data Analysis and Reporting
According to Kirkpatrick and Kirkpatrick (2016), it is suggested to be selective about the
data used to communicate program goal progress s to stakeholders. For this program, it is
recommended that supervisors continuously share and communicate data that emphasizes
progress toward the creation and implementation of the comprehensive program to increase
engagement, increase job satisfaction and prevent burnout. This includes the number of times
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strategies were implemented in counseling meetings, the number of times counselors used
strategies, and the number of times supervisors observed counselors using strategies. Developing
a digital dashboard to communicate the status of these data points will communicate to internal
stakeholders that supervisors are serious about reinforcing, encouraging, rewarding and
monitoring supervisors’ critical behaviors to support the implementation of the comprehensive
program (see Appendix C).
Summary of the Implementation and Evaluation
The New World Kirkpatrick Model will be used to plan, implement, and evaluate the
effectiveness of a comprehensive program to provide supervisors with the knowledge and skills,
motivation, and organizational tools necessary to achieve their performance goals. The New
World Kirkpatrick Model (2016) states that an effective training, implementation and evaluation
plan is essential in demonstrating the organizational value of the newly adopted program. In this
model, the training program begins by identifying outcomes, metrics, and methods to measure
the results of the targeted outcomes of the organization's goal. In addition, the model provides a
framework for identifying measurable outcomes related to the broad, organizational goal-
oriented indicators as well as smaller learning outcomes and reactions. Further, the critical
behaviors are identified and established to assess if supervisors are using the training they
receive. As learning outcomes are identified, supervisors will be evaluated on their learning and
knowledge, attitude, commitment, and confidence during the training. Finally, methods will be
developed to determine the supervisors' satisfaction, engagement, and the relevance of the
training. Data must be collected, evaluated, and analyzed during program implementation to
maximize program results and facilitate change within the organization to promote the
organizational goals.

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Limitations and Delimitations
This study focuses on the knowledge, motivation, and organizational needs and assets
that contribute to the ability of WCCOE counselor supervisors to create and implement a
comprehensive program to increase engagement, job satisfaction, and prevent burnout of
counselors serving the most vulnerable youth in the county. A limitation to this study was that it
focused only on supervisors when there were three stakeholder groups identified as being
essential to achieving the organization’s global goal of creating a program to increase
engagement, increase satisfaction, and prevent burnout of counselors. A more complete study
would benefit more from the inclusion of additional stakeholder groups, which would include
counselors, students, site administrators, administrative leaders, and parents. The data collected
from these additional stakeholders would inform this study further and give different lenses of
the effectiveness of the comprehensive program being created and implemented.
Recommendations for Future Research
Future research can address the limitations identified in this study. Future research could
widen the scope of the study to include input from key stakeholders such as administrative
leaders, students, site administrators, and counselors. Including counselors would give beneficial
evaluative input regarding the effectiveness of the comprehensive program to increase
engagement, increase job satisfaction, and prevent burnout from a counselor's perspective.
Moreover, future research could examine counselors' knowledge, motivation, and experience
with organizational processes throughout the organization in order to uncover any needs that
affect the entire organization regarding the creation and implementation of the comprehensive
program with all staff and not just counselors. A wider scope within WCCOE could examine the
130

impact of various demographics and levels of experience of supervisors’ and counselors’
knowledge, motivation, and practice within organizational structures.
Lastly, supervisors’ knowledge, motivation, and practice within organizational structures
should be studied both before and after program creation and implementation in order to better
understand the impact of the training, to provide additional information to identify and resolve
knowledge and motivation needs, and to improve organizational processes, policies, and
procedures.
Conclusion
The West Coast County Office of Education (WCCOE) mission is to improve the lives of
students and educational communities through service, leadership, and advocacy. In 2018,
WCCOE developed a goal to create a program to increase engagement, increase job satisfaction,
and prevent burnout among all of counselors. This goal was established in response to a recent
study capturing the organization's culture and organizational effectiveness. This prompted a
proactive approach in setting goals to increase engagement and job satisfaction and prevent
burnout. This study examined the knowledge and skills, motivational, and organizational needs
of supervisors to effectively create and implement a comprehensive program to increase
engagement, increase job satisfaction, and decrease burnout of counselors. Interviews and
document analysis determined which KMOs were assets to the organization and which KMOs
were needs. Based on the findings, a recommended training program was designed using the
New World Kirkpatrick Model to equip counselors with the KMOs that they were lacking to
successfully create and implement the comprehensive program.

131

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141

Appendix A
Evaluation Tool Deployed Immediately After the Program Implementation
For each of the following questions please select the number that best correlates with how you
feel about the statement. A choice of 1 indicates that you Strongly Disagree and a 5 indicates
that you Strongly Agree.
The training held my interest. (L1 - Engagement) 1 2 3 4 5
The information in this program is applicable to my work. (L1 - Relevance) 1 2 3 4 5
I was satisfied with the training. (L1 - Customer Service) 1 2 3 4 5
During training we discussed how to apply what was learned. (L1-
Relevance)
1 2 3 4 5
What I learned will help me do my job better. (L1 - Attitude). 1 2 3 4 5
I am confident that I can apply what I learned from this training on the job.
(L1 - Confidence and L2 - Self-efficacy)
1 2 3 4 5
The feedback I received in training has given me the confidence to apply
what I learned in my own division. (L1- Confidence)

1 2 3 4 5
I am committed to implement what I learned from this training on the job.
(L1 - Commitment).
1 2 3 4 5
I feel positive about creating and implementing an employee engagement
and burnout prevention program in my division. (L2 - Emotions)
1 2 3 4 5

Please provide feedback for the following questions, remember your responses will remain
anonymous:
1. What part of the training did you find not useful for your goal to create and implement a
a comprehensive program to increase engagement, job satisfaction and prevent burnout? How
would you change the training? (L1)
2. What is one major concept you learned today that you will be able to apply ? (L2)
142

Appendix B
Evaluation Tool Delayed for a Period After the Program Implementation
The purpose of the following questions is to evaluate the quality of performance results since
completion of the social justice training.
1. I feel more confident about the creation and implementation of a comprehensive program
to increase engagement, job satisfaction and prevent burnout. (L1)
Strongly Disagree Neither Agree or Disagree Strongly Agree
1 2 3 4 5

2. I feel more positive about the impact that a program to increase engagement and prevent
burnout will have on my counselors and students. (L1)
Strongly Disagree Neither Agree or Disagree Strongly Agree
1 2 3 4 5

3. Please describe a burnout prevention lesson or technique you taught and the impact it
had on your counselors. (L2,L3, L4)
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

4. Please describe an employee engagement lesson or technique you taught or used and the
143

impact it had on your counselors. (L2,L3, L4)
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
5. I embedded engagement and burnout prevention tools into most of the professional
development trainings I facilitated.
Strongly Disagree Neither Agree or Disagree Strongly Agree
1 2 3 4 5

6. Since completion of the comprehensive program to increase engagement, job
satisfaction, and prevent burnout, describe any changes in division with counselors. (L2,
L4)
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

7. Please describe the value of a comprehensive program to increase engagement, job
satisfaction and prevent burnout in your division. (L1, L2)
________________________________________________________________________
144

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

8. I am more confident in my ability to create a comprehensive program to increase
engagement, job satisfaction, and prevent burnout. (L1)
Strongly Disagree Neither Agree or Disagree Strongly Agree
1 2 3 4 5

9. I am more confident in my ability to implement a comprehensive program to increase
engagement, job satisfaction, and prevent burnout. (L1)
Strongly Disagree Neither Agree or Disagree Strongly Agree
1 2 3 4 5
10. I have been able to utilize the information and skills I learned in the comprehensive
program to increase engagement, job satisfaction, and prevent burnout. (L1, L3)
Strongly Disagree Neither Agree or Disagree Strongly Agree
1 2 3 4 5

145

Appendix C
Example of Digital Dashboard to Communicate Progress of Goals

Progress Tool #1 Progress Tool #2 Progress Tool #3
Number of times strategies
implemented in counseling
meetings.
Number of times counselors
use strategies learned.
Number of times supervisors
observe counselors using
strategies.

146

Appendix D
Informed Consent/Information Sheet
University of Southern California
Rossier School of Education
3470 Trousdale Pkwy, Los Angeles CA, 90089

Increasing Engagement and Avoiding Burnout of Counselors of At-promise Youth: A Gap
Analysis Approach for Supervisors

You are invited to participate in a research study. Research studies include only people who
voluntarily choose to take part. This document explains information about this study. You should
ask questions about anything that is unclear to you.

PURPOSE OF THE STUDY
This study aims to use the Clark and Estes (2008) knowledge, motivation and organization
performance framework to conduct an analysis to examine the organizational needs for creating
and implementing a comprehensive program to increase engagement, job satisfaction and prevent
burnout of counselors.

PARTICIPANT INVOLVEMENT
If you agree to take part in this study, you will be asked to participate in an interview and for the
investigator to observe collaboration meetings with counselors.

CONFIDENTIALITY
There will be no identifiable information obtained in connection with this study. Your name,
address or other identifiable information will not be collected.

Required language:
The members of the research team, the funding agency and the University of Southern
California’s Human Subjects Protection Program (HSPP) may access the data. The HSPP reviews
and monitors research studies to protect the rights and welfare of research subjects.

When the results of the research are published or discussed in conferences, no identifiable
information will be used. (Remove this statement if the data are anonymous)

INVESTIGATOR CONTACT INFORMATION
The Principal Investigator is Lakeah Dickerson, ldickers@usc.edu, (310) 425-6023
The Faculty Advisors are Kenneth Yates, kennetay@usc.edu, (213) 740-6793, Mary Andres,
andres@rossier.usc.edu and Patricia Tobey tobey@usc.edu.

IRB CONTACT INFORMATION
University Park Institutional Review Board (UPIRB), 3720 South Flower Street #301, Los
Angeles, CA 90089-0702, (213) 821-5272 or upirb@usc.edu
147

Appendix E
Interview Protocol
Research Question:

The study will answer the following questions:

1. What are the knowledge and skills, motivation, and organizational assets and needs
necessary for Counselor Supervisors to create a comprehensive program that increases
engagement, job satisfaction, and prevent burnout?
2. What are the knowledge and skills, motivation, and organizational recommendations
necessary for Counselor Supervisors to create a comprehensive program that increases
engagement, job satisfaction, and prevent burnout?
Interview Protocol Questions

1. In your own words, define employee engagement? In your own words, define job
satisfaction? In your own words, define burnout? (K)
a. Can you give examples in your own words of employee engagement, satisfaction
and burnout? (K)
2. Walk me through the steps you use to ensure interventions are being implemented to
prevent burnout? (K)
3. You supervise a who has been a counselor for 10 years. He finds himself becoming
overwhelmed with his workload, irritable, tired, angry and express a lack of support for
leadership. He feels angry at many of his clients and his co-workers. Using self talk, walk
me through the process you would take handling this situation? (K)
4. How valuable do believe a program to prevent or decrease burnout would be to your
organization? (M)
5. To what degree do you feel confident about your ability to create a program to decrease
burnout?
a. What impacts your confidence?
b. To what degree do you feel confident about your ability to create a program to
increase engagement?
c. What impacts your confidence?
6. How would you feel about creating a program that will increase engagement, job
satisfaction, and decrease burnout ? (M)
7. What do you believe are the reasons for counselor burnout? (M)
a. What do you believe are the reasons for counselors who do not burnout?
8. Could you discuss some of your reasons why the department should design or implement
a program to decrease burnout ? (M)
148

a. Could you discuss some of your reasons why the department should design or
implement a program to increase engagement and job satisfaction?
9. How would you feel about creating a program that will increase engagement job
satisfaction and decrease burnout? (M)
a. How do you feel this will impact the counselors?
b. how do you feel this will impact your current role/position?
10. To what extent do your organization’s policies align with the goal of increasing
engagement? (O)
a. To what extent do your organization’s policies align with the goal of preventing
burnout?
11. What type of support has the organization provided to increase engagement & job
satisfaction and prevent burnout? (O)
a. What type of support do you feel is needed to increase engagement, job
satisfaction and prevent burnout?
12. How does your organization ensure engagement and job satisfaction? (O)
a. what activities does your organization participate in or support that cultivates a
culture of self-care?
13. How does your organization ensure counselors are avoiding burnout,? (O)
a. What activities does your organization offer counselors to increase engagement
and job satisfactions?

149

Appendix F
Document Analysis Checklist
Review of artifacts (visual of established goals or procedures) in the division counseling meetings for DPS, & SSS at
West Coast County Office of Education
Review documents and identify whether: Yes Some No Comment (if applicable)
Documents provide clarity on counselors
roles and job duties?

The vision of the organization aligned
Documents provide understanding in job
duties

Documents show ownership of roles and
responsibilities

Documents allow for counselors to be
included in problem-solving.

Documents include or encourage
teamwork.

Documents support engagement and or job
satisfaction

Documents support wellness, self-care, or
stress management

Connect to purpose
Are there resources available for
counselors to use:

Guides
Toolkits
150

Other?

151

Appendix G
Observations
Observations will occur in the division counseling meetings for DPS, & SSS at West Coast County
Office of Education
To be observed are whether supervisors do
the following:
Yes Some No Comment (if
applicable)
Help employees feel that they are
contributing to the company and that their
contributions are valued

Provide frequent and immediate recognition
for good work.

Provides social support to counselors
Provides clear job expectations
Give counselors resources they need to do their
job

Listen to counselors and include them in
decision-making.

Create a trusting environment that
encourages open discussion.

Display a positive attitude

Encourage teamwork.

Are there resources available for counselors
to use:

152

Guides?
Toolkits?
Other?

Abstract (if available)

Abstract This study utilizes Clark and Estes’ (2008) performance analysis model, which systematically and analytically clarifies organizational goals to identify the current and preferred performance level within an organization. The purpose of this study was to conduct an analysis to identify and understand the assets and needs for supervisors at the study site to motivate, support, create and implement a comprehensive program that increases engagement, job satisfaction, and prevent burnout. The study stakeholder groups of focus include managers, coordinators, and directors who directly supervise counselors of at-promise youth. All five counselor supervisors were interviewed, and documents were analyzed to determine which of the seventeen assumed KMO influences identified in this study were actual needs. Findings from this study showed that supervisors of counselors at WCCOE are knowledgeable and capable of effectively implementing a comprehensive program to increase engagement, increase job satisfaction, and prevent burnout throughout their departments and units. However, eleven of the seventeen influences that were assessed were determined to be actual needs including motivation influences related to self-efficacy, mood, and attribution and organizational influences related to policies, processes, procedures and resources. This study makes recommendations for improving organizational performance by utilizing The New World Kirkpatrick Model (Kirkpatrick & Kirkpatrick, 2016) to plan, implement, and evaluate the effectiveness of a comprehensive training program to increase engagement, increase job satisfaction, and prevent burnout. Implications of this study will provide practical strategies to support employees' productivity to avoid burnout and keep them engaged.

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Asset Metadata

Creator Dickerson, Lakeah L. (author)

Core Title Increasing engagement and avoiding burnout of counselors of at-promise youth: a gap analysis approach for supervisors

School Rossier School of Education

Degree Doctor of Education

Degree Program Education (Leadership)

Publication Date 06/22/2020

Defense Date 03/30/2020

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

Tag at-promise,Burnout,employee engagement,job satisfaction,OAI-PMH Harvest,self-care

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Yates, Kenneth (committee chair), Andres, Mary (committee member), Tobey, Patricia (committee member)

Creator Email ldickers@usc.edu

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c89-319845

Unique identifier UC11663638

Identifier etd-DickersonL-8603.pdf (filename),usctheses-c89-319845 (legacy record id)

Legacy Identifier etd-DickersonL-8603.pdf

Dmrecord 319845

Document Type Dissertation

Rights Dickerson, Lakeah L.

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the a...

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA