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Case study in improving staff engagement and job satisfaction in a school of business

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Case study in improving staff engagement and job satisfaction in a school of business

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CASE STUDY IN IMPROVING STAFF ENGAGEMENT AND JOB SATISFACTION IN A
SCHOOL OF BUSINESS

by
Jacqueline Trias Rodio

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 Jacqueline Trias Rodio

ii
Acknowledgements
The past few years have been an incredible journey. I have been blessed with an
extraordinarily group of colleagues, friends, professors and family who have supported and
guided me throughout this process.
To my husband Jared, and daughters—Alessandria and baby Areline, you are my deepest
and most enduring support. Your love, care, and enthusiasm help sustain me in all that I do.
You are my inspiration and motivation.
I extend my heartfelt thanks to my committee members Dr. Kenneth Yates, Dr. Briana
Hinga, and Dr. Patricia Wellmeyer, thank you for your wisdom and guidance throughout this
dissertation process. Dr. Yates, special thanks to you with your unflagging support, great
insights, and nurturing encouragement made this dissertation possible. To my editor, Dr.
Jonathan Townsend, thank you for your diligent proofreading and thoughtful guidance.
Lastly, I express sincere gratitude to the Trojan Family, to the many friends I made in this
program. Thank you for sharing your stories, triumphs, challenges, and dreams.

iii

Table of Contents
Acknowledgements ......................................................................................................................... ii
List of Tables ................................................................................................................................. ix
List of Figures ............................................................................................................................... xii
Abstract ........................................................................................................................................ xiii

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

CHAPTER TWO: REVIEW OF THE LITERATURE .................................................................10
Historical Perspectives .......................................................................................................10
Engagement Versus Satisfaction in the Work ...................................................................11
Defining Employee Engagement ...........................................................................11
Employee Engagement as an Active, Work-Related Positive
Psychological State ....................................................................................11
Employee Engagement and Other Theoretical Constructs ........................11
Defining Job Satisfaction .......................................................................................12
Job Satisfaction as Satiation.......................................................................12
Drivers That Influence Job Satisfaction .............................................................................13
Create an Organizational Culture Where Employees Are Valued ........................13
Trust in Organization and Management ................................................................14
Open Communication and Job Satisfaction ...........................................................14
Relationship Between Skill Variety and Autonomy and Job Satisfaction .............15
Conceptual Framework ......................................................................................................15
Stakeholder Knowledge, Motivation, and Organizational Factors ....................................16
Knowledge and Skills ............................................................................................16
Declarative Factual Knowledge Influences ...............................................16
Conceptual Knowledge Influences ............................................................17

iv

Procedural Knowledge Influences .............................................................19
Metacognitive Knowledge Influences .......................................................20
Motivation ..............................................................................................................25
General Theory ..........................................................................................25
Stakeholder-Specific Factors .....................................................................25
Value ..........................................................................................................26
Self-efficacy ...............................................................................................27
Mood/Emotions..........................................................................................29
Organization ...........................................................................................................32
Resources ...................................................................................................33
Policies, Processes, and Procedures ...........................................................33
Cultural Settings ........................................................................................34
Summary ............................................................................................................................37

CHAPTER THREE: METHODS ..................................................................................................38
Purpose of the Project and Questions ................................................................................38
Conceptual and Methodological Framework .....................................................................38
Assessment of Performance Influences .............................................................................40
Knowledge Assessment .........................................................................................41
Motivation Assessment ..........................................................................................45
Organization/Culture/Context Assessment ............................................................49
Participating Stakeholders and Sample Selection ..............................................................52
Sampling ................................................................................................................52
Recruitment ............................................................................................................52
Instrumentation ..................................................................................................................53
Survey Design ........................................................................................................53
Interview Protocol Design .....................................................................................53
Observation Checklist ............................................................................................53
Document Analysis Design....................................................................................53
Data Collection ..................................................................................................................54
Surveys ...................................................................................................................54
Interviews ...............................................................................................................54
Observations ..........................................................................................................55
Document Analysis ................................................................................................55
Data Analysis .....................................................................................................................55
Surveys ...................................................................................................................55
Interviews ...............................................................................................................55
Documents .............................................................................................................55
Trustworthiness of Data .....................................................................................................55
Role of Investigator............................................................................................................56

v

Limitations .........................................................................................................................56

CHAPTER FOUR: RESULTS AND FINDINGS .........................................................................57
Participating Stakeholders .................................................................................................58
Determination of Assets and Needs ...................................................................................58
Results and Findings for Knowledge Causes.....................................................................60
Factual Knowledge ................................................................................................60
Factual Knowledge Influence 1 .................................................................60
Factual Knowledge Influence 2 .................................................................61
Factual Knowledge Influence 3 .................................................................63
Factual Knowledge Influence 4 .................................................................64
Factual Knowledge Influence 5 .................................................................66
Conceptual Knowledge ..........................................................................................67
Conceptual Knowledge Influence 1 ...........................................................67
Conceptual Knowledge Influence 2 ...........................................................69
Conceptual Knowledge Influence 3 ...........................................................70
Conceptual Knowledge Influence 4 ...........................................................72
Conceptual Knowledge Influence 5 ...........................................................73
Conceptual Knowledge Influence 6 ...........................................................74
Procedural Knowledge ...........................................................................................75
Procedural Knowledge Influence 1 ............................................................76
Procedural Knowledge Influence 2 ............................................................77
Procedural Knowledge Influence 3 ............................................................78
Procedural Knowledge Influence 4 ............................................................79
Metacognitive Knowledge .....................................................................................81
Metacognitive Knowledge Influence 1 ......................................................81
Metacognitive Knowledge Influence 2 ......................................................82
Metacognitive Knowledge Influence 3 ......................................................83
Metacognitive Knowledge Influence 4 ......................................................84
Metacognitive Knowledge Influence 5 ......................................................85
Metacognitive Knowledge Influence 6 ......................................................86
Metacognitive Knowledge Influence 7 ......................................................87
Metacognitive Knowledge Influence 8 ......................................................89
Results and Findings for Motivation Causes .....................................................................90
Value ......................................................................................................................90
Value Motivation Influence 1 ....................................................................90
Value Motivation Influence 2 ....................................................................91
Value Motivation Influence 3 ....................................................................92
Value Motivation Influence 4 ....................................................................93
Value Motivation Influence 5 ....................................................................95

vi

Value Motivation Influence 6 ....................................................................96
Self-efficacy ...........................................................................................................97
Self-efficacy Motivation Influence 1 .........................................................98
Self-efficacy Motivation Influence 2 .........................................................99
Self-efficacy Motivation Influence 3 .......................................................100
Self-efficacy Motivation Influence 4 .......................................................101
Self-efficacy Motivation Influence 5 .......................................................103
Self-efficacy Motivation Influence 6 .......................................................104
Self-efficacy Motivation Influence 7 .......................................................105
Self-efficacy Motivation Influence 8 .......................................................106
Mood/Emotion .....................................................................................................108
Emotion Motivation Influence 1 ..............................................................108
Emotion Motivation Influence 2 ..............................................................109
Emotion Motivation Influence 3 ..............................................................110
Emotion Motivation Influence 4 ..............................................................112
Emotion Motivation Influence 5 ..............................................................113
Emotion Motivation Influence 6 ..............................................................114
Emotion Motivation Influence 7 ..............................................................115
Emotion Motivation Influence 8 ..............................................................116
Emotion Motivation Influence 9 ..............................................................117
Emotion Motivation Influence 10 ............................................................118
Emotion Motivation Influence 11 ............................................................119
Emotion Motivation Influence 12 ............................................................120
Emotion Motivation Influence 13 ............................................................121
Results and Findings for Organization Causes ................................................................122
Resources .............................................................................................................123
Organization Resources Influence 1 ........................................................123
Organization Resources Influence 2 ........................................................125
Organization Resources Influence 3 ........................................................126
Policies, Processes, and Procedures .....................................................................127
Organization Policies, Processes, and Procedures Influence 1 ................128
Organization Policies, Processes, and Procedures Influence 2 ................129
Organization Policies, Processes, and Procedures Influence 3 ................130
Organization Policies, Processes, and Procedures Influence 4 ................132
Organization Policies, Processes, and Procedures Influence 5 ................133
Cultural Settings...................................................................................................134
Organization Cultural Settings Influence 1 .............................................135
Organization Cultural Settings Influence 2..............................................136
Organization Cultural Settings Influence 3 .............................................137
Organization Cultural Settings Influence 4 .............................................139

vii

Organization Cultural Settings Influence 5 .............................................140
Organization Cultural Settings Influence 6 .............................................141
Organization Cultural Settings Influence 7..............................................143
Organization Cultural Settings Influence 8..............................................144
Organization Cultural Settings Influence 9 .............................................146
Organization Cultural Settings Influence 10 ...........................................147
Organization Cultural Settings Influence 11 ...........................................148
Organization Cultural Settings Influence 12 ...........................................150
Organization Cultural Settings Influence 13 ...........................................151
Organization Cultural Settings Influence 14 ...........................................152
Organization Cultural Settings Influence 15 ...........................................154
Organization Cultural Settings Influence 16 ...........................................155
Organization Cultural Settings Influence 17 ...........................................156
Organization Cultural Settings Influence 18 ...........................................158
Organization Cultural Settings Influence 19 ...........................................159
Organization Cultural Settings Influence 20 ...........................................160
Summary of Assets and Needs ........................................................................................162
Knowledge ...........................................................................................................162
Motivation ............................................................................................................163
Organization .........................................................................................................165

CHAPTER FIVE: RECOMMENDATIONS AND EVALUATION ..........................................168
Purpose of the Project and Questions ..............................................................................168
Recommendations to Address KMO Influences ..............................................................170
Knowledge Recommendations ............................................................................170
Introduction ..............................................................................................170
Declarative Knowledge Solutions............................................................189
Conceptual Knowledge Solutions ............................................................190
Procedural Knowledge Solutions .............................................................191
Metacognitive Knowledge Solutions .......................................................192
Motivation Recommendations .............................................................................193
Introduction ..............................................................................................193
Value Solutions ........................................................................................212
Self-efficacy Solutions .............................................................................213
Mood/Emotions Solutions .......................................................................215
Organization Recommendations ..........................................................................216
Introduction ..............................................................................................216
Cultural Setting Solutions ........................................................................233
Policies and Procedures Solutions ...........................................................234
Resources Solutions .................................................................................235

viii

Integrated Implementation and Evaluation Plan ..............................................................235
Organizational Purpose, Need, and Expectations ................................................235
Implementation and Evaluation Framework ........................................................237
Level 4: Results and Leading Indicators ..............................................................238
Level 3: Behavior .................................................................................................240
Critical Behaviors ....................................................................................240
Required Drivers ......................................................................................241
Organizational Support ............................................................................243
Level 2: Learning .................................................................................................244
Learning Goals .........................................................................................244
Program ....................................................................................................245
Evaluation of the Components of Learning .............................................246
Level 1: Reaction .................................................................................................247
Evaluation Tools ..................................................................................................248
Immediately Following the Program Implementation .............................249
Delayed for a Period After the Program Implementation ........................249
Data Analysis and Reporting ...............................................................................250
Summary of the Implementation and Evaluation ................................................250
Limitations and Delimitations ..........................................................................................251
Recommendations for Future Research ...........................................................................252
Conclusion .......................................................................................................................252

References ....................................................................................................................................255

Appendix A: Immediate Evaluations (Levels 1 & 2) ..................................................................259
Appendix B: Delayed Evaluations (Levels 1, 2, 3, & 4) .............................................................261
Appendix C: Informed Consent/Information Sheet .....................................................................263

ix

List of Tables

Table 1: Organizational Mission, Performance Goal, and Stakeholder Goals ................................5
Table 2: Summary of Assumed Knowledge Influences ................................................................23
Table 3: Summary of Assumed Motivation Influences .................................................................31
Table 4: Summary of Assumed Organization Influences ..............................................................36
Table 5: Summary of Knowledge Influences and Method of Assessment ....................................42
Table 6: Summary of Motivation Influences and Method of Assessment.....................................46
Table 7: Summary of Organizational Influences and Method of Assessment...............................50
Table 8: Survey Results for Factual Knowledge Item 1 ................................................................61
Table 9: Survey Results for Factual Knowledge Item 2 ................................................................62
Table 10: Survey Results for Factual Knowledge Item 3 ..............................................................64
Table 11: Survey Results for Factual Knowledge Item 4 ..............................................................65
Table 12: Survey Results for Factual Knowledge Item 5 ..............................................................66
Table 13: Survey Results for Conceptual Knowledge Item 1........................................................68
Table 14: Survey Results for Conceptual Knowledge Item 2........................................................70
Table 15: Survey Results for Conceptual Knowledge Item 3........................................................71
Table 16: Survey Results for Conceptual Knowledge Item 4........................................................72
Table 17: Survey Results for Conceptual Knowledge Item 5........................................................73
Table 18: Survey Results for Conceptual Knowledge Item 6........................................................75
Table 19: Survey Results for Procedural Knowledge Item 1 ........................................................76
Table 20: Survey Results for Procedural Knowledge Item 2 ........................................................77
Table 21: Survey Results for Procedural Knowledge Item 3 ........................................................79
Table 22: Survey Results for Procedural Knowledge Item 4 ........................................................80
Table 23: Survey Results for Metacognitive Knowledge Item 1 ...................................................81
Table 24: Survey Results for Metacognitive Knowledge Item 2 ...................................................82
Table 25: Survey Results for Metacognitive Knowledge Item 3 ...................................................83
Table 26: Survey Results for Metacognitive Knowledge Item 4 ...................................................84
Table 27: Survey Results for Metacognitive Knowledge Item 5 ...................................................85
Table 28: Survey Results for Metacognitive Knowledge Item 6 ...................................................87
Table 29: Survey Results for Metacognitive Knowledge Item 7 ...................................................88
Table 30: Survey Results for Metacognitive Knowledge Item 8 ...................................................89
Table 31: Survey Results for Value Motivation Item 1 .................................................................91
Table 32: Survey Results for Value Motivation Item 2 .................................................................92
Table 33: Survey Results for Value Motivation Item 3 .................................................................93
Table 34: Survey Results for Value Motivation Item 4 .................................................................94
Table 35: Survey Results for Value Motivation Item 5 .................................................................96
Table 36: Survey Results for Value Motivation Item 6 .................................................................97
Table 37: Survey Results for Self-efficacy Motivation Item 1 ......................................................98
Table 38: Survey Results for Self-efficacy Motivation Item 2 ....................................................100
Table 39: Survey Results for Self-efficacy Motivation Item 3 ....................................................101
Table 40: Survey Results for Self-efficacy Motivation Item 4 ....................................................102
Table 41: Survey Results for Self-efficacy Motivation Item 5 ....................................................103
Table 42: Survey Results for Self-efficacy Motivation Item 6 ....................................................104
Table 43: Survey Results for Self-efficacy Motivation Item 7 ....................................................106
Table 44: Survey Results for Self-efficacy Motivation Item 8 ....................................................107

x

Table 45: Survey Results for Emotion Motivation Item 1 ...........................................................108
Table 46: Survey Results for Emotion Motivation Item 2 ...........................................................110
Table 47: Survey Results for Emotion Motivation Item 3 ...........................................................111
Table 48: Survey Results for Emotion Motivation Item 4 ...........................................................112
Table 49: Survey Results for Emotion Motivation Item 5 ...........................................................113
Table 50: Survey Results for Emotion Motivation Item 6 ...........................................................114
Table 51: Survey Results for Emotion Motivation Item 7 ...........................................................115
Table 52: Survey Results for Emotion Motivation Item 8 ...........................................................116
Table 53: Survey Results for Emotion Motivation Item 9 ...........................................................117
Table 54: Survey Results for Emotion Motivation Item 10 .........................................................119
Table 55: Survey Results for Emotion Motivation Item 11 .........................................................120
Table 56: Survey Results for Emotion Motivation Item 12 .........................................................121
Table 57: Survey Results for Emotion Motivation Item 13 .........................................................122
Table 58: Survey Results for Organization Resources Item 1 .....................................................124
Table 59: Survey Results for Organization Resources Item 2 .....................................................126
Table 60: Survey Results for Organization Resources Item 3 .....................................................127
Table 61: Survey Results for Organization Policies, Processes, and Procedures Item 1 .............128
Table 62: Survey Results for Organization Policies, Processes, and Procedures Item 2 .............130
Table 63: Survey Results for Organization Policies, Processes, and Procedures Item 3 .............131
Table 64: Survey Results for Organization Policies, Processes, and Procedures Item 4 .............132
Table 65: Survey Results for Organization Policies, Processes, and Procedures Item 5 .............134
Table 66: Survey Results for Organization Culture Setting Item 1 .............................................135
Table 67: Survey Results for Organization Culture Setting Item 2 .............................................137
Table 68: Survey Results for Organization Culture Setting Item 3 .............................................138
Table 69: Survey Results for Organization Culture Setting Item 4 .............................................139
Table 70: Survey Results for Organization Culture Setting Item 5 .............................................140
Table 71: Survey Results for Organization Culture Setting Item 6 .............................................142
Table 72: Survey Results for Organization Culture Setting Item 7 .............................................144
Table 73: Survey Results for Organization Culture Setting Item 8 .............................................145
Table 74: Survey Results for Organization Culture Setting Item 9 .............................................146
Table 75: Survey Results for Organization Culture Setting Item 10 ...........................................148
Table 76: Survey Results for Organization Culture Setting Item 11 ...........................................149
Table 77: Survey Results for Organization Culture Setting Item 12 ...........................................150
Table 78: Survey Results for Organization Culture Setting Item 13 ...........................................152
Table 79: Survey Results for Organization Culture Setting Item 14 ...........................................153
Table 80: Survey Results for Organization Culture Setting Item 15 ...........................................154
Table 81: Survey Results for Organization Culture Setting Item 16 ...........................................155
Table 82: Survey Results for Organization Culture Setting Item 17 ...........................................157
Table 83: Survey Results for Organization Culture Setting Item 18 ...........................................158
Table 84: Survey Results for Organization Culture Setting Item 19 ...........................................160
Table 85: Survey Results for Organization Culture Setting Item 20 ...........................................161
Table 86: Summary of Assumed Knowledge Influences as Assets or Needs .............................162
Table 87: Summary of Assumed Motivation Influences as Assets or Needs ..............................164
Table 88: Summary of Assumed Organization Influences as Assets or Needs ...........................166
Table 89: Summary of Knowledge Influences and Recommendations .......................................171
Table 90: Summary of Motivation Influences and Recommendations .......................................193

xi

Table 91: Summary of Organization Influences and Recommendations ....................................219
Table 92: Outcomes, Metrics, and Methods for External and Internal Outcomes ......................241
Table 93: Critical Behaviors, Metrics, Methods, and Timing for Evaluation .............................243
Table 94: Required Drivers to Support Critical Behaviors ..........................................................244
Table 95: Evaluation of the Components of Learning for the Program ......................................248
Table 96: Components to Measure Reactions to the Program .....................................................250

xii

List of Figures

Figure 1: Gap Analysis Process Step Sequence .............................................................................40
Figure 2: Gap Analysis Process ...................................................................................................170

xiii

Abstract
Using the gap analysis problem-solving framework (Clark & Estes, 2008), this study examined
the root causes of the organizational problem of low staff job satisfaction at a university school
of business as measured by a staff engagement survey. The analysis focused on causes for this
problem due to gaps in knowledge and skills, motivation, and organizational issues. The
analysis began by generating a list of possible or assumed causes and then by examining these
systematically to focus on actual causes. The methods used for this study included survey data
collected from 53 participants, semi-structured interview data from 12 participants, and
document analysis. The results led to an analysis of the largest gaps for each construct, which
were then specifically addressed for recommended solutions drawn from the research literature.
This study demonstrated how various stakeholders can systematically apply the gap analysis
framework to address performance causes and needs in connection with low job satisfaction and
engagement and to implement effective solutions and evaluations that ensure positive
organizational results.

1
CHAPTER ONE: INTRODUCTION
Introduction to the Problem of Practice
Employee engagement is essential to organizational success. Engaged employees give
more of what they have to offer and as a result are more productive. Research show firms that
achieve a higher level of employee engagement also create higher levels of shareholder value
(Macey, Schneider, Barbera, & Young, 2009). Furthermore, firms that employ highly engaged
employees enjoy a spread of more than 5% in operating margin and 3% in net margin compared
to companies that employ disengaged workers (Menguc, Auh, Fisher, & Haddad, 2011). If
employees are not engaged, they are not dedicated to creating value for the company, not
consistent with their interactions with customers and other stakeholders, and more likely to leave
the organization which impacts cash flow and shareholder value (Attridge, 2009; Macey et al.,
2009). Attridge’s (2009) study revealed that fewer than 1 in every 5 employees is actively
engaged in their work. According to Attridge (2009) this low rate has continued to be found on
many other surveys conducted in the past 10 years and represents a global crisis in productivity
and worker well-being (Saks & Gruman, 2014).
Organizational Context and Mission
The Mary Michaels School of Business (MMSB, a pseudonym) welcomes students of
diverse backgrounds, goals, ages, and abilities. As a part of one of the biggest and most
prominent public research institutions of higher education in Southern California, the MMSB is
committed to diversity, student learning, success, and quality education. The MMSB and its
undergraduate and graduate programs are consistently placed among the top rankings nationally
and globally (MMSB, School Report, 2017). The “collaborative culture at MMSB focuses on
leadership development for a digitally driven world” which differentiates the school’s strategic

2

identity among other top business schools in Southern California (MMSB, School Report, 2017).
The vision of the organization is “to be at the forefront of education and research among globally
preeminent business schools.” The organization’s mission is to “develop globally-competitive
transformational leaders in a diverse, collaborative, student-centric community where academic
excellence and practical application coalesce” (MMSB, School Report, 2017). Today the
MMSB serves more than 2,500 students, has approximately 10,800 alumni, 66 faculty, and 107
staff members (MMSB, School Report, 2017).
Organizational Performance Status
The organizational performance problem is the staff at the Mary Michaels School of
Business, an institution of higher learning, has low employee engagement and low job
satisfaction that was measured by the MMSB Staff Engagement Survey. The results show 95%
participation rate by the MMSB staff. The outcome of the survey revealed some of the factors
that impede performance and best work. Specific findings revealed that the organization needed
to (a) improve leadership/supervisor support and more visibility (28%); (b) improve
communication, transparency, and trust (16%); and (c) improve the problems of lack of staff,
heavy workload, and overworked staff (14%).
Related Literature
Numerous studies have suggested that employee engagement leads to job satisfaction
which then leads to performance. Engagement is an individual’s sense of purpose and focused
energy and is evident to others in the display of personal initiative, adaptability, effort, and
persistence directed toward organizational goals (Macey et al., 2009). According to Attridge
(2009), employee engagement is one of the top 5 most important challenges for management.
Recent studies by Gallup Organization states that 20% of US employees are disengaged, 54% are

3

neutral about their work, and 26% are actively engaged (Attridge, 2009). Many organizations
now measure employees’ level of engagement because they believe that doing so will improve
productivity, profitability, turnover, and safety. Gallup estimated that disengaged employees
cost US companies between $250-350 billion a year, and their findings showed that a work
environment that promotes positive employee engagement was consistently associated with
beneficial business outcomes, reduced employee turnover, customer satisfaction, employee
productivity, and company profit (Attridge, 2009; Saks, 2006; Shuck, Reijo, & Rocco, 2011).
Research show that employees’ psychological state is positively related to their
performance, satisfaction, and commitment; therefore, having a supportive organizational
climate is important to their success (Bakker & Shaufeli, 2008). In addition, according to Little
and Little (2006), employee engagement has been shown to have statistical relationship with
productivity, profitability, employee retention, safety, and customer satisfaction. Firms that
employed highly engaged employees enjoyed a spread of more than 5% in operating margin and
3% in net margin compared to companies that employed disengaged workers (Menguc et al.,
2011). Engaged employees as a whole are an economic force that fuels an organization’s profit
growth (Little & Little, 2006).
Importance of Addressing the Problem
The problem of low job satisfaction of staff at Mary Michaels School of Business is
important to solve for a variety of reasons. Research show that an increase in employee
engagement and satisfaction will result in increased performance. Employee engagement is a
leading indicator of business results which creates higher productivity and greater profitability.
According to Little and Little (2006), employee engagement has been shown to have a statistical
relationship to productivity, profitability, employee retention, safety, and customer satisfaction.

4

When organizations have engaged workers who feel energetic, dedicated, and absorbed by their
work, they automatically make a positive difference when it comes to innovation, organizational
performance, competitiveness, and business success (Bakker & Shaufeli, 2008).
Organizational Performance Goal
As an aspirational goal, by August 2021, Mary Michaels School of Business staff job
satisfaction will increase to 100%. The MMSB staff will work in a positive environment where
they can receive more support from their supervisors, improve communication, transparency,
trust, and reduce heavy workload as measured by their achievement of low scores on the MMSB
Staff Engagement Survey. A collaborative effort with senior leadership and faculty in
developing and implementing a plan to improve the staff job satisfaction is in place in order to
create the plan in accordance with the organizational goal and mission. The mission of the Mary
Michaels School of Business is to develop globally competitive transformational leaders in a
diverse, collaborative, student-centric community where academic excellence and practical
application coalesce. The organizational goals are: (a) deliver research and teaching excellence;
(b) leverage Orange County and its international reach; (c) value a culture of inclusivity; (d) be
operationally innovative and effective. These are the pillars in which the design of the plan will
originate from, in addition to the data collected by the author. The goal evaluation system will
utilize the data collected from staff interviews, surveys, and statistical and qualitative data of
engagement surveys collected from the previous years. There is currently no system in place to
evaluate the goal; therefore, the procedure will be actualized once the goal has been achieved.
Description of Stakeholder Groups
At the Mary Michaels School of Business, the stakeholders include staff, senior
leadership, and faculty. All of the stakeholders mentioned above contribute to the achievement

5

of the organization’s goals by their participation in helping Mary Michaels University maintain
its reputation and ranking of being in the nation’s top 10 public universities in terms of student
satisfaction, diversity, quality of education, and career placement. The roles and responsibilities
of all stakeholders might be different from each other; however; all stakeholders strive to achieve
a common goal as well as the overarching mission of the school.
Stakeholders Groups’ Performance Goals
The mission, performance goal of interest to this study, and stakeholder goals related to
the performance goal are summarized in Table 1. To achieve the organizational goal, the Mary
Michaels School of Business stakeholders must achieve their goals.
Table 1
Organizational Mission, Performance Goal, and Stakeholder Goals
Organizational Mission
The mission of The Mary Michaels School of Business is to develop globally competitive
transformational leaders in a diverse, collaborative, student-centric community where
academic excellence and practical application coalesce.
Organizational Performance Goal
By August 2021, job satisfaction by Mary Michaels School of Business staff will increase to
100%.
Stakeholder 1
Staff

By August 2021, staff job
satisfaction will increase
100% as measured by their
achievement of low scores on
MMSB Staff Engagement
Survey.
Stakeholder 2
Senior Leadership

By August 2021, senior
leadership will collaborate
with staff and faculty to
develop and implement a plan
to improve staff job
satisfaction.
Stakeholder 3
Faculty

By August 2021, faculty will
collaborate with staff and
senior leadership to develop
and implement a plan to
improve staff job satisfaction.

6

Stakeholder Group for the Study
The stakeholder of focus for this study are the Mary Michaels School of Business staff
consisting of 107 full-time and part-time members. The staff contributes to the achievement of
the organization’s goals by working in a positive environment where they can receive more
support from their supervisors, improve communication, transparency, trust, and reduce heavy
workload as measured by their achievement of scores on the MMSB Staff Engagement Survey.
We want to uncover the root cause behind the organizational problem of staff at the Mary
Michaels School of Business having low job satisfaction that was measured by the MMSB Staff
Engagement Survey. The impact of the performance on achieving the organization’s mission is
to improve motivation, performance, and job satisfaction among the staff in order to foster
student learning, success, and education quality. Increasing job satisfaction will ensure the
university’s reputation of being among the nation’s top 10 public universities in terms of student
satisfaction, diversity, quality of education, and career placement.
Stakeholder of Focus Critical Behaviors
Kirkpatrick and Kirkpatrick (2006) described critical behaviors as observable actions that
help convey movement from learning to practice, and, if done correctly, they can have a
significant impact on the outcome. For this study, the following three critical behaviors will be
considered:
1. Staff participates and attend all MMSB activities and town hall meetings, which will
include a metric to measure participation and attendance.
2. Staff demonstrates through communication and surveys their knowledge of the role they
play in the organization's success.

7

3. Staff will use the results from data to influence decision making for improvement and
implementation of course of action.
Purpose of the Project and Questions
The purpose of this case study is to conduct a gap analysis to examine the root causes of
the organizational problem of Mary Michaels School of Business staff having low job
satisfaction as measured by the MMSB Staff Engagement Survey. The analysis will focus on
causes for this problem due to gaps in the areas of knowledge and skill, motivation, and
organizational issues. The second purpose is to recommend solutions on how to improve staff
motivation, performance, and job satisfaction. The analysis will begin by generating a list of
possible or assumed causes and then by examining these systematically to focus on actual or
validated causes. While a complete gap analysis would focus on all stakeholders, for practical
purposes the stakeholder to be focused on in this analysis is MMSB staff. Using the conceptual
framework of Clark and Estes’ (2008) gap analysis, the following questions will be answered:
1. What are the knowledge and skills, motivation, and organizational assets and needs for
staff to achieve its goal of 100% job satisfaction as measured by the MMSB Staff
Engagement Survey?
2. What are the knowledge and skills, motivation, and organizational recommendations to
meet these needs?
3. How might these solutions be evaluated for effectiveness?
Methodological Framework
The Clark and Estes (2008) Gap Analysis framework will be used in this case study.
Clark and Estes’ (2008) framework consists of seven steps: (1) identifying key organizational
goals; (2) measuring current performance; (3) identifying gaps between goals and performance;

8

(4) analyzing performance gaps to determine their assumed causes; (5) validating assumed
causes; (6) identifying and implementing solutions; and (7) evaluating results. The gap analysis
model is used to determine the human causes behind performance gaps. Clark and Estes (2008)
state the importance of determining the knowledge, motivation, and organizational problems
before determining solutions.
Assumed influences of knowledge, motivation, and organizational factors are based on
the researcher’s own knowledge of the setting and literature about employee engagement and job
satisfaction. These elements will be validated by using surveys, interviews, document analysis, a
literature review, and content analysis. Research-based solutions will be recommended and
evaluated in a comprehensive manner.
Organization of the Project
Five chapters are used to organize this study. This chapter provided the reader with
introduction, background, key concept, and terminology found in a discussion about employee
engagement and job satisfaction at Mary Michaels School of Business. The organization’s
mission, goals, and stakeholders as well as the initial concepts of gap analysis were introduced.
Chapter Two will discuss the importance of employee engagement and job satisfaction in order
to increase employee outcome and organizational success. Definitions of employee engagement
and job satisfaction will also be provided as well as identification of certain behaviors that
employers are implementing that can increase employee job satisfaction. Chapter Three will
begin by looking at the possible causes of behaviors to the conceptual framework with an in-
depth look at the performance gaps being experienced by staff at MMSB that can be explained
through gaps in knowledge, motivation, and organization. Chapter Three will also include the
method used, data collections, the population sample, instrumentation, and data analysis. In

9

Chapter Four, the data and results are assessed and analyzed. Chapter Five provides solutions,
based on data and literature, for closing the perceived gaps as well as recommendations for an
implementation and evaluation plan for the solutions.

10

CHAPTER TWO: REVIEW OF THE LITERATURE
The purpose of this literature review is to (a) examine the literature centering around
employee engagement in the workplace and its relationship with job satisfaction; (b) describe the
conceptual framework for the study, and (c) review the literature as it pertains to the
stakeholders’ knowledge, motivation, and organizational influences relating to job satisfaction.
Historical Perspectives
Fewer than one in every five employees is actively engaged in their work. Employee
engagement is one of the top five most important challenges for management and it has been said
to predict employee outcomes and organizational success. “Recent studies by Gallup
Organization have determined that about 20% of U.S. employees are disengaged, 54% are
neutral about their work, and 26% are actively engaged” (Attridge, 2009, p. 386). Work
disengagement is a worldwide problem and has become a global crisis in employee output and
productivity costing US companies between $250-350 billion a year according to Gallup
(Attridge, 2009). Numerous organizations are finding that measuring employee engagement
leads to greater work performance. Little and Little (2006) state that “employee engagement has
been shown to have statistical relationship with productivity, profitability, employee retention,
safety, and customer satisfaction. Collectively, engaged employees are an economic force that
fuels an organization’s profit growth” (Little & Little, 2006, p. 111). Engaged employees are
excited and passionate about their work and move their organizations towards success.
In short, research shows that employee engagement is positively related to job
satisfaction and performance. Engaged employees are more productive; therefore,
organizations who support engagement achieve higher levels of company profit and outcomes.
However, there are still many lessons to be learned about engagement, and not all researchers

11

agree on the definition and measurement of engagement, but results have shown that employees
who receive higher organizational support are more likely to reciprocate with greater levels of
engagement in their job and in the organization.
Engagement Versus Satisfaction in the Workplace
Defining Employee Engagement
Employee Engagement as an Active, Work-Related Positive Psychological State
Studies reveal that engagement is conceptualized as a positive and fulfilling state at work
that translates into higher job performance and outcome. Engaged employees are absorbed in
their work when they perceive that time flies, are passionate about their work, find meaning and
challenge in their jobs, look forward to coming to work every day, and give more of what they
have to offer, and as a result, are more productive (Macey, Schneider, Barbera, & Young, 2009).
“Engagement is not only psychic energy felt and sensed by employees, it is also an observable
behavior” (Macey, Schneider, Barbera, & Young, 2009, p. 5). Engagement is a dynamic pull of
energy and passion with work and when employees feel physically, emotionally, and cognitively
engaged with making a positive impact in the organization (Harter, Schmidt, & Hayes 2002;
Kahn, 1990).
Employee Engagement and Other Theoretical Constructs
Research has found that engagement overlaps with other similar constructs such as job
satisfaction, but it also has new characteristics that can be considered distinct from other
constructs. “Although there are similarities between the constructs of job satisfaction, job
involvement, organizational commitment, and empowerment and some conceptual overlap,
research and theory have demonstrated that engagement is conceptually and empirically distinct
from burnout, organizational commitment, and job involvement” (Alarcon & Lyons, 2011, p.

12

465; Hallberg & Schaufeli, 2006; Schaufeli & Bakker, 2004). These results suggest that
engagement is not simply an old wine in a new bottle (Alarcon & Lyons, 2011). Garza and
Slaughter (2011) stated that “[there is] evidence that engagement is related to job performance
and that it appears to demonstrate incremental validity over job attitudes in predicting
performance. Rather than being merely a blend of old wines, engagement also has
characteristics of new wines” (Garza & Slaughter, 2011, p. 119-120).
In short, employee engagement has been shown to have statistical relationship with
productivity, profitability, employee retention, safety, and customer satisfaction. Engagement
behavior includes taking initiative and proactively seeking new opportunities to contribute and
go above and beyond daily job duties. Although employee engagement has conceptual overlap
with job satisfaction, research and theory have demonstrated that engagement is conceptually
and empirically distinct from job satisfaction. Job satisfaction is a function of perception or
attitude towards the job, whereas engagement revolves around the work content itself.
Defining Job Satisfaction
Job Satisfaction as Satiation
Studies demonstrate that satisfaction does not capture the aspects of urgency, focus, and
intensity that are central to engagement; it only conveys fulfillment of needs and contentment.
Alarcon and Lyons (2011) explained:
job satisfaction can be experienced at different levels (i.e. global satisfaction and facet
satisfaction) and is a function of perceptions and affect toward the job. Global
satisfaction refers to the overall feeling towards the particular job and facet satisfaction
refers to aspects of the job context that produce satisfaction and dissatisfaction. (Alarco &
Lyons, 2011, p. 465)

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It is an attitude towards one’s work whether positive or negative. Macey et al. (2009) noted that
“Satisfaction has been defined as a pleasurable or positive emotional state resulting from the
appraisal of one’s job and job experiences. Satisfaction is all about what the organization does
for employees to make them feel good about being there” (Macey et al, 2009, p. 40).
In short, job satisfaction is distinguishable from work engagement. The concept has been
described as an attitude or perception towards one’s job and work responsibilities, whereas
engagement connotes an active dimension of response towards one’s job and work
responsibilities. However, research shows that when employees are engaged, they are satisfied
with their work and therefore achieve higher performance. Organizations who support a culture
that encourages engagement are more likely to increase business outcomes and higher financial
performance.
Drivers that Influence Job Satisfaction
Create an Organizational Culture where Employees are Valued
Research noted that by creating a corporate culture that supports work-life balance,
fosters employee growth and development, encourages health and safety on the job, praise and
recognition, and increases employee involvement, job satisfaction increases. According to
Macey et al. (2009), “Organizational culture is the sense people have about what their
organization values, believes in, promotes, endorses, and stands for (Macey et al., 2009, p. 43).
How people are valued as human beings relates to how organizations show employees that they
matter (Macey et al., 2009). It is also their own experience in the workplace and the meaning
they attach to it, good or bad, that creates an organizational culture (Macey et al, 2009).

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Trust in Organization and Management
Studies have shown engagement begins with the management team itself being engaged
and trusting. This trust serves as a foundation for employees to feel and act engaged. According
to Lee et al. (2006), employees value a workplace culture that promotes respect for others and
collaboration among workers at all levels. In addition, building an inclusive feel within the
organization will help establish an emotional connection between the employee and the employer
which generates trust.
When people trust others including management, they believe that others can be counted
on to protect them and work in their favor, even when they are not there to see if this is in
fact happens. It’s all about believing that you can count on others to do what’s right for
you, regardless of whether you can even confirm that they have. (Macey et al., 2009, p.
47).
Trust is an important element in any organizations, for “without it, engagement cannot exist”
(Macey et al., 2009, p. 46).
Open Communication and Job Satisfaction
Studies noted that providing clear information about performance outcomes and
suggestions for improvement motivates and empowers employees. According to Attridge
(2009), “Effective communication with employees is a leading or predictive indicator of
organizational financial performance and were four times more likely to also have high levels of
employee engagement, compared to firms that communicate less effectively” (Attridge, 2009, p.
390). The key to a good relationship with employees is to have open communication and be fair;
fairness leads to trust which increases the likelihood of employees feeling supported and valued.
According to Menguc et al. (2011), providing continuous feedback about employees’

15

performance increases their confidence and engagement level. “When employees receive
sufficient developmental feedback, they have accurate guidance on how to become more
effective which then fosters more communication between the employee and supervisor. This
also helps supervisors map out ways to improve performance” (Menguc et al., 2011, p. 2164).
Relationship Between Skill Variety and Autonomy and Job Satisfaction
Studies reveal that skill variety, performance feedback, support from colleagues,
autonomy, and learning opportunities are positively related to work satisfaction. According to
Lee et al. (2016),
More than 35% of employees reported that the variety of their work was very important
to their job satisfaction. Implementing job rotation, job expansion, enrichment can help
employees expand their skills and knowledge and keep their engagement high. This can
also be beneficial to employers as employees may gain a better overall understanding of
how the organization operates. (p. 34)
When people engage in work that is challenging and that requires variation of skill, particularly
while enjoying autonomy, intrinsic motivation and enthusiasm increases, bringing purpose,
empowerment, and fulfillment (Macey et al., 2009).
Conceptual Framework
The instrumentation used in this case study is the Clark and Estes (2008) Gap Analysis.
Clark and Estes (2008) framework consists of seven steps: (1) identifying key organizational
goals; (2) measuring current performance; (3) identifying gaps between goals and performance;
(4) analyzing performance gaps to determine their assumed causes; (5) validating assumed
causes; (6) identifying and implementing solutions; (7) evaluating results. Assumed influences of
knowledge, motivation, and organizational factors are based on my own knowledge of the setting

16

and literature about employee engagement and job satisfaction. The gap analysis model is used
to determine the human causes behind performance gaps. Clark and Estes (2008) state the
importance of determining the knowledge, motivation, and organizational problems before
determining solutions.
Stakeholder Knowledge, Motivation and Organizational Factors
Knowledge and Skills
According to Anderson and Krathwohl’s (2001) taxonomy, knowledge has four different
categories (a) factual (basic elements people must know); (b) conceptual (interrelationships
among basic elements); (c) procedural (how to do something); (d) metacognitive (awareness of
one’s own cognition). This theory correlates with Clark and Estes (2008) gap analysis to
determine whether or not people know how to achieve a performance goal. Furthermore,
problems exist when people lack the knowledge and skills necessary to accomplish their task.
The author recommends using job aids, training, or continuing or advanced education to remedy
the problem.
Declarative Factual Knowledge Influences
Anderson and Krathwohl (2001) state that recalling, recognizing, and remembering are
all a part of a cognitive function that is correlated with factual knowledge. Factual knowledge is
also structured and organized by the learner and is the basic element that people should know
(Anderson & Krathwohl, 2001). Learning is also increased when information is meaningfully
connected with prior knowledge and a practical solution. MMSB staff need to know basic
terminologies and knowledge of specific details and elements of their jobs in order to be
successful in their roles.

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Staff Know the Goals of their Jobs and their Daily Duties. Research shows that
engaged employees know how (and when, what, why, where, and who) to achieve their
performance goals. Clark and Estes (2008) state that when managers encourage employees to
solve new problems, support the immediate application of knowledge and skills and provide
monitoring and coaching, people enthusiastically apply what they have learned in their daily
duties. According to Van den Broech et al. (2008), “Employees who are surrounded by
resourceful job characteristics and know their duties are more likely to experience a general
feeling of psychological freedom, interpersonal connectedness, and effectiveness” (p. 288). As a
result, they have a positive effect on how they perform their work and are more productive.
Staff Know: (a) Feedback Information Necessary to Maintain their Performance;
(b) Opportunities for Learning and Development to Improve their Skills; (c) Timely
Information on Job Task Priorities to Ensure they Are Focusing their Time and Energy
More Efficiently When Performing their Jobs. Research noted that employees who receive
annual performance feedback and have new learning opportunities for professional development
start a motivational process that leads to work engagement and, consequently, to higher
performance. According to Bakker et al. (2008), “Supportive colleagues and performance
feedback increase the likelihood of being successful in achieving one’s work goals. Through the
satisfaction of basic needs or through the achievement of work goals, the outcome is positive and
engagement is likely to occur” (p. 212). Job resources such as performance feedback, skill
variety, and autonomy predict desirable performance outcomes (Bakker, 2011).
Conceptual Knowledge Influences
Conceptual knowledge is knowledge of structures, models, theories, generalizations,
principles, classifications, or categories (Anderson & Krathwohl, 2002). It has also been

18

described as the interrelationship among basic elements and involves the understanding of how
things work in complex and structured systems. Anderson and Krathwohl (2002) suggest using
items that require respondents in order to identify, classify or categorize principles, or interpret,
compare theories, concepts, and principles. Mayer (2011) also suggests that people learn better
from a complex lesson when they receive pre-training in the names and characteristics of the key
concepts.
Staff Know the Relationship Between: (a) Their Work and the Organizational Goal;
(b) Investing Personal Energy and Experiencing an Emotional Connection with Work that
Helps Increase Job Performance. Studies noted that engaged employees know the relationship
between organizational culture and performance goals and have positive emotions such as
happiness and joy, and enthusiastically support work commitment that eventually increase work
performance. According to Menguc et al. (2011), having a clear objective, work expectations,
and how to make work improvements make a difference in achieving high performance and
organizational goals. Christian et al. (2011) stated, “In terms of contextual performance, this
means that employees, when engaged, will more likely to create a social context that is
conducive to teamwork, helping, voice, and other important discretionary behaviors that can lead
to organizational effectiveness” (p. 124).
Staff Know that Excellent Work Performance Correlates to Having Good Business
Outcomes. Staff Know How Different Departments Factor into Organizational Mission,
Objectives, and Vision. Research reveals that positive communication and expressions of
support among team members distinguish flourishing teams over languishing teams and can
produce better results as indicated by profitability, customer service, and loyalty. According to
Bakker and Shaufeli (2008), “A meta-analysis of studies using ‘Gallup-12’ questionnaire in

19

almost 8,000 business units of 36 companies showed that levels of employee engagement were
positively related to business-unit performance such as customer satisfaction and loyalty,
profitability, productivity, turnover, and safety” (p. 151). The authors conclude that engagement
is related to meaningful business outcomes that is important to many organizations. The higher
employees’ levels of daily engagement, the higher the financial outcomes (Bakker, 2011).
Procedural Knowledge Influences
Learning is increased when learners acquire component skills, practice integrating them,
and know when to apply what they have learned. Procedural knowledge is knowing how to do
things and includes knowledge of the steps in accomplishing goals (Anderson & Krathwohl,
2001). According to Mayer (2011), people learn better when corresponding spoken words and
pictures are presented simultaneously rather than successively by the instructor.
Staff Know How to: (a) Perform their Work Responsibilities; (b) Actively Change
the Content or Design of their Jobs; (c) Effectively Communicate with Employees Outside
their Departments; (d) Perform Tasks Efficiently. Studies noted that engaged employees
were most likely to increase their own job demands in order to create a more challenging work
environment such as starting a new project. They also communicate and express support to other
team members outside their departments. According to Bakker (2011), employees experience
engagement and work fulfillment when they are able to actively change the content and design of
their jobs by giving them latitude and autonomy in choosing which task to complete first or how
different tasks should be completed. With this new sense of freedom employees are also able to
step out of their “domain, and thus, they step outside of their roles to work toward goals held by
coworkers and the organization” (Christian et al., 2011, p. 120).

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Staff Know How to Seek Out New Learning Opportunities and Skill Variety to
Stimulate Personal Growth, Learning, and Development. Studies have shown that engaged
employees seek out opportunities for learning and development in order to enhance meaning in
their work. Bakker (2011) stated that “job resources such as social support from colleagues,
performance feedback, skill variety, autonomy, and learning opportunities are positively
associated with work engagement. Job resources foster employees’ growth, learning, and
development and are instrumental in achieving work goals” (p. 266). Shaufeli et al.’s (2008)
study among managers showed that engagement was foretelling of higher levels of self-efficacy
and of increase of “job resources, including social support, autonomy, learning opportunities, and
performance feedback which indicates that engaged employees are better able to mobilize their
own job and personal resources that, in turn, fuel future engagement” (p. 217).
Metacognitive Knowledge Influences
Learning is increased when learners use metacognitive strategies to help in becoming
self-regulated learners. Metacognitive knowledge enables learners to know when and why to do
certain things and helps them to control their learning process (Anderson & Krathwohl, 2001). It
is described as knowledge about cognition which includes awareness of and knowledge of one’s
comprehension (Anderson & Krathwohl, 2001). Ambrose (2010) suggested that monitoring
progress, setting goals, planning activities leads to deeper understanding, learning, and building
new strategic capabilities.
Staff Understand that Engaged Workers Are More Open to New Information, More
Productive, and More Willing to Go the Extra Mile. Research reveals that engaged
employees are more open to new information, perform better on a daily basis, are more

21

productive, and are more willing to go the extra mile when they receive supervisor coaching and
have a positive team atmosphere. According to Bakker (2011), employees were more engaged
on days that were characterized by many job resources like supervisor coaching and team
atmosphere contributed to employees’ personal resources (day levels of optimism, self-
efficacy, and self-esteem), which in turn contributed to daily engagement. This study
clearly showed that engaged employees perform better on a daily basis and more
productive. (p. 267)
The higher the level of engagement, the more focused, dedicated, and productive employees are
on a daily basis (Bakker, 2011).
Staff Understanding of Job Crafting. Research shows that engaged employees actively
change the content and design of their jobs in order to create a more meaningful and challenging
work environment. Bakker (2011) states,
Engaged employees are not passive actors in work environments but instead actively
change their work environment if needed by actively changing the content or design of
their jobs by choosing tasks, negotiating different job content, and assigning meaning to
their tasks or jobs. (p. 268)
Job crafting also helps employees enhance their personal style in their work in order to achieve a
more meaningful experience (Bakker et al., 2008, 2011).
Staff Understands the Use of Self-Expression and Self-Reflection as Creativity in
Work. Staff Understands Value of Being Cognitively Vigilant on Tasks and Duties. Studies
reveal that personally engaging behaviors consist of being physically involved in work tasks that
encourage self-expression, creativity, and authenticity. Kahn (1990) stated,

22

Personal engagement is the simultaneous employment and expression of a person’s
‘preferred self’ in task behaviors that promote connection to work and to others, personal
presence (physical, cognitive, and emotional), and active, full role performances. Self-
expression underlies what researchers refer to as creativity, the use of personal voice,
emotional expression, authenticity, non-defensive communication, playfulness, and
ethical behavior. (p. 700)
Engaged employees are also more vigilant and involved in their work task which helps them
complete their tasks more efficiently and effectively (Christian et al., 2011).
In short, if staff understand the positive correlation of being actively engaged in their
daily work tasks, they will be more productive. Table 2 below shows assumed declarative
factual knowledge, conceptual knowledge, procedural knowledge, and metacognitive knowledge
influences.

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Table 2
Summary of Assumed Knowledge Influences
Assumed Knowledge Influences Research Literature
Declarative Factual
(terms, facts, concepts)
Goals of their job

Clark & Estes, (2008)
Macey, W. & Schneider, B. (2008)
Menguc, B., Auh, S., Fisher, M., & Haddad,
A. (2011)
Van den Broech, A., Vansteenkiste, M.,
Witte, H., & Lens, W. (2008)
Their daily duties

Clark & Estes, (2008)
Macey, W. & Schneider, B. (2008)
Menguc, B., Auh, S., Fisher, M., & Haddad,
A. (2011)
Van den Broech, A., Vansteenkiste, M.,
Witte, H., & Lens, W. (2008)
Feedback information necessary to maintain
their performance
Bakker, A. & Shaufeli, W. (2008)
Bakker, A. & Demerouti, E. (2008)
Bakker, A. (2011)
Attridge, M. (2009)
Opportunities for learning and development
to improve their skills
Bakker, A. & Shaufeli, W. (2008)
Bakker, A. & Demerouti, E. (2008)
Bakker, A. (2011)
The importance of receiving timely
information on job task priorities to make
sure they are focusing their time and energy
more efficiently when performing their jobs
Pandy & Garnett, 2006
Alarcon, G. & Lyons, J. (2011)
Declarative Conceptual
(categories, process models, principles, relationships)
The relationship between their work and the
organizational goal

Clark & Estes, (2008)
Macey, W. & Schneider, B. (2008)
Menguc, B., Auh, S., Fisher, M., & Haddad,
A. (2011)
That excellent work performance such as
providing good customer service, being
loyal to the company, being a good team
Bakker, A. & Shaufeli, W. (2008)
Bakker, A. (2011)

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member, helping increase profitability and
productivity, less turnover, and know safety
procedures are in direct correlation to having
good business outcomes
The interconnection of investing personal
energy and experiencing an emotional
connection with work helps to increase job
performance.
Christian, M., Garza, A., & Slaughter, J.
(2011)

How the different departments factor into
organizations mission, objectives, and vision
Bakker, A. & Shaufeli, W. (2008)
Bakker, A. (2011)
Procedural
(Staff need to know how to…)
Perform their work responsibilities Alarcon, G. & Lyons, J. (2011)
Seek out new learning opportunities and
skill variety to stimulate personal growth,
learning, and development
Bakker, A. & Shaufeli, W. (2008)
Bakker, A. (2011)
Bakker, A. & Demerouti, E. (2008)
Actively change the content or design of
their jobs (job crafting)
Bakker, A. & Shaufeli, W. (2008)
Bakker, A. (2011)
Bakker, A. & Demerouti, E. (2008)
Performing their tasks efficiently, enabling
them to pursue activities that are not part of
their job descriptions
Christian, M., Garza, A., & Slaughter, J.
(2011)
How to effectively communicate with other
employees outside their departments
Anderson, C. & Martin, M. (1995)
Metacognitive
(Staff need to know how to reflect on...)
Staff understand that engaged workers are
more open to new information, more
productive, and more willing to go the extra
mile
Bakker, A. (2011)
Staff understand that job crafting enables
them to fit their jobs to their personal
knowledge, skills, and abilities on the one
hand and to their preferences and needs on
the other
Bakker, A. (2011)
Staff reflect on work engagement as a
relatively enduring state of mind referring to
Christian, M., Garza, A., & Slaughter, J.
(2011)

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the simultaneous investment of personal
energies in the experience or performance of
work (recent research has indicated that
engagement is subject to moderate day-level
fluctuations around an average level)
Staff understand the use of self-expression
as creativity in their work and are
cognitively vigilant of their task and duties
Kahn (1990)

Motivation
General Theory
Clark and Estes (2008) described the three indexes of motivated performance which are
active choice, when the intention to pursue the goal is replaced by action; persistence, when once
a task is started, we continue in the face of distractions; and mental effort, when people work
smarter and develop novel solutions. Increased motivation combined with effective knowledge,
skills, and work processes results in goal achievement (Clark & Estes, 2008). The authors also
state that most researchers agree that the three motivational indexes previously mentioned (active
choice, persistence, and mental effort) can be a potential problem in work environments if not
given proper attention. The motivational framework being used in this case study comes from
the processes of the three indexes in addition to the motivation variables of value, self-efficacy,
and emotions. Clark and Estes (2008) note the value of influencing people’s understanding of
the impression they create in others, the impression of their own abilities to do the job, and their
beliefs about the personal or group benefits of the work being accomplished.
Stakeholder-Specific Factors
The stakeholder group of focus for this study is the MMSB staff consisting of 107 full-
time and part-time members. The staff contributes to the achievement of the organization’s
goals by working in a positive environment where they can receive more support from their

26

supervisors, improve communication, transparency, trust, and reduce heavy workload as
measured by their achievement of scores on the MMSB Staff Engagement Survey. According to
Kahn (1990), people experience psychological meaningfulness when there are meaningful
interactions with co-workers that promote dignity, self-appreciation, and a sense of
worthwhileness. These factors enable relationships in which people want to give and receive
from others and make a positive difference. Bandura (1994) states that self-efficacy determines
how people feel, think, motivate themselves and behave. Engaged employees feel confident in
their roles and are physically involved in tasks, whether alone or with others; they are cognitively
vigilant and “empathically connected to others in the service of the work they are doing in ways
that display what they think and feel, their creativity, their beliefs, and values, and their personal
connections to others” (Kahn, 1990, p. 700).
Value
According to Rueda (2011), value refers to the importance an individual attaches to a
specific task. It has also been described as preferences that guide individuals to adopt a course of
action and persist even when there are distractions (Clark & Estes, 2008). Meaningful
interactions allow people to feel valuable and valued. This also encourages mutual appreciation,
respect, and positive feedback.
Staff Value Their Work, Make a Positive Difference, Feel Useful, Feel Competent,
Feel Valued, and Feel Not Taken for Granted. Studies have found meaningful interactions
allowed people to feel valuable and valued. They involved mutual appreciation, respect, positive
feedback, and feeling of not being taken for granted. Kahn (1990) states,

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People experienced such meaningfulness when they felt worthwhile, useful, and valuable
as though they made a difference and were not taken for granted. They felt able to give
to others and to the work itself in their roles and also able to receive. (p. 704)
When employees feel they are valued this can be a motivating factor. A general link also exists
between personal engagement and psychological meaningfulness (Kahn, 1990). When
employees experience positive feelings towards their daily tasks, this facilitates energy and
immersion at work.
Staff Values Feelings of Trust between Them and Their Managers When
Performing Their Daily Duties. Research shows that employees trust their managers or leaders
who show more support, resilience, trust, and competence. Kahn (1990) defines meaningfulness
as “a sense of return on investments of self in role performances, feeling worthwhile, valued,
valuable; feel able to give to and receive from work and others in course of work” which involve
mutual appreciation (p. 705).
Self-efficacy
Self-efficacy is defined as the confidence in one’s ability to do jobs adequately (Alarcon
& Lyons, 2011). Bandura (1994 & 2006) describes it as the individuals’ judgements of her
capability to organize and execute courses of action required to achieve a desired performance
goal. Those who are confident in their roles and are actively involved in their tasks have been
linked to having high levels of self-efficacy which positively impacts the organization. Clark
and Estes (2008) recommend helping people develop self- and team-confidence in work skills
because as confidence increases, commitment to performance goals also increases. “A primary
motivational goal is to support a high level of personal confidence in employees about their own
ability to achieve specific performance goals” (Clark & Estes, 2008, p. 90).

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Staff Feel Confident When They Become Physically Involved in Their Work, When
They Are Able to Display What They Think and Feel, and When They Actively Participate
in Decision Making within the Organization. Research noted that active employee
participation in decision making within the organization has been linked to higher levels of self-
efficacy and is an important element of job enrichment strategies. Employees feel confident
when they have the opportunity to make choices and decision that positively affects the
organization. According to Kahn (1990),
Personal engagement is the simultaneous employment and expression of a person’s
‘preferred self’ in task behaviors that promote connections to work and to others,
personal presence (physical, cognitive, and emotional), and active, full role
performances. My premise is that people have dimensions of themselves that, given
appropriate conditions, they prefer to use and express in the course of role performances.
(p. 700).
Staff Feel Confident When They Can Positively Affect the Quality of Their
Company’s Products, Customer Service, and Cost in Their Job Unit. Studies by Salanova et
al. (2005) demonstrated that employees positivity influences that of their customer. Such
positive states pay off for the company by customer loyalty that directly correlates to employee
engagement levels. Attridge (2009) stated,
A study found that 84% of highly engaged employees believe that they can positively
affect the quality of their company’s products, compared with 31% of the disengaged;
72% of highly engaged employees believe that they can positively affect customer
services, versus 27% of the disengaged; 68% of highly engaged employees believe that
they can positively affect cost in their job or unit, versus 19% of the disengaged; 59% of

29

highly engaged employees planned to stay with their current employer, compared with
just 24% of the disengaged; and employees who are the most committed to the
organization perform 20% better on the job. (p. 388)
Highly engaged employees have high self-efficacy, are committed to their role, and are vested in
the company’s success.
Mood/Emotions
According to Attridge (2009), employees are engaged when they feel positive emotions
towards their work and find their work to be personally meaningful. Research has shown that
creating a supportive environment can increase employees’ positive emotional state which then
increases performance, satisfaction, and commitment (Menguc et al., 2011). Clark and Estes
(2008) mentioned that “negative emotion is one of the biggest killers of motivation” (p. 90) and
that people’s personal satisfaction and inspiration comes from having an emotional connection
with their work.
Staff Feel Positive about Their Daily Job Duties, Experience at Work, Interpersonal
Interactions with Co-Workers and Clients, Investing Effort Towards Task in Order to
Attain Goal. A study by Towers-Perrin (2003) show that engagement is comprised of emotional
factors that tie into people’s personal satisfaction and a sense of inspiration they get from their
work and being a part of the organization. According to Kahn (1990), engaged employees have
high levels of personal investment in the tasks performed on a job, and “personal engagement
represents a state in which employees ‘bring in’ their personal selves during work role
performances, investing personal energy and experiencing an emotional connection with their
work” (p. 700).

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Staff Feel Positive about: (a) the Energy They Feel as Well as Mental Resilience and
Persistence Despite Difficulties to Get the Job Done; (b) Finding Their Work Personally
Meaningful; (c) Finding Their Workload to Be Manageable; (d) the Future of Their Work;
(e) Content with Their Work. Studies reveal that employees’ psychological state is associated
with performance, satisfaction, and commitment. They also find their work to be personally
meaningful, consider their workload to be manageable, and have hope about the future of their
work. According to Menguc et al. (2011), “Dedication is analogous to an emotional component
of engagement in that dedication refers to finding meaning and purpose in one’s work and being
enthusiastic, inspired, and proud of one’s work” (p. 2164). Furthermore, Bakker and Shaufeli
(2008) added:
Engagement is commitment, a positive, fulfilling, affective-motivational state of work-
related well-being that is the antidote of job burnout. Also defined as personal
satisfaction and a sense of inspiration and affirmation they get from work and being a
part of the organization. (p. 151)
In short, staff feel positive about their daily work duties and find their work meaningful. Table 3
below shows assumed motivation influences such as value, self-efficacy, and moods/emotions.

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Table 3
Summary of Assumed Motivation Influences
Assumed Motivation Influences Research Literature
Value
(Staff needs to value…)
Their work and have a sense of meaning as though
they made a positive difference, felt useful,
competent, and valuable, and were not taken for
granted.
Kahn (1990)
Alarcon, G. & Lyons, J. (2011)
Macey, W. & Schneider, B. (2008)
Feelings of trust between them and their managers
when performing their daily duties
Macey, W. & Schneider, B. (2008)
Kahn (1990)
Self-Efficacy
(Staff needs to have confidence that ...)
They can perform their daily job duties well Kahn (1990)
They become physically involved in task whether
alone or with others and are able to display what they
think and feel, their creativity, their beliefs and values,
and their personal connection to others
Kahn (1990)

Of doing their work that they actively participate in
decision making within the organization which in turn
increases self- efficacy
Alarcon, G. & Lyons, J. (2011)

They can positively affect the quality of their
company’s products, customer service, cost in their
job unit and stay with their current employer
Attridge, M. (2009)
Bakker, A. & Demerouti, E. (2008)
Bakker, A. & Shaufeli, W. (2008)
Mood/Emotions
(Staff need to feel positive about…)
Performing their daily job duties Kahn (1990)
Their experience at work which positively drives their
attitudes and behaviors
Kahn (1990)
When their task performance included rewarding
interpersonal interactions with co-workers and clients
Kahn (1990)

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Being involved and committed in their jobs that they
are in complete state of engagement and willing to
invest effort towards task in order to attain their goal
Macey, W. & Schneider, B. (2008)
The abundance of positive energy they feel, as well
as, mental resilience and persistence despite
difficulties to get the job done (vigor)
Alarcon, G. & Lyons, J. (2011)
Staff feel positive emotions toward their work, find
their work to be personally meaningful, consider their
workload to be manageable, and have hope about the
future of their work
Attridge, M. (2009)
Content with their work and being totally immersed
such that time passes quickly and finding it difficult to
detach oneself from work (absorption)
Menguc, B., Auh, S., Fisher, M., &
Haddad, A. (2011)
Investing more time in daily work duties that are
enjoyable and feel enthusiastic about
Macey, W. & Schneider, B. (2008)
Their work accomplishments, success and experience
a sense of significance, enthusiasm, and challenge
(dedication)
Bakker, A. & Demerouti, E. (2008)
Bakker, A. & Schaufeli, W. (2004)
Bakker, A. (2011)

Organization
Rueda (2011) explains that cultural models are the shared mental schema or normative
understanding of how the world works or ought to work, and he describes cultural settings as that
which can be seen, or the, who, what, when, where, why and how of the routines which
constitute everyday life. An example of cultural settings are organizational structures, practices,
and policies. When organization members are doing work that is challenging, clearly outlined,
varied, creative, and autonomous and when they have the proper resources to do their jobs, they
are likely to experience meaningfulness in their work (Kahn, 1990). Clark and Estes (2008) state
that organizational problems exist when there is a lack of efficient and effective work processes
and resources which prohibit people from reaching their desired outcomes.

33

Resources
Resources refer to materials necessary to achieve a goal. According to Clark and Estes
(2008) even for people with outstanding knowledge and skills, and excellent motivation,
inadequate resources can prevent people from attaining their goals. A shortage of essential tools,
poor facilities, and faulty procedures can delay individuals from performing the outcomes
desired by the organization (Clark and Estes, 2008).
Staff Are More Likely to Experience Psychological Meaningfulness when
Organization Members Do Work That is Challenging, Clearly Delineated, Varied,
Creative, and Somewhat Autonomous and Have the Resources They Need to Work on
Rich, Complex, and Challenging Projects. Studies show that when organization members
perform daily duties that are challenging, clearly delineated, varied, creative, and autonomous,
they are likely to experience meaningfulness in their work. According to Kahn (1990),
An ideal situation for psychological meaningfulness, for example, was working on a rich
and complex project. Meaningful tasks demanded both routine and new skills, allowing
people to experience a sense of both competence (from the routine) and growth and
learning (from the new). (p. 704)
Being able to give to others and to their work itself creates a feeling of value and usefulness
which is connected to higher levels of personal engagement (Kahn, 1990).
Policies, Processes, and Procedures
According to Clark and Estes (2008), policies, processes, and procedures refer to systems
in place to accomplish a goal. They define “organizational processes and material resources,
along with the related concepts of value chains and value streams” (Clark & Estes, 2008, p. 103).
Value streams help describe work processes and value chains use information received from

34

value streams to identify how processes can achieve a goal (Clark & Estes, 2008). Poor or
insufficient processes, policies, and procedures can prevent people from achieving their goals.
That is why it is important that organizational goals are achieved using specialized knowledge,
skills, and motivation to operate successfully.
Staff Were More Likely to Experience Psychological Meaningfulness When the
Organization Has Procedures to Make Sure Members: (a) Behave Appropriately; (b) Feel
Psychologically Safe; (c) Have Prevention Efforts in Place to Train Employees and
Supervisors; (d) Create Better Job Design. Research shows that when organization members
have guidelines on how to generate better job design, behave appropriately and have policies and
procedures in place for employee compliance and safety training, people in organizations feel
psychologically safe. Kahn (1990) stated:
Organizations create contexts in which people feel more or less safe in taking the risks of
self-expression and engaging the process of change. People felt psychologically safe in
situations in which they trusted that they would not suffer for their personal engagement
(self-image, status, or career). (p. 708)
Cultural Settings
Clark and Estes (2008) described culture as a way to define the core values, goals,
emotions, beliefs, and processes individuals learned and developed over time. Gallimore and
Goldenberg (2001) defined cultural setting as what occurs when two or more people come
together and work towards accomplishing an organizational goal. It is also useful in order to
understand the key dynamics on how to improve the organizations environment. A rewarding
workplace can be a motivating factor that supports job satisfaction and engagement. The Mary

35

Michaels School of Business will need to evaluate its cultural setting in order to figure out
assumed causes that leads to staff performance gaps.
The Organization Has a Purpose, Is a Rewarding Workplace, Supports
Psychological and Physical Health of Staff, Supports a Lively, Attentive, and Responsive
Work Environment, and Promotes Positive Work Conditions. Research shows that
organizations can increase employee engagement and contribute to a healthy and positive
workplace culture by supporting employees with work-life balance, fostering employee growth
and development, offering praise and recognition, encouraging health and safety on the job, and
encouraging employee involvement. According to Bakker (2011), organizations that promote
more job resources like support from colleagues, feedback from the supervisor, positive team
atmosphere, and interesting contacts with customers have employees that experience higher
levels of state work engagement and consequently perform better. Daily job resources also
contribute to “employees’ personal resources (day levels of optimism, self-efficacy, and self-
esteem), which in turn, contribute to daily engagement” (Bakker, 2011, p. 267). A rewarding
workplace supports psychological and physical health in the workplace (Alarcon et al., 2011).
In short, organizations that foster a cultural setting of positive work conditions encourage
higher levels of work engagement and performance. Table 4 below shows assumed organization
influences such as resources, policies, processes, and procedures, and cultural settings.

36

Table 4
Summary of Assumed Organization Influences
Assumed Organization Influences Research Literature
Resources
(Staff needs resources to…)
Staff has the resources they need to work on a rich,
complex, and challenging projects that are meaningful
tasks has both routine and new skills that allow staff to
experience a sense of both competence (from routine) and
growth and learning (from new).
Kahn (1990)
Policies, Processes, & Procedures
Staff needs to have policies that align with ...)
The organization has procedures to make sure staff felt
psychologically safe by making sure members work and
behave appropriately (organizational norms are shared
expectations about the general behaviors of system
members)
Kahn (1990)
Organization have a prevention effort in place to
encourage employee engagement by training supervisors
to focus on the strengths of their staff, creating better job
design, resource support, working conditions, corporate
culture, and using effective leadership style
Attridge, M. (2009)
Culture
(Staff need to be part of a culture that aligns with...)
Staff were more likely to experience psychological
meaningfulness when organization members are doing
work that was challenging, clearly delineated, varied,
creative, and somewhat autonomous.
Kahn (1990)
The organization has a purpose which connotes staff
involvement, commitment, passion, enthusiasm, focused
effort, and energy.
Macey, W. & Schneider, B.
(2008)

Organization is a rewarding workplace that supports
psychological and physical health of staff.
Alarcon, G. & Lyons, J.
(2011)

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Organization supports a lively, attentive, and responsive
work environment that enables optimal functioning and
buffers against workplace strain
Alarcon, G. & Lyons, J.
(2011)
Having a work environment that promote positive
employee experience by having high customer satisfaction,
high employee productivity, high company profit, higher
levels of business outcomes, reduced employee turnover
Attridge, M. (2009)
Personal satisfaction and a sense of inspiration and
affirmation they get from work and being a part of the
organization
Bakker, A. & Demerouti, E.
(2008)
Bakker, A. & Schaufeli, W.
(2004)
Bakker, A. (2011)

Summary
The purpose of this literature review is to identify, from the literature, the likely factors
that influence the low engagement and low job satisfaction ratings of the staff at the Mary
Michaels School of Business using Clark and Estes’ (2008) causes of performance gaps. The
three factors used in this process include staff knowledge and skills, staff motivation to achieve
the desired goal, and organizational factors.
The goal of this study is to conduct a gap analysis that will focus on causes due to gaps in
the areas of knowledge and skill, motivation, and organizational issues. The second purpose is to
recommend solutions on how to improve staff motivation, performance, and job satisfaction.
This chapter examined assumed causes on what impacts the study and the assumed influences by
using peer reviewed research. The next chapter will describe the methodology and
instrumentation used to collect data for this study.

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CHAPTER THREE: METHODOLOGY
Purpose of the Project and Questions
The purpose of this case study is to conduct a gap analysis to examine the root causes of
the organizational problem of Mary Michaels School of Business staff having low job
satisfaction as measured by the MMSB Staff Engagement Survey. The analysis was focused on
causes for this problem due to gaps in the areas of knowledge and skill, motivation, and
organizational issues. The second purpose is to recommend solutions on how to improve staff
motivation, performance, and job satisfaction. The analysis began by generating a list of
possible or assumed causes and then by examining these systematically to focus on actual or
validated causes. While a complete gap analysis would focus on all stakeholders, for practical
purposes the stakeholder of focus in this analysis is the Mary Michaels School of Business staff.
Using the conceptual framework of the Clark and Estes (2008) gap analysis model, the following
questions were used to guide the study:
1. What are the knowledge and skills, motivation, and organizational assets and needs for
staff to achieve its goal of 100% job satisfaction as measured by the MMSB Staff
Engagement Survey?
2. What are the knowledge and skills, motivation, and organizational recommendations to
meet these needs?
3. How might these solutions be evaluated for effectiveness?
Conceptual and Methodological Framework
The Clark and Estes (2008) gap analysis framework was used in this case study. Clark
and Estes’ (2008) framework consists of seven steps: (1) identifying key organizational goals;
(2) measuring current performance; (3) identifying gaps between goals and performance; (4)

39

analyzing performance gaps to determine their assumed causes; (5) validating assumed causes;
(6) identifying and implementing solutions; (7) evaluating results.
Assumed influences of knowledge, motivation, and organizational factors were based on
my own knowledge of the setting and the literature about employee engagement and job
satisfaction. The Gap Analysis model was used to determine the human causes behind
performance gaps. Clark and Estes (2008) state the importance of determining the knowledge,
motivation, and organizational problems before determining solutions. Figure 1 below illustrates
the steps as show in Clark and Estes (2008) Gap Analysis 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 were not included in this
chapter but will be discussed in Chapter Five:
● 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.

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Figure 1
Gap Analysis Process Step Sequence

Assessment of Performance Influences
According to Clark and Estes (2008), the gap analysis framework diagnoses the human
causes behind performance gaps, but without a clear picture of the goals, gap analysis will be
unsuccessful. Furthermore, it is very important to make the connection between high-level
organizational goals and specific team and individual work goals in order to make an impact on
“worthy performance” (Clark and Estes, 2008, p. 23). At times employees are easily distracted
from achieving their goals by other less important goals, or perhaps employees are worried that
they will make a mistake and will not be able to achieve the team or organizational goals (Clark
and Estes, 2008). Furthermore, Clark and Estes (2008) state that successful goal attainment
depends on people having the knowledge and skills required to achieve their goal, the motivation
to do the required task to accomplish the goal, and the organization’s involvement in
accomplishing the goal.
In this current study, the Mary Michaels School of Business staff knowledge and skills,
motivation, and organizational factors were examined. Assumed or possible causes of

41

performance gaps can come from three different sources including personal knowledge of the
stakeholders or the setting (and which may include a range of information from informal
conversations to existing data); the literature reviewed on the specific topic under question, and
learning and motivation theories (Clark & Estes, 2008).
The stakeholder group of focus for this study was the MMSB staff. The staff contributes
to the achievement of the organization’s goals by working in a positive environment where they
can receive more support from their supervisors, improve communication, transparency, trust,
and reduce heavy workload as measured by MMSB Staff Engagement Survey scores.
Knowledge Assessment
According to Anderson and Krathwohl’s (2001) taxonomy, knowledge has four different
categories: (a) factual (basic elements people must know); (b) conceptual (interrelationships
among basic elements); (c) procedural (how to do something); (d) metacognitive (awareness of
one’s own cognition). This taxonomy is useful within with Clark and Estes (2008) gap analysis
framework to determine whether or not people know how to achieve a performance goal. In
order to assess the staff’s declarative factual, conceptual, procedural, and metacognitive
knowledge, survey and interview items listed in the table below were used. A Likert scale (from
1= “strongly disagree” to 5= “strongly agree”) was utilized in the creation of survey items.

42

Table 5
Summary of Knowledge Influences and Method of Assessment
Assumed Knowledge Influences Survey Items Interview Items
Using the scale below,
please rate the extent to
which you agree or
disagree with the
following statements at the
Mary Michaels School of
Business:
1. Strongly Disagree
2. Moderately Disagree
3. Neither Agree nor
Disagree
4. Moderately Agree
5. Strongly Agree

Declarative Factual (terms, facts, concepts)
I know the goals of my job. Per scale above Please describe your work
goals.
I know my daily duties. Per scale above Please describe your daily
duties.
I receive feedback necessary to
maintain and improve my job
performance.
Per scale above How does the performance
feedback you receive from
your supervisor help you
increase your work
performance?
I know about opportunities in the
organization for learning and
development to improve my skills.
Per scale above What opportunities does
your work offer in order
for you to improve, or
learn and develop new
skills?
I receive timely information on job
task priorities to make sure I am
focusing my time and energy more
efficiently when performing my
job.

Per scale above

43

Declarative Conceptual
(categories, process models, principles, relationships)
I know the relationship between
my work and the organizational
goals.
Per scale above Tell me how your work
contributes to the
organization’s goals.
I know that providing good
customer service are in direct
correlation to having good business
outcomes.

I know that being loyal to the
company are in direct correlation
to having good business outcomes.
I know that being a good team
member are in direct correlation to
having good business outcomes.
Per scale above
I know the correlation of investing
personal energy and experiencing
an emotional connection with work
helps to increase my job
performance.
Per scale above Please explain the
correlation of investing
your personal energy and
experiencing an emotional
connection with work
helps to increase your job
performance.
I know how the different
departments factor into the
organizations mission, objectives,
and vision.
Per scale above How do different
departments contribute to
the organizations mission,
objectives, and vision?
Procedural
(Staff need to know how to…)
I know how to perform my work
responsibilities.
Per scale above Please describe how you
perform your work
responsibilities.
I know how to seek out new
learning opportunities and skill
variety to increase my personal
growth, learning, and development.
Per scale above How do you seek out new
learning opportunities and
skill variety to increase
your personal growth,
learning, and
development?
I know how to actively change the
content or design of my job in
Per scale above

How do you actively
change the content or

44

order to complete my tasks more
efficiently.
design of your job to do it
more efficiently?
I know how to perform my tasks
efficiently, enabling me to pursue
activities that are not part of my
job descriptions.
Per scale above
I know how to effectively
communicate with other employees
outside my departments.
Per scale above What form of
communication(s) do you
use to effectively
communicate with other
employees outside of your
departments?
Metacognitive
(Staff need to know how to reflect on...)
I am open to new ways of doing
my job.

I am more productive when I think
about the goals of my job.

I am will willing to go the extra
mile in my job.
Per scale above Please describe a time
when you were more open
to new information, more
productive, and more
willing to go the extra
mile.
I am able to adapt my knowledge
and skills to my job.

I have a preferred way of doing my
job.
Per scale above How are you able to adapt
your job to your personal
knowledge, skills,
abilities, and preferences?
I often reflect on how personally
invested I am about my job.

Per scale above

I understand the use of self-
expression as creativity in my
work.

I am mindful of how I work during
the day.
Per scale above

Tell me about how you are
able to use self-expression
and creativity in your
work.

45

Motivation Assessment
Clark and Estes (2008) described the three facets of motivated performance index level
which are active choice, where the intention to pursue a goal is replaced by action; persistence,
where once a task is started, it is continued in the face of distractions; and mental effort, when
people work smarter and develop novel solutions. Increased motivation combined with effective
knowledge, skills, and work processes results in goal achievement (Clark & Estes, 2008). Clark
and Estes (2008) also state that most researchers agree that the three motivational indexes
previously mentioned (active choice, persistence, and mental effort) can be a potential problem
in the work environment if not given proper attention. The motivational framework used in this
case study comes from the processes of the three indexes in addition to the motivation variable
involved in this analysis of value, self-efficacy, and emotions. Clark and Estes (2008) expressed
the value of influencing people’s understanding of the impression they create in others, about
their own abilities to do the job, and their beliefs about the personal or group benefits of the work
being accomplished in order to increase motivation. As shown in Table 6 below, this study
focused on value, self-efficacy, and emotions as the driving factors for staff members in order to
be engaged. The items on the table below were used to assess motivational factors. A Likert
scale (from 0 to 10) was utilized in the creation of survey items.

46

Table 6
Summary of Motivation Influences and Methods of Assessment
Assumed Motivation Influences Survey Items Interview Items
Value
(Staff needs to value…)
Using the scale below,
please rate the extent to
which you value the
following statements at
Mary Michaels School of
Business:
1. Do not value at all
2.
3. Moderately value
4.
5. Highly value

I value my work because I make a
positive difference.

I value my work because it makes me
feel useful.

I value my work because it makes me
feel competent.

I value my work because it makes me
feel valuable.

I value my work because I am not taken
for granted.
Per scale above

Tell me about the
value you find in
your work.
I value the trust I have between myself
and my managers when performing my
daily duties.
Per scale above

How do you value
trust between
yourself and your
managers?
Tell me about how
you can positively
affect the quality of
your company’s
products, customer
service, and cost in
your job unit.

47

Self-Efficacy
(Staff needs to have confidence that ...)
Using the scale below,
please rate the extent to
which you agree or disagree
with the following
statements at the Mary
Michaels School of
Business:
1. Strongly Disagree
2. Moderately Disagree
3. Neither Agree nor
Disagree
4. Moderately Agree
5. Strongly Agree

I am confident that I can perform my
daily job duties.
Per scale above How confident you
are in performing
your daily job
duties?
I am confident in being able to display
what I think and feel.

I am confident in being able to display
my creativity.

I am confident in being able to display
my beliefs and values.

I am confident in being able to display
my personal connection to others.
Per scale above

I am confident in being able to actively
participate in decision making within the
organization.
Per scale above

I am confident that I can positively
affect the quality of my company’s
products.

I am confident that I can positively
affect the quality of my company’s
customer service.

I am confident that I can positively
affect the quality of my company’s cost
in my job unit.
Per scale above

48

Mood/Emotions
(Staff need to feel positive about…)

I feel positive about performing my daily
job duties.
Per scale above Tell me how you
feel performing
your daily job
duties.
I feel positive about my experience at
work.
Per scale above
I feel positive when my task
performance includes rewarding
interpersonal interactions with co-
workers.

I feel positive when my task
performance includes rewarding
interpersonal interactions with
customers.
Per scale above Tell me how you
feel about
interactions with
co-workers and
customers.
I feel positive about being involved and
committed in my job.

I feel positive about willing to invest
effort towards tasks in order to attain my
goal.
Per scale above Tell me how
involved and
committed you feel
about your job.
I feel positive about the abundance of
positive energy I feel despite difficulties
to get the job done.
Per scale above

Tell me how you
feel when your job
calls for occasional
extra work.
I feel positive emotions toward my work
and find my work to be personally
meaningful.

I feel positive about my workload.

I feel positive about the future of my
work.

I feel positive about the content of my
work.
Per scale above

49

I feel positive about investing more time
in daily work duties that are enjoyable
and feel enthusiastic about.
Per scale above

I feel positive about my work
accomplishments and success.

I feel positive about experiencing a sense
of significance at work.

I feel positive about experiencing a sense
of enthusiasm at work.

I feel positive about experiencing a sense
of challenge in my work duties.
Per scale above

Tell me how you
feel about your
work
accomplishments
and success.

Organization/Culture/Context Assessment
Rueda (2011) explains that cultural models are the shared mental schema or normative
understanding of how the world works or ought to work, and he describes cultural settings as the
who, what, when, where, why, and how of the routines which constitute everyday life. Examples
of cultural settings are organizational structures, practices, and policies. When organization
members are doing work that is challenging, clearly outlined, varied, creative, and autonomous
and have the proper resources to do their job, they are likely to experience meaningfulness in
their work (Kahn, 1990). Clark and Estes (2008) state that organizational problems exist when
there is a lack of efficient and effective work processes and resources which prohibit people from
reaching their desired outcomes. The items in Table 7 were used to assess organizational factors.
A Likert scale (from 1= “strongly disagree” to 5= “strongly agree”) was used in the survey items.

50

Table 7
Summary of Organization Influences and Method of Assessment
Assumed Organization Influences Survey Items Interview Items
Using the scale
below, rate the extent
to which you agree or
disagree with the
following statements
at the Mary Michaels
School of Business:
1 Strongly Disagree
2. Moderately
Disagree
3. Neither Agree nor
Disagree
4. Moderately Agree
5. Strongly Agree

Resources
I have the resources I need to do my job
effectively.
My supervisor supports me in my daily
work.
I feel that my workload is appropriate for
my job.
Per scale above

Tell me about the
resources you are
given to do your job.
Policies, Processes, & Procedures
The organization has policies and
procedures to support my physical health.
The organization has policies and
procedures to support my psychological
safety.
Per scale above

Tell me your
thoughts on the
policy and
procedures of the
organization as they
pertain to doing your
job effectively.
The organization provides training for
managers on effective supervision.
The organization provides training for
employees on knowledge and skills
specific to their jobs.
The organization provides training for
employees on how to prevent job burnout.
Per scale above

51

Culture
There is a culture in the organization that
supports staff in doing challenging work.
There is a culture in the organization that
supports staff creativity.
There is a culture in the organization that
supports staff autonomy.
There is a culture in the organization that
supports staff by providing clear goals.
There is a culture in the organization that
supports work variety.
Per scale above Tell me about the
culture of the
organization.
Is it conducive to
doing your job?
There is a culture in the organization that
encourages staff involvement and
commitment.
There is a culture in the organization that
encourages passion and enthusiasm.
There is a culture in the organization that
encourages focused effort and energy.
Per scale above

There is a culture in the organization that
supports the psychological health of staff.
There is a culture in the organization that
supports the physical health of staff.

Per scale above

How does the
organization support
the psychological
and physical health
of staff?
There is a culture in the organization that
supports a lively, attentive, and responsive
work environment.
Per scale above How does the
organization help
prevent job burnout?
There is a culture in the organization that
promotes a positive employee experience.
There is a culture in the organization that
promotes high customer satisfaction.
There is a culture in the organization that
promotes high employee productivity.
There is a culture in the organization that
promotes high company profitability.
There is a culture in the organization that
promotes reduction of employee turnover.
There is a culture in the organization that
promotes fair compensation for employees.
There is a culture in the organization that
promotes rewards and compensation.
Per scale above

Please explain how
the organization’s
work environment
promote positive
employee
experience.
Tell me how you are
rewarded and
incentivized on your
job.
Are you fairly
compensated?

52

There is a culture in the organization that
encourages a climate of satisfaction.
There is a culture in the organization that
encourages a climate of inspiration.
Per scale above

Please explain how
the organization
creates a climate that
encourages
satisfaction and a
sense of inspiration.
How are conflicts
resolved in your
organization?
How are decisions
made in your
organization?

Participating Stakeholders and Sample Selection
The stakeholder group of focus for this paper was the Mary Michaels School of Business
staff consisting of 107 members working part-time and full-time.
Sampling
This study used typical purposeful sampling to identify the participants in the survey
(Merriam & Tisdell, 2016). The Mary Michaels School of Business consists of 107 staff
members. All of them were selected to complete the employee engagement survey. The same
participants selected to complete the survey were asked if they would volunteer to be
interviewed. Those who were willing to volunteer were given information about the date, time,
and location of the interview session.
Recruitment
The recruitment strategy for this study was to solicit all staff members working part-time
and full-time at the Mary Michaels School of Business through their email with the permission
and approval of the human resources director. The guidelines from the Institutional Review
Board (IRB) were included in the survey. Anonymity of the participants was respected and kept
confidential. For those participants who were willing to volunteer for the interview, their names

53

and email address were requested so that logistical information could be sent after the survey
was completed.
Instrumentation
The instrumentation used for this study included a survey, a semi-structured interview
protocol, and a document analysis checklist.
Survey Design
Survey items were created to measure whether there was a gap in assumed causes by
using Clark and Estes’ (2008) Knowledge and Skills (K), Motivation (M), and Organizational
(O) framework regarding the staff at Mary Michaels School of Business. For each assumed
cause using the critical behaviors of staff, survey items were generated. The survey items
contained 18 items relating to staff knowledge, 15 items relating to staff motivation, and nine
items relating to organizational factors. This survey was sent to all staff using Qualtrics Online
Survey Software System. The staff had two weeks from the date the first email request was sent
to complete the survey.
Interview Protocol Design
In order to triangulate the data collected in the survey, open-ended interviews were
administered to staff members who chose to volunteer at the end of the survey. The interview
consisted of 33 interview questions and 11 follow-up questions. The in-person interviews were
limited to less than 30 minutes per staff.
Observation Checklist Design
There were no observations to collect data for this study.
Document Analysis Design
To triangulate the data, engagement survey results provided by the human resources

54

director from prior years were analyzed. A comparison of the data from previous years and new
data being collected was further examined and evaluated.
Data Collection
The MMSB Human Resources Director approved the survey and interview process
following the University of Southern California Institutional Review Board (IRB) approval.
Surveys
The Mary Michaels School of Business Staff were solicited via email with the link to
complete the surveys. The survey took no more than 15 minutes to complete. Staff were asked
to complete the survey by a certain date. The deadline to complete the survey was two weeks
from the time the original email survey request was sent. A reminder email was sent out to the
staff reminding them to complete the survey by the following week after the original email
survey request was sent.
Interviews
Interviews of Mary Michaels School of Business Staff were conducted in person and
were limited to less than 30 minutes. Participants who completed the survey were also asked if
they are willing to volunteer for the interview. There were 16 participants who volunteered, but
only 12 were chosen to interview using the number generator to remove bias in the interview
selection. All of the participants who were interviewed have been employed at Mary Michaels
School of Business for more than 12 months. Participation was voluntary and those who choose
to participate were notified via email one week in advance. The interviews took place in the
Mary Michaels School of Business conference room at a time and date that was convenient to
each staff member. The interviews were recorded and transcribed.

55

Observations
There were no observations to collect data for this study.
Document Analysis
Statistical and qualitative data of engagement surveys collected from the previous years
was requested from the MMSB Human Resources office. Access to the data and documentation
were provided with information on past years’ engagement survey results.
Data Analysis
Surveys
Data was collected through surveys and was analyzed using descriptive statistics, such as
mean, mode, and standard deviation for each of the assumed causes of knowledge/skills,
motivation, and organization.
Interviews
The in-person staff interviews each lasted no more than 30 minutes and were recorded
and then transcribed. The interviewee was notified one week in advance of the interview with
the time, date, and location of the interview.
Documents
Engagement survey results from previous years were used to compare the statistical and
qualitative data that was collected through this study. The data were extracted and analyzed in
order to provide recommendations in improving engagement and job satisfaction at Mary
Michaels School of Business.
Trustworthiness of Data
In order to maintain the credibility and trustworthiness of this study, the triangulation
method was used. This study triangulated the findings and results of the survey, interviews, and

56

documentation to enhance the reliability of the data.
Role of Investigator
The investigator in this study is currently employed at the Mary Michaels School of
Business. The investigator was responsible for the privacy and protection of the participants, and
was accountable for data collection, interviews, surveys, and document analysis. The
investigator also provided solutions and recommendations that could possibly be implemented
by the Mary Michaels School of Business Human Resources department.
Limitations
The limitations of this study were that the solutions and recommendations cannot be
generalized and are not applicable to any other school since the study is being conducted only at
the Mary Michaels School of Business. In addition, the investigator currently works at the
school and interpretations of findings could bring bias into the study.

57

CHAPTER FOUR: RESULTS AND FINDINGS
Findings from the data collection will be reported in this chapter as they relate to the
knowledge, motivation, and organizational influences that impact the staff performance at the
Mary Michaels School of Business. The gap analysis framework by Clark and Estes (2008)
guided this analysis of challenges and barriers in the areas of knowledge and skills, motivation,
and organizational assets and needs. This approach led to the identification and implementation
of solutions that MMSB can use to effectively increase the job satisfaction of MMSB staff.
The analysis began by examining the previously identified list of possible or assumed
causes and systematically analyzing the collected data to identify actual or validated causes. The
results are organized by the categories of assumed causes of knowledge, motivation and
organizational causes.
Multiple sources of quantitative and qualitative data were collected to validate the
assumed causes. Specifically, surveys and interviews were collected to understand the
knowledge, motivation, and organization challenges that affect the level of satisfaction,
motivation, and performance of staff at MMSB.
The MMSB Human Resources Director approved the survey and interview process
following the University of Southern California Institutional Review Board (IRB) approval. The
survey items were created to measure whether there is a gap in assumed causes related to
knowledge and skills, motivation, and organizational framework regarding the staff at MMSB.
For each assumed cause using the critical behaviors of staff, survey items were generated. Open-
ended interviews were also administered with staff members who chose to volunteer at the end
of the survey.

58

First, a survey was conducted containing 18 items related to knowledge, 15 items relating
to staff motivation, and nine items relating to organizational factors. The survey was sent to all
staff using Qualtrics Online Survey Software System and staff had two weeks from the date of
the first email to complete the survey. In order to triangulate the data collected in the survey,
open-ended interviews were administered to staff members who chose to volunteer at the end of
the survey. In addition, staff engagement survey results provided by the Human Resources
Director from prior years were analyzed. A comparison of the data from previous year and new
data being collected were further examined and evaluated.
Participating Stakeholders
The participating stakeholder group of focus for this paper is the Mary Michaels School
of Business staff consisting of 107 members working part-time and full-time.
The number of participants who completed the survey were 53 staff members, and the
number of volunteers who chose to participate in the interview were 16 staff members, but only
12 were chosen using an online number generator to remove bias in selecting interview
participants. Participants who were interviewed were from different departments at MMSB,
such as marketing, information and technology, undergraduate program, graduate programs,
career services, and research and instructional support.
The only individual demographic information collected for each participant were the
number of months they have been employed at MMSB. Other demographic information such as
age, race, ethnicity, and level of experience were not collected.
Determination of Assets and Needs
In order to triangulate the data collected in the survey, open-ended interviews were
administered to staff members who chose to volunteer at the end of the survey. In addition,

59

engagement survey results provided by the human resources director from prior years were
analyzed. The interview data was used to support and justify the survey results and also to refute
it by examining participant responses. Saturation was reached when there was a redundancy of
responses by 12 staff members to the same interview question. All twelve 30-minute interviews
were transcribed and then coded to determine which influences were addressed. The criteria for
determining the validity of assumed influences were as follows: Assumed influences were
validated as an asset for knowledge when at least ten out of twelve (83.3%) participants agreed
with the same influence. Assumed motivation and organization influences were validated as
assets when at least ten out of twelve (83.3%) gave responses confirming the correct influence.
For example, if at least ten out of twelve (83.3%) participants were able to accurately describe
their daily duties then that assumed knowledge influence was validated as an asset. If less than
ten out of twelve (83.3%) participants provided answers that disagreed with the assumed
influence, then that influence was not validated and was instead determined to be a need.
The criteria used for determining any gaps from the survey data on assumed knowledge,
motivation, and organization influences of job satisfaction of MMSB staff were as follows:
Results with less than 80% of responses of “value” and “highly value” and 80% of responses of
“agree” and “strongly agree” indicated a gap in the motivation sections of value, self-efficacy,
and emotions; results with less than 80% of responses of “agree” and “strongly agree” indicated
a gap in the knowledge section of declarative factual and conceptual; results with less than 80%
of responses of “agree” and “strongly agree” indicated a gap in the organization section of
policies and procedures as well as culture; and results with less than 80% of responses of “agree”
and “strongly agree” indicated a gap in resources. Documents were also examined and analyzed

60

to verify and validate assumed and actual causes that were addressed during the interviews and
survey results.
Results and Findings for Knowledge Causes
Staff knowledge was assessed through surveys and interviews. Results of surveys and
interviews are presented for each assumed cause within the categories of declarative factual
knowledge, conceptual knowledge, procedural knowledge, and metacognitive knowledge.
Results of knowledge surveys in Tables 8-30 and interviews are used to determine whether or
not gaps were present.
Factual Knowledge
Surveys and interviews were used to assess the declarative knowledge of staff. Staff at
MMSB were surveyed on the factual knowledge needed to successfully and effectively perform
their daily duties. Results have been organized and evaluated in order to assess whether or not
there is a gap regarding the assumed causes.
Factual Knowledge Influence 1: Staff Know the Goals of their Job
Survey Results. Staff were asked to choose the response that indicates their level of
familiarity with the goals of their job from a list of five possible answers, ranging from strongly
disagree, disagree, neutral, agree, and strongly agree. The level of familiarity varied. The
percentage of participants who responded that they knew the goals of their job was 86.28% (33%
agree; 53% strongly agree). The threshold for this item to be considered validated is 80% due to
the emphasis in knowledge in order to perform their job successfully and effectively.

61

Table 8
Survey Results for Factual Knowledge Item 1
# Factual Knowledge Item 1 (n = 51) Percentage Count
Staff know the goals of their job.
1 Strongly Disagree 1.96% 1
2 Disagree 3.92% 2
3 Neutral 7.84% 4
4 Agree 33.33% 17
5 Strongly Agree 52.95% 27
Total 100% 51

Interview Findings. Interviews were not conducted for this influence.
Observation. Observations were not conducted for this influence.
Document Analysis. Document analysis was not conducted for this influence.
Summary. The assumed influence is that staff know the goals of their job. Since
86.28% agreed or strongly agreed that they were able to accurately identify the goals of their job
and the threshold is 80%, staff did demonstrate that they know the goals of their job.
Factual Knowledge Influence 2: Staff Know Their Daily Duties
Survey Results. Staff were asked to choose the response that best indicated their level of
familiarity with their daily duties from a list of five possible answers, ranging from strongly
disagree, disagree, neutral, agree, and strongly agree. The level of familiarity varied. The
responses in identifying their daily duties was 90.19% (35.29% agree; 54.90% strongly agree).
The threshold for this item is 80% due to the emphasis on knowledge in order to perform their
job successfully and effectively.

62

Table 9
Survey Results for Factual Knowledge Item 2
# Factual Knowledge Item 2 (n = 51) Percentage Count
Staff know their daily duties.
1 Strongly Disagree 0% 0
2 Disagree 5.88% 3
3 Neutral 3.92% 2
4 Agree 35.29% 18
5 Strongly Agree 54.90% 28
Total 100% 51

Interview Findings. Interviews were conducted for this influence. Interview
respondents were asked to describe their daily duties. All 12 respondents were able to accurately
describe their daily duties. Participant 6, for example, gave a thorough response on this topic:
I’m in charge of the international programs for the office of executive education my
primary role now is new business generation working with our existing partners to
expand the programs and searching for new partnerships with international universities
and international organizations as well as the government who want to send executives
here at MMSB for training. I’m also doing program design and development in order to
sell the programs and for our existing business when we start each year, I’m in charge of
setting that up.
Other participants had similar responses. Participant 7 described her daily duties:
I execute student services and academic affairs for the largest MBA program at
MMSB…. I currently manage tracking of student’s academic progress and graduation
requirements, oversee six local and three international residentials, connect students with

63

on campus resources, and act as the primary academic advisor. I evaluate transcripts,
process waivers and requests, and I am the first evaluator of policy exception requests
[…] I also contributed to the creation of the peer to peer-based MBA advising sessions,
assisting students to guide each other in short and long term academic and co-curricular
goals.
Observation. Observations were not conducted for this influence.
Document Analysis. Document analysis was not conducted for this influence.
Summary. The assumed influence is that staff know their daily duties. Since 90% were
able to accurately identify the goals of their job and the threshold is 80%, the staff did
demonstrate that they knew their daily duties. Similarly, the interview data shows that all staff
were able to describe their daily duties thoroughly and in great detail.
Factual Knowledge Influence 3: Staff Receive Feedback Necessary to Maintain and Improve
Job Performance
Survey Results. Staff were asked to choose the response that indicated if they receive
feedback necessary to maintain and improve job performance from a list of five possible
answers, ranging from strongly disagree, disagree, neutral, agree, and strongly agree. The
responses in identifying whether they received feedback was 58% (36% agree; 22% strongly
agree). The threshold for this item is 80% due to the emphasis on knowledge in order to perform
their job successfully and effectively.

64

Table 10
Survey Results for Factual Knowledge Item 3
# Factual Knowledge Item 3 (n=50) Percentage Count
Staff receive feedback necessary to maintain and improve
their job performance:

1 Strongly Disagree 6% 3
2 Disagree 10% 5
3 Neutral 26% 13
4 Agree 36% 18
5 Strongly Agree 22% 11
Total 100% 50

Interview Findings. Interviews were not conducted for this influence.

Observation. Observations were not conducted for this influence.

Document Analysis. Document analysis was not conducted for this influence.

Summary. The assumed influence is that staff receive feedback necessary to maintain
and improve their job performance. Since 58% agreed or strongly agreed that they receive
feedback necessary to maintain and improve their job performance and the threshold is 80%,
staff demonstrated that they do not receive feedback necessary to maintain and improve their job
performance.
Factual Knowledge Influence 4: Staff Know About Opportunities in the Organization to
Improve Their Skills
Survey Results. Staff were asked to choose the response that indicated their level of
familiarity with opportunities in the organization to improve their skills from a list of five

65

possible answers, ranging from strongly disagree, disagree, neutral, agree, and strongly agree.
The level of familiarity varied. The responses in identifying opportunities in the organization to
improve their skills was 58.82% (39.22% agree; 19.60% strongly agree). The threshold for this
item is 80% due to the emphasis on knowledge in order to perform their job successfully and
effectively.
Table 11
Survey Results for Factual Knowledge Item 4
# Factual Knowledge Item 4 (n=51) Percentage Count
Staff know about opportunities in the organization to
improve their skills.

1 Strongly Disagree 7.84% 4
2 Disagree 13.73% 7
3 Neutral 19.61% 10
4 Agree 39.22% 20
5 Strongly Agree 19.60% 10
Total 100% 51

Interview Findings. Interviews were not conducted for this influence.
Observation. Observations were not conducted for this influence.
Document Analysis. Document analysis was not conducted for this influence.
Summary. The assumed influence is that staff know about opportunities in the
organization to improve their skills. Since 58.82% agreed or strongly agreed that they know
about opportunities in the organization to improve their skills and the threshold is 80%, staff
demonstrated that they do not know about opportunities in the organization to improve their
skills.

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Factual Knowledge Influence 5: Staff Receive Timely Information About Job Priorities to
Ensure They Are Using Their Time Effectively
Survey Results. Staff were asked to choose the response that best indicated if they
receive timely information about job priorities to ensure they are using their time effectively
from a list of five possible answers, ranging from strongly disagree, disagree, neutral, agree, and
strongly agree. The responses in identifying they received feedback was 52.94% (31.37% agree;
21.57% strongly agree). The threshold for this item is 80% due to the emphasis on knowledge in
order to perform their job successfully and effectively.
Table 12
Survey Results for Factual Knowledge Item 5
# Factual Knowledge Item 5 (n=51) Percentage Count
Staff receive timely information about job priorities to ensure
they are using their time effectively.

1 Strongly Disagree 5.88% 3
2 Disagree 13.73% 7
3 Neutral 27.45% 14
4 Agree 31.37% 16
5 Strongly Agree 21.57% 11
Total 100% 51

Interview Findings. Interviews were not conducted for this influence.
Observation. Observations were not conducted for this influence.
Document Analysis. Document analysis was not conducted for this influence.
Summary. The assumed influence is that staff receive timely information about job
priorities to ensure they are using their time effectively. Since 52.94% agreed or strongly agreed

67

that they receive timely information about job priorities to ensure they are using their time
effectively and the threshold is 80%, staff demonstrated that they do not receive timely
information about job priorities to ensure they are using their time effectively.
Conceptual Knowledge
Surveys and interviews were used to assess the conceptual knowledge of staff. Staff at
Mary Michaels School of Business were surveyed on the conceptual knowledge needed to
successfully and effectively perform their daily duties. Results have been organized and
evaluated in order to assess whether or not there is a gap regarding the assumed causes.
Conceptual Knowledge Influence 1: Staff Know the Relationship Between Their Work and the
Organizational Goals
Survey Results. Staff were asked to choose the response that indicated their level of
familiarity with the relationship between their work and the organizational goals from a list of
five possible answers, ranging from strongly disagree, disagree, neutral, agree, and strongly
agree. The level of familiarity varied. The responses in identifying the relationship between
their work and the organizational goals of their job was 70.58% (37.25% agree; 33.33% strongly
agree). The threshold for this item is 80% due to the emphasis on knowledge in order to perform
their job successfully and effectively.

68

Table 13
Survey Results for Conceptual Knowledge Item 1
# Conceptual Knowledge Item 1 (n=51) Percentage Count
Staff know the relationship between their work and the
organizational goals.

1 Strongly Disagree 3.92% 2
2 Disagree 7.84% 4
3 Neutral 17.65% 9
4 Agree 37.25% 19
5 Strongly Agree 33.33% 17
Total 100% 51

Interview Findings. Interviews were conducted for this influence. Interview
respondents were asked to describe the relationship between their work and the organizational
goals. Participant 3, for example, discussed his experience on this topic:
Difficult to say...the overall goal has not been clearly defined for one year masters
programs because the school is an MBA school, it doesn’t even highlight the doctoral
programs so we don’t know how we the staff contributes to the school or the relationship
between our work and the organizational goals, it has not been clearly define just yet.
Participant 8 had a different response and described his experience thusly:
I support the school by bringing in intellectually hungry students in the program. To be
successful in the MBA side with curricular and co-curricular experiential learning in the
program. The full-time MBA program drives the business school’s ranking and brand, so
the relationship between my work and the school is very important, however, the MBA
do not drive the revenue due to softening of the MBA market.

69

Observation. Observations were not conducted for this influence.
Document Analysis. Document analysis was not conducted for this influence.
Summary. The assumed influence is that staff know the relationship between their work
and the organizational goals. Since 70.58% agreed or strongly agreed that they know the
relationship between their work and the organizational goals and the threshold is 80%, staff
demonstrated that they did not know the relationship between their work and the organizational
goals. Similarly, the interview data shows that the majority of staff were unclear of the
organizational goals and thus were not able to describe the relationship with their work and the
organizational goals. Therefore, this influence is determined to be a need.
Conceptual Knowledge Influence 2: Staff Know That Providing Good Customer Service Is
Positively Related to Achieving Organizational Goals
Survey Results. Staff were asked to choose the response that indicated their level of
familiarity that providing good customer service is positively related to achieving organizational
goals from a list of five possible answers, ranging from strongly disagree, disagree, neutral,
agree, and strongly agree. The level of familiarity varied. The responses in identifying the
relationship was 93.88% (28.57% agree; 65.31% strongly agree). The threshold for this item is
80% due to the emphasis on knowledge in order to perform their job successfully and effectively.

70

Table 14
Survey Results for Conceptual Knowledge Item 2
# Conceptual Knowledge Item 2 (n=49) Percentage Count
Staff know that providing good customer service is
positively related to achieving organizational goals.

1 Strongly Disagree 0 0
2 Disagree 2.04% 1
3 Neutral 4.08% 2
4 Agree 28.57% 14
5 Strongly Agree 65.31% 32
Total 100% 49

Interview Findings. Interviews were not conducted for this influence.
Observation. Observations were not conducted for this influence.
Document Analysis. Document analysis was not conducted for this influence.
Summary. The assumed influence is that staff know that providing good customer
service is positively related to achieving organizational goals. Since 93.88% agreed or strongly
agreed that they know that providing good customer service is positively related to achieving
organizational goals and the threshold is 80%, staff demonstrated that they knew that providing
good customer service is positively related to achieving organizational goals.
Conceptual Knowledge Influence 3: Staff Know That Being Loyal to the Organization Is
Positively Related to Achieving Organizational Outcomes
Survey Results. Staff were asked to choose the response that indicated their level of
familiarity that being loyal to the organization is positively related to achieving organizational
outcomes. They were given a list of five possible answers, ranging from strongly disagree,

71

disagree, neutral, agree, and strongly agree. The level of familiarity varied. The responses in
identifying the goals of their job was 66% (28% agree; 38% strongly agree). The threshold for
this item is 80% due to the emphasis on knowledge in order to perform their job successfully and
effectively.
Table 15
Survey Results for Conceptual Knowledge Item 3
# Conceptual Knowledge Item 3 (n=50) Percentage Count
Staff know that being loyal to the organization is positively
related to achieving organizational outcomes.

1 Strongly Disagree 8% 4
2 Disagree 10% 5
3 Neutral 16% 8
4 Agree 28% 14
5 Strongly Agree 38% 19
Total 100% 50

Interview Findings. Interviews were not conducted for this influence.
Observation. Observations were not conducted for this influence.
Document Analysis. Document analysis was not conducted for this influence.
Summary. The assumed influence is that staff know that being loyal to the organization
is positively related to achieving organizational outcomes. Since 66% agreed or strongly agreed
they knew that being loyal to the organization is positively related to achieving organizational
outcomes and the threshold is 80%, staff demonstrated that they did not know that being loyal to
the organization is positively related to achieving organizational outcomes.

72

Conceptual Knowledge Influence 4: Staff Know That Being a Good Team Player Is Positively
Related to Achieving Organizational Outcomes
Survey Results. Staff were asked to choose the response that indicated their level of
familiarity that being a good team player is positively related to achieving organizational
outcomes from a list of five possible answers, ranging from strongly disagree, disagree, neutral,
agree, and strongly agree. The level of familiarity varied. The responses in identifying the
relationship was 82.35% (33.33% agree; 49.02% strongly agree). The threshold for this item is
80% due to the emphasis on knowledge in order to perform their job successfully and effectively.
Table 16
Survey Results for Conceptual Knowledge Item 4
# Conceptual Knowledge Item 4 (n=51) Percentage Count
Staff know that being a good team player is positively
related to achieving organizational outcomes.

1 Strongly Disagree 1.96% 1
2 Disagree 3.92% 2
3 Neutral 11.76% 6
4 Agree 33.33% 17
5 Strongly Agree 49.02% 25
Total 100% 51

Interview Findings. Interviews were not conducted for this influence.
Observation. Observations were not conducted for this influence.
Document Analysis. Document analysis was not conducted for this influence.
Summary. The assumed influence is that staff know that being a good team player is
positively related to achieving organizational outcomes. Since 82.35% agreed or strongly agreed

73

they know that being a good team player is positively related to achieving organizational
outcomes and the threshold is 80%, staff demonstrated that they knew being a good team player
is positively related to achieving organizational outcomes.
Conceptual Knowledge Influence 5: Staff Know That Investing Personal Energy at Work
Increases Job Performance
Survey Results. Staff were asked to choose the response that indicated their level of
familiarity that investing personal energy at work increases their job performance from a list of
five possible answers, ranging from strongly disagree, disagree, neutral, agree, and strongly
agree. The level of familiarity varied. The responses in identifying the goals of their job was
74.50% (37.25% agree; 37.25% strongly agree). The threshold for this item is 80% due to the
emphasis in knowledge in order to perform their job successfully and effectively.
Table 17
Survey Results for Conceptual Knowledge Item 5
# Conceptual Knowledge Item 5 (n=51) Percentage Count
Staff know that investing personal energy at work increases
their job performance.

1 Strongly Disagree 0 0
2 Disagree 5.88% 3
3 Neutral 19.61% 10
4 Agree 37.25% 19
5 Strongly Agree 37.25% 19
Total 100% 51

Interview Findings. Interviews were not conducted for this influence.
Observation. Observations were not conducted for this influence.

74

Document Analysis. Document analysis was not conducted for this influence.
Summary. The assumed influence is that staff know that investing personal energy at
work increases their job performance. Since 74.50% agreed or strongly agreed that they knew
that investing personal energy at work increases their job performance and the threshold is 80%,
staff demonstrated that they do not know that investing personal energy at work increases their
job performance.
Conceptual Knowledge Influence 6: Staff Know How the Different Departments Contribute to
the Organization’s Mission, Objectives, and Vision
Survey Results. Staff were asked to choose the response that indicated their level of
familiarity of how the different departments contribute to the organization’s mission, objectives,
and vision from a list of five possible answers, ranging from strongly disagree, disagree, neutral,
agree, and strongly agree. The level of familiarity varied. The responses in identifying the
relationship was 50.98% (35.29% agree; 15.69% strongly agree). The threshold for this item is
80% due to the emphasis on knowledge in order to perform their job successfully and effectively.

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Table 18
Survey Results for Conceptual Knowledge Item 6
# Conceptual Knowledge Item 6 (n=51) Percentage Count
Staff know how the different departments contribute to the
organization’s mission, objectives, and vision.

1 Strongly Disagree 0 0
2 Disagree 25.49% 13
3 Neutral 23.53% 12
4 Agree 35.29% 18
5 Strongly Agree 15.69% 8
Total 100% 51

Interview Findings. Interviews were not conducted for this influence.
Observation. Observations were not conducted for this influence.
Document Analysis. Document analysis was not conducted for this influence.
Summary. The assumed influence is that staff know how the different departments
contribute to the organization’s mission, objectives, and vision. Since 50.98% agreed or strongly
agreed that they know how the different departments contribute to the organization’s mission,
objectives, and vision and the threshold is 80%, staff demonstrated that they do not know how
the different departments contribute to the organization’s mission, objectives, and vision.
Procedural Knowledge
Surveys and interviews were used to assess the procedural knowledge of study
participants. Staff at Mary Michaels School of Business were surveyed to determine if they
possessed the procedural knowledge needed to successfully and effectively perform their daily

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duties. Results have been organized and evaluated in order to assess whether or not there is a
gap regarding the assumed causes.
Procedural Knowledge Influence 1: Staff Know How to Perform Their Work Responsibilities
Survey Results. Staff were asked to choose the response that indicated their level of
familiarity with performing their work responsibilities from a list of five possible answers,
ranging from strongly disagree, disagree, neutral, agree, and strongly agree. The level of
familiarity varied. The responses in identifying the goals of their job was 94.11% (33.33%
agree; 60.78% strongly agree). The threshold for this item is 80% due to the emphasis on
knowledge in order to perform their job successfully and effectively.
Table 19
Survey Results for Procedural Knowledge Item 1
# Procedural Knowledge Item 1 (n=51) Percentage Count
Staff know how to perform their work responsibilities.
1 Strongly Disagree 0 0
2 Disagree 3.92% 2
3 Neutral 1.96% 1
4 Agree 33.33% 17
5 Strongly Agree 60.78% 31
Total 100% 51

Interview Findings. Interviews were not conducted for this influence.
Observation. Observations were not conducted for this influence.
Document Analysis. Document analysis was not conducted for this influence.
Summary. The assumed influence is that staff know how to perform their work
responsibilities. Since 94.11% agreed or strongly agreed that they knew how to perform their

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work responsibilities and the threshold is 80%, staff demonstrated that they knew how to
perform their work responsibilities.
Procedural Knowledge Influence 2: Staff Know How to Change the Content or Design of
Their Job to Complete Their Tasks More Efficiently
Survey Results. Staff were asked to choose the response that indicated their level of
familiarity with changing the content or design of their job to complete their tasks more
efficiently from a list of five possible answers, ranging from strongly disagree, disagree, neutral,
agree, and strongly agree. The level of familiarity varied. The responses in identifying the goals
of their job was 74.51% (35.29% agree; 39.22% strongly agree). The threshold for this item is
80% due to the emphasis on knowledge in order to perform their job successfully and effectively.
Table 20
Survey Results for Procedural Knowledge Item 2
# Procedural Knowledge Item 2 (n=51) Percentage Count
Staff know how to change the content or design of their job
to complete their tasks more efficiently.

1 Strongly Disagree 1.96% 1
2 Disagree 3.92% 2
3 Neutral 19.61% 10
4 Agree 35.29% 18
5 Strongly Agree 39.22% 20
Total 100% 51

Interview Findings. Interviews were not conducted for this influence.
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 is that staff know how to change the content or
design of their job to complete their tasks more efficiently. Since 74.51% agreed or strongly
agreed that they knew how to change the content or design of their job to complete their tasks
more efficiently and the threshold is 80%, staff demonstrated that they did not know how to
change the content and design of their job to complete their tasks more efficiently.
Procedural Knowledge Influence 3: Staff Know How to Perform Their Tasks Efficiently,
Enabling Them to Pursue Activities That Are Not Part of Their Job Descriptions
Survey Results. Staff were asked to choose the response that indicated their level of
familiarity with performing their tasks efficiently, enabling them to pursue activities that are not
part of their job descriptions from a list of five possible answers, ranging from strongly disagree,
disagree, neutral, agree, and strongly agree. The level of familiarity varied. The responses in
identifying the process of their job was 78.43% (45.10% agree; 33.33% strongly agree). The
threshold for this item is 80% due to the emphasis on knowledge in order to perform their job
successfully and effectively.

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Table 21
Survey Results for Procedural Knowledge Item 3
# Procedural Knowledge Item 3 (n=51) Percentage Count
Staff know how to perform their tasks efficiently, enabling
them to pursue activities that are not part of their job
descriptions.

1 Strongly Disagree 3.92% 2
2 Disagree 3.92% 2
3 Neutral 13.73% 7
4 Agree 45.10% 23
5 Strongly Agree 33.33% 17
Total 100% 51

Interview Findings. Interviews were not conducted for this influence.
Observation. Observations were not conducted for this influence.
Document Analysis. Document analysis was not conducted for this influence.
Summary. The assumed influence is that staff know how to perform their tasks
efficiently, enabling them to pursue activities that are not part of their job descriptions. Since
78.43% agreed or strongly agreed that they knew how to perform their tasks efficiently, enabling
them to pursue activities that are not part of their job descriptions and the threshold is 80%, staff
demonstrated that they did not know how to perform their tasks efficiently.
Procedural Knowledge Influence 4: Staff Know How to Effectively Communicate With Other
Employees Outside Their Department
Survey Results. Staff were asked to choose the response that indicated their level of
familiarity with effectively communicating with other employees outside their departments from

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a list of five possible answers, ranging from strongly disagree, disagree, neutral, agree, and
strongly agree. The level of familiarity varied. The responses in identifying the process was
86.28% (33% agree; 53% strongly agree). The threshold for this item is 80% due to the
emphasis in knowledge in order to perform their job successfully and effectively.
Table 22
Survey Results for Procedural Knowledge Item 4
# Procedural Knowledge Item 4 (n=51) Percentage Count
Staff know how to effectively communicate with other
employees outside their department.

1 Strongly Disagree 0 0
2 Disagree 3.92% 2
3 Neutral 9.80% 5
4 Agree 41.18% 21
5 Strongly Agree 45.10% 23
Total 100% 51

Interview Findings. Interviews were not conducted for this influence.
Observation. Observations were not conducted for this influence.
Document Analysis. Document analysis was not conducted for this influence.
Summary. The assumed influence is that staff know how to effectively communicate
with other employees outside their department. Since 86.28% agreed or strongly agreed that
they knew how to effectively communicate with other employees outside their department and
the threshold is 80%, staff demonstrated that they knew how to effectively communicate with
other employees outside their department.

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Metacognitive Knowledge
Surveys and interviews were used to assess staff' metacognitive knowledge. Staff at
Mary Michaels School of Business were surveyed on the metacognitive knowledge needed to
successfully and effectively perform their daily duties. Results have been organized and
evaluated in order to assess whether or not there is a gap regarding the assumed causes.
Metacognitive Knowledge Influence 1: Staff Are Open to New Ways of Doing Their Job
Survey Results. Staff were asked to choose the response that indicate their level of
openness to new ways of doing their job from a list of five possible answers, ranging from
strongly disagree, disagree, neutral, agree, and strongly agree. The level of openness varied.
The responses in identifying their openness was 94% (36% agree; 58% strongly agree). The
threshold for this item is 80% due to the emphasis on knowledge in order to perform their job
successfully and effectively.
Table 23
Survey Results for Metacognitive Knowledge Item 1
# Metacognitive Knowledge Item 1 (n=50) Percentage Count
Staff are open to new ways of doing their job.
1 Strongly Disagree 0 0
2 Disagree 2% 1
3 Neutral 4% 2
4 Agree 36% 18
5 Strongly Agree 58% 29
Total 100% 50

Interview Findings. Interviews were not conducted for this influence.
Observation. Observations were not conducted for this influence.

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Document Analysis. Document analysis was not conducted for this influence.
Summary. The assumed influence is that staff are open to new ways of doing their job.
Since 94% agreed or strongly agreed that they are open to new ways of doing their job and the
threshold is 80%, staff demonstrated that they were open to new ways of doing their job.
Metacognitive Knowledge Influence 2: Staff Are More Productive When They Think About
the Goals of Their Job
Survey Results. Staff were asked to choose the response that indicated their level of
production when they think about the goals of their job from a list of five possible answers,
ranging from strongly disagree, disagree, neutral, agree, and strongly agree. The reported level
of production varied. The responses identifying they are more productive were 72% (42% agree;
30% strongly agree). The threshold for this item is 80% due to the emphasis in knowledge in
order to perform their job successfully and effectively.
Table 24
Survey Results for Metacognitive Knowledge Item 2
# Metacognitive Knowledge Item 2 (n=50) Percentage Count
Staff are more productive when they think about the goals of
their job.

1 Strongly Disagree 0 0
2 Disagree 6% 3
3 Neutral 22% 11
4 Agree 42% 21
5 Strongly Agree 30% 15
Total 100% 50

Interview Findings. Interviews were not conducted for this influence.

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Observation. Observations were not conducted for this influence.
Document Analysis. Document analysis was not conducted for this influence.
Summary. The assumed influence is that staff are more productive when they think
about the goals of their job. Since 72% agreed or strongly agreed that they are more productive
when they think about the goals of their job and the threshold is 80%, staff demonstrated that
they were not more productive when they thought about the goals of their job.
Metacognitive Knowledge Influence 3: Staff Are Willing to Go the Extra Mile in Their Job
Survey Results. Staff were asked to choose the response that indicated their level of
willingness to go the extra mile in their job from a list of five possible answers, ranging from
strongly disagree, disagree, neutral, agree, and strongly agree. The level of willingness varied.
The responses in identifying their willingness was 84.31% (31.37% agree; 52.94% strongly
agree). The threshold for this item is 80% due to the emphasis on knowledge in order to perform
their job successfully and effectively.
Table 25
Survey Results for Metacognitive Knowledge Item 3
# Metacognitive Knowledge Item 3 (n=51) Percentage Count
Staff are willing to go the extra mile in their job.
1 Strongly Disagree 0 0
2 Disagree 1.96% 1
3 Neutral 13.73% 7
4 Agree 31.37% 16
5 Strongly Agree 52.94% 27
Total 100% 51

Interview Findings. Interviews were not conducted for this influence.

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Observation. Observations were not conducted for this influence.
Document Analysis. Document analysis was not conducted for this influence.
Summary. The assumed influence is that staff are willing to go the extra mile in their
job. Since 84.31% agreed or strongly agreed that they were willing to go the extra mile in their
job, and the threshold is 80%, this influence was validated as an asset.
Metacognitive Knowledge Influence 4: Staff Are Able to Transfer Their Knowledge and Skills
to Their Job
Survey Results. Staff were asked to choose the response that indicated their level of
ability to transfer their knowledge and skills to their job from a list of five possible answers,
ranging from strongly disagree, disagree, neutral, agree, and strongly agree. The level of
reported ability varied. The responses in identifying their capability was 90.20% (47.06% agree;
43.14% strongly agree). The threshold for this item is 80% due to the emphasis on knowledge in
order to perform their job successfully and effectively.
Table 26
Survey Results for Metacognitive Knowledge Item 4
# Metacognitive Knowledge Item 4 (n=51) Percentage Count
Staff are able to transfer their knowledge and skills to their
job.

1 Strongly Disagree 0 0
2 Disagree 3.92% 2
3 Neutral 5.88% 3
4 Agree 47.06% 24
5 Strongly Agree 43.14% 22
Total 100% 51

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Interview Findings. Interviews were not conducted for this influence.
Observation. Observations were not conducted for this influence.
Document Analysis. Document analysis was not conducted for this influence.
Summary. The assumed influence is that staff are able to transfer their knowledge and
skills to their job. Since 90.20% agreed or strongly agreed that they are able to transfer their
knowledge and skills to their job and the threshold is 80%, staff demonstrated that they were able
to transfer their knowledge and skills to their job.
Metacognitive Knowledge Influence 5: Staff Have a Preferred Way of Doing Their Job
Survey Results. Staff were asked to choose the response that indicate their level of
having a preferred way of doing their job from a list of five possible answers, ranging from
strongly disagree, disagree, neutral, agree, and strongly agree. The level of preference varied.
The responses in identifying their preference was 84.32% (45.10% agree; 39.22% strongly
agree). The threshold for this item is 80% due to the emphasis on knowledge in order to perform
their job successfully and effectively.
Table 27
Survey Results for Metacognitive Knowledge Item 5
# Metacognitive Knowledge Item 5 (n=51) Percentage Count
Staff have a preferred way of doing their job.
1 Strongly Disagree 0 0
2 Disagree 3.92% 2
3 Neutral 11.76% 6
4 Agree 45.10% 23
5 Strongly Agree 39.22% 20
Total 100% 51

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Interview Findings. Interviews were not conducted for this influence.
Observation. Observations were not conducted for this influence.
Document Analysis. Document analysis was not conducted for this influence.
Summary. The assumed influence is that staff have a preferred way of doing their job.
Since 84.32% agreed or strongly agreed that they have a preferred way of doing their job and the
threshold is 80%, staff demonstrated that they have a preferred way of doing their job.
Metacognitive Knowledge Influence 6: Staff Often Reflect on How Personally Invested They
Are in Their Work
Survey Results. Staff were asked to choose the response that indicated their level of
frequency of reflection on how personally invested they are in their work from a list of five
possible answers, ranging from strongly disagree, disagree, neutral, agree, and strongly agree.
The level of frequency varied. The responses in identifying the number of times they reflect was
76.47% (35.29% agree; 41.18% strongly agree). The threshold for this item is 80% due to the
emphasis on knowledge in order to perform their job successfully and effectively.

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Table 28
Survey Results for Metacognitive Knowledge Item 6
# Metacognitive Knowledge Item 6 (n=51) Percentage Count
Staff often reflect on how personally invested they are in
their work.

1 Strongly Disagree 1.96% 1
2 Disagree 7.84% 4
3 Neutral 13.73% 7
4 Agree 35.29% 18
5 Strongly Agree 41.18% 21
Total 100% 51

Interview Findings. Interviews were not conducted for this influence.
Observation. Observations were not conducted for this influence.
Document Analysis. Document analysis was not conducted for this influence.
Summary. The assumed influence is that staff often reflect on how personally invested
they are in their work. Since 76.47% agreed or strongly agreed that they often reflect on how
personally invested they are in their work and the threshold is 80%, staff demonstrated that they
do not often reflect on how personally invested they are in their work.
Metacognitive Knowledge Influence 7: Staff Use Self-Expression as Creativity in Their Work
Survey Results. Staff were asked to choose the response that indicated their level of
utilization of self-expression as creativity in their work from a list of five possible answers,
ranging from strongly disagree, disagree, neutral, agree, and strongly agree. The level of
application varied. The responses in identifying the application of self-expression was 50.98%

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(33.33% agree; 17.65% strongly agree). The threshold for this item is 80% due to the emphasis
on knowledge in order to perform their job successfully and effectively.
Table 29
Survey Results for Metacognitive Knowledge Item 7
# Metacognitive Knowledge Item 7 (n=51) Percentage Count
Staff use self-expression as creativity in their work:
1 Strongly Disagree 0 0
2 Disagree 9.80% 5
3 Neutral 39.22% 20
4 Agree 33.33% 17
5 Strongly Agree 17.65% 9
Total 100% 51

Interview Findings. Interviews were conducted for this influence. Interview
respondents were asked to describe how they are able to use self-expression as creativity in their
work. Participant 2, for example, discussed her experience on this topic and said, “There’s no
room for creativity, maybe looking at creative ways to look at efficiencies at graduate fairs on
how to pitch programs, but no, there’s no creativity.” Other participants had similar responses;
Participant 12 described his experience by saying, “It’s very limited, maybe if you’re lucky like
on smaller things, like handouts for students or spreadsheet organizing with colors….you can’t
really get creative with numbers… sometimes I put little anteater picture on excel sheets.”
Participant 10 said something similar: “Self-expression is limited with me and co-workers, we
would like to host a peer luncheon and department get together to increase morale, but there is no
funding and no support from higher leadership.”
Observation. Observations were not conducted for this influence.

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Document Analysis. Document analysis was not conducted for this influence.
Summary. The assumed influence is that staff use self-expression as creativity in their
work. Since 50.98% agreed or strongly agreed that they were able to use self-expression as
creativity in their work and the threshold is 80%, staff demonstrated that they were not able to
use self-expression as creativity in their work. Similarly, the interview data shows that the
majority of staff were not able to use self-expression as creativity in their work.
Metacognitive Knowledge Influence 8: Staff Are Mindful of How They Work During the Day
Survey Results. Staff were asked to choose the response that indicated their level of
mindfulness of how they work during the day from a list of five possible answers, ranging from
strongly disagree, disagree, neutral, agree, and strongly agree. The level of awareness varied.
The responses in identifying their awareness was 86.27% (52.94% agree; 33.33% strongly
agree). The threshold for this item is 80% due to the emphasis on knowledge in order to perform
their job successfully and effectively.
Table 30
Survey Results for Metacognitive Knowledge Item 8
# Metacognitive Knowledge Item 8 (n=51) Percentage Count
Staff are mindful of how they work during the day.
1 Strongly Disagree 0 0
2 Disagree 1.96% 1
3 Neutral 11.76% 6
4 Agree 52.94% 27
5 Strongly Agree 33.33% 17
Total 100% 51

Interview Findings. Interviews were not conducted for this influence.

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Observation. Observations were not conducted for this influence.
Document Analysis. Document analysis was not conducted for this influence.
Summary. The assumed influence is that staff are mindful of how they work during the
day. Since 86.27% agreed or strongly agreed that they were mindful of how they work during
the day and the threshold is 80%, staff demonstrated that they were mindful of how they work
during the day.
Results and Findings for Motivation Causes
Staff motivation was assessed through surveys and interviews. Results of surveys and
interviews are presented for each assumed cause within the categories of value, self-efficacy, and
emotion. Results of motivation surveys in Tables 31-57 and interviews are used to determine
whether or not assumed gaps are present.
Value
Surveys and interviews were used to assess participants’ value motivation. Staff at Mary
Michaels School of Business were surveyed on the value motivation needed to successfully and
effectively perform their daily duties. Results have been organized and evaluated in order to
assess whether or not there is a gap regarding the assumed causes.
Value Motivation Influence 1: Staff Value Their Work Because They Make a Positive
Difference
Survey Results. Staff were asked to choose the response that indicated their level of
value of their work because they make a positive difference from a list of five possible answers,
ranging from strongly disagree, disagree, neutral, agree, and strongly agree. The level of value
varied. The responses in identifying the value of their work was 90.55% (47.16% agree; 43.39%

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strongly agree). The threshold for this item is 80% due to the emphasis in motivation in order to
perform their job successfully and effectively.
Table 31
Survey Results for Value Motivation Item 1
# Value Motivation Item 1 (n=53) Percentage Count
Staff value their work because they make a positive difference.
1 Strongly Disagree 0 0
2 Disagree 1.88% 1
3 Neutral 7.54% 4
4 Agree 47.16% 25
5 Strongly Agree 43.39% 23
Total 100% 53

Interview Findings. Interviews were not conducted for this influence.
Observation. Observations were not conducted for this influence.
Document Analysis. Document analysis was not conducted for this influence.
Summary. The assumed influence is that staff value their work because they make a
positive difference. Since 90.55% agreed or strongly agreed that they value their work because
they make a positive difference and the threshold is 80%, staff demonstrated that they did value
their work because they make a positive difference.
Value Motivation Influence 2: Staff Value Their Work Because It Makes Them Feel Useful
Survey Results. Staff were asked to choose the response that indicated their level of
value of their work because it makes them feel useful from a list of five possible answers,
ranging from strongly disagree, disagree, neutral, agree, and strongly agree. The level of value
varied. The responses in identifying the value of their work was 81.12% (41.50% agree; 39.62%

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strongly agree). The threshold for this item is 80% due to the emphasis in motivation in order to
perform their job successfully and effectively.
Table 32
Survey Results for Value Motivation Item 2
# Value Motivation Item 2 (n=53) Percentage Count
Staff value their work because it makes them feel useful.
1 Strongly Disagree 0 0
2 Disagree 3.77% 2
3 Neutral 15.09% 8
4 Agree 41.50% 22
5 Strongly Agree 39.62% 21
Total 100% 53

Interview Findings. Interviews were not conducted for this influence.
Observation. Observations were not conducted for this influence.
Document Analysis. Document analysis was not conducted for this influence.
Summary. The assumed influence is that staff value their work because it makes them
feel useful. Since 81.12% agreed or strongly agreed that they value their work because it makes
them feel useful and the threshold is 80%, staff demonstrated that they do value their work
because it makes them feel useful.
Value Motivation Influence 3: Staff Value Their Work Because It Makes Them Feel
Competent
Survey Results. Staff were asked to choose the response that indicated their level of
value of their work because it makes them feel competent from a list of five possible answers,
ranging from strongly disagree, disagree, neutral, agree, and strongly agree. The level of value

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varied. The responses in identifying the value of their work was 79.23% (43.39% agree; 35.84%
strongly agree). The threshold for this item is 80% due to the emphasis in motivation in order to
perform their job successfully and effectively.
Table 33
Survey Results for Value Motivation Item 3
# Value Motivation Item 3 (n=53) Percentage Count
Staff value their work because it makes them feel competent.
1 Strongly Disagree 0 0
2 Disagree 5.66% 3
3 Neutral 15.09% 8
4 Agree 43.39% 23
5 Strongly Agree 35.84% 19
Total 100% 53

Interview Findings. Interviews were not conducted for this influence.
Observation. Observations were not conducted for this influence.
Document Analysis. Document analysis was not conducted for this influence.
Summary. The assumed influence is that staff value their work because it makes them
feel competent. Since 79.23% agreed or strongly agreed that they value their work because it
makes them feel competent and the threshold is 80%, staff demonstrated that they do not value
their work because it doesn’t make them feel competent.
Value Motivation Influence 4: Staff Value Their Work Because It Makes Them Feel Valuable
Survey Results. Staff were asked to choose the response that indicated their level of
value of their work because it makes them feel valuable from a list of five possible answers,
ranging from strongly disagree, disagree, neutral, agree, and strongly agree. The level of value

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varied. The responses in identifying the value of their work was 71.69% (33.96% agree; 37.73%
strongly agree). The threshold for this item is 80% due to the emphasis in motivation in order to
perform their job successfully and effectively.
Table 34
Survey Results for Value Motivation Item 4
# Value Motivation Item 4 (n=53) Percentage Count
Staff value their work because it makes them feel valuable:
1 Strongly Disagree 1.88% 1
2 Disagree 9.43% 5
3 Neutral 16.98% 9
4 Agree 33.96% 18
5 Strongly Agree 37.73% 20
Total 100% 53

Interview Findings. Interviews were conducted for this influence. Interview
respondents were asked to describe the value in their work because it makes them feel valuable.
All 12 respondents were able to describe their experience. Participant 7 said, “I find value comes
from students rather than the organization. It’s the appreciation I receive from students that I
value most.” Other participants had similar responses. Participant 1 described her experience: “I
don’t feel that I’m valued here; I feel valued when others appreciate my work when I get
recognized, win awards, merit awards, not often from co-workers for job satisfaction.”
Participant 10 said, “Some days are better than others...but, I feel robotic and like a machine,
there’s no support or recognition in the office. I feel frustrated that I am not supported and
mentored just like how I was promised when I first started.”
Observation. Observations were not conducted for this influence.

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Document Analysis. Document analysis was not conducted for this influence.
Summary. The assumed influence is that staff value their work because it makes them
feel valuable. Since 71.69% agreed or strongly agreed that they value their work because it
makes them feel valuable and the threshold is 80%, staff demonstrated that they do not value
their work because it doesn’t make them feel valuable. Similarly, the interview data shows that
the majority of staff does not feel valued by the organization; therefore, they do not value their
work.
Value Motivation Influence 5: Staff Value Their Work Because They Are Not Taken for
Granted
Survey Results. Staff were asked to choose the response that indicated their level of
value of their work because they are not taken for granted from a list of five possible answers,
ranging from strongly disagree, disagree, neutral, agree, and strongly agree. The level of value
varied. The responses in identifying the value of their work was 50.93% (30.18% agree; 20.75%
strongly agree). The threshold for this item is 80% due to the emphasis in motivation in order to
perform their job successfully and effectively.

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Table 35
Survey Results for Value Motivation Item 5
# Value Motivation Item 5 (n=53) Percentage Count
Staff value their work because they are not taken for granted.
1 Strongly Disagree 11.32% 6
2 Disagree 9.43% 5
3 Neutral 28.30% 15
4 Agree 30.18% 16
5 Strongly Agree 20.75% 11
Total 100% 53

Interview Findings. Interviews were not conducted for this influence.
Observation. Observations were not conducted for this influence.
Document Analysis. Document analysis was not conducted for this influence.
Summary. The assumed influence is that staff value their work because they are not
taken for granted. Since 50.93% agreed or strongly agreed that they value their work because
they are not taken for granted and the threshold is 80%, staff demonstrated that they do not value
their work because they are taken for granted.
Value Motivation Influence 6: Staff Value the Trust They Have Between Themselves and
Their Managers When Performing Their Daily Duties
Survey Results. Staff were asked to choose the response that indicated their level of
familiarity with the value of trust they have between themselves and their managers when
performing their daily duties from a list of five possible answers, ranging from strongly disagree,
disagree, neutral, agree, and strongly agree. The level of familiarity varied. The responses in
identifying the value of trust was 69.80% (28.30% agree; 41.50% strongly agree). The threshold

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for this item is 80% due to the emphasis in motivation in order to perform their job successfully
and effectively.
Table 36
Survey Results for Value Motivation Item 6
# Value Motivation Item 6 (n=53) Percentage Count
Staff value the trust they have between themselves and their
managers when performing their daily duties.

1 Strongly Disagree 7.54% 4
2 Disagree 1.88% 1
3 Neutral 20.75% 11
4 Agree 28.30% 15
5 Strongly Agree 41.50% 22
Total 100% 53

Interview Findings. Interviews were not conducted for this influence.
Observation. Observations were not conducted for this influence.
Document Analysis. Document analysis was not conducted for this influence.
Summary. The assumed influence is that staff value the trust they have between
themselves and their managers when performing their daily duties. Since 69.80% agreed or
strongly agreed that they value the trust they have between themselves and their managers when
performing their daily duties and the threshold is 80%, staff demonstrated that they do not value
the trust they have between themselves and their managers when performing their daily duties.
Self-efficacy
Surveys and interviews were used to assess participant self-efficacy. Staff at Mary
Michaels School of Business were surveyed on their confidence needed to successfully and

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effectively perform their daily duties. Results have been organized and evaluated in order to
assess whether or not there is a gap regarding the assumed causes.
Self-efficacy Motivation Influence 1: Staff Are Confident That They Can Perform Their Daily
Job Duties
Survey Results. Staff were asked to choose the response that indicated their level of
confidence that they can perform their daily job duties from a list of five possible answers,
ranging from strongly disagree, disagree, neutral, agree, and strongly agree. The level of
confidence varied. The responses in identifying their confidence was 94.33% (26.41% agree;
67.92% strongly agree). The threshold for this item is 80% due to the emphasis in motivation in
order to perform their job successfully and effectively.
Table 37
Survey Results for Self-efficacy Motivation Item 1
# Self-efficacy Motivation Item 1 (n=53) Percentage Count
Staff are confident that they can perform their daily job
duties.

1 Strongly Disagree 0 0
2 Disagree 1.88% 1
3 Neutral 3.77% 2
4 Agree 26.41% 14
5 Strongly Agree 67.92% 36
Total 100% 53

Interview Findings. Interviews were conducted for this influence. Interview
respondents were asked to describe their level of confidence that they can perform their daily job
duties. All 12 respondents were able to describe their experience. Participant 4 said,

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I’m confident based on my own experience. I have many years of experience in
admissions and recruitment prior to this role; however, my boss creates a barrier to do not
do my job and spending time dealing with other issues that does not pertain to my work,
like system issues, where it takes away from performing my job duties.
Other participants had similar responses. Participant 6 described his experience: “I’m more
confident that I have been in the past, I’m very good as selling programs and now managing the
programs, I have multiple roles and they are very different, from selling to managing[…]”
Participant 7 said, “I’m very confident. I have a very firm grasp in student affairs, and I’m
recognized by being knowledgeable in the field by co-workers.”
Observation. Observations were not conducted for this influence.
Document Analysis. Document analysis was not conducted for this influence.
Summary. The assumed influence is that staff are confident that they can perform their
daily job duties. Since 94.33% agreed or strongly agreed that they were confident that they can
perform their daily job duties and the threshold is 80%, staff demonstrated that they were
confident that they can perform their daily job duties. Similarly, the interview data shows that
the majority of staff feel confident that they can perform their daily job duties.
Self-efficacy Motivation Influence 2: Staff Are Confident in Being Able to Show What They
Think and Feel
Survey Results. Staff were asked to choose the response that indicate their level of
confidence in being able to show what they think and feel goals of their job from a list of five
possible answers, ranging from strongly disagree, disagree, neutral, agree, and strongly agree.
The level of confidence varied. The responses in identifying their confidence was 67.88%

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(35.81% agree; 32.07% strongly agree). The threshold for this item is 80% due to the emphasis
in motivation in order to perform their job successfully and effectively.
Table 38
Survey Results for Self-efficacy Motivation Item 2
# Self-efficacy Motivation Item 2 (n=53) Percentage Count
Staff are confident in being able to show what they think and
feel.

1 Strongly Disagree 7.54% 4
2 Disagree 3.77% 2
3 Neutral 20.75% 11
4 Agree 35.81% 19
5 Strongly Agree 32.07% 17
Total 100% 53

Interview Findings. Interviews were not conducted for this influence.
Observation. Observations were not conducted for this influence.
Document Analysis. Document analysis was not conducted for this influence.
Summary. The assumed influence is that staff are confident in being able to show what
they think and feel. Since 67.88% agreed or strongly agreed that they were confident in being
able to show what they think and feel and the threshold is 80%, staff demonstrated that they were
not confident in being able to show what they think and feel.
Self-efficacy Motivation Influence 3: Staff Are Confident in Being Able to Be Creative
Survey Results. Staff were asked to choose the response that indicated their level of
confidence in being able to be creative from a list of five possible answers, ranging from strongly
disagree, disagree, neutral, agree, and strongly agree. The level of confidence varied. The

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responses in identifying their confidence was 69.80% (49.05% agree; 20.75% strongly agree).
The threshold for this item is 80% due to the emphasis in motivation in order to perform their job
successfully and effectively.
Table 39
Survey Results for Self-efficacy Motivation Item 3
# Self-efficacy Motivation Item 3 (n=53) Percentage Count
Staff are confident in being able to be creative.
1 Strongly Disagree 0 0
2 Disagree 7.54% 4
3 Neutral 22.64% 12
4 Agree 49.05% 26
5 Strongly Agree 20.75% 11
Total 100% 53

Interview Findings. Interviews were not conducted for this influence.
Observation. Observations were not conducted for this influence.
Document Analysis. Document analysis was not conducted for this influence.
Summary. The assumed influence is that staff are confident in being able to be creative.
Since 69.80% agreed or strongly agreed that they were confident in being able to be creative and
the threshold is 80%, staff demonstrated that they were not confident in being able to be creative.
Self-efficacy Motivation Influence 4: Staff Are Confident in Being Able to Show Their Beliefs
and Values
Survey Results. Staff were asked to choose the response that indicated their level of
confidence in being able to show their beliefs and values from a list of five possible answers,
ranging from strongly disagree, disagree, neutral, agree, and strongly agree. The level of

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confidence varied. The responses in identifying their confidence was 60.37% (39.62% agree;
20.75% strongly agree). The threshold for this item is 80% due to the emphasis in motivation in
order to perform their job successfully and effectively.
Table 40
Survey Results for Self-efficacy Motivation Item 4
# Self-efficacy Motivation Item 4 (n=53) Percentage Count
Staff are confident in being able to show their beliefs and
values.

1 Strongly Disagree 3.77% 2
2 Disagree 11.32% 6
3 Neutral 24.52% 13
4 Agree 39.62% 21
5 Strongly Agree 20.75% 11
Total 100% 53

Interview Findings. Interviews were not conducted for this influence.
Observation. Observations were not conducted for this influence.
Document Analysis. Document analysis was not conducted for this influence.
Summary. The assumed influence is that staff are confident in being able to show their
beliefs and values. Since 60.37% agreed or strongly agreed that they were confident in being
able to show their beliefs and values and the threshold is 80%, staff demonstrated that they were
not confident in being able to show their beliefs and values.

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Self-efficacy Motivation Influence 5: Staff Are Confident in Being Able to Show Their
Personal Connection to Others
Survey Results. Staff were asked to choose the response that indicated their level of
confidence in being able to show their personal connection to others from a list of five possible
answers, ranging from strongly disagree, disagree, neutral, agree, and strongly agree. The level
of confidence varied. The responses in identifying their confidence was 71.68% (41.50% agree;
30.18% strongly agree). The threshold for this item is 80% due to the emphasis in motivation in
order to perform their job successfully and effectively.
Table 41
Survey Results for Self-efficacy Motivation Item 5
# Self-efficacy Motivation Item 5 (n=53) Percentage Count
Staff are confident in being able to show their personal
connection to others.

1 Strongly Disagree 0 0
2 Disagree 9.43% 5
3 Neutral 18.86% 10
4 Agree 41.50% 22
5 Strongly Agree 30.18% 16
Total 100% 53

Interview Findings. Interviews were not conducted for this influence.
Observation. Observations were not conducted for this influence.
Document Analysis. Document analysis was not conducted for this influence.
Summary. The assumed influence is that staff are confident in being able to show their
personal connection to others. Since 71.68% agreed or strongly agreed that they were confident

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in being able to show their personal connection to others and the threshold is 80%, staff
demonstrated that they were not confident in being able to show their personal connection to
others.
Self-efficacy Motivation Influence 6: Staff Are Confident in Being Able to Actively Participate
in Decision Making Within the Organization
Survey Results. Staff were asked to choose the response that indicated their level of
confidence in being able to actively participate in decision making within the organization from a
list of five possible answers, ranging from strongly disagree, disagree, neutral, agree, and
strongly agree. The level of confidence varied. The responses in identifying their confidence
was 45.27% (26.41% agree; 18.86% strongly agree). The threshold for this item is 80% due to
the emphasis on motivation in order to perform their job successfully and effectively.
Table 42
Survey Results for Self-efficacy Motivation Item 6
# Self-efficacy Motivation Item 6 (n=53) Percentage Count
Staff are confident in being able to actively participate in
decision making within the organization.

1 Strongly Disagree 9.43% 5
2 Disagree 18.86% 10
3 Neutral 26.41% 14
4 Agree 26.41% 14
5 Strongly Agree 18.86% 10
Total 100% 53

Interview Findings. Interviews were not conducted for this influence.
Observation. Observations were not conducted for this influence.

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Document Analysis. In the 2017 MMSB Staff Engagement Survey, staff were asked to
choose the response that indicated their level of confidence in being able to actively participate
in decision making within the organization that affects their work from a list of five possible
answers, ranging from strongly disagree, disagree, neutral, agree, and strongly agree. The level
of confidence varied. The responses in identifying their confidence was 44.85% (26.16% agree;
18.69% strongly agree). The threshold for this item is 80% due to the emphasis on the
organization to perform their job successfully and effectively.
Summary. The assumed influence is that staff are confident in being able to actively
participate in decision making within the organization. Since 45.27% agreed or strongly agreed
that they were confident in being able to actively participate in decision making within the
organization and the threshold is 80%, staff demonstrated that they were not confident in being
able to actively participate in decision making within the organization. Similarly, the document
analysis shows that the majority of staff did demonstrate that they were not confident in being
able to actively participate in decision making within the organization.
Self-efficacy Motivation Influence 7: Staff Are Confident That They Can Positively Affect the
Quality of Their Organization’s Outcomes
Survey Results. Staff were asked to choose the response that indicate their level of
confidence that they can positively affect the quality of their organization’s outcomes from a list
of five possible answers, ranging from strongly disagree, disagree, neutral, agree, and strongly
agree. The level of confidence varied. The responses in identifying their confidence was
66.03% (33.96% agree; 32.07% strongly agree). The threshold for this item is 80% due to the
emphasis in motivation in order to perform their job successfully and effectively.

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Table 43
Survey Results for Self-efficacy Motivation Item 7
# Self-efficacy Motivation Item 7 (n=53) Percentage Count
Staff are confident that they can positively affect the quality
of their organization’s outcomes.

1 Strongly Disagree 7.54% 4
2 Disagree 11.32% 6
3 Neutral 15.09% 8
4 Agree 33.96% 18
5 Strongly Agree 32.07% 17
Total 100% 53

Interview Findings. Interviews were not conducted for this influence.
Observation. Observations were not conducted for this influence.
Document Analysis. Document analysis was not conducted for this influence.
Summary. The assumed influence is that staff are confident that they can positively
affect the quality of their organization’s outcomes. Since 66.03% agreed or strongly agreed that
they were confident that they can positively affect the quality of their organization’s outcomes
and the threshold is 80%, staff demonstrated that they were not confident that they can positively
affect the quality of their organization’s outcomes.
Self-efficacy Motivation Influence 8: Staff Are Confident That They Can Positively Affect the
Quality of Their Organization’s Customer Service
Survey Results. Staff were asked to choose the response that indicated their level of
confidence that they can positively affect the quality of their organization’s customer service
from a list of five possible answers, ranging from strongly disagree, disagree, neutral, agree, and

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strongly agree. The level of confidence varied. The responses in identifying their confidence
was 81.12% (37.73% agree; 43.39% strongly agree). The threshold for this item is 80% due to
the emphasis on motivation in order to perform their job successfully and effectively.
Table 44
Survey Results for Self-efficacy Motivation Item 8
# Self-efficacy Motivation Item 8 (n=53) Percentage Count
Staff are confident that they can positively affect the quality
of their organization’s customer service.

1 Strongly Disagree 1.88% 1
2 Disagree 3.77% 2
3 Neutral 13.20% 7
4 Agree 37.73% 20
5 Strongly Agree 43.39% 23
Total 100% 53

Interview Findings. Interviews were not conducted for this influence.
Observation. Observations were not conducted for this influence.
Document Analysis. Document analysis was not conducted for this influence.
Summary. The assumed influence is that staff are confident that they can positively
affect the quality of their organization’s customer service. Since 81.12% agreed or strongly
agreed that they were confident that they can positively affect the quality of their organization’s
customer service and the threshold is 80%, staff demonstrated that they were confident that they
can positively affect the quality of their organization’s customer service.

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Mood/Emotion
Surveys and interviews were used to assess participant emotion. Staff at Mary Michaels
School of Business were surveyed on how positive they felt to successfully and effectively
perform their daily duties. Results have been organized and evaluated in order to assess whether
or not there is a gap regarding the assumed causes.
Emotion Motivation Influence 1: Staff Feel Positive About Performing Their Daily Job Duties
Survey Results. Staff were asked to choose the response that indicated their level of
positive emotion about performing their daily job duties from a list of five possible answers,
ranging from strongly disagree, disagree, neutral, agree, and strongly agree. The level of
positive emotion varied. The responses in identifying their positive emotion was 81.12%
(43.39% agree; 37.73% strongly agree). The threshold for this item is 80% due to the emphasis
in motivation in order to perform their job successfully and effectively.
Table 45
Survey Results for Emotion Motivation Item 1
# Emotion Motivation Item 1 (n=53) Percentage Count
Staff feel positive about performing their daily job duties.
1 Strongly Disagree 1.88% 1
2 Disagree 5.66% 3
3 Neutral 11.32% 6
4 Agree 43.39% 23
5 Strongly Agree 37.73% 20
Total 100% 53

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Interview Findings. Interviews were conducted for this influence. Interview
respondents were asked to describe their level of positive emotions about performing their daily
job duties. All 12 respondents were able to describe their experience. Participant 6 said, “I feel
significantly better than I’ve ever felt [....] there’s growth pattern and I’m getting resources.”
Other participants had similar responses; Participant 9 noted, “I’m happy with job tasks because
it keeps me busy and motivated,” and Participant 12 said, “I feel content and generally satisfied.”
Observation. Observations were not conducted for this influence.
Document Analysis. Document analysis was not conducted for this influence.
Summary. The assumed influence is that staff feel positive about performing their daily
job duties. Since 81.12% agreed or strongly agreed that they feel positive about performing their
daily job duties and the threshold is 80%, staff demonstrated that they do feel positive about
performing their daily job duties. Similarly, the interview data shows that the majority of staff
feel positive emotions about performing their daily job duties.
Emotion Motivation Influence 2: Staff Feel Positive About Their Experience at Work
Survey Results. Staff were asked to choose the response that indicates their level of
positive emotion about their experience at work from a list of five possible answers, ranging
from strongly disagree, disagree, neutral, agree, and strongly agree. The level of positive
emotion varied. The responses in identifying their positive emotion was 64.14% (37.73% agree;
26.41% strongly agree). The threshold for this item is 80% due to the emphasis in motivation in
order to perform their job successfully and effectively.

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Table 46
Survey Results for Emotion Motivation Item 2
# Emotion Motivation Item 2 (n=53) Percentage Count
Staff feel positive about their experience at work.
1 Strongly Disagree 7.54% 4
2 Disagree 7.54% 4
3 Neutral 20.75% 11
4 Agree 37.73% 20
5 Strongly Agree 26.41% 14
Total 100% 53

Interview Findings. Interviews were not conducted for this influence.
Observation. Observations were not conducted for this influence.
Document Analysis. Document analysis was not conducted for this influence.
Summary. The assumed influence is that staff feel positive about their experience at
work. Since 64.14% agreed or strongly agreed that they feel positive about their experience at
work and the threshold is 80%, staff demonstrated that they do not feel positive about their
experience at work.
Emotion Motivation Influence 3: Staff Feel Positive When Their Task Performance Includes
Rewarding Interpersonal Interactions with Co-Workers
Survey Results. Staff were asked to choose the response that indicated their level of
positive emotion when their task performance included rewarding interpersonal interactions with
co-workers from a list of five possible answers, ranging from strongly disagree, disagree, neutral,
agree, and strongly agree. The level of positive emotion varied. The responses in identifying
their positive emotion was 89.05% (49.05% agree; 40% strongly agree). The threshold for this

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item is 80% due to the emphasis on motivation in order to perform their job successfully and
effectively.
Table 47
Survey Results for Emotion Motivation Item 3
# Emotion Motivation Item 3 (n=53) Percentage Count
Staff feel positive when their task performance include
rewarding interpersonal interactions with co-workers.

1 Strongly Disagree 0 0
2 Disagree 1.88% 1
3 Neutral 9.43% 5
4 Agree 49.05% 26
5 Strongly Agree 40% 21
Total 100% 53

Interview Findings. Interviews were not conducted for this influence.
Observation. Observations were not conducted for this influence.
Document Analysis. Document analysis was not conducted for this influence.
Summary. The assumed influence is that staff feel positive when their task performance
includes rewarding interpersonal interactions with co-workers. Since 89.05% agreed or strongly
agreed that they feel positive when their task performance includes rewarding interpersonal
interactions with co-workers and the threshold is 80%, staff demonstrated that they do feel
positive when their task performance includes rewarding interpersonal interactions with co-
workers.

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Emotion Motivation Influence 4: Staff Feel Positive When Their Task Performance Includes
Rewarding Interpersonal Interactions with Customers
Survey Results. Staff were asked to choose the response that indicated their level of
positive emotion when their task performance included rewarding interpersonal interactions with
customers from a list of five possible answers, ranging from strongly disagree, disagree, neutral,
agree, and strongly agree. The level of positive emotion varied. The responses in identifying
their positive emotion was 88.67% (43.39% agree; 45.28% strongly agree). The threshold for
this item is 80% due to the emphasis on motivation in order to perform their job successfully and
effectively.
Table 48
Survey Results for Emotion Motivation Item 4
# Emotion Motivation Item 4 (n=53) Percentage Count
Staff feel positive when their task performance include
rewarding interpersonal interactions with customers.

1 Strongly Disagree 0 0
2 Disagree 1.88% 1
3 Neutral 9.43% 5
4 Agree 43.39% 23
5 Strongly Agree 45.28% 24
Total 100% 53

Interview Findings. Interviews were not conducted for this influence.
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 is that staff feel positive when their task performance
includes rewarding interpersonal interactions with customers. Since 88.67% agreed or strongly
agreed that they feel positive when their task performance includes rewarding interpersonal
interactions with customers and the threshold is 80%, staff demonstrated that they feel positive
when their task performance include rewarding interpersonal interactions with customers.
Emotion Motivation Influence 5: Staff Feel Positive About Being Involved and Committed in
Their Job
Survey Results. Staff were asked to choose the response that indicated their level of
positive emotion about being involved and committed in their job from a list of five possible
answers, ranging from strongly disagree, disagree, neutral, agree, and strongly agree. The level
of positive emotion varied. The responses in identifying their positive emotion was 71.69%
(43.39% agree; 28.30% strongly agree). The threshold for this item is 80% due to the emphasis
in motivation in order to perform their job successfully and effectively.
Table 49
Survey Results for Emotion Motivation Item 5
# Emotion Motivation Item 5 (n=53) Percentage Count
Staff feel positive about being involved and committed in
their job.

1 Strongly Disagree 3.77% 2
2 Disagree 5.66% 3
3 Neutral 18.86% 10
4 Agree 43.39% 23
5 Strongly Agree 28.30% 15
Total 100% 53

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Interview Findings. Interviews were not conducted for this influence.
Observation. Observations were not conducted for this influence.
Document Analysis. Document analysis was not conducted for this influence.
Summary. The assumed influence is that staff feel positive about being involved and
committed in their job. Since 71.69% agreed or strongly agreed that they feel positive about
being involved and committed in their job and the threshold is 80%, staff demonstrated that they
feel positive about being involved and committed in their job.
Emotion Motivation Influence 6: Staff Feel Their Work to Be Personally Meaningful
Survey Results. Staff were asked to choose the response that indicated their level of
emotion in their work to be personally meaningful from a list of five possible answers, ranging
from strongly disagree, disagree, neutral, agree, and strongly agree. The level of emotion varied.
The responses in identifying their emotion was 73.57% (41.50% agree; 32.07% strongly agree).
The threshold for this item is 80% due to the emphasis on motivation in order to perform their
job successfully and effectively.
Table 50
Survey Results for Emotion Motivation Item 6
# Emotion Motivation Item 6 (n=53) Percentage Count
Staff feel their work to be personally meaningful.
1 Strongly Disagree 0 0
2 Disagree 9.43% 5
3 Neutral 16.98% 9
4 Agree 41.50% 22
5 Strongly Agree 32.07% 17
Total 100% 53

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Interview Findings. Interviews were not conducted for this influence.
Observation. Observations were not conducted for this influence.
Document Analysis. Document analysis was not conducted for this influence.
Summary. The assumed influence is that staff feel their work to be personally
meaningful. Since 73.57% agreed or strongly agreed with this survey item and the threshold is
80%, staff demonstrated that they do not feel that their work is personally meaningful.
Emotion Motivation Influence 7: Staff Feel Positive About Their Workload
Survey Results. Staff were asked to choose the response that indicated their level of
positive emotion about their workload from a list of five possible answers, ranging from strongly
disagree, disagree, neutral, agree, and strongly agree. The level of positive emotion varied. The
responses in identifying their positive emotions was 54.71% (33.96% agree; 20.75% strongly
agree). The threshold for this item is 80% due to the emphasis in motivation in order to perform
their job successfully and effectively.
Table 51
Survey Results for Emotion Motivation Item 7
# Emotion Motivation Item 7 (n=53) Percentage Count
Staff feel positive about their workload.
1 Strongly Disagree 13.20% 7
2 Disagree 16.98% 9
3 Neutral 15.09% 8
4 Agree 33.96% 18
5 Strongly Agree 20.75% 11
Total 100% 53

116

Interview Findings. Interviews were not conducted for this influence.
Observation. Observations were not conducted for this influence.
Document Analysis. Document analysis was not conducted for this influence.
Summary. The assumed influence is that staff feel positive about their workload. Since
54.71% agreed or strongly agreed that they feel positive about their workload and the threshold
is 80%, staff demonstrated that they do not feel positive about their workload.
Emotion Motivation Influence 8: Staff Feel Positive About the Future of Their Work
Survey Results. Staff were asked to choose the response that indicated their level of
positive emotion about the future of their work from a list of five possible answers, ranging from
strongly disagree, disagree, neutral, agree, and strongly agree. The level of positive emotion
varied. The responses in identifying their positive emotion was 52.82% (30.18% agree; 22.64%
strongly agree). The threshold for this item is 80% due to the emphasis on motivation in order to
perform their job successfully and effectively.
Table 52
Survey Results for Emotion Motivation Item 8
# Emotion Motivation Item 8 (n=53) Percentage Count
Staff feel positive about the future of their work.
1 Strongly Disagree 9.43% 5
2 Disagree 16.98% 9
3 Neutral 20.75% 11
4 Agree 30.18% 16
5 Strongly Agree 22.64% 12
Total 100% 53

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Interview Findings. Interviews were not conducted for this influence.
Observation. Observations were not conducted for this influence.
Document Analysis. Document analysis was not conducted for this influence.
Summary. The assumed influence is that staff feel positive about the future of their
work. Since 52.82% agreed or strongly agreed that they feel positive about the future of their
work and the threshold is 80%, staff demonstrated that they do not feel positive about the future
of their work.
Emotion Motivation Influence 9: Staff Feel Positive About the Content of Their Work
Survey Results. Staff were asked to choose the response that indicated their level of
positive emotion about the content of their work from a list of five possible answers, ranging
from strongly disagree, disagree, neutral, agree, and strongly agree. The level of positive
emotion varied. The responses in identifying their positive emotion was 79.24% (52.83% agree;
26.41% strongly agree). The threshold for this item is 80% due to the emphasis in motivation in
order to perform their job successfully and effectively.
Table 53
Survey Results for Emotion Motivation Item 9
# Emotion Motivation Item 9 (n=53) Percentage Count
Staff feel positive about the content of their work.
1 Strongly Disagree 1.88% 1
2 Disagree 3.77% 2
3 Neutral 15.09% 8
4 Agree 52.83% 28
5 Strongly Agree 26.41% 14
Total 100% 53

118

Interview Findings. Interviews were not conducted for this influence.
Observation. Observations were not conducted for this influence.
Document Analysis. Document analysis was not conducted for this influence.
Summary. The assumed influence is that staff feel positive about the content of their
work. Since 79.24% agreed or strongly agreed that they feel positive about the content of their
work and the threshold is 80%, staff demonstrated that they do not feel positive about the content
of their work.
Emotion Motivation Influence 10: Staff Feel Positive About Their Work Accomplishments
and Success
Survey Results. Staff were asked to choose the response that indicated their level of
positive emotion about their work accomplishments and success from a list of five possible
answers, ranging from strongly disagree, disagree, neutral, agree, and strongly agree. The level
of positive emotion varied. The responses in identifying their positive emotion was 81.12%
(50.94% agree; 30.18% strongly agree). The threshold for this item is 80% due to the emphasis
on motivation in order to perform their job successfully and effectively.

119

Table 54
Survey Results for Emotion Motivation Item 10
# Emotion Motivation Item 10 (n=53) Percentage Count
Staff feel positive about their work accomplishments and
success.

1 Strongly Disagree 1.88% 1
2 Disagree 5.66% 3
3 Neutral 11.32% 6
4 Agree 50.94% 27
5 Strongly Agree 30.18% 16
Total 100% 53

Interview Findings. Interviews were not conducted for this influence.
Observation. Observations were not conducted for this influence.
Document Analysis. Document analysis was not conducted for this influence.
Summary. The assumed influence is that staff feel positive about their work
accomplishments and success. Since 81.12% agreed or strongly agreed that they feel positive
about their work accomplishments and success and the threshold is 80%, staff demonstrated that
they feel positive about their work accomplishments and success.
Emotion Motivation Influence 11: Staff Experience A Sense of Significance at Work
Survey Results. Staff were asked to choose the response that indicated their level of
significance at work from a list of five possible answers, ranging from strongly disagree,
disagree, neutral, agree, and strongly agree. The level of significance varied. The responses in
identifying their significance was 60.37% (32.07% agree; 28.30% strongly agree). The threshold

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for this item is 80% due to the emphasis on motivation in order to perform their job successfully
and effectively.
Table 55
Survey Results for Emotion Motivation Item 11
# Emotion Motivation Item 11 (n=53) Percentage Count
Staff experience a sense of significance at work.
1 Strongly Disagree 5.66% 3
2 Disagree 11.32% 6
3 Neutral 22.64% 12
4 Agree 32.07% 17
5 Strongly Agree 28.30% 15
Total 100% 53

Interview Findings. Interviews were not conducted for this influence.
Observation. Observations were not conducted for this influence.
Document Analysis. Document analysis was not conducted for this influence.
Summary. The assumed influence is that staff experience a sense of significance at
work. Since 60.37% agreed or strongly agreed that they experience a sense of significance at
work and the threshold is 80%, staff demonstrated that they do not experience a sense of
significance at work.
Emotion Motivation Influence 12: Staff Experience Enthusiasm at Work
Survey Results. Staff were asked to choose the response that indicated their level of
enthusiasm at work from a list of five possible answers, ranging from strongly disagree, disagree,
neutral, agree, and strongly agree. The level of enthusiasm varied. The responses in identifying
their enthusiasm was 52.82% (30.18% agree; 22.64% strongly agree). The threshold for this

121

item is 80% due to the emphasis on motivation in order to perform their job successfully and
effectively.
Table 56
Survey Results for Emotion Motivation Item 12
# Emotion Motivation Item 12 (n=53) Percentage Count
Staff experience enthusiasm at work.
1 Strongly Disagree 7.54% 4
2 Disagree 9.43% 5
3 Neutral 30.18% 16
4 Agree 30.18% 16
5 Strongly Agree 22.64% 12
Total 100% 53

Interview Findings. Interviews were not conducted for this influence.
Observation. Observations were not conducted for this influence.
Document Analysis. Document analysis was not conducted for this influence.
Summary. The assumed influence is that staff experience enthusiasm at work. Since
52.82% agreed or strongly agreed that they experience enthusiasm at work and the threshold is
80%, staff demonstrated that they do not experience enthusiasm at work.
Emotion Motivation Influence 13: Staff Feel Positive About A Work That Is Challenging
Survey Results. Staff were asked to choose the response that indicated their level of
positive emotion about a work that is challenging from a list of five possible answers, ranging
from strongly disagree, disagree, neutral, agree, and strongly agree. The level of positive
emotion varied. The responses in identifying their positive emotion was 77.35% (49.05% agree;

122

28.30% strongly agree). The threshold for this item is 80% due to the emphasis in motivation in
order to perform their job successfully and effectively.
Table 57
Survey Results for Emotion Motivation Item 13
# Emotion Motivation Item 13 (n=53) Percentage Count
Staff feel positive about a work that is challenging.
1 Strongly Disagree 1.88% 1
2 Disagree 1.88% 1
3 Neutral 18.86% 10
4 Agree 49.05% 26
5 Strongly Agree 28.30% 15
Total 100% 53

Interview Findings. Interviews were not conducted for this influence.
Observation. Observations were not conducted for this influence.
Document Analysis. Document analysis was not conducted for this influence.
Summary. The assumed influence is that staff feel positive about a work that is
challenging. Since 77.35% agreed or strongly agreed that they feel positive about a work that is
challenging and the threshold is 80%, staff demonstrated that they do not feel positive about a
work that is challenging.
Results and Findings for Organization Causes
Participant perception as it applies to organization was assessed through surveys and
interviews. Results of surveys and interviews are presented for each assumed cause within the
categories of resources; policies, processes and procedures; and cultural setting. Results of

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organization surveys in Tables 58-85, and interviews were used to determine whether or not
assumed gaps are present.
Resources
Surveys and interviews were used to assess stakeholder perception of the organization.
Staff at Mary Michaels School of Business were surveyed on the resources needed to
successfully and effectively perform their daily duties. Results have been organized and
evaluated in order to assess whether or not there is a gap regarding the assumed causes.
Organization Resources Influence 1: Staff Have the Resources They Need to Do Their Job
Effectively
Survey Results. Staff were asked to choose the response that indicated their level of
having the resources they need to do their job effectively from a list of five possible answers,
ranging from strongly disagree, disagree, neutral, agree, and strongly agree. The level of having
the resources varied. The responses in identifying having the resources was 67.91% (49.05%
agree; 18.86% strongly agree). The threshold for this item is 80% due to the emphasis on the
organization to perform their job successfully and effectively.

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Table 58
Survey Results for Organization Resources Item 1
# Organization Resources Item 1 (n=53) Percentage Count
Staff have the resources they need to do their job effectively.
1 Strongly Disagree 7.54% 4
2 Disagree 11.32% 6
3 Neutral 13.20% 7
4 Agree 49.05% 26
5 Strongly Agree 18.86% 10
Total 100% 53

Interview Findings. Interviews were conducted for this influence. Interview
respondents were asked to describe the resources they are given to do their job effectively. All
12 respondents were able to describe their experience. Participant 5 said,
I have an office and a computer, but lacking basic supplies we need, there’s no formal
budget, we just got a functioning printer, our physical location we are not in the business
school building, and also the school is very focused on master level programs and not
undergraduate level.
Other participants had similar responses. Participant 9 described his experience: “At times it’s a
really competitive landscape and that’s what we are targeting, staffing and scholarship available
are challenges if we can’t compete, there’s not enough budget, we have very limited resources.”
Participant 10 said, “There’s no resources, limited resources, when I first started I created a
manual and put in the shared drive, but it’s difficult to navigate and I typically ask co-workers,
they are my resources.”
Observation. Observations were not conducted for this influence.

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Document Analysis. In the 2017 MMSB Staff Engagement Survey, staff were asked to
choose the response that indicated their level of having the resources they need to do their job
effectively from a list of five possible answers, ranging from strongly disagree, disagree, neutral,
agree, and strongly agree. The level of having the resources varied. The responses in identifying
having the resources was 72.8% (42.9% agree; 29.9% strongly agree). The threshold for this
item is 80% due to the emphasis on organization in order to perform their job successfully and
effectively.
Summary. The assumed influence is that staff have the resources they need to do their
job effectively. Since 67.91% agreed or strongly agreed that they have the resources they need to
do their job effectively and the threshold is 80%, staff demonstrated that they do not have the
resources they need to do their job effectively. Similarly, the interview data and document
analysis showed that the majority of staff do not have the resources they need to do their job
effectively.
Organization Resources Influence 2: Supervisors Support Staff in Their Daily Work
Survey Results. Staff were asked to choose the response that indicated their level of
supervisor support in their daily work from a list of five possible answers, ranging from strongly
disagree, disagree, neutral, agree, and strongly agree. The level of supervisor support varied.
The responses in identifying their supervisor support was 73.57%. (30.18% agree; 43.39%
strongly agree). The threshold for this item is 80% due to the emphasis on the organization to
perform their job successfully and effectively.

126

Table 59
Survey Results for Organization Resources Item 2
# Organization Resources Item 2 (n=53) Percentage Count
Supervisors support staff in their daily work.
1 Strongly Disagree 7.54% 4
2 Disagree 5.66% 3
3 Neutral 13.20% 7
4 Agree 30.18% 16
5 Strongly Agree 43.39% 23
Total 100% 53

Interview Findings. Interviews were not conducted for this influence.
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 support staff in their daily work.
Since 73.57% agreed or strongly agreed that supervisors support staff in their daily work and the
threshold is 80%, staff demonstrated that supervisors do not support staff in their daily work.
Organization Resources Influence 3: Staff Feel That Their Workload Is Appropriate for Their
Job
Survey Results. Staff were asked to choose the response that indicate their level of
emotions that their workload is appropriate for their job from a list of five possible answers,
ranging from strongly disagree, disagree, neutral, agree, and strongly agree. The level of
emotions varied. The responses in identifying their emotions was 49.05% (33.96% agree;
15.09% strongly agree). The threshold for this item is 80% due to the emphasis on organization
in order to perform their job successfully and effectively.

127

Table 60
Survey Results for Organization Resources Item 3
# Organization Resources Item 3 (n=53) Percentage Count
Staff feel that their workload is appropriate for their job.
1 Strongly Disagree 13.20% 7
2 Disagree 18.86% 10
3 Neutral 18.86% 10
4 Agree 33.96% 18
5 Strongly Agree 15.09% 8
Total 100% 53

Interview Findings. Interviews were not conducted for this influence.
Observation. Observations were not conducted for this influence.
Document Analysis. Document analysis was not conducted for this influence.
Summary. The assumed influence is that staff feel that their workload is appropriate for
their job. Since 49.05% agreed or strongly agreed that they feel that their workload is
appropriate for their job and the threshold is 80%, staff demonstrated that they feel that their
workload is not appropriate for their job.
Policies, Processes, and Procedures
Surveys and interviews were used to assess participant perception of the organization.
Staff at Mary Michaels School of Business were surveyed on the policies, processes, and
procedures needed to successfully and effectively perform their daily duties. Results have been
organized and evaluated in order to assess whether or not there is a gap regarding the assumed
causes.

128

Organization Policies, Processes, and Procedures Influence 1: The Organization Has Policies
and Procedures to Support the Physical Health of Staff
Survey Results. Staff were asked to choose the response that indicated their level of
familiarity with the policies and procedures to support the physical health of staff from a list of
five possible answers, ranging from strongly disagree, disagree, neutral, agree, and strongly
agree. The level of familiarity varied. The responses in identifying their familiarity with the
policies and procedures was 64.14% (37.73% agree; 26.41% strongly agree). The threshold for
this item is 80% due to the emphasis on organization in order to perform their job successfully
and effectively.
Table 61
Survey Results for Organization Policies, Processes, and Procedures Item 1
# Organization Policies, Processes, and Procedures Item 1 (n=53) Percentage Count
The organization has policies and procedures to support the
physical health of staff.

1 Strongly Disagree 5.66% 3
2 Disagree 7.54% 4
3 Neutral 22.64% 12
4 Agree 37.73% 20
5 Strongly Agree 26.41% 14
Total 100% 53

Interview Findings. Interviews were not conducted for this influence.
Observation. Observations were not conducted for this influence.
Document Analysis. Document analysis was not conducted for this influence.

129

Summary. The assumed influence is that the organization has policies and procedures to
support the physical health of staff. Since 64.14% agreed or strongly agreed that the
organization has policies and procedures to support the physical health of staff and the threshold
is 80%, staff demonstrated that the organization does not have policies and procedures to support
the physical health of staff.
Organization Policies, Processes, and Procedures Influence 2: The Organization Has Policies
and Procedures to Support the Psychological Health and Safety of Staff
Survey Results. Staff were asked to choose the response that indicated their level of
familiarity with the policies and procedures to support the psychological health and safety of
staff from a list of five possible answers, ranging from strongly disagree, disagree, neutral, agree,
and strongly agree. The level of familiarity varied. The responses in identifying the familiarity
with the policies and procedures was 56.59% (35.84% agree; 20.75% strongly agree). The
threshold for this item is 80% due to the emphasis on the organization in order to perform their
job successfully and effectively.

130

Table 62
Survey Results for Organization Policies, Processes, and Procedures Item 2
# Organization Policies, Processes, and Procedures Item 2 (n=53) Percentage Count
The organization has policies and procedures to support the
psychological health and safety of staff.

1 Strongly Disagree 11.32% 6
2 Disagree 7.54% 4
3 Neutral 24.52% 13
4 Agree 35.84% 19
5 Strongly Agree 20.75% 11
Total 100% 53

Interview Findings. Interviews were not conducted for this influence.
Observation. Observations were not conducted for this influence.
Document Analysis. Document analysis was not conducted for this influence.
Summary. The assumed influence is that the organization has policies and procedures to
support the psychological health and safety of staff. Since 56.59% agreed or strongly agreed that
the organization has policies and procedures to support the psychological health and safety of
staff and the threshold is 80%, staff demonstrated that the organization does not have policies
and procedures to support the psychological health and safety of staff.
Organization Policies, Processes, and Procedures Influence 3: The Organization Provides
Training for Managers on Effective Supervision
Survey Results. Staff were asked to choose the response that indicate their level of
familiarity with the organization providing training for managers on effective supervision from a
list of five possible answers, ranging from strongly disagree, disagree, neutral, agree, and

131

strongly agree. The level of familiarity varied. The responses in identifying the familiarity with
the organization providing training was 39.61% (26.41% agree; 13.20% strongly agree). The
threshold for this item is 80% due to the emphasis on the organization in order to perform their
job successfully and effectively.
Table 63
Survey Results for Organization Policies, Processes, and Procedures Item 3
# Organization Policies, Processes, and Procedures Item 3 (n=53) Percentage Count
The organization provides training for managers on effective
supervision.

1 Strongly Disagree 15.09% 8
2 Disagree 15.09% 8
3 Neutral 30.18% 16
4 Agree 26.41% 14
5 Strongly Agree 13.20% 7
Total 100% 53

Interview Findings. Interviews were not conducted for this influence.
Observation. Observations were not conducted for this influence.
Document Analysis. Document analysis was not conducted for this influence.
Summary. The assumed influence is that the organization provides training for
managers on effective supervision. Since 39.61% agreed or strongly agreed that the organization
provides training for managers on effective supervision and the threshold is 80%, staff
demonstrated that the organization does not provide training for managers on effective
supervision.

132

Organization Policies, Processes, and Procedures Influence 4: The Organization Provides
Training for Staff on Knowledge and Skills Specific to Their Jobs
Survey Results. Staff were asked to choose the response that indicate their level of
familiarity with the organization providing training for employees on knowledge and skills
specific to their jobs from a list of five possible answers, ranging from strongly disagree,
disagree, neutral, agree, and strongly agree. The level of familiarity varied. The responses in
identifying their familiarity with the organization providing training was 41.50% (28.30% agree;
13.20% strongly agree). The threshold for this item is 80% due to the emphasis on organization
in order to perform their job successfully and effectively.
Table 64
Survey Results for Organization Policies, Processes, and Procedures Item 4
# Organization Policies, Processes, and Procedures Item 4 (n=53) Percentage Count
The organization provides training for staff on knowledge and
skills specific to their jobs.

1 Strongly Disagree 11.32% 6
2 Disagree 22.64% 12
3 Neutral 24.52% 13
4 Agree 28.30% 15
5 Strongly Agree 13.20% 7
Total 100% 53

Interview Findings. Interviews were conducted for this influence. Interview
respondents were asked to describe policies and procedures pertaining to doing their job
effectively. All 12 respondents were able to describe their experience. Participant 7 said,
“Application of policies and procedures are fluid, out of convenience and only when the school

133

wants to enforce it, then they don’t when it’s not convenient […] it’s very confusing for staff.”
Other participants had similar responses. Participant 8 described his experience:
There’s no standard document or rule book, HR in that capacity, it’s very difficult to
move processes here and difficult processes such as getting a raise, here not so simple,
there’s no policy on recruitment and admissions I follow, there was no training when I
first started.
Participant 6 said, “It’s free flowing and there’s a lack of policy and procedures.”
Observation. Observations were not conducted for this influence.
Document Analysis. Document analysis was not conducted for this influence.
Summary. The assumed influence is that the organization provides training for
employees on knowledge and skills specific to their jobs. Since 41.50% agreed or strongly
agreed that the organization provides training for employees on knowledge and skills specific to
their jobs and the threshold is 80%, staff demonstrated that the organization does not provide
training for employees on knowledge and skills specific to their jobs. Similarly, the interview
data shows that there is no policy or procedure for the organization to provide adequate training
for staff specific to their jobs.
Organization Policies, Processes, and Procedures Influence 5: The Organization Provides
Training for Staff on How to Prevent Job Burnout
Survey Results. Staff were asked to choose the response that indicated their level of
familiarity with the organization providing training for employees on how to prevent job burnout
from a list of five possible answers, ranging from strongly disagree, disagree, neutral, agree, and
strongly agree. The level of familiarity varied. The responses in identifying their familiarity
with the organization providing training was 28.29% (15.09% agree; 13.20% strongly agree).

134

The threshold for this item is 80% due to the emphasis on organization in order to perform their
job successfully and effectively.
Table 65
Survey Results for Organization Policies, Processes, and Procedures Item 5
# Organization Policies, Processes, and Procedures Item 5 (n=53) Percentage Count
The organization provides training for staff on how to prevent
job burnout.

1 Strongly Disagree 28.30% 15
2 Disagree 32.07% 17
3 Neutral 11.32% 6
4 Agree 15.09% 8
5 Strongly Agree 13.20% 7
Total 100% 53

Interview Findings. Interviews were not conducted for this influence.
Observation. Observations were not conducted for this influence.
Document Analysis. Document analysis was not conducted for this influence.
Summary. The assumed influence is that the organization provides training for
employees on how to prevent job burnout. Since 28.29% agreed or strongly agreed that the
organization provides training for employees on how to prevent job burnout and the threshold is
80%, staff demonstrated that the organization does not provide training for employees on how to
prevent job burnout.
Cultural Settings
Surveys and interviews were used to assess participant perception of the organization.
Staff at Mary Michaels School of Business were surveyed to assess whether or not they felt the

135

organization provides an environment that is needed to successfully and effectively perform their
daily duties. Results have been organized and evaluated in order to assess whether or not there is
a gap regarding the assumed causes.
Organization Cultural Settings Influence 1: There Is A Culture in the Organization That
Supports Staff in Doing Challenging Work
Survey Results. Staff were asked to choose the response that indicated their level of
familiarity with the culture in the organization that supports staff in doing challenging work from
a list of five possible answers, ranging from strongly disagree, disagree, neutral, agree, and
strongly agree. The level of familiarity varied. The responses in identifying the familiarity with
the culture in the organization was 49.05% (37.73% agree; 11.32% strongly agree). The
threshold for this item is 80% due to the emphasis on organization in order to perform their job
successfully and effectively.
Table 66
Survey Results for Organization Cultural Settings Item 1
# Organization Cultural Settings Item 1 (n=53) Percentage Count
There is a culture in the organization that supports staff in
doing challenging work.

1 Strongly Disagree 7.54% 4
2 Disagree 13.20% 7
3 Neutral 30.18% 16
4 Agree 37.73% 20
5 Strongly Agree 11.32% 6
Total 100% 53

Interview Findings. Interviews were not conducted for this influence.

136

Observation. Observations were not conducted for this influence.
Document Analysis. Document analysis was not conducted for this influence.
Summary. The assumed influence is that there is a culture in the organization that
supports staff in doing challenging work. Since 49.05% agreed or strongly agreed that there is a
culture in the organization that supports staff in doing challenging work and the threshold is
80%, staff demonstrated that the culture in the organization does not support staff in doing
challenging work.
Organization Cultural Settings Influence 2: There Is A Culture in the Organization That
Supports Staff Creativity
Survey Results. Staff were asked to choose the response that indicated their level of
familiarity with the culture in the organization that supports staff creativity from a list of five
possible answers, ranging from strongly disagree, disagree, neutral, agree, and strongly agree.
The level of familiarity varied. The responses in identifying the familiarity with the culture in
the organization was 43.39% (32.07% agree; 11.32% strongly agree). The threshold for this item
is 80% due to the emphasis on organization in order to perform their job successfully and
effectively.

137

Table 67
Survey Results for Organization Cultural Settings Item 2
# Organization Cultural Settings Item 2 (n=53) Percentage Count
There is a culture in the organization that supports staff
creativity.

1 Strongly Disagree 9.43% 5
2 Disagree 15.09% 8
3 Neutral 32.07% 17
4 Agree 32.07% 17
5 Strongly Agree 11.32% 6
Total 100% 53

Interview Findings. Interviews were not conducted for this influence.
Observation. Observations were not conducted for this influence.
Document Analysis. Document analysis was not conducted for this influence.
Summary. The assumed influence is that there is a culture in the organization that
supports staff in creativity. Since 43.39% agreed or strongly agreed that there is a culture in the
organization that supports staff creativity and the threshold is 80%, staff demonstrated that the
culture in the organization does not support staff creativity.
Organization Cultural Settings Influence 3: There Is A Culture in the Organization That
Supports Staff Autonomy
Survey Results. Staff were asked to choose the response that indicated their level of
familiarity with the culture in the organization that supports staff autonomy from a list of five
possible answers, ranging from strongly disagree, disagree, neutral, agree, and strongly agree.
The level of familiarity varied. The responses in identifying the familiarity with the culture in

138

the organization was 56.60% (39.62% agree; 16.98% strongly agree). The threshold for this item
is 80% due to the emphasis on the organization in order to perform their job successfully and
effectively.
Table 68
Survey Results for Organization Cultural Settings Item 3
# Organization Cultural Settings Item 3 (n=53) Percentage Count
There is a culture in the organization that supports staff
autonomy.

1 Strongly Disagree 7.54% 4
2 Disagree 15.09% 8
3 Neutral 20.75% 11
4 Agree 39.62% 21
5 Strongly Agree 16.98% 9
Total 100% 53

Interview Findings. Interviews were not conducted for this influence.
Observation. Observations were not conducted for this influence.
Document Analysis. Document analysis was not conducted for this influence.
Summary. The assumed influence is that there is a culture in the organization that
supports staff autonomy. Since 56.60% agreed or strongly agreed that there is a culture in the
organization that supports staff autonomy and the threshold is 80%, staff demonstrated that the
culture in the organization does not support staff autonomy.

139

Organization Cultural Settings Influence 4: There Is A Culture in the Organization That
Supports Staff by Providing Clear Goals
Survey Results. Staff were asked to choose the response that indicated their level of
familiarity with the culture in the organization that supports staff by providing clear goals from a
list of five possible answers, ranging from strongly disagree, disagree, neutral, agree, and
strongly agree. The level of familiarity varied. The responses in identifying the familiarity with
the culture in the organization was 47.16% (35.84% agree; 11.32% strongly agree). The
threshold for this item is 80% due to the emphasis on the organization in order to perform their
job successfully and effectively.
Table 69
Survey Results for Organization Cultural Settings Item 4
# Organization Cultural Settings Item 4 (n=53) Percentage Count
There is a culture in the organization that supports staff by
providing clear goals.

1 Strongly Disagree 11.32% 6
2 Disagree 15.09% 8
3 Neutral 26.41% 14
4 Agree 35.84% 19
5 Strongly Agree 11.32% 6
Total 100% 53

Interview Findings. Interviews were not conducted for this influence.
Observation. Observations were not conducted for this influence.
Document Analysis. Document analysis was not conducted for this influence.

140

Summary. The assumed influence is that there is a culture in the organization that
supports staff by providing clear goals. Since 47.16% agreed or strongly agreed that there is a
culture in the organization that supports staff by providing clear goals and the threshold is 80%,
staff demonstrated that the culture in the organization does not support staff by providing clear
goals.
Organization Cultural Settings Influence 5: There Is A Culture in the Organization That
Supports Work Variety
Survey Results. Staff were asked to choose the response that indicated their level of
familiarity with the culture in the organization that supports work variety from a list of five
possible answers, ranging from strongly disagree, disagree, neutral, agree, and strongly agree.
The level of familiarity varied. The responses in identifying the familiarity with the culture in
the organization was 45.27% (35.84% agree; 9.43% strongly agree). The threshold for this item
is 80% due to the emphasis on organization in order to perform their job effectively.
Table 70
Survey Results for Organization Cultural Settings Item 5
# Organization Cultural Settings Item 5 (n=53) Percentage Count
There is a culture in the organization that supports work
variety.

1 Strongly Disagree 9.43% 5
2 Disagree 16.98% 9
3 Neutral 28.30% 15
4 Agree 35.84% 19
5 Strongly Agree 9.43% 5
Total 100% 53

141

Interview Findings. Interviews were not conducted for this influence.
Observation. Observations were not conducted for this influence.
Document Analysis. Document analysis was not conducted for this influence.
Summary. The assumed influence is that there is a culture in the organization that
supports work variety. Since 45.27% agreed or strongly agreed that there is a culture in the
organization that supports work variety and the threshold is 80%, staff demonstrated that the
culture in the organization does not support work variety.
Organization Cultural Settings Influence 6: There Is A Culture in the Organization That
Encourages Staff Involvement and Commitment
Survey Results. Staff were asked to choose the response that indicated their level of
familiarity with the culture in the organization that encourages staff involvement and
commitment from a list of five possible answers, ranging from strongly disagree, disagree,
neutral, agree, and strongly agree. The level of familiarity varied. The responses in identifying
the familiarity with the culture in the organization was 60.37% (43.39% agree; 16.98% strongly
agree). The threshold for this item is 80% due to the emphasis on organization in order to
perform their job successfully and effectively.

142

Table 71
Survey Results for Organization Cultural Settings Item 6
# Organization Cultural Settings Item 6 (n=53) Percentage Count
There is a culture in the organization that encourages staff
involvement and commitment.

1 Strongly Disagree 7.54% 4
2 Disagree 13.20% 7
3 Neutral 18.86% 10
4 Agree 43.39% 23
5 Strongly Agree 16.98% 9
Total 100% 53

Interview Findings. Interviews were conducted for this influence. Interview
respondents were asked to describe the culture setting in the organization that encourages staff
involvement and commitment. All 12 respondents were able to describe their experience.
Participant 3 said, “No cohesive culture, it’s a segmented culture within offices, specialty
Master’s programs are high achievers, and this creates a taxing and stressful environment; there’s
a lot of difficulty in the dynamic with other programs and it’s often challenging.” Other
participants had similar responses. Participant 10 described her experience: “There’s no office
culture, low morale […] I am a very methodical person and driven […] but there’s not
accountability and no support or recognition in the office.” Participant 7 said,
Disappointment […] we have really good hard-working people here at school and
leadership as a whole takes advantage of the dedication of the people and creates a
situation without boundaries or respect for the person and this makes it very difficult.
Observation. Observations were not conducted for this influence.

143

Document Analysis. Document analysis was not conducted for this influence.
Summary. The assumed influence is that there is a culture in the organization that
encourages staff involvement and commitment. Since 60.37% agreed or strongly agreed that
there is a culture in the organization that encourages staff involvement and commitment and the
threshold is 80%, staff demonstrated that the culture in the organization does not encourage staff
involvement and commitment. Similarly, the interview data shows that the culture in the
organization does not encourage staff involvement and commitment.
Organization Cultural Settings Influence 7: There Is A Culture in the Organization That
Encourages Passion and Enthusiasm
Survey Results. Staff were asked to choose the response that indicated their level of
familiarity with the culture in the organization that encourages passion and enthusiasm from a
list of five possible answers, ranging from strongly disagree, disagree, neutral, agree, and
strongly agree. The level of familiarity varied. The responses in identifying the familiarity with
the culture in the organization was 49.05% (33.96% agree; 15.09% strongly agree). The
threshold for this item is 80% due to the emphasis on the organization in order to perform their
job successfully and effectively.

144

Table 72
Survey Results for Organization Cultural Settings Item 7
# Organization Cultural Settings Item 7 (n=53) Percentage Count
There is a culture in the organization that encourages passion
and enthusiasm.

1 Strongly Disagree 7.54% 4
2 Disagree 18.86% 10
3 Neutral 24.52% 13
4 Agree 33.96% 18
5 Strongly Agree 15.09% 8
Total 100% 53

Interview Findings. Interviews were not conducted for this influence.
Observation. Observations were not conducted for this influence.
Document Analysis. Document analysis was not conducted for this influence.
Summary. The assumed influence is that there is a culture in the organization that
encourages passion and enthusiasm. Since 49.05% agreed or strongly agreed that there is a
culture in the organization that encourages passion and enthusiasm and the threshold is 80%,
staff demonstrated that the culture in the organization does not encourage passion and
enthusiasm.
Organization Cultural Settings Influence 8: There Is A Culture in the Organization That
Encourages Focused Effort and Energy
Survey Results. Staff were asked to choose the response that indicated their level of
familiarity with the culture in the organization that encourages focused effort and energy from a
list of five possible answers, ranging from strongly disagree, disagree, neutral, agree, and

145

strongly agree. The level of familiarity varied. The responses in identifying the familiarity with
the culture in the organization was 52.82% (37.73% agree; 15.09% strongly agree). The
threshold for this item is 80% due to the emphasis on organization in order to perform their job
successfully and effectively.
Table 73
Survey Results for Organization Cultural Settings Item 8
# Organization Cultural Settings Item 8 (n=53) Percentage Count
There is a culture in the organization that encourages focused
effort and energy.

1 Strongly Disagree 9.43% 5
2 Disagree 9.43% 5
3 Neutral 28.30% 15
4 Agree 37.73% 20
5 Strongly Agree 15.09% 8
Total 100% 53

Interview Findings. Interviews were not conducted for this influence.
Observation. Observations were not conducted for this influence.
Document Analysis. Document analysis was not conducted for this influence.
Summary. The assumed influence is that there is a culture in the organization that
encourages focused effort and energy. Since 52.82% agreed or strongly agreed that there is a
culture in the organization that encourages focused effort and energy and the threshold is 80%,
staff demonstrated that the culture in the organization does not encourage focused effort and
energy.

146

Organization Cultural Settings Influence 9: There Is A Culture in the Organization That
Supports the Psychological Health of Staff
Survey Results. Staff were asked to choose the response that indicated their level of
familiarity with the culture in the organization that supports the psychological health of staff
from a list of five possible answers, ranging from strongly disagree, disagree, neutral, agree, and
strongly agree. The level of familiarity varied. The responses in identifying the familiarity with
the culture in the organization was 35.84% (24.52% agree; 11.32% strongly agree). The
threshold for this item is 80% due to the emphasis on the organization in order to perform their
job successfully and effectively.
Table 74
Survey Results for Organization Cultural Settings Item 9
# Organization Cultural Settings Item 9 (n=53) Percentage Count
There is a culture in the organization that supports the
psychological health of staff.

1 Strongly Disagree 16.98% 9
2 Disagree 20.75% 11
3 Neutral 26.41% 14
4 Agree 24.52% 13
5 Strongly Agree 11.32% 6
Total 100% 53

Interview Findings. Interviews were not conducted for this influence.
Observation. Observations were not conducted for this influence.
Document Analysis. Document analysis was not conducted for this influence.

147

Summary. The assumed influence is that there is a culture in the organization that
supports the psychological health of staff. Since 35.84% agreed or strongly agreed that there is a
culture in the organization that supports the psychological health of staff and the threshold is
80%, staff demonstrated that the culture in the organization does not support the psychological
health of staff.
Organization Cultural Settings Influence 10: There Is A Culture in the Organization That
Supports the Physical Health of Staff
Survey Results. Staff were asked to choose the response that indicated their level of
familiarity with the culture in the organization that supports the physical health of staff from a
list of five possible answers, ranging from strongly disagree, disagree, neutral, agree, and
strongly agree. The level of familiarity varied. The responses in identifying the familiarity with
the culture in the organization was 45.27% (30.18% agree; 15.09% strongly agree). The
threshold for this item is 80% due to the emphasis on organization in order to perform their job
successfully and effectively.

148

Table 75
Survey Results for Organization Cultural Settings Item 10
# Organization Cultural Settings Item 10 (n=53) Percentage Count
There is a culture in the organization that supports the
physical health of staff.

1 Strongly Disagree 9.43% 5
2 Disagree 18.86% 10
3 Neutral 26.41% 14
4 Agree 30.18% 16
5 Strongly Agree 15.09% 8
Total 100% 53

Interview Findings. Interviews were not conducted for this influence.
Observation. Observations were not conducted for this influence.
Document Analysis. Document analysis was not conducted for this influence.
Summary. The assumed influence is that there is a culture in the organization that
supports the physical health of staff. Since 45.27% agreed or strongly agreed that there is a
culture in the organization that supports the physical health of staff and the threshold is 80%,
staff demonstrated that the culture in the organization does not support the physical health of
staff.
Organization Cultural Settings Influence 11: There Is A Culture in the Organization That
Supports A Lively, Attentive, and Responsive Work Environment
Survey Results. Staff were asked to choose the response that indicated their level of
familiarity with the culture in the organization that supports a lively, attentive, and responsive
work environment from a list of five possible answers, ranging from strongly disagree, disagree,

149

neutral, agree, and strongly agree. The level of familiarity varied. The responses in identifying
the familiarity with the culture in the organization was 50.93% (37.73% agree; 13.20% strongly
agree). The threshold for this item is 80% due to the emphasis on organization in order to
perform their job successfully and effectively.
Table 76
Survey Results for Organization Cultural Settings Item 11
# Organization Cultural Settings Item 11 (n=53) Percentage Count
There is a culture in the organization that supports a lively,
attentive, and responsive work environment.

1 Strongly Disagree 5.66% 3
2 Disagree 16.98% 9
3 Neutral 26.41 14
4 Agree 37.73% 20
5 Strongly Agree 13.20% 7
Total 100% 53

Interview Findings. Interviews were not conducted for this influence.
Observation. Observations were not conducted for this influence.
Document Analysis. Document analysis was not conducted for this influence.
Summary. The assumed influence is that there is a culture in the organization that
supports a lively, attentive, and responsive work environment. Since 50.93% agreed or strongly
agreed that there is a culture in the organization that supports a lively, attentive, and responsive
work environment and the threshold is 80%, staff demonstrated that the culture in the
organization does not support a lively, attentive, and responsive work environment.

150

Organization Cultural Settings Influence 12: There Is A Culture in the Organization That
Promotes A Positive Employee Experience
Survey Results. Staff were asked to choose the response that indicated their level of
familiarity with the culture in the organization that promotes a positive employee experience
from a list of five possible answers, ranging from strongly disagree, disagree, neutral, agree, and
strongly agree. The level of familiarity varied. The responses in identifying the familiarity with
the culture in the organization was 50.93% (37.73% agree; 13.20% strongly agree). The
threshold for this item is 80% due to the emphasis on organization in order to perform their job
successfully and effectively.
Table 77
Survey Results for Organization Cultural Settings Item 12
# Organization Cultural Settings Item 12 (n=53) Percentage Count
There is a culture in the organization that promotes a positive
employee experience.

1 Strongly Disagree 13.20% 7
2 Disagree 9.43% 5
3 Neutral 26.41% 14
4 Agree 37.73% 20
5 Strongly Agree 13.20% 7
Total 100% 53

Interview Findings. Interviews were not conducted for this influence.
Observation. Observations were not conducted for this influence.
Document Analysis. Document analysis was not conducted for this influence.

151

Summary. The assumed influence is that there is a culture in the organization that
promotes a positive employee experience. Since 50.93% agreed or strongly agreed that there is a
culture in the organization that promotes a positive employee experience and the threshold is
80%, staff did demonstrate that the culture in the organization does not promote a positive
employee experience.
Organization Cultural Settings Influence 13: There Is A Culture in the Organization That
Promotes High Customer Satisfaction
Survey Results. Staff were asked to choose the response that indicated their level of
familiarity with the culture in the organization that promotes high customer satisfaction from a
list of five possible answers, ranging from strongly disagree, disagree, neutral, agree, and
strongly agree. The level of familiarity varied. The responses in identifying the familiarity with
the culture in the organization was 75.46% (50.94% agree; 24.52% strongly agree). The
threshold for this item is 80% due to the emphasis on organization in order to perform their job
successfully and effectively.

152

Table 78
Survey Results for Organization Cultural Settings Item 13
# Organization Cultural Settings Item 13 (n=53) Percentage Count
There is a culture in the organization that promotes high
customer satisfaction.

1 Strongly Disagree 5.66% 3
2 Disagree 3.77% 2
3 Neutral 15.09% 8
4 Agree 50.94% 27
5 Strongly Agree 24.52% 13
Total 100% 53

Interview Findings. Interviews were not conducted for this influence.
Observation. Observations were not conducted for this influence.
Document Analysis. Document analysis was not conducted for this influence.
Summary. The assumed influence is that there is a culture in the organization that
promotes high customer satisfaction. Since 75.46% agreed or strongly agreed that there is a
culture in the organization that promotes high customer satisfaction and the threshold is 80%,
staff demonstrated that the culture in the organization does not promote high customer
satisfaction.
Organization Cultural Settings Influence 14: There Is A Culture in the Organization That
Promotes High Employee Productivity
Survey Results. Staff were asked to choose the response that indicated their level of
familiarity with the culture in the organization that promotes high employee productivity from a
list of five possible answers, ranging from strongly disagree, disagree, neutral, agree, and

153

strongly agree. The level of familiarity varied. The responses in identifying the familiarity with
the culture in the organization was 56.60% (39.62% agree; 16.98% strongly agree). The
threshold for this item is 80% due to the emphasis in motivation in order to perform their job
successfully and effectively.
Table 79
Survey Results for Organization Cultural Settings Item 14
# Organization Cultural Settings Item 14 (n=53) Percentage Count
There is a culture in the organization that promotes high
employee productivity.

1 Strongly Disagree 3.77% 2
2 Disagree 13.20% 7
3 Neutral 26.41% 14
4 Agree 39.62% 21
5 Strongly Agree 16.98% 9
Total 100% 53

Interview Findings. Interviews were not conducted for this influence.
Observation. Observations were not conducted for this influence.
Document Analysis. Document analysis was not conducted for this influence.
Summary. The assumed influence is that there is a culture in the organization that
promotes high employee productivity. Since 56.60% agreed or strongly agreed that there is a
culture in the organization that promotes high employee productivity and the threshold is 80%,
staff demonstrated that the culture in the organization does not promote high employee
productivity.

154

Organization Cultural Settings Influence 15: There Is A Culture in the Organization That
Promotes High Profitability
Survey Results. Staff were asked to choose the response that indicated their level of
familiarity with the culture in the organization that promotes high profitability from a list of five
possible answers, ranging from strongly disagree, disagree, neutral, agree, and strongly agree.
The level of familiarity varied. The responses in identifying the familiarity with the culture in
the organization was 54.71% (32.07% agree; 22.64% strongly agree). The threshold for this item
is 80% due to the emphasis on organization in order to perform their job successfully and
effectively.
Table 80
Survey Results for Organization Cultural Settings Item 15
# Organization Cultural Settings Item 15 (n=53) Percentage Count
There is a culture in the organization that promotes high
profitability.

1 Strongly Disagree 7.54% 4
2 Disagree 13.20% 7
3 Neutral 24.52% 13
4 Agree 32.07% 17
5 Strongly Agree 22.64% 12
Total 100% 53

Interview Findings. Interviews were not conducted for this influence
Observation. Observations were not conducted for this influence.
Document Analysis. Document analysis was not conducted for this influence.

155

Summary. The assumed influence is that there is a culture in the organization that
promotes high profitability. Since 54.71% agreed or strongly agreed that there is a culture in the
organization that promotes high profitability and the threshold is 80%, staff did demonstrate that
the culture in the organization does not promote high profitability.
Organization Cultural Settings Influence 16: There Is A Culture in the Organization That
Promotes Reduction of Employee Turnover
Survey Results. Staff were asked to choose the response that indicated their level of
familiarity with the culture in the organization that promotes reduction of employee turnover
from a list of five possible answers, ranging from strongly disagree, disagree, neutral, agree, and
strongly agree. The level of familiarity varied. The responses in identifying the familiarity with
the culture in the organization was 22.63% (13.20% agree; 9.43% strongly agree). The threshold
for this item is 80% due to the emphasis on organization in order to perform their job
successfully and effectively.
Table 81
Survey Results for Organization Cultural Settings Item 16
# Organization Cultural Settings Item 16 (n=53) Percentage Count
There is a culture in the organization that promotes reduction
of employee turnover.

1 Strongly Disagree 24.52% 13
2 Disagree 30.18% 16
3 Neutral 22.64% 12
4 Agree 13.20% 7
5 Strongly Agree 9.43% 5
Total 100% 53

156

Interview Findings. Interviews were not conducted for this influence.
Observation. Observations were not conducted for this influence.
Document Analysis. Document analysis was not conducted for this influence.
Summary. The assumed influence is that there is a culture in the organization that
promotes reduction of employee turnover. Since 22.63% agreed or strongly agreed that there is a
culture in the organization that promotes reduction of employee turnover and the threshold is
80%, staff demonstrated that the culture in the organization does not promote reduction of
employee turnover.
Organization Cultural Settings Influence 17: There Is A Culture in the Organization That
Promotes Fair Compensation for Employees
Survey Results. Staff were asked to choose the response that indicated their level of
familiarity with the culture in the organization that promotes fair compensation for employees
from a list of five possible answers, ranging from strongly disagree, disagree, neutral, agree, and
strongly agree. The level of familiarity varied. The responses in identifying the familiarity with
the culture in the organization was 30.18% (20.75% agree; 9.43% strongly agree). The threshold
for this item is 80% due to the emphasis on the organization in order to perform their job
successfully and effectively.

157

Table 82
Survey Results for Organization Cultural Settings Item 17
# Organization Cultural Settings Item 17 (n=53) Percentage Count
There is a culture in the organization that promotes fair
compensation for employees.

1 Strongly Disagree 22.64% 12
2 Disagree 22.64% 12
3 Neutral 24.52% 13
4 Agree 20.75% 11
5 Strongly Agree 9.43% 5
Total 100% 53

Interview Findings. Interviews were conducted for this influence. Interview
respondents were asked to describe the culture setting in the organization that promotes fair
compensation for employees. All 12 respondents were able to describe their experience.
Participant 7 said, “I am not fairly compensated; there’s a large equity disparity.” Other
participants had similar responses. Participant 2 described her experience: “I am not fairly
compensated for the amount of work I am doing.” Participant 12 said,
Not at all...it’s muddy. Some have merit increases but not others; it’s questionable and
quite political [….] There’s inequity between roles and our merit system is not
transparent [...] senior leadership says it is… but it’s not, there’s no transparency.
Observation. Observations were not conducted for this influence.
Document Analysis. Document analysis was not conducted for this influence.
Summary. The assumed influence is that there is a culture in the organization that
promotes fair compensation for employees. Since 30.18% agreed or strongly agreed that there is

158

a culture in the organization that promotes fair compensation for employees and the threshold is
80%, staff demonstrated that the culture in the organization does not promote fair compensation
for employees. Similarly, the interview data shows that the culture in the organization does not
promote fair compensation for employees.
Organization Cultural Settings Influence 18: There Is A Culture in the Organization That
Promotes Rewards and Compensation
Survey Results. Staff were asked to choose the response that indicated their level of
familiarity with the culture in the organization that promotes rewards and compensation from a
list of five possible answers, ranging from strongly disagree, disagree, neutral, agree, and
strongly agree. The level of familiarity varied. The responses in identifying the familiarity with
the culture in the organization was 32.07% (20.75% agree; 11.32% strongly agree). The
threshold for this item is 80% due to the emphasis on the organization in order to perform their
job successfully and effectively.
Table 83
Survey Results for Organization Cultural Settings Item 18
# Organization Cultural Settings Item 18 (n=53) Percentage Count
There is a culture in the organization that promotes rewards
and compensation.

1 Strongly Disagree 24.52% 13
2 Disagree 22.64% 12
3 Neutral 20.75% 11
4 Agree 20.75% 11
5 Strongly Agree 11.32% 6
Total 100% 53

159

Interview Findings. Interviews were conducted for this influence. Interview
respondents were asked to describe the culture setting in the organization that promotes rewards
and compensation for employees. All 12 respondents were able to describe their experience.
Participant 1 said, “There’s no opportunities for vertical growth.” Other participants had similar
responses; Participant 3 and Participant 7 simply stated, “There’s no incentive.”
Observation. Observations were not conducted for this influence.
Document Analysis. Document analysis was not conducted for this influence.
Summary. The assumed influence is that there is a culture in the organization that
promotes rewards and compensation. Since 32.07% agreed or strongly agreed that there is a
culture in the organization that promotes rewards and compensation and the threshold is 80%,
staff did demonstrate that the culture in the organization does not promote rewards and
compensation. Similarly, the interview data shows that the culture in the organization does not
promote rewards and compensation for employees.
Organization Cultural Settings Influence 19: There Is A Culture in the Organization That
Encourages A Climate of Satisfaction
Survey Results. Staff were asked to choose the response that indicated their level of
familiarity with the culture in the organization that encourages a climate of satisfaction from a
list of five possible answers, ranging from strongly disagree, disagree, neutral, agree, and
strongly agree. The level of familiarity varied. The responses in identifying the familiarity with
the culture in the organization was 39.62% (28.30% agree; 11.32% strongly agree). The
threshold for this item is 80% due to the emphasis on the organization in order to perform their
job successfully and effectively.

160

Table 84
Survey Results for Organization Cultural Settings Item 19
# Organization Cultural Settings Item 19 (n=53) Percentage Count
There is a culture in the organization that encourages a
climate of satisfaction.

1 Strongly Disagree 16.98% 9
2 Disagree 16.98% 9
3 Neutral 26.41% 14
4 Agree 28.30% 15
5 Strongly Agree 11.32% 6
Total 100% 53

Interview Findings. Interviews were not conducted for this influence.
Observation. Observations were not conducted for this influence.
Document Analysis. Document analysis was not conducted for this influence.
Summary. The assumed influence is that there is a culture in the organization that
encourages a climate of satisfaction. Since 39.62% agreed or strongly agreed that there is a
culture in the organization that encourages a climate of satisfaction and the threshold is 80%,
staff did demonstrate that the culture in the organization does not encourage a climate of
satisfaction.
Organization Cultural Settings Influence 20: There Is A Culture in the Organization That
Encourages A Climate of Inspiration
Survey Results. Staff were asked to choose the response that indicated their level of
familiarity with the culture in the organization that encourages a climate of inspiration from a list
of five possible answers, ranging from strongly disagree, disagree, neutral, agree, and strongly

161

agree. The level of familiarity varied. The responses in identifying the familiarity with the
culture in the organization was 43.38% (30.18% agree; 13.20% strongly agree). The threshold
for this item is 80% due to the emphasis on organization in order to perform their job
successfully and effectively.
Table 85
Survey Results for Organization Cultural Settings Item 20
# Organization Cultural Settings Item 20 (n=53) Percentage Count
There is a culture in the organization that encourages a
climate of inspiration.

1 Strongly Disagree 15.09% 8
2 Disagree 20.75% 11
3 Neutral 20.75% 11
4 Agree 30.18% 16
5 Strongly Agree 13.20% 7
Total 100% 53

Interview Findings. Interviews were not conducted for this influence.
Observation. Observations were not conducted for this influence.
Document Analysis. Document analysis was not conducted for this influence.
Summary. The assumed influence is that there is a culture in the organization that
encourages a climate of inspiration. Since 43.38% agreed or strongly agreed that there is a
culture in the organization that encourages a climate of inspiration and the threshold is 80%, staff
demonstrated that the culture in the organization does not encourage a climate of inspiration.

162

Summary of Assets and Needs
Knowledge
As shown in Table 86, eleven out of twenty-three assumed knowledge influences were
validated as assets through surveys and interviews. Recommendations to improve knowledge
influences that were determined to be needs will be discussed in Chapter Five.
Table 86
Summary of Assumed Knowledge Influences as Assets or Needs
Assumed Knowledge Influences Asset or Need
Declarative Factual
Staff knows the goals of their job. Asset
Staff knows their daily duties. Asset
Staff receives feedback necessary to maintain and improve their job
performance.
Need
Staff knows about opportunities in the organization to improve their skills. Need
Staff receives timely information about job priorities to ensure they are using
their time effectively.
Need
Conceptual
Staff knows the relationship between their work and the organizational goals. Need
Staff knows that providing good customer service is positively related to
achieving organizational goals.
Asset
Staff knows that being loyal to the organization is positively related to
achieving organizational outcomes.
Need
Staff knows that being a good team player is positively related to achieving
organizational outcomes.
Asset
Staff knows that investing personal energy at work increases their job
performance.
Need
Staff knows how different departments contribute to the organization’s
mission, objectives, and vision.
Need

163

Procedural
Staff knows how to perform their work responsibilities. Asset
Staff knows how to change the content or design of their job to complete
their tasks more efficiently.
Need
Staff knows how to perform their tasks efficiently, enabling them to pursue
activities that are not part of their job descriptions.
Need
Staff knows how to effectively communicate with other employees outside
their department.
Asset
Metacognitive
Staff are open to new ways of doing their job. Asset
Staff are more productive when they think about the goals of their job. Need
Staff are willing to go the extra mile in their job. Asset
Staff are able to transfer their knowledge and skills to their job. Asset
Staff have a preferred way of doing their job. Asset
Staff often reflect on how personally invested they are in their work. Need
Staff use self-expression as creativity in their work. Need
Staff is mindful of how they work during the day Asset

Motivation
As shown in Table 87, eight out of twenty-seven assumed motivation influences were
validated as assets through surveys and interviews. Recommendations to improve motivation
influences that were determined to be needs will be discussed in Chapter Five.

164

Table 87
Summary of Assumed Motivation Influences as Assets or Needs
Assumed Motivation Influences Asset or Need
Value
Staff value their work because they make a positive difference. Asset
Staff value their work because it makes them feel useful. Asset
Staff value their work because it makes them feel competent. Need
Staff value their work because it makes them feel valuable. Need
Staff value their work because they are not taken for granted. Need
Staff value the trust they have between themselves and their managers when
performing their daily duties.
Need
Self-Efficacy
Staff feel confident that they can perform their daily job duties. Asset
Staff feel confident in being able to show what they think and feel. Need
Staff feel confident in being able to be creative. Need
Staff feel confident in being able to show their beliefs and values. Need
Staff feel confident in being able to show their personal connection to others. Need
Staff feel confident in being able to actively participate in decision making
within the organization.
Need
Staff feel confident that they can positively affect the quality of their
organization’s outcomes.
Need
Staff feel confident that they can positively affect the quality of their
organization’s customer service.
Asset
Mood/Emotions
Staff feel positive about performing their daily job duties. Asset
Staff feel positive about their experience at work. Need
Staff feel positive when their task performance includes rewarding
interpersonal interactions with co-workers.
Asset

165

Staff feel positive when their task performance include rewarding
interpersonal interactions with customers.
Asset
Staff feel positive about being involved and committed in their job. Need
Staff feel their work to be personally meaningful. Need
Staff feel positive about their workload. Need
Staff feel positive about the future of their work. Need
Staff feel positive about the content of their work. Need
Staff feel positive about their work accomplishments and success. Asset
Staff experience a sense of significance at work. Need
Staff experience enthusiasm at work. Need
Staff feel positive about a work that is challenging. Need

Organization
As shown in Table 88, zero out of twenty-eight assumed organization influences were
validated as assets through surveys and interviews. Recommendations to improve organization
influences that were determined to be needs will be discussed in Chapter Five.

166

Table 88
Summary of Assumed Organization Influences as Assets or Needs
Assumed Organization Influences Asset or Need
Resources
Staff has the resources they need to do their job effectively. Need
Supervisor supports staff in their daily work. Need
Staff feel that their workload is appropriate for their job. Need
Policies, Processes, and Procedures
The organization has policies and procedures to support the physical health of
staff.
Need
The organization has policies and procedures to support the psychological
health and safety of staff.
Need
The organization provides training for managers on effective supervision. Need
The organization provides training for staff on knowledge and skills specific
to their job.
Need
The organization provides training for staff on how to prevent job burnout. Need
Cultural Settings
There is a culture in the organization that supports staff in doing challenging
work.
Need
There is a culture in the organization that supports staff creativity. Need
There is a culture in the organization that supports staff autonomy. Need
There is a culture in the organization that supports staff by providing clear
goals.
Need
There is a culture in the organization that supports work variety. Need
There is a culture in the organization that encourages staff involvement and
commitment.
Need
There is a culture in the organization that encourages passion and enthusiasm. Need
There is a culture in the organization that encourages focused effort and Need

167

energy.
There is a culture in the organization that supports the psychological health of
staff.
Need
There is a culture in the organization that supports the physical health of staff. Need
There is a culture in the organization that supports a lively, attentive, and
responsive work environment.
Need
There is a culture in the organization that promotes a positive employee
experience.
Need
There is a culture in the organization that promotes high customer
satisfaction.
Need
There is a culture in the organization that promotes high employee
productivity.
Need
There is a culture in the organization that promotes high profitability. Need
There is a culture in the organization that promotes a reduction of employee
turnover.
Need
There is a culture in the organization that promotes fair compensation for
employees.
Need
There is a culture in the organization that promotes rewards and
compensation.
Need
There is a culture in the organization that encourages a climate of satisfaction. Need
There is a culture in the organization that encourages a climate of inspiration. Need

Chapter Five will include recommendations for how to improve the assumed influences
that were determined to be needs. Proposed solutions and recommendations will be shared with
the MMSB Human Resources Director.

168

CHAPTER FIVE: RECOMMENDATIONS AND EVALUATION
Purpose of the Project and Questions
The purpose of this case study is to conduct a gap analysis to examine the root causes of
the organizational problem of staff at Mary Michaels School of Business having low job
satisfaction as measured by the MMSB Staff Engagement Survey. The analysis focuses on
causes for this problem due to gaps in the areas of knowledge and skills, motivation, and
organizational issues. The second purpose is to recommend solutions on how to improve staff
motivation, performance, and job satisfaction. The analysis began by generating a list of
possible or assumed causes and then by collecting evidence and examining the evidence
systematically to determine actual or validated causes. While a complete gap analysis would
focus on all stakeholders, for practical purposes the stakeholder of focus in this analysis is the
Mary Michaels School of Business Staff.
Using the conceptual framework of Clark and Estes (2008) gap analysis the study was
guided by the following questions:
1. What are the knowledge and skills, motivation, and organizational assets and needs for
staff to achieve its goal of 100% job satisfaction as measured by the MMSB Staff
Engagement Survey?
2. What are the knowledge and skills, motivation, and organizational recommendations to
meet these needs?
3. How might these solutions be evaluated for effectiveness?
The Clark and Estes (2008) Gap Analysis framework has been used in this case study.
Clark and Estes’ (2008) framework consists of seven steps: (1) identifying key organizational
goals; (2) measuring current performance; (3) identifying gaps between goals and performance;

169

(4) analyzing performance gaps to determine their assumed causes; (5) validating assumed
causes; (6) identifying and implementing solutions; (7) evaluating results.
Assumed influences of knowledge, motivation, and organizational factors are based on
the author’s own knowledge of the setting and literature about employee engagement and job
satisfaction. The gap analysis model is used to determine the human causes behind performance
gaps. Clark and Estes (2008) emphasize the importance of determining the knowledge,
motivation, and organizational problems before determining solutions. Figure 2 below illustrates
the steps as shown in Clark and Estes’ (2008) Gap Analysis 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.
Steps 1 through 4 have been addressed in previous chapters of this study. The remaining steps 5
through 7 are addressed in this chapter.
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.

170

Figure 2
Gap Analysis Process

Recommendations to Address KMO Influences
Knowledge Recommendations
Introduction
Table 89 lists the causes, priority, principle and recommendations. Following the table, a
detailed discussion for each high priority cause and recommendation, and the literature
supporting the recommendation is provided.
An analysis of the data collected shows that there are three declarative factual knowledge
needs, four conceptual knowledge needs, two procedural needs, and three metacognitive
knowledge needs. All of these knowledge needs are considered a high priority for achieving the
organization’s goals. In addition, Table 89 lists the causes, priority, principle, and
recommendation and the literature supporting the recommendation is provided.

171

Table 89
Summary of Knowledge Influences and Recommendations
Assumed Knowledge
Influence
Asset/
Need
Principle and
Citation
Context-Specific
Recommendation
Declarative Factual
Staff knows the goals of
their job.

Asset Goals motivate and
direct students
(Pintrich, 2003).

Self-regulatory
strategies, including
goal setting, enhance
learning and
performance (APA,
2015; Dembo &
Eaton, 2000; Denler,
et al., 2009).

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

Knowledge workers
are defined, in part, by
the ability to solve
new problems and
adapt to changing
conditions (Clark &
Estes, 2008).

Employees have a
positive relationship
with one’s work
characterized by
meaning, competence,
and impact (Macey et
al., 2009).

Create a community of
learners where everyone
supports everyone else’s
attempts to learn the
goals of their job.

Provide staff with
opportunities to check
their progress and adjust
their learning strategies
as needed to know the
goals of their job.

Provide staff with
ongoing training by
demonstrating most
recent strategies to know
the goals of their job.

172

Staff knows their daily
duties.
Asset

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

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

Continued practice
promotes automaticity
and takes less capacity
in working memory
(Schraw &
McCrudden, 2006).

Employees who
knows their duties are
more likely to
experience a general
feeling of
psychological
freedom, interpersonal
connectedness, and
effectiveness (Van den
Broech et al., 2008).

Employees know how
to carry their own
tasks (Menguc et al.,
2011).

Provide staff with
ongoing training by
demonstrating most
recent strategies for
performing their daily
duties.

Provide staff with
opportunities to practice
skills and for transfer
when performing their
daily duties.

Provide staff guidance,
modeling, coaching, and
other scaffolding during
performance of their
daily duties.

Staff receives feedback
necessary to maintain and
Need Feedback that is
private, specific, and
timely enhances
Help staff acquire new
behaviors through
demonstration, modeling,

173

improve their job
performance.
performance (Shute,
2008).

Feedback as well as
actual success on
challenging tasks
positively influences
people’s perceptions
of competence
(Borgogni et al.,
2011).

Feedback and
modeling increases
self-efficacy (Pajares,
2006).

Provide feedback that
stresses the process of
learning, including the
importance of effort,
strategies, and
potential self-control
of learning.
(Anderman &
Anderman, 2009)

Studies have
consistently shown
that job resources such
as social support from
colleagues,
performance feedback,
skill variety,
autonomy, and
learning opportunities
are positively
associated with work
engagement (Bakker,
2011).

and provide feedback to
maintain and improve
their job performance.

Provide timely feedback
that links use of learning
strategies with improve
performance to maintain
and improve staff job
performance.

Teach staff strategies to
manage their motivation,
time, learning strategies,
control their physical and
social environment, and
monitor their
performance to maintain
and improve their job
performance.

Provide staff accurate
feedback that identifies
the skills or knowledge
they lack along with
communication that skills
and knowledge can be
learned, followed with
the teaching of these
skills and knowledge to
maintain and improve
their job performance.
Staff knows about
opportunities in the
organization to improve
their skills.
Need To develop mastery,
individuals must
acquire component
skills, practice
Provide the staff with
opportunities to practice
their work

174

integrating them, and
know when to apply
what they have
learned (Schraw &
McCrudden, 2006).

Learning and
motivation are
enhanced when
learners have positive
expectancies for
success (Pajares,
2006).

Focusing on mastery,
individual
improvement,
learning, and progress
promotes positive
motivation (Yough &
Anderman, 2006).

Social interaction,
cooperative learning,
and cognitive
apprenticeships (such
as reciprocal teaching)
facilitate construction
of new knowledge
(Scott & Palincsar,
2006).

Studies have
consistently shown
that job resources such
as social support from
colleagues,
performance feedback,
skill variety,
autonomy, and
learning opportunities
are positively
associated with work
engagement (Bakker,
2011).
responsibilities to
improve their skills.

Provide staff instructional
support (scaffolding)
early on, build in multiple
opportunities for practice
and gradually remove
support to improve their
skills.

Provide staff
organizational and
management structures
that encourage personal
and social responsibility
and provide a safe,
comfortable, and
predictable environment
to improve their skills.

Show staff how academic
disciplines/professions
conceptualize the world
to improve their skills.

175

Staff receives timely
information about job
priorities to ensure they
are using their time
effectively.
Need Feedback that is
private, specific, and
timely enhances
performance (Shute,
2008).

Feedback as well as
actual success on
challenging tasks
positively influences
people’s perceptions
of competence
(Borgogni et al.,
2011).

Feedback and
modeling increases
self-efficacy (Pajares,
2006).

Provide feedback that
stresses the process of
learning, including the
importance of effort,
strategies, and
potential self-control
of learning.
(Anderman &
Anderman, 2009)

Proper feedback
fosters learning,
thereby increasing job
competence (Bakker
& Demerouti, 2008).
Help staff acquire new
behaviors through
demonstration, modeling,
and provide feedback to
ensure they are using
their time effectively.

Provide staff timely
feedback that links use of
learning strategies with
improve performance to
ensure they are using
their time effectively.

Teach staff strategies to
manage their motivation,
time, learning strategies,
control their physical and
social environment, and
monitor their
performance to ensure
they are using their time
effectively.

Provide staff accurate
feedback that identifies
the skills or knowledge
they lack along with
communication that skills
and knowledge can be
learned, followed with
the teaching of these
skills and knowledge to
ensure they are using
their time effectively.

Conceptual
Staff knows the
relationship between their
work and the
organizational goals.
Need How individuals
organize knowledge
influences how they
learn and apply what
they know (Schraw &
McCrudden, 2006).

Help staff connect new
knowledge to prior
knowledge and to
construct meaning
between their work and
the organizational goals.

176

Integrating auditory
and visual information
maximizes working
memory capacity
(Mayer, 2011).

Engagement refers to
focused energy that is
directed toward
organizational goals
(Macey et al., 2009).
Provide opportunities for
staff to practice skills and
for transfer to learn the
relationship between their
work and the
organizational goals.

Provide guidance,
modeling, coaching, and
other scaffolding during
performance for staff to
learn the relationship
between their work and
the organizational goals.

Staff knows that
providing good customer
service is positively
related to achieving
organizational goals.
Asset How individuals
organize knowledge
influences how they
learn and apply what
they know (Schraw &
McCrudden, 2006).

Integrating auditory
and visual information
maximizes working
memory capacity
(Mayer, 2011).

Customer loyalty was
a function of service
personnel’s levels of
engagement (Bakker,
Shaufeli, 2008 &
Salanova, 2005)

Levels of employee
engagement were
positively related to
business performance
such as customer
satisfaction, loyalty,
profitability,
productivity, turnover,
and safety (Bakker &
Shaufeli, 2008).
Help staff connect new
knowledge to prior
knowledge and to
construct meaning to
learn that providing good
customer service is
positively related to
achieving organizational
goals.

Provide opportunities for
staff to practice skills and
for transfer to learn that
providing good customer
service is positively
related to achieving
organizational goals.

Provide guidance,
modeling, coaching, and
other scaffolding during
performance for staff to
learn that providing good
customer service is
positively related to
achieving organizational
goals.

177

Staff knows that being
loyal to the organization
is positively related to
achieving organizational
outcomes.
Need How individuals
organize knowledge
influences how they
learn and apply what
they know (Schraw &
McCrudden, 2006).

Integrating auditory
and visual information
maximizes working
memory capacity
(Mayer, 2011).

Levels of employee
engagement were
positively related to
business performance
such as customer
satisfaction, loyalty,
profitability,
productivity, turnover,
and safety (Bakker &
Shaufeli, 2008).
Help staff connect new
knowledge to prior
knowledge and to
construct meaning to
learn that being loyal to
the organization is
positively related to
achieving organizational
outcomes.

Provide opportunities for
staff to practice skills and
for transfer to learn that
being loyal to the
organization is positively
related to achieving
organizational outcomes.

Provide guidance,
modeling, coaching, and
other scaffolding during
performance for staff to
learn that being loyal to
the organization is
positively related to
achieving organizational
outcomes.

Staff knows that being a
good team player is
positively related to
achieving organizational
outcomes.
Asset How individuals
organize knowledge
influences how they
learn and apply what
they know (Schraw &
McCrudden, 2006).

Integrating auditory
and visual information
maximizes working
memory capacity
(Mayer, 2011).

Since in most
organizations
performance is the
result of collaborative
Help staff connect new
knowledge to prior
knowledge and to
construct meaning to
learn that being a good
team player is positively
related to achieving
organizational outcomes.

Provide opportunities for
staff to practice skills and
for transfer to learn that
being a good team player
is positively related to
achieving organizational
outcomes.

178

effort, the engagement
of one person may
transfer to others and
indirectly improve
team performance
(Bakker, 2011).

Provide guidance,
modeling, coaching, and
other scaffolding during
performance for staff to
learn that being a good
team player is positively
related to achieving
organizational outcomes.

Staff knows that investing
personal energy at work
increases their job
performance.
Need How individuals
organize knowledge
influences how they
learn and apply what
they know (Schraw &
McCrudden, 2006).

Integrating auditory
and visual information
maximizes working
memory capacity
(Mayer, 2011).

Engagement refers to
focused energy that is
directed toward
organizational goals
(Macey et al., 2009).

Help staff connect new
knowledge to prior
knowledge and to
construct meaning to
learn that investing
personal energy at work
increases their job
performance.

Provide opportunities for
staff to practice skills and
for transfer to learn that
investing personal energy
at work increases their
job performance.

Provide guidance,
modeling, coaching, and
other scaffolding during
performance for staff to
learn that investing
personal energy at work
increases their job
performance.

Staff knows how different
departments contribute to
the organization’s
mission, objectives, and
vision.
Need How individuals
organize knowledge
influences how they
learn and apply what
they know (Schraw &
McCrudden, 2006).

Integrating auditory
and visual information
maximizes working
Help staff connect new
knowledge to prior
knowledge and to
construct meaning to
learn how different
departments contribute to
the organization’s
mission, objectives, and
vision.

179

memory capacity
(Mayer, 2011).
If colleagues influence
each other with their
work engagement,
they may perform
better as a team
contributing to the
goals of the
organization (Bakker
& Demerouti, 2008).
Provide opportunities for
staff to practice skills and
for transfer to learn how
different departments
contribute to the
organization’s mission,
objectives, and vision.

Provide guidance,
modeling, coaching, and
other scaffolding during
performance for staff to
learn how different
departments contribute to
the organization’s
mission, objectives, and
vision.

Procedural
Staff knows how to
perform their work
responsibilities.
Asset Modeling to-be-
learned strategies or
behaviors improves
self-efficacy, learning,
and performance
(Denler, Wolters, &
Benzon, 2009).

To develop mastery,
individuals must
acquire component
skills, practice
integrating them, and
know when to apply
what they have
learned (Schraw &
McCrudden, 2006).

Individuals who are
involved in their work
environment know
how to perform their
duties and immerse
themselves in their
Provide staff with
ongoing training by
demonstrating most
recent strategies for
performing their work
responsibilities.

Provide the staff with
opportunities to practice
their work
responsibilities and
provide them feedback.

180

work. therefore likely
to be engaged
(Christian, Garza,
Slaughter, 2011).

Staff knows how to
change the content or
design of their job to
complete their tasks more
efficiently.
Need Self-regulatory
strategies, including
goal setting, enhance
learning and
performance (APA,
2015; Dembo &
Eaton, 2000; Denler,
et al., 2009).

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

Employees may
actively change the
content or design of
their jobs by choosing
tasks, negotiating
different job content,
and assigning meaning
to their tasks or jobs
(Bakker, 2011).

Provide staff with
opportunities to check
their progress and adjust
their learning strategies
as needed to complete
their tasks more
efficiently.

Provide staff with
ongoing training by
demonstrating most
recent strategies for
performing their work
responsibilities in order
to complete their tasks
more efficiently.

Staff knows how to
perform their tasks
efficiently, enabling them
to pursue activities that
are not part of their job
descriptions.
Need To develop mastery,
individuals must
acquire component
skills, practice
integrating them, and
know when to apply
what they have
learned (Schraw &
McCrudden, 2006).

Continued practice
promotes automaticity
Provide the staff with
opportunities to practice
their work
responsibilities and
provide them feedback
enabling them to pursue
activities that are not part
of their job descriptions.

Provide the staff with
tasks that promote
selecting, organizing, and

181

and takes less capacity
in working memory
(Schraw &
McCrudden, 2006).

Engaged employees
consider all aspects of
work to be part of
their domain, and thus,
they step outside of
their roles to work
toward goals held by
coworkers and the
organization
(Christian, Garza,
Slaughter, 2011).

integrating to enable
them to pursue activities
that are not part of their
job descriptions.
Staff knows how to
effectively communicate
with other employees
outside their department.
Asset Activating and
building upon personal
interest can increase
learning and
motivation (Schraw &
Lehman, 2009).

Learning tasks that are
similar to those that
are common to the
individual’s familiar
cultural settings will
promote learning and
transfer (Gallimore &
Goldenberg, 2001).

Social interaction,
cooperative learning,
and cognitive
apprenticeships (such
as reciprocal teaching)
facilitate construction
of new knowledge
(Scott & Palincsar,
2006).

Studies demonstrate
when people’s needs
Integrate personal
interests or common
interest to effectively
communicate with other
employees outside their
departments.

Show staff how academic
disciplines/professions
conceptualize the world
to effectively
communicate with other
employees outside their
department.

Provide staff with
opportunity to perform
difficult tasks in
partnership with others to
effectively communicate
with other employees
outside their department.

182

are met through
satisfying
communication, they
more than likely build
relationships, stay in
them, and experience
satisfaction.
Therefore, engaged
employees seek
communication
interactions with
coworkers and
superiors to fulfill
interpersonal needs
(Anderson & Martin,
1995).

Metacognitive
Staff are open to new
ways of doing their job.
Asset Modeling to-be-
learned strategies or
behaviors improves
self-efficacy, learning,
and performance
(Denler, Wolters, &
Benzon, 2009).

Self-regulatory
strategies, including
goal setting, enhance
learning and
performance (APA,
2015: Dembo &
Eaton, 2000; Denler,
et al., 2009).

Continued practice
promotes automaticity
and takes less capacity
in working memory
(Schraw &
McCrudden, 2006).

Employees were more
engaged on days that
Provide staff with
ongoing training by
demonstrating most
recent strategies for
finding new ways of
doing their job.

Provide staff with
opportunities to check
their progress and adjust
their learning strategies
as needed to find new
ways of doing their job.

Provide staff with
experiences that help
people make sense of the
material rather than just
focus on memorization
for finding new ways of
doing their job.

183

were characterized by
many job resources
like supervisor
coaching and team
atmosphere that
contributed to
employees’ personal
resources (day levels
of optimism, self-
efficacy, and self-
esteem), which in turn
contributed to daily
engagement (Bakker,
2011).

Staff are more productive
when they think about the
goals of their job.
Need Self-regulatory
strategies, including
goal setting, enhance
learning and
performance (APA,
2015; Dembo &
Eaton, 2000; Denler,
et al., 2009).

Learning and
motivation are
enhanced when
learners have positive
expectancies for
success (Pajares,
2006).

Focusing on mastery,
individual
improvement,
learning, and progress
promotes positive
motivation (Yough &
Anderman, 2006).

Goals motivate and
direct students
(Pintrich, 2003).

Provide staff with
opportunities to check
their progress and adjust
their learning strategies
as needed to be more
productive when they
think about the goals of
their job.

Provide staff with
opportunities to include
rationales about the
importance and utility
value of the task to be
more productive when
they think about the goals
of their job.

Create a community of
learners where everyone
supports everyone else’s
attempts to learn to be
more productive when
they think about the goals
of their job.

184

Engaged employees
focus and dedicate all
their skills and energy
resources to their
work; therefore, they
are more productive
(Bakker, 2011).

Staff are willing to go the
extra mile in their job.
Asset Positive emotional
environments support
motivation (Clark &
Estes, 2008).

Learning tasks that are
similar to those that
are common to the
individual’s familiar
cultural settings will
promote learning and
transfer (Gallimore &
Goldenberg, 2001).

Activating personal
interest through
opportunities for
choice and control can
increase motivation
(Eccles, 2006).

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

Engaged employees
perform well and are
willing to go the extra
mile (Bakker, 2011).

Provide staff the need for
autonomy and choice to
encourage them to go the
extra mile in their job.

Show staff how academic
disciplines/professions
conceptualize the world
to encourage them to go
the extra mile in their job.

Integrate personal
interests or common
interest to encourage staff
to go the extra mile in
their job.

Provide staff rationales
about the importance and
utility value of the task to
encourage them to go the
extra mile in their job.

185

Staff are able to transfer
their knowledge and skills
to their job.
Asset Modeled behavior is
more likely to be
adopted if the model is
credible, similar (e.g.,
gender, culturally
appropriate), and the
behavior has
functional value
(Denler et al., 2009).

To develop mastery,
individuals must
acquire component
skills, practice
integrating them, and
know when to apply
what they have
learned (Schraw &
McCrudden, 2006).

Facilitating transfer
promotes learning
(Mayer, 2011).

Engaged employees
are not passive actors
in work environments
but instead actively
change their work
environment if needed
by actively changing
the content or design
of their jobs by
choosing tasks,
negotiating different
job content, and
assigning meaning to
their tasks or jobs
(Bakker, 2011).

Provide staff with
opportunities to acquire
new behaviors through
demonstration and
modeling to transfer their
knowledge and skills to
their job.

Provide staff with
opportunities to practice
their work
responsibilities and
provide them feedback to
transfer their knowledge
and skills to their job.

Provide staff with
opportunities to help
make sense of the
material rather than just
focus on memorization to
transfer their knowledge
and skills to their job.
Staff have a preferred
way of doing their job.
Asset Information learned
meaningfully and
connected with prior
knowledge is stored
more quickly and
Provide staff with
opportunities to practice
skills and for transfer
when performing their
daily duties.

186

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).

Continued practice
promotes automaticity
and takes less capacity
in working memory
(Schraw &
McCrudden, 2006).

Tims, Bakker, and
Derks argue that job
crafting is a specific
form of proactive
behavior in which
employees initiate
changes in their levels
of job demands and
job resources
therefore, enabling
employees to fit their
jobs to their personal
knowledge, skills, and
abilities on the one
hand and to their
preferences and needs
on the other (Bakker,
2011).

Provide staff with
opportunities to connect
new knowledge to prior
knowledge and to
construct meaning when
performing their daily
duties.

Provide staff with
experiences that help
people make sense of the
material rather than just
focus on memorization
when performing their
daily duties.

Staff often reflect on how
personally invested they
are in their work.
Need Learning and
motivation are
enhanced if the learner
values the task
(Eccles, 2006).

Provide staff feedback
that stresses the nature of
learning, including the
importance of effort,
strategies, and potential
self-control of learning

187

Activating personal
interest through
opportunities for
choice and control can
increase motivation
(Eccles, 2006).

Learning and
motivation are
enhanced when
learners have positive
expectancies for
success (Pajares,
2006).

Personally engaging
behaviors
simultaneously convey
and bring alive self
and obligatory role,
people become
physically involved in
tasks, whether alone or
with others,
cognitively vigilant,
and empathically
connected to others in
the service of the work
they are doing in ways
that display what they
think and feel, their
creativity, their beliefs
and values, and their
personal connections
to others (Kahn,
1990).

when they reflect on how
personally invested they
are in their work.

Integrate personal
interests or common
interest to encourage staff
to reflect on how
personally invested they
are in their work.

Provide staff with
opportunities to include
rationales about the
importance and utility
value of the task to be
more productive when
they reflect on how
personally invested they
are in their work.

Staff use self-expression
as creativity in their work.
Need High self-efficacy can
positively influence
motivation (Pajares,
2006).

Activating and
building upon personal
interest can increase
Provide staff
encouragement by
making it clear that
individuals are capable of
learning what is being
taught or are capable of
performing tasks by using

188

learning and
motivation (Schraw &
Lehman, 2009).

Activating personal
interest through
opportunities for
choice and control can
increase motivation
(Eccles, 2006).
Self-expression
underlies what
researchers refer to as
creativity, the use of
personal voice,
emotional expression,
authenticity, non-
defensive
communication,
playfulness, and
ethical behavior which
promotes personal
engagement (Kahn,
1990).

self-expression as
creativity in their work.

Integrate personal
interests or common
interest to encourage staff
to use self-reflection as
creativity in their work.

Staff is mindful of how
they work during the day.
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).

Learning and
motivation are
enhanced if the learner
values the task
(Eccles, 2006).

Personally engaging
behaviors
simultaneously convey
and bring alive self
Provide staff rationales
about the importance and
utility value of the task as
they work during the day.

Provide staff feedback
that stresses the nature of
learning, including the
importance of effort,
strategies, and potential
self-control of learning as
they work during the day.

189

and obligatory role,
people become
physically involved in
tasks, whether alone or
with others,
cognitively vigilant,
and empathically
connected to others in
the service of the work
they are doing in ways
that display what they
think and feel, their
creativity, their beliefs
and values, and their
personal connections
to others (Kahn,
1990).

Declarative Knowledge Solutions
Three out of five declarative factual assumed influences demonstrated need. First, staff
need to receive feedback necessary to maintain and improve their job performance. Studies have
consistently shown that job resources such as performance feedback are positively associated
with work engagement (Bakker, 2011; Borgogni et al., 2011). Anderman & Anderman (2009)
recommend providing individuals accurate feedback that identifies the skills or knowledge they
lack along with communication that skills and knowledge can be learned, followed by the
teaching of these skills and knowledge to maintain and improve their job performance.
Secondly, staff need to know about opportunities in the organization to improve their
skills. To develop mastery, individuals must acquire component skills, practice integrating them,
and know when to apply what they have learned (Schraw & McCrudden, 2006). Furthermore,
focusing on mastery, individual improvement, learning, and progress promotes positive
motivation (Yough & Anderman, 2006). One way is to provide individuals instructional support
such as scaffolding early on, then build in multiple opportunities for practice, and gradually

190

remove support to improve their skills (Pajares, 2006). Another way is to show individuals how
academic disciplines and/or professions conceptualize the world to improve their skills (Scott &
Palincsar, 2006).
Lastly, staff need to receive timely information about job priorities to ensure they are
using their time effectively. Proper and timely feedback fosters learning, thereby increasing job
competence (Bakker & Demerouti, 2008; Shute, 2008). To develop mastery, individuals need to
have feedback that identifies the skills or knowledge they lack along with communication that
skills and knowledge can be learned, followed by the teaching of these skills and knowledge to
ensure they are using their time effectively (Dembo & Eaton, 2000; Anderman & Anderman,
2009).
Thus, considering the literature above, for engagement, staff need feedback to maintain
and improve job performance, opportunities to improve their skills, and timely information about
job priorities.
Conceptual Knowledge Solutions
Four out of six conceptual knowledge influences demonstrated need. First, staff need to
know the relationship between their work and the organizational goals, and second, staff need to
know how different departments contribute to the organization’s mission, objectives, and vision.
Research has shown that if colleagues influence each other with their work engagement, they
may perform better as a team contributing to the goals of the organization (Bakker & Demerouti,
2008). Schraw and McCrudden (2006) assert that how individuals organize knowledge
influences how they learn and apply what they know. By helping staff connect new knowledge
to prior knowledge and to construct meaning between their work and the organizational goals
they are able to learn the relationship between their work and the organizational goals. This

191

strategy also helps staff to learn how different departments contribute to the organization’s
mission, objectives, and vision.
Third, staff need to know that investing personal energy at work and being loyal to the
organization (fourth) is positively related to achieving organizational outcomes. According to
Macey et al. (2009), engagement refers to focused energy that is directed toward organizational
goals, and integrating auditory and visual information maximizes working memory capacity
(Mayer, 2011). When supervisors provide guidance, modeling, coaching, and other scaffolding,
staff are able to access and use their meaningfully organized knowledge and process information
constructively to help increase their job performance.
Procedural Knowledge Solutions
Two out of four procedural knowledge influences demonstrated need. First, staff need to
know how to perform their tasks and change the content or design of their job to complete their
tasks more efficiently. Second, staff need to know how to pursue activities that are not part of
their job descriptions. According to Denler, Wolters, & Benzon (2009), modeling to-be-learned
strategies or behaviors improves self-efficacy, learning, and performance.
Engaged employees actively change the content or design of their jobs and consider all
aspects of work to be part of their domain, and thus, step outside of their roles to work toward
goals held by co-workers and the organization (Christian, Garza, Slaughter, 2011; Bakker, 2011).
Mayer (2011) recommends in order to develop mastery, provide staff with tasks that promote
selecting, organizing, and integrating as well as opportunities to check their progress and adjust
their learning strategies as needed to complete their tasks more efficiently (Denler et al., 2009).
Hands-on activities, repetition, and feedback are key components to enhancing procedural
knowledge and skills (Bosse et al., 2015; Ericksson, 2007; Issenberg et al., 2005; Lammers,

192

2008). Thus, considering the literature learning is increased when learners acquire component
skills, practice integrating them, and know when to apply what they have learned.
Metacognitive Knowledge Solutions
Three out of eight metacognitive knowledge influences demonstrated need. First, staff
are more productive when they think about the goals of their job. Second, staff need to reflect on
how personally invested they are in their work, and third, staff need to use self-expression as
creativity in their work. Learning is increased when learners can use metacognitive strategies to
help in becoming self-regulated learners. Metacognitive knowledge enables learners to know
when and why to do certain things and helps them to control their learning process (Anderson &
Krathwohl, 2001). According to Dembo and Eaton (2000), self-regulatory strategies, including
goal setting, enhance learning and performance (Denler et al., 2009). Also, Ambrose (2010)
suggests that monitoring progress, setting goals, planning activities has led to learners own
understanding, learning, and building new strategic capabilities. Furthermore, studies reveal that
personally engaging behaviors consist of being physically involved in work tasks that encourages
self-expression, creativity, and authenticity.
Employees who are engaged and perform well are able to create their own resources such
as job crafting (i.e. change content or design of their jobs), are more open to new information,
and are more productive when they think about the goals of their job. Pintrich (2003) suggests
that providing individuals with opportunities to include rationales about the importance and
utility value of the task to be more productive when they think about the goals of their job as
well as providing materials and activities that are relevant and useful to the learners, connects to
their interests, and based on real-world tasks. Thus, employees who focus and dedicate all their
skills and energy resources to their work are more productive.

193

Motivation Recommendations
Introduction
Table 90 lists the motivation causes, priority, principle and recommendations. Following
the table, a detailed discussion for each high priority cause and recommendation and the
literature supporting the recommendation is provided.
Table 90
Summary of Motivation Influences and Recommendations
Assumed Motivation
Influence
Asset/
Need
Principle and Citation Context-Specific
Recommendation
Value
Staff value their work
because they make a
positive difference.
Asset Learning and motivation
are enhanced if the
learner values the task
(Eccles, 2006).

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).

Model values,
enthusiasm, and interest
in the tasks to increase
staff utility to make a
positive difference.

Provide staff materials
and opportunities to
participate in activities
that are relevant and
useful, connected to their
interests, and based on
real-world tasks to
increase staff utility to
make a positive
difference.
Staff value their work
because it makes them
feel useful.
Asset Learning and motivation
are enhanced if the
learner values the task
(Eccles, 2006).

Activating personal
interest through
opportunities for choice
and control can increase
Model values,
enthusiasm, and interest
in the tasks to increase
staff utility to make them
feel useful.

Provide staff materials
and opportunities to
participate in activities
that are relevant and

194

motivation (Eccles,
2006).

useful, connected to their
interests, and based on
real-world tasks to
increase staff utility to
make them feel useful.

Provide staff rationales
about the importance and
utility value of the task to
increase their motivation
to make them feel useful.

Staff value their work
because it makes them
feel competent.
Need Learning and motivation
are enhanced if the
learner values the task
(Eccles, 2006).

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

Model values,
enthusiasm, and interest
in the tasks to increase
staff utility to make them
feel competent.

Provide staff materials
and opportunities to
participate in activities
that are relevant and
useful, connected to their
interests, and based on
real-world tasks to
increase staff utility to
make them feel
competent.

Provide staff rationales
about the importance and
utility value of the task to
increase their motivation
to make them feel
competent.

Staff value their work
because it makes them
feel valuable.
Need Learning and motivation
are enhanced if the
learner values the task
(Eccles, 2006).

Rationales that include a
discussion of the
importance and utility
Model values,
enthusiasm, and interest
in the tasks to increase
staff utility to make them
feel valuable.

Provide staff materials
and opportunities to

195

value of the work or
learning can help
learners develop positive
values (Eccles, 2006;
Pintrich, 2003).

participate in activities
that are relevant and
useful, connected to their
interests, and based on
real-world tasks to
increase staff utility to
make them feel valuable.

Provide staff rationales
about the importance and
utility value of the task to
increase their motivation
to make them feel
valuable.

Staff value their work
because they are not
taken for granted.

Need Learning and motivation
are enhanced if the
learner values the task
(Eccles, 2006).

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).

Model values,
enthusiasm, and interest
in the tasks to increase
staff utility to make them
feel they are not taken for
granted.

Provide staff materials
and opportunities to
participate in activities
that are relevant and
useful, connected to their
interests, and based on
real-world tasks to
increase staff utility to
make them feel they are
not taken for granted.

Provide staff rationales
about the importance and
utility value of the task to
increase their motivation
to make them feel they
are not taken for granted.

Staff value the trust they
have between themselves
and their managers when
Need Learning and motivation
are enhanced if the
learner values the task
(Eccles, 2006).
Model values,
enthusiasm, and interest
in the tasks to increase
trust between staff and

196

performing their daily
duties.

Feedback as well as
actual success on
challenging tasks
positively influences
people’s perceptions of
competence (Borgogni
et al., 2011).

their managers when
performing their daily
duties.

Provide staff materials
and opportunities to
participate in activities
that are relevant and
useful, connected to their
interests, and based on
real-world tasks to
increase trust between
them and their managers
when performing their
daily duties.

Provide staff rationales
about the importance and
utility value of the task to
increase trust between
them and their managers
when performing their
daily duties.

Self-efficacy
Staff feel confident that
they can perform their
daily job duties.
Asset High self-efficacy can
positively influence
motivation (Pajares,
2006).

Feedback and modeling
increases self-efficacy
(Pajares, 2006).

Provide staff with
opportunities to observe
multiple models (videos,
workshops, seminars,
etc.) engaging in the
desired behavior and/or
action for performing
their daily job duties.

Link rewards with
progress to increase staff
confidence that they can
perform their daily job
duties.

Provide staff with
immediate feedback for
simple task and delayed
feedback for complex

197

tasks for performing their
daily job duties.

Staff feel confident in
being able to show what
they think and feel.
Need High self-efficacy can
positively influence
motivation (Pajares,
2006).

Learning and motivation
are enhanced when
learners have positive
expectancies for success
(Pajares, 2006).

Activating and building
upon personal interest
can increase learning
and motivation (Schraw
& Lehman, 2009).

Provide staff feedback
and balance comments
about strengths and
challenges to increase
their confidence in being
able to show what they
think and feel.

Link rewards with
progress to increase staff
confidence that they can
show what they think and
feel.

Model values,
enthusiasm, and interest
in the tasks to increase
staff confidence in being
able to show what they
think and feel.

Staff feel confident in
being able to be creative.
Need High self-efficacy can
positively influence
motivation (Pajares,
2006).

Feedback and modeling
increases self-efficacy
(Pajares, 2006).

Activating and building
upon personal interest
can increase learning
and motivation (Schraw
& Lehman, 2009).

Provide staff feedback
and balance comments
about strengths and
challenges to increase
their confidence in being
able to be creative.

Link rewards with
progress to increase staff
confidence in being able
to be creative.

Model values,
enthusiasm, and interest
in the tasks to increase
staff confidence in being
able to be creative.

198

Staff feel confident in
being able to show their
beliefs and values.
Need High self-efficacy can
positively influence
motivation (Pajares,
2006).

Feedback and modeling
increases self-efficacy
(Pajares, 2006).

Learning and motivation
are enhanced if the
learner values the task
(Eccles, 2006).

Provide staff feedback
and balance comments
about strengths and
challenges to increase
their confidence in being
able to show their beliefs
and values.

Link rewards with
progress to increase staff
confidence in being able
to show their beliefs and
values.

Model values,
enthusiasm, and interest
in the tasks to increase
staff confidence in being
able to show their beliefs
and values.

Staff feel confident in
being able to show their
personal connection to
others.
Need High self-efficacy can
positively influence
motivation (Pajares,
2006).
Learning and motivation
are enhanced when
learners have positive
expectancies for success
(Pajares, 2006).

Social interaction,
cooperative learning,
and cognitive
apprenticeships (such as
reciprocal teaching)
facilitate construction of
new knowledge (Scott &
Palincsar, 2006).

Activating and building
upon personal interest
can increase learning
and motivation (Schraw
& Lehman, 2009).
Provide staff feedback
and balance comments
about strengths and
challenges to increase
their confidence in being
able to show their
personal connection to
others.

Model values,
enthusiasm, and interest
in the tasks to increase
staff confidence in being
able to show their
personal connection to
others.

Provide staff with
opportunities to integrate
personal interests or
common interest to
increase their confidence
in being able to show

199

Learning and
motivation are enhanced
when individuals
attribute success or
failures to effort rather
than ability. (Anderman
& Anderman, 2009).

their personal connection
to others.

Provide staff with
opportunities to
occasionally perform
difficult tasks in
partnership with others to
increase their confidence
in being able to show
their personal connection
to others.

Provide staff with
opportunities to build
supportive and caring
personal relationship in
the community of
learners to increase their
confidence in being able
to show their personal
connection to others.

Staff feel confident in
being able to actively
participate in decision
making within the
organization.
Need High self-efficacy can
positively influence
motivation (Pajares,
2006).

Feedback and modeling
increases self-efficacy
(Pajares, 2006).

Learning tasks that are
similar to those that are
common to the
individual’s familiar
cultural settings will
promote learning and
transfer (Gallimore &
Goldenberg, 2001).

Provide staff with
opportunities to observe
multiple models (videos,
workshops, seminars,
etc.) engaging in the
desired behavior and/or
action to increase their
confidence in being able
to actively participate in
decision making within
the organization.

Model values,
enthusiasm, and interest
in the tasks to increase
staff confidence in being
able to actively
participate in decision
making within the
organization.

200

Provide staff with tasks
that fall within their ZPD
(i.e., tasks that are too
difficult to be completed
independently, but can be
completed with
assistance to increase
their confidence in being
able to actively
participate in decision
making within the
organization.

Staff feel confident that
they can positively affect
the quality of their
organization’s outcomes.
Need High self-efficacy can
positively influence
motivation (Pajares,
2006).

Learning and motivation
are enhanced when
learners have positive
expectancies for success
(Pajares, 2006).

Learning tasks that are
similar to those that are
common to the
individual’s familiar
cultural settings will
promote learning and
transfer (Gallimore &
Goldenberg, 2001).

Learning and
motivation are enhanced
when individuals
attribute success or
failures to effort rather
than ability. (Anderman
& Anderman, 2009).

Provide staff with
opportunities to observe
multiple models (videos,
workshops, seminars,
etc.) engaging in the
desired behavior and/or
action to increase their
confidence that they can
positively affect the
quality of their
organization’s outcomes.

Model values,
enthusiasm, and interest
in the tasks to increase
staff confidence that they
can positively affect the
quality of their
organization’s outcomes.

Provide staff with tasks
that fall within their ZPD
(i.e., tasks that are too
difficult to be completed
independently, but can be
completed with
assistance to increase
their confidence that they
can positively affect the
quality of their
organization’s outcomes.

201

Provide staff with
opportunities to exercise
some choice and control
to increase their
confidence that they can
positively affect the
quality of their
organization’s outcomes.

Provide staff with
opportunities to build
supportive and caring
personal relationship in
the community of
learners to increase their
confidence that they can
positively affect the
quality of their
organization’s outcomes.

Staff feel confident that
they can positively affect
the quality of their
organization’s customer
service.
Asset High self-efficacy can
positively influence
motivation (Pajares,
2006).

Learning and motivation
are enhanced when
learners have positive
expectancies for success
(Pajares, 2006).

Provide staff with
opportunities to observe
multiple models (videos,
workshops, seminars,
etc.) engaging in the
desired behavior and/or
action to increase
confidence that they can
positively affect their
organization’s customer
service quality.

Link rewards with
progress to increase staff
confidence.

Model values,
enthusiasm, and interest
in the tasks to increase
staff confidence.

202

Mood/Emotions
Staff feel positive about
performing their daily job
duties.
Asset Positive emotional
environments support
motivation (Clark &
Estes, 2008).

Behavior that is
reinforced is
strengthened (Daly,
2009).

Learning and motivation
are enhanced when
learners have positive
expectancies for success
(Pajares, 2006).

Support staff’s need for
autonomy and choice to
feel positive about
performing their daily job
duties.

Provide staff the
opportunity to learn
evidence-based skills and
strategies to alleviate
anxiety to feel positive
about performing their
daily job duties.

Increase staff’s outcome
expectancies and sense of
control by avoiding
competitive structure to
feel positive about
performing their daily job
duties.

Provide staff
opportunities to check
their progress and adjust
their learning strategies
as needed to feel positive
about performing their
daily job duties.

Provide staff
opportunities to learn
strategies to manage their
motivation, time, control
their physical and social
environment, and monitor
their performance to feel
positive about performing
their daily duties.

Create an environment
that fosters desirable
behaviors in order for

203

staff to feel positive
about performing their
daily duties.

Staff feel positive about
their experience at work.
Need Positive emotional
environments support
motivation (Clark &
Estes, 2008).

Behavior that is
reinforced is
strengthened (Daly,
2009).

Learning and motivation
are enhanced when
learners have positive
expectancies for success
(Pajares, 2006).

Support staff’s need for
autonomy and choice to
feel positive about their
experience at work.

Provide staff the
opportunity to learn
evidence-based skills and
strategies to alleviate
anxiety and feel positive
about their experience at
work.

Increase staff’s outcome
expectancies and sense of
control by avoiding
competitive structure to
feel positive about
performing their daily job
duties.

Provide staff
opportunities to check
their progress and adjust
their learning strategies
as needed to feel positive
about their experience at
work.

Provide staff
opportunities to learn
strategies to manage their
motivation, time, control
their physical and social
environment, and monitor
their performance to feel
positive about their
experience at work.

Create an environment
that fosters desirable

204

behaviors in order for
staff to feel positive
about their experience at
work.

Staff feel positive when
their task performance
includes rewarding
interpersonal interactions
with co-workers.
Asset Positive emotional
environments support
motivation (Clark &
Estes, 2008).

Social interaction,
cooperative learning,
and cognitive
apprenticeships (such as
reciprocal teaching)
facilitate construction of
new knowledge (Scott &
Palincsar, 2006).

Learning and motivation
are enhanced when
learners have positive
expectancies for success
(Pajares, 2006).

Behavior that is
reinforced is
strengthened. (Daly,
2009).

Support staff’s need for
autonomy and choice to
feel positive when their
task performance include
rewarding interpersonal
interactions with co-
workers.

Create an environment
that fosters desirable
behaviors in order for
staff to feel positive when
their task performance
include rewarding
interpersonal interactions
with co-workers.

Provide staff
opportunities to
occasionally perform
difficult tasks in
partnership with others.

Link rewards with
progress for staff to feel
positive when their task
performance include
rewarding interpersonal
interaction with co-
workers.

205

Staff feel positive when
their task performance
include rewarding
interpersonal interactions
with customers.
Asset Positive emotional
environments support
motivation (Clark &
Estes, 2008).

Behavior that is
reinforced is
strengthened. (Daly,
2009)

Learning and motivation
are enhanced when
learners have positive
expectancies for success
(Pajares, 2006).

Support staff’s need for
autonomy and choice to
feel positive when their
task performance include
rewarding interpersonal
interactions with
customers.

Create an environment
that fosters desirable
behaviors in order for
staff to feel positive when
their task performance
include rewarding
interpersonal interactions
with customers.

Provide staff
opportunities to
occasionally perform
difficult tasks in
partnership with others.

Link rewards with
progress for staff to feel
positive when their task
performance include
rewarding interpersonal
interaction with
customers.
Staff feel positive about
being involved and
committed in their job.
Need Positive emotional
environments support
motivation (Clark &
Estes, 2008).

Behavior that is
reinforced is
strengthened. (Daly,
2009)

Learning and motivation
are enhanced when
learners have positive
expectancies for success
(Pajares, 2006).
Support staff’s need for
autonomy and choice to
feel positive about being
involved and committed
in their job.

Provide staff the
opportunity to learn
evidence-based skills and
strategies to alleviate
anxiety and feel positive
about being involved and
committed in their job.

206

Increase staff’s outcome
expectancies and sense of
control by avoiding
competitive structure to
feel positive about being
involved and committed
in their job.

Provide staff
opportunities to check
their progress and adjust
their learning strategies
as needed to feel positive
about being involved and
committed in their job.

Provide staff
opportunities to learn
strategies to manage their
motivation, time, control
their physical and social
environment, and monitor
their performance to feel
positive about being
involved and committed
in their job.

Create an environment
that fosters desirable
behaviors in order for
staff to feel positive
about being involved and
committed in their job.

Staff feel their work to be
personally meaningful.
Need Positive emotional
environments support
motivation (Clark &
Estes, 2008).

Behavior that is
reinforced is
strengthened. (Daly,
2009)

Support staff’s need for
autonomy and choice to
feel their work to be
personally meaningful.

Provide staff the
opportunity to learn
evidence-based skills and
strategies to alleviate
anxiety and feel their

207

Learning and motivation
are enhanced when
learners have positive
expectancies for success
(Pajares, 2006).

work to be personally
meaningful.

Increase staff’s outcome
expectancies and sense of
control by avoiding
competitive structure to
feel their work to be
personally meaningful.

Provide staff
opportunities to check
their progress and adjust
their learning strategies
as needed to feel their
work to be personally
meaningful.

Provide staff
opportunities to learn
strategies to manage their
motivation, time, control
their physical and social
environment, and monitor
their performance to feel
their work to be
personally meaningful.

Create an environment
that fosters desirable
behaviors in order for
staff to feel their work to
be personally meaningful.

Staff feel positive about
their workload.
Need Positive emotional
environments support
motivation (Clark &
Estes, 2008).
Behavior that is
reinforced is
strengthened. (Daly,
2009).

Learning and motivation
are enhanced when
Support staff’s need for
autonomy and choice to
feel positive about their
workload.

Provide staff the
opportunity to learn
evidence-based skills and
strategies to alleviate
anxiety and feel positive
about their workload.

208

learners have positive
expectancies for success
(Pajares, 2006).

Increase staff’s outcome
expectancies and sense of
control by avoiding
competitive structure to
feel positive about their
workload.

Provide staff
opportunities to check
their progress and adjust
their learning strategies
as needed to feel positive
about their workload.

Provide staff
opportunities to learn
strategies to manage their
motivation, time, control
their physical and social
environment, and monitor
their performance to feel
positive about their
workload.

Create an environment
that fosters desirable
behaviors in order for
staff to feel positive
about their workload.

Staff feel positive about
the future of their work.
Need Positive emotional
environments support
motivation (Clark &
Estes, 2008).

Behavior that is
reinforced is
strengthened. (Daly,
2009)

Learning and motivation
are enhanced when
learners have positive
Support staff’s need for
autonomy and choice to
feel positive about the
future of their work.

Provide staff the
opportunity to learn
evidence-based skills and
strategies to alleviate
anxiety and feel positive
about the future of their
work.

209

expectancies for success
(Pajares, 2006).

Increase staff’s outcome
expectancies and sense of
control by avoiding
competitive structure to
feel positive about the
future of their work.

Provide staff
opportunities to check
their progress and adjust
their learning strategies
as needed to feel positive
about the future of their
work.

Provide staff
opportunities to learn
strategies to manage their
motivation, time, control
their physical and social
environment, and monitor
their performance to feel
positive about the future
of their work.

Create an environment
that fosters desirable
behaviors in order for
staff to feel positive
about the future of their
work.

Staff feel positive about
the content of their work.
Need Positive emotional
environments support
motivation (Clark &
Estes, 2008).

Learning and motivation
are enhanced when
learners have positive
expectancies for success
(Pajares, 2006).

Support staff’s need for
autonomy and choice to
feel positive about the
content of their work.

Link rewards with
progress to feel positive
about the content of their
work.

Provide staff the
opportunity to learn
evidence-based skills and

210

strategies to alleviate
anxiety and feel positive
about the content of their
work.

Staff feel positive about
their work
accomplishments and
success.
Asset Positive emotional
environments support
motivation (Clark &
Estes, 2008).

Behavior that is
reinforced is
strengthened. (Daly,
2009)

Learning and motivation
are enhanced when
learners have positive
expectancies for success
(Pajares, 2006).

Support staff’s need for
autonomy and choice to
feel positive about their
work accomplishments
and success.

Link rewards with
progress to feel positive
about their work
accomplishments and
success.

Provide staff the
opportunity to learn
evidence-based skills and
strategies to alleviate
anxiety and feel positive
about their work
accomplishments and
success.

Create an environment
that fosters desirable
behaviors in order for
staff to feel positive
about their work
accomplishments and
success.

Staff experience a sense
of significance at work.
Need Positive emotional
environments support
motivation (Clark &
Estes, 2008).

Behavior that is
reinforced is
strengthened. (Daly,
2009)

Support staff’s need for
autonomy and choice to
experience a sense of
significance at work.

Link rewards with
progress to experience a
sense of significance at
work.

211

Learning and motivation
are enhanced when
learners have positive
expectancies for success
(Pajares, 2006).

Provide staff the
opportunity to learn
evidence-based skills and
strategies to alleviate
anxiety and experience a
sense of significance at
work.

Create an environment
that fosters desirable
behaviors in order for
staff to experience a
sense of significance at
work.

Staff experience
enthusiasm at work.
Need Positive emotional
environments support
motivation (Clark &
Estes, 2008).

Behavior that is
reinforced is
strengthened (Daly,
2009).

Learning and motivation
are enhanced when
learners have positive
expectancies for success
(Pajares, 2006).

Support staff’s need for
autonomy and choice to
experience enthusiasm at
work.

Link rewards with
progress to experience
enthusiasm at work.

Provide staff the
opportunity to learn
evidence-based skills and
strategies to alleviate
anxiety and experience
enthusiasm at work.
Create an environment
that fosters desirable
behaviors in order for
staff to experience
enthusiasm at work.

Staff feel positive about a
work that is challenging.
Need Positive emotional
environments support
motivation (Clark &
Estes, 2008).

Learning and motivation
are enhanced when
learners have positive
Support staff’s need for
autonomy and choice to
feel positive about a work
that is challenging.

Link rewards with
progress to feel positive

212

expectancies for success
(Pajares, 2006).

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).

Designing learning tasks
that are novel, varied,
diverse, interesting, and
reasonably challenging
promotes mastery
orientation (Yough &
Anderman, 2006).

about a work that is
challenging.

Provide staff the
opportunity to learn
evidence-based skills and
strategies to alleviate
anxiety and feel positive
about a work that is
challenging.

Create a community of
learners where everyone
supports everyone else’s
attempts to learn to feel
positive about a work that
is challenging.

Provide staff with
materials and activities
that are relevant and
useful to them, connected
to their interests, and
based on real-world task
to feel positive about the
work that is challenging.

Value Solutions
Four out of six value motivation influences demonstrated need. First staff need to value
their work because it makes them feel competent, valuable, and not taken for granted. Second,
staff need to value the trust they have between themselves and their managers when performing
their daily duties. According to Rueda (2011) value refers to the importance an individual
attaches to a specific task. It has also been described as preferences that guide individuals to
adopt a course of action and persist even when there are distractions (Clark and Estes, 2008).
Meaningful interactions allow people to feel valuable and valued. This also encourages mutual
appreciation, respect, and positive feedback. Studies have found meaningful interactions

213

allowed people to feel valuable and valued. They involved mutual appreciation, respect, positive
feedback, and feelings of not being taken for granted.
Pintrich (2003) recommends providing learners materials and opportunities to participate
in activities that are relevant and useful, connected to their interest and based on real-world tasks
as well as providing a rationale about the important value of the tasks. Kahn (1990) states that
engaged employees feel useful and valued when they receive clear and desired benefits and when
they believe themselves to possess the resources necessary to fulfill their role. In addition,
Eccles (2006) recommends modeling enthusiasm and interest in the tasks to increase learner
engagement in their work duties. Thus, considering the literature, meaningful interactions allow
people to feel valuable and valued. They involve mutual appreciation, respect, trust, and positive
feedback (Kahn, 1990).
Self-efficacy Solutions
Six out of eight self-efficacy motivation influences demonstrated need. First, staff need
to feel confident in being able to show what they think and feel as well as be confident in being
able to show their beliefs, values, and creativity. Second, staff need to feel confident in being
able to show their personal connection to others, and last, staff need to feel confident in being
able to actively participate in decision making within the organization so that they feel confident
that they can positively affect the quality of the organization’s outcomes. Bandura (1994 &
2006) describes self-efficacy as that the individual’s judgements of her capability to organize and
execute courses of action required to achieve the performance goal. Those who are confident in
their roles and are actively involved in their tasks have been linked to having high levels of self-
efficacy which positively impacts the organization. Furthermore, research noted that employees
who actively participate in decision making within the organization have higher levels of self-

214

efficacy; this is an important element of job enrichment strategies. They feel confident when
they have the opportunity to make choices and decisions that positively affect the organization.
Bakker and Shaufeli (2008) add:
employee engagement is conceived in terms of commitment and extra role behavior as a
psychological state where employees feel a vested interest in the company’s success and
perform to a high standard that may exceed the stated requirement of the job and
positively affect their company’s performance. (p. 151)
Clark and Estes (2008) have a recommendation to help people develop self- and team-
confidence in work skills. As confidence increases, they argue, commitment to the performance
goal also increases, and this suggests that “a primary motivational goal is to support a high level
of personal confidence in employees about their own ability to achieve specific performance
goals” (Clark and Estes, 2008, p. 90). Pajares (2006) and Borgogni et al. (2011) recommend to
provide individuals immediate feedback and balance comments about strengths and challenges to
increase their confidence in being able to be creative. Research notes that employees who
receive performance feedback and receive rewards with progress start a motivational process that
leads to work engagement and consequently to higher performance. In addition, Pajares (2006)
recommends providing individuals with opportunities to observe multiple models. This has
functional value, as engaging in the desired behavior and/or action can increase confidence and
this can positively affect the quality of the organization. Thus, high energy and self-efficacy can
help exercise influence over their daily work duties, and an employees’ positive attitude can
create positive feedback and increase appreciation, recognition, and success (Bakker &
Demerouti, 2008).

215

Mood/Emotions Solutions
Nine out of thirteen emotion motivation influences demonstrated need. First, staff need
to feel positive about their experience at work, being involved and committed in their job, and
their workload. Second, staff need to feel positive about their experience at work, feel positive
about the content of their work, engage in work that is challenging, and value the future of their
work. Last, staff need to feel their work to be personally meaningful and experience a sense of
significance at work. Research has shown that creating a supportive environment can increase a
positive emotional state which then increase performance, satisfaction, and commitment
(Menguc, et al, 2011). Clark and Estes (2008) state that “negative emotion is one of the biggest
killers of motivation” (p. 90) and that people’s personal satisfaction and inspiration comes from
having an emotional connection with their work. Bakker and Demerouti (2008) mentioned that
“engaged employees often experience positive emotions and this may be the reason why they are
more productive. Happy people are more sensitive to opportunities at work, more outgoing, and
helpful to others, and more confident and optimistic” (p. 215). Tuckman (2009) recommends
identifying environmental influences that affect behavior and then creating an environment that
fosters desirable behaviors in order for individuals to feel positive about their daily duties and
their experience at work.
These studies reveal that an employee's psychological state is associated with his
performance, satisfaction, and commitment. Individuals also find their work to be personally
meaningful, consider their workload to be manageable, and have hope about the future of their
work. In addition, Lord and Kanfer (2002) recommend providing individuals evidence-based
skills and strategies to enable learner success, alleviate anxiety, and feel positive about a task that
is challenging. The literature suggests that “psychological capital (consisting of hope, resilience,

216

optimism, and efficacy) is positively related to their performance, satisfaction, and commitment,
and that a supportive climate is related to employees’ satisfaction and commitment” (Bakker and
Shaufeli, 2008, p. 152).
Organization Recommendations
Introduction
Table 91 lists the organization causes, priority, principle and recommendations.
Following the table, a detailed discussion for each high priority cause and recommendation and
the literature supporting the recommendation is provided.
Table 91
Summary of Organization Influences and Recommendations
Assumed Organization
Influence
Asset/
Need
Principle and Citation Context-Specific
Recommendation
Resources
Staff has the resources they
need to do their job
effectively.
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 & Estes, 2008).

Provide staff with the
opportunity to work with
their team to establish
from the beginning what
the priorities are, so that
when hard choices have
to be made, the guidance
is already in place to do
their job effectively.
Supervisor supports staff in
their daily work.
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
Provide staff with the
opportunity to work with
their team to establish
from the beginning what
the priorities are, so that
when hard choices have
to be made, the guidance
is already in place to

217

resources are aligned with
organizational priorities
(Clark & Estes, 2008).

Effective change efforts
are communicated
regularly and frequently
to all key
stakeholders (Clark &
Estes, 2008).

support them in their
daily work.

Look for ways to work
your message into
already existing forms of
communication, but then
also look for new ways as
staff may have gotten
used to (and now ignore)
the regular
communication vehicles
to support them in their
daily work.

Staff feel that their workload
is appropriate for their job.
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 & Estes, 2008).

Effective change efforts
are communicated
regularly and frequently
to all key stakeholders
(Clark & Estes, 2008).

Effective change begins
by addressing motivation
influencers; it ensures the
group knows why it
needs to change. It then
addresses organizational
barriers and then
knowledge and skill
needs (Clark & Estes,
2008).

Provide staff with the
opportunity to work with
their team to establish
from the beginning what
the priorities are, so that
when hard choices have
to be made, the guidance
is already in place to
make them feel that their
workload is appropriate
for their job.

Look for ways to work
your message into
already existing forms of
communication, but then
also look for new ways as
staff may have gotten
used to (and now ignore)
the regular
communication vehicles
to make them feel that
their workload is
appropriate for their job.

First answer these
questions for yourself:
what are the
circumstances that have
led to the current status?

218

What evidence can you
point to? What evidence
do you have that
indicates change is
needed? (what are you
anticipating?) Once you
are able to articulate
these points, meet with
your key influencers to
discuss the issue. Share
your evidence and ideas.
Air their concerns. Do
not move forward until
you have a solid base of
support and
understanding to make
staff feel that their
workload is appropriate
for their job.

Policies, Processes, and Procedures
The organization has
policies and procedures to
support the physical health
of staff.
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 & Estes,
2008).

Conduct an informal
audit of your policies,
procedures, and messages
to check for alignment or
interference with your
goals. In some cases, you
may have procedures or
policies in conflict with
each other to support the
physical health of staff.
The organization has
policies and procedures to
support the psychological
health and safety of staff.
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
Conduct an informal
audit of your policies,
procedures, and messages
to check for alignment or
interference with your
goals. In some cases, you
may have procedures or
policies in conflict with
each other to support the

219

values (Clark & Estes,
2008).

psychological health and
safety of staff.

The organization provides
training for managers on
effective supervision.
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 & Estes,
2008).

Effective change efforts
utilize feedback to
determine when/if
improvement is
happening (Clark &
Estes, 2008).

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 & Estes, 2008).

Conduct an informal
audit of your policies,
procedures, and messages
to check for alignment or
interference with your
goals. In some cases, you
may have procedures or
policies in conflict with
each other in order to
provide training for
managers on effective
supervision.

Create a monitoring
process with regular
check in meetings to
review data and make
course corrections if
needed to make sure the
organization provides
training for managers on
effective supervision.

Provide staff with the
opportunity to work with
their team to establish
from the beginning what
the priorities are, so that
when hard choices have
to be made, the guidance
is already in place to
make sure the
organization provides
training for managers on
effective supervision.

The organization provides
training for staff on
knowledge and skills
specific to their job.
Need Effective organizations
ensure that organizational
messages, rewards,
policies and procedures
that govern the work of
Conduct an informal
audit of your policies,
procedures, and messages
to check for alignment or
interference with your

220

the organization are
aligned with or are
supportive of
organizational goals and
values (Clark & Estes,
2008).

Effective change efforts
utilize feedback to
determine when/if
improvement is
happening (Clark &
Estes, 2008)

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 & Estes, 2008).

goals. In some cases, you
may have procedures or
policies in conflict with
each other in order to
provide training for staff
on knowledge and skills
specific to their job.

Create a monitoring
process with regular
check in meetings to
review data and make
course corrections if
needed to make sure the
organization provides
training for staff on
knowledge and skills
specific to their job.

Provide staff with the
opportunity to work with
their team to establish
from the beginning what
the priorities are, so that
when hard choices have
to be made, the guidance
is already in place to
make sure the
organization provides
training for staff on
knowledge and skills
specific to their job.

The organization provides
training for staff on how to
prevent job burnout.
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 & Estes,
2008).

Conduct an informal
audit of your policies,
procedures, and messages
to check for alignment or
interference with your
goals. In some cases, you
may have procedures or
policies in conflict with
each other in order to
provide training for staff
on how to prevent job
burnout.

221

Effective change efforts
utilize feedback to
determine when/if
improvement is
happening (Clark &
Estes, 2008)

Create a monitoring
process with regular
check in meetings to
review data and make
course corrections if
needed to make sure the
organization provides
training for staff on how
to prevent job burnout.

Cultural Settings
There is a culture in the
organization that supports
staff in doing challenging
work.
Need Effective change begins
by addressing motivation
influencers; it ensures the
group knows why it
needs to change. It then
addresses organizational
barriers and then
knowledge and skill
needs (Clark & Estes,
2008).

Effective change efforts
ensure that all key
stakeholders’
perspectives inform the
design and decision-
making process leading to
the change (Clark &
Estes, 2008).

First answer these
questions for yourself:
what are the
circumstances that have
led to the current status?
What evidence can you
point to? What evidence
do you have that
indicates change is
needed? (what are you
anticipating?) Once you
are able to articulate
these points, meet with
your key influencers to
discuss the issue. Share
your evidence and ideas.
Air their concerns. Do
not move forward until
you have a solid base of
support and
understanding to ensure
organization supports
staff in doing challenging
work.

Expand the membership
of your planning teams to
include diverse thinkers,
staff with access to
different networks.

Regularly meet with staff
from all areas of the

222

organization to share
ideas with and get
feedback from them.

Generate ways to receive
feedback that encourage
participation from staff
who are afraid to tell you
things.

There is a culture in the
organization that supports
staff creativity.
Need Effective change efforts
ensure that all key
stakeholders’
perspectives inform the
design and decision-
making process leading to
the change (Clark &
Estes, 2008).

Effective change efforts
are communicated
regularly and frequently
to all key stakeholders
(Clark & Estes, 2008).

Expand the membership
of your planning teams to
include diverse thinkers,
staff with access to
different networks.

Regularly meet with staff
from all areas of the
organization to share
ideas with and get
feedback from them.

Generate ways to receive
feedback that encourage
participation from staff
who are afraid to tell you
things.

Look for ways to work
your message into
already existing forms of
communication, but then
also look for new ways as
staff may have gotten
used to (and now ignore)
the regular
communication vehicles
to ensure the organization
supports staff creativity.

There is a culture in the
organization that supports
staff autonomy.
Need Effective change efforts
ensure that all key
stakeholders’
perspectives inform the
Expand the membership
of your planning teams to
include diverse thinkers,

223

design and decision-
making process leading to
the change (Clark &
Estes, 2008).

Effective change efforts
are communicated
regularly and frequently
to all key stakeholders
(Clark & Estes, 2008).

staff with access to
different networks.

Regularly meet with staff
from all areas of the
organization to share
ideas with and get
feedback from them.

Generate ways to receive
feedback that encourage
participation from staff
who are afraid to tell you
things.

Look for ways to work
your message into
already existing forms of
communication, but then
also look for new ways as
staff may have gotten
used to (and now ignore)
the regular
communication vehicles
to ensure the organization
supports staff autonomy.
There is a culture in the
organization that supports
staff by providing clear
goals.
Need Organizational
performance increases
when individuals
communicate constantly
and candidly to those
involved about plans and
process (Clark & Estes,
2008).

Effective change begins
by addressing motivation
influencers; it ensures the
group knows why it
needs to change. It then
addresses organizational
barriers and then
knowledge and skills
needs (Clark & Estes,
2008).
Develop a
communication plan to
provide ongoing
information to all
stakeholders to ensure the
organization supports
staff by providing clear
goals.

First answer these
questions for yourself:
what are the
circumstances that have
led to the current status?
What evidence can you
point to? What evidence
do you have that
indicates change is
needed? (what are you

224

Effective change efforts
are communicated
regularly and frequently
to all key stakeholders
(Clark & Estes, 2008).

Effective change efforts
ensure that all key
stakeholders’
perspectives inform the
design
and decision-making
process leading to the
change (Clark & Estes,
2008).

Effective change efforts
use evidence-based
solutions and adapt them,
where necessary, to the
organization’s culture
(Clark & Estes, 2008).

anticipating?) Once you
are able to articulate
these points, meet with
your key influencers to
discuss the issue. Share
your evidence and ideas.
Air their concerns. Do
not move forward until
you have a solid base of
support and
understanding to ensure
organization supports
staff by providing clear
goals.

Expand the membership
of your planning teams to
include diverse thinkers,
staff with access to
different networks.

Regularly meet with staff
from all areas of the
organization to share
ideas with and get
feedback from them.

Generate ways to receive
feedback that encourage
participation from staff
who are afraid to tell you
things.

Ensure that planning
processes are able to
identify key elements of
the organization that need
to be considered in the
change process. Then,
articulate how any
evidence-based change
effort is being adapted for
your organization that
supports staff by
providing clear goals.

225

There is a culture in the
organization that supports
work variety.
Need Organizational
performance increases
when individuals
communicate constantly
and candidly to those
involved about plans and
process (Clark & Estes,
2008).

Effective change efforts
use evidence-based
solutions and adapt them,
where necessary, to the
organization’s culture
(Clark & Estes, 2008).

Develop a
communication plan to
provide ongoing
information to all
stakeholders to ensure the
organization supports
work variety.

Ensure that planning
processes are able to
identify key elements of
the organization that need
to be considered in the
change process. Then,
articulate how any
evidence-based change
effort is being adapted for
your organization that
supports work variety.

There is a culture in the
organization that encourages
staff involvement and
commitment
Need Organizational
performance increases
when individuals
communicate constantly
and candidly to those
involved about plans and
process (Clark & Estes,
2008).

Effective change efforts
use evidence-based
solutions and adapt them,
where necessary, to the
organization’s culture
(Clark & Estes, 2008).

Develop a
communication plan to
provide ongoing
information to all
stakeholders to ensure the
organization encourages
staff involvement and
commitment.

Ensure that planning
processes are able to
identify key elements of
the organization that need
to be considered in the
change process. Then,
articulate how any
evidence-based change
effort is being adapted for
your organization that
encourages staff
involvement and
commitment.

226

There is a culture in the
organization that encourages
passion and enthusiasm.
Need Organizational
performance increases
when individuals
communicate constantly
and candidly to those
involved about plans and
process (Clark & Estes,
2008).

Effective change efforts
use evidence-based
solutions and adapt them,
where necessary, to the
organization’s culture
(Clark & Estes, 2008).

Develop a
communication plan to
provide ongoing
information to all
stakeholders to ensure the
organization encourages
passion and enthusiasm.

Ensure that planning
processes are able to
identify key elements of
the organization that need
to be considered in the
change process. Then,
articulate how any
evidence-based change
effort is being adapted for
your organization that
encourages passion and
enthusiasm.

There is a culture in the
organization that encourages
focused effort and energy.
Need Organizational
performance increases
when individuals
communicate constantly
and candidly to those
involved about plans and
process (Clark & Estes,
2008).

Effective change efforts
use evidence-based
solutions and adapt them,
where necessary, to the
organization’s culture
(Clark & Estes, 2008).

Develop a
communication plan to
provide ongoing
information to all
stakeholders to ensure the
organization encourages
focused effort and
energy.

Ensure that planning
processes are able to
identify key elements of
the organization that need
to be considered in the
change process. Then,
articulate how any
evidence-based change
effort is being adapted for
your organization that
encourages focused effort
and energy.

227

There is a culture in the
organization that supports
the psychological health of
staff.
Need Organizational
performance increases
when individuals
communicate constantly
and candidly to those
involved about plans and
process (Clark & Estes,
2008).

Effective change efforts
use evidence-based
solutions and adapt them,
where necessary, to the
organization’s culture
(Clark & Estes, 2008).

Develop a
communication plan to
provide ongoing
information to all
stakeholders to ensure the
organization supports the
psychological health of
staff.

Ensure that planning
processes are able to
identify key elements of
the organization that need
to be considered in the
change process. Then,
articulate how any
evidence-based change
effort is being adapted for
your organization that
supports the
psychological health of
staff.

There is a culture in the
organization that supports
the physical health of staff.
Need Organizational
performance increases
when individuals
communicate constantly
and candidly to those
involved about plans and
process (Clark & Estes,
2008).

Effective change efforts
use evidence-based
solutions and adapt them,
where necessary, to the
organization’s culture
(Clark & Estes, 2008).

Develop a
communication plan to
provide ongoing
information to all
stakeholders to ensure the
organization supports the
physical health of staff.

Ensure that planning
processes are able to
identify key elements of
the organization that need
to be considered in the
change process. Then,
articulate how any
evidence-based change
effort is being adapted for
your organization that
supports the physical
health of staff.

228

There is a culture in the
organization that supports a
lively, attentive, and
responsive work
environment.
Need Organizational
performance increases
when individuals
communicate constantly
and candidly to those
involved about plans and
process (Clark & Estes,
2008).

Effective change efforts
use evidence-based
solutions and adapt them,
where necessary, to the
organization’s culture
(Clark & Estes, 2008).

Develop a
communication plan to
provide ongoing
information to all
stakeholders to ensure the
organization supports a
lively, attentive, and
responsive work
environment.

Ensure that planning
processes are able to
identify key elements of
the organization that need
to be considered in the
change process. Then,
articulate how any
evidence-based change
effort is being adapted for
your organization that
supports a lively,
attentive, and responsive
work environment.

There is a culture in the
organization that promotes a
positive employee
experience.
Need Organizational
performance increases
when individuals
communicate constantly
and candidly to those
involved about plans and
process (Clark & Estes,
2008).

Effective change efforts
use evidence-based
solutions and adapt them,
where necessary, to the
organization’s culture
(Clark & Estes, 2008).

Develop a
communication plan to
provide ongoing
information to all
stakeholders to ensure the
organization promotes a
positive employee
experience.

Ensure that planning
processes are able to
identify key elements of
the organization that need
to be considered in the
change process. Then,
articulate how any
evidence-based change
effort is being adapted for
your organization that
promotes a positive
employee experience.

229

There is a culture in the
organization that promotes
high customer satisfaction.
Need Organizational
performance increases
when individuals
communicate constantly
and candidly to those
involved about plans and
process (Clark & Estes,
2008).

Effective change efforts
use evidence-based
solutions and adapt them,
where necessary, to the
organization’s culture
(Clark & Estes, 2008).

Develop a
communication plan to
provide ongoing
information to all
stakeholders to ensure the
organization promotes
high customer
satisfaction.

Ensure that planning
processes are able to
identify key elements of
the organization that need
to be considered in the
change process. Then,
articulate how any
evidence-based change
effort is being adapted for
your organization that
promotes high customer
satisfaction.

There is a culture in the
organization that promotes
high employee productivity.
Need Organizational
performance increases
when individuals
communicate constantly
and candidly to those
involved about plans and
process (Clark & Estes,
2008).

Effective change efforts
use evidence-based
solutions and adapt them,
where necessary, to the
organization’s culture
(Clark & Estes, 2008).

Develop a
communication plan to
provide ongoing
information to all
stakeholders to ensure the
organization promotes
high employee
productivity.

Ensure that planning
processes are able to
identify key elements of
the organization that need
to be considered in the
change process. Then,
articulate how any
evidence-based change
effort is being adapted for
your organization that
promotes high employee
productivity.

230

There is a culture in the
organization that promotes
high profitability.
Need Organizational
performance increases
when individuals
communicate constantly
and candidly to those
involved about plans and
process (Clark & Estes,
2008).

Effective change efforts
use evidence-based
solutions and adapt them,
where necessary, to the
organization’s culture
(Clark & Estes, 2008).

Develop a
communication plan to
provide ongoing
information to all
stakeholders to ensure the
organization promotes
high profitability.

Ensure that planning
processes are able to
identify key elements of
the organization that need
to be considered in the
change process. Then,
articulate how any
evidence-based change
effort is being adapted for
your organization that
promotes high
profitability.

There is a culture in the
organization that promotes a
reduction of employee
turnover.
Need Organizational
performance increases
when individuals
communicate constantly
and candidly to those
involved about plans and
process (Clark & Estes,
2008).

Effective change efforts
use evidence-based
solutions and adapt them,
where necessary, to the
organization’s culture
(Clark & Estes, 2008).

Develop a
communication plan to
provide ongoing
information to all
stakeholders to ensure the
organization promotes a
reduction of employee
turnover.

Ensure that planning
processes are able to
identify key elements of
the organization that need
to be considered in the
change process. Then,
articulate how any
evidence-based change
effort is being adapted for
your organization that
promotes a reduction of
employee turnover.

231

There is a culture in the
organization that promotes
fair compensation for
employees.
Need Organizational
performance increases
when individuals
communicate constantly
and candidly to those
involved about plans and
process (Clark & 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 (Clark & Estes,
2008).

Develop a
communication plan to
provide ongoing
information to all
stakeholders to ensure the
organization promotes
fair compensation for
employees.

Conduct an informal
audit of your policies,
procedures, and messages
to check for alignment or
interference with your
goals. In some cases, you
may have procedures or
policies in conflict with
each other related to
promoting fair
compensation for
employees.

There is a culture in the
organization that promotes
rewards and compensation.
Need Organizational
performance increases
when individuals
communicate constantly
and candidly to those
involved about plans and
process (Clark & 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 (Clark & Estes,
2008).

Develop a
communication plan to
provide ongoing
information to all
stakeholders to ensure the
organization promotes
rewards and
compensation.

Conduct an informal
audit of your policies,
procedures, and messages
to check for alignment or
interference with your
goals. In some cases, you
may have procedures or
policies in conflict with
each other related to
promoting rewards and
compensation for
employees.

232

There is a culture in the
organization that encourages
a climate of satisfaction.
Need Organizational
performance increases
when individuals
communicate constantly
and candidly to those
involved about plans and
process (Clark & Estes,
2008).

Effective change efforts
use evidence-based
solutions and adapt them,
where necessary, to the
organization’s culture
(Clark & Estes, 2008).

Develop a
communication plan to
provide ongoing
information to all
stakeholders to ensure the
organization encourages
a climate of satisfaction.

Ensure that planning
processes are able to
identify key elements of
the organization that need
to be considered in the
change process. Then,
articulate how any
evidence-based change
effort is being adapted for
your organization that
encourages a climate of
satisfaction.

There is a culture in the
organization that encourages
a climate of inspiration.
Need Organizational
performance increases
when individuals
communicate constantly
and candidly to those
involved about plans and
process (Clark & Estes,
2008).

Effective change efforts
use evidence-based
solutions and adapt them,
where necessary, to the
organization’s culture
(Clark & Estes, 2008).

Develop a
communication plan to
provide ongoing
information to all
stakeholders to ensure the
organization encourages
a climate of inspiration.

Ensure that planning
processes are able to
identify key elements of
the organization that need
to be considered in the
change process. Then,
articulate how any
evidence-based change
effort is being adapted for
your organization that
encourages a climate of
inspiration.

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Cultural Settings Solutions
Twenty out of twenty cultural setting organization influences demonstrated need. First,
the organization needs a culture that supports staff in doing challenging work, supports staff
creativity and autonomy, as well as work variety. Second, the organization needs a culture that
supports staff by providing clear goals, encourages involvement, commitment, passion,
enthusiasm, focused effort, and energy. Third, the organization needs a culture that supports the
psychological and physical health of staff as well as a lively, attentive, and responsive work
environment. Fourth, the organization needs a culture that promotes a positive employee
experience, high customer satisfaction, high employee productivity and profitability and
reduction of turnover. Last, the organization needs a culture that promotes fair compensation,
rewards, and encourages a climate of satisfaction and inspiration.
Gallimore and Goldenberg (2001) defined cultural setting as what occurs when two or
more people come together and work towards accomplishing an organizational goal. It is also
useful in order to understand the key dynamics on how to improve the organization's
environment. A rewarding workplace can be a motivating factor that supports job satisfaction
and engagement. Clark and Estes (2008) suggest that organizations that contribute to a healthy
and positive workplace culture by supporting employees with work-life balance, fostering
employee growth and development, praise and recognition, encouraging health and safety on the
job, and employee involvement increase employee engagement. Clark and Estes (2008)
recommend that leaders regularly meet with individuals from all areas of the organization to
share ideas with and get feedback from them and to also expand the membership of planning
teams to include diverse thinkers, people with access to different networks. In addition, they
suggest developing a communication plan to provide ongoing information to all stakeholders to

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ensure the organization supports individuals by providing clear goals and supports work variety.
Thus, the literature suggests that organizations that contribute to a healthy and positive
workplace culture by supporting employees with work-life balance, fostering employee growth
and development, praise and recognition, encouraging health and safety on the job, and
employee involvement increase employee engagement.
Policies and Procedures Solutions
Five out of five policies, processes, and procedures influences demonstrated need. First,
the organization needs policies and procedures to support the physical health, psychological
health, and safety of staff. Second, the organization needs to provide training for managers on
effective supervision and training for staff on knowledge and skills specific to their job. Last, the
organization needs to provide training for staff on how to prevent job burnout. According to
Clark and Estes (2008), poor or insufficient processes, policies, and procedures can prevent
people from achieving their goals that is why it is important that organizational goals are
achieved using specialized knowledge, skills, and motivation to operate successfully. In
addition, Kahn (1990) notes, “People that stayed within the generally appropriate ways of
working and behaving felt safer than those who strayed outside those protective boundaries” (p.
712). Clark and Estes (2008) recommend conducting an informal audit of policies, procedures,
and messages to check for alignment or interference with goals because, in some cases,
procedures or policies may conflict with each other. In addition, they also recommend working
in teams to establish, from the beginning, what the priorities are so that when hard choices have
to be made, the guidance is already in place. Consequently, the literature suggests that people in
organizations feel psychologically safe when organization members have guidelines on how to

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generate better job design, behave appropriately and have policies and procedures in place for
employee compliance and safety training.
Resources Solutions
Three out of three resource organization influences demonstrated need. First, staff needs
the resources to do their job effectively; second, staff need supervisors support in their daily
work, and last, staff need to feel that their workload is appropriate for their job. According to
Clark and Estes (2008), even for people with outstanding knowledge and skills and excellent
motivation, inadequate resources can prevent people from attaining their goals. A shortage of
essential tools, poor facilities, and faulty procedures can delay individuals from performing the
outcomes desired by the organization (Clark & Estes, 2008). In addition, Clark and Estes (2008)
assert that 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. They recommend providing individuals the opportunity to
work with their team to establish from the beginning what the priorities are, so that when hard
choices have to be made, the guidance is already in place. Thus, when organization members
have the resources they need in order to perform daily duties that are challenging, clearly
delineated, varied, creative, and autonomous they are likely to experience meaningfulness in
their work.
Integrated Implementation and Evaluation Plan
Organizational Purpose, Need, and Expectations
The vision of the organization is “to be at the forefront of education and research among
globally preeminent business schools” and mission is to “develop globally-competitive
transformational leaders in a diverse, collaborative, student-centric community where academic

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excellence and practical application coalesce” (MMSB, School Report, 2017). The Mary
Michaels School of Business welcomes students of diverse backgrounds, goals, ages, and
abilities. As a part of one of the biggest and most prominent public research institutions of higher
education in Southern California, the Mary Michaels School of Business is committed to
diversity, student learning, success, and quality education. The organizational performance
problem is that the staff at the Mary Michaels School of Business have low employee
engagement and low job satisfaction that was measured by the MMSB Staff Engagement Survey.
The results show a 95% participation rate by MMSB staff. The outcome of the survey revealed
some of the factors that impede the staffs’ performance and best work.
Specific findings revealed that the organization needed to (a) improve leadership/
supervisor support and more visibility (28%); (b) improve communication, transparency, and
trust (16%); (c) address a lack of staff, heavy workload, and overworked staff (14%). As an
aspirational goal, by August 2021, job satisfaction by Mary Michaels School of Business Staff
will increase to 100%. The MMSB staff will work in a positive environment where they can
receive more support from their supervisors, improve communication, transparency, trust, and
reduce heavy workload as measured by the MMSB Staff Engagement Survey. A collaborative
effort with senior leadership and faculty in developing and implementing a plan to improve the
staff job satisfaction is in place in order to create the plan in accordance with the organizational
goal and mission.
The mission, performance goal of interest to this study, and stakeholder goals related to
the performance goal are summarized in Chapter One, Table 1. To achieve its organizational
goal, Mary Michaels School of Business stakeholders must achieve their goals. The stakeholder
group of focus for this study is the MMSB staff consisting of 107 full-time and part-time

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members. The staff contributes to the achievement of the organization’s goals by working in a
positive environment where they can receive more support from their supervisors, improve
communication, transparency, trust, and reduce heavy workload as measured by their
achievement of scores on the MMSB Staff Engagement Survey. The purpose of this study is to
uncover the root cause behind the organizational problem of staff at Mary Michaels School of
Business having low job satisfaction. The impact of the performance on achieving the
organization’s mission is to improve motivation, performance, and job satisfaction among the
staff in order to foster student learning, success, and the quality in education. Increasing job
satisfaction will ensure the university’s reputation of being among the nation's top 10 public
universities in student satisfaction, diversity, quality of education, and career placement.
Implementation and Evaluation Framework
The New World Kirkpatrick Model will be used to guide and design the implementation
and evaluation plan for this study (Kirkpatrick & Kirkpatrick, 2016). The Kirkpatrick Model has
been used for training and organizational change for more than 50 years; the year 2009 marked
the 50th anniversary of the four levels. The new model “honors and maintains the time-tested
four levels and adds new elements to help people to operationalize them effectively in the new
world of business, government, military, and not-for-profit organizations” (Kirkpatrick &
Kirkpatrick, 2016, p. 10). One of the key elements of the new model is that the end is the
beginning, starting with level 4 planning. The Four Levels of the Kirkpatrick Model include
Level 4, Results, which measure “the degree to which targeted outcomes occur as a result of the
training and the support and accountability package”; Level 3, Behavior, which measures “the
degree to which participants apply what they learned during training when they are back on the
job”; Level 2 ,Learning, which measures “the degree to which participants acquire the intended

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knowledge, skills, attitude, confidence, and commitment based on their participation in the
training”; Level 1, Reaction, which measures “the degree to which participants find the training
favorable, engaging, and relevant to their jobs” (Kirkpatrick & Kirkpatrick, 2016, p. 12-17). The
New World Kirkpatrick Model helps to create an effective training evaluation plan for any
program in order to accomplish organizational results.
Level 4: Results and Leading Indicators
Kirkpatrick and Kirkpatrick (2016) described results as “the degree to which targeted
outcomes occur as a result of the training and the support and accountability package” (p. 60).
Kirkpatrick and Kirkpatrick (2016) define leading indicators as short-term observations and
measurements that provide a metric and methods to determine whether or not critical behaviors
will positively influence the organization’s desired results for both internal and external
outcomes. External indicators are constituents outside the organization and internal indicators
are constituents inside the organization. The proposed leading indicators, external and internal
outcomes, metrics, and methods are shown in Table 92 that indicates whether or not staff are
achieving their desired results.

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Table 92
Outcomes, Metrics, and Methods for External and Internal Outcomes
Outcome Metric(s) Method(s)
External Outcomes
Increase the university’s
reputation and ranking of
being the nation’s top 10
public universities, in terms
of student satisfaction,
diversity, quality of
education, and career
placement
Annually review data from US
News and World Report
Compare yearly report from US
News and World Report
Increase in community
perception
Number of positive comments Community organization
feedback at the Advisory Board
of Directors Meetings and
Dean’s Leadership Circle
Meetings
Increase in positive media,
newspapers, articles
regarding school
performance and programs
Number of positive comments
in articles, newspapers or
media.
Communications/Marketing and
Advancement department data
collection and reporting
Internal Outcomes
Decrease staff complaints
regarding engagement and
job satisfaction
Number of complaints from
staff
Staff surveys and interviews
annually with progress
monitored semi-annually
Decrease in number of staff
turnover
Number of staff leaving
MMSB
Compare yearly staff hiring
report from HR
Increase in the number of
staff who attend and
participate in MMSB
activities and town hall
meetings
Number of staff who attend
and participate in MMSB
activities and town hall
meetings
Solicit attendance data after
each meetings and activities
monthly or quarterly

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Increase in the number of
workshops with staff,
supervisors and managers in
effective communication
and leadership
The number of workshops
created
Solicit quarterly data from
managing administrator
Improved relationship with
staff, supervisors and
managers
The number of nominations by
staff who felt supported by
their supervisors and/or
managers
Solicit quarterly data from
managing administrator

Level 3: Behavior
Critical Behaviors
Kirkpatrick and Kirkpatrick (2016) described Level 3: Behavior as measuring “the degree
to which participants apply what they learned during training when they are back on the job” (p.
49). According to Kirkpatrick and Kirkpatrick (2016), Level 3 is the most important level as
there are few specific actions and if performed consistently on the job will have the biggest
impact on desired results and achieving organizational success. In this study, the stakeholder
group of focus was the staff at the Mary Michaels Business School. Critical behaviors, those that
have been identified as the most important to achieving organizational success, specific metrics,
methods, and timing for evaluating outcome behaviors, are shown in Table 93.

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Table 93
Critical Behaviors, Metrics, Methods, and Timing for Evaluation
Critical Behavior Metric(s)
Method(s)
Timing
1. Staff participates and attend
all MMSB activities and town
hall meetings, which will
include a metric to measure
participation and attendance.

The number of
staff that attend
and participate
in MMSB
activities and
town hall
meetings
Track the number of
staff by using sign-in
sheet who attend
MMSB activities and
town hall meetings
Monthly or
quarterly, depending
on the schedule of
the town hall and
frequency of MMSB
activities
2. Staff demonstrates through
communication and surveys
their knowledge of the role they
play in the organization's
success.
The number of
staff that
complete
surveys and
interviews
Develop an
electronic survey that
staff will complete
annually and
complete voluntary
staff interviews using
specific interview
protocol about the
role they play in the
organization’s
success
Data from surveys
are submitted and
collected annually
as well as interviews
3. Staff will use the results
from data to influence decision
making for improvement and
implementation of course of
action.
The number of
data received
from staff
Track the number of
data and results given
by staff
Submit report to
administration
annually

Required Drivers
According to Kirkpatrick and Kirkpatrick (2016), required drivers are “processes and
systems that reinforce, monitor, encourage, and reward performance of critical behaviors on the
job” (p. 53). In addition, organizations can expect as much as 85% application on the job when
they reinforce the knowledge and skills learned in training (Kirkpatrick & Kirkpatrick, 2015).
The required drivers have five dimensions; they are (a) monitoring: “If each team member knows
that individual or team performance will be reviewed during the meeting, then they know it will

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be uncomfortable if they have not done what was required”; (b) reinforcing: “Having
performance reporting on the meeting agenda stresses its importance”; (c) encouraging:
“Supervisors and team members can encourage each other by listening to challenges and
assisting in resolving them”; (d) rewarding: “Employees with good performance can receive
recognition and rewards during the meeting” (Kirkpatrick & Kirkpatrick, 2016, p. 56). Table 94
lists the recommended drivers that support the critical behaviors of staff at MMSB.
Table 94
Required Drivers to Support Critical Behaviors
Method(s) Timing
Critical
Behaviors
Supported
1, 2, 3 Etc.
Reinforcing
Create a job aid that illustrates and connects staff’s role
with the organization’s success.
Ongoing 1, 2, 3
Provide leadership training to supervisors and managers
on how to empower and effectively communicate with
staff.
Ongoing 1, 2, 3
Use existing school communication systems to reinforce
participation in MMSB activities, town hall meetings,
feedback, collaboration, coaching, and mentoring
opportunities for staff.
Ongoing 1, 2, 3
Encouraging
Feedback and coaching from supervisors and managers
(for all staff).
Ongoing 1, 2, 3
Collaboration and mentoring opportunities for staff in
partnership with other departments.
Ongoing 1, 2, 3
Rewarding
Public acknowledgement of staff when feedback is
provided in a timely manner.
Annually 2, 3

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Public acknowledgement of staff towards 100%
attendance rate in town hall meetings and MMSB
activities.

Monthly or
Quarterly
1
Monitoring
Administration will review data and results from surveys
and interviews and touch base with staff.
Semi- annually 2
Administration will review the action plan for
improvement and implementation and touch base with
staff.
Semi- annually 3

Organizational Support
Mary Michaels School of Business administration and senior leadership will play an
important role in supporting staff and holding them accountable to ensure that the critical
behaviors are met as well as to ensure that the required drivers are implemented successfully
within the organization. First, administration will need to actively participate and engage on the
implementation, execution, and monitoring of the change process to make sure that it is in
alignment with the organizational goals. Second, job aids will be developed that illustrate and
connect the role of the staff with the organization’s success. Third, conference rooms and
classrooms for training and workshops, in addition to coaching and mentoring sessions, will be
provided by MMSB. Furthermore, they will need funding and time for the staff as well as to hire
a consultant or coach to lead and facilitate trainings and workshops and to provide ongoing
support for staff in one academic year. Moreover, administration will develop a communication
plan to provide ongoing information about the implementation of trainings and workshops as
well as to reinforce participation in MMSB activities, town hall meetings, feedback,
collaboration, coaching, and mentoring opportunities for staff.

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Level 2: Learning
Kirkpatrick and Kirkpatrick (2016) describe learning as “the degree to which participants
acquire the intended knowledge, skills, attitudes, confidence, and commitment based on their
participation in the learning event” (p. 15). The learning component has five dimensions; they
are (a) knowledge, as characterized by the phrase, “I know it”; (b) skill, as characterized by the
phrase, “I can do it right now”; (c) attitude, as characterized by the phrase, “I believe it will be
worthwhile to do on the job”; (d) confidence, as characterized by the phrase, “I think I can do it
on the job”; (e) commitment, as characterized by the phrase, “I will do it on the job” (Kirkpatrick
& Kirkpatrick, 2016, p. 15-16).
Learning Goals
Based on the KMO needs determined, learning goals have been developed. Upon
completion of the recommended solutions, staff will be able to:
1. Describe the goals of their job, daily duties, and improve their skills and job performance
(Declarative Factual).
2. Explain the relationship between their work and organizational goals; explain how
investing personal energy increases job performance; explain how being loyal to the
organization is positively related to achieving organizational outcomes (Conceptual).
3. Apply new strategies to perform their task efficiently (Procedural).
4. Apply new strategies to create new ways of doing their job and daily duties
(Metacognitive).
5. Value their work because it makes them feel competent, valuable, not taken for granted,
and the trust they have between themselves and their managers (Value).

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6. Be confident in being able to show what they think and feel, their beliefs and values,
personal connection to others, to be creative, and to be able to actively participate in
decision making within the organization (Self-efficacy).
7. Feel positive about their experience at work, workload, content of work, and future of
work (Mood/Emotions).
Program
The learning goals provided in the previous section will be achieved through
developmental training and workshops that will increase staff knowledge and motivation. The
program will focus on staff knowledge and motivation needs as well as the organizational
improvements identified in Chapter Five.
It is recommended that Mary Michaels School of Business hires an expert/coach to lead
training and provide guidance and ongoing support for staff in one academic year. In order to
develop staff knowledge and skills, the expert/coach will facilitate trainings that are relevant to
their job in order to know what needs to be learned and to practice their work responsibilities to
improve their skills in addition to time opportunities to give feedback.
Secondly, in order to increase staff motivation, the managing administrator will provide
leadership training to supervisors and managers on different topics such as strategies to drive
engagement, discuss how to apply these strategies to their own job roles, engage in an interactive
discussion on hiring practices and onboarding techniques that support employee engagement,
and learn how to empower and effectively communicate with staff. It is recommended that a
leadership expert/coach is hired to lead and facilitate training and workshops and to provide
guidance and ongoing support for supervisors and managers for one academic year.

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It also recommended that staff attend an employee engagement workshop. The training
program is a mixture of workshops and exercises offered at MMSB classrooms and conference
halls. The workshops will cover a variety of employee engagement topics and strategies
including opportunities to practice and receive feedback on engagement strategies. There will be
discussions of organizational strategies to develop, encourage, and inspire employees with the
goal of fostering a good and healthy environment in the organization. The expert/coach will
facilitate the workshop. Current and past employees who are in good standing will be invited to
give testimonials and join a panel group discussion to model values and make staff feel good
about being a part of the community at Mary Michaels School of Business.
Evaluation of the Components of Learning
Table 95 lists the methods and activities that will be used to evaluate the declarative
knowledge, procedural skills, attitude, confidence, and commitment of MMSB staff throughout
the program as well as timing of each method.
Table 95
Evaluation of the Components of Learning for the Program
Method(s) or Activity(ies) Timing
Declarative Knowledge “I know it.”
Knowledge checks using multiple choice items During each training and workshop sessions
Collaborative activities and debriefing
discussions led by managing administrator
Periodically at the end of each training and
workshop sessions
Retrospective of pre and post assessment Before and after training and workshop
Procedural Skills “I can do it right now.”
Retrospective of pre and post assessment Before and after training and workshop
Quality of feedback and questions from staff
during training and workshop sessions
During each training and workshop sessions

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Use classroom scenarios to practice with
supervisors, managers, and staff in group
tabling and role play in effective leadership and
communication
During each training and workshop sessions
Attitude “I believe this is worthwhile.”
Discussion about the value and relevance of the
training and workshop
During each training and workshop sessions
Retrospective of pre and post assessment Before and after training and workshop
Confidence “I think I can do it on the job.”
Retrospective of pre and post assessment Before and after training and workshop
Coaching and mentorship for staff who need
extra support
Before and after training and workshop
Discussion in small groups about challenges
and barriers in learning and implementing new
knowledge and skills
During each training and workshop sessions
Commitment “I will do it on the job.”
Retrospective of pre and post assessment Before and after training and workshop
Discussion on how they will implement what
they learned on the job
During each training and workshop sessions
Create an action plan with staff members’ input
and establish dates and action items for
program outcome evaluation process
During each training and workshop sessions

Level 1: Reaction
Kirkpatrick and Kirkpatrick (2016) describe reaction as “the degree to which participants
find the training favorable, engaging, and relevant to their jobs” (p. 39). The reaction component
has three dimensions: (a) customer satisfaction refers to the degree to which participants are
content with their experience; (b) engagement “refers to the degree to which participants are
actively involved in and contributing to the learning experience”; (c) relevance “refers to the
degree to which training participants will have the opportunity to use what they learned in

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training on the job” (Kirkpatrick & Kirkpatrick, 2016, p. 17). Table 96 outlines the methods,
tools, and timing that will be used to determine the reaction to the training programs and
workshop and whether or not staff find it favorable, engaging, and relevant.
Table 96
Components to Measure Reactions to the Program
Method(s) or Tool(s) Timing
Engagement
The number of staff that attend and participate
in MMSB activities and town hall meetings
Monthly or quarterly, depending on the
schedule of the town hall and frequency of
MMSB activities
The number of follow up questions during
training and workshops
During each training and workshop sessions
Retrospective pre and post assessment Before and after training and workshop
Relevance
Retrospective pre and post assessment Before and after training and workshop
Discussion about the value and relevance of the
training and workshop
During each training and workshop sessions
Customer Satisfaction
Retrospective pre and post assessment Before and after training and workshop
The number of staff that complete the overall
staff satisfaction surveys and interviews
Data from surveys are submitted and collected
annually as well as interviews
Discussion about overall staff satisfaction and
general views of training and workshop quality
During each training and workshop sessions

Evaluation Tools
Kirkpatrick and Kirkpatrick (2016) recommend using a blended approach to evaluate the
impact of the program using both immediate and delayed evaluation tools. The staff

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participating in the training and workshop will be asked to participate in the evaluation of the
impact the program had on their knowledge, motivation, and practice within the organization.
Immediately Following the Program Implementation
Developmental training programs must include evaluation plans in order to measure the
quality of the program based on evaluation feedback, ensure transfer of learning to behavior, and
demonstrate value to the organization (Kirkpatrick & Kirkpatrick, 2016). According to
Kirkpatrick and Kirkpatrick (2016), Levels 1 and 2 are highly effective when conducted
immediately after the training has been completed. Immediate feedback and reflective
assessment right after each training and workshop is an important step to gauging training
effectiveness. Kirkpatrick and Kirkpatrick (2016) suggest using Levels 1 and 2 as a single tool
during initial evaluation. A combination of questions related to all Level 1 dimensions, in
addition to Level 2 with questions about confidence and commitment to apply learning on the
job, plus including items that assess the staff’s anticipated application and expected outcomes.
In order to motivate staff to participate, there will be a raffle offered at each training and
workshop session where a winner will receive a $20 gift certificate. The proposed evaluation
tool to be used immediately following the program implementation is presented in Appendix A.
Delayed for a Period After the Program Implementation
According to Kirkpatrick and Kirkpatrick (2016), delayed evaluation allows participants
to reflect on the impact of the program and gives participants time to apply what they have
learned. Furthermore, delayed evaluation also re-evaluates the effectiveness of the training by
measuring the reaction of Level 1 (reaction) and Level 2 (learning) of the program again and will
address Level 1 (reaction), Level 2 (learning), Level 3 (behavior), and Level 4 (results and
leading indicators) outcomes (Kirkpatrick & Kirkpatrick, 2016). For the purpose of this training

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program, delayed evaluations will be deployed a month after the training and workshops. The
proposed evaluation tool to be used is presented in Appendix B.
Data Analysis and Reporting
Kirkpatrick and Kirkpatrick (2016) recommends being selective about the data used to
communicate progress towards stakeholders because simply reporting on outcomes has minimal
benefit, but data analysis gives a lay out for continuous improvements. Findings will include
results from both immediate and delayed evaluation, internal and external outcomes from Level
4, and benchmark connected to critical behaviors from Level 3. The analysis of findings will be
presented to the human resources director and chief of staff. A digital dashboard will be created
to communicate the status of the data points and each item and how each compared to the
previous years to track progress. The data presentation must be easily understood and
interpreted and free from ambiguity. Quantitative and qualitative data will be included in the
report incorporating data elements that Kirkpatrick and Kirkpatrick (2016) recommend to
maximize the effectiveness and usefulness of the data to the organization. In addition,
Kirkpatrick and Kirkpatrick (2016) state that impactful analysis is simple to perform,
uncomplicated, displays accurate results, and is timely for the organization. The proposed
evaluation tool to be used a month after the program implementation is presented in Appendix C.
Summary of the Implementation and Evaluation
Kirkpatrick and Kirkpatrick’s New World Model (2016) provides the foundation for the
implementation and evaluation plan for this study. The Four Levels of Training and Evaluation
are used to make sure the MMSB staff have the knowledge and skills, motivation, and
organizational support to reach the targeted outcomes for workshops and training in order to
achieve its goal of 100% job satisfaction as measured by the MMSB Staff Engagement Survey.

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Before the implementation and evaluation plan could be created, multiple sources of quantitative
and qualitative data were collected to validate the assumed causes. Specifically, surveys and
interviews were collected to understand the knowledge, motivation, and organization challenges
that affect the level of satisfaction, motivation, and performance of staff at MMSB. By using the
gap analysis framework by Clark and Estes (2008) to guide the analysis of challenges and
barriers in the areas of knowledge and skills, motivation, and organizational assets and needs.
This approach led to the identification and implementation of solutions that MMSB can use to
effectively increase the job satisfaction of MMSB staff by using the four-level evaluation process
developed by Kirkpatrick and Kirkpatrick (2016). Applying both frameworks provides a
powerful combination of determining the performance causes and needs and creating an effective
training evaluation plan that ensures positive organizational results.
Limitations and Delimitations
A limitation to this study is that its focus was only in one school at one higher education
institution over a short period of time, thus the recommendations and solutions may not be
generalizable to other schools in higher education. The second limitation is the small number of
participants. There was only a 50% participation rate when surveys were conducted; therefore,
the staff participating in this study is a critical limitation. The third limitation is self-selection of
volunteers, perhaps those who participated in the interview and surveys are unhappy and
unsatisfied staff therefore, they are most likely to voice their opinions versus those who are
happy and satisfied. Moreover, during the time the study was conducted there were a significant
amount of employee turnover, new hires, and organizational structure changes at the MMSB that
could impact participant responses to surveys and interview items regarding their knowledge and
skills, motivation, and organizational needs. Continuous assessment of staff knowledge and

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skills, motivation, and organizational needs is recommended in order to understand and explain
the complexity of employee engagement causes and needs at the MMSB.
Recommendations for Future Research
Future research can address the limitations and delimitations described in this study. To
improve the generalizability of this study, further data collection from other schools within the
higher education institution where the study was conducted and also other schools in higher
education institutions would improve the generalizability of the study solutions and
recommendations. In addition, examining participant demographic data such as race, ethnicity,
age, gender, or years working in education could be helpful because the information from
surveys and interview items could potentially impact their knowledge and skills, motivation, and
organizational needs.
Conclusion
This case study examined the root causes of the organizational problem of staff at Mary
Michaels School of Business having low job satisfaction as measured by the MMSB Staff
Engagement Survey. The analysis focused on causes for this problem due to gaps in the areas of
knowledge and skills, motivation, and organizational issues. Recommended solutions on how to
improve staff motivation, performance, and job satisfaction were offered. The study began by
generating a list of possible or assumed causes and then collecting and systematically analyzing
data to determine which of these were actual or validated causes. While a complete gap analysis
would focus on all stakeholders, for practical purposes the stakeholder group of focus in this
analysis is the Mary Michaels School of Business Staff.
Using the conceptual framework of Clark and Estes (2008) gap analysis, the study was
guided by the following questions:

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1. What are the knowledge and skills, motivation, and organizational assets and needs for
staff to achieve its goal of 100% job satisfaction as measured by the MMSB Staff
Engagement Survey?
2. What are the knowledge and skills, motivation, and organizational recommendations to
meet these needs?
3. How might these solutions be evaluated for effectiveness?
The Clark and Estes (2008) Gap Analysis framework provided the structure for this case
study. Clark and Estes’ (2008) framework consists of seven steps: (1) identifying key
organizational goals; (2) measuring current performance; (3) identifying gaps between goals and
performance; (4) analyzing performance gaps to determine their assumed causes; (5) validating
assumed causes; (6) identifying and implementing solutions; (7) evaluating results.
Assumed influences of knowledge, motivation, and organizational factors are based on
the author’s own knowledge of the setting and literature about employee engagement and job
satisfaction. The Gap Analysis model is used to determine the human causes behind
performance gaps. Clark and Estes (2008) emphasize the importance of determining the
knowledge, motivation, and organizational problems before determining solutions.
The use of Kirkpatrick and Kirkpatrick’s (2016) New World Model provided the
foundation for the implementation and evaluation plan for this study. The Four Levels of
Training and Evaluation are used to ensure that the MMSB staff have the knowledge and skills,
motivation, and organizational support to reach the targeted outcomes for workshops and
training in order to achieve its goal of 100% job satisfaction as measured by the MMSB Staff
Engagement Survey. Commitment from MMSB staff and senior leadership to follow and
support these recommendations will contribute to high employee engagement and will allow the

254

MMSB staff and senior leadership to understand the complexity of the workplace environment
and the way they find meaning to what they experience in the organization.

255

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259

Appendix A:
Immediate Evaluations (Levels 1 & 2)

For each of the following questions please circle the appropriate rating to indicate the degree to
which you agree or disagree with each statement. A choice of 1 indicates that you Strongly
Disagree and a 5 indicates that you Strongly Agree.

1= Strongly Disagree
2= Disagree
3= Neutral
4= Agree
5= Strongly Agree

The training held my interest. (L1- Engagement) 1 2
3 4 5
The information in this training is applicable to my work. (L1-
Relevance)
1 2
3 4 5
The content was easy for me to follow. (L2- Knowledge) 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. (L2- Confidence)
1 2
3 4 5
I was satisfied with the training. (L1- Customer Satisfaction) 1 2
3 4 5
I found the feedback during the scenarios valuable for my job. (L1-
Relevance)
1 2
3 4 5
The presentation style of the facilitator contributed to my learning
experience. (L1- Engagement)
1 2
3 4 5
I am committed to implement what I learned from this training on the
job. (L2- Commitment)
1 2
3 4 5

260

I feel positive about implementing what I learned from this training
on the job. (L2- Emotions)
1 2
3 4 5
I would recommend this program to others. (L1- Customer
Satisfaction)
1 2
3 4 5

What is the FIRST thing that you plan to implement from what you have learned today? (L1 and
L2)

Please provide any suggestions for change/improvement you may have for future sessions of the
training program.

261

Appendix B
Delayed Evaluation (Levels 1, 2, 3, & 4)

The purpose of the following questions is to evaluate the quality of performance results since
completion of last month’s training.
For each of the following questions please circle the appropriate rating to indicate the degree to
which you agree or disagree with each statement. A choice of 1 indicates that you Strongly
Disagree and a 5 indicates that you Strongly Agree.

1= Strongly Disagree
2= Disagree
3= Neutral
4= Agree
5= Strongly Agree

I have applied what I learned at last month’s training to my current
role. (L1, L2, and L3)
1 2
3 4 5
Looking back, taking this training was a good use of my time. (L1) 1 2
3 4 5
I am still confident in applying what I learned at last month’s training
in my current role. (L1 and L2)
1 2
3 4 5
I am still committed to implementing what I learned at last month’s
training on the job. (L1 and L2)
1 2
3 4 5
I still feel positive about implementing what I learned at last month’s
training in my current role. (L2)
1 2
3 4 5
This program has positively impacted the organization. (L1, L2, and
L4)
1 2
3 4 5
I am already seeing positive results from the staff as a result of this
program. (L4)
1 2
3 4 5

What information from this training has been the most relevant to your job? (L1)

262

How have you used what you learned in training on the job? (L3)

What early signs of success have you noticed from your efforts? (L4)

What impact is this program having on the organization as a whole? (L4)

263

Appendix C
Informed Consent/Information Sheet
Informed Consent/Information Sheet

University of Southern California
Rossier School of Education
3470 Trousdale Pkwy, Los Angeles CA, 90089

CASE STUDY IN IMPROVING STAFF ENGAGEMENT AND JOB
SATISFACTION IN A SCHOOL OF BUSINESS: A GAP ANALYSIS APPROACH

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
The purpose of the study is to examine ways we can increase and improve our job satisfaction at
Merage School. The stakeholder of focus for this study are the Merage School Staff consisting of
107 full-time and part-time members. Applying the gap analysis framework (Clark & Estes, 2008),
the study will collect and analyze data pertaining to knowledge and skill, motivation, and
organizational factors for staff to achieve its goal of 100% job satisfaction. The instrumentation
used for this study will include a survey, a semi-structured interview protocol, and a document
analysis. The study will collect survey data from 107 Merage School of Business Staff. In order
to triangulate the data collected in the survey, open-ended interviews will be administered with
approximately 12 staff members who chose to volunteer at the end of the survey.

PARTICIPANT INVOLVEMENT
If you agree to take part in this study, you will be asked to participate in a 10-minute survey and
at the end of the survey you will be asked to participate in a 30-minute audio-taped interview. You
do not have to answer any questions you don’t want to; if you don’t want to be taped, handwritten
notes will be taken. If you decide to volunteer, you will be directed to another link to provide me
with your contact information.

ALTERNATIVES TO PARTICIPATION
Your alternative is to not participate. Your relationship with your employer will not be affected
whether you participate or not in this study.

264

CONFIDENTIALITY
Your responses to the survey are completely anonymous and confidential. Any identifiable
information obtain in connection with this study will remain confidential. Your responses will be
coded with a false name (pseudonym) and maintained separately. The audio-tapes will be
destroyed once they have been transcribed.
The members of the research team 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.

INVESTIGATOR CONTACT INFORMATION
Principal Investigator Jacqueline Rodio via email at jacqueline.rodio@usc.edu or phone at (949)
824-8153 or Faculty Advisor Dr. Ken Yates at kennetay@usc.edu or (213) 740-6793

IRB CONTACT INFORMATION
University of Southern California Institutional Review Board, 1640 Marengo Street, Suite 700,
Los Angeles, CA 90033-9269. Phone (323) 442-0114 or email irb@usc.edu.

Abstract (if available)

Abstract Using the gap analysis problem-solving framework (Clark & Estes, 2008), this study examined the root causes of the organizational problem of low staff job satisfaction at a university school of business as measured by a staff engagement survey. The analysis focused on causes for this problem due to gaps in knowledge and skills, motivation, and organizational issues. The analysis began by generating a list of possible or assumed causes and then by examining these systematically to focus on actual causes. The methods used for this study included survey data collected from 53 participants, semi-structured interview data from 12 participants, and document analysis. The results led to an analysis of the largest gaps for each construct, which were then specifically addressed for recommended solutions drawn from the research literature. This study demonstrated how various stakeholders can systematically apply the gap analysis framework to address performance causes and needs in connection with low job satisfaction and engagement and to implement effective solutions and evaluations that ensure positive organizational results.

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Asset Metadata

Creator Rodio, Jacqueline Trias (author)

Core Title Case study in improving staff engagement and job satisfaction in a school of business

School Rossier School of Education

Degree Doctor of Education

Degree Program Education (Leadership)

Publication Date 07/16/2020

Defense Date 05/27/2020

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

Tag employee engagement,job satisfaction,OAI-PMH Harvest,staff engagement

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Yates, Kenneth (committee chair), Hinga, Briana (committee member), Wellmeyer, Patricia (committee member)

Creator Email jacqueline.rodio@usc.edu,jrodio@sandiego.edu

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c89-332375

Unique identifier UC11663317

Identifier etd-RodioJacqu-8690.pdf (filename),usctheses-c89-332375 (legacy record id)

Legacy Identifier etd-RodioJacqu-8690.pdf

Dmrecord 332375

Document Type Dissertation

Rights Rodio, Jacqueline Trias

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