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Lack of Latinx senior executive service members in a federal government agency

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Lack of Latinx senior executive service members in a federal government agency

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Lack of Latinx Senior Executive Service Members in a Federal Government Agency
by
Mark Anthony Camacho

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

May 2021

© Copyright by Mark Camacho 2021
All Rights Reserved

The Committee for Mark Anthony Camacho certifies the approval of this Dissertation

Helena Seli
Carey Regur
Jennifer Phillips, Committee Chair

Rossier School of Education
University of Southern California
2021

iv

Abstract
Federal government agencies continue to face a growing challenge to increase Latinx
representation at the Senior Executive Service (SES) level. This study employed the Clark and
Estes (2008) gap analysis conceptual framework to examine the knowledge, motivation, and
organizational (KMO) influences that serve as barriers to the underrepresentation of Latinxs in
SES level roles. The study employed a qualitative method to examine 10 assumed KMO
influences through interviews, document review, and artifact analysis within the Federal
Government Agency (FGA). The stakeholder group included 10 FGA GS-14 and GS-15 Latinx
leaders with various leadership experiences and tenure. Findings confirmed that each of the four
organizational influences as a performance gap. The organizational cultural model and settings
examined present barriers that impede FGA Latinx leaders’ development and promotion to serve
in SES positions. Data analysis further suggest that increased procedural knowledge will
facilitate an improved understanding of the SES application process. A set of recommendations
addressed each of the organizational and knowledge gaps identified in the study. The study also
incorporated an integrated plan to mitigate each of the organizational influence needs and
implement solutions to increase stakeholder’s knowledge.

v

Acknowledgements
My sincere gratitude to the entire USC family for this incredible journey. Thank you to
each of my fellow cohort twelve members for your unlimited encouragement, steadfast support,
and kindness. Thank you to each of my professors for their dedication, inspiration, and tireless
support. I am externally grateful to my dissertation chair and committee members Dr. Jennifer
Phillips, Dr. Carey Regur, and Dr. Helena Seli. Your insight, guidance, and constant affirmation
made this doctoral journey possible. Finally, my deepest appreciation to my family for being at
my side during this entire doctoral journey and helping me achieve my academic goals. Your
sacrifice, patience, and support made this all possible.

vi

Table of Contents
Abstract .......................................................................................................................................... iv
Acknowledgements ......................................................................................................................... v
List of Tables ................................................................................................................................. ix
List of Figures ................................................................................................................................. x
Chapter One: Overview of the Study .............................................................................................. 1
Background of the Problem ................................................................................................ 2
Importance of Addressing the Problem .............................................................................. 3
Organizational Context and Mission .................................................................................. 5
Organizational Goal ............................................................................................................ 5
Description of Stakeholder Groups ..................................................................................... 7
Stakeholder Group for the Study ........................................................................................ 8
Purpose of the Study and Questions ................................................................................... 9
Overview of the Conceptual and Methodological Framework ......................................... 10
Definitions......................................................................................................................... 11
Organization of the Project ............................................................................................... 12
Chapter Two: Review of the Literature ........................................................................................ 13
Advancing Diversity at the Senior Executive Service Level ............................................ 13
Latinx Representation at the Senior Executive Service Level .......................................... 14
Federal Diversity Reform Efforts and Initiatives.............................................................. 16
Latinxs Serving in Senior Executive Service Roles ......................................................... 23
Clark and Estes’ (2008) Knowledge, Motivation and Organizational Influences’
Framework ............................................................................................................ 27

vii

Conceptual Framework ..................................................................................................... 44
Summary ........................................................................................................................... 46
Chapter Three: Methodology ........................................................................................................ 48
Study Questions ................................................................................................................ 48
Overview of Methodology ................................................................................................ 48
Data Collection, Instrumentation, and Analysis ............................................................... 51
Ethics and Role of the Researcher .................................................................................... 59
Chapter Four: Findings ................................................................................................................. 62
Participating Stakeholders ................................................................................................ 63
Research Question One: What is Latinx Leaders’ Knowledge and Motivation Related to
Developing Individual Development Plans that Identify Core Competencies for
Growth in Preparation to Apply for Senior Executive Service Positions? ........... 65
Research Question Two: What is the Interaction between Organizational Culture and
Context of Latinx Leaders’ Developing Individual Development Plans that
Identify Core Competencies for Growth in Preparation to Apply for Senior
Executive Service Positions? ................................................................................ 85
Summary of Knowledge, Motivation and Organizational Influences’ Findings .............. 99
Chapter Five: Discussion and Recommendations....................................................................... 104
Discussion of Findings .................................................................................................... 104
Recommendations for Practice ....................................................................................... 108
Limitations and Delimitations ......................................................................................... 121
Recommendations for Future Research .......................................................................... 122
Conclusion ...................................................................................................................... 123

viii

References ................................................................................................................................... 125
Appendix A: Interview Protocol ................................................................................................. 142
Appendix B: Information Sheet .................................................................................................. 146
Appendix C: Document and Artifact Rubric .............................................................................. 148
Appendix D: Senior Executive Service Application Process Training Topics ........................... 149
Appendix E: Inclusive Leadership Training Topics ................................................................... 150

ix

List of Tables
Table 1: Stakeholder Group’s Performance Goal 9
Table 2: Knowledge Influences 33
Table 3: Motivation Influences 38
Table 4: Organizational Influences 44
Table 5: Data Sources 50
Table 6: Stakeholder Demographics 65
Table 7: Knowledge Assets or Needs as Determined by the Data 67
Table 8: Competencies Referenced by Interview Participants 69
Table 9: SES Application Processes Referenced by Interview Participants 73
Table 10: Developmental Areas Referenced by Interview Participants 76
Table 11: Motivation Assets or Needs as Determined by the Data 78
Table 12: Organizational Assets or Needs as Determined by the Data 86
Table 13: KMO Assets or Needs as Determined by the Data 102

x

List of Figures
Figure 1: Conceptual Framework 46

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Chapter One: Overview of the Study
Federal agencies face a growing challenge to increase Latinx representation at the Senior
Executive Service (SES) level, the most senior positions within the United States federal
government. The SES is a position classification that refers to executive leaders just below
presidential appointees in the United States federal government (Office of Personnel
Management [OPM], 2012). In today's modern and sophisticated world, inclusion and diversity
are becoming increasingly critical (Borrego & Borrego, 2015; Wilson-Burns & Ulrich, 2016).
Despite a growing trend in the United States of federal agencies declaring their commitment to
diversity and inclusion at the most senior leadership levels, the disparity of Latinxs in executive
leadership roles compared to their representation in the civilian labor force remains unchanged
(Anestaki et al., 2019; Feeney & Langer, 2016). According to the Office of Personnel
Management (OPM) SES report that assessed ethnicity trends between 2013 and 2018, Latinx
representation at the SES level remains well below that of other minoritized groups across all
federal agencies (OPM, 2017a). In 2017, Latinxs occupied only 2.8% of all SES level positions
compared to 10% of these positions held by African Americans, 3.5% by Asians, and 80% by
Whites (Federal Workforce Data [FWD], 2018; OPM, 2017a). As the country is becoming more
ethnically and racially diverse, minority groups will make up a significant portion of the growing
federal workforce (Kohli et al., 2011). An example of this increasing trend in the United States is
the exponential growth of the Latinx population. Latinxs are estimated to represent 18% of the
U.S. population and grow to 29% of the total population by 2050 (Colby & Ortman, 2015). Kohli
et al. (2011) emphasized that by 2050, minoritized groups will make up 29% of the SES but will
compose more than 40% of the civil service labor force. Based on the 2050 projections, the most
significant diversity gap in the SES population will be the lack of Latinxs compared to their
2

representation in the civilian labor force (Kohli et al., 2011). These statistics reinforce the
continued failure of diversity policies to alter the composition of leadership teams to reduce the
underrepresentation of Latinx leaders at the SES level. This study explored the factors that
contribute to the continued underrepresentation of Latinx SES members within a particular
Federal Government Agency (FGA) (a pseudonym used to protect the identity of a specific
agency).
Background of the Problem
Disparities between the composition of the overall workforce and the representation of
ethnic minorities in leadership roles persist across United States federal agencies (Anestaki et al.,
2019). Latinxs represent the fastest-growing ethnic group in the United States, which made up
17% of the total American labor workforce (Cohn, 2015; Colby & Ortman, 2015) and 9% of the
federal workforce (OPM, 2017a). Although diversity and inclusion initiatives hold a prominent
place in public domains, the Latinx population remains an underserved group across upper
management levels in the federal government sector, particularly at the SES level (Anestaki et
al., 2019; Government Accountability Office [GAO], 2008).
The rate of Latinxs at the SES level remains stagnant despite the emphasis across federal
agencies to implement diversity programs to remove promotional barriers and increase access to
professional development programs (Anestaki et al., 2019; Doherty et al., 2019). Of the 7,906
SES appointments in 2018, only 2.8% of Latinxs held a position at the SES level compared to
79.3% of Whites in the federal workforce (OPM, 2017a). Additionally, the Latinxs’ rate entering
SES level roles remained at 2.8% between Fiscal Years (FY) 2015 and 2019 (FWD, 2018),
demonstrating no measurable change in recruitment despite diversity programs. According to
Kohli et al. (2011), Latinx representation at the SES level is expected to only reach 6% by 2030
3

despite the fact that the Latinx federal labor force is expected to grow to 23% of the total civil
service workforce in the same time period. The lack of progress highlights a concern regarding
evaluating the impact of diversity initiatives to attract the most qualified and diverse leaders
(Johns, 2013; Kohli et al., 2011).
As government agencies across the nation faced mounting pressure to develop diversity
initiatives to advanced minorities to top leadership positions over the past decade, United States
federal agencies increased attention and resources to integrate ethnic minorities into critical
leadership positions. For more than two decades, the United States government sector focused on
implementing diversity initiatives to improve workplace equity and reduce the gap between the
composition of the labor force and the leadership ranks (Anestaki et al., 2019; Kohli et al., 2011;
OPM, 2017a). As government officials actively engage in practices to provide equitable
opportunities for all employees to advance to higher ranks, diversity initiatives continue to fail to
influence diversity outcomes (Kohli et al., 2011; OPM, 2018a). Federal agencies’ inability to
achieve diversity goals and realize the value of diversity is problematic as Latinxs and other
minoritized groups consistently experience inequalities in pursuing higher-level leadership
positions (Kohli et al., 2011; Sims & Hughes, 2018). The trends and historical context of Latinx
leaders’ struggles to achieve prominence at the SES level are an important aspect to consider
when evaluating Latinxs’ underrepresentation in SES roles.
Importance of Addressing the Problem
Various reasons make solving the problem of Latinxs’ underrepresentation in senior
leadership positions in United States federal government agencies critical. As diversity in the
United States increases, federal agencies will need to develop a leadership team that reflects the
nation’s cultural diversity to adapt quickly to a changing global environment (Anestaki et al.,
4

2019; OPM, 2018a). A diverse workforce increases the talent pool, strengthens decision-making,
improves employee satisfaction, and fosters innovation by incorporating diverse perspectives and
approaches (Hunt et al., 2015; Roberge & Van Dick, 2010; Shore et al., 2009). The lack of
diversity at senior leadership levels creates an uneven playing field to compete for coveted
positions at the federal government's highest management levels. The inability to reduce racial
inequalities at the senior leadership level prevents federal agencies from cultivating the next
generation of diverse leaders, attracting quality talent, and retaining highly qualified Latinx
leaders in support of organizational goals (Borrego & Borrego, 2015; Flores et al., 2011; OPM,
2018a). Reducing cultural divisiveness improves the efficacy of an organization's diversity
efforts, which supports the development of high-performing teams (Cook & Glass, 2015; Sims &
Hughes, 2018; Shore et al., 2009).
The SES represents the uppermost qualified executives who demonstrate superior
leadership skills, serve as change agents, and exhibit a deep understanding of federal policies and
programs (Kohli et al., 2011; OPM, 2012). Established in 1978 under the Civil Service Reform
Act, the SES leads critical positions immediately below presidential appointees and who serve as
an essential link to the federal workforce (OPM, 2017a). As federal agencies’ missions become
more complex, these organizations require a diverse leadership corps that can perform in a
dynamic environment and understand the American public’s sentiments (Anestaki et al., 2019).
The low representation of Latinxs at the SES level does not foster an inclusive working
environment and causes employees to feel undervalued at the organization (Choi et al., 2017).
Federal agencies are most efficient in executing their goals with qualified and motivated
individuals who represent the nation’s diverse population (Choi, 2011; Kohli et al., 2011; OPM,
2018a). The inability to grow diverse leadership teams limits executive-level training
5

opportunities for minorities and restricts Latinxs upward mobility to positions of authority
(Borrego & Borrego, 2015; Flores et al., 2011). The obstacles to top leadership levels for Latinxs
further impact federal agencies’ effectiveness by reducing the number of potential Latinx
mentors and role models (Borrego & Boreggo, 2015; Choi et al., 2017). Although federal
agencies’ response in reforming hiring and promotion practices for SES level positions gained
traction over the past decade (Anestaki et al., 2019; Feeney & Langer, 2016), evidence suggests
Latinxs’ career advancement continues to fall out of step compared to that of other minoritized
groups and Whites (Kohli et al., 2011; OPM, 2016).
Organizational Context and Mission
The Federal Government Agency is a large federal agency that employs over 20,000
people with a wide range of skill sets and backgrounds (FGA, 2019). FGA provides a vital
mission to serve the American people with office locations worldwide and the United States
(FGA, 2019). FGA serves in multiple capacities to support the top priority of protecting the
nation and serving the American people. FGA is a United States agency mandated to enforce the
nation’s laws. The largest demographic at the FGA is White, representing 60% of the workforce
population, followed by Latinxs at 20% (FGA, 2019). The agency’s male population is 70%, and
that of females is 30%.
Organizational Goal
The Federal Government Agency recognizes the importance of building an SES corps
that represents all segments of the agency’s workforce and society. FGA’s goal is to implement
diversity and inclusion strategies to increase the hiring of Latinxs into SES positions by 5%
compared to previous years by FY 2025. A 2011 presidential executive order promulgated
developing a comprehensive diversity and inclusion initiative at each federal agency to address
6

workplace diversity and inclusion (EO 13583, 2011). Following the executive order, FGA
developed an agency-wide inclusive diversity strategic plan to create a diverse workforce
through effective hiring, promotion, and re-occurring education (FGA, 2019). FGA revised the
current diversity and inclusion plan to include specific goals to increase the promotion of ethnic
minorities into SES leadership positions as a top priority. The accountability measures identified
in FGA’s strategic plan encompass outreach strategies to hire an inclusive workforce, enhance
recruitment practices, and foster a diverse and high-functioning workforce (FGA, 2019). The
FGA’s performance in achieving the recruitment goal is monitored annually by the FGA
Diversity Program Office (DPO) and OPM.
Dowd (2005) suggests that organizations that strive for continuous improvement need to
assess operational efficiencies to maintain a competitive advantage and support decision-making.
To evaluate whether the organization is achieving its goal, the DPO uses a benchmarking
strategy to understand the organization’s current performance and obtain valuable knowledge to
improve internal practices to achieve goals. Information derived from benchmarking analysis
supports identifying potential barriers to fair hiring practices or organizational issues that prevent
Latinxs from obtaining the most senior leadership levels. FGA’s ability to reach the recruitment
performance goal requires evaluating how current strategies create or obstruct pathways for
minority groups to advance at the same rate as their White counterparts (Kohli et al., 2011;
Reece & Hardy, 2017). Developing sound approaches that focus on increasing ethnic minority
recruitment requires understanding the perspectives of the groups most impacted by the current
organizational environment and the challenges associated with securing higher-level leadership
positions (Creswell & Creswell, 2018; Johnson & Christensen, 2015). The continued
underrepresentation of Latinxs in critical leadership positions across FGA merits a robust
7

strategy to strengthen the organization’s credibility and sustain a diverse workforce
representative of the nation.
Description of Stakeholder Groups
Several different stakeholders account for improving the rate of Latinxs hired into SES
level positions at FGA. The primary change agents that support achieving a 5% increase in
Latinx recruitment to SES positions by FY 2025 are the diversity office administrators, Latinxs
who hold SES-level positions, and Latinx leaders at the GS-14 and GS-15 levels in the FGA. The
diversity office administrators are primary stakeholders in advancing diversity-related initiatives
by developing robust strategies to build an inclusive work environment. The diversity office’s
purview encompasses allocating adequate resources to recruit minority leaders, increasing
executive-level position applicant pools to include various ethnic groups, and monitoring
progress towards achieving diversity goals. Latinx leaders who obtained SES level positions
contribute to the organization’s goal by developing, recruiting, and mentoring the future
generation of Latinx leaders. Latinxs in SES positions serve as the leading agents in intensifying
diversity efforts to reach the recruitment goal by maximizing employee performance, cultivating
an inclusive workplace, and mentoring Latinx leaders in their pursuit of SES positions. Latinx
leaders at the GS-14 and GS-15 levels with the potential to become qualified to pursue SES level
positions benefit from the performance goal by the development of an inclusive workplace that
creates a pathway to the highest echelons in the organization. These GS-14 and GS-15 Latinx
leaders serve in a higher-level capacity, such as a senior supervisor, typically hold advanced
degrees, and are considered high-level technical specialists (Kohli et al., 2011). Latinx leaders
seeking executive-level leadership positions contribute to reaching the recruitment goal by
8

increasing their efforts to seek new opportunities, develop essential skills, and challenge
themselves to complete SES level developmental programs.
Stakeholder Group for the Study
While a complete analysis would consider all stakeholders’ contributions to FGA’s
ability to achieve the goal of increasing Latinx recruitment by 5% to SES roles by 2025, only one
stakeholder group was selected as the focus of this study. This study focused on FGA GS-14 and
GS-15 Latinx leaders and their capacity to achieve their individual development goals in
preparation for pursuing SES level positions. The OPM considers the GS-14 and GS-15 level as
a top-level supervisory position that serves as the feeder ranks to SES level positions (OPM,
2017a). Latinx leaders with the experience and leadership acumen to pursue an SES level
position are ideal participants due to their perspectives and experiences related to the
phenomenon reviewed in this study. Focusing on GS-14 to GS-15 Latinx leaders is critical to
identifying variables in Latinx leaders’ underrepresentation in essential leadership positions.
Understanding this stakeholder group’s experiences provides insight into barriers, attitudes, and
cultural influences that impact the organization’s ability to achieve this performance goal. As the
primary stakeholder group for this study, Latinxs leaders’ competencies explored were their
ability to complete an SES development program and incorporate an Individual Development
Plan (IDP) that provides a framework to achieve professional development goals. The
stakeholder goal is for 10% of FGA Latinx leaders (GS-14 & GS-15) to develop IDP’s that
identify core competencies for growth in preparation for applying to SES level positions. The
stakeholder group’s failure to accomplish this goal will perpetuate Latinx leaders’
underrepresentation. Table 1 provides the organizational mission, organizational performance
goal, and stakeholder goal for this study.
9

Table 1
Stakeholder Group’ s Performance Goal
Organizational Mission
The mission of the Federal Government Agency (FGA) is to support and defend the American
people and nation against potential threats.
Organizational Performance Goal
By Fiscal Year 2025, FGA will implement diversity and inclusion strategies that increase
hiring among FGA Latinxs into SES positions by 5% as compared to previous years.
Stakeholder Goal
By Fiscal Year 2025, 10% of FGA Latinx leaders (GS-14 to GS-15) will develop individual
development plans that identify core competencies for growth in preparation to apply for SES
level positions.

Purpose of the Study and Questions
This study explored how the FGA can implement diversity and inclusion strategies that
increase hiring among FGA Latinxs into SES positions by 5% by Fiscal Year 2025. While a
complete evaluation project would focus on all FGA stakeholders, for practical purposes, the
primary stakeholders in this analysis were FGA Latinx leaders at the GS-14 and GS-15 levels.
The analysis focused on FGA Latinx leader’s knowledge, motivation, and organizational
influences related to completing an SES level developmental plan that identifies core
competencies for growth in preparation to apply for SES level positions.
The questions that guided this study are the following:
10

1. What are Latinx leaders’ knowledge and motivation related to developing individual
development plans that identify core competencies for growth in preparation to apply for
SES positions?
2. How does organizational culture and context impact Latinx leaders’ knowledge and
motivation as it relates to developing individual development plans that identify core
competencies for growth in preparation to apply for SES positions?
3. What are the knowledge, motivation, and organization recommendations for FGA to
support Latinx leaders’ efforts to develop individual development plans that identify core
competencies for growth in preparation to apply for SES positions?
Overview of the Conceptual and Methodological Framework
The framework for this problem of practice is the Clark and Estes (2008) gap analysis.
The gap analysis approach is a structured methodology to help organizations identify gaps
between observed and expected performance outcomes (Clark & Estes, 2008). The focus of the
gap analysis is to improve organizational performance to achieve goals and assess organizational
stakeholders’ knowledge, motivation, and organizational influences on achieving goals. The gap
analysis framework describes the three main factors that contribute to work performance as the
individuals’ knowledge and skills, motivation to achieve specific goals, and organizational
environment (Clark & Estes, 2008). The elements described by Clark and Estes provide a
theoretical model to analyze Latinx underrepresentation at the SES level in FGA, which will be
further reviewed in Chapter Two. This study incorporated a qualitative data collection via
individual interviews and document analysis.

11

Definitions
Diversity and Inclusion
Critical elements in an organization's recruitment, cultural, and retention strategies to
foster a workplace in which all members are treated equitably and fairly (Sims & Hughes, 2018).
General Schedule (GS)
The GS is a pay scale for federal employees that consist of grade levels between GS-1
and GS-15 (OPM, 2018b).
Latinx(s)
A gender-inclusive population with a similar cultural heritage from members of the Latin
American cultural or ethnic identity in the United States (Salinas & Lozano, 2017).
Minoritized Group
Refers to a group of people that differ in some capacity from the majority of the
population, relative to their numbers in the general population (Page et al., 2013)
Office of Personnel Management (OPM)
Serves as the chief human resources agency for all federal government agencies (OPM,
2018b).
Organizational Culture
Represents a pattern of behaviors, perspectives, norms, underlying assumptions, and
beliefs about an organization and its environment (Cummings, & Worley, 2014; Schein, 2010)
Senior Executive
Senior executive or SES refers to career senior-level executive positions within the
corporate or federal service. The SES includes executive leadership positions classified above
the General Schedule (GS) grades in the federal government (OPM, 2012).
12

Organization of the Project
This dissertation is organized into five chapters. Chapter One introduced the issues
associated with the underrepresentation of Latinxs in SES roles in the FGA. This chapter
included a description of the organizational goals, stakeholders, and the questions that guide the
study. The next chapter provides a literature review related to Clark and Estes’s (2008)
knowledge, motivational, and organizational (KMO) framework and gap analysis related to the
lack of Latinxs in SES positions. Chapter Three examines the methodological design, review of
data collection methods, and an explanation of ethical considerations. Chapter Four presents the
findings from the assessment and analysis of the qualitative data collected. Chapter Five
concludes the study with recommended solutions based on the data collected, implications,
limitations of the study, and future research opportunities.

13

Chapter Two: Review of the Literature
Chapter Two provides a comprehensive review of literature related to Latinx
advancement to SES positions. The chapter begins with a history of Latinxs serving in SES level
roles, diversity efforts, and the functions required of SES leaders. The chapter further provides a
review of relevant research related to diversity programs’ impact on creating ethnically and
racially diverse SES leadership corps. After describing the effects of diversity programs, the
chapter reviews social science research associated with increasing Latinxs’ representation at the
SES levels, implications of the lack of Latinxs in SES roles, and barriers for Latinx leaders.
Chapter Two continues with a comprehensive review of the Clark and Estes (2008) gap analysis
framework and the knowledge, motivational, organizational influences affecting Latinx's ability
to develop IDP’s that identify core competencies for growth in preparation to apply for SES level
positions. The chapter culminates in an in-depth review of the study’s conceptual framework.
Advancing Diversity at the Senior Executive Service Level
Increasing minoritized groups’ opportunities to promote to the civil service’s upper
echelons stems from diversity reform initiatives and recognition of the broad range of benefits of
a diverse workforce (Choi, 2011; Reece & Hardy, 2017; Wilson-Burns & Ulrich, 2016). The
constant change in workforce demographics, such as the exponential rise of minoritized groups
in the workplace, shifted the perspective of federal agencies to evaluate how to manage, develop,
and integrate a diverse workforce at all levels (Feeney & Langer, 2016; Wilson-Burns & Ulrich,
2016). Government agencies recognized how the lack of diversity at the SES level impacted
public perception, contributed to lower employee engagement, and reduced organizational
performance (GAO, 2008; Valdez et al., 2018). To increase the number of minoritized groups in
SES level positions, Congress promulgated OPM to establish the Senior Executive Service
14

Resource Office (SESRO) to improve recruiting efforts, increase accountability, and develop
policies to increase diversity at the SES level (Senior Executive Service Diversity Assurance
Act, 2008). In response to the congressional mandate, the SESRO implemented targeted
recruitment strategies to attract candidates of diverse backgrounds, overhauled the SES process
used to select and certify potential candidates, and developed baseline metrics to track progress
(GAO, 2008). In conjunction with the SESRO objectives, OPM took steps to enhance employee
perceptions of the SES by encouraging more robust engagement with current SES leaders and
increasing the appeal of SES to promote a broader range of candidates (GAO, 2008). Efforts to
increase diversity at the SES level further contributed to specific initiatives to promote Latinxs in
SES level roles.
Latinx Representation at the Senior Executive Service Level
Implementation of diversity initiatives that support Latinx advancement to higher-level
positions evolved in various capacities over the past 20 years (Anestaki et al., 2019; Kohli et al.,
2011; OPM, 2018a). The current composition of the SES reveals a significant diversity gap
between minoritized and Caucasian groups. Latinx representation in the SES remains at 2.8% in
2018 compared to 79.3% of Whites in the federal workforce (OPM, 2017a). Latinxs inability to
advance indicates underlying problems associated with implementing, prioritizing, and
maintaining accountability to legislative diversity requirements (Burns & Ulrich, 2016; Laurent
et al., 2017; Oberfield, 2016). In response to the evolving cultural landscape, a 2017 joint memo
by OPM and the Equal Employment Opportunity Commission (EEOC) urged the development
of a federal agency committee to analyze all federal agencies’ Latinx hiring practices, complete
an independent study on Latinx SES recruitment, and explore best practices to develop potential
Latinx candidates for higher leadership positions (OPM, 2016). The attention generated by the
15

joint memo provided a means to evaluate the gap between diversity initiatives, leadership
development programs, and level of commitment from agency leadership. In partnership with the
Hispanic Council of Federal Employment, OPM continued efforts to increase Latinx
representation by implementing strategic priorities to remove promotional barriers for GS-12 to
GS-15 leaders to reach SES level positions and enhance candidate development programs to
prepare future Latinx leaders (OPM, 2016). The Office of Personnel Management initiated
government-wide outreach programs to promote career pathway developmental programs for
recent minority graduates and cultivated partnerships with Latinx serving organizations and other
minority-serving institutions (OPM, 2016). The Office of Personnel Management further
contributed to the advancement of minoritized groups by supporting the development of post-
hiring assessments to measure recruitment and outreach efforts (OPM, 2016). Latinx
representation at the SES level remains a priority for government agencies, but trends over the
past two decades reflect inherent obstacles to make significant progress.
Latinx Employment Trends in Federal Government Agencies
While the Latinx workforce expands across federal agencies, other trends reveal
significant gaps in reaching diversity outcomes. Latinx growth in the federal workforce grew
from 6.5% in FY 2000 to 8.9% in FY 2017, representing a steady increase in Latinxs entering the
federal workforce (OPM, 2019). Despite this growth, data trends show that Latinxs’ hiring
remains lower than that of Whites and other minority groups (OPM, 2016). Based on OPM data,
Latinxs hold only 3% of higher-level management positions (GS-13 to GS-15) across 75 federal
agencies despite representing 8% of the federal workforce (FWD, 2018). Additionally, Latinx
representation at the GS-14 and GS-15 grade levels declined from 3.3% in FY 2015 to 3% in FY
2019 (FWD, 2018). At the SES level, the number of Latinx new hires decreased from 4.1 % in
16

FY 2015 to 3.3% in FY 2016.
Data for Latinxs in FGA reflect similar trends as the rest of the federal government.
Latinxs’ representation in FGA increased from 16.5% in FY 2007 (FGA, 2008) to 22.3% in FY
2019 (FGA, 2020). Although the data reveals a steady increase in the Latinx population between
FY 2007 and FY 2019 within FGA, representation at the SES level for Latinxs marginally
increased from 5.4% in FY 2007 (OPM, 2016) to 7.9% in FY 2018 (FWD, 2018). Latinx
representation in the permanent federal workforce and SES level demonstrates the continued
struggle to eradicate barriers to advance to higher-level leadership positions.
Federal Diversity Reform Efforts and Initiatives
Since the Civil Rights Act of 1964, diversity and affirmative action legislation continues
to alter the federal workforce’s composition (Choi, 2011; Kalev et al., 2006). Regarding
employer-employee relationships and public employment, Title VII established legislation to
eradicate discrimination and unfair treatment in the workplace (Kugele et al., 2017). Under Title
VII, employees in both the public and private sectors remain protected from disparate or
discriminatory actions based on specified characteristics (Civil Rights Act, 1964). Title VII
remains the foundation of diversity and inclusion initiatives in the federal government (Kugele et
al., 2017). Similarly, affirmative action programs created additional opportunities for minoritized
groups or individuals in a protected status, such as Latinxs (Kalev et al., 2006). Affirmative
action plans contributed to overcoming barriers against ethnic minorities, women, and other
protected groups by diversifying organizations and providing a fair advantage to compete for
critical positions (Kalev et al., 2006). A new precedent in promoting diversity and equality in the
workplace emanated with Executive Orders 13171 and 13583.
17

President Clinton demonstrated the government’s continued commitment to intensifying
diversity efforts by signing Executive Order 13171. Singed in October of 2000, the order
promulgated the directive to expand Latinx representation in the federal workforce to include
specific outreach efforts to increase the number of Latinxs in SES level positions (EO 13171,
2000). Based on OPM data, the initiatives outlined by the order failed to close the gap in the
number of Latinx SES serving in SES roles across federal agencies (OPM, 2016). In August of
2011, President Obama issued Executive Order 13583, which established a government-wide
initiative to promote diversity and inclusion across the federal workforce (EO 13583, 2011). The
order directed all federal agencies to implement diversity and inclusion initiatives to bring in a
diverse perspective that represented all segments of society (EO 13583, 2011). In alignment with
the order, OPM and EEOC developed directives for all federal agencies to implement diversity
programs based on three goals of workforce diversity, workplace inclusion, and professional
development (OPM, 2018a). Continued efforts to address the challenges associated with building
a diverse SES workforce resulted in a presidential executive order to overhaul and strengthen the
health of the SES (EO 13714, 2015). This order outlined reforms to recruitment practices,
development for future SES members, and streamlining the SES hiring process (EO 13714,
2015). The strategies outlined in the executive order and directives aim to intensify efforts to
reduce the disparities between minoritized groups across the federal workforce and in senior
leadership positions. Although the diversity reform efforts exhibited varying results over the
years, the significance of the impact made on cultural diversity extends into every facet of
American work-life (Crumpacker & Crumpacker, 2008; Doherty et al., 2019).
Growing Trend of Institutional Diversity Programs
As demographic changes in the nation’s workforce population expand, the trend of
18

diversity and inclusion programs across organizations becomes more prominent (Wilson-Burns
& Ulrich, 2016). Increased attention to workplace inclusion and integrating minoritized groups
materialized to reduce discrimination and remove promotional barriers (Shore et al., 2018). In a
2018 survey conducted by the Boston Consulting group examining 100 U.S. companies, more
than 75% of the organizational leaders stated that diversity is gaining momentum in their
workplace (Lorenzo et al., 2018). Organizations also recognized the need to create a diverse
workforce to attract and retain a talented workforce. Based on a survey of job seekers, 67%
viewed workplace diversity as an essential factor to consider in their job search (Glassdoor,
2014). The same study revealed 70% of Latinxs consider diversity important when evaluating
organizations. While corporations acknowledge the ramifications of not addressing workplace
diversity, federal government agencies are particularly vulnerable to diminished legitimacy, in
the American public’s view, by not building a workforce that represents the social makeup of the
nation (Liggans et al., 2018).
In the past decade, federal government agencies adopted a focused philosophy intended
to promote the value of workforce diversity and dramatically increased efforts to implement
robust initiatives to remove perceived and actual barriers for marginalized groups (Jin et al.,
2017; OPM, 2017a). Federal government agencies responded by creating new positions that
focused on achieving diversity goals, implementing targeted recruiting programs, and developing
leadership training programs (Doherty et al., 2019; Feeney & Langer, 2016). The growing
momentum to incorporate robust diversity programs further increased attention to creating
development programs to support diversity initiatives. The changing makeup of workforce
demographics pushed the federal government to intensify efforts to integrate and recognize
minoritized groups in leadership positions to enhance diversity initiatives (Cook & Glass, 2015).
19

Influence of Diversity Programs and Initiatives
Diversity programs changed the American workforce’s landscape and the way
organizations assumed responsibly for building inclusive work environments (Feeney & Langer,
2016). Diversity is now a common theme embedded in everyday culture across industries and
public sector organizations (Jin et al., 2017; Reece & Hardy, 2017). Over the past decade, a
noticeable shift in perspectives regarding the value of broadening perspectives in the workforce
reflects the growing influence of diversity and inclusion programs. Reece and Hardy (2017)
emphasized that diversity is no longer seen as social responsibility but is a strategic priority to
remain competitive in a rapidly evolving global environment. The evolution of organizational
diversity cultures reflects the increased attention and value of advocating groups that historically
faced inequalities and discrimination in the workplace.
The benefits of diversity expand across numerous organizational competencies, such as
increased innovation, higher employee engagement, and improved performance outcomes
(Oberfield, 2016; Wilson-Burns & Ulrich, 2016). According to a 2017 McKinsey & Company
workplace diversity study of 1000 companies, organizations with more diverse executive teams
were 21% more likely to outperform on profitably (Hunt et al., 2018). Organizations recognize
the growing evidence that suggests diversity and inclusion predict employee engagement,
workplace performance, and innovation (Jin et al., 2017). The impacts of diversity initiatives
further contributed to expanding developmental programs for minoritized groups, mentorship
programs, and support programs (McCarty Kilian et al., 2011). Ethnic diversity, particularly in
senior executive roles, correlates with improved organizational achievement, attracting quality
talent, and elevating employee satisfaction (Crumpacker & Crumpacker, 2008; Jin et al., 2017).
20

Effects of Diversity on Organizational Performance and Outcome Benefits
Growing evidence suggests organizations that understand the value of executive teams
representative of the workforce and social demographics often perform at higher levels and
exhibit fewer cultural biases (Reece & Hardy, 2017; Wilson-Burns & Ulrich, 2016). A strong
statistical relationship exists between a more diverse leadership team and organizational
performance (Jin et al., 2017; Reece & Hardy, 2017). Evidence suggests that organizations that
lack diverse executive teams, do not expand promotion and recruiting opportunities for
historically excluded groups, or undervalue diversity programs are 29% less likely to remain
profitable (Hunt et al., 2018). Similar studies reveal that the integration of minority groups in
executive roles supports creating a culture of innovation, improved employee engagement, and
improved performance delivery (Jin et al., 2017; McCarty Kilian et al., 2005; Oberfield, 2016).
Based on a 2017 McKinsey and Company study, executive teams comprised of women and
ethnic groups were 33% more likely to outperform performance expectations compared to their
peers (Hunt et al., 2018). The relationship between diversity and organizational effectiveness
further expands to how organizations establish positive diversity climates that represent their
commitment to diversity (Oberfield, 2016).
Employees’ expectations of their organization’s commitment to diversity and perceptions
of diversity-related policies influence the organizational diversity climate. As organizations
evolve, their diversity climates impacts workforce cohesion, job satisfaction, and commitment to
the organization, which ultimately affect performance (McKay et al., 2009; Oberfield, 2016).
Based on the premise that diversity climate serves as a mediator to business performance,
diversity coincides with higher achievement, employee engagement, and an inclusive work
environment (McKay et al., 2009; Soni, 2000). Ethnic representation at the highest levels of an
21

organization further suggests a link between diversity and organizational performance. Hunt et
al. (2018) emphasized ethnically diverse boards and executive teams strongly correlate to
increased innovation, improved work environments, and less attrition of ethnic leaders.
Successful efforts to increase diversity at senior leadership levels encompass integrating
effective strategies to promote positive organizational cultures that influence employee
perceptions and attitudes.
Promising Practices and Initiatives
Organizations that demonstrate success in obtaining diversity outcomes share common
characteristics in removing barriers, including leadership commitment, investing in human
capital, and providing growth opportunities (Johns, 2013; McCarty Kilian et al., 2005).
Empirical evidence points out that meaningful diversity policies championed at the highest
leadership levels achieve far greater results than those implemented without accountability or
oversight (Jin et al., 2017; McCarty Kilian et al., 2005). Leadership commitment involves a wide
range of functions to advance diversity initiatives such as collaborating across agencies,
championing policies that reduce discrimination, and shifting cultural norms to align with
diversity strategies (Johns, 2013; McCarty Kilian et al., 2005). Organizations that succeed in
building effective diversity strategies demonstrate an ability to establish a clear vision that
emphasizes leadership accountability to improve performance outcomes (McCarty Kilian et al.,
2005). Organizations that experience substantial improvements in changing workforce
demographics further emphasized increased attention to human capital strategies.
As Latinxs and other ethnic populations continue to fill critical positions within the
federal workforce, emphasis on human capital strategies supports maximizing the benefits of
integrating diverse talent. The vastness of skills required to perform a multitude of executive
22

levels functions across federal agencies involves the development of targeted recruitment
strategies that attract top talent. Evidence suggests that focused recruitment programs that align
with diversity objectives improve diversity in organizations (Liggans et al., 2018; Skaggs &
Kmec, 2012). The OPM developed recruitment best practices for federal agencies that include
improving outreach efforts for SES opportunities, developing long-term recruitment plans to
attract diverse candidates, and partnering with external agencies to leverage best practices (OPM,
2017a). Kohli et al. (2011) argued successful recruiting strategies begin at the senior leadership
level (GS 13-15) to introduce a core of qualified candidates to develop in preparation for higher-
level leadership roles. Support in closing the diversity gap involves developing Latinxs and other
underrepresented groups in the early stage of their career by enhancing recruiting efforts to
attract talented candidates, recruitment into internship programs, and fellowship programs
(Johns, 2013; Kohli et al., 2011).
Limitations of training and development opportunities contribute to the persistent gap of
minoritized groups in executive-level positions (McCarty Kilian et al., 2005). A dependent factor
in removing historically discriminatory practices that impede promotional opportunities for
minoritized groups involves the presence of a discernable pathway to developing the skills and
technical aptitude to remain competitive for executive-level roles (Skaggs & Kmec, 2012). Based
on OPM data between FY 2012 and FY 2015, only 8.1% of 3,248 new SES hires completed an
executive-level candidate development program (OPM, 2017b). McCarty Kilian et al. (2005)
asserted that proactive development of succession plans, career developmental programs, and
individual career planning for high potential minoritized employees correlate to increased
promotional opportunities to senior leadership levels. Effective candidate development plans
incorporate a broad range of challenging leadership experiences and promote development in
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SES level core competencies (OPM, 2018a). Assignments for Latinxs, particularly in leadership
positions, support developing critical leadership competencies needed to serve in SES level roles.
Latinxs Serving in Senior Executive Service Roles
The organizational benefit of robust inclusion programs remains prominent across
industries, but meaningful or useful action continues to lag (McCarty Kilian et al., 2005;
Oberfield, 2016). While federal government leaders recognize the benefits of heterogeneity in
executive-level positions (Jin et al., 2017; OPM, 2018a), the persistent trend of the
underrepresentation of minoritized groups remains widespread (Blancero et al., 2018; McCarty
Kilian et al., 2005). Based on the 2018 OPM Annual Hispanic Employment Report, Latinxs
hiring rate to SES positions across federal agencies continues to decline (OPM, 2018a). The
resignation rate for Latinxs in the federal government grew to 8.9% in FY 2016 compared to
8.2% in FY 2015, which accounts for another downward trend (OPM, 2018a). The recent trends
reveal critical disparities for Latinxs across the federal government to include decreased hiring at
the SES level and lower retention rates. Minority presence in critical leadership roles is needed to
reduce the vast ethnic disparities at the SES level (Burke & Ng, 2006; Flores & Matkin, 2014).
Empirical evidence asserted Latinx leadership is needed to alter the downward trend of Latinx
representation in SES roles through their contributions to champion training programs,
mentorship of future leaders, and support in removing barriers that prevent minoritized groups
from advancing (Cook & Glass, 2015; Flores & Matkin, 2014; Konrad, 2003).
Latinx Career Development
The expectations of SES leaders’ level of institutional knowledge and leadership
experience go far beyond the traditional competencies expected of lower-level leadership
positions. SES level positions require superb business acumen, political influence, proven
24

leadership ability, and experience leading change (OPM, 2018a). According to Kohli et al.
(2011), progression into SES level roles for Latinxs requires dedicated institutional programs
that support continuous growth, provide assignments that facilitate critical skills development,
and establish mentorship programs. Based on a study involving 800 U.S. firms, proactive
training programs resulted in a 4% increase of minoritized groups into leadership positions over
five years (Kalev et al., 2006). Candidate development programs aimed at building leadership
skills and technical expertise provide valuable developmental opportunities to compete for SES
positions (Kohli et al., 2011; OPM, 2016). Organizations that proactively develop internal
candidates for executive leadership positions find more significant achievement in increasing
hiring rates to SES level positions (Kohli et al., 2011).
Opportunities to participate in challenging assignments that develop skillsets and core
competencies required for higher-level leadership posts remain critical to marketability amongst
minority groups (McCarty Kilian et al., 2005). According to OPM (2016) report, approximately
half of all SES positions will be filled internally, which indicates a need to develop internal
candidates in preparation for these opportunities. Based on a study of 821 newly appointed SES
members, 85% stated formal developmental training and rotational assignments prepared them
for advancement to SES level roles (OPM, 2017b). Data trends make for a strong case to support
internal candidates by providing active mentoring, encouragement to participate in SES
developmental programs, and promoting networking opportunities to prepare for SES roles
successfully (Kohli et al., 2011). Federal agencies can find a balance between diversity initiatives
and developing Latinxs to compete for limited SES roles.
Implications of Failing to Increase Latinx Representation in SES Level Roles
As the federal government’s Latinx workforce continues to grow, the downward trend in
25

these workers’ securing SES level positions suggests far more significant implications. The lack
of Latinxs in SES roles introduces challenges in changing cultural norms, supporting diversity
initiatives, and effectively managing a diverse workforce (Burke & Ng, 2006; Flores & Matkin,
2014). Blancero et al. (2018) demonstrated that minority leaders have strong cultural and
political influences to shift paradigms within organizations. Minority leaders influence
perceptions by educating other leaders on cultural norms and changing societal trends, creating
awareness of microaggressions, and supporting retaining and recruiting a diverse workforce
(Blancero et al., 2018; Cook & Glass, 2015). As federal agencies evaluate their diversity
strategies, it is essential to consider the support level required to implement and champion these
policies.
According to Cook and Glass (2015), leaders who are members of ethnic minority groups
provide greater support for diversity programs and goals than their White counterparts. Minority
leaders improve diversity outcomes by providing unique perspectives, increased commitment to
diversity goals, and implementing innovative practices (Cook & Glass, 2015). Specific diversity
initiatives, such as enhancing recruitment efforts, also benefit from the support of ethnic leaders,
particularly in promoting and increasing marketing efforts to recruit and promote Latinx leaders
(Hunt et al., 2018; Wilson Burns & Ulrich, 2016). The absence of ethnic leaders contributes to
the continued failure of diversity policies to increase Latinx representation at the SES level,
leading to increased public scrutiny and negative perceptions of federal government agencies
(Hoyt & Simon, 2016; Sungchan & Soyoung, 2016).
The ability to manage a diverse workforce is a central to effectively meeting the
American public’s needs. The consequences of a lack of Latinxs in executive roles include this
population’s decreased job satisfaction and engagement in the workforce, which influences the
26

quality of service provided to the public (Kohli et al., 2011). Choi (2011) pointed out that less
diverse organizations lead to higher absences in the workplace, reduced motivation to provide
services, and less commitment to meet job requirements. A lack of diversity at the leadership
levels suggests an inability of the organization to effectively address cultural and ethnic
differences, which influences the American public confidence in its ability to execute its core
functions (Anestaki et al., 2019; Choi, 2011).
Barriers and Challenges for Latinx Leaders
Latinxs face several organizational and societal barriers that reduce the likelihood of
acquiring a top leadership position in the federal government. Latinx leaders face far more
significant workplace challenges not experienced by their White counterparts, such as
stereotyping, biases, and a shortage of available mentors (Flores & Matkin, 2014; McCarty
Kilian et al., 2005; Valdez et al., 2018). Unjust treatment due to stereotypes and implicit biases
remains prevalent across organizations (Blancero et al., 2018; Cook & Glass, 2015; Flores &
Matkin, 2014). Bias behaviors, or societal stereotypes, impact racial and ethnic minority groups
to receive fair treatment or access to the same promotional opportunities as Whites (Flores &
Combs, 2013). In a study conducted by the Pew Research Center, more than 58% of Hispanics
reported discrimination or unfair treatment due to their skin color in the workplace; in contrast,
Whites more than 67% reported never having experienced any form of discrimination (Horowitz
et al., 2019). Ample research found that Latinx leaders, and other ethnic groups, are viewed less
favorably for advancement because they do not fit a preconceived perception of a prototypical
leader or are believed not to be a right fit (Blancero et al., 2018; Cook & Glass, 2015; Hoyt &
Simon, 2016). Other organizational studies found evidence of perceived ethnic limitations, such
as being less socially adept, less qualified, and distrust (Blancero et al., 2018; Flores & Combs,
27

2013, Hoyt & Simon, 2016). The preference for promoting Whites to executive ranks based on
preconceived societal biases inevitably leads to substantially lower Latinx promotional rates
(Blancero et al., 2018; Flores & Combs, 2013). Integrating minority groups at leadership levels
reduces the impacts of stereotypes and other discriminatory practices (Soni, 2000). The difficulty
in reaching executive leadership positions for Latinxs also arises due to the lack of mentors.
Mentorship provides a means to overcome the barriers associated with upward mobility
by finding inspiration from those who overcame obstacles to achieve success (Flores & Matkin,
2014). Mentors provide a feeling of inclusiveness, unique perspectives to overcome barriers, and
support when faced with adversity (Johns, 2013; Randel et al., 2018). The significant gap in
Latinx representation at the SES level leads to a lack of available mentors for aspiring Latinx
leaders. According to the OPM study of 821 newly appointed SES members, 82% considered
mentoring an essential factor in obtaining SES level roles (OPM 2017b). The unavailability of
Latinx mentors affects career progression due to significantly less mentoring to advance critical
skills and lower self-efficacy as compared to White counterparts (Johns, 2013; McCarty Kilian et
al., 2005). The continued underrepresentation of Latinxs in SES roles creates a significant gap in
available mentors that share the same cultural background to instill needed wisdom to navigate
complex systems and environments.
Clark and Estes’ (2008) Knowledge, Motivation and Organizational Influences’
Framework
The Clark and Estes (2008) gap analysis framework is an evidence-based, analytical
framework that systemically identifies gaps in an organization’s targeted performance levels and
its actual performance level. Closing the gap between actual performance and desired future state
helps to meet organizational and stakeholder performance goals. The Clark and Estes (2008) gap
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analysis model involves adhering to a multi-step process that includes (a) establishing key
business goals, (b) identifying performance gaps, (c) diagnosing potential causes to performance
gaps that impede goal attainment, (d) identifying knowledge, motivational, and organizational
influences related to performance gaps, and (e) assessing progress and results. The problem-
solving approach supports closing performance gaps to improve organizational performance.
Clark and Estes (2008) described three critical performance influences to analyze as part
of the framework that affects organizational achievement. The first factor is examining the
knowledge and skills related to the intended performance goal (Clark & Estes, 2008). Anderson
and Krathwohl (2001) described four types of knowledge as factual, conceptual, procedural, and
metacognitive information. The second factor is the motivation of stakeholders to achieve the
performance goal. According to Elliot et al. (2017), attribution, expectancy-value, and self-
efficacy factors influence stakeholder motivation. The third factor relates to organizational
barriers, such as processes, resources, or structures, that prevent performance goal attainment.
The final factor examined considers both the cultural models and settings that pertain to FGA.
FGA Latinx Leaders Knowledge, Motivation and Organizational Influences
This study implemented the Clark and Estes (2008) gap analysis process to evaluate the
KMO influences to assess how 10% of FGA Latinx leaders can develop IDP’s by FY 2025. The
framework provided a methodological approach to identifying stakeholder performance gaps to
improve performance and evaluate KMO influences to determine effective strategies to meet the
organizational goals.
Knowledge Influences
Understanding FGA Latinx leader’s level of knowledge and skills in the context of
advancing to SES level positions is a critical step to address performance gaps and areas of
29

deficiencies. Clark and Estes (2008) described interdependence between people’s knowledge of
how to achieve a performance goal and the organization’s ability to reduce gaps in performance.
The level of knowledge and skills needed to have 10% of FGA Latinx leaders complete IDP’s to
develop the necessary competencies to achieve an SES level position is a critical step to
overcome performance gaps. Understanding the barriers associated with stakeholders’
knowledge and skills requires an in-depth exploration of the different types of knowledge
influences.
Anderson and Krathwohl (2001) described four types of knowledge associated with
stakeholders’ ability to achieve an objective: factual, conceptual, procedural, and metacognitive
information. Factual and conceptual knowledge are collectively known as declarative
knowledge, which involves knowledge of theories, principles, and facts needed to complete a
specific objective or goal (Elliot et al., 2017). Factual knowledge consists of the basic elements,
terminology, and details required to understand and solve problems within a domain. Conceptual
knowledge is a deeper understanding of the patterns and relationships among principles, theories,
and models (Anderson & Krathwohl, 2001). Procedural knowledge consists of the collection of
skills, procedures, and steps to complete a task (Anderson & Krathwohl, 2001). Metacognitive
knowledge is awareness of one’s cognition as a learner and the reciprocal relationship between
the ability to understand and perform a given task (Anderson & Krathwohl, 2001). This study
explored how declarative, procedural, and metacognitive knowledge dimensions affect Latinx
leader’s ability to successfully assess their capabilities to advance to SES level positions and
develop IDP’s.
30

Knowing the Skillsets and Requirements to Advance
Latinx leaders’ ability to be competitive and obtain SES level positions requires
conceptual knowledge of the declarative dynamics related to the skillsets and requirements to
advance in the organization. Latinx leaders that intend to apply for SES level positions need to
understand the expectations, competencies, and skills to remain competitive. Achieving the goal
requires Latinx leaders’ knowledge of the core competencies required of SES positions and
technical skills needed to reach minimum qualification standards (Breaugh, 2013). As
individuals advance in their careers, the selection process shifts from a focus on hard skills, such
as writing or technical ability, to soft skills, such as leadership and problem solving (Muff,
2012). Growing Latinx leaders need to know the professional requirements expected of future
SES leaders to develop useful IDP’s to make themselves competitive for SES roles.
Latinxs leaders’ ability to advance to senior executive-level positions depends on their
understanding of the foundational skills and professional development requirements. The Office
of Personnel Management (2012) requires competence in five executive core qualifications
(ECQs) to achieve success in SES roles: leading change, having business acumen, being results-
driven, leading people, and building coalitions. According to OPM guidance, SES candidates
must complete an SES level IDP with a minimum of 80 hours of formal training and four months
of development assignments that focus on the ECQ’s (OPM, 2018a). Senior Executive Service
candidates must also complete a candidate development program, show executive-level
experience, and complete higher-level education or professional qualifications (OPM, 2012).
Understanding the Process to Apply and Request Support Services
Latinx leaders in FGA need to have comprehensive procedural knowledge of the process
to pursue SES leadership opportunities and steps to request the numerous support mechanisms to
31

assist in the application process. Latinxs need in-depth procedural knowledge to take the steps
required to apply for an SES level position, understanding of the selection process, and
familiarity with the qualification review board. Anderson and Krathwohl (2001) described a
subtype of the procedural knowledge dimension as the level of knowledge to perform subject-
specific methods. A strong understanding of how to navigate the complexities of the hiring
process reduces barriers associated with discriminatory hiring practices and increases one’s
potential to secure a higher-level position. In a 2017 OPM study of SES members, over 90%
stated that the SES application process is difficult and discouraging (OPM, 2019). The SES
selection process dramatically deviates from the traditional hiring process for general managers
and supervisors (OPM, 2012). Initial appointment to SES appointment involves executive board
reviews, qualification review boards, and in-depth reviews of the candidate’s experience (OPM,
2012). A thorough understanding of the procedural steps is needed to develop a comprehensive
IDP effectively. Understanding the process of obtaining support services to help navigate the
hiring process provides another means for Latinx leaders to maintain a competitive advantage in
securing an executive-level position.
Self-Reflection on Skills and Abilities to Achieve Advancement
Latinx leaders need to develop self-reflective metacognitive practices regarding their
readiness to achieve executive-level roles by developing their personal skills. Elliot et al. (2017)
described metacognition as a skill to support critical thinking, regulate reasoning, and increase
comprehension, which are fundamental competencies in increased promotion potential.
Metacognitive skills also relate to an individual’s ability to understand and control one’s thinking
(Elliot et al., 2017). Latinxs with the qualifications to advance to higher-level positions need to
recognize their strengths and professional development gaps to obtain higher-level positions.
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This process involves self-reflection of personal attributes or other factors that may impede the
successful completion of their professional goals (Elliot et al., 2017). Muff (2012) suggested the
ability to self-assess factors, beliefs, or assumptions predicts the attainment of professional goals.
Through rigorous self-reflection practices, the insight gained into individual developmental areas
enables progress towards achieving roles with higher complexity and responsibility. Self-
reflection also requires Latinx leaders to assess and develop a set of defined personal skills.
Personal skills are considered soft skills that are subjective and difficult to quantify, such
as leadership skills, critical thinking, or interpersonal skills (DeKay, 2012; Hurrell, 2016).
Literature suggests that personal skills deficiencies reduce performance and impede promotion
potential (Hurrell, 2016; Pang & Hung, 2012). In a study conducted by Crebert et al. (2004), the
authors found that employers, recruiters, and hiring managers consider components of personal
skills as most important. Organizations seek senior leaders with well-developed personal skills
due to their ability to affect positive outcomes and contributions to building collaborative teams
(DeKay, 2012). The capacity to reflect on personal skills and identify developmental areas is
important in increasing Latinxs’ promotion potential. Table 2 provides knowledge influences and
types used to gain insights into FGA Latinx leader’s knowledge related to increasing promotion
potential.

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Table 2
Knowledge Influences
Knowledge Type Assumed Knowledge Influence
Declarative

FGA Latinx leaders know the skillsets, competencies, and requirements
to advance to SES level roles.
Procedural

Latinx leaders understand the process to apply for and request services
to aid in the advancement to SES level positions.
Metacognitive

Latinx leaders reflect on their abilities to support advancement to SES
level positions and identify areas of improvement in personal skills.

Motivational Influences
Evaluation of motivational influences plays a significant role in the gap analysis process.
Just as knowledge influences affect individual and organizational performance, motivational
research suggests different levels of success correlate to motivational influences (Pintrich, 2003).
Clark and Estes (2008) described motivation as the force that drives individual effort, attitudes,
and level of contribution to improve organizational performance. Three primary motivational
processes in organizations are active choice, persistence, and mental effort (Clark & Estes,
2008). Clark and Estes (2008) described active choice as a process to move from an intent to take
action towards actually initiating steps to achieving a goal or task. Persistence is the ability to
remove distractions that impede performance outcomes (Clark & Estes, 2008). Mental effort
refers to mental work put forth to achieve a goal or generate new knowledge (Clark & Estes,
2008). The contingencies between the three indicators listed and achieving organizational
success requires an in-depth evaluation of potential motivational barriers. In this study, the focus
34

is on motivational influences that affect Latinxs’ ability to meet their goals. The three focus areas
are expectancy-value theory, attribution theory, and self-efficacy theory.
Perceived Value in Serving in SES Level Roles
Expectancy-value theory postulates that goal-directed actions are a function of one’s
expectation to achieve success and the level of value placed on the intended outcome (Ambrose
et al., 2010; Elliot et al., 2017). Expectancy primarily relates to how much individuals believe
their abilities are sufficient to complete a given task (self-efficacy) and confidence to perform at
a high level (Ambrose et al., 2010). Value relates to whether the task is considered significant
and the level of belief that the activity will lead to a preferred outcome (utility value) (Elliot et
al., 2017). An individual’s motivation is influenced by a combination of the expectancy of
achieving a task and whether the end-goal is perceived as valuable (Elliot et al., 2017). The
model further identifies four components of task value: (a) attainment value, the importance of
completing a task at a high level; (b) intrinsic value, the degree of enjoyment performing a given
task; (c) utility value, alignment with current goals; and (d) cost, perceived conflicts with other
goals and resources (Ambrose et al., 2010; Elliot et al., 2017). According to the expectancy-
value model, the combination of expectancy and value directly influences an individual’s
persistence, performance, and choice to take action (Elliot et al., 2017).
Expectancy-value theory relates expectations for success and the perceived value of a
task to successful performance outcomes (Elliot et al., 2017). The task value factors described
impact an individual’s motivation to take action (active choice) or perform a given task, such as
pursuing higher-level leadership positions or establishing IDP’s. The components of task value
strongly correlate to increased performance and achievement-related decisions (Elliot et al.,
2017). Attainment value serves as a motivational influence for individuals to form their own
35

sense of themselves. In other words, Latinxs with high attainment value as senior leaders will
define themselves by their ability to succeed in higher-level leadership positions. Based on
attainment value principles, individuals will tend to view associated activities as essential and
devote additional effort to achieving success (Elliot et al., 2017; Pintrich, 2003). The added
importance of the usefulness, or utility value, of a task is paramount to Latinxs’ completing an
IDP in pursuit of SES level positions. Individuals with high utility value understand how current
actions impact future goals and the task’s connection to their personal goals (Elliot et al., 2017).
Another important aspect of this influence is the perceived cost of pursuing SES level
roles. Elliot et al. (2017) described cost as the effort required to complete a specific task and to
determine whether the result is worth the effort. Individuals tend to be more motivated to pursue
activities when the perceived cost is reasonable (Elliot et al., 2017). A Latinx’s proclivity to
navigate the complexities and challenges associated with reaching SES levels is greater if the
perceived costs are worth the result. Each of the motivational factors described above influences
the level of value Latinxs have towards developing an IDP to assist in their career progression.
Latinx Attributions and Level of Effort
Attribution refers to one’s beliefs regarding the causes of one’s successes and failures in
relation to internal or personal factors (Martinko et al., 2011). Wiener (2009) asserted these
attributions influence individual behavior based on rewards or punishment and further classified
attribution across dimensions of locus of causality, stability, and controllability. Stability refers
to the extent to which causes change or endure over time and whether the behavior will occur
again in the future (Elliot et al., 2017). Locus of control refers to whether a cause is related to an
internal or external factor. The final dimension is controllability, which suggests that a cause can
or cannot change by expending more effort on it (Elliot et al., 2017). The three attributional
36

dimensions affect individual emotions that correlate to motivation levels and future behavior
(Anderman, 2020). Elliot et al. (2017) ascribed motivation increases when failures or successes
are attributed to internal characteristics rather than to external factors. In the context of Latinxs in
SES level roles, motivation will increase when these leaders can regulate internal characteristics
to be competitive for SES level positions (controllable causes) and feel capable of influencing
external factors. This notion is essential in developing succession or development plans to
improve performance.
Weiner’s (2009) attribution theory emphasized that an individual’s attributions determine
the level of effort and motivation depending on their explanation of the success or failure. Based
on the locus dimension, Latinx leaders’ determination to pursue higher leadership levels
increases if they feel a sense of pride in their accomplishments and attribute success to their
effort (Anderman, 2020). Similarly, their motivation increases if they believe they can influence
their ability to achieve SES level positions and directly alter outcomes (Elliot et al., 2017). The
controllability domain affects the stakeholder’s level of motivation. If a Latinx leader believes
failure to secure an SES level role is due to a lack of effort, rather than lack of ability, they will
be inclined to take self-responsibility for the outcome and initiate action to develop IDP’s to
avoid another reoccurrence (Anderman, 2020). Thus, Latinxs interpret and handle challenges in
developing IDP’s that identify core competencies for growth in preparation for applying for SES
level positions is impacted by their attribution styles.
Self-Efficacy and Achievement
Another motivational factor that influences Latinxs’ successfully creating an IDP in
pursuit of SES level roles is self-efficacy. Bandura’s (1977) social cognitive theory pointed out
that a person’s sense of control predicts changes in behavior. Self-efficacy is a more in-depth
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examination of one’s sense of control over one’s environment and behaviors that determine the
level of effort expended on specific tasks or goals (Elliot et al., 2017). Empirical evidence
postulates a correlation between self-efficacy and predictions of individual intention and changes
in behavior (Judge et al., 2007; Su et al., 2016). Beliefs in one’s ability to influence the outcome
affect motivation and whether one engages in self-enabling or adverse thoughts (Bandura, 2000).
If Latinxs believe they can attain an SES level position, their motivation to create IDP’s
increases, and they are more likely to pursue higher-level leadership positions.
Latinxs who demonstrate confidence in their ability to perform typically achieve a higher
level of success due to increased self-efficacy (Judge et al., 2007). As Su et al. (2016) described,
individuals with high self-efficacy tend to overcome barriers by developing solutions to
problems and displaying higher persistence levels to achieve developmental goals. As a
motivational construct, Latinxs with higher self-efficacy are more likely to invest in professional
development opportunities, exhibit greater confidence to overcome adversity, and seek
challenging leadership positions (Judge et al., 2007; Su et al., 2016). Latinxs’ self-efficacy is an
essential factor to consider due to its influence on determining what goals to pursue, how to go
about achieving those goals, and how they reflect on the ability to create IDP’s to build on
critical core competencies. Table 3 provides the three motivational influences regarding task
value, attributions, and self-efficacy. Each motivational influence was used to gain insights into
FGA Latinx leaders’ motivation to create IDP’s and pursue higher-level leadership positions.

38

Table 3
Motivation Influences
Motivation Construct Motivation Influence
Task Value Latinx leaders need to see the value in serving in SES level
positions.
Attributions Latinx leaders believe that their ability to succeed in the SES
level positions is based on their efforts rather than factors beyond
their control.

Self-Efficacy Latinx leaders are confident in their ability to serve in critical
positions and develop the skills to advance in the organization.

Organizational Influences
In addition to evaluating the knowledge and motivational influences, it is critically
important to examine the organizational barriers associated with achieving organizational and
stakeholder goals. Clark and Estes (2008) suggested that organizational culture and climate play
a critical role in individual performance and organizational goal achievement. Organizational
culture significantly influences change initiatives, even if individuals are knowledgeable and are
highly motivated. Clark and Estes (2008) provide a framework to examine how culture impacts
organizational processes, policies, procedures, and beliefs. In this study, culture was examined
under the lens of cultural models and settings.
Gallimore and Goldenberg (2001) describe cultural models as shared normative
understandings of how the world works or should work, which are often unconscious or invisible
to groups. Cultural models are constructs formulated in the minds of presupposed individuals,
that play a significant role in how an organization functions and guides decision-making
(Gallimore & Goldenberg, 2001). While the consideration of cultural models is imperative to
organizational success, cultural settings influence performance and organizational outcomes. A
39

cultural setting describes the tangible environment or visible artifacts in which individuals or
groups routinely operate (Gallimore & Goldberg, 2001). Schein (2004) explained visible artifacts
such as behavior routines, physical environment, technology, and rituals. The following sections
examine the interplay between cultural models and settings as they pertain to achieving
stakeholder goals.
Active Leadership Commitment
Developing a culture that views inclusion and diversity as an integral part of the
organization to succeed requires commitment across organizational subcultures to develop a
common perspective and approach to removing barriers associated with minoritized groups’
advancement. Organizations that do not develop a common vision and devote visible effort to
achieving a goal inevitably fail to reach intended outcomes (Schein, 2004). When an
organizational culture does not align with the overall procedures and policies, difficulties in
raising individual and organizational performance outcomes arise (Clark & Estes, 2008). A
strong emphasis on valuing the importance of a clear vision communicated by leaders and
embraced by the organization increases cooperation and morale, which leads to positive results
(Clark & Estes, 2008). Building a culture with clear priorities promotes changes in attitudes,
behaviors, and beliefs, which is critical in achieving both stakeholder and organizational goals
(Clark & Estes, 2008).
For FGA to strengthen its capability to become an inclusive workplace requires leaders’
consistent and clear commitment to promote, attract, and develop Latinxs to serve in SES level
positions. A culture that promotes diversity supports organizational goals by creating an
environment where individuals feel valued and confident in advancing in the organization
(Feeney & Langer, 2016). Therefore, FGA leaders who support diversity goals and actively
40

contribute to Latinxs developing IDP’s promote an inclusive work environment that helps
achieve stakeholder goals. The origins of these systems and processes are often based on
leadership and organization reinforcement mechanisms that lead to either cultural inconsistencies
or successful outcomes (Schein, 2004). Without active involvement from organizational
leadership to build Latinx leaders’ IDP’s, there is a risk of developing cultural models that do not
promote fair treatment of all groups and equal promotional opportunities.
Organizational Environment and Succession Planning
Instilling organizational values, beliefs, and assumptions into the foundation of cultural
systems involve ensuring key business processes and structures align with established goals. This
commitment requires persistence and systematic approaches to incorporate programs that
emphasize IDP’s and a structured approach to monitoring succession programs (Greer & Virick,
2008). Clark and Estes (2008) theorized that gaps in goal attainment persist when organizational
work processes, culture, and procedures are misaligned. Based on the work of Greer and Virick
(2008), a common purpose entails developing meaningful structures that prioritize human capital
and processes to produce desirable results and goal attainment. Successful integration of
succession plans for Latinx SES leaders requires organizational leaders’ involvement to ensure
the allocation of essential resources aligns with strategic priorities.
An organizational environment that actively prioritizes cultivating an inclusive workplace
requires proper levels of structural support. FGA is accountable for developing succession plans
that identify and prepare Latinx leaders for future SES positions. Succession planning is rooted
in the belief that a structured approach to developing potential leaders maximizes organizational
performance (Garman & Glawe, 2004). Groves (2011) postulated that organizations that
emphasize leadership development and succession planning achieve higher levels of success than
41

those without any succession planning efforts. According to a 2017 OPM survey of 279 SES
members preparing to leave their agencies, 64% stated no succession planning efforts were in
place for their pending departure or did not support in mentoring potential successors (OPM,
2019). The ability of FGA to align efforts to develop and implement successful succession
planning and increase the rate of Latinxs developing IDP’s involves the deployment of the right
resources such as human capital, budgetary, and other support systems. The inability to allocate
appropriate resources suggests a gap in alignment between organizational culture and vision,
which erodes trust and motivation (Clark & Estes, 2008).
Targeted Strategies to Increase Diversity of Applicant Pools
Mitigating organizational barriers to diversity initiatives requires consistent structures
and systems to support new ways of thinking and functioning (Schein, 2004). Parnell (2014)
emphasized a critical step in achieving organizational goals is the synchronization of culture and
strategy. A culture aligned with a well-defined strategy facilitates improved performance
outcomes and long-term commitment (Isac & Remes, 2018; Parnell, 2014). A strategy that is
well understood and valued across FGA is more likely to support the advancement of Latinxs to
SES positions. Effective practices that prioritize diversifying SES applicant pools provide greater
opportunities for Latinxs to obtain higher-level roles and position them to compete with their
White counterparts.
Implementing a targeted approach to increase the diversity of applicant pools for SES
level positions directly aligns with the stakeholder goal to develop IDP’s to increase Latinx
representation in higher echelons of leadership. In a study of 278 New York police officer
candidates, qualified candidates were more likely to apply for critical positions when the
applicant pool consisted of a diverse and representative population (Gibbs, 2019). The strategic
42

approach to increase SES applicant pool diversity complements efforts by FGA Latinxs’ to
develop critical core competencies by following their IDP’s in preparation for applying to SES
level positions. Diversification of SES applicant pools further contributes to motivational levels
of FGA Latinxs to pursue SES level positions. The strategic priority to diversify the SES
applicant pool is a means to maintain the interests and motivations of well-qualified candidates
from a broad range of demographics and backgrounds. The pervasiveness and influence of
culture require organizational leadership to recognize underlying factors, such as shared beliefs
and employee motivation, to successfully implement diversity initiatives (Randel et al., 2018;
Roberge & Van Dick, 2010).
Organizational Focus on Diversity Training
A leader’s consideration of how cultural beliefs and assumptions support organizational
goals is important. Influential leaders know how to evoke commitment by understanding how
cultural influences play a role in building a unified workforce (Schein, 2004). A leaders ability to
effectively communicate and provide clarity on the value of strategic objectives serves as a
powerful enabler to build cohesiveness and change attitudes (Bolman & Deal, 2017). The
process to align efforts surrounding a vision begins with addressing the organizational challenges
and then framing those issues to develop resolution strategies (Northouse, 2016). The most
influential leaders express a vision that promotes the value, benefits, and necessity to impose
change (Northouse, 2017). Leaders who hold different beliefs or values that are not in direct
alignment with strategic priorities will struggle to achieve expected performance outcomes.
Sustained improvements regarding Latinx representation at the SES level require leaders to
reflect and understand the value of a diverse workforce.
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The ability of FGA to promote the value of a diverse workforce is a critical step toward
achieving the performance goal to implement diversity and inclusion strategies that increase
hiring among FGA Latinxs into SES positions by 5% as compared to previous years by Fiscal
Year 2025. Leaders who receive diversity training and recognize the benefits of diversity are
more likely to pursue other opportunities to advance diversity initiatives and policies (Valdez et
al., 2018). The Office of Personnel Management developed the business case to introduce
diversity training for current SES members to champion inclusive diversity efforts (OPM,
2017a). At the FGA, leaders who complete diversity training directly contributes to Latinxs’
developing IDP’s by forming a deeper understanding of the value of preparing them for
advancement. FGA leaders remain critical to removing barriers, providing mentorship, and
serving as advocates for Latinxs’ developing SES level competencies through IDP’s. Training
leaders to develop a positive diversity climate and value diversity results in measurable benefits
and performance outcomes (Randel et al., 2016). Supporting the evolution of leaders who value
diversity further contributes to removing organizational barriers and will lead more Latinxs to
develop IDP’s that prepare them for SES level roles. Table 4 shows FGA’s organizational
influences and types. The four organizational influences described in this chapter were used to
obtain an in-depth understanding of the FGA’s organizational structure and cultural setting.

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Table 4
Organizational Influences
Organizational Influence Category Organizational Influences
Cultural Model Influence FGA needs to have diverse and inclusive efforts
through active participation of organizational leaders to
promote, attract, and develop Latinxs to serve in SES
level positions.

Cultural Setting Influence FGA needs to identify and allocate resources to support
the development of succession plans for Latinx leaders.
Cultural Setting Influence FGA needs to implement targeted strategies that
increase the diversity of applicant pools for SES level
positions.
Cultural Setting Influence FGA needs to develop and incorporate diversity
initiatives to train and educate FGA leaders on the
importance of a diverse workforce.

Conceptual Framework
Merriam and Tisdell (2016) describe the conceptual framework as an epistemological
paradigm to narrowly view a research problem, unlike a theoretical framework that tends to view
a research problem from a broader view adopted from pre-existing theories. The conceptual
framework is the foundation of a study that determines how a researcher formulates a research
problem, develops an approach to examine the problem, and interprets the data (Maxwell, 2013).
Merriam and Tisdell (2016) referred to a conceptual framework as the identification of a
researcher’s worldview or synthetization of related concepts and theoretical perspectives to guide
a study to provide a broader understanding of the research problem. Based on this description, a
conceptual framework comprises a researcher’s personal beliefs, experiences, assumptions, and
perspectives. The conceptual framework directs the study’s overall design, such as data
45

collection methods, analysis, and interpretation of the results (Maxwell, 2013). Data collection
methods mainly involve survey instruments, interviews, and direct observation (Maxwell, 2013).
The conceptional framework for this study examined the KMO influences concerning the
advancement of Latinxs to SES roles.
The study involved the adaptation of the KMO model to obtain an in-depth understanding
of Latinx leaders’ perceptions of the barriers associated with FGA Latinx leaders’ (GS-14 to GS-
15) ability to develop IDP’s that identify core competencies for growth in preparation to apply
for SES level positions. The conceptual framework involved identifying KMO elements that
influence Latinx leaders from completing an IDP through the stakeholder group’s perceptions,
beliefs, and motivations. Knowledge influences (declarative, procedural, and metacognitive)
impact Latinx leaders’ ability to develop the skills necessary for advancement and understanding
of the process to apply for SES level positions. Latinx motivational factors (expectancy-value,
attributions, and self-efficacy) affect behaviors and attitudes in the pursuit of higher-level
positions. The framework suggests a misalignment between organizational climates and settings
that impede progress towards achieving stakeholder goals. Figure 1 is a graphical representation
that illustrates the relationship between the KMO influences on the stakeholder group.

46

Figure 1
Conceptual Framework

Summary
The purpose of this study was to evaluate the underlying factors that contribute to the
achievement of FGA Latinx leaders (GS-14 to GS-15) to develop individual development plans
that identify core competencies for growth in preparation to apply for SES level positions. The
literature presented in this chapter provided insight into Latinxs history and trends in SES roles,
the evolution of diversity programs, and the factors influencing Latinxs obtaining SES level
positions. The chapter further examined the KMO factors that influence the achievement of
47

intended stakeholder and organizational goals. The conceptual framework involves the interplay
of KMO factors that shape Latinx leaders’ ability to successfully achieve the goal of developing
IDP’s to increase their representation in SES roles. Chapter Three introduces the methodology
used to collect, analyze, and interpret data to examine the phenomenon described in this study.
48

Chapter Three: Methodology
The purpose of this study was to evaluate the underlying factors that contribute to the
achievement of FGA Latinx leaders (GS-14 to GS-15) to develop IDP’s that identify core
competencies for growth in preparation to apply for SES level positions. Chapter Three
introduces the research methodology, data collection methods, and analysis strategies. The
chapter also examines ethics associated with qualitative research, highlighting the
trustworthiness and credibility factors relevant to the study. The chapter concludes with a review
of the limitations and delimitations of the study.
Study Questions
The Clark and Estes (2008) conceptual gap analysis framework guided the development
of the following research questions:
1. What are Latinx leaders’ knowledge and motivation related to developing individual
development plans that identify core competencies for growth in preparation to apply for
SES positions?
2. How does organizational culture and context impact Latinx leaders’ knowledge and
motivation as it relates to developing individual development plans that identify core
competencies for growth in preparation to apply for SES positions?
3. What are the knowledge, motivation, and organization recommendations for FGA to
support Latinx leader’s efforts to develop individual development plans that identify core
competencies for growth in preparation to apply for SES positions?
Overview of Methodology
A qualitative method of inquiry was used to understand the social phenomenon described
in this study. McEwan and McEwan (2003) described qualitative research as an approach to
49

examine the experiences, behaviors, and reasoning behind individual actions. A qualitative
research methodology allowed the researcher to develop an in-depth understanding of the KMO
influences that impact FGA Latinx leaders’ ability to create IDP’s. The study incorporated a
phenomenological design since this methodology focuses on understanding meaning by
interpreting an individual’s lived experience (Creswell & Creswell, 2018; Meriam & Tisdell,
2016). A significant characteristic of phenomenology is to understand the stakeholder’s
experience, which is an ideal approach to examine Latinxs’ ability to develop IDP’s. The
qualitative design provides a robust method to obtain stakeholder groups’ views and experiences
(Maxwell, 2013).
The study adopted semi-structured interviews as the primary means of data collection in
conjunction with document review and artifact analysis. A semi-structured interview approach
includes open-ended questions that allow the participants to answer questions guided by the
conceptional framework (Merriam & Tisdell, 2016). This interview format allowed participants
to provide relevant experiences and perspectives to assist in understanding the factors that
contribute to the problem of practice and research questions (Creswell & Creswell, 2018).
A comprehensive collection of documents and artifacts provided a method to evaluate the
FGA’s cultural setting and cultural model influences. Document and artifact review support
identifying emerging themes, gaining a higher level of understanding of historical practices, and
triangulating data (Merriam & Tisdell, 2016). A qualitative study that integrates interviews and
document analysis garners a greater understanding of how organizational culture influences
stakeholders’ knowledge and motivational factors related to the conceptual framework. The
selection of semi-structured interviews as well as documents and artifacts as the sources of data
for this qualitative study served to gain an in-depth understanding of the KMO factors that
50

influence IDP completion for FGA Latinx leaders that identify core competencies for growth in
preparation to apply for SES level positions. Table 5 provides the data sources for each of the
research questions.

Table 5
Data Sources
Study Questions Interviews Document and
Artifact Analysis
1. How does organizational culture and context impact
Latinx leaders’ knowledge and motivation as it relates to
developing individual development plans that identify
core competencies for growth in preparation to apply for
SES positions?
X X
2. What are Latinx leader’s knowledge and motivation
related to developing individual development plans that
identify core competencies for growth in preparation to
apply for SES positions?
X
3-What are the knowledge, motivation, and organization
recommendations for FGA to support Latinx leader’s
efforts to develop individual development plans that
identify core competencies for growth in preparation to
apply for SES positions?
X X

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Data Collection, Instrumentation, and Analysis
An exploratory approach through purposeful semi-structured interviews, document, and
artifact analysis provided a means to examine KMO influences. The semi-structured interviews
focused primarily on the knowledge and motivational influences on FGA Latinx leaders.
Document and artifact analysis provided a method to obtain FGA cultural influences and served
as a form of triangulation for each of the KMO factors. The semi-structured interviews and
document analyses followed a structured sequence performed in three sequential phases. The
first phase consisted of a comprehensive analysis of relevant documentation generated by FGA
and other public federal agencies. The second phase involved online interviews with selected
FGA participants to explore KMO influences. The final step consisted of reviewing new
documentation derived from the interview phase, re-evaluating original documentation and
artifacts, and reviewing documents identified through additional research.
Interviews
Semi-structured interviews served to gain an in-depth understanding of the participants’
lived experiences and personal understanding of the phenomenon explored in this study
(Merriam & Tisdell, 2016; Patton, 2002). Interviews allowed the researcher to examine
individual perspectives that cannot otherwise be observed, such as personal experiences,
feelings, and intentions (Creswell, 2014). Semi-structured interviews provide the framework to
collect data on the participants’ perspectives, experiences, and knowledge of organizational
processes and culture. Merriam and Tisdell (2016) described semi-structured interviews as a
method that incorporates structured and unstructured interview questions to allow flexibility to
obtain the most pertinent data from participants. Maxwell (2013) asserted semi-structured
interviews enable the researcher to respond more effectively to solicit greater detail in responses
52

and ensure the interview remains focused on the intended topic. Qualitative data collected
through personal interviews with participants who met research criteria supported answering the
research questions and achieve the study’s goals.
Participating Stakeholders
The stakeholder group for this study consisted of FGA Latinx leaders at the GS-14 and
GS-15 levels. The study followed a purposeful sampling approach to identify participants with
perspectives and experiences related to the phenomenon reviewed in this study. According to
Creswell and Creswell (2018), purposeful sampling is a technique to identify and select
knowledgeable participants that exhibit lived experiences relevant to the research phenomenon.
The target sample consisted of 10 leaders at FGA with a Latinx background. The sample’s
criteria required each participant to be a full-time employee with FGA for at least one year,
reside in a senior leadership position at a GS-14 to GS-15 grade level, and be considered part of
the Latinx demographic. Another consideration was the participants’ willingness to be
interviewed to provide their experiences related to the study (Creswell, 2018). Participant
recruitment leveraged the researcher’s pre-existing relationships (convenience sampling) at FGA
and adopted a snowball technique to obtain potential candidates from existing participant
networks. The plan to request interview participation involved contacting potential participants
by email and phone correspondence.
Instrumentation
Interviews served as the primary means for collecting data. The study followed a semi-
structured interview method to evaluate the KMO influences on 10 FGA Latinx leaders’ ability
to develop individual development plans that identify core competencies for growth in
preparation to apply for SES level positions. The study incorporated an interview framework
53

described by Patton (2002) that entails developing a structured list of questions to ensure a
systematic and consistent interview focused on the research questions. Individual one on one
virtual interviews hosted on the web-based video conferencing platform Zoom provided a
flexible format to gain an in-depth understanding of the KMO influences of the research
participants’ ability to develop IDP’s. The interview protocol consisted of pre-defined open-
ended questions designed to explore KMO influences, personal experiences, and beliefs.
Adopting a semi-structured interview protocol enabled the researcher to leverage probing
questions to elicit additional insight into participant responses and allowed clarification of
ambiguous or incomplete answers (Merriam & Tisdell, 2016). Appendix A presents the
interview protocol that explored participants’ experiences, knowledge, and motivation relevant to
the conceptual framework.
The interview protocol included 23 open-ended interview questions with potential
probing questions. Merriam and Tisdell (2016) described probing as a technique to ask additional
amplifying questions to remove ambiguity in participant responses, clarify statements, or request
further detail. The development of each question followed Patton’s (2002) six-question model to
provide insight on participant’s behaviors, opinions, feelings, knowledge, sensory experiences,
and background. The interview began with structured questions focused primarily on collecting
demographic and background information before shifting the focus towards KMO influences.
The interview questions explored knowledge elements (declarative, procedural) described in the
study’s conceptual framework. Secondly, the interview incorporated questions designed to elicit
information related to task value, attribution, and self-efficacy influences. Finally, the interview
included questions to explore how organizational culture influences impact knowledge and
motivational factors for Latinxs to complete IDP’s.
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Data Collection Procedures
Data collection procedures involved a sequential process of identifying participants,
obtaining their consent, and conducting formal interviews. Before initiating structured
interviews, interviewees confirmed participation using an information sheet (Appendix B). The
information sheet included information regarding the purpose of the study, a description of the
interview process, the voluntary nature of participation, and confidentiality procedures. The
researcher conducted the synchronous online interviews using the online communication
platform Zoom application and telephone conference. The online format provided flexibility,
considering many of the candidates were located across the country, supported individual
schedules, and minimized inconveniences for participants (Merriam & Tisdell, 2016). Interview
participants were provided a two-week timeframe to schedule interviews, instructions to access
the Zoom platform, and reminder email. Interviews adhered to the structured interview steps to
maximize time with participants and ensure consistency throughout all interviews (Maxwell,
2013).
Each interview started with the Institutional Research Board (IRB) requirement to
verbally review the interview information sheet, discuss confidentiality steps, and obtain verbal
consent to record and continue with the interview session. The interview incorporated the online
platform recording function for data analysis. The researcher planned to take interview notes for
participants who declined consent to record the session. The addition of an audio-recording
device connected to the researcher’s computer added another form of recording for transcription
and analysis. Interviews lasted between 30 minutes and one hour, depending on the length of
participants’ responses and the number of probing questions asked for each question. The
researcher adhered to the interview protocol to ensure all questions were asked and documented
55

individual transcribed notes. Review of interview recording, notes, and final transcription
commenced upon completion of each interview.
Data Analysis
Data analysis followed a three-phase process that involved a qualitative review of
interview transcripts in conjunction with on-going interview sessions, open coding, and the
development of initial themes. Maxwell (2013) emphasized the importance of conducting data
analysis to develop ideas or themes concurrently with the data collection process. Qualitative
data analysis coincides with data collection to include interpretation of researcher notes,
reflection on the data collection process, and inferring patterns or themes related to the research
questions. The first phase of the data analysis process began with a comprehensive review of
interview notes, reading interview transcripts, and developing initial relationships and categories
for coding (Maxwell, 2013). The second phase focused on the coding of data generated from the
interview sessions. Coding is described as a process to categorize and label data to identify
themes and relationships relevant to the study’s conceptual framework (Maxwell, 2013). The
next phase identified patterns to generate themes that support answering the research questions
(Maxwell, 2013). The final stage focused on developing initial findings relevant to the
conceptual framework.
Credibility and Trustworthiness
Merriam and Tisdell (2016) asserted credibility and trustworthiness are the foundation of
a qualitative study. Rigorous qualitative research methods, structured protocols, and defined data
analysis increase the credibility of research outcomes (Creswell, 2014; Maxwell, 2013; McEwan
& McEwan, 2003). A method to facilitate the research findings’ credibility involved
incorporating triangulation, member checking, and peer review into the research process.
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Triangulation is a process that examines data collected from various sources to generate
converging themes (Creswell, 2014; Maxwell, 2013). This study incorporated triangulation using
structured interviews with document and artifact analysis. Triangulation increases credibility by
removing the dependence of a single source or method to generate research findings and results
(Merriam & Tisdell, 2016; Patton, 2002). Upon completion of initial data analysis, member
checking provides a means to reduce this probability of misinterpreting the meaning of
participant responses and potentially to identify researcher biases (Merriam & Tisdell, 2016).
Member checking is a strategy to solicit feedback on preliminary findings or interpretations from
those from whom the information was derived (Creswell, 2014). Peer review is another strategy
to improve credibility by using collaborative discussions to review emerging findings and
interpretations with other colleagues (Merriam & Tisdell, 2016). The integration of peer review
allows the researcher to obtain an external examination of results and helps identify researcher
biases (Creswell, 2014). Finally, active relfection on how internal biases, assumptions, and
values impact the research process remains critical to the study’s credibility and trustworthiness.
Document and Artifact Analysis
Document analysis is a process that examines ready-made organizational sources that
exist in a physical or online setting, such as written, digital, and visual documents relevant to the
study (Creswell, 2014). Types of materials in an organization that supplement other inquiry
methods include public records, personal documentation, visual documents such as photos or
videos, and other official records (Creswell, 2014; Merriam & Tisdell, 2016). Creswell (2014)
described artifacts as objects in the organizational environment that provide meaning to
participants, such as marketing materials, pamphlets, or promotional materials. Document
analysis is a particularly useful strategy to induce meaning that emerges from interviews,
57

provides context to the organizational environment, and informs the researcher on historical
practices that specifically address the research questions (Merriam & Tisdell, 2016). Historical
documentation also adds value by providing a chronological reference point related to the
phenomenon described in the study (Creswell, 2014). The data garnered from document and
artifact analysis provides context and historical perspective into the cultural setting and past
practices of FGA. Integration of document and artifact analysis with other inquiry methods, such
as interviews, supports building research validity and stability (Merriam & Tisdell, 2016).
Instrumentation
The study integrated a structured rubric to describe documents related to the research
questions, KMO influences, and factors associated with the conceptual framework (Appendix C).
Documents analyzed focused on public-facing organizational documentation that addressed
KMO related factors. A rubric supported the categorization of documents and artifacts into
descriptive themes, meanings, and other forms that address the research questions (Merriam &
Tisdell, 2016). Other materials considered for this study related to organizational processes,
barriers, and best practices related to the stakeholder goal. Organizational documents linking
knowledge influences (declarative and conceptual) provided insight into achieving stakeholder
goals and processes relevant to the research questions. Extensive document analysis further
contributed to developing an understanding of the motivational (expectancy-value, attribution)
factors associated with achieving stakeholder goals. Document analysis also supported
identifying alignment between organization culture and stakeholder experiences. In conjunction
with information derived from interviews, document analysis provides rich data to answer the
research questions.
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Data Collection Procedures
This study incorporated public documentation available on the FGA and other federal
agency websites. The two forms of documentation collected for research analysis were
documents related specifically to FGA and those related more broadly to federal agency
institutions. Documents examined in the study are considered open-source and available on
public websites such as the OPM and FGA websites. Public documentation includes historical
data on hiring and promotion for SES level positions, Federal Executive Viewpoint Surveys,
FGA diversity strategic plans, annual reports, and executive orders related to diversity initiatives.
The inclusion of public records provides valuable information to glean historical trends that
otherwise would not be observed through other formal methods (Creswell, 2014; Merriam &
Tisdell, 2016). Other documents are mission statements, FGA diversity operational reports,
PowerPoint presentations, and SES memoranda. A large portion of the documentation relates
directly to the KMO factors that influence stakeholder goals.
The examination of artifacts provided additional sources of information on the
organization’s cultural aspects. Merriam and Tisdell (2016) suggested the collection of
documents and artifacts supports the researcher in developing a broader perspective and glean
information relevant to the research that might not be found through methods such as interviews
and surveys. Artifacts were social media, marketing materials, website postings, and diversity-
related materials. The addition of artifacts further contributed to developing a holistic
understanding of stakeholders’ personal experiences and their perceptions of organizational
barriers as well as validated the interview data.
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Data Analysis
The process of data analysis occurred concurrently with the data collection phase.
According to Creswell (2014), qualitative data analysis involves synthesizing data throughout the
data collection process to identify emergent themes or connections that could contribute to
further aspects of the study. The analysis of documents and artifacts incorporated a structured
methodology that categorized each record into specific subcomponents that addressed the
conceptual framework and research questions. Maxwell (2013) posits data analysis strategies to
identify information gleaned from the documentation into organizational or theoretical
categories. Maxwell described organizational categories as broader or more generalized themes
related to the research phenomenon or conceptual framework. The first step consisted of sorting
data for further analysis by generating subcategories or specific topics. Based on Maxwell’s data
analysis approach, organizational categories were disaggregated into particular groups that
addressed KMO influences. Their categorization involved placing information into
subcomponents related to each KMO influence. The final step identified links or connections
between the identified categories and the research questions viewed through the conceptual
framework lens (Creswell, 2014). Data analysis provided a complementary process in collecting
data to answer the research questions and improved credibility through triangulation.
Ethics and Role of the Researcher
Ethical considerations when conducting human subjects research are critical to ensuring
the researcher’s practices consider participants’ well-being and maintain the integrity of the
research process (Creswell, 2014; Merriam & Tisdell, 2016). Merriam and Tisdell (2016)
emphasized that trustworthiness depends on the researcher’s credibility in conducting a study
ethically. According to Kruger and Casey (2009), four primary ethical consideration must be
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addressed before conducting human research studies: (a) maintaining respect and beneficence for
study participants, (b) obtaining participants’ informed consent, (c) securing participants’ data
and privacy, and (d) being transparent regarding the research purpose with participants. Before
engaging with any participants, the researcher obtained approval from the IRB. Ethical
considerations and the principles defined by the IRB provided for a purposeful study that
avoided harm to participants. The inclusion of participants adhered to IRB protocols that
required providing information sheets to potential interview participants and ensuring
participants’ willingness to contribute to the study. Consent forms provided information on the
study’s purpose, how to participate, the voluntary nature of participation, the right to withdraw
from the study, and an explanation of how the data would be used. Securing all data in a
password-protected file and protecting the confidentiality of all discussions maintained data
integrity. Compensation for participation was not allowed based on ethical guidelines established
for federal employees (Employee Standards of Conduct, 1993). Another research consideration
when conducting a human subject study is power dynamics and biases.
The researcher’s identity as a male Latinx and position as a senior FGA leader could have
introduced unintended influences on the study’s outcomes and findings. For instance, researchers
may hold perceived or actual power over respondents that could influence participation and
outcomes (Merriam & Tisdell, 2016). Another factor to consider was positionality, which
considers the researcher-participant relationship (Merriam & Tisdell, 2016). The ability to get
maximum participation may be influenced if the researcher is part of a marginalized group or not
(Creswell, 2014). Steps to mitigate these issues involved addressing positionality with
participants and remaining mindful of how the researcher may influence the research process.
Also, maintaining transparency with participants on the study’s intent helped to remove power or
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positionality issues (Creswell, 2014). To remove potential positionality issues, the researcher
avoided professional and personal connections with the study participants and, to avoid coercion,
did not include incentives.
Research bias is another ethical dilemma to consider that might impact a study’s
credibility by distorting research results (Creswell, 2014; Maxwell, 2013). Origins of researcher
biases could be the researcher’s level of affinity with the study’s population, past experiences
associated with the phenomenon examined in the study, relationships with participants, or the
researcher’s values and perspectives (Maxwell, 2013; Merriam & Tisdell, 2016). A significant
concern is the level of bias that factors into data interpretation and analysis (Merriam & Tisdell,
2016). Creswell (2014) suggested self-reflecting on potential biases when formulating research
questions, during data analysis, and in generating the study’s findings. The study adopted a
rigorous approach to maintain transparency and reflexivity throughout the research process.
Consideration of potential negative consequences of researcher biases is critical to avoid
adversely affecting data collection and not place the organization in a position that would prevent
it from to advancing diversity initiatives.

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Chapter Four: Findings
Chapter Four provides a comprehensive description of the study’s findings. The purpose
of this study is to evaluate the underlying factors that contribute to the achievement of FGA
Latinx leaders (GS-14 to GS-15) to develop individual development plans that identify core
competencies for growth in preparation to apply for SES level positions. The study further
integrated Clark and Estes’s (2008) gap analysis framework to evaluate FGA’s capacity to
achieve the desired performance goals. Three specific research questions guided this study:
1. How does organizational culture and context impact Latinx leaders’ knowledge and
motivation as it relates to developing individual development plans that identify core
competencies for growth in preparation to apply for SES positions?
2. What are Latinx leaders’ knowledge and motivation related to developing individual
development plans that identify core competencies for growth in preparation to apply for
SES positions?
3. What are the knowledge, motivation, and organization recommendations for FGA to
support Latinx leader’s efforts to develop individual development plans that identify core
competencies for growth in preparation to apply for SES positions?
A qualitative research design guided the data collection process to understand the
research questions. Data collection involved conducting concurrent completion of virtual
stakeholder interviews, transcript reviews, document analysis, and artifact review. The
interviews served as the primary data source to understand the KMO influences among FGA GS-
14 and GS-15 Latinx leaders. The study incorporated a thorough review of open-source FGA and
OPM documents in conjunction with the interviews. Documents examined were federal policies
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related to SES hiring practices, FGA diversity strategic plans, and the 2019 Federal Employee
Viewpoint Survey Report (FEVS).
The findings presented in this study focus on the assumed KMO influences and the
conceptual framework described in Chapter Two. Interviews were collectively analyzed to
extract comparative themes to determine if data findings revealed either an asset or need related
to each knowledge, motivation, or organizational influence presented in Chapter Two. In this
study, an asset finding means that data analysis confirmed the assumed KMO influence is not a
need and does not require an immediate solution. An influence was categorized as an asset if at
least six of the 10 interview participants communicated detailed level of knowledge, high level
of motivation, or positive experiences within the organization. Therefore, there is no need for a
recommendation in Chapter Five related to the influence. A need finding suggests a critical
barrier exists in terms of KMO influences to achieve desired performance goals. An influence
was categorized as a need if at least six of the 10 interview participants communicated a lack of
knowledge, low level of motivation, or negative experiences within the organization. Before
presenting the findings categorized by research question, the next section introduces the
participating stakeholders.
Participating Stakeholders
Data collection was facilitated through 10 semi-structured interviews with GS-14 and
GS-15 FGA Latinx leaders. Twenty FGA Latinx leaders at the GS-14 and GS-15 grade levels
received invitations to participate in the interviews. Of those, 12 volunteered to participate;
however, two individuals failed to subsequently schedule interviews.
The 10 participants interviewed represented various components of FGA with different
levels of leadership experience. Each of the interview participants operated from FGA offices
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throughout the continental United States and Hawaii. All the interview participants had
completed at least 10 years of service with FGA and held leadership positions at the GS-14 or
GS-15 grade level. The leadership experience amongst the interview participants varied between
three years to 28 years. Six interviewees had over 20 years of leadership experience within the
agency at the GS-14 and GS-15 grade levels. Four members interviewed held a position at the
GS-14 level, and six held a senior position at the GS-15 grade level.
The interview protocol involved conducting face-to-face and virtual interviews,
depending on the participants’ geographic location. Due to a national emergency proclamation in
response to the COVID-19 pandemic, the researcher conducted all interviews via the Zoom
conferencing software or telephone conference. Furthermore, a restriction imposed by FGA that
limited the use of government equipment to conduct interviews severely restricted the
researcher’s ability to conduct interviews via Zoom. Since all of the interviews were conducted
during working hours, interviewees’ inability to access their government or personal computers
restricted their access to the Zoom platform. Although participants could use personal phones to
conduct the interview, some of the participants were either unable to access the Zoom
application or declined to download the required application software. Due to COVID-19 and
FGA restrictions, the researcher conducted two Zoom interviews and the remaining eight via
telephone conference. Table 6 provides demographic information regarding interviewees.

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Table 6
Stakeholder Demographics
Stakeholder Current
GS
Level
Gender Total years of
Service with FGA
Leadership
Experience
(Years)
Years of
Service at
Current Grade
level
Participant 1 GS-14 M 16 11 5
Participant 2 GS-15 M 33 28 17
Participant 3 GS-15 M 28 21 20
Participant 4 GS-14 F 33 20 16
Participant 5 GS-15 F 34 22 17
Participant 6 GS-14 F 25 25 25
Participant 7 GS-15 F 30 13 8
Participant 8 GS-15 M 25 20 3
Participant 9 GS-15 F 11 3 3
Participant 10 GS-14 M 10 10 4

Research Question One: What is Latinx Leaders’ Knowledge and Motivation Related to
Developing Individual Development Plans that Identify Core Competencies for Growth in
Preparation to Apply for Senior Executive Service Positions?
The first research question presented in this study aimed to develop an understanding of
FGA Latinx GS-14 and GS-15 leaders’ knowledge and motivation related to their capacity to
develop IDP’s that identify core competencies for growth in preparation to apply for SES
positions. Each knowledge and motivation influence described below begins with a detailed
review of findings for each influence. Each section is followed by summarizing each knowledge
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and motivation influence finding with detailed quotes from interview participants. Upon
examining the organizational documents, no significant data were identified that contributed to
developing a greater understanding of the knowledge and motivation influences impacting FGA
Latinx leaders’ achievement of performance goals. Therefore, document analysis findings are not
incorporated in this section.
Knowledge Influences
This study explored three knowledge influences through semi-structured interviews. Each
of the knowledge influence findings was derived from the 10 interviews with FGA GS-14 and
GS-15 Latinx leaders. First, the interviews examined FGA Latinx leaders’ declarative knowledge
of the skillsets, competencies, and requirements to advance to the SES level. The interviews
further examined FGA Latinx leaders’ procedural knowledge of applying for and requesting
services to support advancement. Finally, the researcher explored stakeholders’ metacognition in
reflecting on their abilities to support career advancement and identify improvement areas. The
researcher confirmed each knowledge influence as a need or asset based on the preponderance of
participants’ responses.
The interview responses show an acute level of understanding of the skillsets and
requirements to advance to SES level roles, which confirmed that interview participants’
declarative knowledge was an asset. Conversely, data analysis identified a need for a higher level
of procedural knowledge to apply to SES level positions. Finally, interviews confirmed that
interview participants’ metacognitive abilities were an asset. Table 7 provides the findings
related to stakeholders’ declarative, procedural, and metacognitive knowledge influences.

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Table 7
Knowledge Assets or Needs as Determined by the Data

Assumed
Influence
Need Asset or Need
Declarative FGA Latinx leaders know the skillsets, competencies,
and requirements to advance to SES level roles.
Asset
Procedural Latinx leaders understand the process to apply for and
request services to aid in the advancement to SES level
positions.
Need
Metacognitive Latinx leaders reflect on their abilities to support
advancement to SES level positions and identify areas of
improvement in personal skills.
Asset

Latinx Leaders Have Robust Understanding of the Skillsets and Requirements to Advance to
Senior Executive Service Roles
The researcher presented the FGA GS-14 and GS-15 Latinx leaders with a series of
questions to elicit a level of understanding related to their familiarity with the skillsets,
competencies, and requirements to advance to SES level roles. Participants’ responses provided
insight into the level of knowledge about the specific requirements to advance to SES roles, the
skillsets needed to remain competitive for SES level positions, and the level of knowledge of the
SES level core competencies. An analysis of the 10 interview transcripts revealed a high level of
knowledge and awareness of the five ECQ’s, required core competencies, and requirements to
advance to SES level roles. The ECQ’s are skills required for entry into the SES levels (OPM,
2012). This knowledge influence was found to be an asset.
Interview Findings. The five ECQ’s defined by the OPM relate to the key leadership
skills of leading change, leading people, being results-driven, having business acumen, and
building coalitions (OPM, 2012). Each respondent referred to ECQ’s as essential skills needed to
succeed in the SES. For instance, Participant #7 said, “This is what you need. These are the
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ECQ’s. These are the things you need to develop.” Participant #3 mentioned, “So you’ve got to
hit all five of those different ECQ’s when you’re lining out your resume.” Likewise, Participant
#2 emphasized the importance of ECQ’s to advance, “If you apply for an SES and you were able
to submit a solid set of ECQ’s, you could be considered.” Another respondent similarly
responded to their level of familiarity with ECQ’s, “so leading change, leading people, business
acumen, coalition building. I knew them forever and ever and ever.” Participant #8 further
demonstrated an acute understanding of how ECQ’s play a vital role in obtaining SES level
positions, “what you’re going to be judged on when you come into the program is the different
ECQ’s, which is like leading change, leading people.”
Similarly, six of 10 of the respondents also shared detailed descriptions of the 22
competencies defined by OPM as the personal and professional attributes critical to perform in
the SES. The participants confirmed a high-level of knowledge related to the required skillsets,
as they mentioned more than half of the 22 competencies during the interview discussions. For
example, when asked about competencies, Participant #6 referred to the importance of
communication in SES roles, “if you cannot be vocal, if you cannot speak clearly, if you cannot
interpret what you want to say or articulate what you want to say then you will not be successful
in that role.” Participant #7 shared similar thoughts related to the political savvy competency,
which requires SES leaders to recognize internal and external politics in the organization, “Well,
you have to be very politically savvy because you have a lot of stakeholders.” Table 8 provides
the number of competencies referenced by the interview participants during the interviews.
Although the study focused on the five ECQ’s, the competencies referenced by interview
participants validated a deeper level understanding of the personal and professional attributes
needed to succeed in SES positions.
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Table 8
Competencies Referenced by Interview Participants
Competency Number of Participants Who Identified
Creativity and Innovation 1
Resilience 1
Technology Management 1
Problem Solving 1
Vision 1
External Awareness 2
Strategic Thinking 2
Technical Credibility 2
Developing Others 2
Financial Management 3
Human Capital Management 3
Political Savvy 3
Influencing 3
Conflict Management 4
Team Building 5
Leveraging Diversity 8

Participants further discussed the importance of developing the core competencies as they
advanced in their careers. A majority of the participants emphasized developing these skills
while serving in leadership roles. Participant #10 expressed how continued development and
learning remained important in refining these critical skills, “I think I got a lot of the skills
already that I need to progress into an SES position, but you’re never done developing as a
leader” while Participant #1 shared their sentiments on continued learning, “I think I have a
degree of them. And I think that I continue to develop them or enhance them with my experience
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at work.” Each interview participant acknowledged that advancement into SES level positions
requires developing critical skills and demonstrating proficiency in the ECQ’s in leadership
roles.
Summary. The assumed influence that FGA GS-14 and GS-15 Latinx leaders need a
robust understanding of the skillsets, competencies, and requirements to advance to SES level
roles was determined to be an asset. Each of the ten participants referenced the development of
ECQ’s as a critical requirement to advance to SES level positions. Several participants
elaborated on the personal and professional attributes required to perform successfully at the SES
level. The interview members further emphasized the importance of developing each of the
skillsets throughout their careers. The participants’ high level of familiarity with ECQ’s supports
the development of quality developmental plans that focus on the core skills needed to advance
to SES level roles.
Latinx Leaders Possess Varied Knowledge of Senior Executive Service Application Process
As a group, the participants demonstrated limited knowledge of the SES application
steps, procedures, and structure. Most participants acknowledged familiarity with the SES
application process but failed to identify the submission process’s unique actions. The SES
application process introduces significant additions to the standard core requirements for general
federal government positions. This knowledge influence was found to be a need.
Interview Findings. A majority of participants (seven of 10) mentioned the application
process is similar to other federal government leadership position applications; however, three
participating members demonstrated a strong understanding of the SES application process and
its unique requirements. Although a majority could not identify all of the key steps involved in
the SES process, many participants identified resources that support the application process.
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A significant number (seven out of 10) of the interview participants were not completely familiar
with the SES application process. Some of the respondents alluded to variations in the SES
application process but failed to mention the critical steps required to compete for SES level
roles. For instance, Participant #1 responded to the question to describe the SES application
process, “It’s still pretty much an application process, right?” Other participants showed a
complete lack of knowledge of the SES application process. When prompted to describe how to
apply to the SES, Participant #7 did not realize a separate application process existed, “I think
you have to apply to go into the [SES] program?” Some participants discussed a general
overview of the SES application process but could not describe specific steps or provide a clear
understanding of the process. Participant #4 described their limited knowledge of the SES
application process:
I mean, the hiring process is generally the same for just about all of the positions. There is
an announcement made; people apply, there’s some interview process, and your security
clearance. I’m not sure if there are any additional steps other than your qualifications and
who you’re competing against.
While seven participants displayed a lack of familiarity with the SES application process,
three demonstrated an acute understanding of the SES application process. Additionally, two of
the interview participants confirmed enrollment in SES developmental programs that review the
SES application process in detail as part of the class curriculum. Participant #8 stated their
participation in a leadership development program that examined the SES application process, “I
got accepted into a development program…so I just recently went through the entire SES
application process to get into this career development program.” Participant #1 is participating
in another similar leadership development program that reviews the SES application process in
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detail: I’m a part of this leadership program and there’s an emphasis on it to provide you the
tools and the information that you would need if you want to pursue something within the SES
level.” Participant #1 further discussed the certification process as a significant part of the SES
application process that other interview participants failed to mention, “within that process, in
order to apply, you have to be certified or at least pass that level to get to the point where you're
even considered for the usual next steps.” Similarly, Participant #8 discussed the certification
process as part of the application process, “As long as your ECQs are up to snuff, they go before
a panel, and if they approve your ECQs you had interviewed, then you become certified. You
become certified to fill an SES billet. Participant #5 also provided their experience with the
application process, “absolutely, I went to an orientation on SES sometime back…so I am
familiar with the process.”
Although a vast majority of the interview participants lacked substantial knowledge in the
SES application process, seven out of 10 of the respondents demonstrated awareness of available
resources to learn about the application process. Participant #9 said they attended a seminar to
learn more about the SES program, “I attended a seminar. Kind of an overarching explanation of
what the SES program is within FGA and the ECQ process.” Likewise, Participant #10 shared
that information is provided to support in advancement to SES level roles, “They actually do
send out an executive resource broadcast to some of the senior leaders out in the field for that.”
Several interview participants mentioned the internal FGA intranet or OPM website to obtain
detailed instructions and information about the SES application process. For instance, Participant
#1 mentioned the resources to find additional information regarding the SES application process,
“it’s fairly simple to find that just within our agencies connect page, or ECN page, or
SharePoint.” Despite a lack of awareness of the SES application process by most interview
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participants, each participant knew how to find the appropriate resources to learn more about the
SES process. Table 9 provides a summary of the main SES application steps reference by each of
the interview participants.

Table 9
SES Application Processes Referenced by Interview Participants
SES Application Process Number of Participant References
(out of 10)
SES vacancy announcement 6
SES application and resume process 2
Agency rating panel reviews and ranking 3
OPM-Administered Qualifications Review
Board for certification of executive core
qualifications

3
SES application process resources 7

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Summary. The assumed influence that participants need to understand the process to
apply for and request services to aid in advancing to SES level positions was determined to be a
continuing need. The interview findings show a noticeable lack of in-depth procedural
knowledge of the critical steps and requirements needed to fulfill the SES application process.
Several interview members confirmed a separate process exists for SES applicants but could not
articulate the differences compared to the standard application process. Critically, the findings
show that participants enrolled in leadership development programs hold a higher understanding
of the SES application process. Each of the interviewees who attended a leadership program
easily described the SES application steps. Although many of the participants did not
demonstrate a strong understanding of the application process, seven described different
resources available to develop a greater understanding of the SES application process.
Latinx Leaders’ Frequent Reflection to Support Advancement to Senior Executive Service
Roles
The interview participants demonstrated a keen understanding of the role reflection plays
in their abilities to advance to SES level positions and identify areas of personal skills
improvement. Each of the GS-14 and GS-15 FGA Latinx leaders interviewed recognized areas in
which they were lacking in their skillsets that could impede advancement to SES levels roles or
limit their capacity to obtain senior leadership roles. Additionally, interviewees identified core
strengths that contributed to obtaining their current leadership positions and would support
successful performance at the SES level. Based on the responses provided, participants’
metacognitive knowledge on reflection on their leadership skills covered a broad array of topics
including, areas of improvement, developing IDP’s, and identifying core strengths. This
knowledge influence was found to be an asset.
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Interview Findings. Six of the 10 participants described how self-reflection helped them
identify areas of improvement for competing to advance into SES positions. Participant #5
shared the importance of self-reflection in developing oneself as a leader:
Self-reflection is very important. And I don’t know if that is more important than a skill,
but it is incredibly important. I call it the mirror skill. Your ability to look in the mirror
every single leadership moment and see that self, that person that you are as a leader
reflected right in front of you with no makeup, no changes, nothing. You’re just looking at
yourself in the mirror. So, having a mirror around symbolically, I think is very, very
important.
Participant #8 furthermore demonstrated the benefits of metacognitive reflection on their
leadership abilities and development of ECQ’s, “And for me, I know I’m lacking some of those
particular skill sets.”
Participants also stated the importance of identifying learning practices and other
limitations that may impede performance outcomes. Participant #10 shared that understanding
one’s abilities to learn is critical to succeeding at the SES level, “I think I got a lot of the skills
already that I need to progress into an SES position, but you’re never done developing as a
leader.” Participant #6, in turn, spoke about the importance of continued learning, “you’re always
learning, so you do not know everything.” Participant #6 continued, “it’s really looking at the
mindset of being a successful leader as to how do you develop yourself as a persona.”
Another aspect of self-reflection was each participant’s response regarding the
development of IDP’s to enhance professional growth. A majority of the Latinx leaders
interviewed (six of 10) completed an IDP as a structural plan to refine critical leadership and
personal skills. Those members who stated IDP’s help develop critical skillsets felt the plans
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provided a clear roadmap to address gaps in skills. Participant #10 shared how IDP’s had
previously helped to support their advancement to the GS-14 level:
If your ultimate goal is to be an SES in your organization, you’re going to have to follow
almost a roadmap and it’s to gain experience. So, it helps you outline your long-term goals
and what you want to accomplish…So an IDP can help you kind of do that.
Participant #7 shared similar sentiments regarding the benefits of IDP’s in supporting career
progression, “it outlines everything out for you. You’re able to see, Okay, this is the mark I need
to hit. This is what I need to develop.” While participant #6 said that IDP’s provide a clear
pathway to achieve developmental goals, “It’s very helpful because it helps you look at certain
objectives or tasks that you need to meet, and there’s going to be that learning, so it’s like a
scheduler.” The participants who developed IDP’s shared the view that recognizing their
strengths and developmental areas support developing a robust IDP. Table 10 provides a
summary of the developmental areas referenced by each of the interview participants.

Table 10
Developmental Areas Referenced by Interview Participants
Developmental Areas Number of Participant
References (out of 10)
Learning Practices 5
Development of Individual Development Plans 6
ECQ Development 7
Identification of Strengths 7

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Summary. The assumed influence that FGA Latinx leaders need to reflect on their
abilities to support advancement to SES level positions and identify areas of improvement in
personal skills was determined to be an asset. A majority of the interview participants described
how self-reflection helped identify strengths and developmental gaps. The self-reflection process
further helped most interview participants develop IDP’s that provided a structured roadmap to
build key leadership skills continually. Analysis of the interview responses revealed that FGA
GS-14 and GS-15 Latinx leaders possess metacognitive knowledge of reflecting on their
strengths and professional development gaps to obtain higher-level positions.
Findings: Motivation Influences
The research findings presented focused on three assumed motivational influences. The
researcher examined FGA GS-14 and GS-15 Latinx leaders’ motivations to develop critical skills
and identify potential motivational barriers to achieve performance goals. The study assessed
three motivational influences based on the study’s conceptual framework: (a) expectancy-value
theory, or Latinx leaders needing to see the value in serving in SES level positions; (b)
attribution theory or the belief that their ability to succeed in the SES level positions is based on
their efforts rather than factors beyond their control; and (c) self-efficacy, or being confident in
their ability to serve in critical positions and develop the skills to advance in the organization. All
motivation influences were determined to be assets based on data analysis. The following
sections describe the findings associated with motivational influences that emerged from the
semi-structured interviews. Table 11 provides the assumed motivation influences and findings
related to stakeholders’ utility value, attribution, and self-efficacy.

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Table 11
Motivation Assets or Needs as Determined by the Data
Assumed
Influence
Need Asset or
Need
Task Value Latinx leaders need to see the value in serving in SES
level positions.

Asset
Attributions Latinx leaders believe that their ability to succeed in the
SES level positions is based on their efforts rather than
factors beyond their control.

Asset
Self-Efficacy Latinx leaders are confident in their ability to serve in
critical positions and develop the skills to advance in the
organization.
Asset

Latinx Leaders Have High Value for Representation at Senior Executive Service Level
The participants interviewed demonstrated high utility value in serving in SES level
positions. The interviews revealed that each FGA Latinx GS-14 and GS-15 members believed
that Latinx leaders’ advancement into SES levels roles is important as a matter of diversity,
cultural awareness, and social equity. When asked how increasing the number of Latinxs in SES
roles supports the organization, each participant felt diversity is critically important. This
motivation influence was found to be an asset.
Interview Findings. The majority of (seven of 10) Latinx leaders interviewed articulated
that showing diversity at the senior leadership ranks is a motivating factor. Participant #10
supported this assertion, “It’s good for the career advancement and the development, but it’s also
really good for the younger people to see that, hey, the agency is serious about helping people to
promote.” Participant #10 further expanded on how diversity at the SES level supports team
growth, “different experiences that help strengthen your team, because you’re not looking
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through one lens, you’re looking at it through multiple lenses. And then you’re really going to
have a better understanding of your workforce.”
Other interviewees articulated similar sentiments regarding the importance of serving in
SES level roles. For example, Participant #9 discussed how diversity is a motivational influence
for other minoritized groups, “I think when you increase any sort of diversity at the leadership
level, it helps motivate others who may see themselves in you.” In contrast, Participant #1 felt
that diversity plays a substantial role at the higher leader ranks, “I think diversity is huge….from
my personal experience, working in the agency that I work in, I think it’s a heavy impact to have
diversity at those levels.”
Although diversity was an emergent theme in showing the utility value of serving in
higher-level roles, the increased cultural awareness within their organizations provided by
increasing the number of Latinxs emerged as another motivator to serve in SES roles. A
sentiment felt amongst the participating members (six of 10) was the importance of cultural
awareness at the SES level. Participant #9 shared how cultural awareness influences the hiring
process, “I also think that having people in leadership positions who understand other cultures is
very beneficial, especially in the hiring process, because you understand the nuances behind why
individuals interview as they do.”
Participant #10 affirmed that increasing Latinx representation at the SES level provides a deeper
cultural understanding that supports career advancement of minoritized groups:
FGA is a melting pot of multiple cultures, backgrounds, ethnic races, a little bit of
everything. And I think it’s good to promote some people of minority groups into those
higher-ranking positions to show the diversity of a workforce and to continue to encourage
your workforce to make it a career.
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In conjunction with diversity and cultural awareness, half of the interview participants
stated Latinxs serving in SES roles provide inspiration and interest for minoritized groups. For
instance, Participant #2 shared how increasing Latinx representation at the SES levels motivates
others to pursue higher-level roles, “I think that having a good diverse representation encourages
others to really think that there are opportunities to get here.” Likewise, Participant #7 stated that
growing the number of Latinxs in SES positions encourages the Hispanic community to join the
agency, “I think that if people would see SES’s that are of color or Latinos in this case, it would
maybe motivate our young citizens to consider taking a position with the federal government.”
Summary. In response to the interview questions, utility value to advance to SES level
roles was determined to be an asset. All the participants articulated how improving Latinx
representation at the SES level supports FGA Latinxs by increasing cultural awareness,
supporting diversity efforts, and inspiring Latinxs leaders to develop the skills necessary to
advance. All 10 of the participants interviewed demonstrated a strong sense of value towards
increased Latinx representation at the SES levels. The interview members validated the
motivational influence that utility value plays a critical role in FGA Latinx leaders’ motivation to
develop the critical skills needed to obtain SES level positions.
Latinx Leaders Perceive Their Work Effort Determines Their Success
Interview participants were asked a series of questions to understand their experiences
related to external and uncontrollable factors that impact achieving desired performance goals.
Based on attribution theory principles, motivation increases if individuals perceive their success
or failures are not solely based on external influences, and they become more likely to pursue
performance goals (Elliot et al., 2017). In response to a series of three questions, participants
demonstrated a strong perception of control over their successes and advancement to higher
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leadership roles. Although each participant shared different career experiences, the
overwhelming sentiment was that each felt control over their achievements and worked hard to
advance to the GS-14 and GS-15 levels. This motivation influence was found to be an asset.
Interview Findings. Participant #10 shared a common feeling amongst the interview
participants regarding their belief that success is based on ability rather than other external
factors:
I think a hundred percent yes. You’re going to get what you put into things. So if I go in
there with the mentality that I’m going to fail, or that I feel that people are going to trip me
up or my whatever organization, whatever role I’m in, is going to set me up for failure,
then that’s mentally already setting myself up for failure.
Participant #7 similarity acknowledged the existence of external factors, but they felt one’s own
effort ultimately determined success, “I think obviously there are things you can’t control. You
can’t control those factors, but if it’s based on your effort, yes. Would I be able to succeed? Yes.”
Other participant members acknowledged previous successes based on their efforts. For example,
Participant #3 stated, “I do believe on a personal note that I was promoted based on my efforts
and based on me being able to perform, not for other reasons.” Likewise, Participant #4 shared
their career progression was based on work accomplishments, “when I got the position, it was
easy. It was like my efforts paid and that’s what got me selected.”
Although participants did suggest there are external factors at play, such as selective
hiring, most still felt in control of their ability to succeed in advancement. For instance,
Participant #1 stated, “I think sometimes it goes beyond just the qualifications or the most
qualified. I think there’s other aspects to the recruitment, or hiring, or selection process.”
Participant #1 further elaborated these factors do not inhibit advancement to higher-level
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positions, “I’ve worked my entire time with a program that’s evolved throughout the years that
I’ve been here. And because of that evolution, there’s been plenty of opportunities to promote.”
Participant #10 acknowledged the challenges associated with obtaining SES level roles but added
that success is dependent on personal efforts:
It’s not something that they’re going to give away. And just because you want it doesn’t
mean you’re always going to get it. But I think you got to take that initial step in
challenging yourself and showing that you have the capabilities and not as much want it,
but show that you actually have the tools to be successful with it, are going to greatly
increase your chances of becoming an SES.
Several interview participants further expanded that any challenges faced pursuing
leadership positions did not impose undue burdens. The most notable finding is that, despite
challenges faced, participants overcame most barriers through what they perceived to be their
own perseverance and grit. For instance, Participant #6 shared their experience when faced with
challenges proving their work experience, “So there’s always been challenges, and that’s really
showing people really what you’re capable of doing, and once you do that, and again, people
give you the opportunity to be in that position.”
Summary. The attribution influence was determined to be an asset given that every
interview member expressed confidence that their success is based on their individual efforts. All
10 of the GS-14 and GS-15 FGA Latinx leaders provided adaptive attribution responses
regarding control over the achievement of performance outcomes. Despite recognizing external
challenges and other factors at play that may impede promotion to high-level leadership roles,
each participating member remained confident that advancement to SES level roles is within
their control based on their past experiences.
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Latinx Leaders’ High Self-Efficacy to Successfully Perform at the Senior Executive Service
Level and to Develop the Required Skills to Advance
To examine the assumption regarding self-efficacy as a motivational influence, GS-14
and GS-15 FGA Latinx leaders were asked about their ability to develop the skills to be
competitive for promotion and confidence to perform at the SES level successfully. Based on
self-efficacy principles, FGA GS-14 and GS-15 Latinx leaders who lack the confidence to
perform at the SES level successfully are much more likely to lack the motivation to achieve
desired goals. Conversely, interview participants who demonstrate high self-efficacy levels will
more likely continue to develop the skills to increase their competitiveness to promote to SES
positions. Based on the interview questions’ responses, the participants’ responses show high
levels of self-efficacy to successfully perform at the SES level and develop the needed skillsets,
which makes this influence an asset.
Interview Findings. All 10 interview participants stated they feel they can develop the
required skills and perform successfully at the SES level. Since a large majority of interview
participants held at least 10 years of leadership experience, most felt they already demonstrated
each of the core ECQ’s or could easily develop those skills in their current capacity. Participant
#7 stated their high level of confidence to develop the skills to advance, “I’m very confident that
I have the skill set… I’ve had different positions and I’ve had the opportunity to work with SES
for the last almost 10 years.” Other participants shared similar levels of confidence in their
abilities, such as Participant #2,” I feel pretty confident about my skills and abilities and my
experience to apply for an SES position.” Likewise, Participant #7 stated, “I’m very confident.
I’m very confident that I have the skill set.”
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A consistent factor contributing to the high levels of self-efficacy was the ability to
develop each of the core competencies while serving in a senior-level leadership position.
Participant #9 stated how their tenure in the agency contributed to a high level of confidence to
demonstrate the core skillsets required at the SES level, “I think I have a lot of experience. I
already know that I’ve done everything in the ECQ.” Participant #5 further emphasized how
developing these core skills as a leader was a critical part of their development plan, “My goal
was to be a better manager and a better leader in my organization.”
All 10 of the interview participants further described how they felt about successfully
performing at the SES level. Each of the FGA participants stated their seniority and leadership
experience provided awareness into the skillsets needed at the SES level. The exposure to
leadership opportunities and the ability to develop specific ECQ’s made them feel very
comfortable serving in key leadership roles. Participant #10 shared their confidence level to
successfully perform in an SES leadership role, “Very confident because I knew that I had what
it took to become an SES.” They went on to explain, “I think I’ve done a good enough job where
I’m very confident in my abilities, and I know I can succeed once I get into that role.”
Summary. The assumed influence that Latinx leaders believe in their ability to serve in
critical positions and develop the skills to advance in the organization, was shown to be an asset.
Each of the 10 interview participants demonstrated a high level of self-efficacy in successfully
performing at the SES level. A vast majority of interviewees stated their tenure with the agency
and leadership experience enabled them to develop the skills needed to compete for SES level
positions. The high level of confidence to obtain the required skills to advance further contributes
to robust IDP development.
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Research Question Two: What is the Interaction between Organizational Culture and
Context of Latinx Leaders’ Developing Individual Development Plans that Identify Core
Competencies for Growth in Preparation to Apply for Senior Executive Service Positions?
The section below summarizes the findings to research question two that relate to the
assumed organizational influences. The researcher explored interview transcripts, documents,
and artifacts collectively to extract comparative themes to determine if data findings revealed
either an asset or gap related to the organizational influence. A detailed discussion follows each
organizational influence section that includes key data points and findings.
Findings: Organizational Influences
Evaluation took place on the two dimensions of cultural models and settings using semi-
structured interviews and document analysis. Examination accorded with four cultural influences
that either inhibited or promoted FGA from achieving organizational performance goals. First,
the interviews focused on FGA diversity and inclusive efforts to promote, attract, and develop
Latinxs to serve in SES level positions. The next three organizational influences focused on the
cultural settings that include the need to identify and allocate resources, the need to implement
targeted strategies that increase the diversity of applicant pools for SES level positions, and
FGA’s need to train and educate FGA leaders on the importance of a diverse workforce. The
researcher sought to understand each organizational influence as a need or asset based on the
preponderance of interview participants’ responses. All four influences were found to be needs.
Table 12 provides the assumed organizational influences and findings related to cultural models
and settings.

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Table 12
Organizational Assets or Needs as Determined by the Data
Assumed
Influence
Need Asset or
Need
Cultural
Model
FGA needs to have diversity and inclusive efforts
through active participation of organizational leaders to
promote, attract, and develop Latinxs to serve in SES
level positions.

Need
Cultural
Setting
FGA needs to identify and allocate resources to support
the development of succession plans for Latinx leaders.

Need
Cultural
Setting
FGA needs to implement targeted strategies that increase
the diversity of applicant pools for SES level positions.

Need
Cultural
Setting
FGA needs to develop and incorporate diversity
initiatives to train and educate FGA leaders on the
importance of a diverse workforce.
Need

FGA Lacks Consistent Diversity and Inclusive Efforts that Support Latinx Advancement
Analysis of the interviews and documents confirms the need for FGA to increase
awareness of SES level developmental programs and demonstrate a consistent commitment to
diversity and inclusive efforts. The interview participants were asked a series of three questions
related to FGA’s commitment to develop Latinx SES candidates, provide robust developmental
programs, and ways that FGA promotes diversity efforts. When asked if participants were aware
of programs designed to develop SES candidates, half of the interview participants did not
specifically identify a program. Conversely, the remaining participants had either completed an
SES professional development program or another leadership level program. Consistent with the
motivational influence finding, interviewees who participated in an SES development program
took the initiative to apply for executive-level training programs. The research also included data
analysis of approximately 200 pages of documents, including the FGA Diversity Strategic Plan,
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Diversity Annual Report, and the 2019 FGA FEVS Report. The researcher evaluated numerous
artifacts to better understand FGA’s culture, including internal FGA diversity event photos,
video messages, and diversity events. Although FGA provides varied forms of SES
developmental courses and programs, the inconsistency in awareness of SES developmental
programs suggests an opportunity for FGA to promote SES development programs or FGA
designated executive-level programs to senior FGA leaders.
Interview Findings. Five of the 10 interviewees had previously participated in a
leadership development program designed to develop SES candidates, but they did not state if
they had been actively recruited or simply took the initiative to seek out these types of programs.
Participant #1 shared that they are currently enrolled in an SES level leadership program, “The
program that I’m currently participating in one of them.” Participant #2 stated they completed a
“senior executive program,” and Participant #7 mentioned the completion of an advanced
leadership training course.
Conversely, five interview participants shared they were not aware or could not articulate
any SES development program available to FGA members. For example, Participant #10 stated,
“No. There, there isn’t any in place,” when referencing awareness of SES developmental
courses. From another perspective, Participant #5 was aware of SES development programs but
did not feel welcome to attend, “I was aware. I was not provided. I never felt invited.”
Participant #5 experience reveals how certain Latinx members did not focus on development
opportunities due to the lack of organizational acceptance or support.
The findings further suggest a lack of emphasis by the FGA to promote Latinx leaders’
development for advancement to SES positions. When prompted to share their thoughts about
whether the FGA demonstrates a commitment to developing Latinx leaders, all interview
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participants stated they did not experience any noticeable efforts to support their advancement. A
common trend was that most of the interview participants felt they had to find their path to
success without any organizational support. To attest to this finding, Participant #10 expressed
that setting oneself up for success is the pathway to promotion, “if you really want to be
successful as an individual, especially Latino, you got to take it upon yourself to set yourself up
and communicate your ambition and then look for those opportunities.” Participant #6 also
shared the same feelings “I haven’t seen a lot of growth development potentials within our
agency.” Participant #1 further confirmed a lack of FGA support to develop the required skills to
advance:
I think is just left up to if you happen to have a Latinx, who is in a management position,
who meets the criteria, it’s placed upon them to try to just join or seek out any of the
general opportunities for development that we have in the agency.
Eight interview participants expressed awareness of general FGA diversity and
inclusiveness efforts but felt the cultural alignment level to advance Latinx was lacking. In
describing the view that FGA did not actively promote diversity and inclusive efforts, Participant
#1 noted the primary feeling expressed amongst most interview participants regarding diversity
efforts:
I don’t necessarily see that, but I can’t also say that it doesn’t happen. But I feel like if it
was something that was strongly supported, even if I wasn’t actively looking, I feel that I
would get a sense of it. And I don’t.
Participant #8 affirmed those sentiments, stating, “I don’t think there’s any efforts, really. I’ve
seen actually the opposite.” Another interview participant observed the agency’s commitment to
diversity and inclusion at the SES level, “Did the agency have some level of a plan to see that
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level of diversity reflected in senior leadership positions? No.” The researcher concluded a gap
exists based on the interview participants’ shared experiences of a non-supportive cultural
environment the promotes diversity and inclusive efforts to promote, attract, and develop Latinxs
to serve in SES level positions.
Document and Artifact Analysis. An in-depth review of the 2019 FEVS Report
revealed strong FGA employee perceptions about a cultural environment lacking in promotional
opportunity, employee development, and diversity in the workplace. The FEVS report contains
85 questions, but document analysis focused on specific questions relevant to the study’s
research questions. Almost half (47%) of FGA employees’ who responded to the FEVS survey
felt the organization does not promote diversity in the workplace. Additionally, five questions
focused on training and development. The analysis revealed strong sentiments regarding a lack
of opportunities to grow and promote within FGA. Finally, a question related to recruitment
practices shows that 52% of participating employees felt that FGA does not recruit people with
the right skills. The FEVS report provides insight into FGA’s overall cultural makeup that
impacts the study’s stakeholders.
The COVID-19 pandemic restricted access to FGA facilities that prevented the
evaluation of FGA on-site artifacts. The researcher had planned to review facility posters, media,
print, and other artifacts to assess the organization’s culture, but this approach was abandoned
due to the COVID-19 restrictions. The evaluation of artifacts was limited to internal photos and
communications related to diversity and inclusive efforts that support Latinx advancement.
Finally, online research for artifacts did not reveal any conclusive findings that support the
study’s research questions.
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Summary. The assumed influence that FGA needs to have diverse and inclusive efforts
through active participation of organizational leaders to promote, attract, and develop Latinxs to
serve in SES level positions is confirmed as a need. Eight of 10 interview participants felt that
FGA did not demonstrate a high level of commitment towards diversity efforts that support
Latinx advancement to SES roles. A thorough review of FGA documents also supports the
interview findings that suggest a cultural environment lacking in behaviors and attitudes that
contribute to diversity initiatives and the development of minoritized groups. The findings reveal
the assumed influence that FGA needs to have diverse and inclusive efforts through active
participation of organizational leaders to promote, attract, and develop Latinxs to serve in SES
level positions is a continuing need.
FGA Provides Limited Resources that Support Succession Plan Development
Analysis of the interview data sought to uncover the organizational climate’s tangible or
visible aspects that promote or inhibit the FGA from identifying and allocating resources to
support Latinx leaders’ succession plans. The interviewees responded to a series of questions
related to organizational structural supports that emphasize training, resources, and programs that
prepare FGA Latinx leaders for SES positions. Additionally, data analysis consisted of an in-
depth review of approximately 50 pages of documents, including the FGA Diversity Strategic
Plan and FGA Diversity Annual Report. This cultural setting influence was determined to be a
need based on the participant’s confirmation of the need to improve organizational succession
planning efforts.
Interview Findings. Nine of the 10 participants indicated that they were not aware of
any succession efforts, resources, or other programs that support Latinx leaders’ advancement.
Consistent with the knowledge and motivation sections, each participant stated limitations in
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succession planning opportunities or did not know about any specific organizational structures
that support successional planning or professional growth. As noted by Participant #5, the
perceived attitude was that succession planning was not a priority for the organization, “this is an
organization that has zero succession planning, even today.” Participant #1 affirmed the feeling
that FGA does not provide an adequate support mechanism for Latinx succession planning,” I
think that there should be an emphasis…there should be opportunities, or development
opportunities, or development programs for specific audiences.”
A commonality between most interview participants was the lack of SES level mentors
who would typically support the development of IDP’s as part of succession planning efforts. A
vast majority (seven of 10) of those interviewed referred to mentorship as a key component to
successful succession planning. For example, Participant #4 felt there is a gap in quality
mentorship, “you hope that you can find somebody that will take on and mentor you …I don’t
think we do a really good job in that.” Participant #3 discussed how a mentor contributed to their
advancement to the GS-15 level, “When it’s come to Latinx, I would definitely say that, it’s been
one-on-one mentorship, which I’ve seen be the most effective.”
The discussion on the lack of mentors for FGA Latinx leaders further revealed the
dependence of informal and formal support from other FGA Latinx community members to
support succession planning efforts and career development. Participant #2 shared how senior
Latinx leaders develop their own informal network to support succession planning and
professional growth:
I don’t think there’s any formal process or support group. I think with what’s happening
within the Latinx community is senior Latinx folks supporting other up-and-coming
Latinx or Hispanics, giving them advice and guidance on what training to do, what to stay
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away from in terms of, What to do to enhance your career…And I don’t think we as
Hispanics have that.
Participant #10 also described how informal Latinx networks supported their promotion to the
GS-14 level, “I know that I can rely on that same network to help me and push me in the right
direction and help me to get answers or develop tools that I need to be successful.”
The interview participants also shared a common belief that succession planning should
start at the early leadership stages. Participant #5 described how developing Latinx leaders at the
early stages supports career advancement, “And the most important thing that you need to do is
you need to start looking at the year 12 supervisor and start nurturing that next generation of
leaders, starting at that level. Not starting at the 15 level.” Participant #7 further elaborated on
the limitation of succession planning at the early leadership stages, “I just think that the
organization has some good programs, but they’re very limited and they’re based on grade.
Hence, if you don’t make that grade, you’ll never have access to them.”
Document Analysis. The FGA Diversity Strategic Plan focuses on establishing a
diversity process, programs, and resources that support diversity goals (FGA, 2019). Similarly,
the FY 2018 FGA Inclusive Diversity Annual Report highlights FGA’s inclusive diversity
priorities, accomplishments, and results (FGA, 2020). A review of these documents shows that
the strategic plan affirms to “hire talented people from groups currently underrepresented in the
Department” and “develop and monitor succession plans annually for senior executive
positions.” Similarly, the FY 2018 FGA Inclusive Diversity Annual Report prioritizes SES level
programs to include “executive leadership succession planning and mentoring programs.” The
plan also mandated FGA to “develop and monitor succession plans annually for senior executive
positions.” The FGA Diversity Strategic Plan further mandates, as a direct performance outcome,
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the “allocation of sufficient resources to support diversity in the annual budget process.”
However, the FY 2018 FGA Inclusive Diversity Annual Report fails to mention or refer to any
budgeting or resource allocation outcomes. The focus and attention on development and
succession planning reflect an organization’s commitment to diversity at the senior leadership
levels. However, the documents do not include specific strategies, practices, resources, or results
to facilitate succession planning efforts. Furthermore, neither of the documents specifically
identify or target any minoritized groups and only include references to “develop” succession
plans for SES positions.
Summary. The assumed influence that FGA needs to identify and allocate resources to
support the development of Latinx leaders’ succession plans was confirmed as a continuing need.
The findings from all 10 of the interviews suggest a lack of critical resources aimed at the early
development of FGA Latinx leaders and mentorship programs that assist in succession planning
efforts. Although the document analysis showed a commitment to developing SES level
succession plans for underrepresented groups, the documents fail to indicate a plan or specific
resources to implement effective programs. The findings also show minimal efforts of FGA to
promote or communicate succession planning programs or initiatives.
Insufficient Targeted Strategies Present to Increase Diversity of Applicant Pools
The participant interviews confirmed FGA’s need to implement targeted strategies that
increase applicant pools’ diversity for SES level positions. None of the ten interview members
described any form of recruitment strategies or programs to increase diversity in the SES
applicant pools. The vast majority (seven of 10) acknowledged various diversity programs but
could not identify any programs specific to increasing the number of Latinx or other minoritized
groups to SES level applicant pools. When participants were asked about their knowledge of the
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recruitment process for SES level positions, a vast majority of the responses (seven of 10) simply
referred to the government’s official employment website. A common sentiment was that SES
level opportunities were more word-to-mouth or sent to senior staff through email notifications.
Interview Findings. Participant #6 shared that their exposure to SES level opportunities
was limited to email and meeting discussions, “So sometimes it comes through email, and the
majority of the time I’m on any of the leadership meetings that I’ll attend then we’ll hear about
certain positions that do open up.” Also, Participant #10 described the lack of active recruitment
by FGA to increase the SES applicant pool, “it’s not so much recruitment. I think they post
general information out there to kind of keep you aware of the senior executive positions.”
Participant #5 confirmed the sentiment felt across the interview members regarding Latinx
recruitment, “Not one opportunity for recruitment. I’ve never felt recruited.”
The participants further elaborated on how active recruitment is critical for growing
Latinxs’ representation across the SES. For example, Participant #7 felt active recruitment would
support increasing more Latinxs to apply for SES positions, “We should consider bringing a
more diverse group.” I don’t think we actively do that.” Similarly, Participant #8 confirmed the
feeling that focused recruiting of Latinxs would support increasing the number of Latinx
representation at the SES level, “I think we should be encouraging and recruiting more Hispanics
into leadership roles. I think it is important.”
Document Analysis. Analysis took place of the FGA Diversity Strategic Plan and FGA
Diversity Annual Report. Coding confirmed this influence as a continuing need through a
comprehensive review of over 20 references across both documents related to improved
recruitment. The FGA Diversity Strategic Plan contains a dedicated section on strategies to
“enrich recruitment efforts” and “to build applicant pools and pipelines of highly qualified and
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diverse applicants.” The plans also provide key data-driven metrics that support “enhancing
outreach programs” that target minoritized groups. The FGA Diversity Annual Report also
described several priorities and strategies focused on increased recruitment efforts. The plan
focused on “targeted outreach and recruitment plans to improve SES diversity” and improved
outreach programs. Although both plans contained numerous references to and dedicated
sections on enhancing recruitment efforts, each plan failed to provide any discernable strategies
or policies to achieve stated objectives. Additionally, the researcher could not find any publicly
available OPM SES reports published within the last three years.
Summary. The assumed influence that FGA needs to implement targeted strategies to
increase the diversity of applicant pools for SES level positions was confirmed as a continuing
need. The interview respondents indicated that recruitment efforts were limited to email, the
government hiring website, and routine meetings. Based on interview responses, FGA does not
actively promote SES level positions to increase Latinx applicants. Several interview members
further suggested that increasing recruitment efforts would support diversifying the SES
application pool. This influence is considered a need since all the participating members
indicated that additional organizational supports towards recruitment efforts would benefit FGA
Latinx advancement to SES roles.
Varied Levels of Diversity Training for Federal Government Agency Leaders
The participant interviews confirmed FGA’s need to expand and incorporate diversity
initiatives to train and educate FGA leaders on the importance of a diverse workforce. The
interview participants’ experiences showed varying levels of exposure to FGA diversity and
inclusion initiatives. The majority of responses (six of 10) suggested a lack of formal training
initiatives for agency leaders, while other participating members indicated the organization is
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committed to diversity training. Limitations described by participants who felt FGA provided
inadequate levels of diversity training include that training is limited to annual mandatory
requirements for FGA leadership, and FGA does not emphasize formal diversity training.
Another perspective shared by some participants is that FGA provides several diversity training
opportunities for senior leaders and commits to developing a diverse workforce. The researcher
also analyzed the FGA Diversity Strategic Plan and FGA Diversity Annual Report as part of this
study.
Interview Findings. Analysis of the interview data confirmed this influence a need.
More than half of the participants believed that a greater emphasis towards FGA Leadership to
complete diversity training contributes towards achieving organizational diversity goals. For
example, Participant #1 noted a lack of focus for FGA senior leaders to complete diversity
training when asked if FGA provides training that educates leaders on the importance of a
diverse workforce, “I don’t see anything that indicates a high level of support or commitment to
enhancing that or providing some sort of development.” Correspondingly, Participant #7 shared
their sentiments on diversity training for FGA leadership, “I don’t think we really have anything
that really promotes diversity.” As a senior FGA leader, Participant #5 shared their thoughts on
how diversity training is promoted to FGA leadership, “diversity, or the importance of diversity
within management, I am not aware, to be honest with you.” While Participant #4 expressed
similar views, “I don't think that there is a particular training that is specifically designed to
address a diverse workforce. However, there is a senior leadership…that are supposed to.” Other
FGA Latinxs interviewed expressed the belief that diversity training is limited to annual
mandatory online training requirements and does not provide substantive information to promote
diversity.
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Several respondents noted that the organization only focuses on federally mandated
diversity training for leadership. For example, Participant #8 discussed the level of diversity
training for FGA leadership was limited to annual requirements, “We had the usual diversity
training that we have to do every year. But individual training aside from that, nothing comes to
mind right now.” Participant #2 affirmed this sentiment by acknowledging a lack of awareness of
any diversity training other than the mandatory training, “I am not aware. I know that we have
mandatory training.” Participant #5 also suggested that the organization’s focus on diversity
training is limited to mandated training requirements, “One thing is for leadership to be aware.
It’s mandatory training. Everybody has to go through mandatory training.” Participant #1
expressed a similar sentiment on the lack of diversity training for FGA supervisors, “I don't
know if there's specific materials, or emphasis, or training that focuses on the importance of
diversity within a managerial role.
Conversely, several other respondents described positive experiences with the level of
diversity training for FGA leadership. Some of the interviewees felt FGA is placing a significant
emphasis on diversity training for FGA leadership. In contrast, others expressed that training is
adequately promoted within the organization for FGA leaders. For instance, Participant #10
noted the development of a new committee designed to promote diversity training for both staff
and senior leadership, “They are constantly communicating out to the field diversity is something
that's big on the radar right now with helping us to continue improving, with regards to the senior
leadership, especially the senior leadership roles. Despite the differences in experiences
regarding the FGA’s level of commitment to diversity training, all participating members
confirmed that diversity training at the supervisory level is critical to removing barriers to
advance to senior-level leadership roles.
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Document Analysis. Coding revealed over 30 references across both documents related
to diversity training for FGA leaders. The FGA Diversity Annual Report prescribed inclusive
diversity training, unconscious bias awareness training for hiring managers, and a new train-the-
trainer program (FGA, 2019). Additionally, the plan also included a priority to enhance SES
inclusive diversity training. The FGA Diversity Strategic Plan also referenced several training
priorities for the SES cadre and increased focus on developing diversity training programs. For
SES members, the plans prescribed “mandatory diversity and inclusion training SES members”
and the allocation of time for employees to complete mandatory diversity training. The
importance of mandatory training is evident, as most interview participants referenced
mandatory training as the primary mechanism to complete diversity training within FGA.
Summary. The assumed influence that FGA needs to develop and incorporate diversity
initiatives to train and educate organizational leaders on the importance of a diverse workforce
was confirmed as a continuing need. A limitation identified by interview participants is that
diversity training for leaders consists of basic mandatory annual training requirements. Many
participants did not identify any other forms of diversity training that educated FGA leaders on
the importance of a diverse workforce. Also, despite an increased focus on developing a robust
diversity training program across FGA, analysis suggests inconsistent implementation across the
agency. This finding is evident in that some participants experienced increased levels of diversity
training and a higher level of FGA commitment to promoting a diverse workforce.
Interaction Between Organizational Influences and Stakeholder Knowledge and
Motivation
The organizational culture and context within FGA directly affect Latinx leaders’
knowledge and motivation related to developing robust IDP’s that support advancement to SES
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level roles. The knowledge and motivation findings revealed participants’ high level of
confidence in performing at the SES level but identified several opportunities to improve
stakeholders’ procedural knowledge. Responses to organizational influences suggest that FGA
organizational structures do not facilitate FGA Latinx leaders’ career growth, which is tied to
developing their knowledge capacity. The data suggests a significant disparity between FGA
commitment to diversity initiatives and manifested efforts contributing to Latinx representation
at the SES levels.
Concerning FGA cultural settings, the findings reveal an inconsistent cultural norm
relating to establishing consistent diversity outcomes. The findings suggest that FGA cultural
settings need improved diversity practices that support increased Latinx representation at the
SES level. The interview and document analysis indicate the agency would benefit from a shift
in culture that aligns diversity intentions and demonstrated outcomes.
Summary of Knowledge, Motivation and Organizational Influences’ Findings
The study explored 10 knowledge, motivation, and organization influences that impact
FGA GS-14 and GS-15 Latinx leaders’ ability to develop individual development plans that
identify core competencies for growth in preparation to apply for SES level positions. The study
identified areas for improving stakeholder procedural knowledge and organizational influences
that impede FGA Latinx development based on the interview and document findings. The study
further validated that FGA Latinx leaders exhibit a high level of motivation related to utility
value, attribution, and self-efficacy.
An in-depth analysis of the three knowledge influences revealed areas for improvement
linked to FGA Latinx leader’s procedural knowledge. The research determined the declarative
and metacognitive knowledge influences were not an impediment and considered an asset that
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supported the development of critical skills to advance to SES level roles. For the procedural
influence, findings show that most participating members (seven of 10) lacked a clear
understanding of the process and procedures to apply for and request services to advance to SES
level positions. Many of the respondents could not differentiate between the distinct SES level
and non-SES level application processes. While many interview members did not exhibit strong
procedural knowledge, a vast majority demonstrated a high level of awareness of SES level
ECQ’s and a strong ability to reflect on development areas.
Data analysis regarding the three motivation influences revealed that utility value,
attribution, and self-efficacy are not prominent barriers for the stakeholder group. Each
interviewee recognized the value of serving in critical leadership roles to increase Latinx
representation in the SES. Secondly, each expressed sentiments that they control their own
successes, which led the researcher to conclude the attribution influence as a stakeholder asset.
Finally, participating members exhibited high levels of confidence to serve successfully in SES
level roles.
Finally, the study examined and analyzed four organizational influences linked to cultural
models and settings. An evaluation of the organizational culture and context was completed by
examining one cultural model and three cultural settings to identify areas of opportunity to
support achieving stakeholder performance goals. Evidence from the interviews and document
analysis confirmed the presence of organizational influences that impede stakeholder
achievement of organizational performance goals. The cultural model influence was a need,
based on analysis of the interview responses and FGA documents. Interview responses suggest
FGA is committed to developing an organizational culture that embraces diversity initiatives.
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Still, the lack of definitive diversity processes and practices suggests an organizational climate
that does not prioritize diversity initiatives. Table 13 provides an overview of the findings.

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Table 13
Knowledge, Motivation and Organizational Assets or Needs as Determined by the Data
Assumed
Influence
Need Asset or
Need
Declarative
Knowledge
FGA Latinx leaders know the skillsets, competencies,
and requirements to advance to SES level roles.

Asset
Procedural
Knowledge
Latinx leaders understand the process to apply for and
request services to aid in the advancement to SES level
positions.

Need
Metacognitive
Knowledge
Latinx leaders reflect on their abilities to support
advancement to SES level positions and identify areas of
improvement in personal skills.

Asset
Task Value Latinx leaders need to see the value in serving in SES
level positions.

Asset
Attributions Latinx leaders believe that their ability to succeed in the
SES level positions is based on their efforts rather than
factors beyond their control.

Asset
Self-Efficacy Latinx leaders are confident in their ability to serve in
critical positions and develop the skills to advance in the
organization.

Asset
Cultural
Model
FGA needs to have diverse and inclusive efforts through
active participation of organizational leaders to promote,
attract, and develop Latinxs to serve in SES level
positions.

Need
Cultural
Setting
FGA needs to identify and allocate resources to support
the development of succession plans for Latinx leaders.

Need
Cultural
Setting
FGA needs to implement targeted strategies that increase
the diversity of applicant pools for SES level positions.

Need
Cultural
Setting
FGA needs to develop and incorporate diversity
initiatives to train and educate FGA leaders on the
importance of a diverse workforce.

Need

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Chapter Four presented each of the knowledge, motivation, and organizational influence
findings related to the first two study questions. Chapter Five provides recommendations for
solutions on each of the KMO influences identified in this chapter. Chapter Five also presents
limitations and delimitations of the study and recommendations for future research.

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Chapter Five: Discussion and Recommendations
The purpose of this chapter is to answer the final research question guiding the study.
Chapter Five presents recommendations for each of the influence needs identified in the previous
chapter. The findings from interviews, document review, and artifact analysis described in
Chapter Four guided the development of the recommendations. The recommendations
encompass policies, practices, and training to mitigate the knowledge and organizational
influence needs that impede achieving stakeholder performance goals. Chapter Five concludes
with recommendations for future research and limitations of the study.
Discussion of Findings
Clark and Estes’s (2008) framework guided this study to evaluate performance gaps that
inhibit 10% of FGA GS-14 to GS-15 Latinx leaders to develop individual development plans that
identify core competencies for growth in preparation to apply for SES level positions by FY
2025. The study assessed 10 knowledge, motivation, and organizational influences through data
gathered from interviews, document review, and artifact analysis. Procedural knowledge and all
four organizational influences were identified as needs that impede the achievement of
stakeholder goals. The preponderance of evidence suggests that organizational influences impose
significant barriers that contribute to performance gaps, while individual knowledge and
motivation do not present substantial needs.
Knowledge Achievement
The findings show GS-14 and GS-15 FGA Latinx leaders possess strong declarative and
metacognitive knowledge but need support to develop their procedural knowledge to meet the
stakeholder goal. Seven of 10 participating members did not possess comprehensive procedural
knowledge of the process, steps, and requirements to compete for SES level roles. According to
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Anderson and Krathwohl (2001), a lack of in-depth procedural knowledge impedes one’s ability
to achieve specific tasks or execute required actions to reach individual goals. The findings show
a relationship between the lack of procedural knowledge and the ability to perform the steps to
apply for SES level positions. The lack of procedural knowledge impedes FGA Latinx ability to
advance to SES level roles and create IDP’s that adequately provide the steps to apply for
competitive leadership positions. The finding is consistent with the Decaro et al. (2015)
formulation that greater procedural knowledge is consistent with higher performance mastery.
FGA Latinx leaders’ understanding of the application process is critical to developing the
essential skill needed to advance to senior leadership roles. A crucial link also exists between
organizational structures that support the growth of new knowledge. In this study, all of the
organizational influences were found to be needs, which will be discussed later.
According to Clark and Estes (2008), organizations are responsible for ensuring
individuals know how to achieve specific performance goals and develop practical solutions to
close knowledge gaps. Wyatt and Silvester (2015) suggest that individual task performance is
dependent on explicit knowledge and skill to complete specific processes. However, the authors
convey the importance of organizational structures, formal procedures, and information to
support individual success (Wyatt & Silvester, 2015). The lack of effective organizational
structures such as adequate resources, information, and training may contribute to an overall lack
of knowledge and individual performance (Clark & Estes, 2008). Clark and Estes also postulate
that misalignment between organizational structures and process leads to inefficiency and failure
to achieve goals, even for individuals with high levels of knowledge. This finding suggests that
bringing into alignment organizational structures, policies, and procedures that support
individual knowledge development helps close achievement gaps.
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High Motivation Levels
The study examined three motivational influences through participant interviews with
GS-14 and GS-15 FGA Latinx leaders. The study findings revealed all three assumed
motivational needs as assets. The interviews supported evaluating the participants’ motivation
related to 10% of FGA Latinx leaders developing individual development plans by FY 2025. The
study focused on the underlying constructs of task value, attributions, and self-efficacy. In
alignment with Clark and Estes framework, increased motivation supports the achievement of
performance goals. Clark and Estes (2008) also predicted that high levels of motivation
combined with a strong knowledge base results in goal achievement. The data in this study also
found that all the interview participants demonstrated a combination of positive responses
regarding the three motivation influences of utility value, attributions, and self-efficacy.
The study findings indicate high levels of utility value for participating members. Each of
the interview participants demonstrated an increased sense of value to achieve SES level roles,
which is an important influence associated with motivation levels. These findings replicate
previous research suggesting that improved performance and achievement of tasks result from
having utility value in a topic (Hecht et al., 2015). The interests shown by interview participants
in achieving higher-level leadership roles suggest high levels of motivation to develop the skills
to compete for SES positions successfully. The findings also show similar levels of motivation
related to attribution factors.
Attribution theory suggests that an individual’s interpretation of how external factors
affect goal achievement influences individual motivation levels (Anderman, 2020; Elliot et al.,
2017). The interview participants’ responses regarding uncontrollable or external factors show
the alignment between attribution theory and motivation levels. All of the interview participants
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felt their achievements, professional development, and attainment of senior leadership roles
resulted from effort rather than external factors beyond their control. This finding is consistent
with Wyatt and Silvester’s (2015) study results that minoritized groups relied on working harder,
learning informal processes, and participating in formal networks to advance their careers. The
findings suggest high levels of motivation based on attribution factors associated with the belief
that advancement is attainable through hard work and persistence rather than uncontrollable
factors such as selective hiring, limited SES opportunities, and other’s perceptions of one’s
leadership capabilities.
Similarly, the interview participants demonstrated high self-efficacy levels that according
to extant research (Bandura, 1977), promote increased motivation levels to achieve performance
goals. The interview responses revealed participating members’ ability to self-reflect that support
advancement to SES level positions by identifying areas of improvement in personal skills. Past
research supports the relationship between individual levels of self-efficacy, performance, and
motivation. Cetin and Askun (2017) found that individuals with higher self-efficacy levels show
improved work performance and tend to commit longer to specific tasks and goals. The
interview participants with high self-efficacy levels have a higher likelihood of prioritizing and
developing the skills to compete for SES level roles.
Organization Culture and Settings Discussion
Clark and Estes (2008) suggested that organizations that lack efficient processes and
materials serve as barriers even when individuals exhibit high levels of knowledge and
motivation. The findings suggest that FGA cultural models and settings introduce obstacles
detrimental to FGA Latinx leaders’ ability to develop the essential skills to compete for SES
level roles and develop IDP’s that support advancement. These cultural models and settings that
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do not align with organizational processes, procedures, and resources that govern the
organization further contribute to the persistent underrepresentation of FGA Latinxs in SES
roles.
A majority of interview participants mentioned a culture that is not conducive to FGA
Latinx development and promotion to serve in SES positions. An organizational environment
that demonstrably supports diversity objectives helps to close identified influence gaps.
According to Reskin (2003), organizational settings enable or introduce barriers for minoritized
groups to achieve outcomes. Particularly for Latinxs and African American groups,
organizational constructs that include processes, structural norms, and embedded practices affect
the rate of promotion (Betancourt et al., 2003). In alignment with the achievement of diversity
goals, Gasman et al. (2015) stressed the importance of addressing systematic practices and
policies that support or negate diversity initiatives that facilitate minority advancement. In
concert with previous research findings, organizations’ ability to align values and practices to
initiatives that support minority advancement to leadership roles remains critical. The findings
align with previous research that organizational culture, climate, and settings impact the overall
achievement of goals and performance outcomes. The next section provides knowledge and
organizational recommendations.
Recommendations for Practice
This section addresses recommendations that address the knowledge and organizational
influence gaps. The findings validate procedural knowledge as a need that requires mediation.
The researcher determined all three motivation influences as a stakeholder asset and did not
provide any recommendations for this influence. Finally, the section concludes with
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recommendations that address all four cultural model and cultural settings barriers identified in
Chapter Four.
Knowledge Recommendations
Recommendations address a lack of knowledge or skills exhibited by the interview
participants. During the interviews, participants identified a lack of understanding of the step-by-
step process to apply for SES level roles. Despite an abundance of information provided on the
OPM website, many stakeholders failed to articulate the SES process’s unique requirements. The
lack of overall knowledge of the SES application process introduces challenges developing
robust IDP’s and compete for SES roles.
Clark and Estes (2008) provided a protocol to remedy identified gaps. The protocols
include the introduction of information, job aids, training, or education. Providing information
supports in achieving stakeholder goals by using previous experiences, knowledge, and
guidance. Job aids serve as a higher level of information that guides individuals to perform tasks,
such as checklists, diagrams, and manuals. Training involves detailed instructions, feedback, and
guided practice to attain increased levels of knowledge. Finally, education is a deep level
understanding of conceptual and strategic knowledge to manage unexpected or complex
situations. To improve knowledge of the SES application process, job aids and training related to
the application process are needed.
Provide FGA Latinx Leaders with Job Aids and Training on the SES Application Process
Seven of 10 interview participants’ responses indicated that they lacked procedural
knowledge of the SES application processes that require efficient tools and remedies to support
learning. Analysis of the data validated that FGA GS-14 and GS-15 Latinx leaders’ procedural
knowledge serves as a barrier to apply for and request services to aid in the advancement to SES
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level positions. The stakeholder group’s inability to understand the process to obtain SES level
roles impedes progress towards developing robust IDP’s that support professional development.
Specifically, most participating members failed to successfully recognize the unique steps to
advance in the SES selection process. Clark and Estes (2008) stated that acquiring knowledge of
new skills is dependent on gaining declarative knowledge about processes and steps. The
recommendation to close this procedural knowledge gap is to conduct immersive training that
involves practical exercises and feedback to mitigate the procedural knowledge gap. This
training should include job aids that serve as an easy reference to information provided during
training (Clark & Estes, 2008).
Schraw and McCrudden (2006) suggested that individual learners’ ability to develop
mastery of newly acquired skills requires applicable practice and integration in a relevant
context. To develop adequate procedural knowledge, FGA needs to implement training, which
could be in the form of seminars or dedicated training programs aimed at FGA Latinxs that focus
on the SES application process and opportunities to apply the knowledge as part of the training.
McCrudden et al. (2010) explained that learning is positively influenced when individuals
understand its relevance. Based on this premise, the focus on training involves FGA GS-14 and
GS-15 Latinx leaders’ participation in training webcasts and on-site workshops that provide step-
by-step instructions on applying for SES level roles and effective resume development. These
leaders need to experience the application process to fully understand its complexities. The
application of training towards the successful obtainment of professional development goals
further facilitates developing procedural knowledge (McCrudden et al., 2010). Appendix D
provides potential training topics to address the performance gap. In conjunction with training,
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job aids that provide clear steps to apply for SES level roles can support FGA Latinx leaders in
applying the new knowledge gained through formal training.
The findings also suggest Federal Government Agency GS-14 and GS-15 Latinx leaders
require comprehensive job aids to support them in completing the SES application process. Job
aids consist of integrated materials, references, and guidebooks that facilitate navigating a work
process (Clark & Estes, 2008). Agola and Stefaniak (2017) described that job aids support
increased performance and learning when the situation requires multiple steps or attributes. In
the context of the SES application process, a job aid should consist of detailed step-by-step
instructions or a flowchart that details the SES application process’s requirements and process.
Groff (2006) suggested job aids help reinforce training and prevent individuals from losing the
knowledge gained from training. Job aids alone are not sufficient to remove knowledge gaps, but
in conjunction with practical training, they can supplement learning to achieve performance
goals.
Organizational Recommendations
Clark and Estes (2008) stated that even when individuals exhibit sufficient motivation
and knowledge to achieve stakeholder performance goals, the presence of organizational
influences may introduce significant barriers. This study identified four specific organizational
influences that limit the achievement of the stakeholder group’s performance goal. The findings
validated the need to increase diversity and inclusion efforts, develop succession plans, conduct
targeted recruitment of Latinx personnel for leadership positions, and increase diversity training
for organizational leaders that support FGA Latinx advancement to SES roles. Based on Clark
and Estes’s framework to address organizational obstacles and social theory, following sub-
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sections provide recommendations for the cultural model influence and cultural setting
influences to improve stakeholder achievement of performance goals.
Activate Leadership Support for FGA Latinx Advancement with a Multi-Pronged Approach
The findings of this study demonstrate that FGA values diversity and inclusion. However,
participant interviews suggest that organizational leaders do not prioritize or show a consistent
commitment to advancing FGA Latinxs into SES positions. Eight of 10 interview participants
indicated that FGA did not demonstrate a high level of commitment towards diversity efforts that
support Latinx advancement. The challenge to consistently promote, attract, and develop Latinxs
to serve in SES level positions requires developing career programs for FGA Latinx leaders and
shared accountability across SES leadership teams. According to Gelfand et al. (2004),
successful cultural systems incorporate effective accountability systems among individuals and
supervisors. Based on this construct, a system of accountability needs to focus on diversity and
equity. The proposed recommendations for this influence consist of two components. The first
action includes integrating discussion regarding growth for Latinxs in regular leadership
meetings, including diversity topics in monthly SES level leadership forums, and developing a
strategy to enable career-enhancing leadership assignments for FGA GS-14 GS-15 Latinx
leaders. The second recommendation involves creating shared accountability across the SES and
leadership teams by integrating diversity and inclusion criteria in leadership performance
planning and evaluation.
The first recommended action for FGA leaders is to demonstrate their commitment
through individual effort. According to Prieto et al. (2009), leaders demonstrate their perceived
valuing of diversity through inclusive action that promotes an organizational environment that
views inclusion and equity as assets. Integrating inclusive action in routine processes further
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emphasizes organizational priorities and leadership values (Schein, 2010). The integration of
discussion on Latinx growth and development into routine organizational processes and
structures contributes to removing barriers that impede advancement or career development
(Cook & Glass, 2015). Kandola (2004) discussed that removing organizational behaviors and
structures that act as barriers to diversity objectives remains critical to minoritized groups’ career
progression. These organizational systems and procedures can either support or impede
developmental or promotional opportunities. Based on this construct, the integration of routine
behaviors and actions that support diversity and promotion policies for FGA Latinx leaders helps
remedy the inconsistencies in promoting diversity initiatives across the organization. Consistent
with Kandola (2004), the integration of discussions on diversity initiatives in routine settings
across the organization and focused efforts to implement developmental opportunities for FGA
Latinx leaders support mitigating performance gaps.
The second recommendation focuses on integrating accountability systems to drive
performance by including performance metrics in annual evaluations for organizational leaders.
The steps to incorporate accountability systems involve incorporating criteria that prioritize
diversity and inclusion actions that support FGA Latinx advancement in supervisory
performance plans. The findings suggest an accountability deficit within leadership roles that
contribute to the persistent barriers experienced by FGA GS-14 and GS-15 Latinx leaders. Wallis
and Gregory (2009) described leadership accountability as organizational leaders’ ability to
promote key values such as fairness, impartiality, and promoting equality. According to Heinrich
(2002), expanding performance measures and integrating data are needed to hold leaders
accountable for program outcomes. These performance metrics need to align with organizational
goals, measure actual performance, and consider organizational culture and climate (Heinrich,
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2002). Incorporating equity indicators and key metrics in annual evaluation plans for
organizational staff and leaders further supports holding organizational leaders accountable
(Dowd & Bensimon 2014). Providing a consistent level of action towards diversity and inclusion
initiatives requires integrating standard metrics and key indicators into annual performance plans
for FGA leaders. This effort involves the implementation of key metrics and performance
standards that align with the FGA strategic plan. This process serves as a mechanism to track
organizational and individual leadership performance related to diversity goals and objectives.
Increase Succession Planning Efforts Supporting FGA Latinx Development
Succession planning provides an opportunity for FGA to prepare future Latinx leaders to
serve in critical positions across the agency. The development and guidance of new knowledge
are predicated on an organizational culture that creates opportunities, develops future leaders,
and imbues values that support personal growth (Mehrtak et al., 2017). Chapter Four findings
show that nine of 10 interview participants were unaware of any succession efforts, resources, or
other programs that support advancement. Despite succession planning directives and goals
outlined in the FGA Diversity Strategic Plan, interview participants’ responses suggest the lack
of a structured approach for accumulating experiences to support FGA Latinxs’ professional
growth.
Succession planning is a critical component for organizations to fill essential leadership
positions through the commitment of assessing, developing, and creating structured pathways for
potential leaders (Jarrell & Prewitt, 2007). Mehrtak et al. (2017) suggested that succession
planning efforts will fail without an organizational culture that can transform attitudes and
beliefs on succession planning. Another contributing factor to inadequate succession planning
revealed in the findings is the lack of resources and support mechanisms for GS-14 and GS-15
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FGA Latinx leaders. Clark and Estes (2008) posited that effective change requires adequate
resources such as equipment, time, and personnel to perform their job successfully. The proposed
recommendation suggests developing a structured succession planning program that prioritizes
increased job rotations, specialized training for FGA Latinx leaders to build robust IDP’s, and
increased visibility of the FGA mentorship program to aid in the development of succession
plans.
According to Jarrell and Prewitt (2007), quality succession plans incorporate a
comprehensive approach to select high-performing leaders, allocate resources and time to
support growth, a robust evaluation mechanism to monitor each individual’s progress, and a
sound mentorship program. Since succession planning is considered a proactive approach to
ensure the continuity of critical leadership positions (Ritchie, 2020), FGA leadership should
prioritize implementation efforts and make concerted efforts to establish new programs designed
to prepare Latinx leaders. Succession planning provides an opportunity to cultivate new leaders
to assume critical roles before the departure of individuals that currently serve in those roles
(Martin & Samels, 2004). Fink (2004) emphasized succession planning efforts should consider
developing a pool of potential candidates and establishing a clear pathway to develop selected
leaders for promotion within the organization. The development of a succession program within
FGA should consider gaps in current succession planning efforts, provide appropriate resources,
and implement a deliberate strategy to prepare FGA Latinx leaders to serve in critical leadership
roles. Implementing a comprehensive succession program and support systems helps prepare
GS-14 and GS-15 FGA Latinx leaders to advance into higher-level leadership positions.
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Implement Targeted Recruitment Strategies to Increase Diversity of Applicant Pools
Stakeholder interviews strongly support that FGA needs to implement targeted strategies
to diversify SES applicant pools. Eight of 10 interview participants noted that recruitment
awareness of SES level positions is limited to word-of-mouth or occasionally mentioned during
routine meetings. In the context of promoting diversity in managerial roles, Berthoud and Greene
(2001) emphasized that organizational change efforts should consider several factors such as
retention, outreach, and recruitment plans to increase hiring pools. Achieving these goals
requires a deliberate strategy that focuses on minority-specific recruiting programs, connections
with communities or targeted minoritized groups through effective outreach, and providing
information on promotional or developmental opportunities (Bidell et al., 2007; Rogers &
Molina, 2006). The proposed recommendation for this performance gap begins with developing
an annual recruitment and outreach plan to attract FGA Latinx leaders to apply for SES level
positions and execute a comprehensive communication strategy to promote SES opportunities to
FGA Latinx leaders.
Implementing a recruitment strategy designed to target FGA Latinxs aligns with the
existing FGA Diversity Strategic Plan to increase diversity in the SES applicant pool. Creating a
targeted campaign further supports setting expectations for organizational leaders, establishes
priorities, and creates concrete recruitment initiatives (Bocanegra, 2006; Rogers & Molina,
2006). An annual recruitment campaign directed at FGA Latinxs will cultivate an organizational
environment that promotes diversity by creating a repeated pattern of inclusive action. According
to Antun et al. (2007), an organization’s culture is exhibited through its diversity policies,
practices, and recruitment efforts. The authors further posited that recruitment efforts reflect
organizational values, priorities, and commitment to an inclusive work environment. In
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conjunction with the recruitment campaign, a well-developed communication plan that promotes
SES opportunities to FGA Latinx leaders is a critical part of achieving performance goals. The
integration of a robust communication plan further affirms the organization’s commitment to
diversity and inclusion goals.
Increase Inclusive Leadership Training for Federal Government Agency Leaders
The findings suggest that FGA requires change management efforts to drive a culture of
inclusion by training FGA leaders on the importance of a diverse workforce. The participant
interviews and document analysis show the need to develop and incorporate diversity initiatives
to train and educate FGA leaders on the importance of a diverse workforce. Kulik and Roberson
(2008) concluded that diversity training generates awareness about individual biases and
improves overall attitudes about inclusiveness in the workplace. Organizations’ inability to
effectively manage diversity within the workplace often stems from leaders’ attitudinal beliefs
and behaviors (Chavez & Weisinger, 2008). Drawing on research by Yap et al. (2010), evidence-
based training focused on generating a greater appreciation of the benefits of inclusivity and
enhancing current leaders’ mindsets on cultural self-awareness is needed to remove
organizational barriers to FGA Latinxs’ advancement. The recommendation aims to prioritize the
implementation of a comprehensive diversity training program for FGA leaders and SES cadre.
The integration of a diversity training program supports establishing lasting diversity
practices, developing best practices, and identifying standing practices that do not contribute to
diversity goals (Yap et al., 2010). FGA should devote resources such as funding, time, and
human capital to develop an integrated training program identified in the FGA strategic plan.
Building the capacity for FGA leaders to gain a deeper level of understanding of the importance
of a diverse workforce aligns with the FGA strategic plan. Appendix E provides potential
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inclusive leadership training topics to address the performance gap. The plan also serves as a
critical step to removing organizational barriers that prevent Latinxs advancement to SES roles.
Integrated Knowledge, Motivation, and Organizational Recommendations
This study explored the knowledge, motivation, and organizational factors that influence
10% of FGA Latinx leaders (GS-14 to GS-15) to develop individual development plans that
identify core competencies for growth in preparation to apply for SES level positions. The
recommendations address individual knowledge and organizational components that support
reducing performance gaps identified through this study. Although motivation is an asset
amongst the interview participants, the proposed integrated implementation plan considers
motivational impacts on achieving goals. The integration plan is grounded in Clark and Estes
(2008) framework to achieve performance target goals.
Clark and Estes’s (2008) framework posits that misalignment of organizational work
processes such as policies, procedures, and material barriers with organizational goals often
introduces obstacles to achieving performance goals. These organizational barriers can even
prevent individuals with high motivation and knowledge from achieving performance goals
(Clark & Estes, 2008). The removal of organizational barriers supports increasing individual
motivations and helps facilitate initiatives that address knowledge and skills barriers (Clark &
Estes, 2008). Remediation of the identified influence gaps involves prioritizing recommended
solutions against business goals and developing an integrated plan that addresses knowledge and
organizational findings. The integration plan aligns with other theoretical frameworks to
implement change. Burke (2018) described that effective organizational interventions follow a
pattern of first targeting organizational variables, which impacts individual behaviors, ultimately
driving organizational performance. The current FGA strategic plan provides the framework to
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establish timelines, prioritize the recommendations, and ensure alignment to organizational
goals. The FGA strategic plan introduced three priorities that focus on building a model
workplace culture, maximizing performance, and attracting diverse talent (FGA, 2019).
Following FGA strategic plan priorities, the implementation plan proposed in this section
focuses on removing organizational barriers to foster a climate of fairness, openness, and equity.
Successful implementation of the recommendations involves addressing other organizational and
knowledge barriers concurrently, such as building capacity and sustaining motivational assets for
FGA Latinxs leaders.
Address Organizational Barriers First
The proposed sequence to address each recommendation involves removing key
organizational barriers while integrating knowledge training as part of the recommended
solution. Succession planning and mentoring programs support improving FGA GS-14 and GS-
15 Latinx leaders’ knowledge of the SES application process and the creation of robust IDP’s,
which addresses the knowledge gap identified in the previous chapter. Specifically, the
development of job aids and training on the SES application process would be necessary to
establish a comprehensive succession plan. Succession planning programs also provide other
benefits by facilitating leadership opportunities that support advancement, aligning with the
recommended solution to increase leadership opportunities for FGA Latinxs. The priority of
developing succession planning and mentorship programs is also based on expanding pre-
existing programs to facilitate rapid implementation (Nielsen et al., 2010). Most importantly, the
implementation of succession plans supports removing attitudinal and structural barriers that
impede FGA Latinx advancement (Fink, 2004).
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Build Organizational Capacity
Other organizational recommendations involve increasing human capital and financial
resources to increase diversity training for FGA leaders, implement targeted recruiting strategies,
and intensify efforts to prioritize diversity and inclusive efforts. Clark and Estes (2008) describe
how organizational structures and resources need to align with objectives. For instance, the
absence of adequate human capital and budgetary support systems would further erode a
supportive organizational culture to achieve performance goals (Kuusela et al., 2017). The
difficulty of removing knowledge and motivation barriers increases without a comprehensive
implementation plan to remove organizational barriers (Clark & Estes, 2008). The integration of
these recommendations requires a sense of urgency to remove organizational barriers. An
integrated approach to address each of the identified organizational barriers is critical to ensure a
supportive organization the promotes a fair, transparent, and inclusive working environment.
Sustain Motivational Assets
The motivation levels exhibited by each of the interview participants present an
opportunity to reinforce motivational assets demonstrated by FGA Latinx leaders. As part of the
integration plan, considerations to both knowledge and organizational factors remain critical to
sustaining motivation levels (Clark & Estes, 2008). According to Mahal (2009), organizational
climate and culture impact the motivation levels among employees. Organizational barriers to
goal achievement can include inadequate resources, inefficient work processes, and biases
amongst the workforce (Clark & Estes, 2008). As part of the integration plan, the development of
structures, policies, and programs needs to consider individual motivation levels.
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Limitations and Delimitations
Limitations are considered potential weaknesses and aspects of the study that are out of
the researcher’s control that impact internal or external validity (Creswell, 2014). Based on the
qualitative design, the researcher was limited in controlling several aspects of the research. For
example, participant interviews comprised a significant portion of the data collection process,
which depends on truthful responses devoid of any respondent biases or other influential factors
(Maxwell, 2013). Another limitation is the sample profile selected for this study. The participants
were from across the FGA with different professional backgrounds, experiences, and knowledge
related to this research. The participants’ wide range of experiences introduced variations in the
interview questions’ interpretations and understanding. Other limitations were the time
constraints to collect data and complete a comprehensive review of data to generate findings.
As described in Chapter Four, the COVID-19 pandemic introduced unforeseen barriers
that restricted the researcher’s ability to complete intended research actions. The initial plan
involved conducting five in-person interviews. However, COVID-19 protocols at the University
of Southern California restricted face-to-face interactions. Additionally, FGA imposed additional
restrictions that limited the use of government equipment to conduct interviews. This restriction
required the researcher to conduct interviews via teleconference. This limitation prevented the
researcher from evaluating participating members’ attitudes and other non-verbal cues. The
COVID-19 pandemic also restricted access to FGA facilities, which prevented the researcher
from conducting an in-depth examination of on-site artifacts to assess the organizational culture.
Delimitations are characteristics that define the scope and boundaries of the study that are
within the researcher’s control (Creswell, 2014). Delimiting factors include selecting the data
collection methodology, interview questions, and study population (Creswell, 2014). The choice
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of FGA as the focus of the study was based on convenience and access to participants. The
researcher further limited the criteria for selecting participants to a population of FGA Latinxs
and did not include other marginalized groups’ perspectives on phenomena similar to that
explored in this study. The limited scope of the study to the FGA was a delimiting factor in that
results may not be characteristic of other federal agencies or external organizations.
Recommendations for Future Research
Future research conducted across multiple or other government agencies would facilitate
a deeper understanding of the barriers associated with Latinx advancement to SES roles. Based
on the literature review, Latinxs’ underrepresentation in SES roles is a systemic problem
throughout all federal government agencies. Evaluating the barriers in other federal government
agencies would provide greater insight into how different organizational structures impact Latinx
advancement.
Another approach to examining Latinx underrepresentation in SES roles is to conduct a
study that focuses on other cultural factors. Latinx cultural values, or familismo, refer to the well-
being, caring, and closeness of family units (Ayon et al., 2010). Five of 10 interview members
referenced how family and other cultural aspects, such as caring for and supporting extended
family members, affected their ability to advance at some point in their careers. Developing a
greater understanding of how cultural values play a factor in Latinx advancement and
perspectives on advancement into SES level roles is an area for further study worth pursuing.
Additionally, future research could also examine how mentorship plays a role in Latinxs’
professional development and support in obtaining SES level roles. A finding in this study
revealed how the lack of mentors affects career progression. Future research in a federal
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government context focusing on the impacts of mentorship and Latinx advancement would
further contribute to addressing this problem of practice.
Another consideration is to expand the stakeholder group to include the SES level to
understand better how SES cadre influences Latinxs development and career advancement into
SES roles. This study focused on a specific demographic of FGA GS-14 and GS-15 Latinx
leaders, which provides a unique perspective from members trying to obtain SES level roles.
Bringing a new perspective by incorporating those who reached the SES level may serve as an
additional approach to obtain a greater understanding of barriers that impede Latinxs’
advancement.
Finally, the COVID-19 pandemic introduced unexpected challenges during data
collection. Adherence to COVID-19 protocols imposed a significant constraint that impacted the
quality and quantity of data. For example, COVID-19 restrictions prevented the completion of
in-person interviews and the ability to conduct on-site artifact analysis. Future research after
these restrictions are lifted is merited to complete on-site interviews and thorough on-site artifact
analysis.
Conclusion
The underrepresentation of Latinx federal employees serving in SES roles is a prevalent
problem across the federal government sector (Anestaki et al., 2019; OPM 2017a). A broad array
of barriers to equal representation despite government agencies’ commitment to improving
diversity efforts exacerbate this problem. The purpose of this study was to evaluate the
underlying factors that contribute to the achievement of FGA Latinx leaders (GS-14 to GS-15) to
realize FGA performance goal to increase hiring among FGA Latinxs into SES positions. Using
the Clark and Estes (2008) gap analysis framework, the study explored 10 assumed knowledge,
124

motivation, and organizational influences identified in the conceptual framework.
Recommendations addressed the identified needs based on the interviews, document review, and
artifact analysis.
The study validated knowledge and organizational influence gaps for the stakeholder
group. The findings suggest a need to increase procedural knowledge to enhance FGA Latinxs’
understanding of the process to apply for and request services to aid in advancing to SES level
positions. Both the declarative and metacognitive influences were identified as assets that
support Latinxs’ advancement. Although analysis revealed each of the motivation influences as
an asset, the recommendation is to make a concerted effort to maintain an organizational
structure that supports the policies, processes, and programs to maintain a high motivation level.
A significant finding is the validation of all four organizational influences as gaps that impede
performance goals. The proposed recommendations for each gap serve as conduits to remove the
persistent barriers identified in this study. An integrated approach to implementing each
recommendation will provide an effective means to evaluate and monitor progress towards
achieving goals.
The growing number of Latinxs entering the federal workforce continues to outpace
federal agencies’ abilities to maintain equitable representation at the SES level. The
underrepresentation of FGA Latinx SES leaders remains problematic, as it contradicts the
policies and initiatives meant to create a diverse workforce and limits opportunities to join the
most senior ranks of civil service. Disparities will continue at the SES level across all federal
agencies without a comprehensive understanding of the barriers to Latinx career progression and
critical skills development.
125

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Appendix A: Interview Protocol
Good morning (afternoon). My name is Mark Camacho. Thank you for accepting the invitation
to be part of this interview.

This interview involves questions focused on FGA Latinx representation at the Senior Executive
Service level. You indicated that you are either in the process of applying or interested in
pursuing SES level roles in your organization.

The purpose of the questions is to get your perceptions of your experiences as a senior Latinx
leader within FGA. As we conduct the interview, there are no right or wrong or desirable
answers. Please feel as comfortable with saying what you think and how you feel regarding
particular questions.

These interviews are held to the highest level of confidentiality, and each participant and
organization will be given a pseudonym. Using pseudonyms ensures we will not be able to
identify you or the agency. I would also like for you to know that you are not forced to answer
any question(s) if you do not wish to do so.

The interview today will last approximately one hour or less, during which I will be asking you a
total of 23 questions. I will not actively participate in open discussion but may ask follow-up
questions to get clarification on an answer or to seek additional information.

Before we get started, I want to ask your permission to record the session to support data
collection and ensure that I am attentive throughout the interview session.

Let’s begin discussing your professional background and experience.

1. What is your role in this organization?
• How long have you been in this role?

2. What is your current grade in the organization?
• How long at this grade level?
• If at GS-15, how long were you at the GS 14 level?

3. How long have you been with the organization?

4. How long have you been in a leadership position/role?

5. Do you believe your ability to succeed in SES level roles is based on your efforts rather than
other factors beyond your control? If so, why do you feel this way? (M; Attribution)

6. In your experience, what are the essential skills needed to be successful in SES level
positions? (K; Declarative)
• Why are do you feel these skills are critical?
143

• Do you feel you have the skills you mentioned? If not, do you plan to develop these
skills?

7. What is your understanding of the recruitment process for SES level positions in this
organization? (K; Procedural)
• Where is information available related to the SES recruitment process?

8. What are the steps required to apply and secure SES level positions? (K; Procedural)
• If you do you know where to find information related to the SES application process,
where is the information located?
• What advice would you give to someone who wants to be promoted to the SES level?

9. What specific training programs or resources, if any, are provided to support Latinx
advancement to advance to SES level roles in FGA? (O/Cultural setting 1)
• How did you find out about these programs and/or resources?
• Have you completed any training courses or taken advantage of any resources provided
by FGA?
• Do you know where to find information if you are not familiar of any resources or
training programs?

10. What are your observations of SES candidate development programs contributing to the
advancement of Latinxs to the SES ranks in FGA? (O/Cultural setting 1)
• Can you provide specific examples?
• How did these programs contribute or support Latinxs?
• (If the participant did not have any observations); Why do you feel you have never
observed or familiar with SES candidate development programs?

11. In what ways does increasing the number of Latinxs in SES roles support the organization?
(M; Expectancy)
• Why do you think it is important to have Latinxs in SES roles?
• How does increasing the number of Latinxs benefit FGA?

12. Are you aware of any programs designed to develop SES candidates? (O/Cultural Model)
• If not, is there any particular reason why? Do you know where to find information?
• What are your plans to complete the SES Candidate Development Program or other
leadership programs?

13. Have you completed an individual development plan? (K; Metacognitive)
• Tell me what, if any, challenges you experienced when developing your IDP?
• What are the key attributes/skills identified in your IDP? Why do you feel these are
important for you to advance to SES level positions?
• (If the participant did not complete IDP); What are some reasons you have not developed
an IDP?
• Tell me what you perceive to be the role of the IDP in the process of advancing to SES
level positions?
144

14. Describe your development goals to support your advancement to SES level positions. (K;
Metacognitive)
• Describe a time when you self-reflected on improving in certain areas or personal skills?
• Why do you feel these goals are important to advance?
• How did you identify these goals?

15. Do you think the most qualified people are promoted into SES level positions? (M;
Attribution)
• Why do you feel this way?
• Have you observed or experienced the situation described?

16. Are you aware of any recruitment strategies or development programs in this organization
aimed to recruit or retain Latinx leaders? If any? (O/Cultural setting 2)
• Why do you feel these are important?
• If not, do you feel these programs exist within FGA? Why not?
• If not, is there any particular reason you are not aware?

17. Describe your level of confidence in developing the skills you need to be competitive for
promotion within the organization? (M; Self-Efficacy)
• Why do you feel this way?
• How does your IDP support developing the skills needed to be competitive for
promotion? (K; Metacognitive)

18. Describe how confident you feel about successfully performing at the SES level. (M; Self-
Efficacy)
• Why do you feel this way?
• What steps do you need to take to feel prepared to service in critical SES roles?

19. Explain how Latinx leaders aspiring to advance to SES level positions are developed for
growth in this organization. (O/Cultural Model)
• What are some examples?
• How does the organization prepare Latinxs, if at all?
• If not sure, how should FGA support Latinxs advancement into SES level roles?

20. Describe any challenges you experienced in applying to high-level leadership positions, if
any. (M; Attribution)
• What was the role you applied to? Did you get the role?
• Why do you think you did (or did not) get the role?

21. What training are you aware of, if any, that leaders within your organization receive that is
designed to educate FGA leaders on the importance of a diverse workforce? (O; Cultural Setting
3)
• What are some examples you experienced in your organization?
145

• Explain how your organizational leadership demonstrates a commitment to diversity
initiatives and inclusiveness?

22. In what ways, if any, do you feel leaders in your organization actively promote diversity and
inclusive efforts to promote, attract, and develop Latinxs to serve in SES level positions?
(O/Cultural Model)
• Why do you feel this way?

23. Do you have any other topics, experiences, or information to provide that was not covered in
our conversation today?

Closing:
Thank you for your participation in this study. Please contact me if you have any questions
regarding the interview conducted today.

146

Appendix B: Information Sheet
INFORMATION SHEET FOR EXEMPT RESEARCH
STUDY TITLE: Examining the Lack of Latinx Senior Executive Service Members in a United
States Federal Government Agency
PRINCIPAL INVESTIGATOR: Mark Camacho

FACULTY ADVISOR: Dr. Jennifer Phillips

You are invited to participate in a research study conducted by Mark Camacho, a doctoral
student at the University of Southern California. Please read the information below and ask
questions about anything unclear before deciding whether to participate.

PURPOSE

This study seeks to explore the factors that contribute to the representation of Latinx Senior
Executive Service (SES) members within FGA. I hope to learn about influences concerning the
advancement of Latinxs to SES roles. You are invited as a possible participant because you have
been in an FGA senior leadership position at a GS-14 or GS-15 grade level for at least one year
and are considered part of the Latinx demographic.

PARTICIPANT INVOLVEMENT

The research study adopts online interviews as the primary means of data collection. If you
decide to take part, you will be asked to participate in a virtual interview session using the
communication platform Zoom application. The interview includes 23 interview questions that
will last approximately one hour or less to complete. You will be provided information to
schedule a time to conduct the meeting that is convenient for you and instructions to access the
Zoom platform. Your participation in this study is entirely voluntary, and you may choose to
withdraw at any time without any penalty or consequence.

CONFIDENTIALITY
The members of the research team and the University of Southern California Institutional
Review Board (IRB) may access the data. The IRB reviews and monitors research studies to
protect the rights and welfare of research subjects.

These interviews are held to the highest level of confidentiality. Both you and the organization
will be given a pseudonym to remove any identifiable information. All data collected will be
stored securely and remain confidential. The interview will be audio recorded with your consent,
and you hold the right to review/edit the audio recordings or transcripts. The data will be stored
on a password-protected computer and held for three years after completion of the study.
Recorded audio files will be erased immediately upon transcription.
147

INVESTIGATOR CONTACT INFORMATION
If you have any questions about this study, please contact me at markacam@usc.edu or Dr.
Jennifer Phillips at jlp62386@usc.edu.

IRB CONTACT INFORMATION
If you have any questions about your rights as a research participant, please contact the
University of Southern California Institutional Review Board at (323) 442-0114 or email
irb@usc.edu.

148

Appendix C: Document and Artifact Rubric
Knowledge Influence

Analysis Notes
Declarative

The document informs on
the skillsets, competencies,
and requirements to advance
to SES level roles.

Procedural

The document informs on
the process to apply for and
request services to aid in the
advancement to SES level
positions.

Organizational Influence Analysis Notes
Cultural Setting

FGA diversity policies,
promotions, advertisements,
announcements, training
program materials, or
engagements that support
diversity and equitable
treatment of Latinxs or
minoritized groups to
advance to SES level roles.

Cultural Model

The document informs on
diversity and inclusion
related strategies, policies,
or initiatives designed to
promote the understanding
and training of FGA leaders.

149

Appendix D: Senior Executive Service Application Process Training Topics
Training Topics

Objective
Executive Core Qualifications and
Competencies
Provide a detailed description of the
leadership skills needed to succeed in the
SES.

Merit Staffing Selection Methods Review of SES selection methods: Resume-
based, accomplishment record, or traditional.
Qualifications Review Board (QRB)
Certification
Overview of the QRB composition,
application review process, and selection
criteria.

Writing Executive Qualifications Narratives Provide instruction to develop a well-written
qualifications narrative to the QRB members
that reflects ECQ’s and competencies.

150

Appendix E: Inclusive Leadership Training Topics
Training Topics

Objective
Creating an Inclusive Space Develop an understanding of the practices
required to build an inclusive organization.
Positive Impacts of Inclusive Leadership Understand the benefits of building an
inclusive work environment.
Inclusive Leadership Behavior Develop an understanding of why inclusion is
critical to success as a leader and to lead
diverse teams effectively.
Organizational Best Practices for Inclusion How to leverage best practices to build
inclusivity that meets the needs of the
organization.

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Asset Metadata

Creator Camacho, Mark Anthony (author)

Core Title Lack of Latinx senior executive service members in a federal government agency

School Rossier School of Education

Degree Doctor of Education

Degree Program Organizational Change and Leadership (On Line)

Publication Date 04/19/2021

Defense Date 03/31/2021

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

Tag diversity,inclusion,Latinx,OAI-PMH Harvest

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Phillips, Jennifer (committee chair), Regur, Carey (committee member), Seli, Helena (committee member)

Creator Email camachomark@hotmail.com,markacam@usc.edu

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c89-447630

Unique identifier UC11666596

Identifier etd-CamachoMar-9489.pdf (filename),usctheses-c89-447630 (legacy record id)

Legacy Identifier etd-CamachoMar-9489.pdf

Dmrecord 447630

Document Type Dissertation

Rights Camacho, Mark Anthony

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