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Improving veterans employment outcomes through increasing enrollment in vocational rehabilitation and employment program

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Improving veterans employment outcomes through increasing enrollment in vocational rehabilitation and employment program

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IMPROVING VETERANS EMPLOYMENT OUTCOMES THROUGH INCREASING
ENROLLMENT IN VOCATIONAL REHABILITATION AND EMPLOYMENT PROGRAM

by

Allisa Shepard

A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION

August 2020

Copyright 2020 Allisa Shepard

ii
Acknowledgements
First, thank you, God, for gracing me with the strength, determination, and support
necessary to persevere and make it to the end of this journey. My deepest gratitude goes to my
husband, Jeff, and my children Ava and Preston. Jeff, thank you for holding down the home front
while I pursued this journey, your love and support of all my crazy adventures are much
appreciated. Ava and Preston, thank you for your patience. This journey was for you as much as
it was for me; always remember, "you can do hard things."
Thank you to Dr. Kenneth Yates for your support, direction, and encouragement
throughout this academic experience. I am eternally grateful to have you as my chairperson. A
special thank you to my committee members, Dr. Themistocles Sparangis and Dr. Patricia
Tobey, for your contributions to my journey. I appreciate all of the feedback and guidance you
provided during this dissertation journey.

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Table of Contents
Acknowledgements ........................................................................................................................ ii
List of Tables ............................................................................................................................... viii
List of Figures .................................................................................................................................. x
Abstract ........................................................................................................................................... xi
CHAPTER ONE: INTRODUCTION ............................................................................................. 1
Introduction of the Problem of Practice .............................................................................. 1
Background of the Problem ................................................................................................. 2
Importance of Addressing the Problem ............................................................................... 3
Organizational Context and Mission ................................................................................... 4
Organizational Performance Status/Organizational Performance Goal .............................. 5
Description of Stakeholder Groups ..................................................................................... 6
Stakeholders’ Performance Goals ....................................................................................... 6
Stakeholder Group for the Study ......................................................................................... 7
Purpose of the Project and Questions .................................................................................. 8
Conceptual and Methodological Framework ...................................................................... 9
Definitions ........................................................................................................................... 9
Organization of the Study .................................................................................................. 10
CHAPTER TWO: REVIEW OF THE LITERATURE ................................................................. 11
Overview of Homelessness Among Veterans ................................................................... 11
The Onset of Homelessness Among Veteran .................................................................... 12
Risk Factors of Homelessness Among Veterans ............................................................... 14
Socioeconomic Factors .............................................................................................. 15
Program Initiatives to Eradicate Veteran Homelessness ................................................... 16
Housing First Program ............................................................................................... 16
Employment Challenges for Disabled Veterans ................................................................ 19
Vocational Rehabilitation Programs .................................................................................. 21
Veteran Health Administration Supported Employment ........................................... 21

iv

Veteran Benefit Administration Voc Rehabilitation and Employment Program ...... 22
Clark and Estes (2008) Gap Analysis Framework ............................................................ 23
Stakeholder Knowledge and Motivation Influences ......................................................... 24
Knowledge and Skills ................................................................................................ 24
Researching and Interpreting Policies ................................................................... 25
Implementing self-regulatory skills ....................................................................... 26
Developing a budget. ............................................................................................. 27
Motivation .................................................................................................................. 30
Self-efficacy theory ............................................................................................... 31
Expectancy-value theory ....................................................................................... 32
Organizational Influences .......................................................................................... 35
Effective Change Management Strategies. ............................................................ 36
Following evidence-based practice ....................................................................... 38
Clear and Concise Communication ....................................................................... 39
Organizational Trust. ............................................................................................. 41
Conceptual Framework ..................................................................................................... 43
Summary ............................................................................................................................ 45
CHAPTER THREE: METHODS ................................................................................................. 47
Participating Stakeholders ................................................................................................. 47
Survey Sampling Criteria and Rationale .................................................................... 48
Survey Sampling Strategy and Rationale ................................................................... 48
Interview Sampling Criteria and Rationale ................................................................ 49
Interview Sampling Strategy and Rationale ............................................................... 50
Data Collection and Instrumentation ................................................................................. 50
Quantitative Data Collection and Instrumentation Surveys ....................................... 51
Survey Instrument ................................................................................................. 51
Survey Procedures ................................................................................................. 52
Qualitative Data Collection and Instrumentation ....................................................... 53
Interviews .............................................................................................................. 53
Interview Protocol ................................................................................................. 54

v

Interview Procedures ............................................................................................. 54
Alignment of Data Collection Methods with the KMO Influences .................................. 55
Data Analysis ..................................................................................................................... 64
Credibility and Trustworthiness ........................................................................................ 65
Validity and Reliability ..................................................................................................... 65
Ethics ................................................................................................................................. 66
Role of the Researcher ....................................................................................................... 68
Limitation .......................................................................................................................... 69
CHAPTER FOUR: RESULTS AND FINDINGS ........................................................................ 70
Participating Stakeholders ................................................................................................. 70
Determination of Assets and Needs .................................................................................. 73
Results and Findings for Knowledge Causes .................................................................... 74
Factual Knowledge .................................................................................................... 74
Factual knowledge Influence 1 .............................................................................. 74
Factual Knowledge Influence 2. ............................................................................ 75
Factual Knowledge Influence 3. ............................................................................ 77
Factual Knowledge Influence 4. ............................................................................ 79
Conceptual Knowledge .............................................................................................. 80
Conceptual Knowledge Influence 1 ...................................................................... 81
Conceptual Knowledge Influence 2 ...................................................................... 82
Procedural Knowledge ............................................................................................... 84
Procedural Knowledge Influence 1 ....................................................................... 84
Procedural Knowledge Influence 2 ....................................................................... 85
Procedural Knowledge Influence 3 ....................................................................... 87
Metacognitive Knowledge ......................................................................................... 89
Metacognitive Knowledge Influence .................................................................... 89
Results and Findings for Motivation Causes ..................................................................... 90
Self-efficacy ............................................................................................................... 91
Self-efficacy motivation Influence 1 ..................................................................... 91
Self-efficacy motivation Influence 2 ..................................................................... 92

vi

Self-efficacy motivation Influence 3 ..................................................................... 94
Self-efficacy motivation Influence 4 ..................................................................... 95
Expectancy Value ...................................................................................................... 98
Expectancy value motivation Influence 1 ............................................................. 98
Expectancy value motivation Influence 2 ........................................................... 100
Expectancy value motivation Influence 3 ........................................................... 101
Results and Findings for Organization Causes ................................................................ 103
Cultural Model ......................................................................................................... 104
Organization culture model Influence 1. ............................................................. 104
Organization culture model Influence 2. ............................................................. 106
Open Ended question ........................................................................................... 108
Cultural Setting ........................................................................................................ 110
Organization culture setting Influence 1 ............................................................. 111
Organization culture setting Influence 2. ............................................................ 112
Organization culture setting Influence 3 ............................................................. 115
Organization culture setting Influence 4 ............................................................. 116
Summary of Validated Influences ................................................................................... 117
Knowledge ............................................................................................................... 118
Motivation ................................................................................................................ 119
Organization ............................................................................................................. 120
CHAPTER FIVE: RECOMMENDATIONS AND EVALUATION .......................................... 122
Recommendations for Practice to Address KMO Influences .......................................... 122
Researching and interpreting policies to enroll in the VR&E program ................... 124
Motivation Recommendations ................................................................................. 125
Introduction ......................................................................................................... 125
Increasing Self-Efficacy ...................................................................................... 127
Veterans need to see the value in researching and interpreting policies. ............ 128
Organization Recommendations .............................................................................. 129
Introduction ......................................................................................................... 129
Clear and Consistent Communication ................................................................. 131

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Perceived Culture of Trust ................................................................................... 132
Integrated Implementation and Evaluation Plan ............................................................. 133
Implementation and Evaluation Framework ............................................................ 133
Organizational Purpose, Need, and Expectations .................................................... 134
Level 4: Results and Leading Indicators .................................................................. 134
Level 3: Behavior ..................................................................................................... 135
Critical behaviors. ................................................................................................ 135
Required drivers .................................................................................................. 137
Organizational support ........................................................................................ 138
Level 2: Learning ..................................................................................................... 139
Learning goals ..................................................................................................... 139
Program for Staff ................................................................................................. 140
Evaluation of the components of learning. .......................................................... 141
Level 1: Reaction ..................................................................................................... 142
Evaluation Tools ...................................................................................................... 143
Immediately following the program implementation .......................................... 143
Delayed for a period after the program implementation ..................................... 144
Data Analysis and Reporting ................................................................................... 144
Summary of the Implementation and Evaluation .................................................... 145
Limitations and Delimitations ......................................................................................... 145
Recommendation for Future Study ................................................................................. 146
Conclusion ....................................................................................................................... 147
References ................................................................................................................................... 148
Appendix A: Demographics ........................................................................................................ 163
Appendix B: Immediate Post-Training Evaluation ..................................................................... 166
Appendix C: Evaluation Tool Delayed for a Period After the Program Implementation ........... 168
Appendix D: Dashboard Snapshot Sample ................................................................................. 170

viii

List of Tables
Table 1: Organizational Mission, Global Goal and Stakeholder Performance Goals ..................... 7
Table 2: Knowledge Influence, Knowledge Type, and Knowledge Influence Assessment .......... 29
Table 3: Assumed Motivation Influence and Motivational Influence Assessments ..................... 34
Table 4: Organizational Influence ................................................................................................. 42
Table 5: Knowledge, Motivation, and Organizational Influences and Measurement methods .... 55
Table 6: Demographic Information of Participants ....................................................................... 71
Table 7: Survey Results for Factual Knowledge of VA Voc Rehabilitation Program Standards . 74
Table 8: Survey Results for Factual Knowledge of employment handicap definition .................. 76
Table 9: Survey Results for Factual Knowledge of disability ratings for VR&E enrollment ....... 78
Table 10: Survey Results for Factual Knowledge of uses of VA Voc Rehabilitation Program .... 79
Table 11: Survey Results for Conceptual Knowledge of who can apply to VR&E Program ....... 81
Table 12: Survey Results for Conceptual Knowledge requirements to apply VR&E Program .... 83
Table 13: Survey Results for Procedural Knowledge of how to research the VR&E Program .... 85
Table 14: Survey Results for Procedural Knowledge of how to ask for help ............................... 86
Table 15: Survey Results for Procedural Knowledge of how to develop a budget ....................... 87
Table 16: Survey Results for Metacognitive Knowledge of how to seek help ............................. 89
Table 17: Survey Results for Self-efficacy Motivation of VR&E Policies ................................... 91
Table 18: Survey Results for Self-efficacy Motivation of VR&E Policy Interpretation .............. 93
Table 19: Survey Results for Self-efficacy Motivation of developing a budget ........................... 94
Table 20: Survey Results for Self-efficacy Motivation of asking for help ................................... 96
Table 21: Survey Results for Expectancy Value Motivsation of VR&E employment services ... 98
Table 22: Survey Results for Expectancy Value Motivation of VR&E enrollment costs .......... 100
Table 23: Survey Results for Expectancy Value Motivation for VR&E non-enrollment ........... 102
Table 24: Survey Results for Organization Cultural Model of VR&E culture of trust ............... 104
Table 25: Survey Results for Organization Cultural Model of VR&E open communication ..... 106
Table 26: Survey Results for Organization Cultural Model suggestions to increase enrollment 108
Table 27: Survey Results for Organization Cultural Setting of VR&E Policies ......................... 111
Table 28: Survey Results for Organization Cultural Setting of VR&E Staffing ........................ 112
Table 29: Survey Results for Organization Cultural Setting VR&E eligibility determination ... 115
Table 30: Survey Results for Organization Cultural Setting VR&E employment dedication .... 117

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Table 31: Knowledge Assets or Needs as Determined by the Data ............................................ 118
Table 32: Motivation Assets or Needs as Determined by the Data ............................................. 119
Table 33: Knowledge Assets or Needs as Determined by the Data ............................................ 120
Table 34: Summary of Knowledge Influences and Recommendations ...................................... 123
Table 35: Summary of Motivation Influences and Recommendations ....................................... 126
Table 36: Summary of Organization Influences and Recommendations .................................... 130
Table 37: Outcomes, Metrics, and Methods for External and Internal Outcomes ...................... 135
Table 38: Critical Behaviors, Metrics, Methods, and Timing for Evaluation for veterans ......... 136
Table 39: Critical Behaviors, Metrics, Methods, and Timing for Evaluation for VR&E staff ... 136
Table 40: Required Drivers to Support the Critical Behaviors of Veterans ................................ 137
Table 41: Required Drivers for Staff ........................................................................................... 138
Table 42: Evaluation of the Components of Learning for the Veterans Program ....................... 141
Table 43: Components to Measure Reactions to the Program .................................................... 143

x

List of Figures
Figure 1. Conceptual Framework .................................................................................................. 45

xi

Abstract
This study utilizes Clark and Estes’ (2008) gap analysis model, which systematically and
analytically helps to clarify organizational goals and identify the gap between the actual
performance level and the preferred performance level within an organization. The purpose of
this study is to conduct a gap analysis to examine the knowledge, motivation and organizational
influences that interfere with veterans utilizing the Vocational Rehabilitation and Employment
program to conduct a comprehensive evaluation to determine entitlement, identify limitations
and barriers to employment and establish rehabilitation goals. Veterans who separated or retired
from military service between the years 2014 and 2019 were assessed using survey and interview
data. Forty-eight veterans participated in the survey and seven veterans were interviewed. Survey
data was analyzed using descriptive statistics created in Qualtrics and interviews were analyzed
in an effort to establish whether or not gaps existed. Findings from this study revealed that
veterans lack factual and conceptual knowledge of the regulations that guide the Vocational
Rehabilitation and Employment program, eligibility to apply, and how to determine an
employment handicap. Findings also revealed that veterans were not confident in their ability to
research and interpret policies. Recommendations of the validated causes were developed to
close the gaps in knowledge, motivation, and organizational context of veterans. This study
contributes to the goal of ending veteran homelessness and can be used by future research efforts
trying to achieve a similar goal.
Keywords: Veterans Benefits Administration, veteran homelessness, veteran
employment, vocational rehabilitation

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CHAPTER ONE: INTRODUCTION
Introduction of the Problem of Practice
Homelessness among U.S veterans is a significant problem facing our nation (Metraux,
Clegg, Daigh, Culhane & Kane, 2013; Twamley et al., 2013). The U.S. Department of Housing
and Urban Development (2018) estimates that 38,000 veterans experience homelessness on any
given night. Employment is a critical component in securing and maintaining housing. However,
finding employment continues to be a challenge for veterans with disabilities, particularly
veterans with posttraumatic stress disorder (PTSD), traumatic brain injury (TBI), and substance
abuse disorders (Adams et al., 2017, Sterns, 2017; Stone & Stone, 2015). The U.S. Department
of Veterans Affairs (VA), (2015) estimates that 53% of Post-9/11 veterans face a period of
unemployment within the first 15 months after separating from the military.
The process of transitioning from the military to civilian life presents difficulties in the
areas of employment, health, and community integration (Stern, 2017). Employment is one of
the biggest obstacles military members face when in transitioning into civilian life (Keeling,
Kintzle & Castro, 2018). The VA has established strategic goals to end homelessness among
veterans and increase veterans’ economic competitiveness (U.S. Department of Veterans Affairs,
2015)Support programs, such as the VA Vocational Rehabilitation and Employment (VR&E)
program can provide education, training, and employment assistance for veterans to gain
financial stability and maintain housing. Despite the VA's efforts, utilization rates for the VR&E
program have shown minimal increase since 2007, despite the increase in the number of veterans
separating from the military with disabilities (U.S. Veterans Eligibility Trends and Statistics,
2016).

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The VA estimates that out of the 4.6 million veterans eligible for vocational rehabilitation
services, roughly 137,097 veterans participated in various stages of the VR&E program in fiscal
year 2016 (U.S. Veterans Eligibility Trends and Statistics, 2016). The most recent United States
Government Accountability Office (2014) report indicates that the employment success rate for
the VR&E program has consistently remained at or below 48%. The Government
Accountability Office found on average, and it takes a veteran six years to complete the VR&E
program due to veterans not persisting in the program. The Government Accountability Office
also found that veterans with mental health disorders were 12% less likely to be successful
within eight years of program entry and often exit the program or stop persisting (United States
Government Accountability Office, 2014). Additionally, the evidence highlighted in the VR&E
Annual Report 2018 for FY 2017 (2018) indicates that the rehabilitation success rates for the
three cohorts currently being tracked are below the 2017 performance target rate of 55%, and the
persistence rate is 31%. Obtaining competitive and long-term employment is essential to
sustaining housing. The underutilization and the VR&E program’s inability to increase the
retention and employment rates will hinder veterans' reintegration back into the workforce. As
such, this study examines the improvement of veteran participation in VR&E programs.
Background of the Problem
The Department of Veteran Affairs (VA) Office of Inspector General (OIG) (2012),
conducted the first large-scale population study to identify risk factors of veterans becoming
homeless at the onset of military separation. Integrated data from the VA and the Department of
Defense (DoD) on almost 500,000 veterans who separated from the military between July 1,
2005, and September 30, 2006, were analyzed. The VA OIG's study indicated that at five years
of military separation, 3.7% of veterans who deployed in support of Operation Enduring

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Freedom (OEF) or Operation Iraqi Freedom (OIF) encountered an initial period of homelessness.
Furthermore, the VA OIG study highlighted that the strongest predictor of becoming homeless
after separation from the military is having a substance abuse and/or mental health diagnosis.
Numerous studies have shown that veterans with co-occurring mental health conditions
and substance abuse disorders experience homelessness at a higher rate (Ding, Slate, Yang,
2018; Metraux et al., 2013; Tsai, Kasprow & Rosenheck, 2014; Twamley et al., 2013). A review
of scholarly literature suggests that employment is a critical factor in ending homelessness
(Shaheen & Rios, 2007; Stacey, Stefanovics, Roawnhwck, 2017). Veterans with TBI, substance
abuse disorders and mental health conditions often have difficulties maintaining employment
(Stacey, Stefanovics, Roawnhwck, 2017; Twamley et al., 2013;), thus the need for vocational
rehabilitation services is vital. The VR&E program can assist homeless veterans with
rehabilitation services to increase their chances of finding suitable employment. However,
retaining and placing veterans in suitable employment continues to be a challenge for the VR&E
program (VR&E Longitudinal Study, 2018). Additionally, the underutilization of the VR&E
program is a problem that needs to be addressed.
Importance of Addressing the Problem
The problem of veterans not utilizing the VR&E program and VR&E not meeting the
employment success rate or retaining veterans to the point of employment is important to address
for a variety of reasons. First, the VA has a moral obligation to take care of the men and women
who have served. Not only are veterans with a co-occurring mental illness prone to
homelessness, violent behaviors, and unemployment, but they are also prone to poor health and
suicidality (Crane, Schlauch & Easton, 2015). According to the Department of Veterans Affairs,
VA National Suicide Data Report 2005–2016 (2018), between 2008 to 2016, there were more

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than 6,000 veteran suicides each year. The report estimates that more than two-thirds of veterans
who die from suicide were not treated for care by the VA. Additionally, the report found that the
suicide rate decreased among veterans who utilized VA services. Research suggests that having
employment contributes to greater self-sufficiency and improved emotional and physical well-
being for individuals with disabilities, particularly mental health and substance abuse disorders
(Gruman et al., 2014; Stern, 2017). Additionally, employment is suggested as a key factor in
ending homelessness, and labor force attachment is suggested as the quickest path for disabled
veterans to reintegrate back into the community and attain financial independence (Cohen, Suri,
Amick, Yan, 2013; Griffin & Stein, 2015; Stern 2017). Lastly, there is limited research
conducted on the VR&E program, and this study will add to a growing knowledge base. The
overrepresentation of homeless veterans and the high rates of unemployment amongst veterans
with disabilities separating from the military warrant investigation into the VR&E program.
Recommendations from this study will aid the VR&E program in closing the performance gap,
which will lead to better employment services for veterans.
Organizational Context and Mission
The overall mission of the VA is rooted in the promise to fulfill President Abraham
Lincoln's agreement, "to care for who shall have borne the battle, and for his widow and his
orphan" (VA, 2017). The VR&E program is the VA's division tasked to assist entitled disabled
veterans to find employment. The VR&E program provides career, academic, and adjustment
counseling to disabled veterans and transitioning military members with service-connected
disabilities. The VR&E program helps disabled veterans overcome barriers to their employment
through education and job training services or independent living services when employment is
not an option (VA, 2017).

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The VR&E program carries out its mission by providing personalized individual
rehabilitation plans following one of the five tracks: 1) employment through long term; 2) self-
employment; 3) rapid access to employment; 4) independent living services; 5) re-employment
with the previous employers (M28R, 2013). There are 350 VR&E offices established throughout
the United States (VR&E Longitudinal Study, 2018). The following demographic information
was taken from the VR&E Longitudinal Study, 2018:
● Veterans over 45 years of age made up 38%, and veterans under the age of 45 made
up 62% at program entry.
● Disability percentages of disabled veterans in the program ranged from 10 to 100
percent; an estimated two-thirds of cohort members had disability ratings of 60% or
higher.
● Female veterans made up 19% of the total participants, and 81% were male.
● An estimated 25% of participants in each cohort had PTSD as their primary
disability code.
At the time of this writing, approximately 47,269 veterans across three cohorts were
enrolled the VR&E program between FY 2010 and FY 2014 (VR&E Longitudinal Study, 2018).
On the other hand, there are 4.6 million veterans who are eligible for VR&E program, but it is
unclear why they are not participating.
Organizational Performance Status/Organizational Performance Goal
The organizational performance problem that this study will focus on is increasing
VR&E program utilization. By September 2021, the VR&E's goal is to increase service
utilization by 10%. Before enrolling and receiving VR&E services, each veteran must meet with

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a Vocational Rehabilitation Counselor to complete a comprehensive evaluation to determine
eligibility and feasibility to obtain and maintain employment (M28R, 2013). The utilization rate
is measured by the number of veterans who enroll and complete the program. Program
completion is measured by the number of positive outcomes. Positive outcomes are a
combination of the number of disabled veterans who exit the program either suitably employed
(i.e., employment will not aggravate existing disabilities), pursued further education without
funding from VR&E, successfully completed an independent living program, or disabled
veterans who reached maximum rehabilitation gains (i.e. employable, but chose not to work)
(M28R, 2013). For this study, positive outcomes will be referred to as employment placement
rates.
Description of Stakeholder Groups
The stakeholder groups for this study are regional VR&E management team members,
Vocational Rehabilitation Counselors (VRC), Employment Coordinators, and veterans. The
regional VR&E management team consists of the local Regional Director, Vocational
Rehabilitation and Employment Officer, Assistant Rehabilitation Officer, and Vocational
Rehabilitation Supervisors. The regional management team selects, trains, retains and addresses
employee performance (M28R, 2013). VRCs have direct oversight of the veteran's performance
in achieving the goals outlined in their rehabilitation plan. Employment Coordinators provide
employment services, such as interviewing techniques and resume writing and work with the
Department of Labor coordinators to find suitable employment for veterans.
Stakeholders’ Performance Goals
Table 1 shows VR&E’s goals and the primary stakeholder goals to increase VR&E’s service
utilization rates and veteran's employment and persistence rates.

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Table 1
Organizational Mission, Global Goal and Stakeholder Performance Goals
Organizational Mission
The mission of the Vocational Rehabilitation and Employment (VR&E) program is to assist
disabled veterans and injured transitioning military members, with barriers to employment,
prepare for, obtain and maintain suitable employment or to live independently when employment
is not feasible.
Organizational Performance Goal
By September 2021, the VR&E ’s goal is to increase service utilization by 10%.
VR&E Regional
Management Team
Vocational
Rehabilitation
Counselors
Veterans Employment
Coordinators
By April 2020 the VR&E
Regional Management
Team will ensure
Vocational Rehabilitation
Counselors have the
resources and training
required to assist veterans
in meeting the performance
goals.
By April 2021, all
Vocational Rehabilitation
Counselors will meet 60%
of their target placement
rate that corresponds to
their general schedule (GS)
pay grade, which is 15 for
GS-12 VRCs, 13 for GS-11
VRCs and 11 for GS-9
VRCs.
By April 2021,
veteran
enrollment in the
VR&E program
will increase by
10%.

By April 2021,
place all veterans
in suitable
employment
within 180 days
of being assigned
employment
status.

Stakeholder Group for the Study
Although the joint efforts of all stakeholders will contribute to the achievement of the
overall organizational goal, it is essential to understand barriers faced by veterans as they attempt
to use the VR&E program. The stakeholders’ goals, supported by the regional management team,
vocational rehabilitation counselors and employment coordinators, are to apply for VR&E

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services and complete the VR&E program to the point of finding employment without
interruption. To meet this goal, the veteran will work with the vocational rehabilitation
counselor to conduct a comprehensive evaluation to determine entitlement, identify limitations
and barriers to employment and establish rehabilitation goals. Next, the veteran will work with
the vocational rehabilitation counselor to develop an individualized rehabilitation plan. The
vocational rehabilitation counselor will monitor the veterans to the point of employment. Once
placed in employment status, the veteran is monitored for at least 60 days to ensure they have
adjusted in their position.
Purpose of the Project and Questions
The purpose of this study is to conduct a gap analysis to examine the knowledge,
motivation and organizational influences that interfere with veterans utilizing the VR&E
program to conduct a comprehensive evaluation to determine entitlement, identify limitations
and barriers to employment and establish rehabilitation goals. The analysis will begin by
generating a list of possible or assumed influences that will be examined systematically to focus
on actual or validated influences. A complete gap analysis would focus on all stakeholders;
however, for practical purposes, this study will focus on veterans as the primary stakeholders. As
such, the questions that guide this study are as follows:
1. What are veterans’ knowledge and motivations related to utilizing the VR&E program to
conduct a comprehensive evaluation to determine entitlement, identify limitations and
barriers to employment and establish rehabilitation goals?
2. What is the interaction between the veteran’s knowledge and motivation and the VR&E
division’s culture and context related to veterans utilizing the program?
3. What are recommended knowledge, motivation, and organizational solutions for veterans
to successfully utilize the VR&E program?

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Conceptual and Methodological Framework
Clark and Estes’ (2008) gap analysis, is a systematic, analytical method that helps to
clarify organizational goals and identify the gap between the actual performance level and the
preferred performance level within an organization and will be implemented as the conceptual
framework. The methodological framework is a mixed-method study with descriptive statistics.
Assumed knowledge, motivational and organizational influences that interfere with
organizational goal achievement will be generated based on personal knowledge and related
literature. Data collection methods include surveys and interviews. Research-based solutions
will be recommended and evaluated comprehensively.
Definitions
The following terms used in this study are taken from VR&E’s M28R (2013):
Comprehensive evaluation: A process used to establish veteran’s eligibility for VR&E service
and to establish a rehabilitation goal. The determination is based on the existence of an
employment handicap, barriers to employment, past work history and education level.
Employment through long-term services track: A program track for veterans or injured military
members to obtain necessary job skills to find employment, training, education or on-the-job
training.
Employment Handicap: An impairment of a veteran’s ability to prepare for, obtain, or retain
employment consistent with his or her abilities, aptitudes, and interests.
Rapid access to employment: A program track for veterans or injured service members who seek
employment and already have the skills to be competitive in the job market.

10

Re-employment with previous employer track: A program track for veterans separated from
active military service or in the National Guard or Reserves who want to return to work with
their previous employers.
Serious Employment: A significant impairment to a veteran or injured military member’s ability
to prepare for, obtain, or retain employment consistent with his or her abilities, aptitudes, and
interests.
Organization of the Study

Five chapters are used to organize this study. This chapter provides the reader with the
fundamental concepts and terminology commonly found in discussions regarding homeless
veterans and the VR&E program. The organization’s mission, goals, and stakeholders, as well as
the initial concepts of a gap analysis were introduced. Chapter Two provides a review of the
current literature surrounding the scope of the study. Topics of homeless veterans,
unemployment rates for disabled veterans and support and intervention policies will be
addressed. Chapter Three details the assumed interfering elements, as well as a methodology
regarding the choice of participants, data collection and analysis. In Chapter Four, the data and
results are assessed and analyzed. Chapter Five provides solutions based on the data and
literature for closing the perceived gaps, as well as recommendations for an implementation and
evaluation plan for the solutions.

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CHAPTER TWO: REVIEW OF THE LITERATURE
This review of literature will examine possible root causes in the underutilization of the
VR&E program to decrease homelessness among veterans. The review begins with an overview
of homelessness among veterans to include onset, risk, and socioeconomic factors. Next, a
comprehensive discussion on programs to mitigate homelessness among veterans and
employment challenges for veterans with disabilities is presented. This section includes current
scholarly literature on the housing first model and the VA vocational rehabilitation program.
The chapter concludes with a review of Clark and Estes' (2008) conceptual gap analysis
framework to specifically explore the knowledge, motivation, and organizational influences on
VR&E's ability to increase the utilization rates.
Overview of Homelessness Among Veterans
Ending and preventing homelessness among veterans has been a key goal for the VA
since 2009 (Tsai, Link, Rosenheck & Pietrzak, 2016). The VA's goal is to decrease the number
of homeless veterans to 12,000 or less in order to maintain a functional zero (Tsai, Link,
Rosenheck & Pietrzak, 2016). A functional zero refers to veterans having access to support
services they need or desire to remain off the street. Prevention strategies, such as partnering
with state, federal, and local organizations, were initiated to achieve this goal. According to the
2018 Annual Homeless Assessment Report (AHAR) to Congress, the number of homeless
veterans has declined 49% over eight years; from 74,087 homeless veterans in 2010 to 37,878
homeless veterans in 2018(US Department of Housing and Urban Development, 2018). While
the recent progress on ending homelessness is notable, more work needs to be done in order for
the VA to achieve and maintain its goal.

12

A growing body of research suggests that mental health disorders, substance abuse, and
low socioeconomic status are commonly associated with a higher rate of homelessness among
veterans (Ding, Slate, Yang, 2018; Metraux et al., 2013; Tsai, Kasprow & Rosenheck, 2014;
Twamley et al., 2013). Yet, veterans with mental conditions are not utilizing the VA vocational
and mental health services, thus delaying recovery and entrance into the workforce. Additionally,
studies on the onset of veteran homelessness are limited, thereby potentially implementing
prevention efforts that are off-target.
The Onset of Homelessness Among Veteran
Homelessness among veterans is an issue the United States has grappled with for the last
two decades (Tsai, Hoff & Harpaz-Rotem, 2017). A gap in research exists as it relates to finding
the root cause of incidence that leads to homelessness among veterans (Metraux, Clegg, Daigh,
Culhane & Kane, 2013; Metraux, Cusack, Byrne, Hunt-Johnson & True, 2017; Tsai, Hoff &
Harpaz-Rotem, 2017). Historically, prevalence rates were used as the criteria for estimating
veterans’ homelessness; the National Vietnam Veterans Readjustment Study (Kulkuha, 1988)
and the annual point-in-count conducted by HUD demonstrates this example. Whereas
prevalence measures a population's frequency of a known condition during a distinct timeframe,
incidence measures how often new cases of the same condition occur over a given timeframe
(Tsai, Hoff& Harpaz, 2017). Tsai, Hoff and Harpaz-Rotem (2017), suggest analyzing the
incident rate of homelessness is often tricky because it requires a large sample size for an
accurate estimate, which can be challenging, as homelessness is an elusive event.
Notwithstanding, examining incidence rates is essential for homeless prevention efforts and
identifying a viable solution to eradicating homelessness.

13

In the first large-scale population-based longitudinal study to identify risk factors at the
onset of military separation, the Department of VA OIG (2012) found that on average, the first
episode of homelessness occurs within the first three years of separation from the military and
female veterans had a 4% percent incidence rate of becoming homeless compared to male
veterans who did not deploy. The study also indicated that 70-78% of the homeless veterans
were enlisted service members who separated in the lowest pay grade tier of E1 to E4. Among
newly homeless veterans, nearly 64-76% were diagnosed with mental health disorders before
separation from the military. A critique of the study was that it did not explain the difference in
characteristics other than gender and service in Operations Iraqi Freedom and Enduring
Freedom.
Metraux, Clegg, Daigh, Culhane and Kane's (2013) study was the first to expand on the
VA's OIG (2012) study. Multiple baseline factors such as demographics, military service,
behavioral health diagnoses, and Traumatic Brain Injury (TBI) at or before military separation
among veterans of Operations Enduring Freedom and Iraqi Freedom were assessed
simultaneously. Administrative records of 310,685 veterans who separated from the military on
July 1, 2005, to September 30, 2006, were analyzed to determine the incidence rate and risk
factors of homelessness. The study found that 1.8% of veterans experienced an episode of
homelessness post-military separation. Higher rates of homelessness were found among veterans
who were discharged in the pay grades of E1 to E4, had a diagnosis of behavioral health
disorders, TBI, and/or problematic military discharges. However, after accounting for other
baseline indicators, gender had no impact on the risk of becoming homeless. Similar to the

14

results in the VA's OIG (2012) study, veterans who deployed to Iraq and Afghanistan with a
diagnosis of Post-Traumatic Stress Disorder (PTSD) were at higher risk for homelessness.
In a more recent study, Tsai, Hoff and Harpaz-Rotem (2017), used a retrospective cohort
design study to analyze the one-year incidence rate of 306,352 veterans who were referred to
anxiety and PTSD disorder clinics across 130 VA facilities from 2008-2012. The study found
5.6% of veterans experienced a new episode of homelessness within a year after a referral from
the VA for mental health care. Female veterans had a higher incidence rate of homelessness
compared to male veterans, 7.6% vs. 5.4%. Of the 122,009 veterans in the study that served in
Iraq and Afghanistan, 5.2% experienced a new episode of homelessness within a year.
Previous studies cited a moderate correlation between combat-related mental health
disorders and homelessness exist (Metraux, Clegg, Daigh, Culhane & Kane, 2013; Tsai, Hoff &
Harpaz-Rotem, 2017, VA OIG, 2012). In contrast, Metraux, Cusack, Byrne, Hunt-Johnson and
True (2017) found that a majority of homeless veterans served during peacetime and experienced
no combat. Metraux et al. (2017) revealed three key areas closely linked to veteran homelessness
include their mental health, relationships and family life, and financial stability among
transitioning military members. From the research, it is evident that deployment is not the only
factor affecting veteran homelessness. Further research is necessary to gain a complete
understanding of the onset and incidence rate of homelessness among veterans.
Risk Factors of Homelessness Among Veterans
Depression, bipolar disorder, PTSD, younger age, criminal record, and alcohol, and drug
use are frequently cited as risk factors associated with homelessness among veterans (Elbogen,
Sullivan, Wolfe, Wagner & Beckham, 2013). Particularly, substance abuse is noted as a major

15

risk factor. Tsai, Kasprow and Rosenheck (2014) examined national administrative data of
14,086 veterans who were enrolled in the HUD-VASH program from January 2008 to April
2011. Participants’ outcomes were measured from their entry into the HUD-VASH program to
the sixth month mark. The research showed that 60% of homeless veterans entering the HUD-
VASH program had a substance use disorder and more than half of those veterans had both
alcohol and drug use disorders resulting in more widespread homeless occurrences.
A history of co-occurring disorders or mental health disorders is found to complicate
treatment and intervention programs leading to more negative outcomes in homelessness among
veterans (Metraux et al.,2017). Co-occurring disorders are mental health illnesses, coupled with
at least one alcohol or drug disorder or one non-drug related mental disorder coinciding (Ding et
al., 2018). Ding et al. (2018) studied the correlation between veteran homelessness and the risk
for co-occurring disorders. The results of the study identified that 76.7% of homeless veterans
had a minimum of one mental or behavioral health disorder. The study concluded that homeless
veterans are at higher risk for developing mental and behavioral disorders, including PTSD,
psychiatric symptoms, poor hygiene, and violent outbursts. Mental illness, substance abuse, and
other behavioral disorders have been linked to homelessness, but financial factors are often
overlooked as a contributor to homelessness among veterans.
Socioeconomic Factors
Elbogen, Sullivan, Wolfe, Wagner and Beckham (2013) contend that poor financial
decision-making can occur absent mental health diagnoses. A lack of stable employment,
inability to budget, limited financial knowledge, and poor financial decision making make it
difficult for veterans to maintain financial stability (Elbogen, Sullivan, Wolfe, Wagner &

16

Beckham, 2013). In one of the first studies to examine the connection between money
mismanagement and subsequent homelessness among veterans, Elbogen et al. sampled 1,090
veterans who served in Operation Iraqi Freedom and Operation Enduring Freedom. Veterans
were randomly selected from the National Post-Deployment Survey roster to complete a mailed
survey. The results of the study revealed that the highest rate of homelessness was found among
veterans with low income that reported money mismanagement. Overall, the study found that
money mismanagement was a significant and better predictor of subsequent homelessness as
opposed to other variables.
Multiple studies indicate the influence of mental health disorders, TBI, PTSD, low-
income status, and substance as well as drug abuse disorders, are significant risk factors for
homelessness among veterans. Despite the socioeconomic advantages such as access to VA
health care, income assistance and housing assistance from the VA, veterans continue to face a
higher incidence of homelessness, specifically amongst Post 9/11 veterans. Further research is
needed to examine and understand the significant risk factors associated with homelessness
among veterans, as it will aid in developing program initiatives to reduce or eliminate
homelessness.
Program Initiatives to Eradicate Veteran Homelessness
Housing First Program
The Housing First model is grounded in a case management approach with rehabilitation
services to facilitate rapid housing placement (Gabrielian et al., 2016). A partnership between the
U.S. Department of Housing and Urban Development (HUD) and the VA was developed to
provide supported housing (Tsai, Hoff & Harpaz-Rotem, 2017). Supported housing is built on

17

the principle of the Housing First model, which differs from the linear approach where
individuals transition from a shelter, transitional housing, or residential treatment to independent
housing (Gabrielian et al., 2016). The HUD-VA Supported Housing (VASH) program is the
primary source of funding for housing homeless veterans and is lauded as the model service
approach to assist in eradicating homelessness among veterans (Tsai, Kasprow & Rosenhech,
2014;). The HUD-VASH program provides affordable, subsidized housing and case
management services for veterans. The HUD-VASH program is operated throughout more than
130 VA facilities around the nation and is the most extensive permanent supported housing
program for homeless veterans (Gabrielian et al., 2016).
Permanent supported housing has contributed to the decline in homelessness rates
(Harris, Winetrobe, Rhoafes, Castro & Wenzel 2018). However, less is known about the
association between services utilization and changes in alcohol and drug use once placed in
permanent housing (Harris et al., 2018; Tsai et al., 2014). Due to the increasing number of VA
social workers that provide support to veterans in permanent supportive housing, Harris,
Winetrobe, Rhoafes, Castro and Wenzel (2018) contends that more attention needs to be given to
the clinical implications of housing veterans and not just on housing placement rate. Harris et al.
(2018) further assert that analyzing services such as service provision and service utilization will
provide a better understanding of what barriers facilitate or hinder service utilization and support
social workers in tailoring services and advancing their training to improve the lives of the
veterans they serve.
Harris et al. (2018) investigated the prevalence of predisposing, enabling, and need
characteristics linked to service use among 126 homeless veterans entering permanent housing in
Los Angeles. Predisposing characteristics were measured by homelessness history, race, gender,

18

military history, and enabling factors measured were social support, income, and case
management. While needs characteristics were measured by, mental health, physical health, sex
risk behavior, and substance use. A logistic regression model was used to examine predisposing,
enabling, and need characteristics and service use. The study found services utilized by veterans
during the previous three months were as follows: healthcare services, 80.9 %, basic need
services, 79.4%, mental health services 52.4%, financial services, 45.2% and occupational
development help, 25.4%. The study revealed that veterans who had mental health counselors
were more likely to use services to satisfy their basic and mental health needs. Additionally,
veterans who had more interactions with case managers had higher usage of occupational
development services, which indicates that relationships with service providers can promote
service use. Similar results were found in Tsai, et al. (2014).
Tsai et al. (2014) explored the prevalence of alcohol and drug disorder among homeless
veterans entering permanent supportive housing and the correlation between housing and clinical
outcome. A sample of 29,143 HUD-VASH veterans’ data were compared on their outcome six
months after entry into the HUD-VASH program. The study indicated that of the total, 29,143
veterans, 59.68% substance abuse disorder, and 54% of those veterans had substance and alcohol
use disorder. The study indicated an overall improvement in housing and clinical outcomes
within the first six months of entrance into the HUD-VASH program. Veterans spent more
nights in independent housing, had better functioning, and declines in substance use. Although
improvements in housing outcomes and a decline in substance use were noted, Tsai et al. assert
that HUD-VASH alone is not sufficient to address mental health and substance abuse treatment
needs. Despite the success of the HUD-VASH program, veterans are still overrepresented in the
homeless population and many exits supported housing (Gabrielian et al.,2016; Tsai et al., 2016).

19

Gabrielian et al. (2016), explored the factors associated with premature exit from
supported housing before achieving permanent housing placement. Utilizing the VA's Homeless
Operation Management and Evaluation System, administrative data of 1,772 veterans enrolled in
the greater Los Angeles area between 2011 and 2012 were examined. After accounting for
demographic characteristics such as age, gender, marital status, and race-ethnicity to match
participants who exited and stayed in the program, 51 participants were identified as having
exited the program prematurely. The study indicated that immediately after exiting the program,
31% of the participants became homeless; 24% were incarcerated; 22% entered residential
rehabilitation facilities, and 12% secured temporary housing with friends or family. The study
found that VA supported housing case managers focused on housing placement rather than
rehabilitation. While there are benefits to obtaining supported housing without mandated
treatments or sobriety, employment will be a necessary component to sustaining housing and
increasing the overall well-being of veterans.
Employment Challenges for Disabled Veterans
The effect of a veteran’s psychological and physical injury incurred in the military can
impact earning potential as these injuries can limit employment opportunities (Elbogen et al.,
2013). Kukla, Rattray and Salyers (2015) study of the perspectives of veterans with mental
health disorders on work reintegration indicates that veterans who served in combat reported
more challenges in the workplace, particularly as it pertains to physical health and cognitive
issues.
Leadership, teamwork, and discipline are attractive skill sets that most veterans possess,
and employers generally look for when hiring a candidate (Stone & Stone, 2015). Despite their
skill sets, about 50 percent of veterans who served during the Iraq and Afghanistan war reported

20

finding employment as their biggest challenge (Stern, 2017). Stone and Stone (2015) examined
factors affecting hiring veterans and found hiring decisions are influenced by a lack of
understanding of how military work experience translates to public and private sector work
experience, stereotypes, and stigma. Unfounded stereotypes such as a lack of adaptability,
withdrawnness, mental illnesses, rigidity, and bitterness are frequently attributed to veterans
(Stone & Stone, 2015). Stone and Stone theorized that veterans who are perceived as mentally ill
will be rated as less suitable for employment and are less likely to be hired, which is a similar
employment obstacle faced by individuals with disabilities.
Research indicates that employers are more apprehensive to hire individuals with mental
health and emotional condition disabilities compared to individuals who have physical
disabilities (Henry, Petkausos, Stanislawzyk &Vogt, 2014). Henry, Petkausos, Stanislawzyk, and
Vogt (2014) examined public and private sector employers’ perceptions of the challenges of
hiring individuals with disabilities. Uncertainties of applicant abilities and the complexity of the
public disability employment service systems were noted as hiring challenges employers face.
Henry et al.'s study also revealed that blatant and subtle stigmas associated with disabilities
create barriers to hiring. Henry et al. assert that vocational rehabilitation and employment service
providers need to establish effective business partnerships to promote the contributions that
individuals with disabilities can bring to an organization. McDonnall and Sui (2018) further
contend that business engagement is one of the primary focuses to improve employment
outcomes for individuals with disabilities. Since negative perceptions still exist, vocational
rehabilitation services are needed to assist disabled veterans in overcoming the challenges of
finding and maintaining employment.

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Vocational Rehabilitation Programs
Vocational rehabilitation programs can be viewed as a therapeutic pathway where
employment is the desired outcome and a component of treatment (O' Connor et al., 2016).
Given the overrepresentation of homeless veterans and the employment rate for veterans with
mental health conditions, Twamley et al. 2013 assert that effective vocational services are
needed to assist in return to the workforce and to increase their income. The VA has offered
vocational Rehabilitation services since World War One to increase the well-being and
employment outcome of veterans (Wyse, Pogoda, Mastarone, Gilbert & Carlson 2018). The
Veteran Health Care Administration and the Veteran Benefits Administration both administer
vocational rehabilitation services. Although both departments within the VA offer vocational
rehabilitation services, multiple studies have indicated that veteran experience difficulty getting
their vocational needs met (O' Connor et al., 2016; Wyse et al., 2018; Twamley et al., 2013).
In a recent qualitative study, Wyse, Pogoda, Mastarone, Gilbert and Carlson (2018) found
that veterans experience difficulties in the Veteran Health Care Administration and the Veteran
Benefits Administration vocational rehabilitation programs. The study indicated that both
rehabilitation programs are not adequately meeting the needs of veterans with a history of
polytrauma/TBI. O'Connor et al. (2016) suggests that cognitive rehabilitation services should be
integrated into traditional vocational rehabilitation services to improve return to work goals for
veterans with TBI and mental illnesses.
Veteran Health Administration Supported Employment
Supported employment and transitional work experience are the two models nationally
used by the Veteran Health Administration (O'Connor et al., 2016). The supported employment
model is an evidence-based treatment model designed to assist adults with severe mental

22

illnesses to maintain competitive employment (Twamley et al., 2013). The Veteran Health
Administration has implemented various supported employment programs to increase
employment outcomes for veterans, but challenges still exist in terms of veterans accessing,
navigating, and persisting with VA services. A majority of studies conducted on the Department
of Veterans Affairs vocational rehabilitation program focus on the Veteran Health
Administration vocational programs and not the Veterans Benefits Administration VR&E
program. Without research, it is difficult to determine how to address gaps in Veterans Benefits
Administration VR&E program, which is the primary program tasked with assisting veterans
with finding employment
Veteran Benefit Administration Vocational Rehabilitation and Employment Program
Finding from the Annual Report 2018 for FY 2017 (2018) supports why improvements
in vocational rehabilitation services are needed. The results of the VR&E Annual Report 2018
for FY 2017 (2018) shows that 90% of the veterans who successfully completed the program
were employed within the last three years. Homeownership for veterans who successfully
completed the program was at 60% to 70% for the three cohorts assessed and overall, veterans
who successfully completed the program had higher annual incomes, better standards of living
and employment outcomes.
Existing VA vocational rehabilitation programs are not adequately meeting the needs of
veterans. Despite the push towards vocational rehabilitation and employment services, little
empirical evidence exists about the VR&E program or why veterans are prematurely exiting the
program. From the literature, risk factors such as TBI, PTSD, substance, and alcohol abuse
contribute to a lower retention rate in the VR&E program. It is essential that the VR&E program
implement strategies geared towards increasing services utilization and improving the

23

employment outcomes for veterans with the above risk factors, as they are the most vulnerable.
In order to close the performance gap, an understanding of the specific knowledge, motivation
and organizational barriers that prevent veterans from utilizing the VR&E program will be
explored using the Clark and Estes (2008) Gap Analysis framework.
Clark and Estes (2008) Gap Analysis Framework
Clark and Estes’ (2008) systematic gap analysis provides a framework to measure the
current performance levels against the desired organizational and stakeholder performance goals
to close the performance gap. Once the gap is established, the analysis seeks to explore the
influences of knowledge and motivation, which impact performance gaps. Krathwohl (2002)
divided knowledge and skills into four types: (a) factual; (b) conceptual; (c) procedural; and (d)
metacognitive, which are used to determine if stakeholders know how to achieve a performance
goal. Influences that affect motivation are the choice to consider goal achievement, dedication to
work towards goal completion, and the mental effort to accomplish the goal (Clark & Estes,
2008). Goal achievement is influenced by motivations, such as self-efficacy and expectancy-
value (Rueda, 2011). Lastly, the analysis considers organizational influences on stakeholder
performance to include processes, resources, and organizational culture (Clark & Estes, 2008).
The components of the Clark and Estes's (2008) systematic gap analysis framework will
examine the knowledge, motivation, and organizational influences affecting the veteran's ability
to apply and utilize the VR&E programs. As veterans are the primary stakeholders, the section
will begin with the requisite knowledge and skills identified in the literature that veterans need to
know to enroll and utilize the VR&E program. A discussion on the assumed motivational factors
influencing veteran's utilization will follow. Finally, to complete the gap analysis, the assumed
organizational influences that impact veterans enrolling and utilizing the program will be

24

explored. The assumed stakeholder knowledge, motivation, and organizational influences on
performance will then be examined through the methodology discussed in Chapter Three.
Stakeholder Knowledge and Motivation Influences
This review of literature will address the knowledge and motivation influences that
veterans need to enroll in the VR&E program to meet their stakeholder performance goals. The
stakeholder performance goals for this study by April 2021, veteran enrollment in the VR&E
program will increase by 10%.
Knowledge and Skills
According to Clark and Estes (2008), knowledge and motivation are reciprocal and make
up the psychological systems of human beings. Knowledge is what separates humans from other
species and allows us to get what we want and survive (Mayer, 2011). Without knowledge of
what is supposed to be known, an individual cannot achieve their goal (Rueda, 2011). When
deciding what methods to use to accomplish a goal, Mayer (2011) asserts that we should ask
what works, when it works and how it works. For veterans to achieve their stakeholder goals,
their needs to be an understanding of what knowledge is needed, when to apply it, and how to
measure if the knowledge is being applied successfully.
Krathwohl (2002) and Rueda (2011) outlined the four types of knowledge relevant to
learning. First is factual knowledge, which refers to universal facts and is the fundamental
element that an individual must be familiar with in order to solve a problem. Second is
conceptual knowledge, which is knowledge of principles, theories, classifications, categories,
and models in a specific area. The third is procedural knowledge, which tells us how to perform
a task in a specific area. Fourth is metacognitive knowledge, which is the awareness of one’s

25

thinking that allows an individual to reflect on the contextual and conditional aspects needed to
solve a problem. All four knowledge types are required to address the veteran’s stakeholder
performance goals. The knowledge influences selected are based on current scholarly literature
that postulates what veterans need to know to improve their employment outcome and avoid
becoming homeless.
Researching and Interpreting Policies. Transitioning from a highly structured military
environment into an environment where the veteran must independently secure employment,
manage their finances and maintain their mental and physical well-being presents significant
challenges for some veterans (Vogt et al., 2018). Transitioning impacts relationships, identity,
routines, and assumptions and the bigger the transition, the greater the impact (Ostovary &
Dapprich, 2014). Veterans face challenges when transitioning into educational and civilian
employment after separation from the military (Kukla, Rattry & Salyers, 2016; Ostovary &
Dapprich, 2014; Stern 2017; Stone & Stone, 2015).
The 38 Code of Federal Regulations (38 CFR) provides policies and guidelines on
eligibility and entitlements for VA programs, such as the VR&E program. However, as a result
of the complexity of information in VA policies, veterans may not be knowledgeable on the
sharp details of their benefits which indicates veterans may lack conceptual knowledge as it
pertains to using their VA benefits (Ostovary & Dapprich, 2011; Vogt et al., 2018). Knowing
how to research, interpret policies to enroll in the VR&E program, is the first knowledge
influence that veterans need to know to meet their stakeholder performance goal. Researching
and interpreting VR&E regulations and policies will require factual, conceptual and procedural
knowledge. Factual knowledge is required because veterans will need to know what regulations

26

and policies govern the VR&E program. Procedural knowledge will be required to apply and
enroll in the VR&E program. Veterans will need conceptual knowledge to interpret the
regulation to see if they are eligible for the VR&E program based on the regulations.
Implementing self-regulatory skills. Self-regulation is the control of one's behavior,
emotions and feelings to achieve a long-term goal (Dembo & Eaton, 2000). In the context of
education, it refers to the student's ability to learn, use and modify cognition (Ness, Middleton,
Hilderbrant, 2014). Components of self-regulation include help-seeking behavior, organizing,
time management, and the control of one's physical and social environment (Dembo & Eaton,
2000, Ness, Middleton, Hilderbrant, 2014). The internalization of military culture and the stigma
associated with help-seeking behavior, often prevent veterans from disclosing their disabilities
and seeking reasonable accommodations in the workplace and academic settings (Kranke, Weiss
and Brown, 2017; Ostovary & Dapprich, 2011). Veterans will need to implement the self-
regulatory skill of asking for help to succeed in meeting their stakeholder performance goal.
There is a gap in research on whether student veterans are less likely to seek academic
assistance, counseling or disability services for invisible disabilities, such as TBI, PTSD
(Kranke, Weiss & Brown, 2017). Kranke, Weiss and Brown (2017) suggest that a lack of self-
advocacy skills, concerns about fair treatment from the institution, fear of faculty perceptions,
and lack of knowledge as it pertains to disability laws and campus services prevents veterans and
non-veteran students from disclosing disabilities in postsecondary institutions.
PTSD symptoms, such as hyper vigilance, avoidant behavior, anxiety or depressed mood, have
been found to deteriorate self-regulatory strategies and motivation (Ness, Middleton,
Hilderbrant, 2014). Self- regulatory strategies involve knowing how to seek help, plan, perform

27

and self-evaluate performance (Dembo & Eaton, 2000; Ness, Middleton, Hilderbrant, 2014) as
such; metacognitive and procedural knowledge will be needed to execute self-regulatory
strategies. Metacognitive knowledge will be essential for veterans enrolling in the VR&E
program as they will need to recognize when it is time to seek help with the enrollment process
and monitor their progress towards the goal of enrolling in the program. Procedural knowledge
will be required as veterans will need to know how to implement help seeking behaviors.
Developing a budget. According to the Military Compensation and Retirement
Modernization Commission report, existing financial literacy programs provided to military
members while in service do not satisfactorily educate them or their families on financial matters
(Compensation, 2015). Additionally, financial stability is often overlooked as a potential
contributing factor to veteran homelessness (Elbogen, Sullivan, Wolfe, Wagner & Beckham,
2013). As such, Elbogen, Sullivan, Wolfe, Wagner and Beckham (2013), suggest that veterans
need to acquire financial literacy skills, to develop a working knowledge of financial concepts
and tools to make effective decisions pertaining to money management, such as developing a
budget. The knowledge types necessary to develop a budget are metacognitive and procedural.
Poor outcomes associated with debt, unemployment, homelessness, and money
mismanagement are issues faced by veterans with psychiatric disabilities (Elbogen, Hamer,
Sanson, & Swartz, 2016). Elbogen, Hamer, Sanson, and Swartz (2016) contend that offering a
one-time money management intervention is not likely to increase money management skills or
lead to substantial changes. Danes and Yang (2014) used the example of saving a specific
amount of money as an ongoing behavior, but increasing the amount saved over time is the
outcome as a conceptual distinction between financial behavior and financial outcomes. Elbogen,

28

Hamer, Sanson and Swartz, (2016) assert that there is a lack of research that examines how to
assist veterans with psychiatric disabilities learn tangible skills such as how to create a viable
budget and the difference between expenses to increase and maintain financial outcomes.
Elbogen et al. (2016) speculated that because some veterans can collect disability benefits
from the VA and the Social Security Administration, which have complex policies to navigate
there is more significant potential for confusion, severe debt, and financial exploitation by others.
In their study on effective money management invention for veterans with psychiatric
disabilities, Elbogen et. al. found that 80% of the veterans who completed the intervention
program expressed using one or more money management skills within six months resulting in a
significant increase in money-saving behavior, employment, and perceived empowerment were
reported.
Higgins (2017) suggests that many military members and veterans lack basic financial
literacy concepts such as personal finance, budgeting, credit and credit card management, which
results in poor financial management decision making. The need for financial literacy education
among veterans is particularly high after transitioning from the military where there is a drastic
change in economic circumstances (Higgins, 2017). Although veterans received financial literacy
training while in the military, it is suggested that the training is insufficient; therefore, veterans
need to know how to develop a budget to enroll and successfully complete the VR&E program.
Developing a budget will require metacognitive and procedural knowledge. Education and
training are provided to veterans in the VR&E program, which may require the veteran to attend
college or training full time, which may limit their ability to work. Veterans will need to be
cognizant of their spending which requires metacognitive knowledge, as the focus is on

29

awareness of one's behavior. Evaluation on how to prioritize their spending will be essential,
specifically, if the veteran is not working. Procedural knowledge will be required, as the veteran
will need to know concrete steps on how to create a budget based on living allowance.
Table 2 provides an overview of the three knowledge influences of veterans, corresponding
knowledge types, and methods to assess knowledge gaps that may impact the organizational
mission and the stakeholder goals.
Table 2
Knowledge Influence, Knowledge Type, and Knowledge Influence Assessment
Organizational Mission
The mission of Vocational Rehabilitation and Employment (VR&E) is to assist disabled
veterans and injured transitioning military members with barriers to employment prepare for,
obtain and maintain suitable employment or to live independently when employment is not
feasible.
Organizational Global Goal
By September 2021, VR&E ’s goal is to increase program utilization by 10%.
Veterans’ Stakeholder Goal
By April 2021, veteran enrollment in the VR&E program will increase by 10%.

Knowledge Influence Knowledge Type Knowledge Influence Assessment
Veterans need to know how
to research and interpret
policies to enroll in the
VR&E program.
Factual, Conceptual
and Procedural

Surveys and semi-structured
interviews conducted assessing if
veterans know about the policies,
the reasons for the policies and their
benefit, and how to enroll in the
VR&E program.

30

Veterans need to know how
to implement self-regulatory
skills such as asking for
help.
Metacognition &
Procedural
Surveys and semi-structured
interviews will be used to assess if
veterans know how to seek help and
how to evaluate their level of
comfort with seeking help.
Veterans need to know how
to be cognizant of their
spending, prioritize spending
and develop a budget.
Metacognition &
Procedural
Survey and interview questions to
determine if veterans know how to
develop a budget and evaluate their
comfort level with developing a
budget.

Motivation
Knowledge tells one how to accomplish a task, but motivation propels one to get going,
keeps going and directs the level of effort required to complete the task (Clark & Estes, 2008).
Mayer (2011) defines motivation as an internal state that launches and maintains goal-directed
behaviors. Clark and Estes (2008) suggest that three components influence motivation: active
choice, persistence and mental efforts. Active choice refers to an individual's choice to engage or
not to engage in a task. Persistence is the level of focus and dedication exerted to perform a task,
despite other distractions and temptations. Mental effort refers to the conscious decision to
invest in the completion of a task.
Motivation is the second domain required for veterans meeting their stakeholder
performance goals. To choose to enroll in VR&E programs, veterans will need to feel they are
capable and recognize the value in meeting their stakeholder performance goals. Thus, the two
theories that will provide a framework for assessing motivational influences pertinent to veterans
meeting their stakeholder performance goals are self-efficacy and expectancy-value theory.

31

Self-efficacy theory. Bandura (2000) asserts that people are a product of their
environment, but by reframing their experiences, they can also become producers of their
environment. A significant component of Bandura’s model of Social Cognitive Theory (2002) is
self-efficacy. Self-efficacy is the belief in one's capability and provides the framework for
motivation, well-being and individual achievement (Pajares, 2009). The impact of self-efficacy
extends into all facets of human functioning as it influences thinking, behaviors, goals,
aspirations, and outcomes (Bandura, 2000); as such it is the first motivational influence
addressed.
Self-efficacy theory posits that unless an individual believes they are capable of
successfully performing a task, they will not have the motivation to persevere when faced with
difficulties (Bandura, 2000; Pajares, 2009). Self-efficacy theory further suggests that an
individual may avoid a task they assume goes beyond their abilities (Bandura, 2000). Self-
efficacy is crucial for veterans, especially veterans who are dealing with mental health issues
because it will influence their behavior and motivations to learn new ideas, practice skills, and be
excited to apply lessons learned to improve performance outcomes. For example, Asaad (2015)
contends that financial decision-making is a vital component of day-to-day life and making good
financial decisions not only requires financial knowledge but the ability and confidence to apply
the knowledge. Assad's study indicates that individuals with high financial knowledge and
confidence are more likely to make sound financial decisions compared to individuals with both
low knowledge and confidence.
Similarly, Ness, Middleton and Hilderbrant’s (2014) study indicates that PTSD
symptoms were associated with lower self-regulatory strategies, maladaptive academic

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motivation and low self-efficacy for learning. Ness, Middleton and Hilderbrant suggest a
possible explanation for lower self-efficacy for learning is that the symptoms of PTSD could
have influenced the military member or veteran to attribute anxiety to lack of academic
competency. Perceptions of other people's attitudes and expectations can potentially influence
veterans’ motivation as it relates to achieving their stakeholder performance goals; therefore, the
expectancy-value theory is the second motivational influence.
Expectancy-value theory. Expectancy-value theory contends that expectations and
values influence behavior (Wigfield & Cambria, 2010). The two vital motivation questions posed
in the expectancy-value model are, "Can I do the task," and "Do I want to do the task" (Eccles,
2009). Expanding on Atkinson's (1957) definition of expectancy and value constructs, Eccles
and colleagues defined expectancies for success as an individual's belief about how well they
will perform on a present or future task (Eccles, 2009; Wigfield & Cambria, 2010).
The transition period between military separation and reintegration into the community
can present financial hardships and challenges to work-life balance and time management skills.
Since internal and external expectations and values motivate behavior, it is presumed that
previous military experience implementing self-regulatory skills, utilizing resources and
developing a budget will translate into value and expectations necessary for the veteran to meet
their stakeholder performance goals. However, without a support system and knowledge of
appropriate strategies, it is possible that veterans can act on values and expectations that are
inconsistent with a controlled military structure.
Expectancy-value theory is based on the premise that expectations and values are
connected and influenced by performance, persistence and task choice (Wigfield & Cambria,

33

2010). Thus, it is predicted that veterans who have confidence in their abilities but do not value
the activity will be less successful. Conversely, a veteran who values the task but lacks the self-
confidence will struggle to be fully engaged in meeting short and long-term goals.
Eccles (2009) outlined the four perceived values of achieving short and long-term goals
as intrinsic value, attainment value, utility value, and cost value. Intrinsic value is the sense of
satisfaction received from completing a task. A higher level of personal interest is correlated
with a higher level of engagement and performance improvement (Shraw, 2009). Attainment
value is the association between the task and self-identity. Veterans who view employment as a
direct reflection of their identity and are given the autonomy to master the task of finding
employment are more likely to take ownership and value the contributions, they make towards
meeting their stakeholder goals, thus increasing their attainment and intrinsic values. Kukla,
Rattray and Salyers (2016) found that veterans who perceived being separated from the military
prematurely or those who felt ill prepared to transition, experienced greater difficulties with work
reintegration, which manifested in low self-concept and low sense of control. Conversely,
veterans who were able to integrate their military identities and find meaning in their work
experienced smoother and more successful reintegration, indicating higher intrinsic and
attainment values.
Utility value refers to how well a task is aligned with an individual's goals (Eccles, 2009).
The more connected a veteran’s personal goals are to their stakeholder performance goals, the
higher the utility value. Veterans who set personal goals focused on; researching VA programs,
implementing self-regulatory skills and developing a budget are more likely to place higher
utility value on meeting their stakeholder performance goals. Eccles (2009) describes cost value

34

as the perceived sacrifice an individual has to make to complete a task. Factors associated with
cost include anxiety, fear of failure, and fear of loss of a sense of self-worth (Eccles, 2009). The
perceived cost associated with what veterans will have to give up to research program policies,
implement self-regulatory practices and develop a budget will need to remain low relative to
utility and attainment values for the veteran to achieve their stakeholder goal. For example, the
VA disability compensation provides financial support for loss of income due to military-related
injuries. Multiple studies have found a correlation in the decrease of labor force participation
after receiving VA disability payments; supporting the argument that compensation might be a
disincentive to seeking employment (Autor et al., 2016; McNally & Frueh, 2013; Taylor, 2017;
Tsai & Rosenheck, 2013). If veterans perceive finding employment as a threat to their disability
benefits, the likelihood of enrolling in the VR&E program is minimal.
Table 3 provides an overview of the motivational influences of veterans, methods to
assess motivation that may impact the organizational mission and the stakeholder goals.
Table 3
Assumed Motivation Influence and Motivational Influence Assessments
Organizational Mission

The mission of the Vocational Rehabilitation and Employment (VR&E) program is to assist
disabled veterans and injured transitioning military members with barriers to employment to
prepare for, obtain and maintain suitable employment or to live independently when
employment is not feasible.
Organizational Global Goal

By September 2021, the VR&E ’s goal is to meet the target performance goal of 55%
rehabilitation success rate, 70% class persistence rate and increase service utilization by
10%.

35

Stakeholder Goal

By April 2021, veterans who enroll in VR&E services will increase by 10%.

Motivational Indicator(s)
Assumed Motivation Influences

Motivational Influence Assessment

Self-Efficacy – Veterans need to believe they
can take the steps in researching, interpreting
policies, implementing self-regulatory skills
and developing a budget to participate in the
VR&E program.
Survey items and interview questions to
assess veteran’s confidence on
researching policies, implementing self-
regulatory skills and developing a
budget.
Expectancy-Value – Veterans need to see the
value in researching, interpreting policies,
implementing self-regulatory skills and
developing a budget.
Survey items and interview questions to
assess veterans' value on researching
policies, implementing self-regulatory
skills and developing a budget.

Organizational Influences
Organizational culture is an invisible and unconscious force that causes behaviors that
can be seen, but not easily detected (Schein, 2004). Analyzing an organization’s culture is
fundamental in understanding the intergroup conflict that leads to failure or success (Schein,
2004; Schein, 2017). Furthermore, understanding an organization’s culture is crucial in
improving performance problems, as culture is the driving force of thoughts, values, and roles
within the organization (Clark & Estes, 2008). While the concept of culture is often difficult to
define, Schein (2017) conceptualized culture as shared learning amongst a group to survive,
grow, cope, and organize. Within an organization’s culture there are cultural settings and cultural
models that dictate how the organization operates. This section will address how the Department
of Veterans Affairs (VA) Vocational Rehabilitation and Employment (VR&E) program’s

36

organizational culture, specifically the cultural setting and cultural models, influence the
stakeholder performance goals.
Cultural setting is the gathering of two or more individuals to accomplish a goal, whereas
the cultural model contributes to the understanding of how the world works, how it should work,
what is valued, devalued and the rules and interactions of who gets to partake (Gallimore &
Goldenburg, 2001). For the purpose of analysis, Gallimore and Goldneburg (2001) suggest it is
beneficial to keep cultural models and cultural settings separate, even though they are highly
intertwined.
Making a distinction between cultural settings and cultural models will provide an
understanding of how settings and models guide decision making in the workplace. This study
will examine two cultural settings of change management strategies and evidence-based
practices, and two cultural models of communication and trust to understand the connection
between organizational barriers that may impact veterans in meeting their stakeholder
performance goal. This section begins with a discussion on the cultural setting of change
management and using evidence-based practices, a discussion of the cultural model of
communication and trust will follow.
Effective Change Management Strategies. Change management is the continuous cycle
of renewing an organization's directional structure, and capabilities to adapt to the evolving
needs of external and internal customers (Moran & Brightman, 2000). Moran and Brightman
(2000) contend that change management is more about managing people rather than managing
change; therefore, knowledge of human motivation, group dynamics, and leadership are
required. Clark and Estes (2008) assert that it is not possible to utilize an individual’s work

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culture to increase their performance; however, it is possible to align an organization’s culture
around the critical policies, procedures, and communication within the organization. Congress
routinely tasks the Government Accountability Office (GAO) to evaluate the VR&E program
and provide recommendations based on the data collected to improve performance. Some
organizational barriers consistently noted by the GAO include a shortage of staff to manage the
workload, a lack of job placement training and outdated information technology infrastructure
(United States Government Accountability Office, 2014). Despite the repeated
recommendations, the VR&E program has been slow to implement change management
strategies and provide the resources to improve workload for employees and services for
veterans.
According to Schneider, Brief and Guzzo, (1996) change management strategies should focus on
changing the climate of the organization by altering daily routines, policies and practices,
thereby leading to a change in culture. Schneider, Brief and Guzzo, (1996) proposed that
resources and technology must be in place before initiating the change process. Additionally, the
following three questions must be answered in the affirmative for successful change management
implementation to occur: 1) Is the employee morale high? 2) Is there a history of successful
change implementation by management? 3) Is management known for confronting tough
decisions and sticking to difficult courses of action? In the case of VR&E, pressure from the
Student Veterans Organization and other Veteran advocacy groups in 2018, led to the allocation
of congressional funding to hire more counselors and decrease Vocational Rehabilitation
Counselors caseloads to 125 veterans per counselor (A.C. Shepard, personal communication,
January 16, 2019). Nevertheless, VR&E continues to lack the information technology

38

infrastructure and new case management systems necessary to support modernization efforts
(Gross, 2018).
Although the counselor-to-veteran ratios have been reduced, the administrative work
tasks have increased as the result of not having the technology to support the change. The VR&E
program needs to implement change management strategies to align with goals and objectives to
reintegrate veterans back into the workforce. Changes in policies, procedures and additional
human power will assist the VR&E program in managing its workload. However, without
changing the work culture, these improvements in isolation are not sufficient and create further
confusion for veterans when seeking services. Veterans will need to believe that the VR&E
program is effective in changing policies and procedures to get them back into the workforce.
Following evidence-based practice. Evidence-based practice (EBP) is the process of
incorporating research evidence, clinical expertise, patients’ preference, and culture into clinical-
decision-making (American Psychological Association, 2006). As a result of the threats and
challenges that surfaced from the growth and expansion of the rehabilitation profession, Chan,
Tarvydas, Blalock, Strauser and Atkins (2009) asserts that rehabilitation counselors need to start
utilizing EBPs. The push for using EBPs in public mental health, social science and education
fields stem from lessons learned in medical and business settings and the need to bridge the gap
between training and expertise (Chan et al., 2009; Spring, 2007).
Springer, Springer and Walker (2007) contends the individual variables between how
well an individual is trained and the ambiguity of what constitutes expertise creates a need for a
systematic approach to making decisions. Chan et al. (2009) noted that decision-making in the
rehabilitation profession is often based on experience, eminence or habit, and the lack of using
scientific research is problematic for the rehabilitation profession. Using EBPs is recommended

39

as a method to improve the effectiveness of vocational rehabilitation services and employment
outcomes for individuals with disabilities (Fitzgerald et al., 2017). Oswald and Huber (2017)
suggest rehabilitation counselors need to develop a requisite of skills for translating EBPs to
increase the quality of life for individuals with physical and mental disabilities.
Supported employment is an evidence-based model that is shown to increase employment
success for veterans with serious mental health issues (Kukla, McGuire, Salyers, 2016; Wyse et
al., 2018). VR&E needs to implement and embrace a culture of using EBPs to determine
eligibility fairly and consistently and provide adequate employment support for veterans with
severe and co-occurring mental health disorders. The lack of EBPs leads to subjectivity, which
causes frustration and ambiguity for the veteran. Veterans need to believe that the VR&E
program is utilizing evidence-based practices to improve their employment outcome. Next an
examination on the cultural model of communication and trust will be discussed.
Clear and Concise Communication. Research studies and theories provide clear and
concrete guidelines to establish effective communication; however, very few organizations
embrace research practices, which lead to poor communication outcomes and failure (Berger,
2014). Berger (2014) describes a reciprocal relationship between communication and culture in
an organization. Berger proposes that communication influences culture through shared
experience, storytelling, social activities, and rituals. Culture influences communication through
shared employee’s interactions, distinguished vocabulary, structure, processes, protocols, and
practices that are unique to that organization. Information garnered from effective
communication can assist an individual in adapting knowledge and skills needed to accomplish
goals (Clark & Estes, 2008). A common frustration voiced by veterans and community providers

40

that work with veterans, is a lack of clarity on VA policies (A.C. Shepard, personal
communication, January 16, 2019).
Wyse et al., (2018) found communication and logistical issues as primary barriers to the
utilization of VA’s vocational rehabilitation services. Specifically, difficulties with completing
paperwork, lack of awareness about the programs, eligibility requirements, and fear of losing
disability compensation prevented veterans from seeking assistance. Similarly, Cretzmeyer,
Moecki and Lui’s (2014) mixed-method research on VA and Community providers’
collaboration found that a lack of clarity of VA regulations hindered collaboration. Cretzmeyer,
Moecki and Lui’s study highlighted the way VA bureaucracy stymied communication with
outside providers. Community providers in the study reported not knowing what programs are
available to veterans and the eligibility requirements. Moreover, the subjectivity of eligibility,
lack of sharing information between the VA and community providers and multiple forms
required for VA services create challenges when working with homeless and unstable veterans.
Community providers reported that the lack of transparency limits the veteran’s procedural
knowledge as it relates to applying for benefits, which can impede decision-making.
One of the primary benefits of the VR&E program is that it is designed to be
individualized and adaptable to the veterans’ needs. However, this structure is open to
subjectivity and communication challenges for the organization and the veterans. The
interpretation of VR&E policies is subjective to the Vocational Rehabilitation Counselor’s
interpretation and discretion regarding entitlement determination and program approval. Absent
standardize guidelines; veterans receive contradictory information regarding entitlement
determinations and plan approval, which may deter veterans from applying or engaging in

41

vocational services. To eliminate communication barriers and misinterpretation of policies, the
VR&E program needs to communicate clear and consistent regulatory guidance on entitlement
determination and program approval, in a matter that veterans can understand. The absence of
clear communication can lead to distrust and puts the VA’s reputation in jeopardy.
Organizational Trust. Connecting people with the organization’s purpose starts with a
leader who can develop a shared vision and trust (Lipton, 1996). Lipton suggests that managers
can effectively utilize vision to transform a bureaucratic organization into a flexible organization.
An organization’s identity is reflected in its purpose, how they operate and the overall culture
(Schein, 2017). Establishing a culture of trust within an organization can increase physical and
mental efforts towards the accomplishment of work-related goals (Clark & Estes, 2008).
The goal of returning disabled veterans into the workforce is aligned with the VA’s
mission and promise, “to care for him who shall have borne the battle, and for his widow, and his
orphan” (United States Department of Veterans Affairs, 2005). Mission statements and public
declarations are targeted at developing employees and wowing the customer; however, most
organizations miss the mark (Bolman & Deal, 2017) such as in the case of the VA. Montoya
(2015) highlighted how scandals such as the VA manipulating wait times eroded the VA's
reputation and public trust. Moreover, Montoya asserts that poor ethics and lack of integrity
threaten the organization's mission and goals. VR&E needs to establish a culture of trust, so
veterans can feel connected, confident and secure in the organization that is entrusted to assist
their transition back into the workforce. Table 4 illustrates the organizational influences and
corresponding methods to assess the interaction between veterans and may impact the
organizational mission and the stakeholder goals.

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Table 4
Organizational Influence
Organizational Mission

The mission of Vocational Rehabilitation and Employment (VR&E) is to assist disabled
veterans and injured transitioning military members with barriers to employment to
prepare for, obtain and maintain suitable employment or to live independently when
employment is not feasible.
Organizational Global Goal

By April 2022, the VR&E ’s goal is to increase service utilization by 10%.
Veteran’s Stakeholder Goal

By April 2021, veteran enrollment in VR&E services will increase by 10%.

Assumed Organizational Influences

Organization Influence Assessment
Cultural Setting Influence 1: Veterans
need to believe that the VR&E program is
effective in changing policies and
procedures.
Survey and interview questions to
determine if veterans were being informed
of current and future policy and believe in
work process changes within VR&E.
Cultural Setting Influence 2: Veterans
need to believe that the VR&E program is
utilizing evidence-based practices to
improve their employment outcome.

Survey and interview questions to
determine if veterans feel the VR&E
program can assist them with finding
employment.
Cultural Setting Influence 3: Veterans
need to believe that the VR&E programs
have the resources to effectively increase
enrollment.
Survey and interview questions to identify
veterans' beliefs about the availability of
resources.

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Cultural Model 1: Veterans need to
perceive that the VR&E program culture
promotes open communication and
presents information clearly.
Survey and interview to determine
veterans’ understanding of newly
implemented or planned policies and work
processes, as well as how this information
was communicated to the veteran.
Cultural Model 2: Veterans need to
perceive that there is a culture of trust
between themselves and the VR&E
program.
Survey and interview to determine current
trust levels between veterans and VR&E,
as well as ways to improve upon trust.

Conceptual Framework: The Interaction of Stakeholders’ Knowledge and Motivation and
the Organizational Context
A conceptual framework, often used interchangeably with a theoretical framework, refers
to the model that guides a researcher's assumptions, beliefs, and expectations of the phenomena
being studied (Maxwell, 2013 & Merriam & Tisdell, 2016). Through a combination of literature
review, personal experience and thought experiments, insights can be drawn to construct a
conceptual framework (Maxwell, 2013). The purpose of the conceptual framework is to assist
the researcher in generating appropriate research questions, identifying validity threats and
selecting the proper methodology to study the phenomena (Maxwell, 2013). A review of
relevant research on homeless veterans and related personal experience contributed to the
conceptual framework for this study and will guide the explanation of how the concepts are
connected.
While the knowledge, motivation, and organization influences were presented in
isolation, it is important to discuss how they are interconnected to achieve the goal. An
organization with individuals who are exceptionally knowledgeable and highly motivated is still
subjected to performance problems if the organization lacks adequate resources and efficient
processes (Clark & Estes, 2008). The conceptual framework utilized in this study proposes how

44

the veteran's knowledge, motivation, and organizational cultural setting and model are connected
veterans meeting their stakeholder performance goal. Figure 1 illustrates this conceptual
framework.
Figure 1 represents how the knowledge, motivation, and organizational influences are
interconnected as it relates to meeting the stakeholder performance goal. The red box represents
the stakeholder’s goal. The blue circle represents the veteran’s motivation and knowledge, while
the green circle represents VR&E division as the organization of study and cultural settings and
models that exist within the VR&E. Factual, conceptual and procedural knowledge are needed as
it relates to researching and interpreting policies and metacognitive and procedural knowledge
are required for implementing self-regulatory skills and developing a budget. Figure 1 further
depicts the relationship between the veteran’s knowledge and motivation, and organizational
cultural setting of effective change management strategies and using evidence-based-practice the
cultural model of trust and communication. For example, a veteran experiencing occupational
difficulties due to issues stemming from military-related disabilities may affect the veteran’s
self-efficacy. The veteran may lack the knowledge on how to research and interpret VR&E
policies to determine if he qualifies for services. Due to misinformation and negative public
perception of the VA, the veteran may distrust the VR&E program to assist with finding
employment. Mutual goal attainment can only be achieved through cooperation, collaboration,
and trust between the veteran and the VR&E.

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Figure 1. Conceptual Framework: Interaction of Veteran’s Knowledge and Motivation within
VR&E Cultural Models and Settings
Summary
This study seeks to explore and understand how the VR&E program can improve its
utilization rate to assist veterans with finding employment and reducing the homelessness rate.
The study focused on veterans with co-occurring mental health disorders as the research shows
they are more susceptible to becoming homeless and more likely not to persist in the VR&E
program. This chapter provides an overview of veteran’s homelessness, risk factors associated
with veteran homelessness and the challenges to VA's program initiatives to end homelessness.
The review of the literature led to the identification of the assumed knowledge, motivation, and
organizational influences related to the achievement of the stakeholder goals.
The Clark and Estes’ (2008) knowledge, motivation, and organizational influences gap analysis
model created the conceptual framework used in this study. The knowledge influences included

Veterans’ Goal
By April 2021, veteran enrollment in the VR&E
program will increase by 10%.

.
Veterans’ Knowledge
Researching & Interpreting
VR&E policies: Conceptual
and Procedural
Self-Regulatory:
Metacognition and Procedural
Developing a budget:
Metacognition and Procedural

Veteran’s Motivation
Self-Efficacy
Expectancy Value
VA VR&E
Cultural Setting: effective
change management strategies
and using evidence-based
practices

Cultural Model: Clear and
consistent communication and
trust

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factual, procedural, conceptual and metacognitive knowledge associated with researching and
interpreting VR&E policies, implementing self-regulatory skills and developing financial literacy
skills. The motivation influences include self-efficacy and expectancy-value related to veterans
feeling capable and valuing enrolling in VR&E program, researching and interpreting VR&E
policies, implementing self-regulatory skills and developing financial literacy skills. Finally, the
organizational influences include the VR&E culture around change management strategies, using
evidence-based practices, and a cultural model that promotes effective communication and trust.
The next Chapter will present the study’s methodology and approach.

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CHAPTER THREE: METHODS
The purpose of this mixed-method research design was to conduct a gap analysis to
increase veterans' utilization rates in the VR&E. This section focuses on the methodological
approach for developing procedures to measure knowledge, motivation, and organizational
barriers that are preventing veterans from completing their stakeholder performance goal. Clark
and Estes' (2008) systematic gap analysis framework was used to identify root causes of
veterans' performance through the analysis of the knowledge, motivation, and organizational
influences to close the performance gaps. The study began with a review of literature that
identified the assumed knowledge, motivation, and organizational influences that may contribute
to veterans not utilizing the VR&E program. The following descriptive research questions
guided this study:
1. What are veterans’ knowledge and motivations related to utilizing the VR&E program to
conduct a comprehensive evaluation to determine entitlement, identify limitations and
barriers to employment and establish rehabilitation goals?
2. What is the interaction between the veteran’s knowledge and motivation and the VR&E
division’s culture and context related to veterans utilizing the program?
3. What are the recommended knowledge, motivation, and organizational solutions for
veterans to successfully utilize the VR&E program?
Participating Stakeholders
The stakeholders for this study were veterans. The VA estimates that there are 4.6 million
veterans receiving disability compensation (U.S. Veterans Eligibility Trends and Statistics,
2016), which is one of the eligibility criteria for participating in the VR&E program. This study

48

solicited as many veterans as possible to participate. The research design for this study was a
mixed-method research design; quantitative and qualitative data was collected.
Survey Sampling Criteria and Rationale
For the quantitative phase of the convergent mixed-method research design, veterans in
this study must have separated or retired from the military within the last five years. The
rationale for selecting only veterans who exited the military within the last five years was based
on the finding in the VA OIG's (2012) study, which indicated at five years of military separation,
3.7% of veterans who deployed in support of Operation Enduring Freedom (OEF) or Operation
Iraqi Freedom (OIF) encountered an initial period of homelessness. Veterans who exited the
military within the last five years provided in-depth insights for the VR&E program to formulate
strategies to increase participation and keep veterans in the VR&E program persisting.
Although surveying all veterans would provide greater insight, surveying an entire
population is often expensive and time-consuming to conduct (Johnson & Christenson, 2015).
Selecting a fraction of the population size or reviewing previous studies that are closely related
to the study being conducted are often strategies used by researchers to determine an appropriate
sample size when the population size is too large (Creswell & Creswell, 2018; Johnson &
Christensen, 2015). Out of the 4.6 million veterans receiving compensation, a sample size of 50
veterans were selected to participate. The rationale for this sample size was based on time
constraints and limited resources.
Survey Sampling Strategy and Rationale
Brys and Safdar (2018) recommend using convenience and snowball sampling when it is
difficult to find veterans as potential participants and, when found, are willing to find other

49

participants. Researchers commonly use convenience sampling, as the sample consists of
participants who volunteer, are readily available, or are quickly recruited (Johnson &
Christensen, 2015). Snowball sampling is the process of asking participants who volunteer for
study to recommend one or more participants who meet the criteria of the study to participate
(Johnson & Christensen, 2015). Although convenience nor snowball sampling can be used to
make generalized statistical statements (Johnson and Christensen (2015), both are useful
methods for collecting data. Snowball sampling is beneficial to use with hard to reach
populations, such as veterans, and when constraints are placed on resources and time (Johnson &
Christenson, 2015). Given the geographic separation, the population size, and limited resources,
convenience and snowball sampling were selected for this study.
Interview Sampling Criteria and Rationale
A research interview is a systematic process of facilitating structured conversations to
collect in-depth information of thoughts and feelings of the individuals of the study (Merriam&
Tisdell, 2016). Merriam and Tisdell (2016) posit that interviews are valuable in making sense of
an individual's experiences when behaviors or feelings cannot be observed and when previous
events are improbable to replicate. Semi-structured interviews were used in this study. A key
strength of semi-structured interviews is flexibility, which allows the researcher to adjust to any
new information that arises and respond accordingly (Creswell & Creswell, 2018; Merriam &
Tisdell, 2016). For the qualitative phase of this mixed-method research design, purposeful, non-
random sampling was employed. Selecting the right sample participants to interview was critical
to answering the research questions; therefore, purposeful sampling was necessary for the
qualitative phase of this study.

50

Veterans who separated or retired from the military within the last five years were the
key to unlocking the "why" to the research questions. The data gained from this research has
practical implications that the VA can apply to further assist veterans from becoming homeless,
increase VR&E program utilization rates, and veteran employment outcomes. VR&E Counselors
can also use the data from this study to help retain more veterans in the program.
Interview Sampling Strategy and Rationale
For the qualitative phase of this convergent mixed-method research design, purposeful,
non-random sampling was used for interview selections. Purposeful sampling is used by
researchers to gather information to address research questions from participants with the most
insight into the phenomena of study (Johnson & Christenson, 2015; Merriam & Tisdell, 2016).
Purposeful sampling was used in this study to answer the research questions of why veterans are
not applying to the VR&E program.
Ideally, in purposeful sampling, the number of participants to interview should not be
confined to a specific number, but rather sampling should be conducted to the point of saturation
or redundancy (Merriam& Tisdell, 2016). For the purpose of this study, seven veterans were
selected. The rationale for the restriction of sample sizes of this study was due to limited
resources, time constraints, and geographical challenges.
Data Collection and Instrumentation
In recent years the mixed-method approach has gained momentum as a favorable
approach to research design as it offers in-depth insight into the research problem and reduces
bias and concerns of validity (Creswell & Creswell, 2018; Merriam & Tisdell, 2016). The
mixed-method approach allows a diverse perspective to understand the research problem

51

(Creswell & Creswell, 2018). The purpose of this study was to describe, analyze, and understand
the knowledge, motivation, and organizational influences veterans encounter when enrolling in
the VR&E program.
Creswell and Creswell (2018) recommend using a convergent mixed method research
design when comparing different viewpoints with the expected outcome of seeing how the data
aligns. The convergent mixed-method design begins with collecting quantitative and qualitative
data in parallel, which is then examined independently and centralized to make meaning out of
the data collected (Creswell & Creswell, 2018). Quantitative and qualitative data obtained
through survey collection and semi-structured interviews was examined and interpreted to gain
insight into the barriers that interfered with veterans using the VR&E program.
Quantitative Data Collection and Instrumentation Surveys
Quantitative research design is grounded in the positivist worldview that contends that
there is one reality which can be measured (Merriam & Tisdell, 2016). Surveys are useful for
measuring and answering questions about associations between variables, descriptive queries,
and questions about predictive variables over time (Creswell& Creswell, 2018). As noted by
Creswell and Creswell (2018), the low cost of survey design and fast turnaround times are
advantages of using surveys, especially online surveys. Online surveys are cost-effective,
convenient, and provide an easy mechanism to capture data from a large group of people (Robert
& Firth, 2019). For the quantitative phase of this study, surveys were administered online using
the Qualtrics software.
Survey Instrument. Table 5 provides the full proposed set of survey questions.
Robert and Firth (2019) recommend using a purposeful approach to survey design

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because there are no perfect sets of survey questions or ideal scenarios that cover
survey administration. The items on the survey address the knowledge, motivation,
and organizational barriers that are preventing veterans from applying and utilizing
the VR&E program to the point of finding employment. A survey instrument to
measure the knowledge, motivation, and organizational barriers as it relates to
veterans does not appear to exist. Therefore, an instrument was developed for the
quantitative phase of the research to assess the knowledge, motivation, and
organizational barriers. Creating a survey that was purposefully designed for this
study provided a greater understanding of the veteran experience and added value
in addressing the research questions. The survey consisted of demographic
questions and survey items to assess the knowledge, motivation, and organizational
barriers. Completion time for the survey was fifteen minutes or less, with the
average time for completion being 12 minutes and 36 seconds.
Survey Procedures. For this study, the researcher surveyed 50 veterans who separated
from the military within the last five years. Recruitment for the survey started with the researcher
emailing a link to the survey to veteran service providers, veteran service organizations, VA
facilities, and veteran centers on campuses that the researcher had worked with in the past.
Instructions were sent in the email asking those service providers to share the survey link with
veterans they know who met the criteria of the study. The researcher also sent the survey link to
veterans she knew personally and professionally and asked them to share it with other veterans
they know. Links to the survey were shared on Facebook by individuals in the researchers

53

professional and personal network. There were 64 veterans who completed the survey, however
48 met the criteria and were included in the results. Surveys were collected from October 28,
2019, to November 12, 2019.
Qualitative Data Collection and Instrumentation
Whereas quantitative research seeks to predict or determine cause and effect, qualitative
research attempts to reveal the meaning of how people interpret, attribute, and construct their
experience. Qualitative research is grounded in the constructivist worldview, where reality is
constructed based on an individual's experience; therefore, there are multiple realities (Merriam
& Tisdell, 2016). Maxwell (2013) suggests that the qualitative research design provides a
purposeful, descriptive, and flexible approach, which is optimal because research design is
viewed as a real entity and not an abstract or a plan. Qualitative data collected through semi-
structured interviews was interpreted and coded into themes to enhance and expand on the
quantitative data collected to provide a more in-depth insight into the performance problem.
Interviews. Conducting interviews is a popular method of qualitative research because it
grants the researcher access to the personal perspectives of the participants (Patton, 2002).
Unlike surveys, interviews allow a researcher to capture nonverbal behaviors such as tone, body
language, and facial expressions that can add richness to data analysis (Robert & Firth, 2019).
Patton (2002) suggests that rigorous inquiry-based skills and techniques must be adopted to
enable the participants to share a variety of their experiences. According to Patton (2002),
formulating the right questions provides participants with a framework to communicate their
perspectives on their terms. Purposefully crafted interview questions that align with the research
questions and conceptual framework selected for the study were employed to ensure the quality
of the study.

54

Maxwell (2013), contends that research questions cannot be mechanically converted to fit
data collection. Therefore, it is up to the researcher to select the appropriate research situation to
optimize their data needs. For the qualitative phase of this proposed study, semi-structured
interviews were conducted to gain an understanding of veterans' experiences with the VR&E
program and to triangulate the data collected in the quantitative phase. The schedule for
conducting interviews was from October 28, 2019, to November 16, 2019.
Interview Protocol. Table 5 provides the full proposed set of interview
questions. Through a review of scholarly literature that addressed the knowledge,
motivation, and organizational barriers that prevent veterans from finding
employment, open-ended interview questions were developed. In addition to the
main interview questions, probes, and follow-up questions were incorporated and
asked, if necessary. Open-ended questions are broad and general, which allow
participants to fully express their views on the phenomenon being studied
(Creswell& Creswell, 2018). Moreover, according to Creswell and Creswell
(2018), open-ended questions permit the researcher to find complexities of
meaning rather than a narrow viewpoint. Using open-ended interview questions in
this study provided an opportunity for veterans to share their experiences.
Interview Procedures. Recruitment strategies for the qualitative phase of the study
followed the same procedures utilized in the quantitative phase described above. However, the
researcher purposefully sought an equal number of male and female veterans and an equal
number of veterans who retired or separated from the military with less than 15 years of service.
Interviews were coordinated based on the veterans' and the researcher's schedules. Interviews

55

were offered to be conducted in-person, via telephone or video conference depending on the
veteran’s preference or the distance the veteran or the researcher had to travel. Travel distance to
conduct an interview was restricted to 50 miles of the researcher's home. No veterans chose to
participate in face-to-face interviews. All interviews were conducted via Zoom video
conferences. Interviews are time-intensive to administer and to analyze the data (Robert& Firth,
2019). Due to time constraints and limited resources, seven veterans, who separated from the
military within the last five years, were interviewed for this study. Each participant was given an
overview of the purpose of the study, the role of the researcher, and an explanation of the process
of informed consent. After obtaining informed consent and permission to audio record, the
interviews commenced. In addition to audio recording, handwritten notes were taken as a
backup. The interviews took an average time of 31 minutes to complete and a combined overall
time of three hours and 41 minutes. Audio recordings were sent to a transcriptionist to transcribe
interviews. Microsoft Excel 2016 was used to code the responses and analyze data.
Alignment of Data Collection Methods with the KMO Influences
Table 5 shows each KMO influence and the method and measure of the influence. By
examining the rows, the alignment of the influences and methods is demonstrated. Demographic
data listed in Appendix C was also collected.
Table 5
Knowledge, Motivation, and Organizational Influences and measurement methods
Influence
KMO
Construct
Survey Question Response Interview Item
Knowledge

56

Veterans need to
know how to
research and
interpret
policies to enroll
in the VR&E
program
Factual Which regulation
governs the VA
Vocational
Rehabilitation
program?
Select the best
answer.
A. M28R *
B. VA Vocational
Rehabilitation
Handbook 1-1
C. M21R
D. I don’t know

Tell me which
regulation
governs the
VA Voc Rehab
program?

Probe: Do you
know where to
find the
regulation?
Veterans need to
know how to
research and
interpret
policies to enroll
in the VR&E
program
Factual The VA Voc
Rehab program
defines an
employment
handicap as:
Select the best
answer.
A. An injury that
occurred at
someone’s place of
employment.
B. A lack of
workplace
resources necessary
to achieve work
goals.
C. An impairment
of a person’s ability
to prepare for,
obtain, or retain
employment
consistent with his
or her abilities,
aptitudes, and
interests. *
D. I don’t know

How would
you define an
employment
handicap?

Probe: Do you
know how to
determine if
you have an
employment
handicap?
Veterans need to
know how to
research and
interpret
policies to enroll
in the VR&E
program.
Factual What is the
minimum
disability rating
needed to apply
for the VA Voc
Rehab program?
Select one
❏ 0%
❏ 10% *
❏ 20-40%
❏ 50-70%
❏ 80-100%
❏ None
❏ I Don’t Know
Tell me what
the minimum
disability
rating is
needed to
apply for the
VA Voc Rehab
program?

57

Veterans need to
know how to
research and
interpret
policies to enroll
in the VR&E
program.
Factual VA Voc Rehab
can be used for:
Check all that
apply:
❏ On the Job
Training*
❏ Self-
Employment *
❏ Independent
living services for
veterans unable to
work*
❏ Recreational
Hobbies
❏ Post-secondary
training at college,
vocational or
technical school*
❏ I Don’t Know
Tell me what
the VA Voc
Rehab
program can
be used for?
Veterans need to
know how to
research and
interpret
policies to enroll
in the VR&E
program
Conceptual I can apply for the
VA Voc Rehab
program if…
Select all that apply
A. I am Active
Duty on Med
Board*
B. I am a Veteran
with a disability
rating *
C. I am a Military
Spouse
D. I am a veteran
who has Other Than
Dishonorable
Discharge with a
disability rating*
E. I don’t know
Can you
describe who
can apply for
the VA Voc
Rehab
program?
Veterans need to
know how to
research and
interpret
policies to enroll
in the VR&E
program.
Conceptual I am eligible for
VA Voc Rehab
ONLY if…

Select the best
answer:
A. My service-
connected
disability
interferes with my
ability to find and
maintain
Can you
explain the
main criteria
for eligibility
to participate
in the VA Voc
Rehab
program?

58

employment. *
B. I possess limited
work experience
C. I possess
minimum or no
education
D. I am a first-term
enlistee
E. I have a physical
or mental health
disability
F. I don’t know

Probe: How
would you
know if you
are eligible
for the VA Voc
Rehab
program?
Veterans need to
know how to
research and
interpret
policies to enroll
in the VR&E
program
Procedural To research the
VA Voc Rehab
program, you
should...
Select the best
choice:
❏ Talk to
friend/family
❏ Ask other
veterans via social
media veteran
groups
❏ Read the
regulation that
governs the Voc
Rehab program *
❏ Talk to Veteran
Service Office
Describe the
steps you
would take to
research the
VA Voc Rehab
program to
see if you are
eligible to
enroll?
Veterans need to
know how to
implement self-
regulatory skills
such as asking for
help.
Procedural To ask for help, I
should...
Select the best
answer
❏ Know what you
need help with *
❏ Wait for
someone to tell
you need help
❏ Avoid time
wasting
activities
❏ I Don’t Know
how to ask for
help
Walk me
through some
of the steps to
start seeking
help.

59

Veterans need to
know how to
implement self-
regulatory skills
such as asking
for help.
Metacognitive I ask for help if I:

Complete the
sentence

❏ Conduct my
own research
❏ Tried
repeatedly
❏ Asked others
for feedback
❏ All of the
above *
❏ None of the
above
❏ I don’t know
how to ask for
help

How do you
evaluate when
it is time to ask
for help?

Probe: Can
you give me an
example of
when you
knew you
needed to ask
for help?
Veterans need to
know how to be
cognizant of their
spending,
prioritize
spending and
develop a budget.
Procedural
To develop a
budget, I should...
Select all that apply
❏ Determine my
income *
❏ Calculate my
expenses*
❏ Track my
spending*
❏ Use credit
cards to pay for
all expenses
❏ Be realistic
❏ I don’t know

Walk me
through the
steps you take
to develop a
budget?

Probe: How
do you know
if your budget
is working?

Motivation Influence

Veterans need to
believe they can
take the steps in
researching,
interpreting
policies, asking
for help and
developing a
budget.
Self-efficacy Using the scale,
rate your
confidence to do
the following
right now:

1. Research VA
Voc Rehab
program
2. Interpret VA
Voc Rehab
❏ Not
Confident
❏ Somewhat
Confident
❏ Confident
❏ Very
Confident
1. Tell me about
a time when
you were
confident in
your ability to
research and
interpret an
organization's
policy and
procedures.
2. Tell me about
a time when

60

regulations
3. Developing a
budget
4. Asking for help

you were
confident in
your ability to
develop a
budget.
3. Tell me about
a time when
you were
confident in
your ability to
to ask for
help.

Probe: What
impacts your
confidence?
Probe: How
often do you
research VA
policies and
regulations?
Probe: How
often do you ask
for help?
Probe: How
often do you
develop a
budget?
Veterans need to
see the value in
researching,
interpreting
policies, asking
for help and
developing a
budget.

Expectancy
Value
The VA Voc
Rehab program
is useful for
helping me find
employment.
❏ Strongly
Disagree
❏ Disagree
❏ Neutral
❏ Agree
❏ Strongly
Agree
How useful do
you think the
VA Voc Rehab
program is with
assisting you in
finding
employment?

Probe: Are
there any
benefits to
using the VA
Voc Rehab
program?

61

Veterans need to
see the value in
researching,
interpreting
policies, asking
for help and
developing a
budget.
Expectancy
Value
Enrolling in the
VA Vocational
Rehab program
will cost me:
Select all that
apply
❏ The loss of
my disability
compensation
❏ Valuable time
(personal or
professional)
❏ A decrease to
my salary (if
currently
employed)
❏ Nothing*
❏ I don’t know

How does
participating in
the VA Voc
Rehab program
affect VA
disability
payment?

Probe: How does
that impact your
decision to enroll
in the VA Voc
Rehab program?

Organizational Influence

Veterans need to
believe that the
VR&E program
is effective in
changing
policies and
procedures.

Cultural
Setting
I am well
informed of the
policies and
procedures for
enrolling in the
VA Voc Rehab
program.
❏ Strongly
Disagree
❏ Disagree
❏ Neutral
❏ Agree
❏ Strongly
Agree

Do you receive
information on
VA Voc Rehab
policies or
procedural
changes?

Probe: From
whom or where
did you hear
about VA Voc
Rehab policy
change?
Veterans need to
believe that the
VR&E
programs have
the resources to
effectively
increase the
enrollment.
Cultural
Setting
The VA
Vocational Rehab
program has
sufficient staffing
to accommodate
an increase in
veteran
enrollment.
❏ Strongly
Disagree
❏ Disagree
❏ Neutral
❏ Agree
❏ Strongly
Agree
❏ I Don’t know
To what extent
do you believe
the VA Voc
Rehab program
has the
resources to
support an
increase in
veterans
utilizing the

62

program?

Probe: Have you
heard of
veteran having
issues enrolling
in the VA Voc
Rehab program
because of the
lack of
resources?

Veterans need to
believe that the
VR&E program
is utilizing
evidence-based
practices to
determine
eligibility fairly
and consistently

Cultural
Setting
VA Voc Rehab
Counselors will
determine my
eligibility for the
Voc Rehab
program fairly.
❏ Strongly
Disagree
❏ Disagree
❏ Neutral
❏ Agree
❏ Strongly
Agree

Do you feel VA
Voc Rehab
Counselor are
fair in their
decision-
making process
regarding
eligibility
determination?

Probe: Do you
have any
experience, or
have you heard
from other
veterans
regarding how
VA Voc Rehab
Counselors
make eligibility
determinations?
Veterans need to
perceive that
there is a culture
of trust between
themselves and
the VR&E
program.

Cultural Model The VA
Vocational Rehab
program is
dedicated to
assisting me find
employment.
❏ Strongly
Disagree
❏ Disagree
❏ Neutral
❏ Agree
❏ Strongly
Agree

If you were
experiencing
difficulties with
finding
employment, do
you trust that the
VA Voc Rehab
program would
assist you?

Probe: Why or
why not?

63

Veterans need to
perceive that
there is a culture
of trust between
themselves and
the VR&E
program.

Cultural Model The VA Voc
Rehab program
promotes a
culture of trust.
❏ Strongly
Disagree
❏ Disagree
❏ Neutral
❏ Agree
❏ Strongly
Agree

To what extent
do you trust the
VA Voc Rehab
program to assist
you?

Probe: Can you
give me an
example as to
why or why not?
Veterans need to
perceive that the
VR&E program
culture promotes
open
communication
and presents
information
clearly.

Cultural Model The VA Voc
Rehab program
promotes open
communication
regarding
program
enrollment.
❏ Strongly
Disagree
❏ Disagree
❏ Neutral
❏ Agree
❏ Strongly
Agree

To what extent
do you believe
the VA Voc
Rehab program
communicate
information
clearly and
consistently.

Probe: Can you
give me an
example as to
why you believe
they do or do
not
communicate
information
clearly?

Veterans need to
perceive that the
VR&E program
culture promotes
open
communication
and presents
information
clearly.
Cultural
Setting
What is one
thing that the VA
Voc Rehab
program can do
to increase
program
enrollment?
Open Ended: What are some
things that the
VA Voc Rehab
program can do
to encourage
veterans to
enroll in the
program?

Probe: What is
the first action
Voc Rehab
should take
based on your
suggestion?

64

Data Analysis
Data analysis is the process of making meaning out of the data once the data is cleaned
(Creswell & Creswell, 2018). For this mixed-method research design, quantitative and
qualitative data were collected and analyzed concurrently. Microsoft Excel 2016 and the built-in
tool that supports data analysis in the Qualtrics software were used to analyze quantitative data.
The researcher first obtained descriptive statistics, such as the mean, frequency and standard
deviation to gain a general understanding of the data, which was then used to describe and
interpret findings.
Coding refers to the process of organizing data into chunks and assigning words that
represent specific categories (Cresswell & Creswell, 2018). Qualitative content analysis was
used to analyze the data. Interview transcripts were imported into Microsoft Excel 2016 and
coded for analysis. After importing the data, the researcher read through the data several times to
gain a general understanding of the meaning and identify themes to code the data. The researcher
took notes of her initial thoughts and ideas as she began to analyze and code the data into
categories of knowledge, motivation and organization influences. The outcome of the coding
process generated a list of themes which captured multiple perspectives from veterans that will
be discussed in the results section. The themes that emerged consisted of advertising/marketing,
Transition Assistance Program, education, VR&E application process, and VR&E website
usability.

65

Credibility and Trustworthiness
The methods in which data is collected must be credible and trustworthy (McEwan &
McEwan, 2003). Multiple methods of data collections can increase the credibility of a study
(Maxwell, 2013). However, Robinson and Firth (2019), assert that appropriate research
techniques alone are no longer the standard of what constitutes a study being objective
(Robinson & Firth, 2019). Instead, Robinson and Firth contend that researchers have to be
mindful and concentrate on context and culture as it relates to the research design, data
collection, and analysis. In the context of conducting interviews, Ruben and Ruben (2012)
suggest building conversational partnerships where the researcher and the participants share
trust, understanding, and mutual respect. Trust established through conversational partnerships
enable participants to answer questions honestly and openly (Ruben & Ruben, 2013), thus
increasing trustworthiness. McEwan and McEwan (2003) warn that by failing to disclose
researcher bias, predisposition, and connections to participants in the study, qualitative research
can be deemed worthless. McEwan and McEwan (2003) suggest that a researcher should
disclose their researcher role and personal biases that can interfere with data collection or skew
data interpretation. For this study, the researcher provided full disclosure to participants on her
role as a veteran and former Vocational Rehabilitation Counselor. Additionally, full disclosure
on the purpose of the research and how the data will be used was shared with each participant.
Validity and Reliability
Validity and reliability are essential standards in quantitative research (Creswell &
Creswell, 2018). Validity addresses the measurement of the appropriate item, while reliability
addresses the level of measuring an item consistently (Salkind, 2017). Triangulation is a strategy

66

used to reduce validity threats (Maxwell, 2013). Triangulation serves to support and verify the
strengths and limitations of methods used, as well as to narrow the risk for biases toward a single
method of data collection (Creswell & Creswell, 2018). The mixed-method design of this study
served to eliminate threats to validity. A component of developing proper research is to forecast
potential threats to validity and reliability (Creswell & Creswell, 2018). Validity and reliability
threats to this study were low response rates and the survey design instrument. The sample size
of the population being surveyed was not sufficient to make any generalizations.
Robert and Firth (2019) postulate that comprehensibility is a vital characteristic of a high-
quality survey. The more information a researcher can ascertain about their participants, the
easier the survey questions will be understood by participants. The strength of this survey design
was the role the researcher holds as a veteran and a former Vocational Rehabilitation Counselor.
A background of knowledge and experience regarding military culture and the VA
organizational structure assisted in developing relatable language, establishing validity,
reliability, and credibility.
Ethics
Ethical issues, such as maintaining confidentiality, protecting participant's identities,
transparency regarding the study's purpose, and remaining cognizant of power distance are
concerns researchers have to contend with, when collecting data (Glesne, 2011). Researchers
have an ethical obligation to do no harm; thus, specific practices must be put in place before,
during, and after data collection to avoid harming participants (Merriam & Tisdell, 2016). For
the safety and protection of the participants and the researcher, this study followed the guidelines
outlined by the University of Southern California Institutional Review Board (IRB).

67

Researchers are advised to protect the rights of the participant's privacy and avoid
deceptive practices (Creswell & Creswell, 2018). Obtaining informed consent is a central
component of receiving IRB approval and is recommended by professional associations and the
federal government as a step to protect human rights (Rubin & Rubin, 2012). Informed consent
is an agreement between the researcher and the participant regarding the provisions of the study,
the purpose of the study, risks associated with the study, and the voluntary nature of the study
(Merriam& Tisdell, 2016). Before interviews, verbal consent to record was sought, and
participants were assured that their responses to survey and interview questions were kept
confidential, pseudonyms were used to protect their identities, and no identifying information
was shared.
Ethical dilemmas can surface as a result of the researcher's role, with the power generally
residing with the researcher (Glesne, 2011). I, the researcher, terminated employment with the
Department of Veterans Affairs in May of 2019, before data collection occurred. Full disclosure
on my role as a former Vocational Rehabilitation Counselor and veteran was disclosed to all
participants to avoid the perception of deceit. All participants were notified, in writing and orally
before the interviews commenced that the researcher was conducting this study as a researcher
and not a Vocational Rehabilitation Counselor.
Additionally, some of the participants who elected to participate in the study had a
personal or professional relationship with the researcher; thus it was essential for the researcher
to consider the power distance so the participants did not feel pressured into divulging
information or answering questions that they would during a typical encounter. Glesne (2011)
noted that research interviews could mimic the therapeutic process as the participant's self-

68

reflection can reveal painful experiences. Some of the participants interviewed for this study
were veterans who had unpleasant experiences with the Department of Veterans Affairs.
Recanting their stories sometimes triggered unpleasant memories but did not disrupt or terminate
the interview. The veterans were reminded that participation was voluntary and that they did not
have to address questions that made them uncomfortable, and they had the right to stop the
interview at any time. As recommended by Glesne (2011), appropriate resources, organizations,
and individuals who can assist will be provided to the veteran if necessary, such as the telephone
number and web address to the Veteran's Crisis Line.
Role of the Researcher
According to Creswell and Creswell (2018) the researcher's philosophical worldview,
specific research methods of data collection, analysis, interpretation and the nature of the
research problem should be considered when selecting a research design. Creswell and Creswell
classify worldview as the basic set of beliefs that guide actions; a pragmatic worldview will
guide this study. A pragmatic worldview provides a researcher with multiple options for research
design, as the researcher is not confined to any one system of thought or reality.
Merriam and Tisdell (2016) contend that the researcher is the primary instrument in
qualitative studies and as such, must be aware of personal biases and assumptions that may affect
their study. Merriam and Tisdell further assert that while the government, professional
organizations, and institutions establish guidelines and the code of ethics, ethical practices are
guided by the researcher's values and ethics. Researchers need to reflect and identify how their
personal background, culture, and role may alter data collection and analysis so they can build
protections to avoid biases and remain objective (Creswell & Creswell, 2018). This researcher is

69

an advocate for veteran's rights and as such, the purpose of the research study was explicitly
outlined in the informed consent notice. Participants were informed that their perspectives will
be used to gain insight into the knowledge, motivation and organizational barriers that are
preventing veterans from utilizing the VR&E program. No incentives were given to avoid the
perception that participants were coerced into participating.
Limitation
This mixed-method research study was designed to conduct a gap analysis to increase
veterans' utilization rates in the VR&E program. The methodologies used are reliable and
credible, and the results will provide relevant and useful information to address the specific
research questions. Nonetheless, this study is not without limitations that need to be addressed as
it relates to the implications of the findings. First, the results of this survey cannot be generalized
to the veteran population due to the small sample size and the researcher's use of descriptive
statistics. Next, due to time constraints and limited resources, the number of veterans that
participated in interviews was low. A total of seven veterans participated in the study, which
limited the researcher's ability to understand the diversity of the veteran cohort. Lastly, the
professional and personal relationships the researcher has with some of the participants would
contribute to a lack of truthfulness or bias. Notwithstanding, the results from this study have
practical implications that the VA can apply to increase VR&E program utilization rates further.
VR&E Counselors can also use the data from this study to help retain more veterans in the
program.

70

CHAPTER FOUR: RESULTS AND FINDINGS
The purpose of this chapter is to summarize the results and findings from data collected
on the assumed knowledge, motivation, and organization influences related to understanding the
assets and needs of the Vocational Rehabilitation and Employment (VR&E) program to increase
veteran enrollment in the program. Surveys were conducted to collect quantitative data and
interviews were conducted to collect qualitative data. The veteran participants were asked to
respond to an anonymous survey consisting of 34 questions and/or participate in a semi-
structured interview. Upon completion of the survey, participants were afforded the opportunity
to schedule a one-hour interview. Qualitative and quantitative data were collected to determine if
the assumed influences met respective thresholds and where needs exist. Survey and interview
data were collected to comprehend the knowledge, motivation, and organization needs and assets
of veterans who have separated or retired from military service within the past five years and
have not enrolled in the VR&E program. The results of the surveys and interviews have been
organized into assumed knowledge, motivation, and organization categories.
Participating Stakeholders
Military veterans who have separated or retired from the military within the past five
years and have not enrolled in the VR&E program were the stakeholders of interest in this study
and were the stakeholders who provided both survey and interview data. The participants
surveyed consisted of 29 males and 21 females; 54% White, 20% African American, 16%
Hispanic, 6% Multi-racial, and 4% Asian. Surveys were available to all branches of the military;
however, the participants who took the survey were Air Force, Army, Marine Corps, and Navy
veterans. The veteran participants' time in service ranged from four years to 26 years. The pay
grades of the participants varied from E-3 to 0-5, and education levels included 39% with

71

master’s degrees, 32% with bachelor's degrees, 20% with associate degrees, and 10% with some
college but no degree. Surveyed veterans’ employment statuses included 70% full-time
employed, 2% part-time employed, and 28% unemployed.
The veteran participants who agreed to be interviewed totaled seven and consisted of
three Air Force, two Army, one Coast Guard, and one Marine Corps. Three participants were
African American, four were White, three were female, and four were male. One of the veterans
interviewed served in the military for six years, four served more than 20 years, and two were
medically retired between eight and 16 years of service as shown in Table 6.
Table 6
Demographic Information of Participants
Participant Branch of Service (n=50) Count Percent
Air Force 41 82%
Army 2 4%
Coast Guard 0 0%
Marine Corps 6 12%
Navy 1 2%
Participant Years of Service (n=50) Count Percent
Less than one year 0 0%
1-4 years 3 6%
5-10 years 4 8%
11-20 years 22 44%
Over 21 years 21 42%
Participant Rank at Separation (n=50) Count Percent
E1-E4 4 8%
E5-E9 37 74%
W1-W5 2 4%
O1-O3 2 4%

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O4-O6 5 10%
O7-O10 0 0%
Participant VA service-connected disability (n=50) Count Percent
Yes 47 94%
No 3 6%
Participant Gender (n=50) Count Percent
Female 21 42%
Male 29 58%
Other 0 0%
Participant Race (n=50) Count Percent
American Indian or Alaskan Native 0 0%
Asian 2 4%
Black or African American 10 20%
From multiple races 3 6%
Hispanic, Latino, or Spanish origin 8 16%
White or Caucasian 27 54%
Native Hawaiian or other Pacific Islander 0 0%
Other race 0 0%
Participant Highest Education Level (n=50) Count Percent
GED 0 0%
High School Diploma 0 0%
Some College (no degree) 5 10%
Vocational Training 0 0%
Associates Degree 10 20%
Bachelor’s Degree 16 32%
Master’s Degree 19 38%
Doctorate Degree 0 0%
Participants Current Employment Status (n=50) Count Percent
Employed Full-Time 24 48%

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Employed Part-Time 1 2%
Self-Employed 0 0%
Unemployed (looking) 2 4%
Unemployed (not looking) 2 4%
Student 2 4%
Retired from military working 11 22%
Retired from military not working 8 16%
Unable to Work 0 0%

Determination of Assets and Needs
This study utilized two data sources: surveys and interviews. These two data sources
were used as the criteria for determining the assets and needs of the VR&E organization
according to the assumed causes. Neither observations nor document analysis were conducted.
The assumed causes, description of the survey and its items are discussed in depth in Chapter
Three. The results from the surveys provided the criteria for determining the assets and needs of
the assumed knowledge, motivation, and organization influences.
The criteria used for determining needs from the survey data on assumed knowledge,
motivation, and organizational influences for the implementation of a veteran outreach and
training program were as follows: thresholds for each item were assessed at 70% or 100% based
on the level of importance in achieving the stakeholders’ goals. Results with less than the
established thresholds indicated a gap in knowledge, motivation, or organization domains. The
thresholds were established due to the small sample population. Data from the interviews was
used to validate or challenge the results of the surveys.

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Results and Findings for Knowledge Causes
Veterans’ knowledge was assessed through surveys and interviews. Results of surveys
and interviews are presented for each assumed cause within the categories of factual knowledge,
conceptual knowledge, procedural knowledge, and metacognitive knowledge (Anderson &
Krathwohl, 2001). Results of knowledge surveys in Tables 7-16 and interviews were used to
determine whether or not assumed gaps are present.
Factual Knowledge
Surveys and interviews were used to assess veterans’ factual knowledge. Veterans who
have separated or retired from the military within the past five years were surveyed on the factual
knowledge necessary to determine knowledge related to the governing regulation for the VR&E
Program, the definition of an employment handicap, minimum disability ratings needed to apply,
and uses of the VR&E Program. Results have been organized and evaluated in order to assess
whether or not there is a gap regarding the assumed causes.
Factual knowledge Influence 1. Veterans know what regulation governs the VA
Vocational Rehabilitation program.
Survey results. Veterans were asked to identify the correct regulation from a list of four
possible responses. As shown in Table 7, the accuracy in identifying the correct regulation was
0.00%. The threshold set for this item is 100% due to the emphasis the research places on
veterans’ knowledge of what regulation governs the VA Vocational Rehabilitation program in
order to research program requirements. Therefore, there is a need for veterans’ factual
knowledge of the VA Vocational Rehabilitation program regulation.
Table 7
Survey Results for Factual Knowledge of VA Vocational Rehabilitation Program Standards

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# Factual Knowledge Item 1 (n = 48) % Count
Which regulation governs the VA Vocational Rehabilitation Program?
1 M28R* 0.00% 0
2 VA Vocational Rehabilitation Handbook 1-1 6.25% 3
3 M21R 0.00% 0
4 I Don’t Know 93.75% 45
Total 100% 48

*Indicates correct response.
Interview findings. Interview participants were asked if they knew which regulation
governs the VA Vocational Rehabilitation Program. The majority of veterans interviewed stated
that they did not know. Three out of the seven veterans took a guess but were incorrect, showing
a gap in knowledge. The response from one veteran, who guessed, was, “I’m really not sure, I
just know it falls under the VA.” Another veteran stated, “No, is it the same VA regulation that
covers your GI bill?” Another veteran lamented, “No, I mean, I assume it's what the rest of the
VA regulations are, I don't know specifically.”
Summary. The assumption was that veterans know which regulation governs the VA
Vocational Rehabilitation Program. None of the participants surveyed were able to identify the
correct regulation, therefore veterans did not demonstrate that they know what regulation
governs the VA Vocational Rehabilitation Program. The findings from the interviews were
consistent with those findings from the surveys, indicating a need for the organization.
Factual Knowledge Influence 2. Veterans know how the VA Vocational
Rehabilitation Program defines an employment handicap.
Survey results. Veterans were asked to select the VA Vocational Rehabilitation
Program’s definition of an employment handicap from a list of four possible answers. As shown

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in Table 8, the accuracy in selecting the correct definition of an employment handicap, as
defined by the VA Vocational Rehabilitation Program was 47.92%. The threshold for this item
was set at 70% due to the emphasis the research places on veterans knowing how the VA
Vocational Rehabilitation Program defines an employment handicap in order to determine if they
qualify for the VR&E program. Therefore, there is a need for veterans’ factual knowledge of the
definition of an employment handicap.
Table 8
Survey Results for Factual Knowledge of employment handicap definition

# Factual Knowledge Item 2 (n = 48) % Count
The VR&E Program defines an employment handicap as:
1 An injury that occured at someone’s place of employment. 0.00% 0
2 A lack of workplace resources necessary to achieve work goals. 4.17% 2
3 An impairment of a person’s ability to prepare for, obtain, or retain
employment consistent with his/her abilities, aptitudes, and interests. *
47.92% 23
4 I Don’t Know 47.92% 23
Total 100% 48

*Indicates correct response.
Interview findings. During the interview, veterans were asked if they knew how the
VR&E program defines an employment handicap. Six of the seven participants were able to
define the term successfully, but one was not sure. One correct response was “physical disability
or mental disability precluding you from being able to be employed.” A second participant
defined an employment handicap as a “physical or mental health (disability) that affects the
performance of a job, anything that keeps you from being able to perform a job.” Of the veteran

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participants interviewed, 86% were able to correctly define an employment handicap, which
exceeds the 70% threshold; therefore, this is considered an asset to the organization.
Summary. The assumption was that veterans know how the VR&E Program defines an
employment handicap. Approximately 47.92% of the participants choose the correct definition of
an employment handicap. The threshold for this knowledge influence is 70%; thus, veterans did
not demonstrate that they know how the VR&E Program defines an employment handicap, and
there is room for improvement. Although nearly half of the veteran participants were able to
define an employment handicap correctly, it is imperative for the program that all veterans must
be able to define an employment handicap in order to determine if they qualify for the VR&E
program. Conversely, interview participants demonstrated that they were able to define an
employment handicap, with six out of seven giving the correct answer. The survey results were
given more weight for this question, due to the larger sample size and since surveys were
conducted before interviews, which may have assisted interviewees with providing the correct
answer the second time. This influence is deemed a need.
Factual Knowledge Influence 3. Veterans know the minimum disability rating
needed to apply for the VR&E Program.
Survey results. Veterans were asked to select the best answer that reflects their
knowledge of the minimum disability rating needed in order to apply for the VR&E program
from a list of seven possible answers. As shown in Table 9, the accuracy in selecting the correct
minimum disability rating was 10.42%. The threshold for this item was set at 100% due to the
emphasis the research places on veterans knowing the minimum disability rating needed to apply
for the VR&E program to determine if they would be a candidate. Therefore, there is a need for

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veterans’ factual knowledge of the minimum disability rating needed to apply for the VR&E
program.
Table 9
Survey Results for Factual Knowledge of minimum disability ratings for VR&E enrollment
# Factual Knowledge Item 3 (n = 48) % Count
What is the minimum disability rating needed to apply for the VR&E
Program?

1 0% 12.50% 6
2 10%* 10.42% 5
3 20 - 40% 8.33% 4
4 50 - 70% 2.08% 1
5 80 - 100% 0.00% 0
6 None 2.08% 1
7 I Don’t Know 64.58% 31
Total 100% 48

*Indicates correct response.
Interview findings. Interview respondents were asked, “What is the minimum disability
rating needed to apply for the VR&E Program?” Two of the seven veterans interviewed chose
the correct answer of 10%. The other five participants either did not know or guessed incorrectly.
Of those five participants, three assumed the correct answer was 30%. One of the participants
stated," I imagine it would be 30% and you have to be medically retired or retired in general."
Another participant responded:
I do not know the answer, but for some reason, it feels like 30% is always a number that
kind of steps you up to the next level of care in the VA so that would be my guess, but it
would strictly be a guess.

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Based on the interviews, there is a knowledge gap regarding what percentage of disability is
needed to apply for the VR&E program.
Summary. The assumption was that veterans know the minimum disability rating
necessary to apply for the VR&E Program. The threshold is 100% for this item, and only 5 out of
48 participants surveyed selected the correct answer; veterans did not demonstrate that they
know the minimum disability rating requirement needed to apply, and there is room for
improvement. Of those interviewed, only two out of seven participants chose the correct answer,
which is consistent with the survey results, indicating that this influence is a need.
Factual Knowledge Influence 4. Veterans know what the VR&E Program can be
used for.
Survey results. Veterans were asked to select all answers that apply to determine their
knowledge of what the VR&E Program can be used for from a list of six choices. As shown in
Table 10, the accuracy in selecting the correct choices was 70.51%, which is the total of the
correct responses. The threshold for this item was set at 70% due to the emphasis the research
places on veterans knowing what the VR&E Program can be used to determine if the program
would be an option for them. Therefore, this is deemed to be an asset for veterans’ factual
knowledge of the uses of the VR&E Program.
Table 10
Survey Results for Factual Knowledge of the uses of the VA Vocational Rehabilitation Program
# Factual Knowledge Item 4 (n = 48) % Count
VR&E can be used for: (Select all that apply)
1 On-the-Job Training* 24.36% 19
2 Self-Employment* 8.97% 7
3 Independent living services for veterans unable to work* 6.41% 5

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4 Recreational Hobbies 2.56% 2
5 Post-Secondary training at college, vocational or technical school* 30.77% 24
6 I Don’t Know 26.92% 21
Total 100% 78

*Indicates correct response
Interview findings. Interview participants were asked what the VR&E program can be
used for and the purpose of the VR&E program. Six of the seven veterans provided a correct
response. Participate 5 stated,” it can be used for certifications, a trade or degrees to assist with
finding education and employment outside the military.” While Participant 2, states “it helps
veterans that have disabilities find the right job.” Common responses included: help with
employment, trade education, enhance skills, and certifications. Only one participant did not
know the uses or purpose of the VR&E program, which means, based on the sample and
combined with the survey data; this is an organizational asset.
Summary. The assumption is that veterans know what the VR&E program can be used
for and the purpose of the program. As a result of 70.51% choosing the correct uses of the
VR&E Program from the choices and the threshold being set at 70%, veterans did demonstrate
that they know the uses of the VR&E program. Only one out of seven veterans interviewed did
not know; therefore, this is deemed an asset to the organization.
Conceptual Knowledge
Veterans’ conceptual knowledge was assessed through the use of interviews and surveys.
Veterans who have separated or retired from the military within the past five years were
surveyed on the conceptual knowledge necessary to determine eligibility and ability to apply for
the VR&E program. Results have been organized and evaluated to assess whether or not there is
a gap regarding the assumed causes.

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Conceptual Knowledge Influence 1. Veterans know who can apply for the VR&E
Program.
Survey results. Veterans were asked to select all answers that apply to determine their
knowledge of who can apply for the VR&E program from a list of five choices. As shown in
Table 11, the accuracy in selecting the correct choices was 64.15%, which is the combination of
all the correct responses. The threshold for this item is 70% due to the emphasis the research
places on veterans knowing what the requirements are to apply for the VR&E program to
determine if they or someone they know would be eligible for the program. Therefore, there is a
need for veterans’ conceptual knowledge of knowing who can apply for the VR&E program.
Table 11
Survey Results for Conceptual Knowledge of who can apply to the VR&E Program
# Conceptual Knowledge Item 1 (n = 48) % Count
I can apply for the VA Voc Rehab Program if: (Select all that apply)
1 I am Active Duty on Med Board* 7.55% 4
2 I am a Veteran with a disability rating* 47.17% 25
3 I am a Military Spouse 0.00% 0
4 I am a Veteran who has Other Than Dishonorable Discharge with a
disability rating*
9.43% 5
5 I Don’t Know 35.85% 19
Total 100% 53

*Indicates correct response.
Interview findings. Interview participants were asked to explain the main criteria for
VR&E eligibility and who can apply. Three of the seven participants could not explain the
criteria or did not know enough about the program to provide an answer. Responses from four
participants ranged from, one veteran indicating “maybe a certain percentage of disability, I am

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so confused with that part." Another veteran reported, “somebody that’s retired regular Army or
military in general that needs a specific education or job training to get a position.” Other
responses were “anyone who has served as long as they apply within the allowed timeframe, five
years is the allowed timeframe," and “prior service member who was honorably or general
discharged.” Although many of the responses were partially correct, there was much uncertainty
as to who can apply and what the criteria are for eligibility to participate in the VR&E program.
Therefore, this is an organizational need and considered an area for improvement.
Summary. The assumption was that veterans know who can apply for the VR&E
program. Approximately 64.15% chose the correct options of who can apply for the VR&E
program from the choices. The threshold for this item was set at 70%; veterans did not
demonstrate that they know who can apply for the VR&E program. Therefore, there is room for
improvement, as it is imperative for veterans to know the basic qualifications of the program, so
that they can apply. The findings from the interviews were consistent with those from the
surveys, indicating this is a need.
Conceptual Knowledge Influence 2. Veterans know the requirements of eligibility
for entrance into the VR&E Program.
Survey results. Veterans were asked to select the best answer to determine their
knowledge of the requirements of eligibility for entrance into the VR&E program from a list of
six choices. As shown in Table 12, the accuracy in selecting the correct answer was 25%. The
threshold for this item was set at 70% due to the emphasis the research places on veterans
knowing what the requirements are to be eligible for the VR&E program to determine if they or
someone they know would be eligible for the program. Therefore, there is a need for veterans’

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conceptual knowledge of knowing what the requirements are for entrance into the VR&E
program.
Table 12
Survey Results for Conceptual Knowledge of the requirements to apply to the VR&E Program
# Conceptual Knowledge Item 2 (n = 48) % Count
I am eligible for VA Voc Rehab ONLY if:
1 My service-connected disability interferes with my ability to find and
maintain employment. *
25% 12
2 I possess limited work experience. 2.08% 1
3 I possess minimal or no education. 2.08% 1
4 I am a first-term enlistee. 0.00% 0
5 I have a physical or mental health disability. 8.33% 4
6 I Don’t Know. 62.50% 30
Total 100% 48

*Indicates correct response.
Interview findings. Interview participants were asked to explain how they would know if
they were eligible for the VR&E program. None of the participants stated the correct answer.
One participant reported: "I would talk to my Veteran Service Officer, to find out if I am eligible
or not." Another veteran indicated:
I don't think I would know if no one told me that was an actual program. I think the only
way I would know is if I went to the VA website and physically searched for that topic,
vocational rehab. If no one told me about vocational rehab, there is no real advertising for
it, I would not know about it physically.
Two veterans suggested checking the VA website to determine eligibility. Participant five stated,
“all the info is on the website, and you can go to the VA website, just look and see what the

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requirements are. And there are so many organizations that help." Participant seven also
recommended going to the website even though he experienced some frustration in the past
searching for information on the VA website. Participant seven states:
For me, I think the first thing I would start with the VA website. I have gone through
some programs before, most recently the Post 9/11 GI Bill, and I am kind of giving you
more than you asked for here. I remember having to go through what seemed like three or
four different websites, which I found extremely frustrating. But that’s where I would
start is the VA benefits website.
Summary. The assumption was that veterans know what the requirements are for
eligibility for entrance into the VR&E program. As a result of only 25% of participants choosing
the correct answer, and the threshold set at 70%, veterans did not demonstrate that they know
what makes someone eligible to apply for the VR&E program. Interview findings were
consistent with survey responses. Consequently, there is room for improvement.
Procedural Knowledge
Veterans’ procedural knowledge was assessed through interviews and surveys. Veterans
who have separated or retired from the military within the past five years were surveyed on the
procedural knowledge necessary to determine veterans’ ability to effectively research the VR&E
Program, ask for help, and develop a budget. Results have been organized and evaluated in order
to assess whether or not there is a gap regarding the assumed causes.
Procedural Knowledge Influence 1. Veterans know how to research the VR&E
Program.
Survey results. Veterans were asked to select the best answer to determine their
knowledge of how to research the VR&E program from a list of four choices. As shown in Table

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13, the accuracy in selecting the correct choice was 100%, as both items 3 and 4 are considered
correct choices. The threshold for this item was 70% due to the emphasis the research places on
veterans knowing how to research the VR&E program to gather more information on program
requirements. Therefore, this is an asset for veterans’ conceptual knowledge of how to research
the VR&E Program.
Table 13
Survey Results for Procedural Knowledge of how to research the VR&E Program
# Procedural Knowledge Item 1 (n = 48) % Count
To research the VA Voc Rehab Program, you should:
1 Talk to friends or family. 0.00% 0
2 Ask other Veterans via social media Veteran groups. 0.00% 0
3 Read the regulation that governs the VA Voc Rehab Program. * 33.33% 16
4 Talk to Veteran Service Office. * 66.67% 32
Total 100% 48

*Indicates correct response.
Interview findings. Interviews were not conducted for this influence.

Summary. The assumption was that veterans know how to research the VR&E Program.
As all 48 veterans surveyed chose one of the correct options of best methods to research the
VR&E Program from the choices, and the threshold being 70%, veterans demonstrated that they
know how to research the VR&E program effectively and therefore this is an asset to the
organization.
Procedural Knowledge Influence 2. Veterans know how to ask for help.
Survey results. Veterans were asked to select the best answer to determine their
knowledge of how to ask for help from a list of four choices. As shown in Table 14, the accuracy

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in selecting the correct answer was 89.58%. The threshold for this item was set at 70% due to the
emphasis the research places on veterans knowing how to ask for help, specifically related to
enrollment in the VR&E program. The results indicate that veterans’ procedural knowledge of
knowing how to ask for help exceeds the threshold for this item and is deemed an asset.
Table 14
Survey Results for Procedural Knowledge of how to ask for help
# Procedural Knowledge Item 2 (n = 48) % Count
To ask for help, I should:
1 Know what I need help with. * 89.58% 43
2 Wait for someone to tell me I need help. 0.00% 0
3 Avoid time-wasting activities. 0.00% 0
4 I don’t know how to ask for help. 10.42% 5
Total 100% 48

*Indicates correct response.
Interview findings. Interview participants were asked to, “Walk me through some of the
steps you take when it is time to seek help.” Many participants stated that they would contact the
VA, their Veteran Service Office (VSO), someone they trust in their circle of friends and family,
or just handle the issue themselves. One veteran noted:
Usually, I will try to find the information myself. And if I cannot do it myself, then I will
usually go to the next person that I know that would be knowledgeable or able to help me
with whatever it is. So, whoever I know that’s reliable enough to assist me with it. And if
I cannot do that, then you know I will go outside the people I know and find somebody,
an outside source for assistance.

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Nearly all of the participants said they know how to recognize the need for and ask for help.
Therefore, this is an organizational asset.
Summary. The assumption was that veterans know how to ask for help. As 89.58% chose
the correct answer of what the requirements are from the choices, and the threshold being 70%,
veterans demonstrated that they know how to ask for help. The findings from the interviews were
consistent with the findings from the surveys, therefore this is an asset to the organization.
Procedural Knowledge Influence 3. Veterans know how to develop a budget.
Survey results. Veterans were asked to select all answers that apply to determine their
knowledge of how to develop a budget from a list of six choices. Respondents needed to select at
least one correct answer to be counted but did not need to select all four correct answers to be
considered positive. As shown in Table 15, the accuracy in selecting the correct answer(s) was
99.32% when the percentages of the correct response were added together. The threshold for this
item is 70% due to the emphasis the research places on veterans knowing how to develop a
budget. The results indicate that veterans’ procedural knowledge of knowing how to develop a
budget exceeds the threshold for this item and can be deemed an asset.
Table 15
Survey Results for Procedural Knowledge of how to develop a budget
# Procedural Knowledge Item 3 (n = 48) % Count
To develop a budget, I should:
1 Determine my income. * 25.85% 38
2 Calculate my expenses. * 25.17% 37
3 Track my spending. * 25.17% 37
4 Use credit cards to pay for all expenses. 0.68% 1
5 Be realistic. * 23.13% 34

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6 I don’t know. 0.00% 0
Total 100% 147

*Indicates correct response.
Interview findings. During the interviews, veterans were asked to, “Walk me through
some steps you take to develop a budget.” Follow-up questions included, “How often do you
develop a budget?” All veterans interviewed stated that they analyze their income and expenses
when creating a personal budget. Participant one noted:
I will take both mine and my husband's bills and combine them. Take what we owe or
what we receive as far as our monthly check or whatever. And then I just subtract it from
that, but a lot of the things that I have, I try to set it up where it’s automatically paid. The
stuff that the amount is not going to change, like our car payment, is not going to change.
The mortgage debt amount is not going to change. So, I will have that automatically
taken out.
The answers varied from bi-monthly, monthly, annually, and as needed for the frequency of how
often they develop a budget. Based on the responses received during the interviews, this is an
asset to the organization.
Summary. The assumption was that veterans know how to develop a budget. Due to
99.32% choosing the correct answers of what steps are required to develop a budget from the
choices and the threshold being 70%, veterans did demonstrate that they know how to develop a
budget. The findings from the interviews were consistent with the findings for the surveys,
therefore this is an asset to the organization.

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Metacognitive Knowledge
Veterans’ metacognitive knowledge was assessed through interviews and surveys.
Veterans who have separated or retired from the military within the past five years were
surveyed on the metacognitive knowledge necessary to determine veterans’ ability to implement
help seeking behaviors. Results have been organized and evaluated in order to assess whether or
not there is a gap regarding the assumed causes.
Metacognitive Knowledge Influence. Veterans know how to seek help.
Survey results. Veterans were asked to select the best answer to determine their
knowledge of how and when to seek help from a list of four choices. As shown in Table 16, the
accuracy in selecting any one of the correct answers was 79.17% when the percentages were
combined. The threshold for this item was set at 70% due to the emphasis the research places on
veterans knowing how to seek help. Based on the results, this is an asset for veterans’
metacognitive knowledge of how to seek help.
Table 16
Survey Results for Metacognitive Knowledge of how to seek help
# Metacognitive Knowledge Item (n = 48) % Count
I ask for help when:
1 I don’t know how to conduct my own research. * 18.75% 9
2 I have tried repeatedly. * 60.42% 29
3 I don’t know how to ask for help. 4.17% 2
4 None of the above. 16.67% 8
Total 100% 48

*Indicates correct response.

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Interview findings. Interview participants were asked how they evaluate when it is time
to ask for help. Participant 2 remarks, "when it is starting to affect your everyday life, you know
it is coming into your relationships, your work, and it is just starting to take over your life. It is
time to get help." Participants 4 lamented, "once I have tried everything that I think could work,
and I am starting to feel anxiety about the issue, I will just ask." Other participants shared
similar thoughts, Participant 5 notes:
When I have gotten to the point where I feel like more time is passing, and I have not
been able to move any further with whatever I am trying to accomplish. So if I am not
moving forward with it and I am at a stopping point, and that stopping point has not
changed, then I will ask for help because I am not gaining anything from sitting in the
same spot.
Summary. The assumption was that veterans know how to seek help when needed. Due
to 79.17% choosing the correct options of how to seek help from the choices and the threshold
being 70%, veterans did demonstrate that they know how to seek and ask for help when needed
effectively. Similarly, interview responses were consistent with survey responses. Thus, this is an
asset to the organization.
Results and Findings for Motivation Causes
Veterans’ motivation was assessed through surveys and interviews. Results of surveys
and interviews are presented for each assumed cause within the categories of self-efficacy and
expectancy value. Results of motivation influence surveys in Tables 17-23, and interviews are
used to demonstrate whether or not assumed needs are present.

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Self-efficacy
Self-efficacy was assessed through interviews and surveys. Veterans who have separated
or retired from the military within the past five years were surveyed on the self-efficacy
necessary to determine veterans’ ability to research and interpret the VA Voc Rehab program,
develop a budget, and ask for help. Results have been organized and evaluated in order to assess
whether or not there is a need regarding the assumed causes.
Self-efficacy motivation Influence 1. Veterans are confident about their abilities to
research VA Voc Rehab Program policy.
Survey results. Veterans were asked to “Indicate how confident you are right now about
researching the VA Voc Rehab program” from a scale of four choices ranging from “Not
confident” to “Very confident.” For this analysis, positive responses were defined as very
confident and confident. As shown in Table 17, 12.50% were very confident; 35.42% were
confident; 35.42% were somewhat confident, and 16.67% were not confident. The positive
responses, when added together, totaled 47.92%, which is below the 70% threshold established.
The below 70% threshold suggests that there is a lack of confidence regarding the veterans’
ability to research the VA Voc Rehab program.
Table 17
Survey Results for Self-efficacy Motivation of VR&E Policies
# Self-efficacy Motivation Item 1 (n = 48) % Count
Research the VA Voc Rehab program:
1 Very Confident* 12.5% 6
2 Confident* 35.42% 17
3 Somewhat Confident 35.42% 17

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4 Not Confident 16.67% 8
Total 100% 48

*Indicates positive response
Interview findings. Interview respondents were asked, “How confident are you in
researching VA policies, specifically VR&E policies?”. Six out of the seven veterans
interviewed felt confident in their ability to research policies; however, they admitted a lack of
knowledge regarding where and how to find the policies online. Many stated that they would
“just Google it” because the information should be readily available on the internet. The
confidence levels of the veterans interviewed are high; nevertheless, due to not knowing where
to go to find the policies, this is deemed a need.
Summary. The assumption was that veterans are confident in their ability to research VA
Voc Rehab program policies and regulations. The results revealed that only 47.92% of
participants had a positive response on how to research policies from the list of choices. The
threshold for this item was 70%, and veterans did not demonstrate that they know how to
research VA Voc Rehab program policies. Interview participants were confident in their ability
to research VA Voc Rehab program policies; yet, they stated that they did not know where or
how to find the policies. Therefore, there is room for improvement, and this influence is deemed
a need.
Self-efficacy motivation Influence 2. Veterans are confident about their abilities to
interpret VA Voc Rehab regulations.
Survey results. Veterans were asked to “Indicate how confident you are right now about
interpreting the VA Voc Rehab program regulations” from a scale of four choices ranging from
“Not confident” to “Very confident.” For this analysis, positive responses are defined as very

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confident and confident. As shown in Table 18, 8.33% were very confident; 25% were confident;
33.33% were somewhat confident, and 33.33% were not confident. The positive responses were
33.33%, which is below the 70% threshold established and suggest that there is a lack of
confidence regarding the veterans’ ability to interpret the VA Voc Rehab Program regulations.
Table 18
Survey Results for Self-efficacy Motivation of VR&E Policy Interpretation
# Self-efficacy Motivation Item 2 (n = 48) % Count
Interpret VA Voc Rehab regulations:
1 Very Confident* 8.33% 4
2 Confident* 25% 12
3 Somewhat Confident 33.33% 16
4 Not Confident 33.33% 16
Total 100% 48

*Indicates positive response.
Interview findings. Interviews were not conducted for this influence.

Observation. Observations were not conducted for this influence.

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

Summary. The assumption was that veterans are confident in their ability to interpret VA
Voc Rehab program policies and regulations. Due to only 16 out of 48, or 33.33% positive
responses of how to interpret regulations from the choices and the threshold being 70%, veterans
did not demonstrate that they know how to interpret VA Voc Rehab program regulations
effectively, therefore there is room for improvement, and deemed a need.

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Self-efficacy motivation Influence 3. Veterans are confident about their abilities to
develop a financial budget.
Survey results. Veterans were asked to “Indicate how confident you are right now about
developing a budget” from a scale of four choices ranging from “Not confident” to “Very
confident.” For this analysis, positive responses are defined as very confident and confident. As
shown in Table 19, 41.67% were very confident; 43.75% were confident; 12.5% were somewhat
confident, and 2.08% were not confident. The positive responses were 85.42%, which is above
the 70% threshold established. This may suggest that veterans are confident in their ability to
develop a budget.
Table 19
Survey Results for Self-efficacy Motivation of developing a budget
# Self-efficacy Motivation Item 3 (n = 48) % Count
Develop a budget:
1 Very Confident* 41.67% 20
2 Confident* 43.75% 21
3 Somewhat Confident 12.5% 6
4 Not Confident 2.08% 1
Total 100% 48

*Indicates positive response.
Interview findings. Interview participants were asked, “How confident are you in your
ability to develop a budget." Five out of the seven participants responded that they were
confident in their ability to develop a budget. A male veteran participant reported," I started
working when I was 15, and I have been able to budget my money and balance everything since
then." The other two veterans indicated they were extremely confident in their ability to develop

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a budget. Of these two veterans, one credited his education as the reason for his ability. He
states, "I have an MBA from George Washington University, so I have never had a problem with
understanding finance or my money." While the other veteran credits his wife as the reason for
his confidence, he reports:
At my age, and as a team with my wife, I am extremely confident in budgeting. It helps
that we are extremely fortunate too; of course, a billionaire can make a budget because he
probably always has a surplus, and we do not, but again, my wife has a great background
in it. She has forced me to do that myself. There have been times in our marriage where
I actually covered that while she was working; when I say working, working outside the
house because she’s always working. But I am extremely confident I see what our
budget has done for us to allow us to save for things we wanted. So very confident, but
that comes as a team with my wife.
Observation. Observations were not conducted for this influence.

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

Summary. The assumption was that veterans are confident in their ability to develop a
financial budget. Approximately 85.42% of the participants reported they were confident or very
confident with their ability to budget. The responses exceeded the 70% threshold; thus, this
influence has been deemed an asset to the organization. Findings from interviews were
consistent with the survey responses.
Self-efficacy motivation Influence 4. Veterans are confident about their abilities to
ask for help.
Survey results. Veterans were asked to “Indicate how confident you are right now about
asking for help” from a scale of four choices ranging from “Not confident” to “Very confident.”

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As shown in Table 20, 33.33% were very confident; 39.58% were confident; 18.75% were
somewhat confident; and 8.33% were not confident. The positive responses were 72.91%, which
is above the 70% threshold established and indicate that there is no lack of confidence in regard
to the veterans’ ability to ask for help.
Table 20
Survey Results for Self-efficacy Motivation of asking for help
# Self-efficacy Motivation Item 4 (n = 48) % Count
Ask for help:
1 Very Confident* 33.33% 16
2 Confident* 39.58% 19
3 Somewhat Confident 18.75% 9
4 Not Confident 8.33% 4
Total 100% 48

*Indicates positive response.
Interview findings. Interview participants were asked, “How confident are you in your
ability to ask for help?” All seven participants indicated that they were either confident or very
confident with asking for help. The majority of the female participants reported that asking for
help was easy. As noted by one female participant, “I will try to figure it out on my own, but if it
gets to the point where I realize I cannot figure it out, I am going to ask for help." Another
female participant reported, “I believe I have been very fortunate, where I have not had to ask for
much help, but I believe that it is pretty easy to ask for it if you need it.” In contrast, three of the
male participants noted that throughout their time in the military, to seek help was viewed as a
sign of weakness, so they struggled with asking for help. One male participant explained his
story:

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Well, it took me almost ten years to see a psychiatrist related to my PTSD. So on that
aspect, I was pretty unconfident. I was raised from a generation that you don’t seek help,
that a man deals with his problems and figures it out. But it was affecting me physically
and mentally on multiple avenues, and it was a push from my wife that made me seek
help.
Similarly, another male participant reported:
Right now, I would say that my competence is high only because as I get further and
further away from being in uniform and have more experiences that are positive seeking
help. I realized that people, it almost makes them feel great to do it and they’re a great
resource if they have the information you need. So it would have been pretty low coming
right out of the military, almost just assuming that asking for help is showing how not
right I am for a particular job or how low in skills that I actually am. Even though I come
from a job where it seems like I must have had a lot of skills. So, I’d say right now, very
confident, I am ok to ask for help if I need it.
Although the veterans surveyed noted that asking for help was synonymous with weakness,
nearly all of the participants said they know how to seek help and were confident in asking for
help; therefore, this is an organizational asset.
Summary. The assumption was that veterans were confident in their ability to seek help.
The results of the survey indicated that 72.91% of the participants felt confident in their ability to
ask for help. The threshold was set at 70%; thus, the participants demonstrated that they were
confident in their abilities to ask for help. The findings from the interview were consistent with
the findings from the survey; therefore, this is an asset to the organization.

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Expectancy Value
Expectancy-value among veterans was assessed through interviews and surveys. Veterans
who have separated or retired from the military within the past five years were surveyed on the
expectancy-value necessary to determine veterans’ feelings regarding benefits and the costs
associated with enrolling in the VR&E program. Additionally, reasons for not applying in the
VR&E program were revealed. Results have been organized and evaluated in order to assess
whether or not there is a gap regarding the assumed causes.
Expectancy value motivation Influence 1. Veterans believe the VR&E program is
useful in helping them find employment.
Survey results. Veterans were asked if they believe the VA Voc Rehab program is useful
in helping them find employment from a scale of five choices ranging from “Strongly Disagree”
to “Strongly Agree.” For this item, a positive response is the total number of Strongly Agree and
Agree responses. As shown in Table 21, 6.25% Strongly Agree; 14.58% Agree; 0% Disagree,
and 2.08% Strongly Disagree. The positive responses were 20.83%, which is below the 70%
threshold established and indicated that there is a lack of belief in the VA Voc Rehab program
helping find veteran's employment.
Table 21
Survey Results for Expectancy Value Motivation of VR&E employment services
# Expectancy Value Motivation Item 1 (n = 48) % Count
The VA Voc Rehab program is useful for helping me find
employment:

1 Strongly Agree* 6.25% 3
2 Agree* 14.58% 7
3 Neither Agree nor Disagree 77.08% 37

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4 Disagree 0% 0
5 Strongly Disagree 2.08% 1
Total 100% 48

*Indicates positive response.
Interview findings. During interviews, veteran participants were asked if they felt that the
VA Voc Rehab program would be useful for helping them find employment. Responses
indicated that most veterans do not know enough about the program or the benefits that may
arise from utilizing the program. Many participants noted that the program was mentioned during
the Transition Assistance program. However, it was so brief that they did not receive enough
information to be useful or applicable. One veteran interviewed did not think the VR&E program
was for higher-ranking members, but rather younger servicemen and women with limited
education. He stated:
I will admit that I would go in thinking that it is probably more for younger Marines that
did not come out with maybe a college degree, which I was fortunate to have. Military
officers are typically in high demand, not for helicopter pilots just based on that skill, but
the leadership aspect is typically in some sort of demand. My assumption going in is that
Voc Rehab would be more for younger Marines coming out who did not have some of
the benefits that I had, like being an officer and having a college degree.
Veterans interviewed demonstrated a lack of knowledge regarding the VR&E program but
shared a common belief that if properly educated on the program, it could potentially assist them
with education or employment. Therefore, this area demonstrates a gap in motivation regarding
the organization, and there is room for improvement.
Observation. Observations were not conducted for this influence.
Document analysis. Document analysis was not conducted for this influence.

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Summary. The assumption was that veterans believe the VA Voc Rehab program is
useful in helping veterans find employment. The results revealed that 20.83% of survey
participants did not find the VR&E program useful. The threshold for this influence was 70%;
veterans did not demonstrate that they believe the VA Voc Rehab program is useful in helping
veterans find employment, indicating there is room for improvement. Interview findings were
consistent with survey findings; consequently, this was deemed a need.
Expectancy value motivation Influence 2. Veterans believe enrolling in the VR&E
program will come at a cost.
Survey results. Veterans were asked what they believe enrolling in the VA Voc Rehab
program will cost them from five choices. As shown in Table 22, the correct responses were
52.08%, which was below the 70% threshold established.
Table 22
Survey Results for Expectancy Value Motivation of VR&E enrollment costs
# Expectancy Value Motivation Item 2 (n = 48) % Count
Enrolling in VR&E will cost me:
1 The loss of my disability compensation 0% 0
2 Valuable time (Personal or Professional) 0% 0
3 A decrease in my salary (if currently employed) 0% 0
4 Nothing* 52.08% 25
5 I Don’t Know 47.92 23
Total 100% 48

*Indicates correct response.

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Interview findings. Interview participants were asked, “How does participating in the
Voc Rehab program affect VA disability benefits?” Four out of the seven veterans did not know
if participating would affect benefits. The remaining three participants believe that enrollment in
the VR&E program would not impact disability benefits, but they were not sure. Participant 6
reported:
Good question! I do not think it has any impact on it, I think that once you get your
disability payments, you are set unless your rating changes. So, I don't know if the rehab
program might lower your rating, I don't know if it helps you overcome that.
Observation. Observations were not conducted for this influence.

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

Summary. The assumption was that veterans believed enrollment in the VA Voc Rehab
program would cost them something. The survey results indicate a split between positive and
negative responses; 52.08% believe that enrollment will cost them nothing, but 47.92% do not
know enough about the program to know if enrollment will cost them something, therefore there
is room for improvement. The interview results indicate that veterans do not know if enrollment
into the VR&E program would cost them anything; therefore, this is deemed a need.
Expectancy value motivation Influence 3. Veterans reasons for not enrolling in the
VR&E program.
Survey results. Survey participants were asked, “what are the reasons you have not
applied for the VA Voc Rehab program.” There is no threshold for this question due to the
answers being personal opinions and experiences. This question provided insight into why some
veterans are not enrolling in the VR&E program. Approximately 52.08% of participants cited
that they "never thought about it" as the most common response to why they have not applied to

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the program. The second highest response as to why participants have not applied to the VR&E
program is that they "don't need assistance," which was selected by 16.67% of the participants.
Table 23 shows the responses out of eight possible choices.
Table 23
Survey Results for Expectancy Value Motivation for VR&E non-enrollment reasons
# Expectancy Value Motivation Item 3 (n = 48) % Count
What are the reasons you haven’t applied for the VR&E program?
1 Don’t have a service-connected disability 4.17% 2
2 Don’t think I’m entitled or eligible 2.08% 1
3 Don’t know how to apply 2.08% 1
4 Don’t want any assistance 2.08% 1
5 Don’t need assistance 16.67% 8
6 Applying is too much trouble 6.25% 3
7 Never thought about it 52.08% 25
8 Other: (Please specify)
- I have sufficient employment
- Know it’s difficult to get approved
- No job opportunities for the level I’m targeting
- Didn’t think about it, have employment
- Overwhelmed with transition, will revisit when settled
- Rehabilitating first, then applying
14.58% 7
Total 100% 48

Interview findings. During the interview, veterans were asked for reasons why they have
not applied to the Voc Rehab program. Participant 5 explained that he tried to apply once, but the
VR&E counselor he dealt with was not helpful, stating, “I would say that the headache of the
counselor. Right now, if I could get another counselor, that would probably work to help me get
past it. But right now, my counselor just needs help.” Participant 4 noted spending time with

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family was a significant reason why she has not applied for VR&E yet, as well as minimal
information provided during the Transition Assistance Program (TAP) regarding the VR&E
program and its uses and benefits. She described her rationale as to why she has not applied to
the VR&E program as:
Mainly spending time with my children, I feel like I missed out a lot in the military,
sacrificed a lot of time with my children, so I wanted to be here for their life events and
do not think I am ready to go back in the workforce just yet. My main thing, I think, is
awareness, veteran awareness, and just the lack of information. Like for me, whenever I
went through TAPS, I already went in with the mindset, I’m going to go to school, and
use my GI benefits once I retire. But again, there was minimal information provided on
Voc Rehab to make that a contender for me as another option as opposed to just going to
school.
Observation. Observations were not conducted for this influence.
Document analysis. Document analysis was not conducted for this influence.

Summary. The assumption was that veterans have reasons for not enrolling in the VA
Voc Rehab program. The survey results showed that 52.08% never thought about enrolling,
indicating there is room to increase program awareness. Interview participants discussed their
reasons for not applying for the VR&E program, such as wanting more family time, and a lack of
program exposure to veterans. The findings from the survey and interview responses suggested
that more awareness and education is needed about the VR&E program.
Results and Findings for Organization Causes
Veterans’ perception of the VR&E program was assessed through surveys and
interviews. Results of surveys and interviews are presented for each assumed cause within the

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categories of cultural models and cultural settings. Results of surveys in Tables 23-29 and
interviews are used to demonstrate whether or not assumed gaps are present.
Cultural Model
Veterans who have separated or retired from the military within the past five years
responded to interviews and surveys in order to assess their perception of the VA Voc Rehab
program’s cultural model. Surveys and interviews were used to assess whether or not veteran
participants feel the VA Voc Rehab organization promotes open communication and a culture of
trust indicative of a culture that is well-posed to take care of veterans. Results have been
organized and evaluated in order to assess whether or not there is a gap regarding the assumed
causes.
Organization culture model Influence 1. VA Voc Rehab program promotes a
culture of trust.
Survey results. Veterans were asked to rate the statement, “the VA Vocational
Rehabilitation program promotes a culture of trust” from a scale of five choices ranging from
“Strongly Agree” to “Strongly Disagree.” For this item, a combined response of Agree" and
"strongly Agree" represented a positive response. As shown in Table 24, 2.08% Strongly Agree;
12.50% Agree; 81.25% Neither Agree nor Disagree; 2.08% Disagree, and 2.08% Strongly
Disagree. The positive responses totaled 14.58%, which is below the 70% threshold established
and indicates that this is a need for the organization.
Table 24
Survey Results for Organization Cultural Model of VR&E culture of trust
# Organization Culture Model Item 1 (n = 48) % Count
The VA Vocational Rehabilitation promotes a culture of trust.

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1 Strongly Agree* 2.08% 1
2 Agree* 12.50% 6
3 Neither agree nor disagree 81.25% 39
4 Disagree 2.08% 1
5 Strongly Disagree 2.08% 1
Total 100% 48

*Indicates positive response.
Interview findings. Interview participants were asked to what extent they trust the VA
Voc Rehab program can assist them. A majority of the responses were neutral, with participants
responding with they do not know enough about the program to answer honestly. Participant 4
reported:
Right now, with just the minimal information that I have, it is hard for me to put a
percentage on it so, I guess I would say maybe 75% because, for the most part, the
military does take care of us. So, I have faith in it.
In contrast, Participant 6 trusted that the VR&E program is helpful, but believes the program
would not be helpful in finding him employment that pays the salary he is looking for, he states:
I am sure that they do everything they could to find you employment, and my guess is, it
is not six-figure jobs they are getting people into. If it tells me and I will sign up
tomorrow. I guess it is probably lower-paying jobs, but not what I am looking for in
terms of my income. Like I said, I do not know much about the program, but my guess is
they are lower pay and lower responsibility then I’m looking for.
The results revealed that participants did not have sufficient information on the VR&E program
to determine if they trust the program to assist them. The results demonstrate that this is a need
that the organization should work to improve.

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Observation. Observations were not conducted for this influence.
Document analysis. Document analysis was not conducted for this influence.

Summary. The assumption was that the VA Voc Rehab program promotes a culture of
trust with veterans. Overall, survey and interview responses were neutral on whether they trust
that the VR&E program would assist them or not. The survey threshold for this item was 70%;
approximately 14.58% of participants responded positively to this question, indicating the
VR&E program may not be doing a good job promoting a culture of trust; therefore, this was
determined to be a need.
Organization culture model Influence 2. The VA Voc Rehab program promotes
open communication regarding program enrollment.
Survey results. Veterans were asked to rate the statement, “The VA Voc Rehab program
promotes open communication regarding program enrollment” from a scale of five choices
ranging from “Strongly Agree” to “Strongly Disagree.” For this item, a combined response of
"Agree" and "Strongly Agree" represented a positive response. As shown in Table 25, 2.08%
Strongly Agree; 18.75% Agree; 70.83% Neither Agree nor Disagree; 4.17% Disagree, and
4.17% Strongly Disagree. The positive responses were 20.83%, which was below the 70%
threshold established and indicated that there is a need.
Table 25
Survey Results for Organization Cultural Model of VR&E open communication
# Organization Culture Model Item 2 (n = 48) % Count
The VA Voc Rehab program promotes open communication regarding
program enrollment.

1 Strongly Agree* 2.08% 1
2 Agree* 18.75% 9

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3 Neither agree nor disagree 70.83% 34
4 Disagree 4.17% 2
5 Strongly Disagree 4.17% 2
Total 100% 48

*Indicates positive response.
Interview findings. During the interviews, participants were asked, “To what extent do
you believe the VA Voc Rehab program communicates information clearly and consistently with
regards to applying to the program?”. Six out of the seven participants were neutral in their
responses. Common responses ranged from being unaware of the program, lack of marketing of
the program, and lack of education about the program while attending the Transition Assistance
workshop. Participant 4 mentioned having received an email or two regarding the program since
transitioning, while others stated that they had not received any information but were confident
they could find it if they "googled" the program. Participant 7 was the only veteran who had a
positive response, he notes, “I would assume that there is an active internet campaign and social
media campaign." He expressed that the VA does provide information on the VR&E program,
but veterans have to be willing to seek out information. He explains:
If they are not willing to go seek it out, it is still difficult, but they are getting the same
emails that I am getting from the VA pushing it. I do not know what is in every email or
newsletter, but if I went back, I would guess that almost every VA newsletter has a plug
for Voc rehab in it. Probably 100%, so some of that is still on us, to be willing to read the
emails, and I am guilty of not reading them, just like everyone else.
It was evident from the participants' inability to answer the question with any certainty that open
communication is an area that could be improved upon; thus, it is deemed a need.
Observation. Observations were not conducted for this influence.

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

Summary. The assumption was that the VA Voc Rehab program promotes a culture of
open communication regarding program enrollment. Surveys and interviews both indicated that
participants were neutral on whether the program promoted open communication. Due to only
20.83% positive survey responses from the choices and the threshold being 70%, veterans did
not demonstrate that they believe the VR&E program creates a culture of open communication
related to enrolling in the program. Interview results revealed the following themes: a lack of
awareness about the VR&E program and minimal education on the VR&E program during the
Transition Assistance Program workshop. For these reasons, open communication was deemed
an organizational need.
Open Ended question. Veteran suggestions to increase VA Voc Rehab program
enrollment.
Survey results. Participants were asked to recommend one thing that the VA Voc
Rehabilitation program can do to increase program enrollment. All 34 responses were reviewed
and coded into five categories. As shown in Table 26, 41% of respondents indicate an increased
need for additional advertising and marketing; 26% of respondents identify an increased need for
providing information during the Transition Assistance Program; 15% suggested continuous
education about the program during a service member’s career; 12% recommended easier and
more transparent enrollment and application processes, and 6% stated the VA website is difficult
to navigate and understand. There was no threshold for this question as it was asked to solicit
opinions from veterans on what they believed the VR&E program can do to increase enrollment.
Table 26
Survey Results for Organization Cultural Model of Veterans’ suggestions to increase program
enrollment

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# Open Ended question: Culture Model Item 3 (n = 48) % Count
What is one thing that the VA Voc Rehab Program can do to increase
program enrollment?

1 Increase Advertising and Marketing 41% 14
2 Increase Information during Transition Assistance Program 26% 9
3 Continuous Education on program 15% 5
4 Enrollment and Application Process 12% 4
5 VA Website Usability 6% 2
Total 100% 34
.
Interview findings. Interview participants were asked, “What are some things that the
VA Voc Rehab program can do to encourage veterans to enroll in the program?” Nearly all of
the veterans interviewed suggested that VR&E counselors can do a better job spreading
awareness of the program during the Transition Assistance Program workshop and do a better
job advertising the program. One veteran expressed a need to have a presence in locations where
veterans go:
Outside of the things they are already doing, I would say making sure that there’s a
presence at the places where veterans are, like the American Legion and VFW, and I
don’t know that there’s not...just from an information campaign of getting an actual
human, and getting the right person out there who’s a veteran or maybe someone who’s
done voc rehab. Gosh, I would think something very similar for them would be the only
step. That’s assuming they haven’t done that already, but if social media is not hitting a
certain subset, and a lot of our veterans are at that age. I have a lot of friends who aren’t
on Facebook or anything because they think it’s the devil. If you’re not, they’re not
reading your emails, not looking at newsletters. Well, then you need a face in front of

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you saying, “Hey brother, hey sister, why are you not doing this when you’re struggling
or when you need help?” You probably need that person that’s in the trenches going and
finding them, I think would benefit greatly. I don’t know that funding is there for this but
if it was, that would be the next step.
Overwhelmingly, the participants interviewed stated that doing a better job educating veterans on
the program benefits, advertising the program, enrollment steps, and uses of the program would
be a good start in increasing enrollment into the VR&E program.
Observation. Observations were not conducted for this influence.
Document analysis. Document analysis was not conducted for this influence.

Summary. The veteran participants surveyed were asked to provide one recommendation
regarding what the VA Voc Rehab program can do to increase enrollment. The 34 responses
were categorized into five sections, which indicated the need to increase advertising/marketing,
more information during the transition process, long-term education, and ease of both enrollment
process and the VA website. Interviews findings were consistent with survey findings,
suggesting the VR&E program needs to focus on increasing marketing, increasing outreach,
increasing education for transition service members and, improving website usability.
Cultural Setting
Veterans who have separated or retired from the military within the past five years
responded to interviews and surveys in order to assess their perception of the VA Voc Rehab
program’s cultural setting. Surveys and interviews were used to assess whether or not veteran
participants feel the VA Voc Rehab organization keeps veterans informed on the program, has
sufficient staffing for an increase of participants, and VR&E counselors determine eligibility
fairly reflective of a culture that is well-posed to take care of veterans. Results have been

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organized and evaluated in order to assess whether or not there is a gap regarding the assumed
causes.
Organizational culture setting Influence 1. Veterans are well informed of VA Voc
Rehab program policies for enrollment.
Survey results. Veterans were asked to rate the statement, “I am well informed of the
policies and procedures for enrolling in the VA Voc Rehab program” from a scale of five choices
ranging from “Strongly Agree” to “Strongly Disagree.” For this item, a combined response of
"Agree" and "Strongly Agree" represented a positive response. As shown in Table 27, 2.08%
Strongly Agree; 8.33% Agree; 33.33% Neither Agree nor Disagree; 47.92% Disagree, and
8.33% Strongly Disagree. The positive responses were 10.41%, which was below the 70%
threshold established and indicates that this is a need for the organization.
Table 27
Survey Results for Organization Cultural Setting of VR&E Policies
# Organization Culture Setting Item 1 (n = 48) % Count
I am well informed of the policies and procedures for enrolling in the
VA Voc Rehab Program.

1 Strongly Agree* 2.08% 1
2 Agree* 8.33% 4
3 Neither agree nor disagree 33.33% 16
4 Disagree 47.92% 23
5 Strongly Disagree 8.33% 4
Total 100% 48

*Indicates positive response.
Interview findings. Interviews were not conducted for this influence.

Observation. Observations were not conducted for this influence.

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

Summary. The assumption was that veterans are well informed of policies and
procedures for enrollment in the VA Voc Rehab program. Due to only five out of 48 positive
responses of being well informed from the choices and the threshold being 70%, veterans did not
demonstrate that they were well informed on policies and procedures for enrollment in the VA
Voc Rehab program; therefore, this was deemed a need.
Organization culture setting Influence 2. The VR&E organization has sufficient
staffing to accommodate increase in enrollment.
Survey results. Veterans were asked to rate the statement, “The VA Vocational
Rehabilitation program has sufficient staffing to accommodate an increase in veteran
enrollment” from a scale of five choices ranging from “Strongly Agree” to “Strongly Disagree.”
For this item, a combined response of "Agree" and "Strongly Agree" represented a positive
response. As shown in Table 28, 0% Strongly Agree; 6.25% Agree; 81.25% Neither Agree nor
Disagree; 12.50% Disagree, and 0% Strongly Disagree. The positive responses were 6.25%,
which was below the 70% threshold established and indicates this is a need for the organization.
Table 28
Survey Results for Organization Cultural Setting of VR&E Staffing
# Organization Culture Setting Item 2 (n = 48) % Count
The VA Vocational Rehabilitation program has sufficient staffing to
accommodate an increase in veteran enrollment.

1 Strongly Agree* 0% 0
2 Agree* 6.25% 3
3 Neither agree nor disagree 81.25% 39
4 Disagree 12.50% 6

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5 Strongly Disagree 0% 0
Total 100% 48

*Indicates positive response.
Interview findings. Interview participants were asked if they believe the VA Voc Rehab
program has the resources and staffing to support an increase in veteran enrollment in the
program. Three of the seven participants expressed that they did not know about the program and
could not answer the question honestly. As noted by Participant 1, “honestly, I don't even know
anybody that's enrolled in the program, and I have quite a few family members that are retired or
still in.” Participant 2 was the only participant that believed that the VR&E program did not have
the resources and staffing to increase veteran enrollment. She notes:
They obviously need more support and more resources to really get the word out to let
veterans know about the program. Because right now, like I said, I didn't even know
about the program, and I was on active duty for six years. So, I think that there needs to
be more put into the program to get the word out to help veterans.
Participant 5 expressed that he believes the program has the resources, but they were not using it
properly. Participant 6 and Participant 7 both believe that the VR&E program has sufficient
resources and staff to increase enrollment. As stated by Participant 6:
In general, my experience with the VA I have seen over the years has improved. You
know, it kind of hit some low points years ago, with some of the issues popping up at the
hospitals. But as I have seen it over the years improve, all the programs are better
resourced now. Whether it is medical or disability compensation. I am sure Voc Rehab is
better resourced now as well. So, I'm assuming that it is not well known or well used.
And since a lot of folks are not using them, I would suspect that there's probably a lot out

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there for people to grab onto if they apply to those benefits. So, I would suspect that
there's a lot of resources out there. We just need people to apply.
Likewise, Participant 7 expressed that he has been impressed by the resources that are available
for veterans. He states:
I have been very impressed with the resources that are given to veterans. I am so bummed
out when I hear people complain, I am like you clearly have not done your research. So
my guess would be that there are a lot of resources available to get the word out there.
Because of those programs, my experience has been that they are extremely well looked
after, especially in this day and age, when the VA itself has taken a few hits, because of
Interview participant's responses were mixed on whether they perceived that the VR&E program
has resources and staffing to support an increase in program enrollment. Although two of seven
participants expressed that they were pleased with the progress that the VA was making and
assumed the same progress was occurring within the VR&E program, this item is deemed a
need.
Summary. The assumption was that veterans believe that the VR&E organization has
sufficient resources and staffing to accommodate an increase in veteran enrollment into the
VR&E program. The threshold for this item was 70% and there were only 6.25% positive survey
responses. Interview findings were consistent with survey results. For this reason, this item has
deemed a need as survey and interview participants did not demonstrate they believe the current
staffing levels or resources are sufficient to accommodate an increase in enrollments.

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Organization culture setting Influence 3. Veterans believe that VA Voc Rehab
counselors will determine eligibility fairly.
Survey results. Veterans were asked to rate the statement, “VA Voc Rehab Counselors
will determine my eligibility for the Voc Rehab program fairly” from a scale of five choices
ranging from “Strongly Agree” to “Strongly Disagree.” For this item, a combined response of
"Agree" and "Strongly Agree" represented a positive response. As shown in Table 29, 0%
Strongly Agree; 36.17% Agree; 57.45% Neither Agree nor Disagree; 4.26% Disagree, and
2.13% Strongly Disagree. The positive responses were 36.17%, which was below the 70%
threshold established and indicates that this is a need for the organization.
Table 29
Survey Results for Organization Cultural Setting of VR&E eligibility determination
# Organization Culture Setting Item 3 (n = 48) % Count
VA Vocational Rehabilitation Counselors will determine my eligibility
for the Voc Rehab program fairly.

1 Strongly Agree* 0% 0
2 Agree* 36.17% 17
3 Neither agree nor disagree 57.45% 27
4 Disagree 4.26% 2
5 Strongly Disagree 2.13% 1
Total 100% 47

*Indicates positive response.
Interview findings. During interviews, veterans were asked, “Do you feel VA Voc Rehab
counselors are fair in their decision-making process regarding eligibility determination?” Most
participants did not have experience with the program, nor did they know anyone who had
applied; thus, they were unable to make a determination one way or another. However, there

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was one veteran participant who recalled his wife’s experience, as well as his own attempts to
apply:
Well, my wife had issues with her vocational rehab counselor in Alaska, and so she
ended up using a counselor in Oklahoma for her schooling in Alaska, and I have given up
on the representative I have. The counselor I have, she is a lost cause.
The results indicated that there is not enough knowledge to decide regarding VR&E counselor
fairness, or the experiences have been different from counselor to counselor, which shows a lack
of consistency. Therefore, this is a need for improving program education and fairness in
eligibility determination.
Summary. The assumption was that veterans believe that VA Vocational Rehabilitation
Counselors will determine veterans’ eligibility for the Voc Rehab program fairly. The response
rates from surveys indicate that 36.17% of participants had positive responses. The threshold for
this item was 70%, which participants did not meet. Interview findings indicate negative
experiences with counselors and inconsistencies, which is consistent with survey findings. The
results from survey and interview findings suggest that participants did not believe that VA
Vocational rehabilitation counselors will determine eligibility for enrollment into the program
fairly; as a result, this is deemed a need.
Organization culture setting Influence 4. Veterans believe that VA Voc Rehab
program is dedicated to finding veterans’ employment.
Survey results. Veterans were asked to rate the statement, “the VA Vocational Rehab
program is dedicated to assisting me find employment” from a scale of five choices ranging from
“Strongly Agree” to “Strongly Disagree.”For this item, a combined response of "Agree" and
"Strongly Agree" represented a positive response. As shown in Table 30, 2.08% Strongly Agree;

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33.33% Agree; 58.33% Neither Agree nor Disagree; 4.17% Disagree, and 2.08% Strongly
Disagree. The positive responses were 35.41%, which is below the 70% threshold established
and indicates that this is a need for the organization.
Table 30
Survey Results for Organization Cultural Setting of VR&E employment dedication
# Organization Culture Setting Item 4 (n = 48) % Count
VA Vocational Rehabilitation program is dedicated to assisting me
find employment.

1 Strongly Agree* 2.08% 1
2 Agree* 33.33% 16
3 Neither agree nor disagree 58.33% 28
4 Disagree 4.17% 2
5 Strongly Disagree 2.08% 1
Total 100% 48

*Indicates positive response.
Interview findings. Interviews were not conducted for this influence.

Summary. The assumption was that veterans believe that VA Vocational Rehabilitation
program is dedicated to assisting veterans in finding suitable employment. Due to only 35.41%
positive responses from the choices and the threshold being 70%, veterans did not demonstrate
that they believe the VA Vocational Rehabilitation program is dedicated to working with
veterans to ensure they help find and maintain suitable employment, therefore there is room for
improvement.
Summary of Validated Influences
Tables 31, 32, and 33 show the knowledge, motivation and organization influences for
this study and their determination as an asset or a need.

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Knowledge
Needs were determined for three out of four factual knowledge influences, two out of two
conceptual knowledge influences, zero out of three procedural knowledge influences, and zero
out of one metacognitive knowledge influences through surveys and interviews. Table 31
provides an overview of the results of the assessment of each assumed knowledge influence.
Recommendations to improve each identified cause are discussed in Chapter Five.
Table 31
Knowledge Assets or Needs as Determined by the Data

Assumed Knowledge Influence Asset or Need
Factual
Veterans know which regulation governs the VA
VR&E program.
Need
Veterans know how the VA VR&E program
defines an employment handicap.
Need
Veterans know the minimum disability rating
needed to apply for the VA VR&E program.
Need
Veterans know what the VA VR&E program can
be used for.
Asset
Conceptual
Veterans know who can apply for the VA VR&E
program.
Need
Veterans can explain the main criteria for
eligibility to participate in the VA VR&E
program.
Need
Procedural

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Veterans know how to research the VA VR&E
program to determine if they are eligible to enroll.
Asset
Veterans know the steps to start seeking help. Asset
Veterans know the steps to take to develop a
budget.
Asset
Metacognitive
Veterans reflect on how to evaluate when it is
time to ask for help.
Asset

Motivation
Needs were determined in two out of four self-efficacy motivation influences and two out
of two expectancy value motivation influences through surveys and interviews. Table 32
provides an overview of the results of the assessment of each assumed motivation influence.
Recommendations to improve each demonstrated cause will be discussed in Chapter Five.
Table 32
Motivation Assets or Needs as Determined by the Data

Assumed Motivation Influence Asset or Need
Self-Efficacy
Veterans are confident in their ability to research
the VA VR&E program regulation.
Need
Veterans are confident in their ability to interpret
VA VR&E program’s policies and procedures.
Need
Veterans are confident in their ability to develop a
budget.
Asset

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Veterans are confident in their ability to ask for
help.
Asset
Expectancy Value
Veterans believe the VA VR&E program is
useful for helping them find employment.
Need
Veterans believe that enrollment in the VA
VR&E program will cost them something.
Need

Organization
Needs were determined in three out of three cultural model influences and three out of
three cultural setting influences through surveys and interviews. Table 33 provides an overview
of the results of the assessment of each assumed organization influence. Recommendations to
improve each demonstrated cause will be discussed in Chapter Five.
Table 33
Knowledge Assets or Needs as Determined by the Data

Assumed organizational Influence Asset or Need
Cultural Model
There is a shared supportive culture in the VA
VR&E program dedicated to assisting veterans
find employment.
Need
There is a shared supportive culture in the VA
VR&E program that promotes a culture of trust.
Need
There is a shared supportive culture in the VA
VR&E program that promotes clear and consistent
open communication.
Need
Cultural Setting

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There is a setting in the VA VR&E program that
veterans are well-informed of the policies and
procedures for enrollment into the VA VR&E
program.
Need
There is a setting in the VA VR&E program that
ensures sufficient staffing and resources to
accommodate an increase in veteran enrollment.
Need
There is a setting in the VA VR&E program that
Voc Rehab counselors will determine program
eligibility fairly and consistently.
Need

Chapter Five analyzes the proposed solutions for each demonstrated cause. The proposed
solutions utilize evidence-based recommendations identified through relevant academic
literature. Proposed solutions will be shared with the VA VR&E management team and VR&E
counselors.

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CHAPTER FIVE: RECOMMENDATIONS AND EVALUATION
This chapter discusses recommendations, implementation, evaluation, limitations
and future research. Chapters one through four focused on the background of the problem of
practice, literature review, methodology, and findings to address the first two research questions:
1. What are veterans' knowledge and motivations related to utilizing the VR&E program
to conduct a comprehensive evaluation to determine entitlement, identify limitations and
barriers to employment and establish rehabilitation goals?
2. What is the interaction between the veteran's knowledge and motivation and the
VR&E division's culture and context related to veterans utilizing the program?
This chapter will address the final research question: What are the recommended knowledge,
motivation, and organizational solutions for veterans to successfully utilize the VR&E program?
Evidence-based theory and context-specific recommendations will be given. The New World
Kirkpatrick and Kirkpatrick (2016) model is used to guide the implementation and evaluation
plan for the suggested recommendations. Four levels will be used to evaluate the plan; the four
levels are Level 1 (Reaction), Level 2 (Learning), Level 3 (Behaviors), and Level 4 (Results)
(Kirkpatrick & Kirkpatrick, 2016).
Recommendations for Practice to Address KMO Influences
Rueda (2011) asserts that being specific about what people should know is crucial in
assisting them in accomplishing their learning and performance goals. The following sections
discuss recommendations to assist the VR&E program in increasing the enrollment rate based on
the assumed knowledge, motivation and organizational influences veterans need to know. As
indicated in Table 34, one of the three assumed knowledge influences was determined to be an
actual need during data collection. Clark and Estes (2008), suggest that declarative knowledge

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about something is often necessary to know before applying it to classify or identify. For this
reason, factual and conceptual knowledge were combined as declarative knowledge in this
chapter. Factual and conceptual knowledge were determined as needs for the stakeholders to
achieve their performance goal. Procedural and metacognitive knowledge were validated as
assets. Evidence-based principles are identified to address context-based recommendations to
address knowledge gaps.
Table 34
Summary of Knowledge Influences and Recommendations

Assumed
Knowledge
Influence

Validated as
a Gap?
Yes, High
Probability
or No
(V, HP, N)
Priority
Yes, No
(Y, N)
Principle and Citation Context-Specific
Recommendation
Veterans need to
know how to
research and
interpret policies
to enroll in the
VR&E program.
(D, P)

V

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

Learning is enhanced
when the learner’s
working memory
capacity
is not overloaded
(Kirshner et al., 2006).

Provide job aid on where
to locate, search, and
interpret VA regulations
and program eligibility to
help veterans connect and
recall information learned
about the VR&E program

Veterans need to
know how to
implement self-

N

N
Modeled behavior is
more likely to be
adopted if the model is
Provide psychoeducation
and skill building training
opportunities for veterans

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regulatory skills
such as asking
for help. P)
credible, similar (e.g.,
gender, culturally
appropriate), and the
behavior has functional
value (Denler et al.,
2009).

to learn strategies to adopt
help seeking behaviors.
Veterans need to
know how to be
cognizant of
their spending,
prioritize
spending and
develop a
budget. (M)

N

N
Learning and motivation
are enhanced when
learners set goals,
monitor their
performance and
evaluate their progress
towards achieving their
goals. (Ambrose et al.,
2010; Mayer, 2011)

Not validated as a gap.

Note: (D) represents declarative, (M) represents metacognitive and (P) represents procedural
Researching and interpreting policies to enroll in the VR&E program
The results of this study indicated that 100% of the veterans who participated in this
study need factual, conceptual, and procedural knowledge regarding how to research and
interpret VA's policies to enroll in the VR&E program. A recommendation, grounded in
information processing and cognitive load theory, is selected to close the declarative knowledge
gap. Shraw and McCrudden (2006) suggest that information learned meaningfully and connected
with prior knowledge is stored more quickly and remembered more accurately because it is
elaborated with prior learning. Additionally, it is equally important not to overload veterans with
extraneous information, as suggested by Kirshner et al., (2006), learning is enhanced when the
learner's working memory capacity is not overloaded. This would suggest that the mechanism by
which individuals learn is best supported by prioritizing information and building connections to
new and existing information; thus, veterans can benefit from using a job aid. Job aids provide
informational and procedural steps individuals can employ to complete a task independently
(Clark & Estes, 2008). The recommendation then, is to provide veterans with a job aid on where

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to locate, research, and interpret VA regulations and program eligibility after receiving formal
and informal information on the VR&E program to increase program enrollment.
Rueda (2011), asserts that determination of the actual cognitive process that facilitates
learning is necessary for creating more effective instruction that decreases the knowledge gap.
Ostovary and Dapprich (2011) found that the complexity of the information presented in VA
regulations and policies can affect how veterans process information regarding their benefits.
Similarly, Sharit et al. (2014) examined the role of health literacy, numeracy ability, and graph
literacy in enabling a group of veterans to perform health-management tasks using My
HealtheVet (MHV), the Department of Veterans Affairs' Personal Health Record portal. They
found that the presentation of excessive information caused poor performance, particularly
among older veterans on task completion. Exit interviews revealed that study participants
expressed problems with information overload and the way information was organized. Sharit et
al. (2014) recommended design interventions where veterans can easily and intuitively navigate
the MHV portal, particularly for veterans who are older or experience a decline in cognition.
Based on the recommendation, job aids would serve as a useful takeaway tool in enhancing
veterans' factual and conceptual knowledge to apply and recall key information on the VR&E
program when it is time to apply.
Motivation Recommendations
Introduction. As shown in Table 35, two of the three assumed motivational influences
were determined to be actual needs during data collection. Specifically, motivational influences
of self-efficacy and expectancy-value as it relates to researching and interpreting VR&E policies.
Self-efficacy associated with developing a budget and asking for help were not determined to be

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a need. Therefore, evidence-based principles that guide context-based recommendations will
only be discussed for the assumed validated influences.
Table 35
Summary of Motivation Influences and Recommendations
Assumed Motivation
Influence*

Validated as
a Gap
Yes, High
Probability,
No
(V, HP, N)
Priority
Yes, No
(Y, N)
Principle and
Citation
Context-Specific
Recommendation
Self-Efficacy –
Veterans need to
believe they can take
the steps in researching
and interpreting policies
to participate in the
VR&E program.
V Y Feedback and
modeling
increases self-
efficacy
(Pajares,
2009).

Provide feedback from
successful veteran
models who have
completed the VR&E
program and found
employment in a career
field they enjoy.
Self-Efficacy - Veterans
need to believe they can
implement self-
regulatory skills and
develop a budget to
participate in the VR&E
program.

N N Feedback and
modeling
increases self-
efficacy
(Pajares,
2009).
Not validated as a gap.
Expectancy-Value –
Veterans need to see the
value in researching and
interpreting policies to
enroll in the VR&E
program.
V Y Rationales that
include a
discussion of
the importance
and utility
value of the
work or
learning can
help
learners
develop
positive values
(Eccles, 2006;
Pintrich,
2003).
Provide rationale on how
vocational rehab can
expedite veteran reentry
into the workforce.

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Increasing Self-Efficacy. Among veterans who completed the survey, 33.33% indicated
they were not confident interpreting VR&E regulations, while 33.33% reported that they were
somewhat confident in interpreting VR&E regulations. As such, a recommendation, rooted in the
self-efficacy theory, has been selected to close this need in motivation. Pajaries (2006) found that
feedback and modeling increase self-efficacy, suggesting that providing models of successful
veterans who completed the VR&E program and providing veterans with feedback has the
potential to increase their self-efficacy as it relates to researching, interpreting VR&E policies to
apply for the program. Self-efficacy extends into all facets of human functioning as it influences
thinking, behaviors, goals, aspirations, and outcomes (Bandura, 2000). Thus, the
recommendation is to provide models of successful veterans who have completed the VR&E
program and found employment in a career field that they enjoy.
Social Cognitive theory posits that self-efficacy is a fundamental aspect of human
motivation, individual achievement, and well-being (Pajaries, 2006). Pajaries (2006) adds that
self-efficacy aids individuals in the process of self-regulatory practices, such as self-correcting
behaviors and cognitions. Pajaries (2006) contends that four sources shape how individuals
develop their self-efficacy beliefs: vicarious experience, mastery experience, social persuasions,
and physiological reactions. Furthermore, Pajares asserts that vicarious experiences, such as
social comparison and peer modeling are both powerful drivers of self-efficacy. Based on this
assertion, providing feedback and peer models of successful veterans who completed the VR&E
program and found employment would boost veterans' self-efficacy, as it has the potential to
create the "if they can do it, so can I" attitude.
Ahem and colleagues (Ahem et al., 2015) examined veterans' experiences after returning
from wars in Iraq and Afghanistan, as well as the transition from military service. Semi-

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structured interviews were conducted with 24 veterans, with questions focused on what was
helpful and challenging during their transition to civilian life. A key theme identified in the study
was disconnection. Out of the 24 veterans who participated, 19 veterans reported they felt
disconnected from family members and friends who had not shared the experience of military
service, which impeded access to these support networks. The study revealed that veterans who
had help from veteran peers or veteran-specific support systems had substantial advantages in
reintegrating back into civilian life, particularly with practical tasks such as obtaining veterans
benefits. Findings from this study support the recommendation that providing veterans with
feedback and veteran peers will increase self-efficacy through establishing a connection of
military experiences and shared values.
Veterans need to see the value in researching and interpreting policies. The results of
this study indicated that 77% of the veterans who participated in the study indicated they neither
agree nor disagree that the VR&E program is useful in helping them find employment.
Additionally, 48% of veterans did not know the cost as it relates to the sacrifices they will need
to make to enroll in the program. A recommendation grounded in expectancy-value theory is
proposed to close this motivation gap. Eccles (2006) and Pintrich (2003) suggest that rationales
that include a discussion of the importance and utility value of the work or learning can help
learners develop positive values. Therefore, a recommendation to provide rationales on how
vocational rehab can expedite veteran reentry into the workforce is proposed.
Expectancy-value theory is based on the premise that expectations and values are
connected and influenced by performance, persistence, and task choice (Wigfield & Cambria,
2010). Using stratified random sampling, Carlson et al. (2018) studied 616 veterans with
TBI interested in supported employment; veterans were asked to rate their interest in supported

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employment after reading a script on the supported employment program. Characteristics such
as TBI severity, demographics, military service, employment, financial/housing difficulties and
health conditions were assessed as potential motivators for interest in supported employment.
The result of the study found that 42% of veterans reported moderate to very interested in the
supported employment program if it was offered to them. The study found no statistically
significant differences between veterans' interest in supported employment and their health
conditions or TBI severity. However, the study revealed that the most consistent motivators for
interest in the supported employment program was veterans' difficulties with employment,
finance and housing. The findings in this study support the recommendation to provide
rationale regarding how vocational rehab can expedite veteran reentry into the workforce.
Veterans will need to expect that they can be successful in finding employment and value
VR&E programs enough to undergo the tasks associated with enrolling and completing the
program.
Organization Recommendations
Introduction. Culture is described as the shared perspectives, values, and routines of a
group (Schein, 2017). Clark and Estes (2008) assert that understanding an organization's culture
is crucial to improving performance problems, as culture is the driving force of thoughts, values,
and roles within the organization. An analysis of data collected for this study revealed that all
five organizational influences were determined to be organizational needs. As highlighted in
Table 36, communication and trust, which are both cultural models, were determined to be
organizational needs. Cultural models contribute to the understanding of how the world works,
how it should work, what is valued, devalued, and the rules and interactions of who gets to
partake, whereas cultural settings are gatherings of two or more individuals to accomplish a goal

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(Gallimore & Goldenberg, 2001). Where gaps exist and were considered a priority in this study,
evidence-based principles will guide context-based recommendations for improving
communication and trust.
Table 36
Summary of Organization Influences and Recommendations
Assumed Organization
Influence*

Validated as
a Gap
Yes, High
Probability,
No
(V, HP, N)
Priority
Yes, No
(Y, N)
Principle and Citation

Context-Specific
Recommendation
Cultural Setting
Influence 1: Veterans
need to believe that
the VR&E program is
effective in changing
policies and
procedures.
V N Effective change efforts
are communicated
regularly and frequently
to all key stakeholders
(Clark & Estes,
2008).

Provide policy
changes and updates
via email and text
message alerts.
Cultural Setting
Influence 2: Veterans
need to believe that
the VR&E program is
utilizing evidence-
based practices to
improve their
employment
outcome.
V N Organizational
effectiveness increases
when leaders monitor
and evaluate the
effectiveness of all
aspects of their
organization and use
valid and reliable data
to drive decision-
making
(Clark & Estes,
2008).
Provide a public
document showing
percentage of
program acceptance
by regional office.
Cultural Setting
Influence 3: Veterans
need to believe that
the VR&E programs
have the resources to
effectively increase
enrollment.
V N Effective change efforts
ensure that everyone
has the resources
(equipment,
personnel, time, etc)
needed to do their job,
and that if there are
resource shortages, then
resources are aligned
with organizational
priorities (Clark &
Estes, 2008).

Provide staffing data
regarding VR&E
counselor to veteran
ratios ensuring
transparency in
supportive
resources.

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Cultural Model 1:
Veterans need to
perceive that the
VR&E program
culture promotes
open communication
and presents
information clearly.
V Y Effective leaders
understand the
intricacies of
organizational
communication. (Clark
& Estes, 2008)

Provide opportunities
for veterans to
communicate directly
with VR&E staff to
promote open
communication.
Cultural Model 2:
Veterans need to
perceive that there is
a culture of trust
between themselves
and the VR&E
program.
V Y Effective leaders know
how to create and
manage good working
relationships with
stakeholders.
(Lewis, 2011)
Provide veterans with
opportunities to
engage with VR&E
staff to build rapport
and establish
relationships to foster
a culture of trust.

Clear and Consistent Communication. Survey data indicated that 79.17% of veterans
who completed the survey reported were neutral or disagreed that the VR&E program promotes
open communication. The results of the study may imply that veterans either do not have enough
information or disagree that the VR&E program effectively promotes open communication. A
recommendation grounded in communication theory is identified to close this organizational gap.
Implementing successful change management, with the least resistance, calls for leaders to
understand the multifaceted approach to effective communication (Gilley et al., 2009). Clark and
Estes (2008) underscore that effective leaders understand the intricacies of organizational
communication. As such, it is suggested that VR&E leadership provide various mechanisms to
establish open communication in order to promote the VR&E program. A recommendation to
provide opportunities for veterans to communicate directly with VR&E staff to promote open
communication is proposed.
Communication is a common social practice of making meaning of what is going on
around us and molding it into stories and theories (Lewis, 2011). Wyse and coauthors (Wyse et
al., 2018) found communication to be a primary barrier to veterans accessing and utilizing the

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VR&E program. Specifically, a lack of awareness about the VA vocational programs,
inconsistent with eligibility determinations by VR&E counselors, difficulty with paperwork, fear
of losing disability compensation, and veterans' reluctance to seek help were barriers identified
in the study. Wyse et al. suggested that the VA should provide more hands-on assistance with
veterans completing paperwork for program utilization, make information about the VR&E
program easily accessible, and provide educational outreach from VR&E Counselors, detailing
the benefits of program participation and how participation in VA rehabilitation programs impact
employment and other government benefits. Similarly, Ottomanelli et al. (2019) suggest to
expand access to vocational services; the VA needs to increase communication and collaboration
and promote cross-disciplinary education and engagement in vocational care. Findings and
recommendations from Wyse et al. (2018) and Ottomanelli et al. (2019) support the proposed
recommendation of providing opportunities for veterans to communicate directly with VR&E
staff to promote open communication to increase program enrollment.
Perceived Culture of Trust. Approximately 85.41% of veterans who participated in the
study reported either being neutral or disagreed that the VR&E program promotes a culture of
trust. The implication of this finding may suggest that the neutrality of trust or distrust impacts
enrollment in the program. Covey (2006) asserts that the core of all relationships is trust. Lewis
(2011) contends that effective leaders know how to create and manage good working
relationships with stakeholders. Thus, the recommendation to provide opportunities for veterans
to engage with VR&E staff to build rapport and establish relationships to foster a culture of trust
is proposed.
According to Covey (2006), brand and reputation make a difference in every relationship,
which correlates with trust, speed, and cost. The VA encountered numerous scandals within the

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past seven years, which has eroded its reputation and diminished veterans and public trust
(Montoya, 2015). O'Toole, Johnson, Redihan, Borgia, and Rose (2015) interviewed 185
homeless veterans, not actively participating in VA primary care, to examine reasons for not
accessing available primary care when it is needed. The study revealed that of the top ten reasons
cited by veterans for delaying available care; 84.9% reported that they do not trust the VA,
75.8% reported they do not trust VA doctors, and 72.6% reported that they were afraid. The
findings in this study support the recommendation to provide opportunities for veterans to
engage with VR&E staff to build rapport and establish relationships to cultivate a culture of trust.
Integrated Implementation and Evaluation Plan
Implementation and Evaluation Framework
The New World Kirkpatrick Model (Kirkpatrick & Kirpatrick, 2016) will guide the
implementation and evaluation plan for the recommendations proposed in this study. The New
Work Kirkpatrick model is an evaluation tool that measures four levels of training: Level 1:
Reaction, Level 2: Learning, Level 3: Behavior, and Level 4: Results. The New World
Kirkpatrick Model succeeds the original Kirkpatrick and Kirkpatrick's Four Levels model of
evaluation (Kirkpatrick & Kirkpatrick, 2006). A significant shift in the new model is that the end
is treated as the beginning to maximize effective training and development and to enhance the
transfer of learning to drive organization performance. Kirkpatrick and Kirkpatrick (2016)
suggest that the reverse orders enable trainers to concentrate on the desired results, Level 4, then
move to Level 3 to ascertain behaviors that lead to results. Next, proceed to Level 2, the
identification of attitudes, knowledge, and skills, and conclude with Level 1, presenting the
training in a manner that supports participation and engagement that is favorable to the program.

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Organizational Purpose, Need, and Expectations
The mission of the VR&E program is to assist disabled veterans in overcoming barriers
to employment through education and job training services or independent living services when
employment is not an option. While finding employment continues to be a challenge for disabled
veterans, the VR&E program is reported as one of the most underutilized benefits within the VA.
The purpose to conduct a comprehensive evaluation to determine entitlement, identify limitations
and barriers to employment and establish rehabilitation goals. Thus, the organization needs to
focus on increasing VR&E program utilization.
The VR&E's organizational goal of increasing program utilization by 10% by September
2021, will aid in the organization's mission of assisting disabled veterans with finding
employment. To assist with this organizational goal, VR&E staff will implement and monitor a
training program and marketing campaign in an effort to educate veterans on the VR&E
enrollment processes and the benefits to program utilization for veterans. The desired outcome
for this study is to improve VR&E organizational performance by providing veterans with the
necessary knowledge and skills, motivation, and organizational tools to achieve their
performance goal successfully and increase enrollment into the VR&E program.
Level 4: Results and Leading Indicators
Level 4 Results measure the extent to which organizational performance outcome is a
direct result of training (Kirkpatrick & Kirkpatrick, 2016). According to Kirkpartick and
Kirkpatrick (2016), Level 4 Results are crucial as they serve as the basis of assessing whether an
organization is fulfilling its mission and goals. Kirkpatrick and Kirkpatrick cautioned against
using a single accomplishment to link organizational results. Instead, the recommendation is to
use leading indicators to bridge the gap between organizational results and individual initiatives.

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Leading indicators are short-term observations used to predict what critical behaviors are
forecasted to produce favorable impacts on performance results (Kirkpartick and Kirkpatrick,
2016). Table 37 illustrates the internal and external leading indicators, along with the metrics and
methods to track the progress on whether VR&E staff is accomplishing its goal of increasing
program utilization.
Table 37
Outcomes, Metrics, and Methods for External and Internal Outcomes

Outcome Metric(s) Method(s)
External Outcomes
Decreased public perception that the VA is not
taking care of veterans.
Number of negative
media mentions.
VA Public Affairs
Office
Increased referrals from
community partners.
Number of referrals VR&E Officer
Internal Outcomes
Increased veterans' awareness of VR&E
programs through consistent communication
and targeted advertisement.
Number of applications
received.
Monthly report from
VR&E Director.
Dashboard.
Increased follow-up education for veterans
after transition.
Number of veterans
contacted.
Monthly contact
report.
Improved relationships among, veterans,
VR&E counselors, and the VA.
Number of follow-up
applicant appointments.
Monthly reports on
VR&E Dashboard.

Level 3: Behavior
Critical behaviors. Level 3 Behavior is the application of information learned during the
training session that the participant incorporates on the job (Kirkpatrick & Kirkpatrick, 2016).
Kirkpatrick and Kirkpatrick (2016) describe the components of Level 3 Behaviors as critical
behaviors, required drivers, and on-the-job learning. The authors add that critical behaviors are
distinct actions that are central in providing consistent behaviors that will maximize target
outcomes. Kirkpatrick and Kirkpatrick further explain that aligning leading indicators, critical

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behaviors, and knowledge from training is fundamental to designing a training program that will
provide the most value to the organization. In this study, veterans are the primary stakeholders.
Table 38 illustrates the critical behaviors veterans must implement to meet their performance
goal. While veterans are the primary stakeholders, the VR&E staff are expected to develop and
implement training and outreach programs to increase program utilization. Table 39 shows the
critical behaviors selected that VR&E staff must take to promote the VR&E program utilization.
Table 38
Critical Behaviors, Metrics, Methods, and Timing for Evaluation for veterans
Critical Behavior Metric(s)
Method(s)
Timing
1. Seek VR&E resources to
assist with finding
employment.
Number of veterans
enrolling in the
program
Number of applications
tracked utilizing VR&E
dashboard
Monthly
2. Participate in the VR&E
program to the point of
completion.
Number of veterans
who completed the
program
VR&E dashboard data Quarterly
3. Apply for suitable
employment.
Number of job
applications submitted
VR&E job log Monthly

Table 39
Critical Behaviors, Metrics, Methods, and Timing for Evaluation for VR&E staff
Critical Behavior Metric(s)
Method(s)
Timing
1. VR&E staff create job aids for
veterans to locate, research and
interpret VA regulations and
determine program eligibility.
Number of VR&E
staff’s job aids
provided.
Number of veterans
contacted compared to
number of job aids
provided
Monthly
2. VR&E counselors coordinate with
veterans who have successfully
completed the VR&E program to
provide feedback to veterans on the
VR&E program.
Number of veteran
peer-models
contacted
List of veterans who
completed the VR&E
program and want to
become peer-models
Quarterly
3. VR&E counselors utilize additional
channels for veterans to communicate
directly with VR&E staff, build
rapport and establish relationships to
foster a culture of trust.
Number of
veterans signed up
for live-chat and
text alert options.
List of veteran sign-
ups compared to
previous months.
Monthly

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Required drivers. Required drivers are essential to achieving the transfer of learning on
the job, as it is the methods that reinforce, monitor, encourage, and rewards the performance of
critical behaviors (Kirkpatrick & Kirkpatrick, 2016). Kirkpatrick and Kirkpatrick (2016) suggest
a combination of reinforcing learning from training, accountability, and support systems can
increase job performance. As well as monitoring and encouraging performance, which will serve
as the most significant indicator of program success. Table 40 highlights the proposed drivers for
the organization to support critical behaviors of veterans as the stakeholders of focus in the
study. The promotion of veteran critical behaviors by VR&E staff will overall support VR&E
program utilization and increase veteran enrollment.
Table 40
Required Drivers to Support the Critical Behaviors of Veterans
Method(s) Timing
Critical
Behaviors
Supported
1, 2, 3 Etc.
Reinforcing

VR&E staff conduct outreach events for veterans and provide job
aids on VR&E application process.
Monthly 1, 2, 3
VR&E counselors increase training opportunities for veterans to
learn about VR&E program.
Quarterly 3
Provide live chat support to increase veteran to VR&E counselor
communication.
Quarterly 3
Encouraging

VR&E staff hosts veteran-led meet and greets with those who
have successfully completed the program.
Quarterly 2, 3
VR&E counselors conduct follow-up meetings with veterans from
outreach events and guide them through the application process
explaining benefits of enrollment.
Ongoing 1, 2
Rewarding

Publicly recognize veterans who complete the VR&E program
through emails, websites, and VA newsletter. .
Ongoing 1, 3

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Monitoring

VR&E management team will monitor the number of applications
and enrollments.
Monthly 1, 2, 3

Organizational support. VR&E management will play a key role in supporting
Vocational Rehabilitation Counselors (VRCs) in their efforts to increase VR&E program
utilization. Strategies such as cold calling veterans identified by the VA as homeless, working
with local community organizations that serve homeless veterans to submit referrals, and placing
advertising materials in high-traffic areas visited by veterans will need organizational support.
VR&E management will need to allocate time and resources for VRCs to conduct outreach and
training events for veterans. Additionally, VR&E management will need to support and
encourage VRCs to conduct veteran-led meet and greets and follow-up activities by providing
space, time, and resources to accomplish these tasks. Job aids will be created by the VR&E
management team and be distributed to VR&E counselors for utilization at veteran outreach
events and training sessions. Training sessions will be implemented by VR&E counselors to
educate veterans on the VR&E program eligibility, self-assessment on employment handicaps,
and how to research Voc Rehab regulations and policies. Based on the recommendations in
Table 40, the VR&E program will need to provide staff with the support in terms of required
drivers highlighted in Table 41.
Table 41
Required Drivers for Staff
Method(s) Timing
Reinforcing

Provide VRCs the resources to conduct outreach events for veterans and create job
aids for VRCs to utilize.
Monthly
Increase VRC training opportunities to learn about employment and workplace
practices pertaining to individuals with disabilities.
Quarterly

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Encouraging

Encourage VRCs to build professional relationships with veterans who have
successfully completed the program.
Quarterly
Provide VRCs with additional time to conduct follow-up meetings with veterans
from outreach events.
Ongoing
Rewarding

Create a recognition program and publicly recognize VRCs with the highest number
of veterans who complete the VR&E program.
Quarterly
Monitoring

VR&E management team reviews VRC caseloads and provides feedback on
entitlement determination.
Monthly
Observe VRCs conducting outreach events. Monthly

Level 2: Learning
Learning goals. Learning goals have been determined based on the needs identified in
Chapter Four and recommendations made in this chapter. After completing the recommended
solutions, veterans will be able to:
1. Apply steps from the job aid on where to locate, search, and interpret VA regulations
and program eligibility. (Declarative and Procedural)
2. Utilize steps from psychoeducation and skill building to reflect, understand and monitor
when help seeking is necessary. (Metacognitive and Procedural)
3. Increase beliefs through meeting successful veterans who have completed the VR&E
program and found employment in a career field they enjoy. (Self-Efficacy)
4. Value of how vocational rehab can expedite veteran reentry into the workforce, based on
the job aid. (Expectancy Value)
5. Increase open communication directly with VR&E staff, through numerous
communication channels provided. (Cultural Model – Communication)
6. Increase engagement with VR&E staff to build rapport and establish relationships to
foster a culture of trust. (Cultural Model – Trust)
7. Receive alerts, via emails and text messaging on program changes and updates. (Cultural
Setting - Change Management)
8. Be confident that eligibility determinations by VR&E counselors will be fair and
consistent. (Cultural Setting - Evidence-Based Research)

Additionally, learning goals have been determined based on the needs identified in Chapter Four
and recommendations made in this chapter. After completing the recommended solutions,
VR&E staff will be able to:

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1. Explain steps from the job aid on where to locate, search, and interpret VA regulations
and program eligibility. (Declarative and Procedural)
2. Demonstrate steps from psychoeducation and skill building to help veterans reflect,
understand and monitor when help seeking is necessary. (Metacognitive and Procedural)
3. Teach veterans self-confidence through meeting successful veterans who have completed
the VR&E program and found employment in a career field they enjoy. (Self-Efficacy)
4. Demonstrate the value of how vocational rehab can expedite veteran reentry into the
workforce, based on the job aid. (Expectancy Value)
5. Increase open communication directly with veterans, through numerous communication
channels provided. (Cultural Model – Communication)
6. Increase engagement with veterans to build rapport and establish relationships to foster a
culture of trust. (Cultural Model – Trust)
7. Send alerts to veterans, via emails and text messaging on program changes and updates.
(Cultural Setting - Change Management)
8. Describe how VR&E counselors make eligibility determinations to increase veteran
confidence that determinations will be fair and consistent. (Cultural Setting - Evidence-
Based Research)

Program for Staff. The learning goals in the above section will be achieved through
training and development that will increase the knowledge and motivation of staff to support
veterans to successfully research and interpret VA Voc Rehab policies and regulations to
determine eligibility and successfully enroll in the VR&E program. The program will focus on
veterans’ lack of knowledge and motivation, as well as veterans’ input regarding organizational
policies, practices, and procedures. To develop veterans’ knowledge, VR&E staff will practice
using job aids to provide monthly veteran outreach events on the VR&E application process.
VR&E counselors will also be provided with opportunities to practice using job aids to provide
quarterly training for veterans to learn more about the program and increase communication
methods through the implementation of live chat support, instant messaging, and email nudges.
Additionally, VR&E staff will host quarterly, veteran-led meet and greets for veterans to connect
and communicate with those who have successfully enrolled and completed the VR&E program.
Once outreach events, training sessions, and veteran-led meet and greets have been
implemented, VR&E counselors will conduct follow-up meetings with veterans from outreach

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events in order to guide them through the program application process and clarify the benefits of
enrollment. To increase confidence in the VR&E organization, the VR&E management team will
publicly recognize veterans who complete the program through emails, VA websites, and the VA
monthly newsletter. Finally, the VR&E management team will track the number of applicants
and enrollments into the program via the VR&E dashboard and distribute it to VR&E counselors
monthly to analyze for program effectiveness as related to organizational goals.
Evaluation of the components of learning. Kirkpatrick and Kirkpatrick (2016)
describe Level 2 Learning as the extent to which individuals obtain the intended knowledge,
skills, attitude, confidence, and commitment as a result of the training they received. Kirkpatrick
and Kirkpatrick define the five elements of learning as Knowledge, "I know it", Skill, "I can do it
right now", Attitude, "I believe this will be worthwhile to do on the job”, Confidence, "I think I
can do it on the job", and Commitment, “I will do it on the job." Kirkpatrick and
Kirkpatrick promote the use of formative and summative evaluation methods including but not
limited to discussions, checklists, group scenarios, surveys, interviews, and action plans.
Formative and summative methods will be utilized throughout program implementation
to monitor veterans’ knowledge and motivation. Table 42 outlines the methods and activities that
will be evaluated throughout the program as well as the timing of each method. If the staff has
successfully completed its training program, then the implementation of the veterans’ program
could be evaluated as shown in Table 42.
Table 42
Evaluation of the Components of Learning for the Veterans Program
Method(s) or Activity(ies) Timing
Declarative Knowledge “I know it.”

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Discussions focused on how to determine eligibility requirements
for enrollment.
Monthly during outreach
events.
Pre and post evaluations on VR&E program. Before and at the end of
training.
Procedural Skills “I can do it right now.”

Checklist to determine program eligibility. Before, during, and after.
Use eligibility scenarios to educate veterans. During training.
Attitude “I believe this is worthwhile.”

Survey regarding value of the VR&E program assisting with
veteran employment.
Before and after training.
Confidence “I think I can do it on the job.”

Veteran-led discussions about benefits, obstacles, and negative
perceptions of the program.
During veteran-led
workshops.
Follow-up and guidance for veterans who require additional
support.
After outreach events.
Commitment “I will do it on the job.”

Veteran-created action plan for enrollment. During training.
Veteran monitor progress of application status. After training.

Level 1: Reaction
According to Kirkpatrick & Kirkpatrick (2016), Level 1 Reaction is the extent to which
participants find training satisfying and beneficial to their job. In this section, each aspect of
Level 1 will be evaluated both formatively and summatively. To determine the quality of
implemented training sessions, VR&E counselors’ reactions to the program is vital. Table 43
lists the methods used to determine the counselors’ reactions to the training program is
meaningful, engaging, and relevant.

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Table 43
Components to Measure Reactions to the Program
Method(s) or Tool(s) Timing
Engagement

Attendance rate. At the beginning of the training
session.
Connect classroom instruction to real-world application of
processes.
During the training.
Monitor participant engagement levels. During the training.
Relevance

Recap check ins. During the training.
Post-training evaluation on relevance of training. After the training.
Customer Satisfaction

Post-training evaluation on satisfaction of training. After the training.
Acquire veteran testimonials about the training. One week after training session.

Evaluation Tools
Immediately following the program implementation. The veterans participating in the
VR&E education and enrollment program will be asked to evaluate the impact the program had
on their knowledge, motivation, and practice within the organization. Evaluating the program
immediately following implementation will assist in determining outcomes of Level 1
(engagement, relevance, and participant satisfaction) and Level 2 (knowledge and motivation)
learning objectives. Veteran participants will be required to complete a post-training survey to
determine the relevance and timing of information provided, the satisfaction of information
delivery methods, confidence in applying information learned, engagement levels of participants,
and perceived support they will receive upon implementation.
Furthermore, two open-ended questions will be part of the survey to determine what
topics the participants find useful for their success and any recommendations on how to improve
the overall learning experience. Before the training session, the VR&E Counselors will ensure a
safe, comfortable environment is provided that is conducive to learning. Throughout the training

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sessions, in between lesson topics, the VR&E Counselors will conduct check-ins to determine if
the participants feel the information being provided is relevant and useful regarding enrollment
into the VR&E program. VR&E Counselors will also conduct question and answer sessions,
between topics to clarify any issues that might arise. The proposed evaluation tool to be used
immediately following the program implementation is presented in Appendix A.
Delayed for a period after the program implementation. For the purpose of this
program, the delayed evaluation will be sent to veteran participants one month after completion
of the training session. The delayed evaluation will address Level 1 (reaction), Level 2
(learning), Level 3 (behavior), and Level 4 (results and leading indicators) outcomes (Kirkpatrick
& Kirkpatrick, 2016). Veterans who participated in training sessions will be given an opportunity
to provide feedback regarding the outcomes resulting from the program. The delayed evaluation
will consist of multiple-choice items, select all that apply questions, and open-ended questions.
The proposed evaluation will be used one month after the VR&E training sessions and is
presented in Appendix B.
Data Analysis and Reporting
The researcher of this study will provide an analysis of findings which will be presented
to VR&E management teams and VR&E Counselors. The findings from the immediate and
delayed evaluations, internal and external outcomes from Level 4, and critical behaviors from
Level 3 will include results and common themes. Semi-annually, VR&E management will
analyze and compile data from the delayed evaluations to measure growth. The VR&E
Counselors will receive this data in the form of a snapshot (See Appendix C) to provide
comparisons in growth throughout each year. This information will inform the VR&E counselors

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what VR&E enrollments are, in comparison to where they were previously. Bar graphs and pie
charts will be developed using Microsoft Excel.
Summary of the Implementation and Evaluation
The New World Kirkpatrick Model was used to devise the implementation and
evaluation plan for this study. By beginning with the end in mind, the evaluation plan identifies
and addresses internal and external outcomes, methods, and metrics to measure the desired
outcomes. Level 3 explored critical behaviors and drivers that veterans and staff need to perform,
along with the metrics and methods to measure behaviors. Level 2 Learning focused on the
learning goals staff must meet to support the veteran adequately. Lastly, Level 1 Reaction,
assessed the methods to measure the degree in which veterans are satisfied with the training and
their perception of the relevancy of the training. The benefit of using this implementation and
evaluation training and outreach plan is that it will provide an integrated approach to evaluating
VR&E's plan to increase veteran enrollment rate. Moreover, the evaluation plan will effectively
assess changes in behavior over time, use data to make decisions on funding, resources, and
revise or get rid of segments of the program that are not producing desired outcomes.
Limitations and Delimitations
There are notable limitations and delimitations of this study. Limitations are the
influences that the researcher has no control over, whereas delimitations are the self-imposed
boundaries that the researcher set to restrict the study (Merriam & Tisdell, 2016). Limitations of
this study include self-reporting, sample, time constraints and researcher analysis. The
professional and personal relationships the researcher has with some of the participants could
contribute to a lack of truthfulness or bias. The selected KMO influences restricted the study to

146

what the researcher deemed essential and may not necessarily capture what the organization
considers as crucial to reaching its goal.
Delimitations of this study were small sample size, a single stakeholder group of focus,
and the conceptual framework of choice. As a result of limited resources and time constraints,
the study was limited to the veteran stakeholder group, which consisted of a small sample size.
The entire mission of the VR&E program centers on improving services to enrich veterans' well-
being. Therefore, limiting the study to veterans offers an external perspective regarding
improvement that the organization needs to make that will directly affect them. However,
veterans have no control over policies, funding, or staff, which are internal factors needed for
program improvement. Studying key internal stakeholders, such as VR&E staff and management
team has the potential to provide additional insight that will improve the program. Given the
scant research on the Veterans Benefits Administrations VR&E program, this study adds to
the literature to close the knowledge, motivation and organizational barriers.
Recommendation for Future Study
Future studies are needed to examine barriers to VR&E participation and program
improvement. Future studies focused on veterans who are experiencing homelessness, and
VR&E staff members would be beneficial in exploring barriers to enrolling and participating in
the VR&E program. This study did not include veterans who were homeless or previously
experienced homelessness. Obtaining perspectives from veterans who were previously homeless
would have provided more in-depth insights into the barriers preventing the most
vulnerable veterans from accessing the VR&E program. Additionally, exploring the knowledge,
motivation, and the organizational barriers of VR&E staff, specifically, VR&E Counselors,
would be advantageous. VR&E Counselors have direct influence over veterans and how they

147

perceive the program, and because of their position on the front line, they can see the
misalignment of organizational goals.
Towards the completion of this study, news of COVID-19 and the economic impact was
prevalent. According to the Bureau of Labor Statistics (2020) the number of unemployed
increased from 1.4 million to 7.1 million in March, which is reported as the largest single-month
increase since January 1975 (Bureau of Labor Statistics, 2020). The current economic situation
provides evidence to why future research on the VR&E program needs to be conducted, as an
increase in the veteran unemployment rate is likely, especially for disabled veterans.
Conclusion
This study was conducted to determine the knowledge, motivation, and organizational
barriers that prevent veterans from enrolling in the VR&E program. The findings detailed in this
study provide recommendations to improve the VR&E program to meet the organizational goal
of increasing veteran enrollment. Responses from survey questionnaires and interviews revealed
that the VR&E program needs to focus on increasing veterans' knowledge of the regulations that
guide the program, eligibility to apply, and how to determine an employment handicap. Survey
questionnaires and interviews also revealed that veterans were not confident in their ability to
research and interpret VR&E policies, and the VR&E program needs to work on increasing
communication and trust with veterans. Overall, findings suggest that the VR&E program needs
to do a better job getting veterans to understand the purpose and the process of applying to the
program. The purpose of the VR&E program should be connected to finding suitable
employment to enhance veterans' well-being. The recommended solutions for the training and
outreach program will likely lead to the desired outcome of increasing enrollment in the VR&E
program.

148

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Appendix A: Demographics
Screening
Question
When did you
separate or retire
from the military?
• 2019
• 2018
• 2017
• 2016
• 2015
• 2014
• Other
When did you
separate or
retire from the
military?
Screening
Question
Have you
participated in the
VA Voc Rehab
program
• Yes
• No
Have you
participated in
the VA Voc
Rehab program
Demographic Which branch of
service did you last
separate or retire
from?
• Air Force
• Army
• Coast Guard
• Marine Corp
• Navy
Which branch of
service did you
last separate or
retire from?
Demographic How many years
did you serve in
the military?
• Less than a year
• 1-4 years
• 5-10 years
• 11-20 years
• Over 21 years
How many
years did you
serve in the
military?
Demographic
What was your
rank at the time of
separation?
• E1-E4
• E5-E9
• W1-W5
• O1-O3
• O4-O6
• O7-O10
What was your
rank at the time
of separation?
Demographic What is your
military discharge
status?
• Honorable
• General Under Honorable
• Other than Honorable
• Bad Conduct
• Dishonorable
• Decline to answer
What is your
military
discharge
status?
Demographic Do you have a VA
service-connected
disability?
• Yes
• No
Do you have a
VA service-
connected
disability?
Demographic How do you
identify your
gender?
• Female
• Male
• Other(specify)_________
How do you
identify your
gender?
Demographic
Which category
• 18-20
Which category

164

includes your age? • 21-29
• 30-39
• 40-49
• 50-59
• 60 or older
includes your
age?
Demographic What is your
current marital
status?
• Single (never
married)
• Married
• Separated
• Divorced
• Domestic
Partner
• Widow/Widower
What is your
current marital
status?
Demographic What is your highest
level of education
completed?

• GED
• High School Diploma
• Some College (no degree)
• Vocational Training
• Associates Degree
• Bachelor's Degree
• Master’s Degree
• Doctorate Degree
What is your
highest level of
education
completed?

What is your current
employment status?
• Employed- Full Time
• Employed –Part-time
• Self-Employed
• Unemployed (looking)
• Unemployed (not looking)
• Student
• Retired from military
working
• Retired from the military not
working
• Unable to Work
What is your
current
employment
status?
Demographic
How would you
describe yourself?
• American Indian or
Alaskan Native
• Asian
• Black or African American
• From multiple races
• Hispanic, Latino, or
Spanish origin
• Native Hawaiian or other
Pacific Islander
• Other race (please
specify)_____
How would you
describe your
race?
Demographic
Which VA
program(s) have
you utilized since
Check all that apply
• GI Bill
• VA Healthcare
Which VA
program(s)
have you

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separating or
retiring from the
military?
• VA Home Loan
• VA Life Insurance
• VA Compensation
• Voc Rehab
• Other
• None
utilized since
separating or
retiring from
the military?
Demographic Which VA program
was most helpful in
your
transition from the
military?
• GI Bill
• VA Healthcare
• VA Home Loan
• VA Life Insurance
• VA Compensation
• Voc Rehab
• Other
• None
Probe: Why
did you chose
those
programs?
Demographic How did you first
hear about
the VA Voc Rehab
program?
Check all that apply
• DoD Transition and
Assistance Program
• VA Website
• Friend
• Social media veterans’
group
• I have not heard about VA
Voc Rehab program
How did you
first hear about
the VA Voc
Rehab
program?
Demographic How often did you
research VA Voc
Rehab program
before you
transitioned from
the military?
• Never
• Rarely
• Sometimes
• Often
• Always

How often did
you research VA
Voc Rehab
program before
you transitioned
from the
military?
Probe: Why did
you or didn’t
you?
Demographic How often did you
research VA Voc
Rehab program
after you
transitioned from
the military?
• Never
• Rarely
• Sometimes
• Often
• Always

How often did
you research VA
Voc Rehab
program after
you transitioned
from the
military?
Probe: Why did
you or didn’t
you?

166

Appendix B: Immediate Post-Training Evaluation
Training Name ___________________ Your Name (optional) ________________________
Training Date _____________________ Trainer Name(s)
_____________________________
1. How ENGAGING was the training? Please select one.

• I was COMPLETELY UNENGAGED
• I was OFTEN UNENGAGED
• I was OFTEN ENGAGED, BUT OFTEN NOT ENGAGED
• I was MOSTLY ENGAGED
• I was ALMOST ALWAYS ENGAGED

2. How well do you feel you understand the TOPICS taught in the course? Please select one.
• I have some significant CONFUSION with the concepts
• I have a BASIC FAMILIARITY with the concepts
• I have a SOLID UNDERSTANDING of the concepts
• I have a COMPREHENSIVE UNDERSTANDING of the concepts

3. How much of what you learned was RELEVANT to your current needs? Please select one.
• Was NOT RELEVANT to my current needs
• Was SLIGHTLY RELEVANT to my current needs
• Was MODERATELY RELEVANT to my current needs
• Was SIGNIFICANTLY RELEVANT to my current needs

4. Which of the following were true about the trainer DELIVERY of materials? Please
select ALL that apply.
• Was OFTEN UNCLEAR OR DISORGANIZED
• Was OFTEN SOCIALLY AWKWARD OR INAPPROPRIATE
• Exhibited UNACCEPTABLE LACK OF KNOWLEDGE
• Exhibited LACK OF REAL-WORLD EXPERIENCE
• Generally PERFORMED COMPETENTLY as a trainer
• Showed DEEP SUBJECT MATTER KNOWLEDGE
• Demonstrated HIGH LEVELS OF REAL-WORLD EXPERIENCE
• MOTIVATED ME TO ENGAGE DEEPLY in the learning

167

5. The training was designed to teach you skills you can use to enroll in the VR&E
program. How CONFIDENT do you feel that you can put these skills into practice?
Please select one.
• I am EXTREMELY confident that I can put these skills into practice
• I am CONFIDENT that I can put these skills into practice
• I am PARTIALLY confident that I can put these skills into practice
• I am NOT VERY confident that I can put these skills into practice
• I have ZERO confidence that I can put these skills into practice

6. After the course, when you begin to apply your new knowledge, which of the following
SUPPORTS are likely to be in place for you? Please select ALL that apply.
• I will NOT have ADEQUATE VR&E SUPPORT to apply the learning
• I will have LIMITED VR&E SUPPORT to apply the learning
• I will have SOME VR&E SUPPORT to apply the learning
• I will have ADEQUATE VR&E SUPPORT to apply the learning
• I DO NOT NEED VR&E SUPPORT to apply the learning

7. What topics will help you be more successful? Please explain below.

8. What is one thing you would recommend to improve your overall learning experience?

168

Appendix C: Evaluation Tool Delayed for a Period After the Program Implementation
The purpose of the following questions is to evaluate the quality of performance results since
completion of the VR&E training session.

1. I feel more confident about researching VR&E policies.

• Strongly Disagree
• Disagree
• Neither Agree or Disagree
• Agree
• Strongly Agree

2. I feel more confident interpreting VR&E regulations.

• Strongly Disagree
• Disagree
• Neither Agree or Disagree
• Agree
• Strongly Agree

3. I feel the VR&E counselors supported me throughout the enrollment process.
• Strongly Disagree
• Disagree
• Neither Agree or Disagree
• Agree
• Strongly Agree

4. My perception of the VR&E program is more positive than before the training.
• Strongly Disagree
• Disagree
• Neither Agree or Disagree
• Agree
• Strongly Agree

5. I feel the VR&E counselors were fair when making my eligibility determination.
• Strongly Disagree
• Disagree
• Neither Agree or Disagree
• Agree
• Strongly Agree
• I have not applied yet

169

6. Please describe steps you have taken towards VR&E enrollment since the training.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

7. Would you recommend the VR&E program to another veteran? Why or Why Not?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

170

Appendix D: Dashboard Snapshot Sample

171

Abstract (if available)

Abstract This study utilizes Clark and Estes’ (2008) gap analysis model, which systematically and analytically helps to clarify organizational goals and identify the gap between the actual performance level and the preferred performance level within an organization. The purpose of this study is to conduct a gap analysis to examine the knowledge, motivation and organizational influences that interfere with veterans utilizing the Vocational Rehabilitation and Employment program to conduct a comprehensive evaluation to determine entitlement, identify limitations and barriers to employment and establish rehabilitation goals. Veterans who separated or retired from military service between the years 2014 and 2019 were assessed using survey and interview data. Forty-eight veterans participated in the survey and seven veterans were interviewed. Survey data was analyzed using descriptive statistics created in Qualtrics and interviews were analyzed in an effort to establish whether or not gaps existed. Findings from this study revealed that veterans lack factual and conceptual knowledge of the regulations that guide the Vocational Rehabilitation and Employment program, eligibility to apply, and how to determine an employment handicap. Findings also revealed that veterans were not confident in their ability to research and interpret policies. Recommendations of the validated causes were developed to close the gaps in knowledge, motivation, and organizational context of veterans. This study contributes to the goal of ending veteran homelessness and can be used by future research efforts trying to achieve a similar goal.

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University of Southern California Dissertations and Theses

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Asset Metadata

Creator Shepard, Allisa C. (author)

Core Title Improving veterans employment outcomes through increasing enrollment in vocational rehabilitation and employment program

School Rossier School of Education

Degree Doctor of Education

Degree Program Organizational Change and Leadership (On Line)

Publication Date 07/08/2020

Defense Date 05/27/2020

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

Tag OAI-PMH Harvest,veteran employment,veteran homelessness,Veterans Benefits Administration,Vocational rehabilitation

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Yates, Kenneth (committee chair), Sparangis, Themistocles (committee member), Tobey, Patricia (committee member)

Creator Email acshepar@usc.edu,allisa718@yahoo.com

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c89-325303

Unique identifier UC11665960

Identifier etd-ShepardAll-8645.pdf (filename),usctheses-c89-325303 (legacy record id)

Legacy Identifier etd-ShepardAll-8645.pdf

Dmrecord 325303

Document Type Dissertation

Rights Shepard, Allisa C.

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