Embed Size (px)
Citation preview
IS TRAINING THE SOLUTION? A QUALITATIVE STUDY EXPLORING AN
INNOVATIVE APPROACH TO ADDRESS THE SKILLED-CRAFT
WORKFORCE SHORTAGE AT PRIDE INDUSTRIES
A Dissertation Presented in Partial Fulfillment of the
Requirements for the Degree of
Doctor of Management in Organizational Development and Change
By
Lonny Wright
Colorado Technical University
August 20, 2014
All rights reserved
INFORMATION TO ALL USERSThe quality of this reproduction is dependent upon the quality of the copy submitted.
In the unlikely event that the author did not send a complete manuscriptand there are missing pages, these will be noted. Also, if material had to be removed,
a note will indicate the deletion.
Microform Edition © ProQuest LLC.All rights reserved. This work is protected against
unauthorized copying under Title 17, United States Code
ProQuest LLC.789 East Eisenhower Parkway
P.O. Box 1346Ann Arbor, MI 48106 - 1346
UMI 3639313Published by ProQuest LLC (2014). Copyright in the Dissertation held by the Author.
UMI Number: 3639313
Committee
__________________________________________
Danetra Quarterman, PhD, Chair
__________________________________________
Jaime Sampayo, PhD, Committee Member
__________________________________________
Asefaw Indrias, PhD, Committee Member
__________________________
Date Approved
i
© Lonny Wright, 2014
ii
Abstract
This qualitative, exploratory study examines initiatives being implemented by PRIDE
Industries, a nonprofit organization whose mission is to create jobs for people with
significant disabilities. Under the AbilityOne program, PRIDE Industries is required to
maintain a workforce 75% of which consists of individuals with disabilities. Workforce
shortages continue to emerge across construction and facility maintenance industries, and
organizations such as PRIDE Industries are affected by these challenges. Qualitative
research is particularly appropriate for studying disability issues because it is accurate
and provides reactions about an issue of interest—quickly. By using one-on-one semi-
structured investigative interview methods, the researcher employed a theme
identification process to capture the real experience and reveal the root cause of the
problem. The researcher used NVivo Qualitative Software to code and analyze the data
obtained, discover themes, and find meaning through the exploratory approach. The data
were analyzed for emerging themes derived from rich and descriptive data provided
directly by the study participants through interview dialogue. The themes are presented
and interpreted here.
iii
Dedication
I dedicate this dissertation to my wife, Linda, and my daughter Vanessa, without
whom I would not have had the encouragement, support, and love to finish the course set
before me. I also dedicate this dissertation to both my mother, Gweneth Stegner, and my
father- and mother-in-law, Glenn and Maria Willer, without whom I would not have had
the perseverance, drive, or courage to even begin the DM journey. They reinforced the
foundation of my self-discipline and work ethic. I am thankful they were here to share in
this achievement.
iv
Acknowledgments
There are so many people I would like to thank for helping me during my doctoral
journey. First, I would like to thank the chair of my dissertation committee, Dr. Danetra
Quarterman, for her mentorship, guidance, and feedback during my dissertation journey.
She was always there when I needed help. I cannot thank you enough. Also, thanks to Dr.
Jaime Sampayo, for your invaluable insight and encouragement during this most
academically trying time in my life. You were my teacher and guide. I also thank Dr.
Asefaw Indrias for his reassurance and academic insight, which were instrumental in the
final stages of my dissertation journey.
I would be remiss if I did not thank my dear friends and colleagues, Mazen Barba
and James Keith Johnson, who were my biggest supporters and who also endured this
journey alongside me in the trenches. Gentlemen, we did it! My thanks also go to all my
DM professors, who paved the way for my learning and who provided critical insight and
advice during the doctoral process. To my entire cohort—Cohort 30—thank you kindly
for putting up with me and always providing your different perspectives and insight that
help shape me into the person I have become. Finally, last but not least, I thank Michael
Ziegler, Peter Berghuis, and Jeff Belles for their leadership and support, both professional
and personal; thank you, gentlemen.
v
Table of Contents
Abstract ............................................................................................................... ii
Dedication .......................................................................................................... iii
Acknowledgments.............................................................................................. iv
Table of Contents ................................................................................................ v
List of Tables ...................................................................................................... x
List of Figures .................................................................................................... xi
CHAPTER ONE: INTRODUCTION ..................................................................... 1
Background ......................................................................................................... 1
Problem Statement .............................................................................................. 4
Purpose Statement ............................................................................................... 4
Research Question(s) .......................................................................................... 5
Theoretical Perspectives/Conceptual Framework ............................................... 6
Researcher’s Assumptions .................................................................................. 6
Significance of the Study .................................................................................... 7
Delimitations ....................................................................................................... 8
Limitations .......................................................................................................... 8
Definition of Terms............................................................................................. 9
Research Design Overview ............................................................................... 11
vi
Summary and Organization of the Study .......................................................... 12
CHAPTER TWO: LITERATURE REVIEW ....................................................... 14
The Construction Industry ................................................................................ 14
The Construction Skilled-Craft Labor Shortage ............................................... 16
Transitioning the Workforce ............................................................................. 19
Gap in Literature ............................................................................................... 21
Changes in the Types of Jobs That Are in Demand...................................... 22
Educational Attainment Is Lagging .............................................................. 22
The High School Student .............................................................................. 23
The Transition Center ................................................................................... 25
Leveraging Learning Investments Effectively .............................................. 26
Methodology ..................................................................................................... 28
Summary of Literature ...................................................................................... 29
CHAPTER THREE: METHODS ......................................................................... 32
Research Tradition(s) ........................................................................................ 32
Research Question ............................................................................................ 34
Research Design................................................................................................ 34
Research Setting............................................................................................ 34
Population and Sample ................................................................................. 34
vii
Geographic location. ................................................................................. 34
Population. ................................................................................................ 35
Sampling Procedure ...................................................................................... 35
Sample size. .............................................................................................. 35
Instrumentation ............................................................................................. 36
Informed consent. ..................................................................................... 37
Interview questions. .................................................................................. 39
Observations. ............................................................................................ 39
Validity and Reliability ................................................................................. 40
Data Collection ............................................................................................. 40
Initial contact. ........................................................................................... 41
Interviews. ................................................................................................. 41
Document review. ..................................................................................... 42
Data Analysis ................................................................................................ 43
Summary of Chapter Three ............................................................................... 44
CHAPTER FOUR: FINDINGS ............................................................................ 45
Participant Demographics ................................................................................. 46
Geographic Location ..................................................................................... 46
Demographics ............................................................................................... 46
viii
Presentation of the Data .................................................................................... 47
Themes .......................................................................................................... 47
PRIDE’s Training Initiative Report .............................................................. 49
Presentation and Discussion of Findings .......................................................... 50
NVivo Process .............................................................................................. 50
Interview Findings: Themes ......................................................................... 51
Summary of Chapter ......................................................................................... 69
CHAPTER FIVE: SUMMARY AND DISCUSSION ......................................... 71
Findings and Conclusions ................................................................................. 71
Limitations of the Study.................................................................................... 75
Implications for Practice ................................................................................... 77
Implications of Study and Recommendations for Future Research.................. 79
Conclusion ........................................................................................................ 81
References ............................................................................................................. 83
APPENDIX A: PARTICIPATION REQUEST EMAIL ...................................... 92
APPENDIX B: FOLLOW-UP EMAIL ................................................................ 94
APPENDIX C: REMINDER EMAIL .................................................................. 95
APPENDIX D: INFORMED CONSENT ............................................................ 96
APPENDIX E: SCRIPT ...................................................................................... 100
ix
APPENDIX F: INTERVIEW FORM ................................................................. 106
APPENDIX G: IRB APPROVAL MEMORANDUM ....................................... 110
APPENDIX H: AUTHORIZATION LETTER .................................................. 111
APPENDIX I: EXPLORING PERCEPTION OR PROGRAM EVALUATION
PROCESS .................................................................................................... 112
x
List of Tables
Table 4.1 Location Demographics
Table 4.2 Themes
Table 4.3 Module Completion Report (May 19, 2014)
xi
List of Figures
Figure 1. Number of construction employees (BLS, 2011)
Figure 2. Forecasting change: Year 2014 versus current state 2010
1
CHAPTER ONE: INTRODUCTION
As workforce shortages continue to emerge across construction and facility
maintenance industries, organizations such as PRIDE Industries, in which 75% of the
workforce must consist of people with significant disabilities, are especially affected by
these challenges. To address these issues, AbilityOne organizations must devise and
implement innovative approaches, not only to eliminate their workforce shortages but
also to meet their quota requirements under the federal AbilityOne program. This study
delves into the PRIDE Industries initiatives instituted to help relieve its extreme shortage
of skilled-craft workers who have significant disabilities. Chapter 1 outlines the general
framework of the study, including its background, problem statement, purpose, research
question, theoretical perspective, assumptions, significance, delimitation, limitations,
definition of terms, and research design. The chapter concludes with the organization of
the remainder of the study.
Background
For the past 20 years, the construction and facility maintenance industry has
identified increasing shortages of skilled-craft workers. However, despite this awareness,
the support needed across the industry to address and resolve the problem has not
appeared. Although some associations within the construction and facility maintenance
industry, such as the Associated General Contractors (AGC) and the Associated Builders
and Contractors (ABC), along with some progressive contractors, have helped the
industry make strides in attracting and training new workers, the problem is far from
solved (NCCER, 2013). In fact, it will only intensify in the coming years, as noted in a
2
2005 U.S. Department of Labor Research Council Report, which identified a need for 2
million skilled-craft workers by the year 2017. The causes of this growing shortage
include the general economic recession, retirements, and the lack of population growth
within the millennial generation (NCCER, 2013). The Construction Labor Research
Council (CLRC) predicts that 185,000 new workers will be needed annually for the next
decade (U.S. Bureau of Labor Statistics [BLS], 2011). A skilled workforce is essential to
safe, productive, and sustainable construction and maintenance activities—which, in turn,
are critical to the nation’s economic future (Whyte, 2013). Quality comprehensive craft
training is fundamental to the development of a skilled workforce that meets these critical
requirements (NCCER, 2013).
Many different initiatives, including training and recruiting programs, have been
developed to help address this shortage, but they have generally focused on only one or
two aspects of the problem and have achieved varied results (Whyte, 2013). This study
takes a perspective in which the focus and scope are varied and broad. In this perspective,
the term workforce diversity expands beyond single dimensions (e.g., age, race, sex)
(Shore et al., 2009).
PRIDE Industries, which participates in the AbilityOne program, has
implemented initiatives that it believes will address its needs for a diverse skilled-craft
workforce and help reduce the skilled-craft shortage in the construction and facility
maintenance industry. In the United States, the AbilityOne program is the largest single
provider of jobs for people who are blind or have other significant disabilities. The
AbilityOne program uses the purchasing power of the federal government to buy
products and services from participating community-based nonprofit agencies across the
3
nation that are dedicated to training and employing individuals with disabilities. This
program was designed to provide people who are blind or who have other significant
disabilities with the opportunity to acquire job skills and training, earn good wages and
benefits, and gain greater independence and quality of life. The program enables people
with disabilities to enjoy full participation in their community and market their
AbilityOne-learned skills into other public- and private-sector jobs (AbilityOne, 2013).
An individual with a significant disability is defined as one who has a severe physical or
mental impairment. These are individuals whose ability to function independently in the
family or community or whose ability to obtain, maintain, or advance in employment is
substantially limited. For this special group of people, the delivery of independent living
services will improve the ability to function, continue functioning, or move toward
independent function in the family or community or to continue in employment.
The current state of skilled-craft workforce development within the construction
and facility maintenance industry has failed to meet the demands the shortages impose.
Though improvements have been made, no innovative programs targeting the disabled
population have been developed to help meet these needs. Education programs for young
adolescents also provide opportunity, especially for students with disabilities, by
leveraging programs designed to help develop and build the necessary skills to obtain
employment opportunities. Organizations have to tear down the barriers that prevent
them from changing by investing in training and education.
The development of a diverse skilled-craft workforce requires that business
leaders know and understand the impact at the various levels of their organizations:
intergroup, group, and individual. PRIDE Industries has realized the importance of
4
having an atmosphere of integration, and has attracted a diverse population that is
supported by a culture which encourages an innovative approach to building a strong
workforce for its future.
Problem Statement
To create a new strategy that addresses the growing need for a diverse skilled-
craft workforce, management needs to expand its knowledge and understanding of
different innovative approaches to help organizations resolve this challenge in terms of
theory and model application, among other components. PRIDE Industries is one of the
organizations that is faced with the challenge of finding skilled-craft workers who have
significant disabilities in order to meet coding/screening requirements in accordance with
the Javits-Wagner-O’Day Act under the AbilityOne program. Given these requirements,
organizations like PRIDE Industries should consider innovative approaches, especially
those related to training, through conducting community outreach programs or
developing their own internal programs. Because of the lack of such programs and
initiatives, the skilled-craft workforce shortage gap continues to increase as both the
construction and the facility maintenance industries continue to grow. However,
significant barriers to change exist: the fear of losing a contract bid due to added training
costs, of losing employees after having invested in training, and of working with an
unproven program; the lack of employee acceptance of traditional training programs; and
underappreciation of the improved productivity achieved by training; these must all be
overcome (Whyte, 2013).
Purpose Statement
This qualitative research study was intended to discover whether PRIDE
Industries’ initiatives positively affect the emerging skilled-craft workforce shortage.
5
Qualitative exploitative methodology supports a strategy that allowed the researcher to
employ an exploratory inquiry for this study. The focus of this study was to discover if
PRIDE Industries’ innovative approach and outreach initiatives could be a preferred
method to help address the growing shortage of skilled-craft workers within the
construction and facility maintenance industries. It further considered PRIDE’s approach
to leveraging the disabled population and providing them with individualized training
that develops the skills required to gain employment and career opportunities. This
approach directly addresses barriers to employment, especially for individuals with
disabilities, by providing learning and personal development training opportunities such
as:
Individualized instruction
Special educational services
Work-based learning
Competencies and skills development
Research Question(s)
The main research question addressed was: “What initiatives can organizations
such as PRIDE Industries implement to address a growing shortage of skilled-craft
workers?” To help answer this central, overarching study question, the researcher also
posed the following additional inquiries:
Can an innovative approach to training help meet the need for skilled-craft
workers?
What other initiatives should PRIDE Industries consider to help address the
shortage of skilled-craft workers?
6
Theoretical Perspectives/Conceptual Framework
The value and contribution of this transformational approach are reflected in
Reason and Torbert’s assertion that after the linguistic turn of postmodernism, it is now
time for the “action turn” where the researcher can re-vision the nature and purpose of
social science and “forge a more direct link between the intellectual knowledge and
moment-to-moment personal and social action, so that inquiry contributes directly to the
flourishing of human persons, their communities and the ecosystems of which they are
part” (2001, p. 6). The researcher leveraged a phenomenology approach (Creswell, 1998,
p. 52) as the foundation for exploring the understanding and experiences closely related
to the context of the phenomenon being studied.
The researcher utilized qualitative methodology that allows development of
inductive themes that are drawn from and founded on systematically gathered and
analyzed data. This methodology permits an exploratory approach that consists of
different phases, which include deciding on a research problem, framing the research
question, collecting data, coding and analyzing data, and developing themes relating to
the phenomenon being studied. This approach allows the researcher to draw from
personal and professional experiences, knowledge of the study sites and materials, and
level of sophistication brought to the analytical process without allowing perceptions to
interfere with critical thinking and discovery.
Researcher’s Assumptions
The objective of this research was to investigate PRIDE Industries’ innovative
training approach and initiatives to resolve its growing need for a diverse skilled-craft
workforce, with the particular focus of targeting the needs of people with disabilities. A
close assessment was conducted to determine if the concept is effective within a diffusion
7
model being used to introduce a new strategy in support of community, corporate, and
family/individual initiatives. The researcher’s assumption is that such a model, like the
one being used by PRIDE Industries, could help support future studies and the
development of a theory that would guide similar organizations in implementing and
diffusing innovative training initiatives within their internal networks. Using systems and
network analysis methods, the researcher observed the introduction and use of PRIDE’s
options and initiatives that provide creative means for community, corporate, and family
and individual networks to address both employment needs and workforce shortages.
This study further tested the researcher’s assumptions by verifying that PRIDE’s
approach addresses each individual’s needs while achieving training requirements, and
that its innovative approach to training does support various needs within its own and
similar organizations.
Significance of the Study
The researcher’s goal was to capture the impacts of innovative means or
initiatives being used by PRIDE Industries to address its skilled-craft workforce
shortages. These means consisted of implementing a program that delivers a basic skills
curriculum to a very diverse workforce that includes people with disabilities, each with
their own needs and accommodations, simultaneously without having to segregate them
and without having to change the standards of the course. It is believed that PRIDE’s
approach addresses each individual’s needs so each person can achieve the course
standards and employ learned skills the same as their counterparts who do not have
special needs.
This study further investigated the initiatives PRIDE Industries has taken for
working with school transition programs, which address the needs of high school
8
graduates with disabilities. Such programs could significantly assist in addressing the
shortages experienced throughout the industry while providing opportunities to students
to learn the skills needed to become skilled-craft workers; thus, these programs merit
serious study. Although both PRIDE program initiatives are in their early stages,
assessing the impacts of such efforts can help refine and improve those initiatives and
suggest additional approaches that both the construction and facility maintenance
industries can use.
Delimitations
The study population consisted of 20 research participants who have supervised
others for at least 3 years; the participants were drawn from a pool of managers,
supervisors, or lead technicians serving at one of PRIDE’s Integrated Facilities Service
(IFS) locations: Fort Bliss, Texas; Fort Polk, Louisiana; Fort Rucker, Alabama; Joint
Base-McGuire Dix Lakehurst (JB-MDL), New Jersey; Los Angeles Air Force Base
(LAAB), California; Blue Grass Station, Kentucky; and Administration Office of the
Courts (AOC), California. Some of these locations required special authorizations, such
as a security clearance, to gain access and thus potentially limited the researcher’s ability
to move within the facility or job location. The study used a qualitative, exploratory
methodology to obtain rich and descriptive information from research participants’
descriptions of their management experiences.
Limitations
This study was subject to limitations evolving from the researcher’s analysis of
the project’s validity, credibility, and reliability. Time constrained the researcher’s ability
to observe the initiatives introduced by PRIDE Industries from start to finish. PRIDE’s
program is based on a three-year implementation model that was developed in support of
9
its initiative; the model included an Innovation Phase, a Pilot Program Development and
Implementation Phase, and an Evaluation and Confirmation Phase. This study was based
on observations and interviews done after PRIDE’s first year of its pilot program
implementation phase. Because of this timing, not all IFS sites had implemented
PRIDE’s initiatives, thereby limiting the number of locations and sample size available
for the study.
The researcher’s current position within PRIDE Industries also limited the ability
to impartially address a possible conflict-of-interest situation. However, it is important to
note that the researcher’s position as the Director of Technical Training and Development
did not include assigned subordinates. For the purpose of the study, the researcher was
reassigned to work directly for and with PRIDE’s chief operating officer (COO) and
senior vice president, as a consultant, to investigate the initiatives being implemented by
PRIDE Industries and to assess the effects of these initiatives on each PRIDE Integrated
Facilities Services (IFS) location and the perspectives of the IFS management team at
each of those locations. The researcher was required to conduct the study within the
limitations prescribed by PRIDE Industries’ human resource and legal departments, and
to conduct site visits based on an approved travel schedule.
Definition of Terms
Diversity: A concept that encompasses acceptance and respect. It means understanding
that each individual is unique, and recognizing individual differences. These
differences may be in the dimensions of race, ethnicity, gender, sexual
orientation, socioeconomic status, age, physical abilities, religious beliefs,
political beliefs, or other ideologies and aspects of personal identity. Diversity
contemplates the exploration of these differences in a safe, positive, and nurturing
10
environment. It is about understanding each other and moving beyond simple
tolerance to embracing and celebrating the rich dimensions of diversity contained
within each individual (ASUO-Multicultural Advocate’s Home Page, 2013).
Diverse skilled-craft worker: A person with a significant disability who has the skills
necessary to work as a technician (such as carpenter, electrician, plumber, or
heavy equipment operator, for example).
Innovative approach: A new delivery method (course design) for those with or without
disabilities.
Javits-Wagner-O’Day Act (JWOD Act): A U.S. federal law requiring that all federal
agencies purchase specified supplies and services from nonprofit agencies
employing persons who are blind or have other significant disabilities. The Javits-
Wagner-O’Day Act is codified as 41 U.S.C. §§ 8501-8506 (AbilityOne, 2013).
Significant disability: “A person with a disability—1) who has a severe physical or
mental impairment which seriously limits one or more functional capacities (such
as mobility, communication, self-care, self-direction, interpersonal skills, work
tolerance, or work skills) in terms of an employment outcome; 2) whose
vocational rehabilitation can be expected to require multiple vocational
rehabilitation services over an extended period of time; and 3) who has one or
more physical or mental disabilities resulting from amputation, arthritis, autism,
blindness, burn injury, cancer, cerebral palsy, cystic fibrosis, deafness, head
injury, heart disease, hemiplegia, hemophilia, respiratory or pulmonary
dysfunction, mental retardation, mental illness, multiple sclerosis, muscular
dystrophy, musculo-skeletal disorders, neurological disorders (including stroke
11
and epilepsy), paraplegia, quadriplegia, and other spinal cord conditions, sickle
cell anemia, specific learning disability, end-stage renal disease, or another
disability or combination of disabilities determined on the basis of an assessment
for determining eligibility and vocational rehabilitation needs in support of
employment” (AbilityOne, 2013).
Skilled-craft worker: A worker with average qualifications who is assigned tasks or work
involving a degree of initiative or responsibility. Skilled or craft workers are
usually classified into a subgroup or category (e.g., carpenter, plumber,
electrician, heavy equipment operator), which is in turn divided into various
grades (first, second, etc.) according to occupational skills, the degree of
responsibility involved in the work, or other similar factors.
SourceAmerica: (Formerly known as NISH). Government entity that provides
employment opportunities for people with significant disabilities through federal
contracts for goods and services. The SourceAmerica network supports nearly
550 nonprofit agencies and their federal customers by providing legislative and
regulatory assistance, communications and marketing materials, information
technology support, engineering and technical assistance, and extensive
professional training (SourceAmerica, 2013).
Research Design Overview
This study utilizes Creswell’s characteristics of qualitative study, which include
field research, researcher as a key instrument, multiple data sources, inductive data
analysis focused on participant meaning, emergent design, theoretical lens, interpretive
inquiry, and holistic account (Creswell, 2009, pp. 175-176). Defined qualitative research
is a means to explore and understand the different meanings that individuals give to
12
certain issues or experiences. It is a true-to-life method (Lincoln & Guba, 1985) in which
phenomena are studied in their natural settings and the researcher attempts to give
meaning to what others say about past or present experiences (Creswell, 1998). Through
this qualitative process, questions, processes, and the building of data grow into general
themes derived from and established by conducted interviews.
The researcher’s intent was to leverage qualitative exploratory research to move
beyond description to discovery of a phenomenon (Creswell, 1998, p. 52). Participants in
the study shared their descriptive lived experiences and understanding of PRIDE
Industries initiatives, and the researcher used those experiences to develop a concept of
the phenomenon and provide a framework for further research. The idea is for the
researcher to set aside all prejudgments and to rely on intuition, imagination, and
universal structures to obtain a picture of the experience (Creswell, 1998, p. 52). This
approach leverages qualitative research design, which allowed the researcher to generate
a general concept of PRIDE’s initiatives, approaches, actions, or interactions shaped by
the IFS management team’s perspectives.
Summary and Organization of the Study
This chapter explained the rationale for the study. It included the study
background, justification, and research design. Because there are no studies regarding
approaches to help organizations, such as PRIDE Industries, address the need for a
diverse skilled-craft workforce amidst a continuing and growing workforce shortage
within the construction and facility maintenance industries, a qualitative approach is
appropriate for this study within PRIDE’s IFS locations.
Chapter 2 provides an overview of the construction industry and the shortages of
skilled-craft workers; diversity and the lack of innovative programs that support the
13
development of a diverse skilled-craft workforce; and the need for an innovative
approach to address these problems, and the initiatives being implemented by PRIDE
Industries. Chapter 3 gives the methodological context for the study, using a qualitative
exploratory theory approach in investigating PRIDE Industries initiatives being
implemented to address multiple company needs for a diverse skilled-craft workforce
while the country continues to face workforce shortages within the construction and
facility maintenance industry. Chapter 4 outlines the study results, findings, and data
analysis of the information collected. Chapter 5 describes the implications of the study
results and offers recommendations for future study and use.
14
CHAPTER TWO: LITERATURE REVIEW
Management is realizing the importance of having an atmosphere of integration,
attracting a diverse workforce, and promoting tolerance in the workplace. Schur, Kruse,
and Blanck (2005) and Spataro (2005) have cautioned that corporate culture is crucial in
encouraging or discouraging attitudes and practices that incorporate people with
disabilities. This literature review outlines relevant historical and practice-based literature
with regard to resolving workforce shortages faced by PRIDE Industries, the largest U.S.
employer of people with disabilities.
To create a new strategy that addresses the growing need for a diverse skilled-
craft workforce, management should have an understanding of different innovative
approaches in terms of theory and model application, among other components.
Obtaining a diverse skilled-craft workforce involves knowing and understanding the
impact at different levels of the organization: intergroup, group, and individual levels.
This research shows that management is realizing the importance of having an
atmosphere of integration, attracting a diverse workforce, and promoting tolerance in the
workplace.
The Construction Industry
The construction industry has historically found ways to survive the ups and down
of the national economy. Within the past 30 years, the industry’s ability to retain its
workforce during a recession, and to rehire people after layoffs or downsizing, continues
to be a challenge (Whyte, 2013). Following the 2002 economic downturn and Hurricane
Katrina in 2005, a source at FMI stated, “People in the construction industry are either
unaware of the impact of the situation or bury their heads in the sand to not deal with it”
(Spillane, 2004, p. 22; NCCER, 2013).
15
The construction industry was projected to face a deficit of more than 1.5 million
craft professionals by the year 2014 (FMI, 2010; NCCER, 2013). However, in 2006 the
Department of Labor’s Bureau of Labor Statistics (BLS), in its Occupational Outlook
Handbook and Career Guide to Industries (2011), stated that there were 7.7 million
Americans in the construction industry, which was and still is considered to be among the
economy’s top 10 largest sources of growth (NCCER, 2013). With this growth, the
Construction Labor Research Council (CLRC) predicted that 185,000 new workers
would be needed annually for the next decade (Whyte, 2013). Of the positions that
currently make up the construction industry, BLS reported that 240,000 trained jobs go
unfilled each year (2011). BLS predicted that from 2006 to 2016, there would be almost 1
million new jobs available in construction (an increase of 10.2%), as the construction
occupations are projected to grow 11% through the year 2016 (BLS, 2011; NCCER,
2013). However, since 2006, the construction industry has lost more than 2 million jobs
due to its inability to fill positions (AGC of America, 2012; see Figure 1). In
nonresidential construction alone, approximately 1 million jobs were lost (BLS, 2011;
NCCER, 2013).
Figure 1. (BLS, 2011)
16
With a diverse workforce consisting of hundreds of skilled-craft workers who
have different capabilities and abilities, it is difficult to capture nationwide requirements
to inform technical skills or training programs that might provide a means to address the
industries’ skilled-craft workforce shortages. Going forward, it is important to note that
the results of a particular study only represent the segment(s) of those that participated in
that study. Comprehensive data for the entire industry, organization, or participants are
rarely available (Tucker et al., 1999; NCCER, 2013).
The Construction Skilled-Craft Labor Shortage
The construction industry continues to experience a shortage of skilled-craft labor
that has increased over the past three decades. Literature has shown that these shortages
are caused by a number of factors, including a working environment that many have
considered undesirable; relatively low pay and benefits; the generally poor image or
perception of the construction industry and its workers; unclear career paths in the
construction, especially in the facility maintenance field; and the transient and temporary
nature of much of the work (Tucker et al., 1999; NCCER, 2013).
According to a 2012 study by the American Institute of Architects (AIA),
McGraw-Hill Construction reports that 69% of architect, engineer, and contractor
professionals expect a shortage of skilled workers over the next 3 years, with 32%
anticipating a shortage of specialty trade contractors by 2014 (McGraw-Hill
Construction, 2012; NCCER, 2013). In addition, 49% of general contractors are
concerned about a shortage of skilled-craft workers by 2017 (McGraw-Hill Construction,
2012; NCCER, 2013). Furthermore, according to the Talent Pressures and Aging
Workforce industry report series conducted by the Sloan Center on Aging & Work at
Boston College, of 58 construction firms surveyed, 50% indicated that the aging of this
17
workforce would “negatively” or “very negatively” affect their business—a figure
significantly higher than other business sectors studied, as reported by an American
Society for Training and Development article (ASTD, 2010; NCCER, 2013).
The 2008 recession had a tremendous impact on the available talent, and
unemployment figures skyrocketed toward 30%, as workers fled the industry in droves
seeking more stable employment in other industries (Whyte, 2013). It is unlikely that
those who succeeded in finding alternate employment will return to the construction
industry in the near future, if at all. Though there are prospects to take their places, few of
those prospects have the skill sets necessary to fill the key roles that are in demand today
(Schultz, 2012). A 2010 workforce survey by Manpower Inc. found that construction
ranked number one in demand for qualified workers and that construction skilled-trade
employment requests are the most difficult to fill (Manpower Inc., 2010; NCCER, 2013).
In a 2010 publication, The Next Big Threat … And It’s Probably Not What You’re
Expecting, FMI conducted detailed craft labor studies that assessed the balance of labor
supply and demand for specific crafts in a given geographical location (Figure 2). These
studies compare the intensity of specific crafts to various types of projects and the design
characteristics of structures being built (NCCER, 2013). By applying these models to the
national construction outlook, a sense of the magnitude and craft segmentation of
potential future shortages is given. Using 2010 as a baseline, it is clear the industry will
need to add 1.5 million workers to successfully install the volume of the work that is
expected in 2014 (FMI, 2010; NCCER, 2013).
18
Figure 2. Forecasting change: Year 2014 versus current state 2010
According to the Bureau of Labor Statistics (2012), 10% of the 7 million workers
in the construction industry participate in a formal apprenticeship program (NCCER,
2013). This figure reflects a drop in percentage from 2008. Also according to the BLS
(2012), approximately 7 million craft employees currently work in the construction
industry (NCCER, 2013). Before the 2005 hurricane season, this number was predicted to
grow to 7.8 million by 2012 (NCCER, 2013). The BLS report further estimated that the
construction and facility maintenance industry would lose 1.4 million workers over this
same period due to attrition, promotion, relocation to other industries, and retirement
(NCCER, 2013).
The Construction Labor Research Council (CLRC) predicted that 185,000 new
workers would be needed annually for the next decade (Whyte, 2013). Prior to 2008, it
was estimated that 20% of the current workforce would retire in 3 years (Whyte &
Greene, 2004). Though the stream of departures has slowed over the past few months, the
exits have not stopped. The predictions in 2008 were distressing, but the reality may be
even worse because those same retirements (and other workforce departures) will now
likely occur during a recovering, highly competitive construction market (Whyte, 2013).
The 2011 U.S. Census Bureau reported that the workforce was made up of four
19
generations: Traditionalists/Silents (born 1925–1946; 5%); baby boomers (born 1946–
1963; 45%); generation X (born 1963–1981; 40%); and millennials (born 1981–2000;
10%) (NCCER, 2013). Contributing to these issues is the generally slow population
growth in the United States, which will continue to contribute to the gap until the
millennials begin entering the workforce in larger numbers.
“The combination of baby boomers, immigrants, and working women has helped
swell our workforce by 1.6 percent a year for the past 50 years,” according to the authors
of The Jobs Revolution: Changing How America Works. “But during the coming 50 years
America’s workforce will need to grow by approximately 0.6 percent annually, about
one-third the pace set over the last half-century” (Gunderson, Jones, & Scanland, 2004, p.
27; NCCER, 2013).
The new mix will challenge the industry due to the enormous differences in work
ethics, attitudes, outlooks, behaviors, and abilities or disabilities among the four
generational groups (NCCER, 2013). The construction and facility maintenance industry
workforce of today is diverse not only racially but also in its approach, ability, and
capability; these variances obviously affect the development of a skilled-craft workforce
that is able to offset the shortage that exists today and is projected to continue well into
the future.
Transitioning the Workforce
Justification for this study comes from a “value in diversity” perspective (Cox,
Lobel, & McLeod, 1991), which argues that diversity creates value and benefit for team
outcomes. It is important to recognize that when a role is developed in context, it also
inherits a great deal of potential, which bears on multiple aspects of different situations
that affect how surface- and deep-level diversity improves group and organization
20
success (Shore et al., 2009). Therefore, the value-in-diversity model (e.g., Cox, Lobel, &
McLeod, 1991) can be applied to multiple dimensions of diversity that increase the
opportunity for success (Richard, Ford, & Ismail, 2006). This points to the need for
research that explores what dimensions of diversity are valuable for group effectiveness,
and the roles that managerial and organizational leaders may play in creating contexts in
which such positive diversity effects can be found (Shore et al., 2009).
Use of the overarching term workforce diversity allows the focus and scope of this
research to be both varied and broad while investigating innovative approaches to resolve
workforce shortages in the construction and facility maintenance industries. Most
research typically focuses on a single dimension of diversity (e.g., age, race, sex) in a
U.S. domestic context. In a world of ongoing change, populated by boundaryless and
virtual organizations, it is time to revisit previous theories of diversity and create a new
set of paradigms (Shore et al., 2009). In Shore et al.’s article “Diversity in
Organizations,” the theoretical focus is on paradigms and limitations across the different
dimensions of diversity, with a goal of identifying points of integration and future
development for moving the literature forward. The focus of this study is on the extent to
which current theories adequately represent the potential array of outcomes, from
negative to positive, that exist for individuals, groups, and organizations.
Diversity can and should enhance the way work is accomplished, as well as the
products of that work (Helgesen, 1990; Foreman & Pressley, 1987). Training and
development practitioners must be aware of today’s increasingly diverse workplace and
of the rate at which diversity continues to evolve in the workplace (Schmidt, 2009).
Training should be designed and delivered to meet the needs of all stakeholders.
21
Communities, employers, and employees should perceive that they are being treated
fairly and equitably with regard to the training they receive (Schmidt, 2009).
Seventy-five million baby boomers approached retirement age in 2010, putting
more than half of the U.S. population at more than 50 years old (Cohn & Taylor, 2010).
Over the next 19 years, 10,000 baby boomers will reach the age of 65 every day (Cohn &
Taylor, 2010). Though the quantity of available workers is important, the quality of the
workforce creates an even more critical threat and challenge to industry’s ability to
compete for talent and to succeed financially (Whyte, 2013). This idea is substantiated by
most industry experts, including Towers Perrin, who estimate that 60% of professional
jobs will require skill sets possessed by only 20% of the workforce; these numbers also
apply to the construction and facility maintenance industries (NCCER, 2013). The
number of workers aged 35 to 44 will decrease, causing a widespread shortage of middle
managers, and the youth demographic (age 18 and younger) will shrink in size compared
to the adult population (AARP, 2005; NCCER, 2013). In a 2008 publication, Tolbize
noted that a generationally diverse workforce will require employers to have an
understanding of the value each group places on the work-life balance and to develop
their ability to tap into unused resources (NCCER, 2013).
Gap in Literature
One of the most significant gaps in the literature is the lack of studies addressing
the shortage of disabled skilled-craft workers and the means to help them acquire the
skills needed to enter or remain in the skilled-craft workforce, thereby reducing shortages
within the construction and facility maintenance industries. Although the shortage has
been studied when it comes to nondisabled skilled-craft workers, no studies have focused
on the disabled population. A study such as this one, which investigates different
22
perspectives and innovative approaches, could open new doors for both the construction
and facility maintenance industries to help overcome skilled-craft workforce shortages.
In a 2006 article, the American Society for Training and Development defined the
skills gap as “a significant gap between an organization’s skill needs and the current
capabilities of its workforce. It is the point at which an organization can no longer grow
and/or remain competitive in its industry because its employees do not have the right
skills to help drive business results and support the organization’s strategies and goals”
(Galagan, 2009; NCCER, 2013).
Changes in the Types of Jobs That Are in Demand
The construction and facility maintenance industries have traditionally been
viewed as low tech, and thus hold little appeal for the younger demographics that have
grown up in a technology-rich environment (NCCER, 2013). However, this perception is
inaccurate: Given the industry’s current use of technology, in applications ranging from
high-tech design and modeling to elaborate building processes and materials production,
the craft professionals and supervisors of the new construction and facility maintenance
workforce must be more than just computer literate: They must be computer-proficient
and technologically competent (ASTD, 2006; NCCER, 2013).
Educational Attainment Is Lagging
Education and training are the means whereby a person gains employability skills;
that is, the basic skills necessary for getting, keeping, and doing well on a job. These
skills, attitudes, and behaviors are indicators of potential success in the workplace
(Whyte, 2013). Employability skills are generic in nature and apply to all industry types
(Gunderson, Jones, & Scanland, 2004; NCCER, 2013). Unfortunately, educational
attainment of these skills is lagging.
23
According to the 2007 American Community Survey (ACS), 12.8% of the
civilian noninstitutionalized population aged 21 to 64 years in the United States reported
a disability. This translates to more than 22 million people (Lynn & Mack, 2008).
Regrettably, persons with disabilities often encounter career development difficulties that
preclude meaningful participation in the workforce. It has been noted that, despite the
fact that almost 80% of Americans with disabilities report a preference for working,
approximately 76% are unemployed (Schall, 1998). Hagner et. al. (1996) identified a
variety of interrelated factors that contribute to the high unemployment rate among
persons with disabilities, including: (a) discrimination in employment and other aspects
of life; (b) practical issues (e.g., transportation, nontraditional means of communication)
that make it difficult to seek and secure employment; (c) limited access to the “hidden job
market”; and (d) employer presumptions about the characteristics and abilities of
qualified job applicants (Hagner, Fesko, Cadigan, Kiernan, & Butterworth, 1996).
Though the ACS data represent a wide range of disabilities, individuals with learning
disabilities appear to be the most disadvantaged (Lynn & Mack, 2008).
The High School Student
Today, 50% of high school graduates go to college, but only half of these students
earn a degree (Whyte & Greene, 2004). PRIDE Industries and other organizations have
not found a way to tap into this rich human resource, leaving 75% of high school
graduates, who are seeking jobs that do not require a college degree, still looking (Whyte
& Greene, 2004). Currently, only 26% of high school students and 64% of postsecondary
students who take craft training while in school enter the industry (Whyte & Greene,
2004). The causes of such high nonparticipation rates include the environment, work
conditions, wages, career advancement possibilities, and industry reputation. These
24
statistics support PRIDE Industries’ innovative initiatives that could lead to a joint
program with local school districts and help close the workforce shortage gap, both by
creating employment opportunities for those with disability and by creating ways for
individuals with disabilities to gain the skills needed for employment.
Judy and D’Amico’s study, Workforce 2020: Work and Workers in the 21st
Century (2005), evaluated what types of jobs would be available in 2020, and compared
that to the educational prospects of ninth-graders. Though 28% of those 2005 ninth-
graders will complete a college degree, only 20% of the jobs in 2020 will require a four-
year degree (NCCER, 2013, p. 12). Conversely, 40% of those ninth-graders will have
dropped out of school or will have the skills required for only 15% of the manufacturing
and construction industry jobs (Judy & D’Amico, 2005; NCCER, 2013). The remaining
32% of the population will have the necessary training that 65% of the jobs will require
(Judy & D’Amico, 2005; Whyte, 2013).
According to a National Longitudinal Transition study funded by the National
Center on Education Statistics, almost two-thirds (62%) of students receiving special
education are classified as having a learning disability (Lynn & Mack, 2008). Other
common disabilities include mental retardation, physical and speech impairments,
emotional disturbance, and other health impairments. In accordance with information
from the Center on Education and Work (1995), it is evident that students with
disabilities do not necessarily have the same opportunities as their nondisabled peers to
participate in important activities (e.g., play, chores, extracurricular activities, after-
school jobs, volunteer work) that facilitate the development of occupational interests,
career decision-making skills, and work competencies.
25
A review of research by Hanley-Maxwell et al. (1998), on post-school outcomes,
found that students with disabilities (a) were twice as likely to drop out of school as their
nondisabled peers; (b) experience higher unemployment rates whether they graduate from
high school or not; (c) are less likely to participate in post-high school education
programs compared to their nondisabled peers; (d) receive lower wages; and (e) are
personally affected with respect to independent living and relationship building. The
authors attributed these outcomes to a variety of factors, including method of leaving
school (graduation versus dropping out), special education placement and type of
disability, percentage of time spent in regular classrooms, vocational experiences, and
employment during high school (Hanley-Maxwell, Szymanski, & Owens-Johnson, 1998).
Students should perceive that they are being treated fairly and equitably with regard to
the training they receive (Schmidt, 2009). Fidelity and responsibility, promoting trust
through transition training that is a benefit to the community, taking self-responsibility,
and offering services to others as needed (James, Slater, & Bucknam, 2012, p. 51) are
goals for transition centers.
The Transition Center
The gateway to opportunities for students with disabilities often comes in the
form of apprenticeship-type programs, such as school-to-apprenticeship, youth
apprenticeship, and pre-apprenticeship programs offered as a part of their transition out
of school (Lynn & Mack, 2008). Transition planning for adolescents with disabilities or
special needs begins as early as age 14. Its purpose is to promote successful movement
for those with special needs or a disability from high school to post-school activities such
as employment, postsecondary education, adult services, independent living, and/or
community participation (Ohio Rehabilitation Services Commission, 1997). Research has
26
shown that post-school outcomes “consistently support the critical need for a connection
between high school employment and post-school employment” (Hanley-Maxwell,
Szymanski, & Owens-Johnson, 1998, p. 143). Therefore, teachers and rehabilitation
professionals need to provide students with transition services that increase their
exposure to work opportunities, enable them to engage in career decision making, and
give access to real work experiences.
However, this argument is supported by the nature of difference-based constructs
(cognitive skill or physical disability); “types of disabilities” is what requires closer
examination, especially when it comes to technical-type training (Harrison & Klein,
2007). Training and development practitioners must be aware of today’s increasingly
diverse workplace, because the rate at which diversity continues to evolve in the
workplace has an impact on transition programs offered by transition centers (Schmidt,
2009). Training offered should be designed and delivered to meet the needs of all
students and future employers (and employers’ organizations). Transition training
programs that embrace diversity from a disability and capability perspective will likely be
more flexible, creative, and innovative (Spataro, 2005). Diversity in transition training
must address the need for training programs (innovation) that support the needs of the
community (networks) to establish the ability for adolescents with disability to obtain
achievable goals in a network of organizations that have a need for them.
Leveraging Learning Investments Effectively
Closing the skills gap is a critical issue for PRIDE Industries as well as other
industries. A Manpower Group’s talent shortage survey, conducted in 2012, surveyed
approximately 40,000 employers across 39 countries and found that the construction and
facility maintenance industry has made very little progress in developing its human
27
capital (NCCER, 2013). “Approximately three-quarters of employers globally cite a lack
of experience, skills or knowledge as the primary reason for the difficulty [in] filling
positions” (Manpower Group, Inc., 2012, p. 4). Today, only one in five
construction/facility maintenance employers is concentrating on training and
development to fill the gap, and only 6% of these same employers are working with
educational institutions to create curricula that close knowledge gaps and build the skills
needed to help fill the diverse “disabled” skilled-craft workforce void that organizations
like PRIDE Industries are experiencing (Manpower Group, Inc., 2012; NCCER, 2013).
According to “Pathways to Prosperity,” a 2011 report by the Harvard Graduate
School of Education, the good news is that “[c]utting-edge CTE [career and technical
education] bears little relationship to the old vocational education programs that were
often little more than [a] dumping ground for students who couldn’t cut it in college
prep” (Symonds, Schwartz, & Ferguson, 2011, p. 29). Today’s best CTE programs do a
better job of preparing many students for college and career than traditional academies-
only programs (Symonds, Schwartz, & Ferguson, 2011; NCCER, 2013). The bad news is
that the Construction Industry Institute’s (CII) publication, An Assessment of Education
and Training Needs among Construction Personnel, states that “[m]ost owners and
contractors do not perceive current construction education and training to be adequate,
particularly in regard to advancing technologies” (1992, p. 1; NCCER, 2013).
A key recommendation in the 1992 CII study was for industry—both owners and
contractors—to become more involved in construction education and training (NCCER,
2013). Because owners in particular are the ultimate beneficiary of craft workforce
development, and owners pay for the lack of training through the costs of low
28
productivity and poor quality, they should invest in training (NCCER, 2013). A 1997
Business Roundtable report, Confronting the Skilled Construction Workforce Shortage—
A Blueprint for the Future, stated: “Owners should only do business with contractors who
invest in training and maintain the skills of their workforce” (cited in Whyte, 2013, p.
34). It further stated that individual contractors should recognize the necessity and
benefits of training their employees and be willing to invest in those efforts (Whyte,
2013, p. 34).
Organizations fail their employees not because they are indifferent, but because
they have focused exclusively on a few narrow pathways to success (Symonds, Schwartz,
& Ferguson, 2011). This is why leadership plays such an important role in creating
innovative programs. “We must forge a national disability policy that is based on three
simple creeds—inclusion, not exclusion; independence, not dependence; and
empowerment, not paternalism” (President Bill Clinton, quoted in NCD, 1996, p. 23).
Methodology
The qualitative research landscape consists of a diverse perspective based on
theories that range from social justice thinking (Denzin & Lincoln, 2005), to ideological
perspectives (Lather, 1991), to philosophical stances (Schwandt, 2000), to systematic
procedural guidelines (Creswell, 2009; Corbin & Strauss, 2007). Given the researcher’s
focus in this study, the availability of all these perspectives in the unfolding model of
inquiry known as qualitative research made this approach an excellent avenue through
which to conduct the research.
This study utilized Creswell’s characteristics of qualitative study, which include
field research, researcher as key instrument, multiple sources of data, inductive data
analysis, focus on participant meaning, emergent design, theoretical lens, interpretive
29
inquiry, and holistic account (2009, pp. 175-176). In this study, the researcher assumed
that “all organizational problems are fundamentally problems involving human
interactions and processes” (Schein, 1999, p. 21). Qualitative research is a means to
explore and understand different meanings that individuals give to certain issues or
experiences. It is a true-to-life method (Lincoln & Guba, 1985) in which phenomena are
studied in their natural settings, and where the researcher attempts to give meaning to
what others say about past or present experiences (Creswell, 1998). In this qualitative
process, the researcher designs questions to create and gather data that lead to the
discovery of general themes. These themes are established based on a series of informal
interviews in which the researcher clarifies questions while seeking narrative answers to
ensure that the participants’ perspectives are captured in the answers (Berg, 2004).
The qualitative interview process is unique in that it allows the use of various
types of inquiries, such as elaboration, clarification, attention, or continuation, as
necessary to gain as much detail as possible (Rubin & Rubin, 2005). This enables the
researcher to focus on individual meanings and break down complex situations into
explainable and descriptive procedures (Creswell, 2009). This methodology is designed
to explore and investigate participants’ perceptions of what they are experiencing
currently and have experienced in the past (Creswell, 1998). This process encourages
collaborative learning and problem solving by creating the opportunity for adopting a
new learning style.
Summary of Literature
The growing gap between the demand for and supply of skilled-craft
professionals is a major problem facing the construction and facility maintenance
industry (NCCER, 2013). The latest projections indicate that, because of attrition and
30
anticipated growth, the construction and facility maintenance industry will have to recruit
185,000 new workers annually for the next decade to meet the expected need (Whyte,
2013). Unfortunately, demographics and poor industry image are working against the
construction and facility maintenance industry as it tries to address this dilemma
(NCCER, 2013).
Decades of literature and research data overwhelmingly acknowledge that this
workforce shortage has become the industry’s biggest current and future challenge
(NCCER, 2013). According to the evidence presented in this literature review,
organizations should consider committing to and investing in craft workforce
development and industry-recognized training programs. This literature review also
addressed diversity and its impact on many different fronts. It highlighted the influence of
corporate culture on the employment of people with disabilities. Diversity is about
change; it is about showing unflagging respect for others. Demonstrating diversity
involves recognizing, valuing, and managing people’s differences. Diversity enriches the
environment.
Literature suggests that programs like those being considered by PRIDE
Industries (training and school-district outreach) can provide the occupational skills
necessary and lead to a credential recognized by employers. Furthermore, the existing
literature indicates that such an innovative approach is a relatively new/small program in
comparison to other nondisabled vocational, training, and college-type programs. The
literature also reveals that youths with disabilities are confronted with career
development difficulties that could place them at a distinct disadvantage when they later
attempt to assume adult roles, particularly that of worker. Both students and adults with
31
disabilities simply do not have access to the same opportunities as their nondisabled
peers.
The lessons drawn from this literature review further highlight career planning
interventions designed specifically to increase vocational/career and technical education
awareness for both employees and students. CTE will enhance their ability to
independently manage their own career development. It is PRIDE Industries’ goal both to
incorporate an organizational employee craft training program and support a student
transition program that provides a guide for those with disabilities in (a) career
exploration and decision making, (b) career planning, (c) job development and
placement, and (d) career maintenance (Szymanski & Hershenson, 1998).
Chapter 3 details the methodology of this study. Specifically, it covers research
setting, participants, materials, apparatus, procedures, and analysis process. The
discussion of procedures explains the specific steps followed by the researcher while
conducting the study; the analysis process portion outlines how the data obtained were
coded and analyzed.
32
CHAPTER THREE: METHODS
This chapter outlines the research methodology used to study the PRIDE
Industries initiatives being leveraged to address skilled-craft workforce shortages at seven
integrated facility services (IFS) locations: Fort Bliss, Texas; Fort Polk, Louisiana; Fort
Rucker, Alabama; Joint Base-McGuire Dix Lakehurst (JB-MDL), New Jersey; Los
Angeles Air Force Base (LAAB), California; Blue Grass Station, Kentucky; and
Administration Office of the Courts (AOC), California. The qualitative/social
constructionist approach used in this study provides a useful way of understanding the
three main constructs of organizational culture, emotions, and change, all of which have
been subjected to social constructionist treatments in the literature. It provides the ability
to engage in qualitative inquiry, using diverse strategic means of inquiry, while
leveraging different philosophical assumptions; strategies of inquiry; and methods of data
collection, analysis, and interpretation (Creswell, 2009, p. 173). This chapter gives details
on: (a) research traditions, (b) the research question, (c) the research setting, (d)
population, (e) sampling procedure, (f) instrumentation, (g) validity, (h) reliability, (i)
data collection, and (j) data analysis.
Research Tradition(s)
The qualitative landscape consists of diverse perspectives ranging from social
justice thinking (Denzin & Lincoln, 2005), to ideological perspectives (Lather, 1991), to
philosophical stances (Schwandt, 2000), to systematic procedural guidelines (Creswell,
2009). The researcher’s choice of qualitative methods was based on his organizational
view and ability to conduct qualitative interviews, given prior investigative experiences
while serving in the military. Qualitative methods enable one to leverage a philosophical
worldview by taking a social constructionist perspective that includes emphasizing
33
diverse local worlds, multiple realities, and complexities of particular worlds, views, and
actions (Creswell, 2009). Qualitative research is used to help understand a particular
social situation, event, role, group, or interaction, through an investigative process.
Through qualitative research, the researcher intends to seek out and conceptualize the
latent social patterns and structures of a social phenomenon in order to contrast, compare,
replicate, catalogue, and classify the object of study through a process of constant
analysis and comparison (Creswell, 2009).
This study embraces qualitative exploratory research methodology from a
constructivist perspective while leveraging a simple single process or core category as
described by Creswell (1998). Qualitative research allowed the researcher to embark on a
study in which the social constructivist perspective is key, by emphasizing diverse local
worlds, multiple realities, and the complexities of particular worlds, views, and actions
(Creswell, 1998). Specifically, it enabled the researcher to obtain a holistic picture of
PRIDE Industries’ initiatives, with emphasis on portraying the everyday experiences of
IFS management teams, by observing and interviewing them and others affected by the
initiatives being studied (Creswell, 2009). This study included in-depth interviewing and
ongoing participant observation in order to capture a whole picture that reveals how
PRIDE’s IFS management teams see their world.
A social constructivist is one who assumes that individuals seek understanding of
the world in which they live and work (Creswell, 2009). As a constructivist, the
researcher wanted to understand the impacts that implementing PRIDE Industries’ new
initiatives has had on the organization, IFS locations, management, and change. The
intent was to look for the complexity of participant points of view and meaning via
34
themes on training and the implementation of a program designed to support a very
diverse group of employees. This process required the researcher to rely almost entirely
on the participants’ views of the situation being studied.
Research Question
The research question is included to form the foundation for the chosen study
methodology. Research questions direct inquiry and analysis, so that the answers the
researcher discovers correlate with and bear directly on the study’s purpose.
Research Question: What initiatives can organizations, such as PRIDE Industries,
implement to address a growing shortage of skilled-craft workers?
Research Design
Research Setting
This study took place on site at each of PRIDE Industries’ IFS locations. The
mission of these facilities, and of PRIDE Industries as a whole, is to provide high-quality,
low-cost facility services nationwide, while creating meaningful jobs for people with
disabilities. With more than 2,800 employees with disabilities, PRIDE Industries is
considered the largest nonprofit employer of people with disabilities in the United States.
It is able to accomplish this by providing the support, training, and opportunities
necessary to help people with disabilities overcome obstacles and find meaningful
employment. Upon institutional review board (IRB) approval, the study took place during
a four-month period between January 1, 2014, and May 31, 2014.
Population and Sample
Geographic location.
35
This study was limited to the seven PRIDE IFS locations listed at the beginning of
this chapter: Texas, Louisiana, Alabama, New Jersey, Kentucky, and California (two
locations).
Population.
PRIDE is a nonprofit social enterprise that operates in 13 states and the nation’s
capital. As of November 4, 2013, PRIDE employs and serves more than 4,900 people,
including more than 2,800 people with disabilities. There are approximately 950 total
personnel employed within the PRIDE IFS division. These 950 personnel consist of
technicians, management, logistics, human resource, and administrative direct and
nondirect personnel. Of these employees, the focus in this study was on the management
personnel who have had experience with skilled-craft workforce shortages either at their
current location or in previous employment experiences.
Sampling Procedure
Sample size.
The sample for this study consisted of 20 purposely selected (Patton, 2002)
managers, supervisors, or lead technicians serving at one of the previously specified IFS
locations. This sample was selected because the researcher wanted to capture the
effectiveness of PRIDE’s initiatives and to elicit personal perceptions and opinions from
the participants (Creswell, 2009). Managers, supervisors, or lead technicians were
theoretically chosen (theoretical sampling) because they were likely to be of most help to
the researcher in forming the theory based on their experiences surrounding the issues
being studied. The 20 managers, supervisors, or lead technicians selected for this study
were sufficient for a qualitative, exploratory study (Creswell, 1998).
36
Managers, supervisors, and lead technicians are best able to identify the effects of
the PRIDE initiatives being studied. Thus, out of the 950 IFS personnel, the pool was
narrowed to 25 using the following criteria: (a) two years of managerial or supervisor
experience; (b) serving as a department or shop manager, supervisor, or lead technician
with knowledge and understanding of PRIDE’s initiative; and (c) from any one of the
seven locations. There were no other criteria regarding demographics, previous civilian
work experience, or societal elements. The selection was made by assigning the initial 25
potential participants a number between 1 and 25, based on their names’ alphabetical
order; subsequently selecting the first 20 numbers using a random-number generator
(electronic program designed to produce a random set of numbers; GraphPad, 2005) by
matching the 20 numbers generated against the potential 25 total participants previously
identified; and selecting only 20 of the 25 (with 3 alternates and 2 spare).
Instrumentation
The primary ethical issue in the study was to protect the research participants’
identities, as they may not want their identity known (anonymity), or want it to remain
confidential. Thus, the researcher informed participants of possible risks of
nonconfidentiality, such as including data they may not expect to be used (Creswell,
2009). To protect participant identity, participants’ names were number-coded, and those
numbers replaced the names. The researcher is the only individual who knows the
research participants’ identity. Also, all field notes, transcriptions, audiotapes, and
original signed consent forms were also number-coded, and are kept in a secure lockbox
that only the researcher can access. The researcher will keep all documents for the
duration of the project, plus a period of five years after dissertation publication, in
accordance with research guidelines. After this time period, all documents will be
37
destroyed, and all participant interview data will be deleted from all computer and
recorder databases.
Informed consent.
A critical part of research is protecting human subjects, especially when
requesting their participation in a study. Therefore, the researcher informed participants
verbally, and provided them with a hardcopy form, indicating that they could participate
without coercion, force, fraud, or deceit, and should have the situational awareness to
make an informed decision (Creswell, 2009; Nuremberg Code as quoted in OHSR,
2011). The researcher provided this information in a consent form (Appendix D) for all
participants to read and sign before beginning the surveys or interviews (Creswell, 2009).
The consent form informed the participants of the following: (a) purpose of the
study; (b) reason for being selected; (c) study procedures; (d) benefits of participating; (e)
risks of participating; (f) cost/compensation to participate; (g) contact information; (h)
voluntary participation in the study; (i) confidentiality (assurance that their responses
would not be disclosed to anyone nor tied back to a specific participant); (j) anonymity
(assurance that no one but the interviewer would know their identity, and that their
identity would be number-coded for reference purposes only); (k) that each participant
would be provided with a copy of the consent form for his or her records; (l) that they
would be asked to give an interview lasting 30 to 45 minutes; (m) that all field notes,
taped recordings, and tape-recorded transcripts would be kept in a locked safe at an
undisclosed location to which only the researcher would have access; (n) that all notes
and transcriptions would be destroyed once the final report was completed and five years
38
after dissertation publication, in accordance with Colorado Technical University policies,
IRB guidelines, and the Privacy Act of 1974.
The researcher followed the same procedures for each participant by informing
them of their rights (going over an informed consent form with each participant);
initiating contact with participants by email and following up via email (if necessary);
confirming interview dates, times, and locations via email; beginning interviews with a
greeting and informal discussion; and finally closing interviews by thanking participants
for their time and participation. After participants received the script-in-brief, the
definitions of diversity, skilled-craft worker, and diverse skilled-craft worker were
reviewed; then the interview was conducted.
The researcher interviewed 20 participants during the initial part of the study,
using 8 interview questions that had been verified for reliability and validity. The
researcher obtained the data by leveraging one of the different interview types (e.g., in-
depth interview, focus group interview, survey) and observation techniques, including
participant observation and similar field work, through archival analysis. These
approaches allowed participants to provide their perceptions, which helped the researcher
collect the commonalities and differences of their experiences regarding PRIDE’s
approach in addressing the workforce shortage issues. The intent was to encourage study
participants to disclose personal perceptions, ideas, feelings, emotions, and events related
to PRIDE’s initiatives and the impact on overall performance experiences. This induced
participants to share insights and knowledge about PRIDE’s approach as it pertains to
skilled-craft worker shortages and situations that they participated in or observed. They
also portrayed results of their actions (Creswell, 2009; Patton, 2002). As part of the
39
study’s field notes, the researcher made notes during interviews. This approach allowed
for constant comparison that served to uncover and explain patterns and variations based
on a participant’s responses.
Interview questions.
The researcher conducted a pilot study that involved an independent research
project conducted within PRIDE’s IFS senior staff. The researcher asked various
participants open-ended questions regarding employee training and shortages. Those
questions were designed and used to help finalize the interview questions (Appendix E).
The researcher explained the concept of diversity, and the definitions of skilled-craft
worker and diverse skilled-craft worker, and verified each participant’s knowledge of
PRIDE’s initiatives at the beginning of each interviews.
Observations.
In addition to the interview script, the researcher maintained interview notes for
each interview, in which he recorded observational data regarding the 20 participants’
nonverbal gestures and actions during interviews. The interviews were one-on-one with
only researcher and participant; thus, the researcher annotated how participants
responded, including observed body language, tone, and speech patterns displayed by
participants during the interview process. These notes included the researcher’s thoughts
and impressions as a result of meeting and speaking with study participants. The
researcher kept this more reflective data as additional field notes, as the data included
what the researcher felt during the interview, such as inner feelings, intuitive thoughts,
assumptions, outlook, mindset perceptions, and possible biases (Creswell, 2009).
40
Validity and Reliability
The researcher used two other individuals from the IFS senior staff, selected by
the chief operations officer (COO) and researcher, to help to determine the validity and
reliability of the eight interview questions. They answered all of the questions and
provided informal verbal responses that the researcher annotated as part of the study field
notes. The intent was to determine if the questioned individuals provided similar answers
on the topic (validity). Additionally, the researcher verified that the volunteers’ answers
were consistent, dependable, and applicable for future use in other contexts (reliability).
None of the volunteers who answered the interview questions had specific knowledge
about the subject beforehand (Creswell, 2009; Merriam, 2002).
After refining and testing the interview questions, the researcher met with the
study participants at their workplaces based on approved schedule dates and times
established by the general manager at each participant’s PRIDE IFS locations. During
and after the interviewing process, the researcher reflected on and continuously evaluated
the process for needed adjustments to location, interview techniques, or note taking. The
researcher concluded each interview with a query about whether the participant had any
questions or additions to the study that the researcher might have missed, or that the
participant may have wanted to add regarding the subject matter (Rubin & Rubin, 2005).
Data Collection
The specific procedure of this study included obtaining dissertation committee
and IRB approval to conduct the study; contacting participants via email (Appendices A,
B, and C); having participants sign a consent form (Appendix D); conducting interviews
using an interview script (Appendix E); annotating personal observations on an additional
interview form (Appendix F); reviewing historical/archival data; and leveraging NVivo
41
qualitative data analysis software. Together, these methodological components helped the
researcher discern the true meanings in participants’ narratives regarding PRIDE’s
initiatives for addressing skilled-craft worker shortages.
Initial contact.
Once PRIDE Industries’ legal and human resources (HR) departments reviewed
and approved the researcher’s letter of interest and intent, the COO signed the
authorization letter allowing the study to begin (Appendix H). The dissertation committee
and IRB approved the researcher’s proposal and application (Appendix G), respectively.
The researcher then personally contacted identified participants by email (Appendix A) to
request their participation in the study; this initial email also provided study details.
Interviews.
Initially, the researcher set up interviews by emailing (Appendix A) study
participants, requesting a date, time, and location for the interview. The researcher
allowed five work days for responses. If there was no response within the allocated time,
the researcher followed up with a second email (Appendix B), reminding participants of
their invitation to participate and requesting them to please respond. Twenty-four hours
before the scheduled interview, the researcher sent a reminder email (Appendix C) to the
study participants, reminding them of the interview date, time, and location.
As part of the interviews, the researcher used a script (Appendix E) for asking
questions and for recording data during the qualitative interviews. This script included
the exact process to follow for each participant and interview details (see Appendix E). A
verbal recording device (Apple-iPad recording application and Evernote Software) was
used to capture the verbal interview process.
42
As part of the interview, the researcher used an interview form (Appendix F) to
record demographic data: name (optional); age (optional); gender; ethnicity; name of
organization; current position; number of years at PRIDE Industries; number of years
with managerial experience; and number of employees currently supervised. The form
included each of the interview questions and additional space where the researcher could
annotate the participant’s demeanor and body language. The researcher also annotated
thoughts, feelings, ideas, and general impressions of the interview and the participant.
In order to produce objective and reliable data, the researcher allowed interviews
to flow naturally so that participants would open up and more fully disclose their
opinions, feelings, and experiences. In the interest of producing a solid and naturalistic
study, the researcher also helped create an environment promoting objective responses
through professional and congenial interviews that also minimized researcher bias or
manipulation (Merriam, 2002; Rubin & Rubin, 2005).
Document review.
In addition to surveys, interviews, and personal observations, the researcher
reviewed the organization’s archival documents (qualitative documents) (Creswell,
2009), such as organizational flowcharts, official reports, and other public documents,
some of which are available on the organization’s website. Historical documents provide
specific contextual background information on the organization which participants may
not have been aware of during interviews (Creswell, 2009). The archival documents were
reviewed and used to get a historical and organizational culture perspective of PRIDE
Industries.
43
Data Analysis
The researcher used NVivo qualitative data analysis software to help organize and
analyze all interview transcripts, field notes, journal entries, and official documents.
NVivo is designed to allow the researcher to review all of the data for general ideas and
meaning. The researcher wrote additional notes about interview data, including depth,
credibility, and data use (Creswell, 2009). The researcher then transcribed the data using
a professional transcription service, and converted the transcript to a Microsoft Word
format. This information was then input into NVivo to generate data categories and
themes.
The researcher used NVivo qualitative data analysis software to aid in the coding
process. NVivo allows the researcher to collect, organize, and analyze the content of the
surveys and interviews conducted (NVivo, 2013). The coding process (Appendix I)
began by importing documents, such as the interviews, surveys, observation, field notes,
and any audio-recorded interviews to either explore a participant’s perceptions or
program evaluations; the program then auto-coded to make a node for each question and
gather the response. It also set up case nodes by gathering everything a participant says in
a case node and assigning attributes such as gender, age, and nationality. The next step,
code themes, explored the material and node for each question and coded the emerging
themes. The query-and-visualize stage involved using text search and word frequency to
compare attitudes based on demographic attributes or to explore the connections between
themes. In this phase, the researcher used the software’s ability to make a model to
visualize and tell the story for each participant. Lastly, the memo phase created memos to
record discoveries and ideas, thus summarizing material at each intersection of case and
44
theme to easily compare what each manager and or supervisor said about PRIDE’s
initiatives.
Summary of Chapter Three
This chapter briefly outlined the research methodology the researcher used in the
study. It explained how the researcher conducted the study and collected and analyzed the
data. The study consisted of 20 research participants, each of whom was a manager or
supervisor serving at one of PRIDE’s IFS locations and had supervised others for at least
2 years. The study used a qualitative, exploratory methodology to obtain rich and
descriptive information from research participants’ management experiences.
Overall, the study included personal observations, interview data, and review of
historical and archival data. Given that the study was intended to gain a better overall
understanding of managers’ perceptions of PRIDE’s initiatives and approach to
addressing its skilled-craft workforce shortage, a qualitative and exploratory approach
was determined to be most appropriate.
45
CHAPTER FOUR: FINDINGS
The purpose of this qualitative research study was to discover whether PRIDE
Industries’ initiatives positively impact skilled-craft workforce shortages, and to
investigate whether PRIDE Industries’ innovative approach and outreach initiatives could
be a preferred method for continuing to address the growing shortage of skilled-craft
workers within the construction and facility maintenance industry. It further considered
PRIDE’s approach to leveraging the disabled population and providing them with
individualized training that develops the skills required to gain employment and career
opportunities. This chapter reports the different descriptions, given by members of
PRIDE’s IFS management team based on their experiences, of the effects the initiatives
have had on the organization, IFS location, management, and change. The varying
descriptions conveyed differing individual meanings, based on study subjects’ individual
perceptions and worldviews.
This qualitative, exploratory study used an interview script, semi-structured
interviews, and eight interview questions to obtain PRIDE IFS management teams’
perceptions and capture the complexity of their points of view and meaning via themes
on training and the implementation of a program designed to support a very diverse group
of employees. The study subjects’ responses were analyzed using NVivo qualitative data
analysis software. Participants were purposely selected from a list consisting of 25
managers, supervisors, or lead technicians from one of the seven PRIDE Industries IFS
locations (Fort Bliss, Texas; Fort Polk, Louisiana; Fort Rucker, Alabama; Joint Base-
McGuire Dix Lakehurst (JB-MDL), New Jersey; Los Angeles Air Force Base (LAAB),
California; Blue Grass Station, Kentucky; and Administration Office of the Courts
(AOC), California). Twenty participants were selected from an initial list of 25 that best
46
matched the following criteria: (a) two-year managerial or supervisor experience; (b)
serving as a department or shop manager, supervisor, or lead technician with knowledge
and understanding of PRIDE’s initiative; and (c) from any one of the seven locations.
After using a random number generator to select the candidates, the researcher traveled
and interviewed the 20 participants during a 5-week period to explore individual
perceptions and their points of view and meaning via themes on training and the
implementation of a program designed to support a very diverse group of employees.
This chapter reviews participant demographics and presents and discusses the data and
findings.
Participant Demographics
Geographic Location
The study was limited to the following PRIDE IFS locations: Fort Bliss, Texas;
Fort Polk, Louisiana; Joint Base-McGuire Dix Lakehurst (JB-MDL), New Jersey; Los
Angeles Air Force Base (LAAB), California; and Administration Office of the Courts
(AOC), California.
Demographics
The participants for this study consisted of 20 purposely selected managers,
supervisors, or lead technicians serving at one of the PRIDE IFS locations and
represented as shown in Table 4.1.
47
Table 4.1 Location Demographics
Fort Bliss, TX Fort Polk, LA LAAFB, CA JB-MDL, NJ AOC, CA
General Manager 1 1 1 1 1
Manager 3 3 1 2 1
Supervisor 1 1 2
Lead Technician 1
Table 4.1 provides a breakdown of IFS locations with the position title and
number of those who participated in the study. This group was comprised of 19 males
and 1 female with an average age of 50 years, an average of 17.65 years of management
or supervisory experience in the construction or facility maintenance industry, and an
average time of employment with PRIDE Industries of 4 years. Combined, they
supervised or managed more than 1,808 employees at the time of the study.
Presentation of the Data
Themes
The researcher read each of the 20 participants’ transcripts in detail and used
NVivo qualitative software to code and identify 7 themes and 3 subthemes. After
reviewing the findings and the study data, the researcher created the themes identified
and summarized in Table 4.2.
48
Table 4.2 Themes
Themes
Subject
Frequency
Percent of
Subjects
1. The management team perceived there was a shortage
of both skilled-craft and diverse skilled-craft workers.
18/20 90%
2. PRIDE’s training initiatives are perceived to address
the skilled-craft worker shortage.
19/20 95%
3. The innovative approach being introduced by PRIDE is
perceived to be the best solution to the diverse skilled-
craft workforce shortage.
20/20 100%
4. The employability of the disabled workforce was
perceived to have improved.
10/20 50%
Subtheme 4.1: Perceived to have knowledge but
lacked the experience.
8/20 40%
Subtheme 4.2: Perceived it is too early to assess
employability.
2/20 10%
5. PRIDE’s initiative is perceived to meet the needs gap. 15/20 75%
6. Based on PRIDE’s outreach initiative, school districts
were perceived to be a solution to help address the
skilled-craft workforce shortage.
20/20 100%
7. The perceived challenges associated with PRIDE’s
initiative.
7/20 35%
Subtheme 7.1: Disability is perceived as a challenge. 3/7 42%
49
PRIDE’s Training Initiative Report
The researcher drew additional information from training statistics for employees
with a disability that are stored in the Automated National Registry (ANR) of the
National Center for Construction Education and Research (NCCER). As seen in Table
4.3, 82 employees have enrolled in PRIDE’s core training program, of which 51 have
successfully completed the core requirements to move on in their skilled-craft training.
Table 4.3 summarizes the report provided to the researcher identifying each course
module and the number of employees who have completed those requirements.
Table 4.3 Module Completion Report (May 19, 2014)
Module Number Module Title Number Completed
00101-09 Basic Safety 82
00102-09 Introduction to Construction Math 51
00103-09 Introduction to Hand Tools 63
00104-09 Introduction to Power Tools 73
00105-09 Introduction to Construction Drawings 51
00107-09 Basic Communication Skills 56
00108-09 Basic Employability Skills 51
00109-09 Introduction to Materials Handling 67
50
Presentation and Discussion of Findings
NVivo Process
Using NVivo qualitative software, the researcher was able to follow the process
identified in Appendix I, “Exploring Perception or Program Evaluation Process.” The
researcher conducted 20 interviews, all of which were transcribed verbatim by a
professional transcription service. The researcher read each of the transcripts and verified
that they were in fact verbatim by comparing the written transcripts against the verbal
recordings.
Import documents. The researcher then created a project using NVivo
qualitative software and imported each of the transcripts into an internal file labeled “Site
Interviews.”
Auto-Code by question or case. The researcher was able to use the “Analyze”
feature in NVivo software to run the auto-code option for all the transcripts. This resulted
in the creation of nodes identified by each question and coded each of the participants’
perceptual responses based on the interview questions. (Nodes can also be manually
created based on participant or attributes.)
Code themes. The researcher then explored the material and questions and coded
emerging themes based on the percentage value associated with each participant’s
response to the questions. This value, along with the researcher’s own individual
assessment, allowed the researcher to verify each theme based on his internal recoding
process.
Query & visualize. The researcher also conducted word-frequency queries to
explore the way participants perceived PRIDE’s initiatives. These inquiries were
51
instrumental in supporting the emerging themes derived from the participant’s
perception.
Memo/Summarize. The researcher then summarized the data for each theme by
creating memos to record discoveries and ideas. This was done by copying the findings
documents based on coded material from NVivo, and reviewing and highlighting to
capture what the researcher felt were the most important perceptions offered by the
participants.
Interview Findings: Themes
There were a total of seven themes and three subthemes. They include the
following.
Theme #1: The management team perceived there was a shortage of both
skilled-craft and diverse skilled-craft workers. Eighteen of 20 participants (90%)
believed there was a shortage of skilled-craft workers; more importantly, they perceived
that there was a shortage of disabled skilled-craft workers. Most participants indicated
that it was getting harder and harder to find qualified disabled candidates due to their lack
of training and skills, but felt that PRIDE’s new training program could help offset these
shortages (P02, P04, P06, P07, P09, P10, P17, P19, P20). According to one manager,
PRIDE’s new initiative is helping:
By having a dedicated training program and leveraging the on-the-job
training and work experience has allowed some of my disabled employees
to learn the skills needed to perform their jobs.
Three participants stated that training and PRIDE’s new program, though in its
early stages of implementation, have really helped to address their shortage issues,
especially with their disabled employees (P12, P15, P18). Specifically, P18 mentioned:
52
We use training and PRIDE’s new program to help address our skilled-
craft workforce shortages. PRIDE’s new program seems to help and based
on performance is working. But it will take time to be able to truly assess
the overall success of the program. However, I like my Maintenance
Trades Helpers (MTH) going to this program and learning the skills they
need to be productive.
Participant P01 indicated that although he has not experienced a shortage in his
shop, he knows that other shop managers are experiencing shortage issues and attempt to
balance workload with employee ability. According to Participant P03, the workload is
greater than the number of skilled workers:
With the abundance of work that we have it’s hard to do because we don’t
have the personnel sometimes; we don’t have enough people to do the
work. I can’t double people up all the time when I find myself short of
personnel because of the work load. Most of the time, I have to send
unskilled workers out on their own. But when the less skilled guy needs
help, I have to pull a skilled technician off a job to go help. This adds time
and waste[s] money. Contributing factor to this problem is that it’s hard to
find a journeyman electrician, one with a license, and with a disability.
Similarly, participants P04, P11, P13, and P18 also indicated that they too attempt
to balance workload with personal numbers and ability. “It doesn’t matter that we are
short of people[;] we need to do our best. Sometimes we don’t finish all our service
orders because we are short skilled-craft workers but we try to do our best” (P11). When
it came to dealing with shortages, shop supervisor P15 indicated the following:
53
I’ve had HVAC technician shortages due to the AbilityOne requirements
of having a diverse skilled-craft workforce, meaning that I have to hire
disabled technicians to fill those position[s] in support of PRIDE’s
mission, in doing so I relay on the MTH’s of General Maintenance
Workers to step in and help, the issue is they too lack the necessary skills
to perform as a technician. However, PRIDE’s training program is a start
to helping them gain the skills and knowledge to help offset the workload,
it’s a start.
Due to the type of contracts they handle, participants P19 and P20 have not
experienced a shortage of diverse skilled-craft workers; however, they too support
PRIDE’s mission by seeking employees with significant disabilities to fill their skilled-
craft positions. They further believe that training is the solution to address the skilled-
craft worker shortages, not only within PRIDE but also in the construction and facility
maintenance industry as a whole. They further shared, during their individual interviews,
that they have had success with two of their disabled employees who have gone through
an on-the-job type training program similar to PRIDE’s; this program has enabled one to
be promoted to building maintenance technician and the other is very close to completing
his training and being promoted as well.
Theme #2: PRIDE’s training initiatives are perceived to address the skilled-
craft worker shortage. Nineteen of 20 (95%) participants indicated that PRIDE’s training
initiatives can and will address the skilled-craft worker shortage. For example, participant
P03 mentioned that training programs, whether formalized or the on-the-job, have the
54
ability to help train more people, especially those with a disability, thus adding more
qualified technicians to the skilled-craft workforce population:
Under PRIDE’s training program, which leverages the NCCER’s
nationally recognized curriculum and accreditation program, has given us
the capability to teach and develop our own employees the skills needed to
meet our shortage needs.
Various participants (P03, P05, P06, P15) recognized that most new employees
are hired as maintenance trades helpers because they possess the desire to work but lack
the skills and knowledge of the trade. They agreed that for every MTH who is afforded
the opportunity to train and learn, one less skilled-craft worker is needed (P04, P10, P20).
Some other participants indicated that it is extremely difficult to find diverse
(disabled) skilled-craft workers, and that PRIDE’s training initiative has helped alleviate
the pressures of these shortage issues (P02, P08, P09, P19). Participant P03 recognized
the government customers’ satisfaction in knowing that PRIDE has incorporated a
nationally recognized/accredited training program: “Our customer is very excited about
PRIDE’s initiative incorporating a new training program knowing how difficult it is to
find qualified disabled skill-craft workers within our community; they are simply not out
there.” Another participant echoed the same sentiments but in terms of training from
within: “Though hiring and training from within the organization is a bold approach[,] we
needed to help generate the workforce force needed to fill our positions” (P08).
Participants P07, P11, P13, P16, and P18 pointed out that their past experiences
were also shadowed by skilled-craft workforce shortages and that their organizations had
had to come up with innovative means to address those challenges. Like PRIDE, training
55
was found to be the best solution to help fill the shortage when the needed skills were
unavailable within their departments. Participant P03 stated that he believes PRIDE’s
training program is his solution to his shortages when it comes to having a diverse
skilled-craft workforce:
I’ve been involved in many different aspects of programs, whether it is
apprenticeship type programs that were provided through government
entities, whether it was private sector to where we sent individuals out to
union programs[;] it was our way of getting our employees the skill and
level of expertise needed to help fill our shortage gaps. PRIDE’s program
not only is our means to help address our shortage issues, it offers
opportunity for our disabled workforce to learn the skills necessary to be
an independent skilled-craft technician in an environment that allows them
to learn and grow.
Participant P12 felt that though it could in theory help the shortage within the
company, it is still too early to get the true effects of the program from a larger scale:
Organizations would have to believe in the concept enough to make an
impact on the skilled-craft shortages across both the construction and
facility maintenance industries. I for one do not believe larger companies
would be willing to make the accommodations needed for people with
significant disabilities.
Theme #3: The innovative approach being introduced by PRIDE is perceived to
be the best solution to the diverse skilled-craft workforce shortage. All 20 (100%)
participants indicated that they strongly believe PRIDE’s innovative approach to training
56
is the best solution to diverse skilled-craft workforce shortages. Participant P09
mentioned that training programs, whether formalized or on-the-job, can help train more
people with a disability to be skilled-craft workers. For example:
When I say formalized training, I am referring to PRIDE’s training
program that leverages NCCER nationally recognized curriculum and
accreditation program. The impression I have received from the
employees is that they want to do it and learn the skills to help make them
a more productive employees. The classes I have attended and listened to
were very good and very thorough and the training materials were very
professional and provided a lot of information.
According to one participant (P03), by leveraging the NCCER curriculum and
PRIDE’s approach, we can teach and develop the skills needed at the employee’s pace,
based on each individual’s disabilities and accommodation required:
The NCCER program allows for that diversity based on an individual’s
learning skills and the accommodations made based on their disability to
help them learn. So that gives us a greater aspect to teach more people
where the other ways of training or avenues for training limit how many
people can train. We are able to conduct a training class and hands-on
training by bringing a job coach in that does signing so that we can
communicate with someone with a hearing impairment and that allows
this individual to get the same benefits of training as a person that doesn’t
have a hearing impairment.
57
Participant P09 perceived that PRIDE’s formal program provides a chance for all
employees to improve or learn new skills, but also touted the informal aspects of training:
I think the formalized training program that PRIDE has introduced, while
it gives the guys some basic knowledge and skills and brings everybody to
the same level; I feel the on-the-job portion of PRIDE’s program is much
more beneficial for the diverse technician.
Participant P07 believed that the training initiatives that PRIDE is pursuing can
only help them down the road as far as developing the diverse skilled-craft workforce:
“[P]eople want to be more efficient, if you want the typical quicker, leaner, faster type of
technician, you have to invest in developing people.” Participants P06 and P05 both
contend that when they are provided more training, people are more willing to get
certified in the skills—for instance, to become a licensed electrician, plumber, or
carpenter—and pursue a career. According to participants P15 and P18, a diverse
workforce would welcome such opportunities and they would appreciate what is being
offered and in turn take their jobs more seriously:
They would love to come to work due to the satisfaction of feeling
productive and being a part of the contributing body. For them there is
more meaning than just repairing a piece of equipment and earning a
paycheck, it’s about job satisfaction.
“Think about it, and initiatives that promote advancement, better clarity on job
performance is something we all should support” (P07).
Participant P18 stated: “[O]nce my new employees get here and they see what is
going on and they see PRIDE is offering them training that is directly in response to
58
moving up and getting the skills and experience needed, I see these young guys reacting
to it.” Participant P12 also commented on how the program had helped one of his diverse
(disabled) MTHs:
One individual whom was recently promoted for grounds maintenance
laborer to a general maintenance worker. This particular individual has
taken on the training and actually has helped them to improve in other
shop areas such as the HVAC mechanics, the carpentry and plumbing
shops, and by far PRIDE’s program, using the NCCER curriculum and
supporting providing accommodations has really showed that it does work
with our current diverse work force.
Another participant, P08, provided an instructor’s perspective:
I definitely support the innovative approach PRIDE has taken, being an
instructor for its new program, I have seen what it has to offer, the
instructions and the teachings are phenomenal for the techs. It is very
adaptive and is developed at a level which enables the instructors to teach
it within the ability of the disabled learner. I have received incredible
feedback as far as employee appreciation for the knowledge and for the
confidence that has been created or learned. They are thankful someone
cares and has given them the opportunity to learn.
Theme #4: The employability of the disabled workforce was perceived to have
improved. Ten of 20 (50%) felt that PRIDE’s training initiatives have improved the
employability of their diverse (disabled) workforce members. Participants P04, P05, and
59
P09 strongly felt that the impact of the new training program has improved their
employees’ employability:
I believe the initiatives PRIDE has implemented have helped my
employees who have attended the training program. As a certified
instructor I see firsthand the improvements based on the training that I
provide such as the hand and power tools class. These are employees with
a disability who are given the opportunity for the first time in their lives to
not only learn about the safety aspects of the different tools but how to use
them and actually put them into operation. Some of these employees work
in my shop and I then get to see them use what they have learned (P05).
Participant P04 further mentioned that “I’ve seen a lot of the guys that have come
to my shop with disabilities; I’ve seen their progress and improvement in their work
because of what they have learned in the training program.” Participant P09 added:
It is increasing their value to me, and PRIDE. Absolutely, their
employability has improved based on the day to day work and customer
feedback. Do I have better employees? Are they doing more … is the
quality of their work improving? Yes. So from that, I would say
employability of my team has and is improving.
“By going to this training my employees have been taught how to
utilize the entire basic tool kit and what each tool is used for and how to
use it[;] that is a big help for my technicians working with an MTH”
(P18).
Employability? Well I think it … the key benefit to the program is
60
that it allows employees to grow within the company. It’s given
employee[s] with disabilities the opportunity to learn and to gain skills
that allow them to become better members of the community, as well, and
given them more self-confidence and pride where they wouldn’t get that
opportunity anywhere else or even be employed anywhere else. I think
that’s the greatest benefit we have and from my perspective, I mean that’s
a big benefit. Employability means an increase in productivity. That
allows me to get more done with maybe not as skilled level employees,
but as long as I’m tasking them in according to their ability and what skills
they’ve learned, it’s a win/win (P03).
Some participants considered that employability also has improved in their
departments based on PRIDE’s training initiative (P07, P08, P17). Participant P12
described the successes he perceived the program has had in his work location:
I constantly get feedback from our individuals. And the way that these
programs help them to get on their feet, we’re talking about some of our
employees who have been either homeless, maybe rejected from
employment with other companies, and they come here and they get a job
and get back on their feet. They have a paycheck to live by; I mean to live
with, and also having a roof over their heads. It has had a major positive
impact on their lives. And my goodness; when you get the feedback and
we know that we are part of the training process of helping them to
succeed in life, it’s just surprisingly … there’s no way to describe that. It’s
a great feeling.
61
Participant P08 added some insight based on personal involvement in the
program: “[T]he individuals that have been given the opportunity to go through these
programs have definitely improved, advanced, even been promoted within the company.
And the likelihood that they will stay on board with PRIDE is far higher percentage than
those that haven’t gone through this program.” Participant P20 felt that the program
should be used to assess all new starts: “We could improve the employee’s employability
if we leveraged the program to help identify where people are weak and need training”
(P20).
Subtheme #4.1: Perceived to have knowledge but lacked the experience. Eight
of 20 (40%) participants have not experienced the benefits of PRIDE’s initiatives and
therefore were unable to provide insight as to the employability of their diverse (disabled)
workforce. Participants P02, P06, P10, P11, P13, P15, P16, and P19 did feel that
PRIDE’s approach and initiatives could make a difference to their diverse workforce
shortages in the future, but have not had the opportunity to observe the training program
firsthand, nor have any of their employees participated in the program so far.
Subtheme #4.2: Perceived it is too early to assess employability. Two of 20
(10%) participants had other views of the program, and did not think that PRIDE has
given it enough time to properly assess its implementation or success. P01 stated:
I don’t think we’ve really gained anything from the training initiative
we’ve done so far. I think we’ve got a good start to it. I don’t think we’re
far enough with it to even consider the successes or non-success as far as
measuring the employability of those who have attended.
62
P14 felt that the question was unfair at this time because of the newness of the
program:
I think that’s a very hard question to say right now because the age of the
program. We’re still at its infancy of it. I’ve received some positive
comments where some employees, they get excited about it and enjoy it to
where other employees don’t; haven’t made an impact. To really make a
good assessment of it, it needs to go, I would say, at least two years, if not
four years, to see the value and to see how it goes because again, this is
not a short term fix; this is really a long term and you need more data or
more time to make a better assessment. Some employees are very excited
and they’re proud that they accomplished it.
Theme #5: PRIDE’s initiative is perceived to meet the needs gap. Fifteen of 20
(75%) participants acknowledged that PRIDE’s initiative is helping them meet their
diverse-workforce requirements. As stated in the discussion of Theme 1, because of the
shortage of diverse skilled-craft workers PRIDE is having to rely on the training
initiatives to help reduce the needs gap within its shops and departments (P02, P05–P08,
P10, P11, P15, P19, P20). Many participants noted that though there is a shortage of
qualified disabled candidates within their communities, PRIDE’s training initiative is
helping and has helped fill some of the gaps either by training or by promotions due to
training (P01, P09, P12, P13, and P19). Participant P12 felt that PRIDE is doing all it can
to meet the needs of his work location:
Well I can say that PRIDE does a lot of great things for us. When support
is needed, they are always there to help us out. For 90% of the work we do
63
in order to meet ratios and the requirements under the AbilityOne
program, and to save money, the 90% of work that we do, PRIDE meets
our needs and the training program are helping them. I am glad PRIDE is
there to bring these new disabled employees in and train them and help
them succeed in their career, that’s what helps us meet our needs.
Theme #6: Based on PRIDE’s outreach initiative, school districts were
perceived to be a solution to help address the skilled-craft workforce shortage. All 20
(100%) participants felt that initiatives such as the one PRIDE is undertaking with a
school district in El Paso, Texas, would help address not only the skilled-craft workforce
shortage but also the diverse skilled-craft workforce shortage. Participant P04 gave a
great example of what he has experienced:
I have four of my employees that work for me who came from a school
district vocational school and all four have gotten better due to work
experience they have gained since being here. I mean they are not full-
fledged electricians, but they do have the knowledge and they have
progressed. So by coming from a high school that offers a vocational
program, especially for those with a disability, they come with a little bit
of knowledge vs. you bringing in somebody with no knowledge.
Other participants felt very strongly that the school systems have failed our high
school students by taking vocational shop programs out of the high school curriculum
due to budget cuts (P06, P07, P11, and P13). Participant P19 felt that school should be
the first step in resolving or at least helping with resolving the skilled-craft workforce
64
shortage. Participant P05 had this view of incorporating this initiative within school
districts:
In the school environment, I think that transition for special needs high
school kids, a school to the workforce concept, would be very positive and
encouraging for the individual because now he/she knows they are
confident in what they have learned and as they transition to civilian
workforce, they now have the background, that experience, or at least the
basic knowledge so he can get a job, especially with us and PRIDE, and
then move forward from there.
According to P07, high school children are very interested in what career
opportunities may exist within the facility maintenance industry. This participant noted:
For instance, Socorro ISD, Independent School District, has a pretty large
population of young children with some forms of disabilities. About four
or five months ago, they showed up at our door step, PRIDE, wanting to
see what we do and what we are about. It was very interesting to see the
number of children that were interested in how they could become a
carpenter, a heavy equipment operator; those type of things.
Participant P09 shared a perspective based on past experience:
I think school programs could play a big role because my perception both
when I taught in the high schools and since is that there’s a huge emphasis
on college, and not an emphasis on trades. Now granted, in El Paso,
there’s an abundance of trade people, of labor type people, skilled labor.
They’re not disabled. So PRIDE, in order for us to continue to get a
65
diverse trades person; yeah, the schools, because they can focus on
somebody who is never going to go to college, but they can learn a skill
and I mean frankly, we pay pretty good. So I think there’s a monetary
incentive for folks to go that route into the technical skills and at the same
time meet our requirements for folks with disabilities.
Many participants (P02-P04, P09, P10, P15, P16, P18, P20) shared the same
perspective that school training programs or having organizations like PRIDE supporting
programs would help address the skilled-craft shortages; “just knowing that there is
another source of people to recruit from would make things easier by knowing where to
go and get them and knowing that they will be fully trained or have some skills would be
a great help” (P03). Lastly, participant P19 shared this perspective:
Well, I think PRIDE is doing the right thing and is taking the right
approach. By leveraging the pilot program that PRIDE is doing in El Paso
with the Ysleta’s Independent School Districts Transition Learning Career
Center, you will be getting special needs students that have been through a
structured training program. They will have been screened and assessed
based on their skills and abilities so we’ll know what their skill sets are,
and we can basically pick and choose the right people that meet our needs
and say yes; we’d like you to come to work for us because you have that
level of independence that doesn’t require the degree of mentoring as
those hired who have not had any training.
Theme #7: The perceived challenges associated with PRIDE’s initiative. Seven
of 20 (35%) participants identified what they perceived were challenges associated with
66
PRIDE’s initiative. The researcher identified some of these challenges by going back
through the different responses to the interview questions; however, some participants did
not share what they perceived were the challenges and only focused on the questions
themselves. Participant P14 voiced support for the program but did have some
reservations:
Having a training program is valuable, but it also would be very
challenging for a diverse company throughout the United States. There is a
cost and it depends on a contract which is usually limited from a start
period to an ending period for that. I feel it won’t help in PRIDE’s
recruiting process but in time it will help with the skilled workforce
shortage, but it is going to take time.
“It’s a long term program; it takes a lot of planning, not only towards the training
but with the workload to ensure you maintain contractual requirements” (P03).
“Collaboration is the key, it takes all departments, Rehabilitation, Human Resource, Job
Coaches and the field management team, to work together and the program must be a
company’s focus and have support across the board, getting total buy in and support is a
challenge” (P08). P03 also noted that the support requirements, such as from personnel
and staffing, can be a challenge: “I think it takes a lot of people to get involved, but they
also need people who are getting involved currently also have their own jobs to do, so I
think if we had a little bit more support in that fashion … .”
Another participant identified that resources and material can become challenges
as well. Participant P14 added:
[A]ny good training program requires resources. Resources are multiple
67
things—it’s time, people, money, it has to be dedicated towards that. In
today’s society time is precious. Everybody wants everything now. And
so, you know, to give up time to focus on training, there is a cost. You’ve
got to determine how much you can afford, what kind of program or how
robust of a program you want to have.
“Time is something not everyone has enough of[,] especially when it comes to
training and getting all your work done” (P03). Productivity is another concern during the
implementation phase of the program: “[Y]ou lose it because you have to take employees
out of the field to attend training, unless you require them to attend after hours which
bring[s] up other issues if the training is mandatory” (P13).
P14 had some suggestions for improvement:
The entire curriculum that is being used for the program is designed for
construction type organizations; some of what is covered during the
classes does not pertain to facility maintenance trades. So the challenge is
that PRIDE has to develop their program around what their needs are by
extracting different section[s] that best support the skill development of
the trades needed.
Subtheme #7.1: Disability is perceived as a challenge. Three of the 7 (42%)
participants, who had responded in theme 7, also mentioned other challenges that should
be considered when training a person with a disability. Participant P07 perceived the
challenge in recognizing the potential of an employee with a disability and making
accommodations to realize that potential:
You have to know and understand the elements of a person’s disability,
68
then equate that to their potential, and then consider their
accommodations; for some we couldn’t put them in a certain position or
training because physically or mentally, our perception or lack of
knowledge/understanding keeps them from participating. You have to
accept that challenge and afford them the opportunity to try.
Participant P04 also shared how he perceived this same issue:
I can teach an employee with a disability or have one of my qualified
technicians teach them, but it’s hard when their disability prevents them
from learning. Another perspective is that he can do all day long, but the
following day he can’t do it anymore, you have to retrain them. It’s
frustrating because you want these guys to get better, you want them to
progress. But it’s hard to … it’s not hard to understand because I do
understand what some of their disabilities are—learning disabilities, things
like that—but sometimes it just feels like we’re going nowhere because
they are not able to retain the information. The key is patience!
Participant P06 made the point that the program has to understand the sensitivities
of those with disabilities and determine how to address certain issues that pertain to their
abilities or limited abilities:
Yes, we as leaders are trained in understanding what disabilities are and
the different types that some of our employees have, but it doesn’t make
us an expert. The instructors are the technicians, experts in their field, who
are not trained teachers nor do they understand the mechanics of
instructing those with disabilities found in a diverse classroom. This is
69
very difficult on top of doing their job, but they do have the heart and
patience to do it. Our instructors have found innovative and creative ways
to present the material; this is what is challenging.
Summary of Chapter
This study focused on expanding the knowledge base and understanding of
PRIDE’s initiatives, approach, action, or interaction shaped by perspectives of members
of the IFS management teams. The researcher was able to elicit the participants’
descriptive lived experiences and understanding of PRIDE Industries initiatives to
develop a concept of the phenomenon and provide a framework for further research. In
accomplishing this task, the researcher explored the perceptions and experiences of 20
participants, consisting of a combination of managers, supervisors, and lead technicians,
to better understand the different themes that surfaced while investigating PRIDE
initiatives introduced to address diverse skilled-craft shortages at five of the seven IFS
locations. What emerged along with the report shown in Table 4.3 was the sense that
PRIDE’s initiatives could be a viable and useful means to address the skilled-craft worker
shortage, especially for organizations that have a need for a diverse skilled-craft
workforce. However, there are challenges associated with such initiatives, as several of
the participants pointed out. They also acknowledged that not every organization can
establish its own apprentice-type training program. However, the initiative such as the
one that PRIDE and the Ysleta School District piloted in the 2014 school year could be
an option for many of these organizations. It was further noted that more time is required
before an assessment can made to determine if the training initiative is truly effective and
if, in the long term, it will become a sufficient solution to PRIDE’s workforce shortage
problems.
70
Chapter 5 reports the results of the study, discussing its findings and conclusions.
It also examines the study limitations and implications for practice, and offers
recommendations and suggestions for future studies. Chapter 5 concludes with researcher
comments.
71
CHAPTER FIVE: SUMMARY AND DISCUSSION
The purpose of this project was to discover if PRIDE Industries’ innovative
approach and outreach initiatives could be a preferred method of addressing the growing
shortage of skilled-craft workers within the construction and facility maintenance
industries. It further considered PRIDE’s approach to leveraging the disabled population
and providing them with individualized training that develops the skills required to gain
employment and career opportunities. The researcher used a qualitative, exploratory
method of data collection through an interview process. Chapter 3 gave specific details of
the qualitative, exploratory methodology used in this study.
This chapter provides an overview of the research study. It summarizes the
findings and conclusion presented in Chapter 4, and expands the discussion of the
limitations and implications of the study. This chapter also makes recommendations for
future research.
Findings and Conclusions
Specific data regarding response percentages and themes derived from the
participant data are shown in Chapter 4, Table 4.2. The findings in the study are
qualitative and are derived from the perceptions of 20 participants (consisting of
managers, supervisors, and lead technicians) concerning PRIDE Industries initiatives and
innovative approach to its skilled-craft shortage issues. Participants’ responses are
detailed in Chapter 4. The following is a summary of what the data collected represented
and what conclusions were drawn from those data. While there were some surprises in
the data obtained, much of it also confirmed some of the literature.
A U.S. Department of Labor Construction Labor Research Council (CLRC)
report, published in 2005, identified a need for 2 million skilled-craft workers by the year
72
2017 (CLRC, 2005). As noted in Theme 1, those numbers have had an impact on the
PRIDE Industries management teams as well. Ninety percent of the management team
participants perceived that there is a shortage of both skilled-craft and diverse skilled-
craft workers. In Theme 2, the researcher recognized the challenges experienced by the
participants in finding qualified (i.e., properly skilled) disabled candidates who meet the
requirements under the AbilityOne program.
A Kiplinger letter from 2014 noted that federal training programs are in need of
an overhaul. “Congress is working on a deal, near its completion, that will restructure
Uncle Sam’s myriad of vocational training programs in support of job seekers. The key is
to bring flexibility to programs structure which supports the employer’s needs”
(Kiplinger, 2014, p. 2). What is interesting in this regard is Theme 2, which revealed that
95% of those interviewed felt that PRIDE’s training initiatives address their diverse
skilled-craft worker shortages by giving them the flexibility and capability to train their
own workforce. It was further noted, in Theme 3, that PRIDE’s innovative approach was
perceived by all participants to be the best solution to the problem of diverse skilled-craft
workforce shortages. The researcher recognized that the PRIDE approach gives the
organization the ability to adapt and deliver training based on an individual’s disability
and needed accommodations; this approach has proven to be effective based on the report
shown in Table 4.3 (Module Completion Report). This innovative approach, which is the
basis of PRIDE’s initiative, fully supports the government’s desire to restructure
programs to provide flexibility and worker certifications, help workers find work, and
meet the demands of employers (Kiplinger, 2014, p. 2).
73
The researcher agreed with the 20% of participants who felt that more time should
be allowed before program assessment, as more experience with the program will permit
a better, more informed, and more complete evaluation, as noted in Theme 4. Granted,
the success demonstrated by the module completion report supports those (50%) who
have experienced PRIDE’s training initiative and feel that their disabled workers’
employability has improved. However, there were others who still needed that experience
to make an honest assessment, although even these respondents felt that the initiatives
could make a difference. It was further noted in Theme 5 that 75% of the participants
perceived that PRIDE’s initiative is helping to narrow the shortage gap. The researcher
concurs, and further notes that though there is a shortage of qualified disabled candidates
within PRIDE’s different communities of operation, the training initiative could help fill
some of the shortages by training from within.
The researcher identified and noted other possible options, such as PRIDE’s
school outreach initiative, noted in Theme 6. Outreach initiatives that embrace
transitional programs as a platform to introduce and possibly train special-needs youth
with disabilities in the construction and facility maintenance industry can only improve
hiring interest by employers. The idea that school districts could be an important part of a
solution to help address the skilled-craft workforce shortage was overwhelmingly
supported. Such vocational training initiatives further support the government’s desire to
help those looking for employment find jobs. Specifically, they focus on employers that
have committed to the requirements to have a diverse (disabled) skilled-craft workforce.
With any new initiative or innovative idea, there are challenges, and PRIDE’s
training initiative is no different. As noted by the researcher in Theme 7, these challenges
74
included the need for resources such as time, money, materials, and people. The
participants further noted the unique challenges associated with training those with a
disability and most instructors’ lack of experience in training those who have cognitive
challenges. As presented by the researcher, these core themes allow a better
understanding of the participants’ perceptions and lived experiences. The thematic
distillation of participant data helped to clarify whether PRIDE’s initiatives and
innovative training approach could be a solution to resolving the growing shortage of
skilled-craft workers and, by training the disabled workforce, also address the demand for
a diverse skilled-craft workforce.
The researcher was able to analyze the data by grouping it into various textual
descriptions based on different characteristics; this enabled the researcher to become fully
informed as to the participants’ perceptions of PRIDE’s initiatives. It further allowed him
to understand the influence of the data concerning the workforce shortage issues, skill
development, employee opportunities, and other possibilities such as PRIDE’s outreach
program—all of which builds toward the future and meets the goals of the federal
government AbilityOne program.
The data from this study are significant because they provide specific information
as to how PRIDE’s management team perceived PRIDE’s initiatives, and the
participants’ opinions on those initiatives could be a means to address the growing
shortage of skilled-craft workers in the construction and facility maintenance industries.
The data obtained suggested that participants do believe there is a shortage of both
skilled-craft and diverse skilled-craft workers. They further showed that the majority of
the participants felt that PRIDE’s new training initiative is a viable means to combat the
75
shortage issues; a few indicated they have already leveraged PRIDE’s initiative with
some success. This innovative approach, in which persons with disabilities are provided
the training they need to become productive and skilled workers, is perceived to be the
best solution to addressing PRIDE’s skilled-craft worker shortages and building its
diverse skilled-craft workforce. The data further indicate improvement in general
employability skills. However, many participants could not attest to the benefits of the
program or fully endorse it due to their lack of experience with it. Others felt it was still
too early, and the program too new, to be able to make a valid assessment of its success.
It was overwhelmingly perceived that PRIDE’s outreach initiative with the school
districts could be a good avenue through which to address the diverse skilled-craft worker
shortages. Although the study data yielded several positive results, challenges were also
identified, as is to be expected with any initiative or innovative idea. Specific challenges
identified in this study included resource needs and working with those who have a
disability. Both require time and understanding of how these challenges impact the
organization and those involved. Lastly, based on the data shown in Table 4.3 (Module
Completion Report), one can conclude that PRIDE has had some success, with 51 of its
82 employees who have enrolled in its core training program completing the core
requirements and positioning themselves to move on in their skilled-craft training.
Limitations of the Study
The limitations of this study included (a) participants’ experience; (b)
participants’ knowledge of PRIDE’s initiatives; (c) purposive sampling; (d) possible
researcher influence; (e) quality of questions; and (f) participants’ subjectivity. This study
was limited to managers, supervisors, and lead technicians from those PRIDE IFS
locations that could have had knowledge of and experience with PRIDE’s initiatives. The
76
study results may not be applicable in all nonprofit facility maintenance companies.
However, these results may help similarly situated organizations address their skilled-
craft workforce shortages, especially if the organization seeks or requires a diverse
skilled-craft workforce.
The study included only PRIDE’s management team; no employees or employees
with a disability who have knowledge of or experienced PRIDE’s training initiative
participated. However, the management team did provide perceptions that included lived
experiences from both supervisory and employee viewpoints. Employee perspectives
may be relevant for other such studies, but were not investigated in this study.
The fact that the researcher works for PRIDE Industries as the Director of
Technical Training could have been a limiting factor in the study. Even though the
researcher knew and works with the participants, he had no direct-report influence over
them, and they appeared to provide straightforward and honest responses to the interview
questions. More importantly, there was no apparent reason for participants to be
dishonest.
It is also possible that the researcher, because of his knowledge of and
responsibility for PRIDE’s initiatives, may have influenced participants, specifically
through body language and/or nonverbal communication. Even though the participants
were told to express their own perceptions without reservation or fear of reprisal, they
may have been reluctant given that the questions were based on PRIDE’s initiatives and
the researcher’s involvement. Also, the researcher had to set aside all prejudgments and
bias in order to gain true understanding of the experiences and site leadership’s
77
perceptions. He further had to make every effort to ensure that bias did not interfere with
the integrity of the interview process.
The quality of the questions created allowed participants to wander, thus
providing responses that were not directly tied to the subject of the study. It also allowed
for individual interpretation of what a question was asking. This resulted in the researcher
having to clarify or reword the question, which also could have influenced how the
participant perceived what was being asked. Furthermore, any particular participant’s
lack of true knowledge of and experience with PRIDE’s initiatives could have impacted
the responses and thus the data derived.
Lastly, although it is presumed that each participant responded honestly, they may
have inadvertently misled the researcher despite their best intentions. Additionally, each
participant brought to the interview his or her own subjectivity and perceptions of past
lived experiences and those related to PRIDE’s initiatives. As with any perception,
responses to questions may have been skewed to fit a particular mindset or inner
subjective motive.
Implications for Practice
Currently, there are no known previous qualitative studies regarding the shortage
of disabled skilled-craft workers within the construction and facility maintenance
industries. This study is unique in that it delved into PRIDE Industries initiatives to
address diverse skilled-craft workforce shortages. A study such as this, which
investigates different perspectives and innovative approaches, could open new doors for
both the construction industry and facility maintenance industries and thereby help
eliminate skilled-craft workforce shortages.
78
As stated in the article, “Bridging the Skills Gap,” a skills gap is “a significant
gap between an organization’s skill needs and the current capabilities of its workforce”
(ASTD, 2006; Galagan, 2009; NCCER, 2013). PRIDE Industries recognized that in order
to grow and/or remain competitive, its employees would have to have the right skills to
help drive business results and support the organization’s strategies and goals (NCCER,
2013). As demonstrated by this study, closure of the skills gap was and still is a critical
issue for PRIDE Industries. Organizations like PRIDE need to realize that their future is
based on their commitment to developing human capital. The PRIDE management team
members who participated in this study echoed Manpower Group, Inc.’s statement that “a
lack of experience, skills or knowledge is the primary reason for the difficulty filling
positions” (Manpower Group, Inc., 2012, p. 4; NCCER, 2013). Today, PRIDE Industries
is one of the employers that has made training and development important, as evidenced
by the study participants’ views of the initiatives being introduced. PRIDE is now a part
of the 6% of employers that are working more closely with educational institutions to
create curricula that close knowledge gaps and build skills needed to help fill the diverse
“disabled” skilled-craft workforce void (Manpower Group, Inc., 2012; NCCER, 2013).
The perceptions revealed in this study strongly supported PRIDE’s outreach
program as a good solution to the skilled-craft shortage because it leverages the school
districts’ involvement and interest and provides the opportunity for students to enter an
apprenticeship-type program as a part of their transition (Lynn & Mack, 2008). The
outreach program is perceived to support PRIDE’s needs because it promotes successful
movement of those with special needs or a disability from high school to post-school
activities such as employment, postsecondary education, adult services, independent
79
living, and/or community participation (Ohio Rehabilitation Services Commission,
1997). Initiatives like these provide students with transition services that increase their
exposure to work opportunities, enable them to engage in career decision making, and
give access to real work experiences.
Another interesting study result was the emergence of challenges that such
initiatives can face, which require serious organizational consideration. It was noted that
the nature of differences (cognitive skills or physical ability-based constructs) and “types
of disabilities” require closer examination, especially when it comes to technical-type
training (Harrison & Klein, 2007). Many of the participants noted that leaders must be
aware of today’s increasingly diverse workplace and the rate at which diversity continues
to evolve in the workplace, as this has a large impact on and serious repercussions for
transition programs offered by transition centers (Schmidt, 2009). PRIDE Industries has
the necessary components to achieve its goal by incorporating an organizational
employee craft training program and supporting a student transition program that guides
those with disabilities in career exploration and decision making, career planning, job
development and placement, and career maintenance (Szymanski & Hershenson, 1998).
Implications of Study and Recommendations for Future Research
This study is the first of its kind, as it investigated a nonprofit organization’s
initiatives to address the growing shortage of diverse skilled-craft workers. The study
results, drawn from the understanding of PRIDE’s IFS management teams’ perceptions,
included the discovery of seven themes concerning approaches to the growing shortage of
a diverse skilled-craft workforce. Because the participants were able to describe
perceptions of both past experiences and suggestions about newly introduced initiatives,
the study’s results are important for others to analyze and apply in different work
80
settings. For example, other facility maintenance companies that are a part of the
AbilityOne program can apply the results of this study when formulating new, innovative
programs and approaches to resolving the emerging skilled-craft worker shortages
impacting the construction and facility maintenance industries.
Though limited to one organization, this study is intended to add to the literature
about organizational approaches to addressing the diverse skilled-craft workforce
shortage. This study may be of interest to other organizations similar to PRIDE
Industries, school districts, and community programs, as it investigated initiatives
involving the need for skilled workers with a disability. Leaders in each of these different
categories could benefit from this study, as the findings are potentially generalizable to
other companies that are part of the AbilityOne program or have an interest in addressing
the skilled-craft shortage by leveraging people with disabilities.
This qualitative, exploratory study added a different view to the body of
knowledge by exploring the initiatives being used by a nonprofit organization whose
mission is to create jobs for people with disabilities. This study opened doors for further
research into other innovative ways to help organizations like PRIDE Industries address
the growing shortage of skilled-craft workers by including those with a disability. This
study was limited to managers, supervisors, and lead technicians, but future qualitative
studies could investigate the different perspectives offered by those directly involved in
such training initiatives. A quantitative study that assessed success rates based on
enrollment numbers would add a different view and reveal direct impacts of the training
initiatives being used to address workforce shortages. Similar studies could be performed
within different organizations seeking to address these skilled-craft shortages, especially
81
programs that are focused on the disabled population. Additional studies could also be
conducted to assess initiatives like the PRIDE/YISD pilot school transition program, to
see if transitional programs can not only address these shortage issues but also offer
options to those graduating students with a disability.
Based on this study’s findings, a similar study (using the same methodology)
could potentially identify any changes in perceptions or experiences within the training
initiatives or pilot program by PRIDE’s IFS management team. As defined by PRIDE’s
implementation strategy, an evaluation is to be conducted three years after
implementation to determine the success of the program based on employee performance
assessments and supervisors’ observations. Additional research might find that the
perceptions of different levels of managers or managers with different degrees of
shortage experiences would vary regarding such initiatives. A more diversified group of
participants or larger sample could potentially yield useful results, whether they were
similar to or different from the results of the current study.
Conclusion
This study suggests that an innovative approach to training and implementation of
a transition program within a school district could be useful ways to help resolve the
skilled-craft shortage currently being experienced by the construction and facility
maintenance industries. Investing in organizations that create and implement programs
that address industry needs as well as the needs of people with disabilities is a significant
step. It is those initiatives that will reshape the future and create opportunity for those
with a disability.
This study provided new research on the initiatives PRIDE Industries is taking to
help relieve its extreme shortage of skilled-craft workers in a workforce that specifically
82
includes people with significant disabilities. Moreover, the study built a strong case for
exploring other initiatives that both address the skilled-craft workforce shortage and
leverage disabled workers as a means to help meet the needs of other organizations.
83
REFERENCES
AARP. (2005). The business case for workers age 50+: Planning for tomorrow’s talent
needs in today’s competitive environment. Retrieved September 5, 2013, from
http://www.aarp.org/work/work-life/info-2005/workers_fifty_plus.html
AbilityOne Program. (2013). FAQs. Retrieved September 4, 2013, from
http://www.AbilityOne.org/about_us/faqs.html#1
American Society for Training and Development (ASTD). (2006). Bridging the skills
gap: How the skills shortages threaten growth and competitiveness … and what to
do about it. Retrieved July 26, 2013, from
http://www.lifelonglearningaccounts.org/pdf/BridgingtheSkillsGap.pdf
American Society for Training and Development (ASTD). (2010). Aging workforce
worries construction industry. Retrieved July 26, 2013, from
http://www.astd.org/Publications/Magazines/TD/TD-Archive/2010/12/Aging-
Workforce-Worries-Construction-Industry
Associated General Contractors of America. (2012). Tentative signs of recovery: The
2013 construction hiring and business outlook. Retrieved August 16, 2013, from
http://www.google.com/url?sa=t&rct=j&q=&esrc=s&frm=1&source=web&cd=2
&ved=0CCUQFjAB&url=http%3A%2F%2Fwww.agcnebuilders.com%2Ffile_do
wnload%2Fd4ad1b53-fc22-4acf-bdb5-
067cb72f149a&ei=sHeoU96nIsjboASxy4DwCA&usg=AFQjCNHQky3lJ5k8beU
FzGjqAOCz7UYSdA&sig2=zAgZKoTbjhwoaPGHhWkfCA
ASUO-Multicultural Advocate’s Home Page. (2013). Definition of diversity. Retrieved
August 6, 2013, from
http://gladstone.uoregon.edu/~asuomca/diversityinit/definition.html
84
Berg, B. L. (2004). Qualitative research methods for the social sciences (5th ed.).
Boston, MA: Pearson.
Business Roundtable, Construction Cost Effectiveness Task Force. (1997). Confronting
the skilled construction workforce shortage—A blueprint for the future. Ithaca,
NY: Cornell University.
Center on Education and Work. (1995). Career development for individuals with
disabilities (vol. 2): Training for delivery of effective services. Madison, WI:
University of Wisconsin.
CLRC. (2005). Craft labor supply outlook 2005-2015. Retrieved July 21, 2013, from
http://www.finishingcontractors.org/uploads/media/CRAFT_LABOR_SUPPLY_
REPORT-January_2005.pdf
Cohn, D., & Taylor, P. (2010). Baby boomers approach 65—glumly. Washington, DC:
Pew Research Social & Demographic Trends. Retrieved August 16, 2013, from
http://www.pewresearch.org/daily-number/baby-boomers-retire/
Construction Industry Institute. (1992). An assessment of education and training needs
among construction personnel (Special Publication 14-2). Austin, TX: The
University of Texas at Austin.
Corbin, J. M., & Strauss, J. M. (2007). Basics of qualitative research: Techniques and
procedures for developing grounded theory (3rd ed.). Thousand Oaks, CA: Sage.
Cox, T., Lobel, S. A., & McLeod, P. L. (1991). Effects of ethnic group cultural
differences on cooperative and competitive behavior on a group task. Academy of
Management Journal, 4, 827−847.
85
Creswell, J. W. (1998). Qualitative inquiry and research design: Choosing among five
traditions. Thousand Oaks, CA: SAGE Publications.
Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods
approaches (3rd ed.). Thousand Oaks, CA: SAGE Publications.
Denzin, N. K., & Lincoln, Y. S. (2005). The handbook of qualitative research (3rd ed.).
Thousand Oaks, CA: SAGE Publications.
FMI. (2010). The next big threat ... and it’s probably not what you’re expecting.
Retrieved June 15, 2013, from http://myclma.com/wp-content/uploads/2010-FMI-
Article-on-Workforce.pdf
Foreman, A. K., & Pressley, G. (1987). Ethics culture and corporate culture: Using black
styles in organizations. Communication Quarterly, 35, 293-307.
Galagan, P. (2009). Bridging the skills gap, part I. The Public Manager. Retrieved
September 6, 2013, from http://www.astd.org/Publications/Magazines/The-
Public-Manager/Archives/2009/10/Bridging-the-Skills-Gap-Part-I
Gunderson, S., Jones, R., & Scanland, K. (2004). The jobs revolution: Changing how
America works (2nd ed.). Philadelphia, PA: Copywriters, Inc. (Pennsylvania State
University).
Hagner, D., Fesko, S., Cadigan, M., Kiernan, W., & Butterworth, J. (1996). Securing
employment: Job search and employer negotiation strategies in rehabiliation. In E.
M. Szymanski & R. M. Parker (Eds.), Work and disability: Issues and strategies
in career development and job placement (pp. 309-340). Austin, TX: PRO-ED.
Hanley-Maxwell, C., Szymanski, E., & Owens-Johnson, L. (1998). School-to-adult life
transition and support employment. In E. M. Szymanski & R. M. Parker (Eds.),
86
Rehabilitation counseling: Basics and beyond (3rd ed., pp. 143-179). Austin, TX:
PRO-ED.
Harrison, D. A., & Klein, K. J. (2007). What’s the difference? Diversity constructs as
separation, variety, or disparity in organizations. Academy of Management
Review, 32, 1199−1228.
Helgesen, S. (1990). The female advantage: Women’s ways of leadership. New York,
NY: Doubleday.
James, E. A., Slater, T., & Bucknam, A. (2012). Action research for business, nonprofit
& public administration. Thousand Oaks, CA: SAGE Publications.
Judy, R., & D’Amico, C. (2005). Workforce 2020: Work and workers in the 21st century.
Indianapolis, IN: Hudson Institute.
The Kiplinger Washington Editors, Inc. (2014). Forecast for executives and investors.
The Kiplinger Letter, 91(22), 1-4.
Lather, P. (1991). Getting smart: Feminist research and pedagogy with/in the
postmodern. New York, NY: Routledge.
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Newbury Park, CA: SAGE
Publications.
Lynn, I., & Mack, D. (2008). Multiple strategies for improving transition outcomes of
youth with disabilities: Issue paper on increasing access to apprenticeship
opportunities. Washington, DC: Institute for Educational Leadership and HeiTech
Services, Inc.
87
Manpower Group, Inc. (2012). 2012 talent shortage survey results. Retrieved July 27,
2013, from http://www.manpowergroup.us/campaigns/talent-shortage-
2012/pdf/2012_Talent_Shortage_Survey_Results_US_FINALFINAL.pdf
Manpower Inc. (2010). Employment outlook survey. Retrieved July 26, 2013, from
http://us.manpower.com/us/en/multimedia/MEOS_Q4_2010.pdf
McGraw-Hill Construction. (2012). Construction industry workforce shortages: Role of
certification, training and green jobs in filling the gaps (Smart Market Report).
Bedford, MA: McGraw-Hill Construction. Retrieved July 17, 2013, from
http://www.gbcsa.org.za/wp-content/uploads/2013/06/USGBC-Report-Smart-
Market-Report_Construction-Industry-Workforce-Shortages-Role-of-
Certification-Training-and-Green-Jobs-in-Filling-the-Gaps-2012-Copy.pdf
Merriam, S. B. (2002). Qualitative research in practice: Examples of discussion and
analysis. San Francisco, CA: Jossey-Bass.
National Center for Construction Education and Research (NCCER). (2013). Craft
workforce development 2013 and beyond: A case for greater stakeholder
commitment. Alachua, FL: Author.
National Council on Disability (NCD). (1996). National disability policy: A progress
report—July 1996. Retrieved August 8, 2013, from
http://www.ncd.gov/progress_reports/July1996
NVivo. (2013). An overview of NVivo, software to support qualitative and mixed methods
research. Retrieved November 6, 2013, from
http://www.qsrinternational.com/default.aspx
88
Ohio Rehabilitation Services Commission. (1997). Transition guidelines and best
practices. Columbus, OH: RSC Office of Public Information, 1997.
OHSR. (2011). Office of Human Subjects Research (online database). Retrieved July 27,
2013, from National Institutes of Health:
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3121268/
Patton, M. Q. (2002). Qualitative research and evaluation methods (3rd ed.). Thousand
Oaks, CA: SAGE Publications.
Reason, P., & Torbert, W. R. (2001). The action turn: Towards a transformational social
science. Concepts and Transformation, 6(1), l-38.
Richard, O. C., Ford, D., & Ismail, K. (2006). Exploring the performance effects of
visible attribute diversity: The moderating role of span of control and
organizational life cycle. International Journal of Human Resource Management,
17(12), 2091-2109.
Rubin, H. J., & Rubin, I. S. (2005). Qualitative interviewing: The art of hearing data
(2nd ed.). Thousand Oaks, CA: SAGE Publications.
Schall, C. (1998). The Americans with Disabilities Act: Are we keeping our promise? An
analysis of the effect of the ADA on the employment of persons with disabilities.
Journal of Vocational Rehabilitation, 10, 191-203.
Schein, E. H. (1999). Process consultation revisited: Building the helping relationship.
Reading, MA: Addison-Wesley.
Schmidt, S. W. (2009). Employee demographics and job training satisfaction: The
relationship between dimensions of diversity and satisfaction with job training.
89
Human Resource Development International, 12(3), 297-312.
doi:10.1080/13678860902982082
Schultz, B. (2012). Beat the clock: Develop workers now to replace an aging workforce.
Retrieved July 17, 2013, from
http://www.forconstructionpros.com/article/10813752/take-time-to-develop-your-
workforce
Schur, L., Kruse, D., & Blanck, P. (2005). Corporate culture and the employment of
persons with disabilities. Behavioral Sciences and the Law, 23, 3-20.
Schwandt, T. A. (2000). Three epistemological stances for qualitative inquiry. In N. K.
Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (2nd ed., pp.
189-213). Thousand Oaks, CA: SAGE Publications.
Shore, L. M., Chung-Herrera, B., Dean, M., Ehrhart, K., Jung, D., Randel, A., & Singh,
G. (2009). Diversity in organizations: Where are we now and where are we
going? Human Resource Management Review, 19, 117-133.
SourceAmerica. (2013). Be amazed at what our workforce can do. Retrieved September
4, 2013, from http://www.sourceamerica.org/
Spataro, S. E. (2005). Diversity in context: How organizational culture shapes reactions
to workers with disabilities and others who are demographically different.
Behavior Science Law, 23(1), 21-38.
Spillane, J. (2004). “The perfect storm” in the construction industry. Construction
Executive, 21-24.
90
Szymanski, E., & Hershenson, D. (1998). Career development of people with disabilities:
An ecological model. In E. M. Szymanski & R. M. Parker (Eds.), Rehabilitation
counseling: Basics and beyond (3rd ed., pp. 327-378). Austin, TX: PRO-ED.
Symonds, W. C., Schwartz, R. B., & Ferguson, R. (2011). Pathways to prosperity:
Meeting the challenge of preparing young Americans for the 21st century (Report
issued by the Pathways to Prosperity Project, Harvard Graduate School of
Education). Cambridge, MA: Pearson Foundation.
Tolbize, A. (2008). Generational differences in the workplace. Research and Training
Center on Community Living, University of Minnesota. Retrieved August 6,
2013, from http://rtc.umn.edu/docs/2_18_Gen_diff_workplace.pdf
Tucker, R. L., Haas, C. T., Glover, R. W., Alemany, C., Carey, L. A., Rodriguez, A., &
Shields, D. 1999. Key workforce challenges facing the American construction
industry: An interim assessment (Report No. 3). Austin, TX: Center for
Construction Industry Studies, The University of Texas at Austin.
U.S. Bureau of Labor Statistics (BLS). (2011). Occupational outlook handbook and
career guide to industries. Retrieved August 6, 2013, from
http://www.bls.gov/ooh/home.htm
U.S. Bureau of Labor Statistics (BLS). (2012). Labor force projections to 2020: A more
slowly growing workforce. Employment outlook: 2010-2020. Retrieved August 6,
2013, from http://www.bls.gov/opub/mlr/2012/01/art3full.pdf
Whyte, D. (2013). Craft workforce development 2013 and beyond: A case for greater
stakeholder commitment. The National Academy of Construction (NCCER).
91
Retrieved August 6, 2013, from
http://www.nccer.org/uploads/fileLibrary/Craft_WFD_2013_And_Beyond.pdf
Whyte, D., & Greene, S. (2004). The skilled workforce crisis. Retrieved July 20, 2013,
from
http://www.nccer.org/uploads/fileLibrary/research/SkilledWorkforceCrisis.pdf
92
APPENDIX A: PARTICIPATION REQUEST EMAIL
Dear (name):
I am a student at Colorado Technical University working on my Doctorate of
Management (DM) degree. I am conducting a research study entitled “Is Training the
Solution” to address the skilled-crafter workforce shortages. The purpose of this study is
to explore and discover whether or not PRIDE Industries initiatives will address the
emerging skilled-craft workforce shortages it now faces.
The study will include:
Signing an informed consent form
Participating in a 45-60 minute interview.
You will review, sign and date a consent form and participate in an interview. The
interview will be one-on-one with me either at your workplace or a location at your work
site to accommodate work schedules and limit interruptions. Since the interview may be
conducted at your workplace, the PRIDE Industries COO has previously granted
permission for your participation. The interview will be conducted between January 1,
2014 and May 31, 2014. For your convenience, I have attached a consent form for you to
review.
Your participation in this study can make an important contribution to your
community and organization based on PRIDE’s innovative approaches to address skilled-
craft workforce shortages and how they are perceived throughout the organization. Your
straightforward responses will be kept confidential and used only for research purposes.
93
Please respond within 5 work days to this email to let me know if you would
agree to participate in my study. If you do, please let me know the following:
Date: _______________________
Time: _______________________
Location: _____________________
Also, please bring the consent form to the interview. I will have blank consent forms at
the interview for you to fill out if you forget to bring one with you.
Thank you in advance for your assistance.
Lonny Wright
DM Candidate
Phone: (915) 443-6365
Email: [email protected]
Attachment:
Consent Form
94
APPENDIX B: FOLLOW-UP EMAIL
Dear (name):
A few days ago I sent you an email requesting your participation in my doctoral study
pertaining to PRIDE’s strategy to address the emerging skilled-craft workforce shortages.
This email is a reminder in case you did not receive the request and attached consent
form. If you did receive them but have not completed them, I hope that you find the time
in your busy schedule to annotate the date, time, and location of our interview and
sign/date the consent form and email both back to me at your earliest convenience. If you
have already completed them and sent them back to the email below, THANK YOU
VERY MUCH.
Lonny Wright
DM Candidate
Phone: (915) 443-6365
Email: [email protected]
95
APPENDIX C: REMINDER EMAIL
Dear (name):
This email is a reminder regarding our previously scheduled interview that will include
going over a consent form, concept definitions, and interview. In case we need to
accomplish another consent form, I will have blank ones available before the interview
begins. Below are the date, time, and location of the interview.
Date: _______________________________
Time: ______________________________
Location: ___________________________
I look forward to seeing you tomorrow.
Lonny Wright
DM Candidate
Phone: (915) 443-6365
Email: [email protected]
96
APPENDIX D: INFORMED CONSENT
Informed consent
TITLE OF STUDY: Is Training the Solution: A
Qualitative Study Exploring the Innovative
Approach to Address the Skilled-Craft Workforce
Shortages at PRIDE Industries.
INVESTIGATOR: Lonny Wright
CONTACT NUMBER: (915) 443-6365
Purpose of the Study
You are invited to participate in a research study. The purpose of this qualitative
research study is to explore and discover whether or not PRIDE Industries initiatives will
address the emerging skilled-craft workforce shortages it now faces.
Participants
You are being asked to participate in the study because of your work at PRIDE
Industries as a manager, supervisor, or lead technician who supervises other individuals
and is responsible for implementation of PRIDE’s initiatives. Your opinions, outlook, and
insights with respect to your managerial experiences while implementing innovative
training initiatives are critical to the purpose of this study and to determine if PRIDE’s
approach is effective and appropriate to address skilled-craft workforce shortages.
Procedures
97
If you volunteer to participate in this study, you will be asked to do the following:
Provide, during an interview (45-60 minutes in length), any information regarding your
experiences while implementing a program that is designed to address workforce
shortages and is focused towards a diverse group, employees with a disability. You will
also be asked about your past managerial experiences with different training approaches
or initiatives, and what training recommendations you would make to PRIDE Industries.
Benefits of Participation
There may/may not be direct benefits to you as a participant in this study.
However, we hope to learn different perspectives and experiences to determine if
PRIDE’s approach will help address the workforce shortage and help managers better
accomplish organizational goals and objectives. Any recommendations you make to
improve PRIDE’s efforts may or may not be implemented.
Risks of Participation
There are risks involved in all research studies. This study may include only
minimal risks. You may not see the ultimate results of your input to this study. You may
also feel somewhat uncomfortable in answering some of the questions since it may
involve previous personal contact or managerial experiences with others at PRIDE
Industries. The results of the study may not end up benefiting the organization (PRIDE
Industries or IFS locations).
Cost/Compensation
98
There will not be financial cost to you to participate in this study. The study will
take approximately 45-60 minutes of your time. You will not be compensated for your
time. Colorado Technical University (CTU) may not provide compensation or free
medical care for an unanticipated injury sustained as a result of participating in this
research study.
Contact Information
If you have any questions or concerns about the study, you may contact Dr.
Joanne Preston, Dean, Doctorate Management Programs (CTU), at
[email protected], or 4435 North Chestnut, Colorado Springs, Colorado 80901.
For questions regarding the rights of research participants, or any complaints or
comments regarding the manner in which the study is being conducted, you may contact
the Colorado Technical University, Doctoral Programs, at 719.598.0200.
Voluntary Participation
Your participation in this study is voluntary. You may refuse to participate in this
study or in any part of this study. You may withdraw at any time without prejudice to
your relations with the university. You are encouraged to ask questions about this study
at the beginning or any time during the research study.
Confidentiality
All information gathered in this study will be kept completely confidential. No
reference will be made in written or oral materials that could link you to this study. Your
99
name will be number coded and used for references purposes only. The researcher will be
the only individual who will know your identity. All records (field notes, taped
recordings, tape recorded transcripts) will be stored in a password protected laptop that
only the researcher has access and password knowledge. The laptop will be locked safe in
El Paso, Texas, where only the researcher has access for at least 5 years after completion
of the study and dissertation publication. After the storage time has elapsed, all notes and
transcriptions gathered will be destroyed in accordance with CTU policy.
Participant Consent
I have read the above information and agree to participate in this study. I am at least 18
years of age. A copy of this form has been provided to me.
__________________________ ____________________
Signature of Participant Date
__________________________
Participant Name (Please Print)
100
APPENDIX E: SCRIPT
Location: _____________________________
Date: ________________________________
Name of Participant: ______________________
Participant Number: ______________________
Time Started: _________________________
Time Finished: ________________________
Total Interview Time: __________________ (minutes)
Opening Remarks of the Interview:
Hello, my name is Lonny Wright, and I am a doctoral student in management at
Colorado Technical University. As part of my doctoral dissertation research project, I am
studying perceptions of PRIDE Industries’ innovative initiatives being implemented or
introduced to address their diverse skilled-craft workforce shortage. Thank you for
agreeing to participate in this study. Today, I am interested to learn how you perceive
PRIDE’s initiatives and the effects it has on your organization and if you feel it will help
address the skilled-craft workforce shortage and what recommendations you would have
for other managers on training.
Ice Breaker Question. How are you today? Thank you for participating in this study;
however, before we begin and based on your experience as a manager, supervisor, or lead
101
technician, I want to review the concept of diversity, skilled-craft worker, and a diverse
skilled-craft worker for the purpose of this study (review with the participant the concept
definitions provided below).
Diversity: The concept of diversity encompasses acceptance and respect. It means
understanding that each individual is unique, and recognizing our individual
differences. These can be along the dimensions of race, ethnicity, gender, sexual
orientation, socioeconomic status, age, physical abilities, religious beliefs,
political beliefs, or other ideologies. It is the exploration of these differences in a
safe, positive, and nurturing environment. It is about understanding each other and
moving beyond simple tolerance to embracing and celebrating the rich
dimensions of diversity contained within each individual.
Skilled-craft worker: Is a worker with average qualifications who is assigned tasks or
work involving a degree of initiative or responsibility. Skilled or craft workers are
usually classified as a subgroup or category such as carpentry plumber electrician
or heavy equipment operator, which is in turn divided into various grades (first,
second, etc.) according to occupational skills, the degree of responsibility
involved in the work, or other similar factors.
Diverse skilled-craft worker: A person with a significant disability [who] possesses the
skills necessary to work as a technician such as carpenter, electrician, plumber, or
heavy equipment operator.
102
Also, before we begin I want to confirm that you are aware of the new training
initiative being introduced by PRIDE Industries.
Is there anything that would prevent you from participating in today’s session? [if
not, proceed]
Consent Form. Before we begin the interview, I would like to go over the informed
consent form [if participant does not have a copy, provide a blank copy and go over the
form]. Do you have any questions regarding this form? [If none, proceed.] Could you
please sign and date the form for my records? I will also provide you a copy for your
records. [Once form is signed/dated, provide participant with a copy.]
Interview. Your interview is part of a larger study that includes 20 total PRIDE IFS
managers, supervisors, or lead technicians that will be interviewed. I would like to record
the interview via digital audio voice recorder so that I can spend more time listening than
taking notes. Everything we discuss will be kept confidential. You may request that the
recording device be shut off if its presence precludes your answering in a particular
manner. A transcript of the recording will be prepared but nothing that is said will be
attributed to any individual. At no time will anyone except me be able to know what you
said in response to the interview questions.
Thank you for volunteering to participate in this study. Here is your previously
signed informed consent form that I am now handing you. In it, you indicate that you
103
have read it and understood the process of the study and agree to participate. This is a
copy for your records.
Thank you. Do you have any questions for me before we begin on the interview
questions?
I would now like to move into the discussion segment of the interview and ask
you several questions. Do you have any objections?
[If no objections, turn on the recording device, then check/annotate the time, and
proceed.]
Continuing the Interview:
My name is Lonny Wright, today is (date) _____________, the time is
______________, and I am interviewing participant # _______________.
I will now ask you a number of questions. When answering these questions, think
about your perceptions, past behaviors, and effects of training experienced. Some of the
questions ask about PRIDE’s approach to shortage issues and general perceptions about
different managerial and company initiatives and techniques. Other questions ask about
your experience and opinion on training and recommendations. Please do your best to
respond to all the questions. All of these questions are designed to assist me in
understanding your perceptions, perspectives, and experiences, plus your reasons for
supporting or not supporting a specific initiative at PRIDE Industries.
104
For the first question, please describe how you dealt with skilled-craft worker
shortage issues based on past experiences while working at your current PRIDE
Industries location. Please provide examples and explain which approach you felt was
best and why.
For the second question, please provide descriptive stories, based on your work
experiences, the initiatives taken to help alleviate skilled-craft worker shortage pressures.
Please describe the past programs or initiatives strengths and weaknesses.
For the third question, based on your past work experiences as a manager,
supervisor, or technician, could an innovation approach to training, such as the one being
introduced by PRIDE, help resolve the issues surrounding the shortage of a diverse
skilled-craft workforce? Please provide examples you find relevant.
For the fourth question, if you could decide what initiatives and changes PRIDE
incorporates to address skilled-craft worker shortages, describe what that program should
look like, and who should be responsible for it.
For the fifth question, based on the current initiatives being introduced by PRIDE
Industries, based on your experience, describe your thoughts on how PRIDE Industries is
meeting your needs and requirements when it comes to having a diverse skilled-craft
workforce.
105
For the sixth question, based on your experiences with PRIDE’s initiatives,
explain how these initiatives have impacted the employability of your disabled workforce
that has gone through the program. Please explain both positive and negative aspects of
your observations.
For the seventh question, based on PRIDE’s outreach initiatives and your past
experiences, what role could local school districts play in helping resolve the shortage of
skilled-craft workers?
For the eighth question, do you have any other information I have not asked that
you would want me to know?
This is the end of my questions. Is there any more you would like to add to our
discussion?
[If not, turn off tape-recorder.]
Closing remarks:
Thank you for your time. As I review the information you have provided, I may
have some clarification questions. May I contact you if I need to clarify something?
Again please be assured of the confidentiality of your individual responses and
thank you for your participation in this study.
Thank you very much.
106
APPENDIX F: INTERVIEW FORM
Demographic Data:
Name: ___________________________
Age: ________
Gender: ______________
Ethnicity: ____________
Organization Location: ______________________
Current Position: ___________________________
Number of years of management, supervisor, or lead technician experiences: _____
Number of years at PRIDE Industries: _____
Number of Employees Supervised: _____
Interview Question Notes
Q1: Please describe how you
dealt with skilled-craft
worker shortage issues based
on past experiences while
working at your current
PRIDE Industries location.
Please provide examples and
explain which approach you
107
felt was best and why.
Q2: Please provide
descriptive stories, based on
your work experiences, of the
initiatives taken to help
alleviate skilled-craft worker
shortage pressures? Please
describe the past programs or
initiatives strengths and
weaknesses.
Q3: Based on your past work
experiences as a manager,
supervisor and technician,
could an innovation approach
to training, such as the one
being introduced by PRIDE,
help resolve the issues
surrounding the shortage of a
108
diverse skilled-craft
workforce? Please provide
examples you find relevant.
Q4: If you could decide what
initiatives and changes
PRIDE incorporates to
address skilled-craft worker
shortages, describe what that
program should look like,
and who should be
responsible for it.
Q5: Based on the current
initiatives being introduced
by PRIDE Industries,
describe your thoughts on
PRIDE’s ability to meet your
needs and requirements when
it comes to having a diverse
skilled-craft workforce.
Q6: Based on your
109
experiences with PRIDE’s
initiatives, please explain if
the initiatives are affecting
the employability of your
disabled workforce that has
gone through the program.
Please explain both positive
and negative aspects of your
observations.
Q7: Based on PRIDE’s
outreach initiatives and your
past experiences, what role
could local school districts
play in helping resolve the
shortage of skilled-craft
workers?
Q8: Do you have any other
information I have not asked
that you would want me to
know?
110
APPENDIX G: IRB APPROVAL MEMORANDUM
Record of Application Review by the Colorado Technical University DM Institutional
Review Board
Use the drop down to make the appropriate selection:
--> This application is Approved
Application Not Approved
If this application was Not-Approved the reviewer should provide a discussion
citing the reasons for rejection.
Click here to enter text.
Required revisions or modifications for approval: (insert a list and discussion
of all revisions and modifications required)
Click here to enter text.
Electronic Signature of Reviewer for Non-Approved Applications: (insert
your signature here)
Date: Click here to enter a date.
Application Approved
Official Approval - Colorado Technical University DM IRB
Electronic signature: Michael Alexander, DM
Date: March 3, 2014
111
APPENDIX H: AUTHORIZATION LETTER
112
APPENDIX I: EXPLORING PERCEPTION OR PROGRAM EVALUATION
PROCESS
Flow Chart, NVivo, 2013
Import
documents Auto-code by
question or
case
Code
themes
Query &
visualize
Memo/Summarize
in a framework
matrix
Import
interviews
and
observation
Make case node
for each
participant and
assign attributes
Explore the material
or questions and code
emerging themes
Use text search and
word frequency
queries to explore the
way managers and/or
supervisors perceive
PRIDE’s initiatives
Summarize data at
each intersection of
case and themes by
creating memos to
record discoveries
and ideas
