Gulf War Era II Veterans Cognitive Information Processing and

Chapter 1: Introduction to the Study

Since 2001, Gulf-War-era-II (GWII) veterans have been one of the most

impacted populations to experience economic and transitional adjustments related to

career changes and military downsizing. In 2015, 3.2 million U.S. veterans who served

during the Gulf-War-era-II faced transitional adjustments their first 3 years of

reintegration into civilian employment (Department of Labor, 2015; Phillips, Braud,

Andrews, & Bullock, 2007). A decrease in military forces guarantees that more veterans

need to incorporate into civilian life without sacrificing the ability of America to

respond to threats (Department of Defense, 2011). Veteran employment is critical to

national security, as stable and supportive civilian employment enables reservists and

guardsman to serve (Berglass & Harrell, 2011).

According to the Bureau of Labor Statistics (2015), unemployment among the

post 9/11 generation of veterans has been on a steady decline. In 2012, the

unemployment rate for post 9/11 veterans was 9.9%, in 2013, the rate was 8.8%, and in

2014, the unemployment rate was 6.9% (Department of Labor, 2015). As indicated in

Figure 1, although Gulf-War-era-II veterans are obtaining employment, the

unemployment rate for this population is higher than other veteran groups (Bureau of

Labor Statistics, 2015). The Gulf-War-era-II veteran’s unemployment is an issue.

Research to understand the lived experiences of veterans who have been successful in

the transition can help build a knowledge base of tools for veterans and employers.

Figure 1. Unemployment rate for GWII veterans, non-veterans, and other era veterans.

Background of the Study

Over the past 5 years, several initiatives and programs such as Executive Order

13518 and the Veteran Employment Initiative that focus on increasing awareness of

veteran employment and educational needs have been instrumental in decreasing the

high veteran unemployment rate (Collins et al., 2014). These initiatives concentrated on

reducing the high unemployment rate for Gulf-War-era-II veterans such as the

preliminary exit Transition Assistance Program (TAP), now converted to the Transition

Goals Plans Success (GPS), and the Federal Hiring Preferences/ Special Hiring

Authorities (National Career Development Association, 2014). Anderson, Goodman,

and Schlossberg (2012) defined the term transition as “any event resulting in change in

relationships, routines, assumptions, and roles” (p. 39). Employment outcomes for the

Post 9/11 veteran populations can be unpredictable when addressing various

transitioning issues.

California has a high concentration of transitioning Gulf-War-era-II veterans,

due to its proximity to several military bases and surpasses all other states with the

highest number of former servicemembers (Castro & Kintzle, 2017; Department of

Labor, 2015). Californian GWII veterans in Los Angeles expect to find meaningful

employment after they leave the military possess limited information about civilian

employment acquisition and retention (Castro & Kintzle, 2017; West & Kregel, 2014).

Morin (2011) noted that 79% of women veterans and 73% of men veterans identify that

their military experience has assisted the more responsible roles in civilian employment

while 74% of women and 73% of male Gulf-War-era-II veterans indicated that the

military was useful in preparing them for a civilian career (Patton & Parker, 2011). The

information obtained in this research could answer questions regarding the reintegration

of veterans into the civilian workforce and analyze the impact of contributions that

California Gulf-War-era-II veterans bring to the workforce.

All veterans’ programs begin with transitional programs that cover identification

of transferable skills that align military occupations and specializations with civilian

employment opportunities (Collins et al., 2014). The Transition GPS is the mandatory 5-

day conversion training for all departing service members to prepare them for the

civilian workforce. In 2013, a $14 million allocation from the Department of Labor and

another $122 million from the Department of Defense supported employment programs.

In previous years, the success of the TAP centered on the number of service members

who completed the program rather than on the transferability of the services provided to

assist in the transition. The TAP overhauled in November 2012 to the Transition GPS,

which focuses on career readiness standards and individualized career transferability

options (Department of Labor, 2014). The combination of career-readiness programs

and hiring preferences provide a competitive preference and possible aide in direct

appointment requirements in federal hiring, based on military service. There are also

educational initiatives that include the Post 9/11 GI Bill that provides additional funds

for education and living expenses while Post 9/11 veterans pursue their education

(Collins et al., 2014).

Veterans with service-connected disabilities have resources to support them in

overcoming career-transitioning obstacles, such as the Disabled Veteran Outreach

Program (DVOP), which provides direct support to veterans and employers in local labor

markets (Collins et al., 2014). Veterans who have benefited from training and

development during their military service possess a wide variety of teamwork and

leadership skill experiences, and motivation skills that apply to the civilian workforce

(U.S. Department of Veterans Affairs, 2011). Veterans seek purposeful employment that

allows them to continue their service to America and actively seek jobs that can enable

them to contribute to meaningful employment (National Career Development

Association, 2014).

Among veterans who served during the Gulf-War-era-II, nearly 928,000 reported

having a service-connected disability (Department of Labor, 2015). Veterans are

struggling to navigate and find work within the U.S. labor market while dealing with the

transition from military to civilian life. Cognitive behavioral techniques and interpersonal

problem solving skills assist Gulf-War-era-II veterans to adjust to civilian life (Bullock-

Yowell et al., 2011). There appears to be a significant professional knowledge gap

between work-seeking veterans and employers (Institute for Veterans and Military

Families, 2012; King, 2012). Despite the negative stigma of the emotional impact of

traumatic brain injury and posttraumatic stress on career reintegration success, Gulf-War-

era-II veterans are attaining employment (Prudential Financial, 2012). In August 2014, in

addition to civilian employment, 31% of employed veterans with a disability worked in

federal, state, or local government work, compared to 18% of nonveterans with

disabilities (Department of Labor, 2015; Dortch, 2012).

Problem Statement

Gulf-War-era-II veterans are struggling with employment acquisition and job

retention in civilian employment (Hall, Kimberly, Harrell, Stewart, & Fisher, 2015).

Veteran employment data for California reflects that unemployment is an ongoing issue

due to the complexity of the transition of military and civilian cultures that was not

present for previous generations of veterans (U.S. Department of Labor, 2015). Due to

the limited literature related to the Gulf-War-era-II veterans’ transition successes and

stability in civilian employment, investigating and exploring career sustaining behaviors

and decision-making skills can aid in understanding the key elements to success for this

population of veterans.

There have been studies that identify the problems that lead to high

unemployment for veterans. One study found that there are five factors that can predict a

difficult transition for Gulf-War-era-II veterans who include having a traumatic

experience while serving, being injured, serving in a combat environment, serving with

someone who was killed or injured, and serving in the post-9/11 era (Kukla, Bonfils, &

Salyers, 2015). Financial difficulties and lack of employment can present adverse mental

and physical aggravation of health problems, demonstrating a need for promoting

meaningful employment to enhance veterans’ quality of life after combat (Elbogen,

Johnson, Wagner, Newton, & Beckham, 2012).

Veterans have difficulties operating in civilian cultures without hierarchical

structures and defined career paths (Hall et al., 2015). Although there has been extensive

research on the importance of preseparation planning and postmilitary employment

transitioning, there is limited research on the stability and performance of Gulf-War-era-

II veterans in civilian employment roles (Morin, 2011).

The unemployment rate of veterans affects businesses. Employers have noticed

the high turnover rate for veterans and developed executive-level engagement processes

to foster and cultivate veteran integration into their organizations (Institute for Veterans

and Military Families, 2012). Employers promote the hiring of veterans for their years

of leadership experience and propensity for respect, authority, and loyalty (Bullock,

Braud, Andrews, & Phillips, 2009; Clemens & Milsom, 2008; Hall et al., 2015).

The unemployment rate warrants a review and analysis of long-term

employment skills and patterns that can secure employment stability for Gulf-War-era-II

veterans (Office of Personnel Management, 2011). The transition from military to

civilian workforce can be a complicated adjustment that involves changing structures,

employment cultures, and life roles (National Career Development Association, 2014).

An analysis of how career problem solving skills and career decision-making can affect

the unemployment rate can assist in understanding the problem of unemployment among

GWII veterans.

Purpose of the Study

The purpose of this phenomenological study was to understand the lived

experiences of Gulf-War-era-II veterans during the transition into civilian employment.

The goal was to understand what career problem solving and decision making skills

contribute to the stability of transitioned Gulf-War-era-II veterans. Career problems can

vary based on marital status, educational level, transferrable skills, physical condition,

support networks, and coping skills (Clemens & Milsom, 2008; Kukla et al., 2015). This

phenomenological study can possibly raise an awareness of the challenges of

employment transitioning career problems, and offer insight into the essential career

decision making skills are instrumental to the civilian workforce integration through the

lens of Gulf-War-era-II veterans who have overcome career barriers. In some cases,

these challenges contributed to the higher unemployment rate for Gulf-War-era-II

veterans (Castro & Kintzle, 2017; Castro, Kintzle, & Hassan, 2015). Through this

research, new or alternative approaches can be considered to address difficulties that

impede successful career transitions for veterans.

The National Career Development Association (2014) identified that transitional

Gulf-War-era-II veterans need assistance in bridging the cultural differences in the

workplace in order to change careers (National Career Development Association, 2014).

Veterans have difficulty adjusting to an environment with less day-to-day urgency,

fewer responsibilities, and less responsibility than that demonstrated in the military (Hall

et al., 2015). Assimilation through cognitive information processing (CIP) can improve

by identifying, challenging, altering, and acting on their career-related thinking to

address mental injuries that would prove to be barriers to maintaining employment

(Bullock et al., 2009; Grantz, 2007).

The motivations to hire veterans answer calls for corporate social responsibility,

and the support-the-troops goodwill that exists in American society (Institute for

Veterans and Military Families, 2012). Although this has drawn attention to the

employment needs of the veteran population, and to corporate America’s drive to give

back, all indications are that this motivation is insufficient to sustain enduring employer

commitments (Institute for Veterans and Military Families, 2012). Hiring veterans

should not be a charitable endeavor but a continuous pursuit of hiring qualified

candidates that can increase diversity in the workplace (Hall et al. , 2015).

Hiring Gulf-War-era-II veterans is more than a call to patriotism (Chicas,

Maiden, Oh, Young, & Wilcox, 2012). Clemens and Milsom (2008) conducted one of

the very few case studies to examine the CIP of veterans and uncovered the positive

outcome of CIP to assist career counselors in preparing veterans success integration into

the civilian workplace. It is my intention to examine the lived experiences of Gulf-War-

era-II veterans who have attained civilian positions despite self-identified career

problems.

Research Questions

Because phenomenological research questions focus on what a population

experiences and how they experience it (Creswell, 2007), the following research

questions assist in this study:

RQ1: What are the perceived challenges and opportunities experienced by

Gulf-War-era-II veterans who transitioned into civilian employment?

RQ2: What are the perceived skills necessary to navigate the transition from

military combat exposure to civilian employment?

RQ3: What are the career decision-making experiences of Gulf-War-era-II

veterans who contribute to the resolution of career problems during their transitions to

civilian employment roles?

Research has demonstrated the first year of employment can be the most difficult

because many veterans quit their civilian jobs within the first year of employment

(Elbogen et al., 2012). The veterans interviewed were employed for more than 1 year.

Conceptual Framework

The conceptual framework for this study provided the foundation to understand

career problem solving and career decision-making skills that Gulf-War-era-II veterans

demonstrated during their transition into civilian employment. This research study was

grounded in two theories: CIP (Peterson et al., 2004; Peterson, Sampson, & Reardon,

2002) and the theory of human capital (HC) (Becker, 1975; Mincer, 1958; Teachman &

Tedrow, 2004) used to explain various labor market phenomena, such as income

differences, the trajectory of earning’s over an individual’s life, investments in education,

on-the-job training, experience, training, and career advancements.

The theory of CIP was applicable to the study because there are several factors

and strategies examined to improve the integration during the transition from a current

career state and desired career state (Peterson et al., 2008; Bertoch, Lenz, Reardon, &

Peterson, 2014). As returning combat veterans adjust into civilian jobs, understanding

how the civilian workforce differs from the military culture can lead to the successfully

transition into a stable civilian workplace (Bertoch et al., 2014; Mezirow, 2000). The CIP

approach was developed to address career problems and decision-making skills to

support career choices (Peterson et al., 2008; Peterson, Sampson, & Reardon, 2002). The

three basic career processing principles of cognitive information processing include self-

knowledge and occupational knowledge (knowledge domain), the decision-making

process (decision-making domain), and the ability to adapt throughout career problem

solving and career decision-making (executive processing domain) (Sampson et al.,

2004).

The human capital theory corresponds to any stock of knowledge, training, or

experience that the worker has (innate or acquired) that contributes to their productivity

in the workplace (Becker, 1964; Mincer, 1958). Transitioning veterans have to develop

skills that can assist them in overcoming career problems and difficulties during their

transition while capitalizing on their military experience and education (Brown, Bimrose,

& Hughes, 2012). A transcendental phenomenology study affords the opportunity for the

researcher to see the experience exactly as the participant believes it exists (Moustakas,

1994). The demonstration of workforce attributes can potentially lead to career

advancements (Bertoch, Lenz, Reardon, & Peterson, 2014). The human capital in

organizations represents the stock of human assets that consists of knowledge, skills,

experience, education, and workforce attributes that contributes to the productivity of the

workforce (Becker, 1964; Mincer, 1958).

Nature of the Study

This phenomenological study was used to understand how Gulf-War-era-II

veterans cope with the transition from military service to civilian employment. Data

collected through semistructured interviews were utilized to analyze three areas of the

veterans’ transition: military exposure, personal adjustments, and professional

observations during their transition. The data were analyzed with the traditional text

analysis method to identify repetitive data and emergent themes. A clear understanding of

the experiences common to Gulf-War-era-II veterans can lead to an increased diversity in

the workplace and long-term employment stability.

Definition of Terms

The following definitions are provided to ensure uniformity and understanding of

the terms used throughout this study.

Career problem: A career problem is defined as a gap between an existing state of

affairs and an ideal state of affairs. The gap may be between an existing state (knowing I

need to make a choice) and an ideal state (knowing I made a good choice). A career

problem is defined as a gap between an existing state of affairs and an ideal state of

affairs. The gap may be between an existing state (knowing I need to make a choice) and

an ideal state (knowing I made a good choice). Common gaps in career problem solving

involve occupational choice, program of study choice, and employment choice (Peterson,

Sampson, & Reardon, 2002).

Career problem solving: A complex set of thought processes involved in

acknowledging a gap, analyzing its causes, formulating alternative courses of action, and

selecting an alternative to reduce the gap (Peterson et al., 2004).

Career decision making: A process that personifies an individual’s career choice

and the commitment to follow the necessary steps to implement and sustain the career

choice; choosing the best option in a timely manner, even in ambiguous situations and

without assistance when appropriate (Peterson et al., 2004; Office of Personnel

Management, 2015).

Cognitive information processing (CIP): An approach that was developed by

Peterson, Lenz, and Reardon (1992) the cognitive information processing approach is

depicted as a pyramid that moves from knowledge as the base, decision-making in the

center, and impressions of decision-making and greater self-awareness as the tip of the

pyramid. The goal is to guide career success with the integration of self-knowledge and

occupational knowledge (Peterson et al., 2004).

Gulf-War-era-II (Post/911) Veterans: A veteran is “a person who served in active

duty military, naval, or air service, and who was discharged or released from duty under

conditions other than dishonorable” (Department of the Army, 2007). In 2011, about 2.4

million of the nation’s veterans had served during Gulf-War-era-II (Department of Labor,

2011). For the purpose of this research, post 9/11 veterans are Gulf-War-era-II veterans

who served on active duty from September 2001 to present.

Handling work stress: Functions under pressure; remains composed under

pressure and during high-stress situations; manages frustration and acts as a calming and

settling influence on others (Office of Personnel Management, 2015).

Posttraumatic stress disorder (PTSD) or Posttraumatic Stress Syndrome (PTSD):

PTSD can occur after a person has been through a traumatic event. It can occur in

civilians and in veterans. PTSD is a prevalent combat injury in several military conflicts.

The prevalence of PTSD in Gulf-War-era-II veterans is 13.8% (Center for Military

Health Policy and Research, 2012).

Assumptions

In this study, it was assumed that the participants answered questions with

accurate information and that they were capable of being introspective while reporting

their experiences. Secondly, because there has been little information about the

successful experiences of veterans, it was assumed that the significance of this study will

add to the existing body of literature regarding GWII veterans. The fact that the Gulf-

War-era-II veterans have maintained employment was indicative of a positive factor of

performance. Thirdly, the open-ended interview questions were designed for each

participant to provide additional clarifications through follow up questions that assisted in

uncovering expanded information. It was assumed that information gained from the

perspectives of employed Gulf-War-era-II veterans could uncover social change

implications to improve retention, accelerate new hires, and leverage the contributions of

Gulf-War-era-II veterans (King, 2011).

Scope and Delimitations

Creswell (2007) identified that one of the best ways to eliminate problems during

qualitative studies is to define weakness and delimitations. The three delimitations of this

study are (a) a sample size of 11 Gulf-War-era-II veterans from a single geographic area

in Southern California, (b) the data self-reported by the veterans, and (c) the results may

not be similar to the experiences of Gulf-War-era-II veterans in other states. The

population was purposefully sampled to understand the experiences and discover patterns

(Patton, 2002). The study is not generalizable to all Gulf-War-era-II veterans, but my

findings may fill a gap in literature, inform future research, and generate dialogue

regarding the successful military to civilian employment transition.

Limitations

This qualitative study had a number of limitations that may not be able to

adequately address all of the themes discovered in a larger study related to the transition

of Gulf-War-era-II veterans. Although the participant pool for this qualitative research

was small, it was ideal in understanding the leading causes of career problems for combat

veterans and how those needs were addressed after no less than 1 year of civilian

employment (Moustakas, 1994).

An additional limitation was this research was conducted at one moment in time.

The research did not follow their development over time. The successful employment

status of the veterans was examined in real time. This research was conducted in

Southern California. The Gulf-War-era-II veterans in this study were not asked to

disclose any disabilities but some disclosed this information at their own discretion. The

veteran disabilities discussed in this research were not the emphasis of the research but

were perceived as a career barrier for some interviewed veterans. Future research will

need to examine career barriers for all veterans who enter into the civilian workforce

(Berglass & Harrell, 2012).

Social Change Implications

The results of this study can have several implications for social change. While

adding to the literature on Gulf-War-era-II veteran transitioning, the findings from this

study could educate policy makers of effective means to eliminate employment barriers

that are associated with transitional career problems. This study can also possibly assist

scholars in understanding the high unemployment rate of Gulf-War-era-II veterans and

provide a compelling basis to encourage employers to recruit veterans (Hall et al., 2015;

Prudential Financial, 2012; Zivin et al., 2012). This study can lead to social and political

conversations about the positive long-term reintegration of Gulf-War-era-II veterans into

civilian careers and the potential creation of transitional reference tools for employers.

Career adaptability of transitioning veterans can lead to long-term success and

mitigate career problems (Brown et al., 2012). The increased awareness of the Gulf-War-

era-II veterans and program initiatives will inevitably require program evaluations, and in

the interim, it may be beneficial to identify solutions in the workplace that can sustain

long-term stability for employers and veterans. Employers promote the hiring of veterans

for their years of leadership experience and propensity for respect, authority, and loyalty

(Bullock et al., 2009; Clemens & Milsom, 2008). Despite all of these positive qualities,

career problems are causing unemployment for veterans. This study can review those

career problems and can identify data that can be used to overcome those problems and

decrease the unemployment rate.

Finally, businesses can aide in the adoption of strategic approaches to increase

the advancements of Gulf-War-era-II veterans who can increase the diversity in the

civilian workplace and integrate high levels of effective communication and

organizational skills (Chica et al., 2012; Hall et al., 2014). Several researchers have

examined the initial transitions of service members into obtaining employment (Burnett-

Zeiglar et al., 2011; Morin, 2011), but there is limited data on identifying which

elements facilitate successful career acquisition, retention, and upward career mobility.

Summary

The first chapter was an introduction to the background of employment changes

and challenges for Gulf-War-era-II during their career transitions. Chapter 1 also

included an overview of the problem statement, the purpose of the study, and the two

important theories to the study. The research questions were identified, the

semistructured interview methodology, and the potential social change implications were

introduced. Chapter 2 includes the literature review that examines challenges regarding

Gulf-War-era-II veteran retention and outcomes after career placement, the theoretical

framework, along with past research on the military-to-civilian transition process.

Chapter 3 contains the methodology of the qualitative research study and demonstrated

the methods used for the study to include the participants, instrumentation, ethical

considerations, data collection methods, data analysis procedures, and identifies areas the

increase the trustworthiness of the study. In Chapter 4, I included the research setting,

participant selection, demographics, data collection, data analysis, evidence of

trustworthiness, themes, study results, and a summary. In Chapter 5, I included the

interpretation of the findings, limitations of the study, recommendations for action, social

change implications, and a conclusion.

Chapter 2: Literature Review

The purpose of this phenomenological study was to understand the lived

experiences of Gulf-War-era-II veterans during the transition from military service into

civilian employment. I reviewed current literature related to the military career transition,

career problems that contributed to the unemployment rate of veterans, and the decision-

making skills required to successfully move through the transition process. In this

chapter, I present a review of the literature related to the transition and the educational

adjustments that assist in the transition. A discussion of the theoretical foundation and

conceptual framework on which the study is based, is addressed before the literature

review. This discussion provided a brief description of the lens through which data

gathered in the study will be analyzed and systematically presented.

Literature Research Strategy

This literature review primarily included peer-reviewed articles and studies that

examined career changes and transitioning models for adults within the past 5 years. A

search for literature completed utilizing online academic databases, including the Military

& Government Collection, ProQuest, Google Scholar, EBSCO host, SociIndex databases,

and various federal research databases such as Bureau of Labor Statistics that provided

peer-reviewed journals and research. The research was limited to the past 5 years to

ensure that the application of the finding was relevant. The following keywords were

used: Gulf-War-era-II veterans, cognitive information processing, human capital theory,

veteran transition, veteran education, veteran employment, and communication.

A review of the literature was done to gain a better understanding of the context

for the research problem and to provide an overview of the framework that guides

analysis of data gathered through interviews and group discussions.

Structure of the Review

The following topics will be covered in this chapter: an overview of the transition

of Gulf-War-era-II veterans into civilian workforce, the translation of military skills,

veteran employment satisfaction, and the prevalent career problems that Gulf-War-era-II

face during the transition. The conceptual framework reviews human capital theory

(Becker, 1975; Mincer, 1958; Sofoluwe, Shokunbi, Raimi, & Ajewole, 2013; Vomberg,

Homburg, & Bornemann, 2015) and cognitive information processing and how these

theories were examined to understand the decision-making skills during career

transitions. In addition, literature on policy issues and initiatives, stakeholder

contributions, and research methods that have had a significant impact in addressing

veteran transition issues is reviewed, including employer satisfaction, education, and

employment initiatives.

The Veteran Transition to Civilian Workforce

The transition from military service to civilian life can be a challenging

experience for most veterans (Buzzetta & Rowe, 2012; Clemens & Milsom, 2008; Hoge,

2010). Such difficulties arise because of the contrasts in the environment between regions

of war and areas without conflict. In war zones, military service members are in constant

danger, schedules are specific and rigid, and each move and decision they make may

affect the entire troop and the battle they are waging (Hoge, 2010). As veterans transition

into civilian life, they often feel frustrated and depressed because their existence seems

mundane and their decisions and actions inconsequential (Buzzetta & Rowe, 2012; Hoge,

2010). Many veterans are unable to identify with society and lack the necessary core

competencies or soft skills, such as cultural awareness and civilian interpersonal traits,

needed for civilian employment. These issues can create career barriers for veterans

seeking employment (Griffin & Gilbert, 2015; Hogan, R. Chamorro-Premuzic, & Kaiser,

2013; Hoge, 2010; Olsen, Badger, & McCuddy, 2014; Robertson & Brott, 2014).

There are several areas of career barriers related to transitioning veterans to

include mental and physical changes, education pursuits, and gender differences. As

demonstrated in the literature, many veterans suffer from conditions such as post-

traumatic stress disorder (PTSD), traumatic brain injury (TBI), and combat stress (Hoge,

2010; Griffin & Gilbert, 2015; Robertson & Brott, 2014). There was a significant

increase in the prevalence of PTSD with Gulf War era II veterans, compared to previous

conflict combat veterans (Department of Veterans Affairs, 2015). These disorder and

injuries could be a barrier for veteran employment stability. From 2007 to 2012, there has

been more awareness for transitioning combat veterans than there has ever been in the

past (Berglass & Harrell, 2012).

Gender differences also serve as a barrier. Women now serving increasingly in

combat roles and combat-related positions are exposed to unpredictable risks to their

mental and physical health that could lead to career problems postdeployment (Fontana et

al., 2010). Research related to women veterans indicates that they experience the same

challenges regarding the workplace as men but that there is an added degree of transition

regarding fractured family interactions with children and spouses, employers’

misconceptions, and adjustments to civilian life (GAO, 2011; Berglass & Harrell, 2012).

The Department of Veterans Affairs (2015) indicated that there are additional challenges

that can affect women Gulf-War-era-II veterans to include the lack of respect and

recognition for their service in comparison to their male veteran counterparts. Additional

gender-specific issues include the availability of gender-specific medical and/or

psychiatric care and treatment during the employment transition has required government

oversight and revisions since the Gulf-War-era-II (Department of Veterans Affairs, 2014;

Griffin & Gilbert, 2015).

The retention rate for veterans hired into civilian employment after combat was

73% for veterans and 74% for disabled veterans in California (Department of Labor,

2012). According to a survey conducted by the Iraq and Afghanistan Veterans of

America (IAVA, 2012) of approximately 4,000 veterans interviewed in January 2012

who served in Operation Enduring Freedom, Operation Iraqi Freedom, and Operation

New Dawn, over 80% surveyed were employed. Forty percent of the veterans were full-

time employees, and 18% were students and were preparing to enter the workforce after

completing school. In analyzing those veterans who were employed, 37% were employed

by the federal government and were more satisfied with the opportunity to utilize their

military skills and abilities than compensation or benefits. The study conducted by Iraq

and Afghanistan Veterans of America (2012), demonstrated an appreciation of the

veteran’s ability to communicate and integrate into the civilian workforce.

IAVA (2012) also showed that the top employment choice of surveyed veterans

was government work and that veterans perceived their workplace as being veteran-

friendly with supportive networks of veterans. The employment data within government

agencies showed the highest percentage of veterans as new hires in more than 20 years,

where veterans today make up 28.5% of all new employees (U.S. Department of Labor

Statistics, 2012). These statistics provide evidence of the increased support for veterans

and concerted efforts from both the private sector and the government to employ veterans

across sectors and various industries (Hall et al., 2014; West & Kregel, 2014).

While there has been an increase in veteran employment in recent years, there

have also been issues in veterans’ transitioning and retention into the civilian workforce.

Additional veterans obstacles to employment stability include physical and psychological

service-related injuries, the translation and communication of military experience,

cultural differences in communication and corporate rules, the lack of a chain of

command, and clearly identified career advancement paths (IAVA, 2013).

There is a gap in the literature regarding Gulf-War-era-II veterans’ performance

and their ability to overcome barriers to sustaining employment. During the initial period

of culture shock that military veterans experience, cognitive information processing

(Bullock et al., 2009; Robertson & Brott, 2014) and human capital theory (Becker, 1964;

Mincer, 1958; Sofoluwe et al., 2013; Vomberg, Homburg, & Bornemann, 2015) can

provide a framework for veterans’ building confidence in their ability to manage the new

changes and loss of their military career through the application of cognitive skills. There

is a connection between the human capital qualifications for civilian employment and the

veteran’s ability to perform when hired in civilian employment. The preliminary hiring

factors of human capital may not be sufficient to ensure long-term employment. The data

obtained in this research may identify key characteristics of veterans, assist in the

analysis of transitional skills desired by hiring employers, and possibly understand

employment retention factors from the veterans’ perspectives.

Translation of Military Skills in the Civilian Workforce

Veterans are notable for their excellent teamwork and leadership skills,

commitment to their work and employers, flexibility, integrity, and ability to work in a

culturally diverse environment (Hall, Harrell, Bicksler, Stewart, & Fisher, 2014). Before

entering the civilian workforce, Gulf-War-era-II veterans can develop preconceived

notions of management, leadership, and teamwork by employers and veterans who may

not align the military culture with the civilian workforce (King, 2012). One of the most

helpful tools for assisting service members to accelerate their learning in civilian

employment is the ability to translate clearly an organization’s culture into concrete

meaning (King, 2012).

Military veterans have experience in changing identities and assimilation from

military service that is contrary to individualistic values. Veterans convey their

perceptions to their civilian leaders to gauge understanding and identify cultural

integration milestones that reflect a different culture than that of the military (King,

2012). Although the previous attributes can be useful in civilian culture, there is a

learning curve to reintegrate into civilian employment. Communication between veterans

and employers can lead to increased understanding in the midst of cultural variations

(Clemens & Milson, 2008; King, 2012).

Veterans are valuable assets to civilian employers (Clemens & Milson, 2008).

Military identity follows the values of duty, honor, loyalty, and commitment to comrades,

unit, and nation. It promotes self-sacrifice, discipline, aggressive determination,

obedience to authority, and belief in a merit-based rewards system (Collins, 2008). The

primary reasons that employers hire veterans are loyalty, experience, discipline, and

leadership. In a research survey conducted by the USC Center for Innovation and

Research on Veterans & Military Families (2012), more than 85% of potential employers

for veterans agreed that veterans are disciplined, make good leaders, work well in teams,

and bring cross-cultural experiences to the workplace.

The Iraq and Afghanistan Veterans of America research team (2012) asked

company representatives to identify their rationale for hiring, retiring, and advancing

military personnel. Veterans in medical and intelligence fields have higher long run

earnings than their civilian counterparts (Martorell et al., 2014). The outcome of the

IAVA (2012) research identified strong leadership ability, communication skills, strong

personal integrity, ability to allocate and manage resources well, the recognition of

problems and the implementation of solutions, and ability to persevere in the face of

obstacles (Hunt & Fitzgerald, 2013).

Academic research from the fields of business, psychology, sociology indicate

that decision making strongly links characteristics that are representative of military

veterans enhanced performance and organizational advantage in the context of a

competitive business environment (Innovation and Research on Veterans & Military

Families, 2012). Veterans equipped with both technical and nontechnical experience such

as leadership, teamwork, team building, critical thinking, and stress management bring

diversity to the workplace but do not always have the social interaction abilities (Hall et

al., 2014).

Training and deployment experience teaches veterans across all military branches

the importance of leadership and obedience, as well as commitment and duty (Hall et al.,

2014). The U.S. Air Force defines leadership as “the art and science of influencing and

directing people to accomplish the assigned mission” (Department of the Air Force, 2006,

p. 1). Similarly, the U.S. Army defines leadership as “the process of influencing people

by providing purpose, direction, and the motivation to accomplish the mission and

improving the organization (Department of the Army, 2006, p. 2).

The U.S. Army identifies eight core leadership competencies of military

personnel: (a) leads others, (b) extends influence beyond the chain of command, (c) leads

by example, (d) communicates, (e) creates a positive organizational climate, (f) prepares

self, (g) develops others, and (h) gets results (Department of the Army, 2007, Field

Manual 6-22). These skills can be essential in civilian employment that requires

personnel to take on more responsibilities with fewer employees due to budgetary

restrictions. Veterans have proven to succeed, as veterans are capable of making

decisions to ensure that the integrity of the mission remains a priority even when plans

and circumstances do not turn out as predicted (Hartley, 2012).

While civilians develop leadership, it is worth noting that military leadership has

several characteristics that distinguish it from other forms of leadership and that the

experiences of military personnel teach them specific leadership skills that may be

difficult to acquire theoretically through training. Specifically, the operational

environments within which military personnel work (for example, areas of war and

conflict) along with the demands and requirements of the job, drive and shape the

performance of military personnel (Morath, Leonard, & Zaccaro, 2011). As a result,

military personnel and leaders develop a unique set of tactical and leadership skills which

can be described as displaying an unprecedented lethality, complexity, and tempo

(Morath et al., 2011). Contemporary military leaders are thus able to execute a diverse

array of missions in innovative and transitional conditions (Morath et al., 2011). They are

also able to analyze terrains and situations, formulate plans and attacks, arrive at

decisions, and adjust to unforeseen circumstances (Morath et al., 2011).

The complexity of contemporary military operations stems from an uncertainty of

opponent and mission, as uprisings and conflicts arise from isolated places and for

diverse reasons (Halpin, 2011). As a result, military personnel are trained to fight without

knowing whom they will potentially fight (Halpin, 2011). Such uncertainty not only

trains military personnel and leaders to be prepared for numerous circumstances but also

to coordinate and collaborate with civilian populations such as coalition forces and

nongovernmental organizations (Halpin, 2011). Through such interactions, military

personnel learn adequate social skills necessary to handle effective and efficient

professional discussions to complete a mission. Thus, military personnel can adapt to any

unknown situation as well as be able to communicate effectively to civilians. In the retail

industry, this could be a crucial skill as anything could happen, and sales staff should be

always prepared. Sales staff members need to be able to communicate with the

customers.

Additionally, most military personnel are notably fast learners and easy to train

due to their common personality trait of conscientiousness. This personality trait is a

product of military training that includes disciplined approaches, dutifulness, and

dependability (Duffy et al., 2015; Morath et al., 2011). As technologies change, deployed

personnel need to learn to use new devices, techniques, and machinery often without

specific formal training (Morath et al., 2011). Such experiences develop the ability to

explore a novel tool or concept and use them when the need arises.

Lastly, military personnel exhibit exemplary work ethics (King, 2012). As

military personnel train to obey and maintain the integrity of their unit and the mission,

they must behave and act in such manner that they accomplish missions. As such,

military personnel are known to act above and beyond the call of duty (Jennings &

Hannah, 2011). This trait can prove useful in the civilian work setting especially when

personal efforts and sacrifices are necessary for the success of a project, business plan, or

investment.

Veteran Employment Satisfaction

Veterans who return to work have a higher level of life satisfaction and adjust

better than veterans without a job (National Council on Disability, 2010). According to

the U.S. Chamber of Commerce (2012), the current trend among veterans is to change

jobs twice within the first 3 years of civilian employment. Newly hired veterans typically

leave their new employment within the first eighteen months and exit interviews indicate

that lack of fit is the most commonly explained reason (King, 2012). The underlying

cause for such feelings of unfitness stems from difficulties in adjusting or transitioning

from the structure of military work to civilian work and lifestyle. Work decisions strongly

correlate positive effects, self-evaluations, person, work meaning, job satisfaction, and

optimism (Duffy et al., 2015). On average, it takes veterans three employment

experiences to find the right job. The veterans’ first two jobs tend to be situations that

meet their needs in terms of income and geography, while the third job meets the

professional goals and allows room for promotional growth (Dillion, 2007; Institute for

Veterans and Military Families, 2012).

In Iraq and Afghanistan Veterans of America (2012), a survey reflected the

dissatisfaction of transitioning veterans to include the following:

• Their job does not use enough of the veteran’s skills and abilities.

• Their job pays less than veterans believe they should be earning.

• Their job does not match veterans’ experience level.

• Their job is not as meaningful to veterans (Iraq and Afghanistan Veterans of

America, 2012).

Employment retention and sustained hiring goals are important to maintain a

lower unemployment rate for Gulf-War-era-II veterans who are currently returning from

service obligations. This career problem is a gap that does not associate the ideal job

satisfaction with the career that connects the relationships and motivation for the service

member. Veterans can lack a sense of purpose when comparing their new employment

areas of responsibility to their military service (Bureau of Labor Statistics, 2015).

Veterans also indicate that they see differences in the values of civilian employees that

devalue teamwork, commitment, and loyalty to others compared to the comrades in the

military (Boutelle, 2011). This gap in employment stability serves as a driving force

toward change, problem solving, and seeking assistance (Peterson, Sampson, Lenz, &

Reardon, 2002).

The employment transition can have various social obstacles for veterans. Abrams

and Kennedy (2015) identified that 49% of veterans have had colleagues make false

assumptions about them based on the fact that they served in the military to include: (a)

veterans have violent tendencies, (b) are gun enthusiasts, (c) automatically have PTSD,

(d) have killed someone in combat, and are (e) politically conservative. These

preconceived notions can cause social integration obstacles that veterans may need to

overcome while transitioning into a new employment culture. When a service member

exits the military during a period of high unemployment, civilian earnings are

substantially lower. There has also been significant research that reflects both current

service members and veterans earn more than demographically comparable civilians in

long-term positions (Marotrell et al., 2014).

The five steps of decision making in cognitive information processing can

possibly alleviate or improve the coping skills and communication related to combat

injuries such as Post Traumatic Stress and Traumatic Brain Injury. There are three tiers of

cognitive information processing that include: (a) self-knowledge and occupational

knowledge as the foundation, (b) the decision making skills domain, and (c) the executive

processing domain. This study will seek to understand the career decision making

domains related to communication, analysis, synthesis, valuing, and executing decisions

in the workplace (Sampson et al., 2004; Osborne, 2014). The application of cognitive

information processing can yield more positive perspectives, gain a better understanding

of their abilities and strengths, and subsequently increase positive outcomes through

social interactions (Burnett-Ziegler et al., 2011). Career transition variables such as

readiness, confidence, control, perceived support, and decision independence can

increase or decrease based on a veteran’s life satisfaction (Robertson & Brott, 2014).

Veteran Career Problems

Employers encounter challenges in identifying and recruiting veteran job

candidates, before their transition from military to the civilian workforce (Hall et al.,

2015). Despite the employer support for the needs of the veterans, employers also want

employees they can depend on and can work effectively. Employers have identified that

they are concerned about the performance potential of combat veterans and those they

may experience transition challenges that could affect their work performance (King,

2012). The sensitive nature of the population prevents exploratory questions that can

violate the rights of the veterans in the workplace. During the veteran transition,

employers indicated the presence of time related factors to adapt to the civilian

workforce, concerns about mental health issues, the need for veterans to take time off for

mental or medical appointments, concerns about cognitive disabilities related to military

service, difficulty connecting and communicating with civilian co-workers, and

difficulties with anger or violence. These employers add that these concerns mattered

(King, 2012).

Although the vast majority of Operation Enduring Freedom, Operation Iraqi

Freedom, and Operation New Dawn veterans believe that their military career was

rewarding and had favorable outcomes (such as learning how to work with others and

building self-confidence), 44% report readjustment difficulties, 47% outbursts of anger,

49% PTSD, and 32% an occasional loss of interest in daily activities (Morin, 2011).

When comparing veterans employed with and without disabilities, the Department of

Labor (2015) reported that service connected disabled veterans have an unemployment

rate of 8.4 percent compared to veterans without disabilities at 5.9 percent unemployed.

In this research, I hope to uncover the career challenges overcome by employed veterans

and consequently understand the opportunities that have created employment stability

such as long-term employment development plans.

The reliability of employment for veterans is being examined to identify how

cognitive information processing has contributed to their finding the correct employment

fit and overcoming employment barriers to execute career decisions in their new

professional positions (Clemens & Milsom, 2008; Phillips, et al., 2007; Sampson,

Reardon, Peterson, & Lenz, 2004).

In some instances, employers are concerned when they read about the type of

work performed in the military and the expertise of the veteran. Even though many

veterans have the training to perform a wide variety of occupations, the private sector,

may not know how to recognize this training due to terminology differences and

application (King, 2011; U.S. House of Representatives, 2012). During the integration

process these difference can become a communication barrier for the veteran, the

employer, and the new civilian employment environment. Employers may find it difficult

to determine whether a veterans’ military experience can effectively transfer into a

particular civilian job (Bureau of Labor Statistics, 2014; Sniezek, 2012).

Invisible Combat Wounds

Stigmas related to mental health issues generalize the veteran community appear

to play a meaningful role in employment stability (Institute for Veterans and Military

Families, 2014). In a study conducted by Burnett-Ziegler et al. (2011), mental health may

not be as significant a deterrent to employment for GWII veterans and veterans exposed

to combat and trauma were more likely to be employed (Dortch, 2012). Although

disability discrimination is against the law, employers have expressed concerns with

hiring combat injured veterans due to their lack of knowledge in accommodating workers

with PTSD and TBI, as well as in rules of disclosure regarding such issues (Rudstam,

Gower, & Cook, 2012). Additionally, some employers showed reluctance because of

their uncertainty about the likelihood of individuals with PTSD exhibiting violent

behavior in the workplace (Rudstam et al., 2012). The social stigma attached to

psychosocial and mental health issues often de-motivate veterans from seeking

employment for fear of rejection (Strong et al., 2014).

In August 2011, about 3.0 million veterans reported having a service-connected

disability (U.S. Department of Labor, 2011). Despite the signature wounds, such as

Traumatic Brain Injury and Post-Traumatic Stress Disorder, the success of military

veterans in transitioning into civilian work demonstrated by a retention rate of 75% in the

State of California (U.S. Department of Labor, 2011). In a survey from the Society for

Human Resource Management, for example, nearly half of the employers who responded

(46 percent) said they believed that PTSD and other mental issues would be a problem in

hiring veterans. Among those who worked with veterans, however, just 13 percent

reported problems with people with PTSD in their organizations (SHRM as cited by

Ainspan, 2011).

Conceptual Framework

Theory of Human Capital

There are several components of the human capital related to employability of

individuals. Human capital increases a worker’s productivity in workplace tasks, for the

organization, and in addressing several workplace situations. Human capital theory

encompasses the ability of personnel to perform in the workplace based on their acquired

knowledge, education, experience, training, and mentoring (Becker, 1975; Mincer, 1958;

Shultz, 1971). Human capital theory analyzes the ability to adapt in a changing

environment. The human capital theory demonstrates that productivity can be increased

through higher education training that promotes access to a range of skills and knowledge

to promote a lifetime learning and economic security (Mincer, 1958; Shultz, 1971).

Previous researchers explored the human capital of veterans. Smith, Marsh, and

Segal (2012) found that military service of World War II veterans afforded them

significant employment advantages through their early and middle working years. Mani

(2013) compared experience of male and female veterans and non-veterans in their pay in

the federal civil service. Mani used regression models based on the human capital model

and data years before and after the wars in Iraq and Afghanistan. The down-turn in our

economic climate has had a negative effective of military veterans earnings as well as

their peers Military veterans accept jobs that are respectable but earn less pay than their

military careers provided (Martorell et al., 2014). The gender-based wage gap for

nonveterans group who worked decreased while the pay for veterans who did not work in

the Department of Defense (DOD) grew. This suggests that veterans experienced a wider

gender-wage gap when they do not work in the DOD.

Several factors of the human capital theory were considered in this study. This

study analyzes if the education, wage differentials, and training of Gulf-War-era-II

veterans contribute to their ability to overcome career problems. The theory of human

capital suggests that these veterans have human capital because of their experiences as a

soldier and in combat (Mani, 2013). Education and training for military personnel that are

transitioning into the new civilian employment can be difficult to connect due to the

difference in culture and criteria. The ability of the employer and the veteran to

understand the transferability of military and civilian education and training can lead to

employment stability. Mincer (1958) identified that the human capital theory can also

increase the quality of education and income-contributing investments could account for

improvements in quality of life, valuations, and economic stability.

Key Components of the Human Capital Theory

There are three key components that define the human capital theory: education,

training, and attitudes towards work (Becker, 1975; Mincer, 1958; Schultz, 1961). The

investment in education is an aspect of human capital that needs to be considered when

considering the transition between employment cultures. The analysis of the educational

background of an employee is important and very informative in terms of assessing

human capital (Becker, 1975; Sofuluwe et al., 2013; Vomberg et al., 2015). In relation to

education, the school quality also affects human capital. The number of years of

schooling and the quality of education provided in the schooling are important factors

that influence human capital of individuals and can influence their earning potentials

(Sofuluwe et al., 2013; Vomberg et al., 2015). In the context of the military, some

veterans are already graduates, while some have not yet completed their degrees. The

investment of the military personnel encouraged the pursuit of educational goals to

increase professional upward mobility in the military.

According to the human capital theory, an investment in education does not

guarantee advancements, higher pay, or productivity in future positions (Thurow, 1975;

Vomberg, Homburg, & Bornemann, 2015). A study conducted by Kleykamp (2013)

explored the different aspects that would affect post-9/11 veterans when they reintegrate

to society. Kleykamp (2013) deduced three aspects that encourage veterans to reintegrate:

financial issues related to unemployment, earning potential, and college success. The

pursuit of employment to minimize the negative impact of these problems can motivate

veterans to make themselves more marketable by improving their education endeavors

and promote the transferability of their military experience. These aspects reflect the

human capital theory utilizing the reasoning that veterans have a variety of characteristics

as part of human capital investments that become an incentive for veterans to contribute

those assets to the civilian workforce (Vomberg, Homburg, & Bornemann, 2015).

According to the human capital theory (Thurow, 1975; Vomberg, Homburg, &

Bornemann, 2015), discrimination can result from incomplete or inaccurate information

of employers regarding the veteran population. Because veteran status indicates high

productivity relative to non-veterans, employers will pay higher wages if productivity

increased (Sofuluwe et al., 2013). The transferability of military experience to civilian

skills can potentially cause wage differences among industries for veterans (Clemens &

Milson, 2008; King, 2012; U. S. Department of Labor, 2014). Employers “value of

human capital can be influenced by a multitude of sources, such as a firm’s strategy and

technologies” (p. 35) that means an employee’s potential to contribute using new

technology and state-of- the art training acquired through the military to invest in civilian

employment (Snell & Dean, 1992). Although Gulf-War-era-II veterans accept jobs,

where they received salaries less than the pay they received in the military;, the jobs

generally accrue larger earning gains. The literature demonstrates that the wage

differences do not create significant career problems (Martorell et al., 2014).

Training is one component of human capital that workers acquire after

educational pursuits that customize their contributions to work environments (Becker,

1975; Mincer, 1958; Shultz, 1971). The orientation and training is usually associated with

a specific set of skills for a specific industry (Sofuluwe et al., 2013; Vomberg et al.,

2015). Training is usually a joint investment by organizations and individuals to maintain

competitive advantages. During the transition from military to civilian employment,

training is inevitable to adjust to the multiple cultures (King, 2012; Martorell et al., 2014;

Sofuluwe et al., 2013; Vomberg et al., 2015). Human capital can be increased during the

investment of training in the workplace and promotes access to a range of skills and

knowledge, especially the capacity to learn (OECD, 2007). The transferability of skills

obtained in training in the military can become a positive attribute in civilian

employment. The uniqueness of an employee’s skills and capabilities are critical

requirements for gaining a competitive advantage in career mobility (Ulrich & Lake,

1991).

Cognitive Information Processing

Veterans have been exposed to the application of CIP through various steps in

transitioning from combat (Chad, Ricksecker, Healy, Karlin, & Resick, 2012). Cognitive

information processes help to resolve career problems in the transition from military to

civilian career, assist in developing problem-solving skills, and improve decision-making

skills before, during, and after career choices have been made (Bullock et al., 2009;

Buzzetta & Rowe, 2012; Clemens & Milsom, 2008). Key factors in the design of

organizations and humans’ roles are the identification, recruitment, and placement of

individuals in an organization and the creation of social learning environments that foster

the behaviors needed to accomplish the goals and objectives of the organization. The

inability to relate or acknowledge placement in the organization can interfere with

successful employment retention and cause loss of days from work. The CIP approach

can help veterans build decision-making skills and better understand themselves and the

world of work (Bullock et al., 2009).

The cognitive information processing (CIP) approach emphasizes the influence of

emotions, thoughts, and behaviors in the decision-making process regarding career

development (Bullock-Yowell et al., 2011). The CIP is defined by four assumptions.

First, it is assumed that cognitive processes (Bullock-Yowell et al., 2011) affect making

decisions regarding one’s career. Specifically, disabling emotions and negative career

thoughts warp or interfere with an individual’s perceptions of self-knowledge,

occupational knowledge, formulation of career options, and level of decidedness, which

ultimately affects their ability to make confidently clear career decisions (Bullock-Yowell

et al., 2011). Following this assumption, the CIP approach in career counseling puts the

focus on identifying, assessing, and addressing distressing emotions and negative

thoughts at the beginning of the career decision-making process (Bullock-Yowell et al.,

2011).

Gulf-War-era-II veterans integrate into long-term employment through cognitive

information processing, self-knowledge, and occupational knowledge (Sampson et al.,

2004). These awareness components subsequently result in learning how to process

information to make decisions in new work environment, solve problems to overcome the

impacts of physical and mental changes, and ultimately create a greater self-awareness

(Peterson et al., 2002). The ongoing practices of self-evaluation and career decision-

making are essential for career progression and stability. Robinson (2016) conducted a

phenomenological research project that explored five female combat veterans in North

Carolina that transitioned into civilian life and effectively obtained new information that

contributed to the field of study regarding the veteran transition. The five themes

uncovered during the interviews were: (a) Reflection on Deployment, (b) Health Related

Issues, (c) Support from Family and Comrades, (d) Environmental Concerns and

Triggers, and (e) Readjusting Back into Family and Society Roles (Robinson, 2016).

There are many instances in an individual’s life wherein career and life decisions

are necessary. Examples of such circumstances include choosing an area of emphasis

before high school, a major in the sophomore year of college, a professional job after

college, postgraduate studies, and a mid-life career change (Bullock-Yowell et al., 2011).

At the same time, individuals also need to consider other factors and challenges related to

family and marital relationships, finances, health, leisure, and residence (Bullock-Yowell

et al., 2011).

Elbogen et al. (2012) found that adverse mental and physical problems can be

associated with financial problems and directly demonstrates a need for establishing

financial stability with meaningful employability to enhance the veterans’ quality of life.

The combination of these factors often creates a considerable amount of stress in

individuals, characterized by distressing emotions and negative thoughts that distort their

ability to make decisions. Financial stress has a direct relationship to employment

stability for civilians and veterans. Instead of viewing career adaptability negatively,

veterans can improve their ability to adapt by: (a) a challenging work environment, (b)

updating the knowledge base of a new career and/or career environment, (c) social

interactions with co-workers or networking and, (d) self-reflection (Brown et al., 2012).

Key Components of Cognitive Information Processing

The cognitive information processing approach has been used to aid in solving

career problems, make career decisions, and adapt individual skills to prevent and address

future career problems. There are two fundamental components of Cognitive Information

Processing model that includes the Pyramid of Information Processing and the

Communication, Analysis, Synthesis, Valuing, and Execution (CASVE) cycle (Peterson

et al., 2004). The pyramid of information-processing domains is used to define and

explain the components involved in a career decision (Bullock-Yowell et al., 2012). The

most fundamental domains are the knowledge domains, which include self-knowledge

and occupational knowledge. Self-knowledge refers to one’s knowledge about one’s

interests, values, and capabilities, and occupational knowledge refers to one’s knowledge

about the industry of interest and specific occupations within that industry (Bullock-

Yowell et al., 2012; Peterson et al., 2002; Sampson, Reardon, Peterson, & Lenz, 2004).

On top of the knowledge domain, is the field of decision-making skills, which

individuals develop and acquire by going through the CASVE decision-making cycle

discussed below (Bullock-Yowell et al., 2012). At the apex of the information processing

pyramid, is the executive processing domain, which involves the skills of self-talk, self-

awareness, and control and monitoring (Bullock-Yowell et al., 2012). Career problem

solving and decision-making are skills that can be learned and practiced with self-talk

(Peterson, et al., 2004). Self-talk denotes the need to utilize internal conversations about

one’s decision-making abilities. Self-awareness refers to one’s perception of one’s

capability to perform required tasks. Control and monitoring refers to the use of self-

awareness and understanding of the situation or issue in making and evaluating decisions

(Bullock-Yowell et al., 2012). The apex domain involves metacognitive components that

reassess and develop strategies by (a) the control of the selection of cognitive strategies to

achieve a career goal and (b) the focus of the problem-solving strategy and its

effectiveness to achieve the desired goal has been accomplished (Peterson, Sampson,

Lenz, & Reardon, 2002; Bullock-Yowell et al., 2012).

Communication, Analysis, Synthesis, Valuing, and Execution

In Cognitive Information Processing (CIP), there are five steps in the decision-

making process: Communication, Analysis, Synthesis, Valuing, and Execution (CASVE)

(Sampson et al., 2004). The CIP approach to counseling (Sampson et al., 2004) uses two

central concepts: the pyramid of information-processing domains, and the CASVE cycle

of decision-making (Osborne, 2014).

The CASVE cycle, is the decision-making cycle using the five stages of

communication, analysis, synthesis, valuing and execution, and developed to aid

individuals in making clear and informed decisions regarding life and career choices

(Bullock-Yowell et al., 2011; Osborne, 2014; Sampson et al., 2004). Communication

involves identifying the gap between an individual’s current position and the expected

position after making career choices (Sampson et al., 2004). The second step, analysis,

refers to the process wherein the individual identifies their role and value as an employee,

as well as expectations from both job and career (Sampson et al., 2004). During the

synthesis phase, one identifies, describes, and elaborates on the occupational options

currently available (Sampson et al., 2004). After identifying top career advancement

options, the individual engages in valuing, conducts a cost-and-benefit analysis of these

options, and subsequently matches perceived self-knowledge to these options, usually by

ranking the options from being the most compatible to the least compatible to abilities,

skills, and circumstances (Sampson et al., 2004). Finally, the individual carries out the

decision by choosing a single best option resulting from the process (Sampson et al.,

2004).

In order to increase self-knowledge of Gulf-War-era-II veterans, the cognitive

information processing approach can be an efficient and familiar method to increase

employment opportunities and performance after at least a year of civilian work

experience (Bullock et al., 2009). The goal of CIP is to guide career seekers through

developmental stages of self-knowledge and their new civilian occupation knowledge,

identify how cognitive information processing can assist in decision-making, and create a

greater self-awareness for the transitioning veteran (Buzzetta & Rowe, 2012; Stein-

McCormick, Osborn, Hayden, & Van Hoose, 2013). This process can create strategies for

problem-solving, assist in decision-making throughout re-integration and lead the way for

career development (Peterson, Sampson, Lenz, & Reardon, 2002).

Public Policy Initiatives

Employers Investments to Assist Veterans in the Civilian Transition

Employers that have hired veterans have access to several resources to assist in

supporting their transitioning, primarily from the Department of Veterans Affairs and the

Department of Labor. Many employers also create programs that are designed to ensure

that veterans have the resources and the opportunities necessary to succeed at their jobs.

Companies offer mentoring programs, while others have community groups that provide

networking and support specific to veterans (Berglass & Harrell, 2011). Although there

have not been extensive program evaluations completed for the majority of the programs

developed, statistics about veteran transition are continually updated by the Department

of Veterans Affairs and other veteran organizations, and reflect a decrease in the

unemployment rate (Blumke, 2011).

In a study conducted at the University of Chicago, there were several ways

recommended to assist employers in empowering their veteran employees. Employers

seek leadership and communication skills in veterans to include team building,

relationship management, career management of other employees, and transparent

decision-making skills as the most desirable traits (SHRM, 2011). When veterans are

employed in civilian employment, the responsibility to retain and perform in the

workplace becomes a shared encumbrance for the employer and the veteran employee.

There are seven factors that facilitate employers in assisting veterans’ employment

adjustment

• Provide resources to managers and of veteran employees to eliminate and

mitigate false assumptions in the workplace regarding veterans.

• Connect Veterans to both civilian and veteran mentors

• Connect veterans to philanthropic efforts outside of the veterans’ work group

• Celebrate and demonstrate the presence of senior level veterans as role models

• Demonstrate the ready and willingness to accommodate disabilities and

service for a smooth transition

• Create and conduct Employee Resource Groups with veterans and civilians

• Identify the impact and purpose of veterans in their new civilian employment

roles and contributions within the company (Abrams & Kennedy, 2015;

SHRM, 2011).

The ability to make decisions in the workplace requires confidence and a clear

understanding of the workplace environment. The cost benefit of working to retain

veteran employees and increase diversity in the workplace can improve with the

collaborative efforts of veterans and employees to identify a means to circumvent

barriers.

There has also been growth in programs to increase hiring of Gulf-War-era-II

veterans since 2005. All branches of the military incorporate Transition Assistance

Programs (TAP) that provide: (a) employment and training information within 180 days

of separation, (b) service members and their spouses transition from military service to

civilian employment, and (c) a three-day workshop to increase job search skills, enhance

career decision-making skills, and translate their military occupations to civilian

opportunities (Department of Labor, 2012). During this time, career counselors can

identify and address barriers to civilian transition by training service members in

intervention and coping methods (Phillips, et al., 2007).

Increases in veteran hiring for the Federal government demonstrates that 14

percent of employed veterans worked for the Federal government, compared with about 2

percent of employed nonveterans between 2009 and 2012 (U.S. Department of Labor,

2013), which provides evidence of the government’s thrust to assist veterans in

transitioning into civilian work. Veterans with disabilities demonstrate that despite

disabilities, these employees have a proven record of persevering under difficult

circumstances. As mentioned earlier, disabled veterans have job skills that are directly

applicable to many jobs, such as efficiency in training, collaborating with individuals and

groups outside the company, and adjusting to unforeseen situations (Halpin, 2011;

Jennings & Hannah, 2011; Morath et al., 2011).

Education Opportunities for Veterans

This study will also examine if the increases in employment for veterans entice

employers to hire or prepare veterans for career positions and civilian career

advancement. There has been an increased emphasis placed on the veteran quest for

education as a tool to improve professional aptitudes (U.S. Department of Labor, 2015).

Education can also bridge the transition between the military and civilian life and

increase a veteran's ability to compete with their peers. Educational investments and the

GI Bill have also put Gulf-War-era-II veterans in a better position to reintegrate into

civilian employment with male veteran’s completion of advanced degrees of 10.4% and

women veterans’ completion of a graduate degree at 11% (U.S. Department of Labor,

2012). Educational pursuits are also a transition to Gulf War Era veterans who undergo a

shift in their personal and professional perspectives that empower them to question who

they are in the civilian world and how they relate to the environment around them (Ryan,

Carlstrom, Hughey, & Harris, 2011; Schlossberg, 1984).

Veterans recently separated from military service earn lower wages and have

lower incomes than their non-military peers (U.S. Department of Labor, 2013). Veterans

return to civilian employment earning less than their civilian co-workers do despite

possessing college degrees (IAVA, 2012). The Post 9/11 GI Bill provides education

benefits to service members who have served on active duty for at least 90 days since

September 10, 2001. Benefits are tiered according to the length of time served in the

military, and may be used to pay for education and training programs taken at accredited

colleges or universities or accredited non-college degree granting institutions. The tuition

was calculated by the highest in-state tuition (U.S. Department of Veterans Affairs,

2009). The premise behind the increase in education benefits for veterans is to increase

their employability and assist in reintegration into civilian employment by recognizing

that there are difficulties in readjusting to civilian life after serving (Dortch, 2012).

In one study, Post-9/11 GI Bill veterans indicated that they sought the following

in higher education institutions: anonymity on campus, treatment as adults, a veteran’s

center for transition assistance, camaraderie, administrative help, college credit for

military training and experience, and a stake in guidance of their future in college

(Murphy, 2011). The study also revealed that even with the perceived lack of solutions

for the listed needs, a knowledgeable and compassionate veteran liaison on campus could

make college a successful venture for military veterans (Murphy, 2011).

Persky (2010) evaluated the needs of transitioning veterans in a community

college setting and discovered that there were several new programs in place to facilitate

success. Like civilians seeking employment, veterans have sought education in order to

increase future income, marketability, mobility, and self-worth. The GI Bill specifically

encourages veterans to pursue education to remain competitive for civilian employment,

gain transitional skills, and avert unemployment (Collins, Dilger, Dortch, Kapp, Lowrey,

& Perl, 2014).

The US Bureau of Labor Statistics (2014) indicated that the proportion of college

graduates among labor forces of GWII veterans (33%) and other veterans (30%) are

lower than non veterans (36%). Furthermore, the current influx of veterans from the Iraq

and Afghanistan wars provided an opportunity for educational institutions to participate

in the economic recovery of the nation by: (a) streamlined programs and cognitive based

services for veterans, (b) training faculty and counselors in issues that impact the

education of veterans, (c) understanding the difficulties veterans face, and (d) knowing

what it means to be a veteran-friendly institution. The overall recommendation of the

study was the need to implement academic success through camaraderie and community

support. This data further follows the trajectory of veterans to follow a sense of

participative leadership in their ability to succeed in a college environment.

Challenges in our economy have created a more competitive environment for

veterans seeking employment. Education has an impact on employability and makes

veterans more marketable to civilian employers. It also helps veterans’ transition into

civilian life with support from one another as well as from their non-veteran peers.

According to the Department of Labor (2014), over 80 percent of veterans have

associates degrees or bachelor’s degrees, but they still represent less than 11 % percent of

the labor workforce.

Public Policy Issues

Within the past 10 years, there have been significant public policy issues to

include policy-funding issues for various programs and education program reviews.

There is also ongoing research to resolve the high unemployment rate of Gulf-War-era-II

combat veterans who include program evaluations, education increases, and training. A

study that examined transition programs, conducted by RAND, identified that numerous

programs do not collect and track enough information to evaluate their outcomes. Despite

the lack of data, these programs had an emphasis on funding evaluations of several

programs (Hall et al., 2014). Researchers have conducted extensive program evaluations,

census data collection, and used various statistical methods to review unemployment and

educational trends for recently discharged veterans.

In 2012, RAND researchers testified before the House Committee on Veteran’s

Affairs regarding veteran transition findings related to unemployment and educational

pursuits (Stein-McCormick, Osborn, Hayden, & Van Hoose, 2013; Martorell et al.,

2014). Program evaluations that have been conducted identified that not all of the

transition programs meet their target to hire the number of veterans anticipated due to

limited funding and identifying veterans needing employment resources (Guo, Pollack, &

Bauman, 2016). Researchers have conducted extensive program evaluations, census data

collection, and used various statistical methods to review unemployment and educational

trends for recently discharged veterans.

In 2012, RAND researchers testified before the House Committee on Veteran’s

Affairs regarding veteran transition findings related to unemployment and educational

pursuits (Stein-McCormick, Osborn, Hayden, & Van Hoose, 2013; Martorell et al.,

2014). In 2001 and 2009, there were financial tax incentives for employers to hire

disabled veterans. The Work Opportunity Tax Credit (WOTC) made tax credit payment

up to $4800 to employers who hired disabled veterans recently discharged or unemployed

for 6 months or more (Heaton, 2012). Based on RAND quantitative research between

2005-2007, the WOTC cost $610 million and made a positive impact on the hiring of

32,000 veterans. Overall, the new tax credits results suggest that hiring tax credits can be

a powerful and cost-effective policy tool to stimulate the hiring of veterans (Guo,

Pollack, Bauman, & Bauman, 2016).

The increases in educational benefits have afforded many Gulf-War-era-II

veterans to pursue alternative educational environments. Veterans who chose for-profit

schools have been faced with high student debt, higher drop-out rates, and low

postgraduate employment rates. In 2010, the Senate Committee on Health, Education,

Labor, and Pensions conducted reports regarding the concerns related to for profit

schools aggressively recruiting and misleading veterans (Steele, Salcedo, & Coley, 2011).

The research from 2010 has led the way in policy review and programs for veterans.

Although there has been an emphasis on the importance of veteran education,

some public policy issues interfere with the success of veterans in academia. During in-

depth focus groups, interviews, and on-line surveys within the first year of the Post-911

GI Bill, findings suggest that for-profit schools provide the flexibility and services that

veterans need during their transition, adult-oriented, require less time, transfer military

experience, and are career oriented. When compared to traditional schools, for-profit

schools come with several disadvantages that compromise their effectiveness such as

deceptive practices, low post-graduation employment rates and resources, and higher than

the government criteria for the Post-911 GI Bill allocations (Steele, Salcedo, and Coley,

2011).

Research Methods Used in Literature

Studies about veterans’ transition to civilian life have included quantitative and

qualitative methods. Researchers of this phenomenon prefer using quantitative research

methods to investigate the unemployment problem of veterans. In line with the

quantitative methods, researchers used various surveys. The wealth of information

developed to identify information from veterans, policy makers, and employers were

invaluable to the literature review. Most of the multivariate analysis and surveys used

data from various government agencies provided extensive data about the investments

that have been made to assist in the transition of combat veterans and effectiveness

assessments of those programs (Chica et al., 2012; Department of Labor, 2015). There

were several qualitative research projects that included interviews that demonstrated

Gulf-War-era-II veterans have higher unemployment rates earlier in their post

deployment and then decline over a 12-month period (Collins et al., 2014).

After 10 years of extensive veteran research, the RAND Corporation utilized

surveys and questionnaires that provided rich information about barriers veterans face in

transitioning into society regarding employment and education endeavors (Guo, Pollak,

& Bauman, 2016; Steele, Salcedo, & Coley, 2011). The research conducted by RAND

utilized census data and regional surveys to identify unemployment rates for veterans

were higher for GW Era II veterans but conversely uncovered that veterans earn more

than comparable civilians when hired (Martorell et al., 2014). One quantitative report was

based on telephone surveys of 1,965 deployed Gulf-War-era-II veterans indicated that the

cost of PTSD within 2 years after a combat veteran returns to civilian life range between

$4.0 billion and $6.2 billion and TBI costs ranged from $591 million to $910 million.

This information was directly related to the inability to resolve employment barriers

related to inadequate support systems and have lead to high suicide rates for many

unemployed veterans (Ramchard et al., 2013). Quantitative research methods collect data

from a large sample size. In this method, there are no rich details of the experiences of

the participants about the phenomenon. In qualitative research, it is more comprehensive

and more in-depth that could assist in public policy issues.

There is limited range and focus of qualitative research on Gulf-War-era-II

veterans during the transition into civilian employment. However, a few qualitative

studies provided a baseline for my research. Most of the multivariate analysis and surveys

used data from various government agencies provided extensive data about the

investments that have been made to assist in the transition of combat veterans and

effectiveness assessments of those programs (Chica et al., 2012; Department of Labor,

2015). There were several qualitative research projects that included interviews that

demonstrate Gulf-War-era-II veterans have higher unemployment rates earlier in their

post deployment and then decline over a 12-month period (Collins et al., 2014). As a

result, I will be using qualitative method for my study with a descriptive

phenomenological approach to gain a better understanding of the lived experiences of

veterans hired in stable employment.

Summary and Conclusions

Chapter 2 presented a review of the literature related to the research study. First, it

introduced the theoretical foundation and conceptual framework of this study. The

Cognitive Information Processing (CIP) approach to career problem solving emphasizes

the influence of emotions, thoughts, and behaviors in career decision-making (Bullock-

Yowell et al., 2011). Within this approach, are the CIP Pyramid of Information

Processing and the CASVE decision cycle, which helps individuals, makes clear and

informed decisions regarding life and career choices (Bullock-Yowell et al., 2011;

Osborne, 2014). The present study will use both the CIP approach and the concept of

human capital in aiding veterans to improve career outlook, especially in relation to their

promotional pursuits.

The discussion on the theoretical foundation and conceptual framework, followed

by a review of previous studies on the veteran transition into civilian life, emphasizes the

efforts on their transition to the civilian workforce. The review showed that veterans

often find difficulty adjusting to civilian life because of its stark differences from military

life. To aid veterans in this transition, several institutions, including the Department of

Veterans Affairs and several nongovernmental organizations, provide assistance in the

form of special programs and training, and in helping, them identify employment

opportunities. As a result, an increasing number of veterans continue to enter the civilian

workforce and prove that their military experience translates into skills and competencies

useful in civilian work settings, such as leadership skills, versatility, and stability under

pressure.

Veterans often find difficulty adjusting to work culture and processes in civilian

employment. Making a successful transition requires a basic ability to recognize what

competencies and skill adjustments essential to learn the new ones and applying those

adjustments in one’s job performance. Researchers have suggested the cognitive

information processing (CIP) approach to help veterans develop the skills necessary for

career decisions (Bullock et al., 2009, Clemens & Milsom, 2008; & Phillips et al., 2007).

This suggests the primacy of adaptability in long-term career success is adaptability is the

underlying capability that enables a manager to adjust his or her behavior to make

successful transitions to higher and higher levels (Freeman, 2011).

Chapter 3 contains the methodology of the qualitative research study and

demonstrate the method used for the study, the participants, instrumentation, ethical

considerations, data collection methods, data analysis procedures, and identifies areas the

increase the validity and reliability of the study.

Chapter 3: Research Method

The purpose of this qualitative research was to understand the lived experiences

of Gulf-War-era-II combat veterans during their transitions form military to civilian

employment. There are gaps in knowledge regarding the performance, progression, and

stability of career veterans in civilian employment once hired. In order to understand the

successful transition, it was also important to acknowledge the career problems that could

arise along the way to employment stability. This chapter details the significance of the

(a) research questions, (b) research design and rationale, (c) methodology, (d) procedures

for recruitment and participation, (e) data collection, (f) issues of trustworthiness, and (g)

ethical procedures related to this topic.

According to Schram (2006), an interpretive lens is used when (a) documenting

real events or cases defined by time and circumstance, (b) the researcher wishes to

understand how participants in a real setting made sense and gave meaning to their life

experiences, (c) the researcher desires an understanding of processes by which events and

actions take place, and (d) identifying unanticipated or taken-for-granted influences and

phenomena. This research can elaborate on veterans’ experiences and the contexts or

situations in which they transitioned (see Creswell, 2009). For many veterans,

employment represents an important means through which to mitigate the uncertainty and

culture-change associated with the life transition from military to civilian (Institute for

Veterans and Military Families, 2014).

Research Design and Rationale

This study utilized a qualitative descriptive phenomenological approach to

understand the lived experiences of Gulf-War-era-II combat veterans during their

transitions from military to civilian employment. Although alternative methods were

considered to examine the employment integration process of Gulf-War-era-II veterans, I

chose to explore the personal descriptions of the individual’s phenomenon through the

participants’ perceptions (Creswell, 1994). This framework allowed the researcher to

explore the participants’ experiences instead of quantifying the occurrence of those

experiences (Moustakas, 1994).

While preparing for this research, other research methods were considered but

were not as beneficial as the phenomenological method for my study. Quantitative

research is more helpful when there is a need to identify fact and the correlation of those

facts. In this study, the quantitative research method would not allow for the

comprehensive review of first-hand experiences (Patton, 1994). The first-hand

experiences can provide in depth information related to the individual experiences of

successfully transitioned veterans into civilian employment in an environment where

unemployment for Gulf War era veterans has been a cultural concern (U.S. Department

of Labor, 2015). According to Yin (2003), the quantitative approach provides an answer

to the numerical data regarding veterans’ who successfully transitioned would not allow

the examination of the factors that can arise during the transition.

Creswell (2007) identified several methods for qualitative research that include

narrative, ethnography, and phenomenology. The narrative approach describes

chronological information regarding an individual’s experience. In ethnographic research,

the data is acquired through observation of the participants within their own cultural

group (Creswell, 2007). This may have compromised their transition and the

relationships with their employers. Due to the sensitivity of the research participants and

the process of integration, participants may prefer to remain anonymous in their

workplace. This consideration became evident that this method would cause more harm

to the participants.

Phenomenological research methods will facilitate the illumination of the lived

experiences and perceptions of transitioned veterans (Moustakas, 1994). Qualitative

research is emergent rather than predetermined. This research will measure the contexts

of the veterans’ experiences, in their voices, and from their experiences (Creswell, 2009).

The examination of the employment abilities that some Gulf-War-era-II veterans have

developed to attain civilian employment despite career barriers such as cultural

integration, communication, and medical /mental injuries can help identify how those

challenges can impact the unemployment rate for this population (Chica et al., 2012).

Transcendental phenomenology is the best approach to this study as it reduces

individual experiences into a description of the essences of the phenomenon (Moustakas,

1994). Public policy and social science research has incorporated an increased amount of

research that emphasizes the phenomenological approach to provide an understanding the

lived experiences of various individual social circumstances. For example, Bennett

(2015) interviewed 10 participants of the HUD Stabilization Program in Charlotte, North

Carolina, to examine the benefits and barriers of the housing program. The focus of the

research conducted by Fleweling (2012) was to understand their experiences and

transitional factors of 10 female spouses of combat veterans who returned from military

combat exposure. The successful demonstration of the lived experiences of 10 or less

participants provides a justification for this research decision to use the

phenomenological approach to research (Bennett, 2015; Fleweling, 2012).

Research Questions

The following research questions were developed to support and guide this

phenomenological exploration of transitioning GW era II veterans:

RQ1: What are the perceived challenges and opportunities experienced by

Gulf-War-era-II veterans who transitioned into civilian employment?

RQ2: What skills are necessary to navigate the transition from combat

exposure to civilian employment?

RQ3: What are the decision-making experiences of Gulf-War-era-II veterans

who contribute to the resolution of career problems during their transition to

civilian employment roles?

Role of the Researcher

The interview process has to have a means of filtering and eliminating biases

from the researcher. Moustakas (1994) identified epoche as the necessity to eliminate

bias and personal prejudice in order to conduct research. In phenomenological research,

Moustakas (1994) confirmed that “epoche does not eliminate everything…only the

natural attitude, the biases if everyday knowledge, as a basis for truth and reality” (p. 85).

Epoche increases the awareness of potential bias and becomes a tool to enhance the

credibility of the researcher.

The note-taking process increased the accuracy of the interviews because it

prevented my natural inclination to recall facts of the interviews from memory. In order

to increase accuracy, all of the interviews were audio recorded (with two digital recording

devices), and epoche was used to eliminate preconceived conclusions and assumptions

(Creswell, 2009; Moustakas, 1994; Patton, 1994).

Methodology

Phenomenological qualitative research cannot predict what will happen in the

future; rather, it is an analysis that provides an in-depth understanding of past and current

experiences of veterans (Creswell, 2009). The phenomenological approach allowed for

the understanding of the overall professional experience of Gulf-War-era-II veterans in

order to convey comprehensive descriptions and the essence of their experiences

(Moustakas, 1994). Qualitative research allowed for the exploratory review of a

phenomenon as expressed through the lived experiences (Creswell, 2009). The

experiences presented by the participants provided a more in-depth understanding of the

interactions and evolution of transitioned veterans.

Participant Selection Logic

In this research, the lived experiences of approximately 20 Gulf-War-era-II

combat veterans employed in civilian positions between the ages of 24 and 34 years were

reviewed to develop an understanding of their experiences. According the Bureau of

Labor Statistics (2015), Gulf-War-era-II veterans of this age group represent 54% of all

GWII veterans and represent the majority of all veterans of this era.

A meeting with the California Veteran Collaborative Group assisted in identifying

Gulf-War-era-II veterans who met the criteria for this research project with the assistance

of the recruitment flyer (see Appendix A). California has the highest national rate of

unemployed veterans at 39% (Bureau of Labor Statistics, 2015). This veteran

collaborative group has employment enrichment meetings that included employers within

the Los Angeles community with veterans as employees or as representatives from

organizations that locate resources regarding veterans and career challenges associated

with employment. Veterans’ collaborative meetings are comprised of stakeholders and

representatives from organizations, businesses, and agencies that serve veterans and their

families in the Los Angeles area. A Letter of Cooperation (see Appendix B) was obtained

from the California veteran collaborative group that assisted in identifying veterans to

participate in the research study.

In order to identify participants, I conducted a presentation that identified the

unemployment issues at the California Veteran Collaborative group. The opportunity to

conduct the presentation provided access to veteran members that participated in Veteran

Collaborative meetings that fit the criteria. The collaborative teams agreed to assist in

identifying voluntary participants. After the first meeting, there was very little interaction

with the Collaborative group. The snowball method became the main source of

participants, and veteran referrals supplied the remaining nine interview volunteers. The

participants were asked to volunteer for the research based on the following criteria: (a)

served in military positions since September 11, 2001 in combat roles in Iraq and/or

Afghanistan conflicts, (b) currently employed in full-time roles in the civilian workforce,

of Southern California. Voluntary preliminary screening interviews established the

suitability of the volunteers with the needs of the study in-person or via Skype. During

this interview, explanations regarding the study’s purpose, informed consent,

confidentiality, and assurances that every effort was conducted to minimize harm from

participating in the study. In order to establish rapport and comfort for the interview, I

discuss the purpose for the research to the participants. It was also essential to reiterate

that the interviews were completely confidential (Creswell, 2009).

In preparation for the research, I attended the monthly veteran meetings in the Los

Angeles area. Many working groups specifically concentrate on career advancement. The

open-ended question protocol allowed the participants to fully explore the topic from

their own perspectives (Creswell, 2009; Padgett, 2004).

Instrumentation

The intent of this phenomenological study was to utilize a self-designed interview

guide with questions based on the research questions (see Appendix C). One way to

provide more structure during an interview, while maintaining a relatively high degree of

flexibility, was to use the interview guide strategy (Patton, 2002). Two specific

questionnaires were used: a screening questionnaire, to substantiate inclusion in the

research (Appendix D), and the interview questionnaire (Appendix E), which contains a

set of semistructured questions related to the lived experiences of employed Gulf-War-

era-II veterans during their transition to civilian employment. The interviews were audio

recorded, simultaneously transcribed with the use of Dragon Software, reviewed, and

analyzed for interpretation. The recordings used an interview protocol for organizing the

captured audio that included headings for each section of questions. This structure

ensured that essential areas were explored to compare the lived experiences of the

participants to the theories.

The individual interviews lasted approximately 30 to 45 minutes. The questions

for the interviews (see Appendix C) included additional questions for clarification

(Patton, 2002). It was important to utilize clearly structured questions that reduced

misunderstandings and limited the need for follow-up questions. The informal

conversational interview method would be unreliable because of the inconsistency in the

interview questions that would make it difficult to code data (Creswell, 2007). In order to

retain the information presented in the interviews, a reflective journal was utilized. A

reflective journal promoted reflective thinking skills so that the retention of pertinent data

was secured (Creswell, 2007; Patton, 2002).

Sampling

Purposeful sampling was used to assist in identifying Gulf-War-era-II veterans

and identify any patterns that may emerge from the perspectives of Gulf-War-era-II

veterans. The purposeful selection of participants assisted the researcher in understanding

the problem and the research questions presented (Creswell, 2005; Patton, 2002). The

purposeful snowball sampling strategy was an effective technique in this study because

the veteran community is a tight knit community and these methods provided access to

other veterans by taking advantage of referrals from veterans or veteran service

providers. Snowball sampling identified cases of interests from veterans and veteran

service providers who were aware of other veterans who can provide information-rich

contributions related to the phenomenon of the veteran transition (Patton, 2002; Creswell,

2007, p.133). The participants of the Veteran Collaborative were those who have been

exposed to veteran employees, employers, and programs that specifically dedicated to

employing veterans.

Justification of the Number of Participants

Effective face-to-face interviews uncover real feelings and issues and provide

richer and more profound information than surveys (Maxwell, 2013). In this research, it

was important to recruit 10 to 15 interview participants willing to openly and honestly

share their story. Morse (1994) suggests at least six participants needed for a qualitative

study. The qualitative sample size was determined by time allotted, resources available,

and study objectives (Patton, 1990). There were several factors used to determine the

appropriate number of participants in a qualitative study to include saturation. This

research reached saturation before reaching the anticipated 15 participants. Saturation is

the amount of data collection does not provide any additional useful data to answer the

research questions (Creswell, 1998; Padgett, 1998).

Procedures for Recruitment, Participation, and Data Collection

All of the participants of this research project were introduced to the study by

verbal invitation, other research participants, or during a speaking event to address

transitioning issues. Because research demonstrated that the assimilation process for

veterans can be demanding, finding participants that are willing to openly and honestly

share their story was not a difficult task (Creswell, 2009). Some participants were

affiliated with the selected California Veteran Collaborative Group. Once participants

volunteered, it was easier to select the participants from the pool of interested veterans

who responded via email. Follow-up emails were sent to confirm their attendance and

participation in the interviews. All of the participants were assigned numbers to protect

their identity (V1 through V11). The anonymity of the participants and their employers

allowed an environment where the participants were willing to openly and honestly share

their feedback without the fear that their comments could impact their employment and

potential advancement within their organizations (Creswell, 2009).

An invitational email was sent to 15 potential participants that meet the research

criteria. All of the participants received a complete overview of the research project and

the informed consent letter (see Appendix E). The participants were afforded the option

to terminate their participation at any time during the process. The informed consent (see

Appendix E) outlined the purpose of the study, the process and the time needed to

address the study, the risks and benefits of the study, and the methods that will be used to

ensure the confidentiality of the businesses and their feedback. The participants were

notified that the informed consent documentation will be retained for a maximum of

seven years.

Remaining flexible and accessible to the research participants assisted in

clarifying participant’s questions regarding their participation in the study and increased

their interest to participate. It was important to ensure a comfort level for the participants

that facilitated dialogue. The final email, one week before the interview, outlined the

approximate 30 to 45 minutes interview timeframe and the location where the interviews

will take place. There were additional phone calls to solidify the various discreet and

private locations that fit into the participant’s schedules. In addition to the use of a digital

recorder, Dragon Naturally Speak was used to transcribe the data. Dragon Naturally

Speak was an effective computer program that easily converted speech to text, and

allowed the interview to be conducted and transcribed at the same time with 99%

accuracy (Nuance, 2011). As an additional measure, I reviewed the text with the

supplemental audio recording to ensure accuracy.

This study obtained Gulf-War-era-II veterans perceptions related to their

successfully attained employment in civilian roles using one-on-one interviews. In order

to retain the information presented in the interviews, a digital recording device captured

the verbal contributions for each participant. In addition to the recording devices, I

annotated events in a reflective journal to capture non-verbal responses and body

language incapable of being captured in an audio recording. A reflective journal

promoted reflective thinking skills so that the retention of pertinent data was secured

(Creswell, 2009). The audio recordings accurately captured everything stated during the

interviews and visual notes were annotated. These measures communicated to the

participants that what they were saying was important and valued (Patton, 2002).

Data Collection

This study was aimed at understanding the lived experiences of Gulf-War-era-II

veterans who have successfully attained employment in civilian employment through

one-on-one interviews. In preparation for the interviews, the researcher conducted

extensive research related to various military branch veterans and employment changes to

ensure that the research questions were applicable to the research study and prepare for

the analysis of emergent themes uncovered (Creswell, 2013; Patton, 2002). This study

consisted of 11 semistructured interviews with open-ended questions that allowed for

feedback and examination of the study participants (see Appendix E). The screening

questionnaire (see Appendix D) ensured that the data collected covered the participant

demographics and allowed the opportunity to selectively obtain emergent themes related

to the employment transition phenomenon.

The open-ended question protocol allowed the participants to explore the topic

from their own perspectives (Creswell, 2007). These questions were derived from the CIP

approach to career decision making and the human capital theory during the transition

from the military to civilian employment. The interview question matrix (see Appendix

F) ensured the appropriate questions were developed to obtain relevant and rich data

related to the research questions. During the interview process, it was important to

acknowledge that the data collected can lead to new dimensions and perspectives that

were not covered in the literature review (Patton, 2002). The open-ended question format

allowed for additional emerging topics and afforded the opportunity for follow-up

questions to understand these new developments.

The interviews lasted approximately 30-45 minutes at various private locations.

The interview discussions included the participant’s thoughts and perceptions regarding

their transitions, communications, analysis of self-knowledge, and the value of their

employment stability. Active interviewing assisted in gaining rapport with the Gulf-War-

era-II veterans and allowed them the freedom to express their experiences in their own

voices. Active interviewing demonstrated an interest in their feedback and denoted an

understanding of their feedback (Patton, 2002). During the interviews, this showed

participants that I acknowledged and understood their input. Correctly worded, open-

ended questions helped to provide insight into the transition process and the positive

outcomes of employment stability of the process (Creswell, 2009). The implementation

of sub-research questions regarding the participants’ military experiences, personal

developmental journey during their transition, their civilian employment experiences, and

professional development helped explore the diversity of their experiences.

Credibility for the feedback of the participants was established through member-

checking and provided several opportunities for the participants to review and verify their

transcripts (Creswell, 2009). The data collected during the interviews is protected on a

memory device, password protected, and will be locked in my personal safe for 7 years.

This physical control is valuable in ensuring that the participant’s responses were

protected.

Data Analysis Plan

In the process of analyzing the data, Moustakas’ (1994) modification of the

Stevick-Colaizzi-Keen method of analysis of phenomenological data was the best

approach. This required a three-step process: (a) an evaluation of the relevant information

collected during the interviews; (b) review of the notes taken during the interviews that

pointed out key phrases; and (c) allowed for an analysis of the meanings of themes

related to Gulf-War-era-II veterans. The documenting of the reoccurring themes

solidified the opportunity to identify overarching patterns during this analysis process.

This study focused on analyzing the veteran’s experience of overcoming

career problems and cultural comparisons between the military culture and their

new civilian employment. In some cases, interviewed veterans identified that they

did not have any significant difficulties during their transition and this provided

discrepant case perspectives. The career problems that have been identified in the

literature review were compared to the career problems. Since the research

questions directly related to the lived experiences of the transitioned veterans’

cognitive information processing and the impact of the human capital theory, all

of the answers were reviewed and grouped by themes related to the challenges

and the application of both theories. The data was clustered by similar responses

and identified by themes. All of the responses were analyzed, coded, and divided

into segments that can help understand some of the broader themes were

uncovered (Creswell, 2009).

This study initially anticipated the use of the qualitative software program NVivo

11 to complete the qualitative data analysis and evaluate the interview transcripts. After

careful review, hand coding was applicable and effectively utilized. Hand coding allowed

me to analyze the data and group the participant’s feedback into logical categories that

brought meaning to the manuscripts. The purpose of interviewing Post 9-11 combat

veterans was to find out things that we cannot directly observe (Patton, 1990, p. 278;

Patton, 2002). During this data aggregation process, I uncovered subcategories that

identified additional perspectives and potential resolutions to veteran’s career problems.

The process of coding the data included grouping the responses into categories

using traditional text analysis. This process included (a) digital audio recordings of the

data, (b) simultaneously transcribing the data using the Dragon Software, (c) the

organization and categorizing of the data, (d) an analysis of the connections of influence

of the uncovered themes, (e) uncovering the legitimacy of the ideas presented, and (f)

reporting the findings (Miles, Huberman, & Saldana, 2014). During this process, I

uncovered sub-categories helped identify additional perspectives and potential resolutions

to veteran’s career problems. Finally, I developed a written description of the

phenomenon incorporating structural descriptions to describe the essence of the obtained

lived occurrences of Gulf-War-era-II veterans (Creswell, 2007).

Issues of Trustworthiness

This study used various types of strategies to enhance the validity of the research

to include the following: Low-inference descriptors, data triangulation, and population

feedback. In order to establish trustworthiness (See Table 1), the approaches

implemented ensured an accurate depiction of the lived experiences of Gulf-War-era-II

veterans who have successfully re-integrated in the civilian workforce (Creswell, 2009).

Table 1

Plan to Establish Trustworthiness in Current Research

Criteria

Strategy

Credibility

The participants will be able to offer feedback and

suggestions to ensure that the questions are beneficial

to the research.

Data triangulation with the use of various career

settings

Transferability

Purposeful sampling is the method used to select the

sample population.

The same methods used to transcribe all interviews.

Data Triangulation.

Dependability

Low Inference Descriptor

Use of audio recording to ensure accurate coding.

Subject Feedback re-checks for clarity.

Conformability

Member checking is important to ensure study interviews are

accurate.

Reflexivity

Credibility

Data triangulation involves using various employment settings in order to increase

validity of the study and used as a means to ensure comprehensive results that reflect the

Post 911 combat veterans lived experiences of the professional civilian settings

throughout the transition and current experiences (Creswell, 2009; Patton, 2002). To

minimize bias, it was important to eliminate preconceived ideas during data analysis

(Maxwell, 2013). In order to ensure validity, the triangulation of data sources used to

verify the results and support the accuracy of themes that were uncovered during the

interviews (Patton, 2002).

Transferability

Transferability determines whether the findings from the research can be applied

in a broader context. Negative case analysis will require that the characteristics of all

interviews be reviewed to determine which common themes emerge. Merriam (2009)

suggested that qualitative research assumes that there are multiple realities; that the world

is not an objective thing but a function of personal interaction and perception. The

reliability of the data collected will rely on the objective feedback veterans who seek to

maintain civilian career advancement and stability. Data triangulation can verify

commonalities between participant’s viewpoints in similar situations by comparing the

consistency of similar career problems. This study can be replicated with other veterans

in similar contexts, possibly be used to establish methods to form a unique interpretation

of events, and develop solutions (Creswell, 1994; Patton, 2002).

Dependability

Finally, the participant feedback assisted in clarifying documented ideas presented

during the interviews for accuracy and ensured that I clearly interpreted the meaning of

their statements. According to Creswell (2007), validity plays a significant role in a

qualitative study in order to find the accuracy of the findings. In order to ensure that the

research data was properly analyzed, negative case study analysis was conducted, which

is the rechecking of the data and comparing patterns for verification purposes (Patton,

2002). Moustakas’ (1994) technique of gathering and organizing qualitative data

recommended an established protocol that ensures the research can be methodically

replicated by other researchers.

Confirmability

Member checking is a form of restating and summarizing what the research

participant has stated to ensure accuracy. Member checking serves to decrease the

incidence of incorrect data or incorrect interpretation of the data, with the overall goal of

providing findings that are authentic (Creswell, 2009; Moustakas, 1994). Member

checking was essential during interview process to ensure that the statements were

documented correctly. It was important to eliminate bias by ensuring that the true nature

and intent of the answers were clarified and remain open to make changes if any of the

answers were misunderstood or misrepresented.

Ethical Procedures

During the veteran transition, there is profound adjustment during the integration

of the military culture into the civilian culture. It is important to transition and continue to

work hard in their new capacity (Berglass & Harrell, 2012). This study did not disrupt the

transitional progress or isolate veterans, but instead will help to establish the application

of leading policies and practices that can enhance the communication and coping skills

that can possibly lead to long-term employment in the civilian workplace.

Although this research discusses combat injuries, in order to protect the medical

privacy of the participants, the study questions did not inquire about injuries related to

their military service. Some veterans volunteered information about their combat injuries

and identified that they played a role in their transition and had a bearing on their success

strategies while addressing career problems. Since the participants may disclose or revisit

disturbing information, access and resources related to veterans counseling professionals

were available during all interviews.

The research participant’s rights and welfare were protected through the

Institutional Review Board (IRB) at Walden University that ensured the ethical practice

and protection of all participants in research projects. The Walden University IRB criteria

followed the three ethical principles: (a) beneficence, (b) justice, and (c) respect for

persons. Walden’s IRB evaluated the proposed data collection methods to ensure that the

associated risks to the participants were minimized (Walden, 2015). The interviews were

conducted after the approval of the research protocol, recruitment procedures,

methodology, and interview questions to ensure the safety of the participants of the

research.

In order to establish rapport and comfort for the interviews, it was important to

explain to the participants the questions discussed and the purpose for the research. It was

essential to reiterate that the interviews were kept confidential (Creswell, 2002). Since the

veteran population were designated as a vulnerable population under the American with

Disabilities Act (Department of Veterans Affairs, 2012), it was important to provide

access to the Veteran Crisis Hotline at 1-800-273-8255, to confidentially address any

emotional or psychological concerns that could have arisen during the interview. It was

interesting that several veterans interviewed were not aware of the Veteran Crisis

Hotline. To increase my awareness and educate myself regarding the protection of the

participants interviewed, I completed the National Institutes of Health (NIH) Office of

Extramural Research for human research protections training (see Appendix G). All

participants’ rights were respected during the collection stage.

Summary

Chapter 3 discussed the research methodology utilized in this phenomenological

qualitative research. There were several areas presented to identify the participants, how

and why they are selected, the data collection process, data analysis methods, and

reliability measures that will be used to understand the reintegration of Gulf-War-era-II

veterans into civilian employment. Finally, this chapter discussed the suitability of the

research design, ethical considerations, validity, credibility, and the transferability of the

research methods. In Chapter 4, I included the research setting, participant selection,

demographics, data collection, data analysis, evidence of trustworthiness, themes, study

results, and a summary. In Chapter 5, I included the interpretation of the findings,

limitations of the study, recommendations for action, social change implications, and a

conclusion.

Chapter 4: Results

The purpose of this qualitative phenomenological study was to investigate the

lived experiences of Gulf-War-era-II combat veteran’s transition from military to civilian

employment stability, address the gap in the literature, and to identify key factors that

contribute to civilian employment stability of Gulf-War-era-II veterans. The Walden

University Institutional Review Board approved my application for this study (approval #

07-11-17-0064672, expiration July 10, 2018). In this study, I used the phenomenological

method to provide a better understanding of the lived experiences of Gulf War II era

veterans as they transitioned into civilian employment roles.

This chapter describes the settings, participant selections, demographics related to

the study, and the major themes regarding the transition experience uncovered during the

data analysis process of statements and findings derived from the participant interviews.

The following areas are included in this section: data collection, data analysis, description

of patterns, relationships, and the study results are summarized to address the research

questions and design.

For this study, all of the data was collected using semistructured, one-on-one

interviews with 11 participants who voluntarily responded to a research flyer or were

referred by Veteran Collaborative Meeting participants. The participants in this study

consisted of honorably discharged Gulf-War-era-II veterans who met the following

criteria: (a) served in the military since September 11, 2001 in the Iraq or Afghanistan

conflicts, (b) were currently employed full-time in the civilian workforce, (c) were

between the ages of 24 to 34 years of age, and (d) lived in the Los Angeles area of

Southern California. The semistructured, open-ended interview questions were designed

to obtain information regarding their transition into civilian employment experience.

To protect the identity of all of the participants, I created participant numbers (i.e.,

V1 for the first participant, V2 for the second participant, and so on). These codes

assisted in protecting the anonymity of the participants and were used to report pertinent

themes and comments from the interviews. A summary of the results and the interviews

indicated the presence of critical factors that exist in the successful reintegration of Gulf-

War-era-II veterans regarding cognitive information processing, management

opportunities, financial stability, and quality of life factors.

Research Setting

There were four communications with the participants before the face-to-face

interview: the initial interest in participation email, the invitation to complete the

screening questionnaire (see Appendix D), the presentation of the informed consent form

(see Appendix C), and the coordination of interview arrangements via email or phone.

All participants received and completed their consent forms at the research locations or

via electronic format via email. Participants expressed interest in participating in the

study by phone, in person, or by email.

The interviews occurred at various times to accommodate the participant's

schedules. All face-to-face interviews included the participant and me in a private

location to eliminate distractions. The privacy provided by the site selection ensured that

interruptions would not prolong the interview process and provided discretion for the

participants. Participants were advised that they could opt out of the interview at any time

and could elect to refrain from answering any questions that made them uncomfortable.

The number to the Veteran Crisis Line was readily available at every interview. All

participants collected the Veteran Crisis Line cards when departing the interviews. Some

veterans were not aware that the Veteran Crisis Line was available to them.

Participant Selection

This research project received approval from the Walden Institutional Review

Board before data collection. Recruitment for the research was by open invitation at

Veteran Collaborative Meetings in Los Angeles. After the Veteran’s Collaborative

meeting, I originally had six participants that demonstrated interest and participated in the

screening process (see Appendix D), and two met the inclusion criteria and agreed to

participate in the study. The remaining participants were recruited via referrals through

snowball sampling. I conducted 11 one-on-one interviews for this study. After an initial

screening questionnaire, (see Appendix D) all participants met the inclusion criteria for

the study (Creswell, 2007). The veteran participants were recruited from flyers presented

at a California Veteran’s Collaborative Meeting, met the study’s inclusion criteria, and

participated in one on one interviews regarding their transition from the military to

civilian employment (Creswell, 2007).

Snowball sampling was essential to discovering additional potential participants

that met the criterion by participants or veteran community referrals (Sadler et al., 2010).

In Los Angeles, considerable effort and funding focuses on veteran outreach, and yet

many organizations reported that they struggled to identify and connect with veterans

(Castro, Kintzle, Hassan, 2014). Because veteran peers were the most effective outreach,

the procurement of interested participants in the research benefited from the snowball

method.

Demographics

From the 25 Gulf-War-era-II veterans initially contacted for the interviews, 11

veterans met the criteria and contributed to the study via interviews. The questionnaire

produced seven male and four female participants (see Appendix D). The participants in

this study agreed to present their experiences during their transition from military combat

to civilian employment transition. The 11 participants were full-time paid employees in

civilian employment, employed for more than 1 year, and resided in Los Angeles. The

ages of the participants ranged from 31 to 34 years of age. The sectors they were

employed in included real estate, government (State/ Federal), transportation, academia,

entertainment, law enforcement/ security, oil industry, counseling, and logistics (see

Table 2).

Human capital investments identify the benefit of education as an employable

asset that increases worker productivity, higher income for the employees, and less costs

associated with career development (Becker, 1975). The analysis of education attainment

or the pursuit of an education for the participants interviewed confirmed that veterans

have placed a high value on the transferability of education in preparation for

employment (Collins et al., 2014). All of the interviewed veterans had various levels of

education or actively enrolled in a college degree programs. The participants enrolled in

school, utilized their Yellow Ribbon GI Bill program, a benefit earned from the military

to pay for their education. The Yellow Ribbon Program, established by the Post-9/11

Veterans Educational Assistance Act of 2008, allows higher learning institutions to fund

tuition and fee expenses that exceed the established threshold of the Post-9-11 GI Bill

(Department of Veterans Affairs, 2011). The participants identified that tuition assistance

played heavily in their initial incentives to join the military.

Table 2

Research Study Demographics

Identifier

Age

Employment type

Law enforcement-state

Government-state

Logistics

Security

Transportation

Social worker (Veterans Affairs)

Movie industry

Government

Oil industry

V10

Counselor

V11

Politician

Data Collection

To allow for saturation, 11 Los Angeles Gulf-War-era-II veterans participated in

semistructured interviews to collect data regarding the transition from combat exposure

in the military to civilian employment. After the initial contact via email or telephone, all

consent forms were completed and discussed. The location was determined based on the

availability of the participants. The interviews were conducted in person or by video chat

to accommodate the participant’s availability. The participant’s interviews ranged from

30 to 45 minutes and were audio-recorded using two audio devices with the participants’

verbal and written consent. To maximize time during data review, I utilized the Dragon

program that simultaneously transcribed the interviews, and a digital audio recorder to

capture the interview. Follow-up interviews were requested and conducted after the

transcribed data were reviewed to clarify any points presented by the participants. After

the interviews and the 15-minute follow-up interviews, each participant reviewed their

transcripts and provided the opportunity to address any points or ideas presented in their

interviews for the accuracy.

The interview questions designed for this qualitative study narrowed the objective

and focused the relevancy of the data collected in the study of the lived experiences of

transitioning veterans into civilian employment (Creswell, 2009). The participants

received a copy of the questions in advance with the consent form (Appendix C). Each

participant was asked the same open-ended interview questions (Appendix E) regarding

their employment transition experiences to ensure consistency in the information

collected.

I also took notes regarding body language and facial expressions that could

provide additional information during the interview. Although I recorded personal notes

regarding my impressions of data obtained, I reserved judgment until all data was

collected and analyzed. It was important to set aside personal experiences and possible

biases for the phenomenon of the study (Creswell, 2009). It was also important to review

the data from the research on the same day as the interview to increase accurate recall and

understand my notes.

Data Analysis

A modified version of the Stevick-Colazzi-Keen method (SCK method), as

described by Moustakas (1994) and phenomenological reduction, served as the basis for

the data analysis technique used in this study. The SCK method guided my focus of

creating a list of statements provided during the interviews and grouping them into

themes. This technique consists of seven steps:

1. Describe my personal experience with the central phenomenon as an effort to set

aside my own experiences so the focus can be on the study participants.

2. Develop a list of noteworthy statements.

3. Group the information into themes.

4. Write a textual description of the participant’s experience with the phenomenon.

5. Write a structural description of how the experience happened that reflects the

context and setting of where the participant experienced the phenomenon.

6. Write a description incorporating both textual and structural descriptions.

7. Conduct member checking and transcript review by performing a preliminary

analysis before returning the transcript to the participants for review in a single or

multiple sessions.

I also used the three steps of phenomenological reduction that included (a)

epoche, (b) horizontalization of the collected data, and (c) the examination of the data to

develop textural descriptions of the participant's experiences about the phenomenon

(Moustakas, 1994). Epoche is a conscious process of identifying naturally occurring

thoughts and preventing those ideas from interfering in the data obtained during the

research (Moustakas, 1994). During the first step, I did not compare my experiences to

the participant’s experiences by using epoche to manage potential bias. The second step

of phenomenological reduction allowed the researcher to develop statements that were

reflective of information obtained regarding the participant's experiences. The final step

of phenomenological reduction was to compile the statements into a list of themes. This

process allowed me to develop categories or themes that adequately reflected information

obtained during the interviews into a cohesive depiction of the combined experiences of

the participants (Moustakas, 1994; Creswell, 2007).

Data management was a critical element in ensuring the accuracy of the data

analysis. Each participant was assigned a V code (V1-V11) to categorize their files

related to their interviews, notes, and recordings, interview protocol documents, and

transcripts. This organization technique helped to increase efficiency and analysis of the

interviews. During the data management process, I utilized the Dragon transcription

program that assisted in time management, data analysis, and file organization.

According to Patton (2002), it is essential to keep additional files and back-ups of the raw

data and transcripts. All of this information was password protected and organized for

review.

Initially, I was prepared to utilize the software program NVivo 11 to complete the

analysis. After reviewing the transcript data, I hand coded the data to analyze the

information obtained during the interviews. After probing the transcripts to understand

the statements made by the participants, I then checked the secondary recorded audio for

the accuracy of the transcripts. I identified key text segments and generated codes for

these. The next step was to sort the codes into themes. The final step was to refine,

define, and identify the themes.

The Dragon program created a transcript of all of the interviews. The first step of

analysis was to review the combination of my notes and the audio recordings to ensure

that the transcribed data was accurate. The second step involved manually coding the data

to identify themes and repetitive ideas in the data. Thirdly, I created a matrix with

keywords, phrases, and quotes. Several studies utilize the phenomenological method to

identify repetitive themes from the data collected from the essence statements regarding

the phenomenon (Moustakas, 1994). The fourth step was to combine the coded data into

similar themes and identify the correlation among the keywords and their meanings. The

final step of the data analysis was to explain the phenomenon from the data collected

from the literature review and the conceptual framework of the study.

Evidence of Trustworthiness

Credibility

Allowing the participants to review the questions before the interview enhanced

the credibility in the study. This allowed the participants to think about their answers and

collect their thoughts before the interview. During the interview, I remained open to

questions and feedback regarding the study. The structure provided by following the

Stevick-Colaizzi-Keen method of analysis of phenomenological data (Moustakas, 1994)

provided additional credibility during this study. I followed and maintained the integrity

of the IRB guidelines throughout the process to protect the interests of the participants.

The Walden IRB guidelines ensured that the participants’ privacy was protected and they

were not put under any psychological trauma during the acquisition of the data for the

research.

Transferability

Purposeful sampling was an added benefit to ensure that the information provided

in the interviews reflected events related to the same phenomenon. Note taking assisted in

ensuring that I captured a descriptive detail of the lived experiences as told by the

participants (Maxwell, 2013). Purposeful snowball sampling afforded a balanced

representation of interviewees by various branches of military service, nonspecific

civilian employment sectors, and 1 year or more of time in new civilian jobs. The

diversity in civilian employment for the transitioned veterans and all inclusiveness of

military branches increased transferability in the study (Maxwell, 2013). A high level of

transferability ensured that the detailed and thick descriptions provided by the

participants described their transition into civilian employment via several reviews of

interview transcripts, audio reviews to secure contextualized theme development

(Creswell, 2007; Patton, 2002).

Dependability

Dependability is the qualitative equivalent of reliability in a quantitative study.

Triangulation is a strategy to establish dependability by using multiple methods to

support conclusions. The review of the interviews using field notes (raw data), audio

recordings, and Dragon transcripts ensured dependability with the use of multiple formats

to collect the data. Identifying emerging themes (see Tables 4 to 7) and cross-checking

information with the participants assisted in validating the information obtained when

themes were uncovered (Maxwell, 2013). The participant’s willingness to be available

for clarification questions was instrumental in the dependability of this study. The

participants understood the importance of accuracy and remained available for

clarification purposes.

Confirmability

The ability to re-state and clarify information during the interviews was critical in

ensuring accuracy. It also provided an additional level of respect and repertoire with the

participants who stated that they appreciated the opportunity to share their experiences.

V2, V4, V7 and V9 all felt that that they were providing an additional service to the

success of future veterans by participating in research related to understanding veterans.

It was important that I did not influence how the interviewees' responded to the questions

asked in the interview, to account for changes that could alter the descriptions collected

during the research. The participants were provided the opportunity to review the

interview transcripts following the interviews. This allowed for authentic feedback that

uncovered transition experiences within the veteran community. Due to the sensitive

nature of topics uncovered relating to combat exposure, there was no need to request

additional clarity for some questions regarding their combat experience or physical

disabilities so that the participants would not have to deal with potential distress.

Study Results

The results of this phenomenological research endeavor produced 20 transcripts

from the 11 participants that allowed me to uncover several significant working themes.

The transcripts included data collected during the initial interviews and the follow up

interviews. The transcendental phenomenological research method was most applicable

because it added dimensions to study of human experiences through qualitative research.

The inquiry of the lived experiences of the military to civilian employment veterans

provided opportunities to understand how they perceived and experienced their career

transition (Moustakas, 1994).

Research Questions

The framework consisted of two theories: (a) cognitive information processing

and (b) the human capital theory. The research questions were the foundation for

understanding the lived experiences of Gulf-War-era-II veteran's employment transition

experiences and the tools used to develop employment longevity. The population of the

veterans interviewed had been in their job for more than 1 year, lived in Los Angeles, and

returned to civilian employment after combat exposure.

The phenomenological research design was created to answer the following

research questions:

RQ1: What are the perceived challenges and opportunities experienced by

Gulf-War-era-II veterans who transitioned into civilian employment?

RQ2: What skills are necessary to navigate the transition from military

combat exposure to civilian employment?

RQ3. What are the decision-making experiences of Gulf-War-era-II veterans

who have effectively resolved career problems during their transition to new

employment roles?

The theoretical framework helped to limit the scope of the data collected and

defining the relevant framework. The research questions guided the areas covered in the

study (see Appendix F). The interpretation of the data collected (from the interviews)

assisted in understanding concepts and themes, revealed the essence of the lived

experiences of the 11 veterans, and corroborated the theoretical assumptions of this study.

Research Questions Results

The overall understanding of the military veteran transition from combat service

to civilian employment was captured utilizing three research questions in this study. The

data analysis and findings revealed that the study respondents were active participants in

their employment conversions and were able to convey significant information about

their lived experiences. The literature review assisted in identifying gaps and relating

themes that were uncovered during this study. It was important to include various types

of civilian professions and learn that the veteran experiences were similar regardless of

the classification of the new employment.

Based on the literature, the CIP paradigm provides the opportunity to increase

self-awareness, gain factual information about their civilian jobs, and learn how to make

informed decisions and resolve problems in the workplace (Sampson et al., 2009). The

results of the interviewed veterans clearly demonstrated 60% veterans dealing with high

emotions and regret after leaving the military. V4 stated, “it is hard trying to figure out

your value in the civilian world, when the military gave you specific benchmark to prove

who you are. That is not transferrable in civilian jobs.” The understanding of their human

capital value became a collaborative effort between the civilian employer and the

veterans to ensure a clear understanding of short and long-term career goals.

Research Question 1 for this study: What are the perceived challenges and

opportunities experienced by Gulf-War-era-II veterans who transitioned into civilian

employment? Interview Questions 1, 2, 3 assisted in the development of themes related to

how military attributes and critical skills that affected the veteran transition to civilian

employment. This information was essential in determining what advantages or

disadvantages the veterans acquired before the start of their new civilian employment.

Interview Questions 5, 6, 7, 9, and 12 were utilized to interpret the personal and

professional development and experiences of the veterans during their transition into

civilian employment. The findings of the interviews identified that the transition is not

limited to a particular timeframe but considered as several critical skills required to adjust

to the continuous changes of the new career. The participants’ military experience

provided them advantages related to time management, project completion, and

reliability. The interviews revealed that the participants possessed the fortitude to

continue eliminate identified career barriers with the acquisition of education and

credentials to compensate for their civilian work experience.

Research Question 2 for this study: What are the perceived skills necessary to

navigate the transition from military combat exposure to civilian employment? Interview

Questions 7 and 9 were instrumental in understanding the personal development,

challenges, and opportunities required in the new work environment to effectively adapt

the transition from the military to civilian employment stability. Interview Questions 11

and 12 helped to understand the relevant occupational knowledge and decision-making

characteristics that invigorated self-knowledge assessments during several stages of the

transition. The veterans identified the importance of occupational knowledge to navigate

the civilian workforce in their current positions and during the pursuit of future career

paths. The data acquired identified strategies and goals to establish stability using

cognitive information processing skills to adapt.

Research Question 3 for this study: What are the career decision-making

experiences of Gulf-War-era-II veterans who contribute to the resolution of career

problems during their transitions to civilian employment roles? The data collected to

address Research Questions 1 and 2 allowed for the identification of perceived career

problems, challenges, and opportunities. Interview Questions 11, 12, and 13 provided

insight related to the self knowledge and occupational knowledge essential to navigate

the workforce, circumvent career problems, and develop strategies to adapt in new

civilian workforce roles. Some of the challenges presented during the research were

financial aptitude issues that lead to career and personal problems, communication

challenges related to cultural differences, educational requirements, and understanding

the new policies and regulations within the new workplace. The participants were

continuously aware of their ability to contribute to the workforce and acknowledge

resources provided by their employers that increase their human capital significance.

The common portrayal of opportunities identified during the data collection

process was the positive impact of the military experience and adaptability during the

transition into a new civilian culture. Many of the participants acknowledged challenges

related to perspectives in communication, work ethics, and values related to military

training. The attributes of military experience and acquiring education became an on-

going means to develop self-knowledge and occupational knowledge necessary to

integrate civilian employment sustainability. All of the participants identified that their

initial perspectives related to civilian employment were inaccurate and admitted that

determination played a role in understanding occupational policy and structure. Critical

skills in continuous self-knowledge development, commitments to financial obligations,

and veteran networking were identified in the interviews as catalyst in the pursuit of

civilian employment attainment and stability.

Contrastingly, there were several discrepant cases due to the high level of

emotions attached to the veteran transition, the changes in environments, and the

development of self-knowledge (Castro, Kintzle, & Hassan, 2015). Throughout the data

analysis, I sought to uncover inconsistencies or conflicting statements in contextual

explanations. Creswell (2009) identified discrepant cases as variation or exceptions in the

data that counter emerging themes. During the interviews, these discrepant cases were

revelations to the participants in some cases. Two participants (V6 and V11) realized that

they were trained to believe that failure was not an option in the military but reimagined

ways they have adapted to change and overcame failure during their transition. Both

participants stated that the civilian workforce viewed their determination as intimidating

and distracting from the overall goals of the team. Both veterans (V6 and V11) identified

that they did not have any more or less transition problems than their civilian

counterparts.

There were 40% of interviewed veterans elated to be out of the military and made

it clear that they would never return to the military. For two of the interviewed

participants, they did not find value in their military experience and had resentment

regarding what they perceived as time wasted during their service. V1 identified, if she

“knew the civilian world paid more than the military and still afforded her the

opportunity to serve the country, she would have gotten out years earlier.” These

participants would have rather been in a civilian position that required less travelling. The

majority of the veterans identified travelling as the most rewarding component of their

military service.

Theme Analysis Results

The developments of coding created several revisions and associations of themes.

According to Creswell (2009), coding is the process of breaking down the interviews into

smaller areas of information. While coding the data collected from the interviews, I

grouped and labeled relevant comments. My focus was to identify elements that

uncovered patterns in the overall transition phenomenon and any underlying patterns that

materialized. The themes materialized by data analysis after coding and cataloging ideas.

The five themes developed included: (a) the presence of self-validating values, (b) love of

country and social responsibility, (c) the value in veteran networking and social support,

(d) continued self-improvement, and (e) self-awareness to adapt to the decision-making

skills required in the civilian employment environments. Repetition and prevalence of the

participants' insights provided the relevance of specific ideas and helped to identify

trends in the experiences. A full description of the themes and sub-themes that emerged

during the data analysis process are discussed in the study results section of this chapter.

Three research questions guided the research to understand that lived experiences

of the veteran military to civilian employment transition. The development of preliminary

categories in this study ensured essential components of the research questions were

examined during the interviews. The four preliminary categories included: (a) military

experience, (b) transition personal development experiences, (c) civilian work

environment experience, and (d) self-knowledge and occupational knowledge. These

preliminary categories assisted in the organization of the data collected.

The revelation of the themes included merging and eliminating sub themes that

were not significant to answering the research questions. The interview questions,

categories, and associated research questions are displayed in Table 3.

Table 3

Interview Questions, Categories, and Related Research Questions

Interview

question

Categories

Corresponding research

question

Military Experience: Preliminary Transition Attributes &

Critical Skills

RQ1

Military Experience: Preliminary Transition Attributes

RQ1

Military Experience: Preliminary Transition Attributes

RQ1

Personal Development Experience: Post Service Transition

Decisions

RQ3

Personal Development Experience: Challenges and

Opportunities

RQ1

Personal Development Experience: Challenges and

Opportunities

RQ1

Work Environment Experience: Professional Skill

Attributes, Challenges, and Opportunities

RQ1 & RQ2

Work Environment Experience: Critical Skills &

Adaptability

RQ2

Work Environment Experience: Challenges and

Opportunities

RQ1 & RQ2

Work Environment Experience: Critical Skills,

Knowledge, and Decision-Making

RQ3

Self-Knowledge and Occupational Knowledge: Critical

Skills and Decision-Making

RQ2 & RQ3

Self-Knowledge and Occupational Knowledge:

Challenges, Opportunities, Critical Skills, and Decision-

Making

RQ1 & RQ3

Self-Knowledge and Occupational Knowledge: Critical

Skills and Decision-Making

RQ2 & RQ3

Thirteen semistructured interview questions (see Appendix E) guided the focus

regarding the lived development experience interviews to address the research questions

related to the participants: (a) military experience, (b) transition personal development

experiences, (c) civilian work environment experience, and (d) self-knowledge and

occupational knowledge.

Military Experience

There were questions posed to the participants to assist in identifying the

participant’s knowledge of self about their previous military service. The themes

presented in this section addressed Research Questions 1 and 2. Table 4 identifies the

primary themes and subsequent themes identified regarding the veteran’s military

experience: (a) stability/ foundation, (b) love of country, (c) career, and (d) self-respect

and meaning.

Table 4

Military Experience Category

Theme identified

Number of participants

Provided a foundation

Love of country

Career instead of job

Self-respect and meaning

Note: N = 11

Interview Questions 1. Why did you join the military?

Several participants joined the military for similar reasons. The themes that were

most prevalent from the participants’ military service were the love of country, self-

respect, and a stable foundation. There was no mention of other career options as

alternatives. There was a common theme of leaving their environment for "a better life."

Several participants identified that if they had to work, "they would rather work at a job

that gave them a sense of purpose and stability." V7 realized, "his lack of direction was

leading him on the path to becoming nobody. So he signed up for the Marine Corp to

help him become a man.” It was interesting that the older veterans, V4 and V11 admitted

that the military matured them in relation to being responsible and accountable.

V3 stated,

I joined the military to pursue a career. I never thought that I would do anything

else. I needed to have a career to make my family proud and have a foundation for

my future. I wanted to wake up one day and know that I prepared for my life and

with a good foundation, I can provide a good life.

Interview Questions 2. When and where did complete your combat service?

All of the veterans served in Operation Iraqi Freedom, Operation Enduring

Freedom, and Operation New Dawn between the years of 2002 to 2015. The average

tours of the veterans interviewed ranged from one to four tours. The regions the veterans

identified as serving in support of Operation Iraqi Freedom, Operation Enduring

Freedom, and Operation New Dawn in Iraq and Afghanistan included Abu Gharib,

Bagdad, Kabul, Diwaniya, Fallujah, Mosul, Nasiriyah, Sadr City, Syrian border, and the

Turkish Border.

Interview Questions 3. Do you feel that your military service contributed to your

success in life?

All, except one participant, described great pride for their military service and

credited the military experience with their current success. There was a consensus in that

their military service was the foundation, stepping stone, or starting point for their entire

life. The interviewed veterans identified that it was the best decision they have ever made

for their futures.

V6 noted,

Although the military pushed the limits of my patience, it taught me to find the

hidden value in tough situations. The lessons have carried over well into my

civilian life. The military was a viable option to get employment, stability, and

college money.

Several veterans stated that the military taught them to deal with any

environment. V1 stated, " I gained the ability to adapt and overcome any circumstance

with hard work." V8 identified, "The military taught me to push myself beyond my

comfort zones and to persevere through adversity."

Contrastingly, V3 believes that “the ability to be successful is innate and had

nothing to do with the military." V3 also stated, “he was focused on the money for

college and the military afforded him that opportunity."

It was interesting to note that the participant’s dedication to serve their country

was the foundation of their determination to serve in public service career fields. Their

commitment carried over to their civilian jobs and assisted in their ability to find

opportunity in civilian employment as public service human capital. This component

became a mainstay in self-awareness and adaptability into a new environment by

identifying commitment to country as a similarity among both cultures. The participants

viewed their military service as an asset and validated their commitment to their new

jobs.

Personal Experiences in the Transition to Civilian Employment

The series of questions related to the veteran’s transition explored the participants

lived experiences related to their separation from the military and integration into the

civilian workforce. The goal of CIP is to lead career adults through self-knowledge and

occupational knowledge and to examine how they processed new information to make

decisions, solve problems, and create a greater self-awareness (Peterson, Sampson,

Reardon, and Lenz, 2002).

The questions allowed for the examination of personal emotional benchmarks and

professional experiences to answer research question 1. Table 5 identifies the primary

themes and themes identified regarding the veteran’s transition: (a) financial

responsibility; (b) wage difference issues; (c) communication challenges; and (e) new

identity and self-worth assessments.

Table 5

Transition Personal Development Experience Category

Theme

Number identified

Financial responsibility-family

Wage differences

Communication challenges

New identity or self-worth

Note: N = 11

Interview Question 4. What motivated you to return to work after military

service?

There were several expectations among the veterans related to how soon they

thought they could find a job after returning home. All of the participants stated that they

were shocked when they did not immediately obtain a job. Some participants

acknowledged that they tried several jobs that did not help them find value in their

surviving combat.

V2 described,

I wanted to provide for my family and give them a better life than what I had

growing up. The military provided me with an excellent foundation however the

pay simply was not enough. So, I decided to get out of the military even though I

was worried about how long it would take to start a new job or if I could find a

new job.

V6 identified,

When I had to go to more than five interviews, I started to question if I could find

another job. I wondered why they did not see how qualified and detail oriented

the military thought I was. My last reviews in the military, represented a person

that could accomplish anything. None of that transferred into the civilian world. It

felt like I was starting all over again. I needed to prove my abilities in my new job

and gain my new employer’s confidence.

Participants V2 and V3 identified that they had tried to discuss their transition in

an arena with other veterans but were "ridiculed for having found stable employment

when other veterans were unemployed."

Interview Question 5. Were there wage differences in comparison to your

military pay at separation and your new employment?

It was surprising to note that the wage differences varied throughout all

interviewed veterans. One of the largest concerns was that there would be significant pay

wage differences in comparison to the military. V2, V4, V5, and V8 all stated that they

“make more in their civilian job than they did in the military” The government-employed

veterans V1, V2, and V3 stated that they believed stability in their pay and position was

the most enticing in their decision to accept the position.

V2 stated,

The wage difference was huge. I was excited to be at a mid-level leadership

position and was still technically living below the poverty lines. When hired into

my civilian career, I made much more money at an entry-level position. The

promotion steps are the same but the pay is better.

V3 stated that he knew that the majority of his co-workers would be prior service

military. The pay started at a lower amount and he quickly earned “time in grade” to

move along the pay scale to a more comfortable pay rate that was more than his earnings

in the military. He stated, “I didn’t understand that I needed to accept lower pay to earn

higher pay in the long run [after more civilian experience]. My expectations were

unreasonable.”

V7 stated,

Education was important, so I definitely went to school for 3 years after I got off

active duty. I cut my paycheck in half, basically, and had to manage a little bit of

a different lifestyle. I still probably spent more time [in school and off work] than

I should have, but I had saved for it [the time off].

Interview Question 6. What were you looking for in a career when you started

your new occupation?

Participants had similar interests in pursuing paramilitary job opportunities and

complained about the time it takes to pursue jobs that required high scrutiny. Veterans

V3, V5, V9, and V11 demonstrated a clear resentment for having to endure lengthy

vetting process when they believed that their combat service and sacrifices should have

demonstrated that they could continue to hold a security clearance and have been

dedicated to America during their military service.

V7 shared,

I was looking for an opportunity to work with other veterans in a Mental Health

setting. I was not sure how I was going to be able to do that initially so I focused

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on gathering the tools to be able to obtain this job. I acquired my Masters Degree

in Social Work from USC, I provided community service and outreach, and I

connected with local veteran resource providers to understand where I can be the

best asset. It was the only thing that made sense to me was to continue to serve

others.

The data obtained in the interviews reflected economic adjustments by the

veterans during the conversion to their civilian work life (Castro, Hassan, & Kintzle,

2015; U. S. Bureau of Labor Statistics, 2014). The findings of this research indicated an

on-going adjustment from the need to serve in the military for financial stability to

dealing with those same issues when returning to civilian employment. The themes

uncovered reflected a need to ensure financial stability and purpose in life. The veterans

identified that they found the fulfillment of life purpose in the military and spent a

considerable amount of time seeking to understand how to re-invent themselves in

civilian employment. Although the veterans did not specifically identify that their

behavior were structured by cognitive information processing, their actions were clearly

parallel to all components of the CASVE cycle. The veteran’s use of the CASVE

decision cycle in CIP utilized various steps after the military to improve their career

outlook and ultimately accept their current positions (Bullock-Yowell et al., 2011;

Osborne, 2014).

Work Environment Experiences

In an effort to address research question 3 and understand how Human Capital

theory was demonstrated in this study, Table 6 identifies the primary themes and

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subsequent themes identified regarding the veterans civilian work environment

adjustment: (a) cultural differences; (b) veteran networking; (c) pursuit of paramilitary

jobs; and (d) spent time independently reviewing new employer’s policies. The outcomes

of the research and themes validated that human capital leads to economic growth for the

employees and the employers (Becker, 1975; Mincer, 1958; Teachman & Tedrow, 2004).

Additionally, the themes uncovered in these interview questions also answered Research

Question 2.

Table 6

Work Experience Category

Theme

Participant identified

Cultural differences

Networking

Looked for work that was paramilitary

Reviewing regulations, procedures, and policies

Note: N = 11

Interview Question 7. In what way does the organizational structure relate to

teamwork and team building at your company compare to the military?

Participants identified that they were not reluctant to participate in their civilian

teams but that they noticed a difference in the levels of commitment. V8 identified,

"maybe I have always taken the team concept a little too seriously over the years. I

associate dedication to the team as paramount over personal needs and goals. In the

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civilian world, it seems like personal advancement is the number one goal." V11 related

his civilian experience in the following statement, "as a public servant team member, our

job is to provide service to our clients and help them in any way that you can. If someone

is focused on representing the integrity of the team, the professional advancement will be

rewarded by the service provided."

V4 stated,

In my experience, the organizational teamwork and team building does not work

as well as it did when I was in the military. Civilian employers try to adopt the

standards used by the military, but the bottom line is that the military has been

doing this from the beginning, so the culture is set in stone.

Interview Question 8. Do you feel that you understand the organizational goals

of the company?

All of the participants identified that they “learned” to function in their new

environment. They utilized resources available to read and understand that policies of

their jobs and their job responsibilities. It is important to note that eight participants

identified that they were reluctant to ask for assistance regarding policies.

V7 stated that “he did not want to appear to be unfit for the job by asking too

many questions. It was important for him to find answers in the policy so that he knew

the information was correct.” All of the veterans stated that they recognized other

veterans at work or in their community to seek guidance from in various situations. V5

stated, “Yes, I understand the organizational goals of my company they are pretty much

the same everywhere you go: People, Service, and Profit." Later in the same interview

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with V5, he described that he might have "over-simplified the organization for his

comfort. It wasn't until I met with other veterans and realized that they were having some

of the same associations related to cultural differences at their new jobs.”

Interview Question 9. How did you feel that your military experience impacts

your professional aptitude to make decisions in your civilian job?

The majority of the interview participants were relieved to know that their co-

workers were supportive, inquisitive, and proud of their military service. Contrastingly,

the feedback from the participantsV4 identified, “he had experiences with co-workers

that did not appreciate his military service. He stated that he chose not to engage or

understand their perspective for fear of making it an issue in the workplace.”

Interview Question 10. Have you ever thought about quitting your job or what

would make you quit?

The interviewed veterans focused on taking care of family and financial

obligations as a deterrent from quitting their jobs. All of the veterans wanted to leave

their new jobs at one time or another and identified reasons from poor adjusting to

frustration with communication differences. Although research demonstrated that the first

year of employment for veterans have the highest turn-over rate, the interviewed

participants acknowledged that they often would rather quit their job and return to the

military (Elbogen et al., 2012). V8 left his first civilian job to become a real estate

entrepreneur, and he credits, "the military for providing him the discipline and

determined to make the change.” V2 stated, "if he quit, he would have to look for another

job. It was humiliating [during an interview] to discuss my military career and be

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misunderstood. I would spend so much time trying to translate my experience to

something in the civilian world.” The area of communication and translating skills

became one of the areas in the research where the most discrepancies surfaced. The

veterans who were able to relate their military experience to the needs of the new job

responsibilities were able to assist the employers in relating their human capital.

In his interview, V11 stated,

I can only be effective and confident that I am making progress when I am a

productive member of society. It is all that I know how to do. When I am not

gainfully employed, I am depressed and upset, and I do not recognize myself.

Working keeps me stable and gives me purpose. I hope that I will never have a

mundane job that I cannot find purpose in.

The answers provided by the participants confirmed the applicability of various

components of Cognitive Information Processing during their transition for self-

development and career problem solving (Bertoch, Lenz, Reardon, & Peterson, 2014,

Mezirow, 2000). The participants indicated the presence of a military “mind-set” as their

current state and their transition progressed into adapting to the civilian culture in the

workplace. The communication, decision-making skills, and the occupational-knowledge

appeared to be the most essential skills because the beginning of their transitions and are

still relevant today.

Personal Experiences: Self-Knowledge and Occupational Knowledge

The cognitive information processing approach to career problem solving and

decision-making skills used to guide the following set of interview questions. In these

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questions, it was important to identify the Gulf-War-era-II veteran’s occupational

knowledge of their new job and their awareness related to their abilities and experience

during the transition into the new civilian job.

Table 7 identifies the primary themes and subsequent themes identified regarding

the veteran’s self-knowledge and occupational knowledge: (a) education; (b)

communication; (c) self-awareness; (d) difficulty seeking assistance; and (e) veteran

networking.

Table 7

Self-Knowledge and Occupational Knowledge Category

Theme

Participant identified

Education is important

Change approach to communication

Self-awareness

Difficult to ask for assistance

Veteran networking

Note: N = 11

Interview Question 11. Tell me about your work situation since you returned

from combat service. Based on your education and experience, did you feel that you

were capable of fulfilling the position?

Various participants discussed their transition as being complex and experimental.

There were six of the participants that indicated that they went through several jobs

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before accepting their current position. V1, V2, V5, V6, V7, and V9 all measured their

transition with their ability to perform their jobs or their ability to maintain their jobs I

found that all participants were apologetic and remorseful about any time that they were

not working, even if the time spent in personal development was for education or other

types of adjusting. The finding of the research indicated that all participants identified

networking with other veterans as an essential compass for decisions related to

employment. There was a common theme that resources should be location based.

V1 described,

I believe I was looking for people to be a committed to rules and regulations as

the military was. I felt like people who did not respect boundaries were not as

serious as they need to be and I could not trust them. If I could not trust that they

were serious about work, then I would not waste my time expecting anything

from them. Later I learned that work has never been the most important in life and

I needed to find my new purpose.

All participants found the pursuit of education as essential in being able to

transition. The literature review reflected a high number of veterans pursuing education

to prepare for civilian employment (Bureau of Labor Statistics, 2014). There was only

one participant, V5, who responded with "although education was important, he decided

not to pursue traditional schooling and focus on obtaining transportation certifications."

The use of the Post 9/11 GI Bill repeatedly identified as a transition tool. These benefits

cover their tuition, books, supplies, and housing (U.S. Department of Veterans Affairs,

2014). V1 and V3 stated that they were glad that they started pursuing their education

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while in the military because it provided them competitive advantages for employment

opportunities. Several veterans described that having an education gave them more

confidence to work in their field. V1 referred to his education as another element of

common ground with his civilian peers. The courses taught in specializations are taught

the same all over America.

V3 stated,

It may have provided them an edge over the highly competitive applicants for

their current job. Education is universal. Even if an employer may not understand

what I did in the military, but they understood my degree in Criminal Justice.

V2 identified,

My education was enough to get the job and my experience in the military was

more than needed. A lot of my military experience did not transfer and I started to

believe that it [military experience] was not relevant, at first. I began to

understand that everything I learned in the military was transferrable. But I had to

prove myself all over again in this new job.

Interview Question 12. Are there any differences in the decision-making skills

in the military compared to your civilian job?

V1, V2, V3, V5, V6, V8, V9, and V10 identified the impact of their decisions in

the military were immediate and life-threatening. They minimized decisions in the

civilian employment as timely but conducted with less pressure or meaning. V2 stated,

"Nothing is harder than saving your buddies lives." V3 stated, "some decisions are life

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and death while on the civilian side it's you losing your job and income." Of course, that

can be detrimental as well, but you would have time for making corrections or

adjustments.” Veterans interviewed were reluctant to open up to co-workers for fear of

being categorized as unstable or damaged after military service.

V7 identified,

It influences EVERY decision. The way I move, the way I talk, the way I stand,

and it is all how the military taught me. I try to keep a low profile, keep my head

down and just work. I keep small talk to a minimum, but when I do end up

socializing, I am very open and out there. This is very intimidating to those that

cannot relate. They can only associate my experience or my service with movies

that leave the individual experience.

V11 described,

I am not afraid to make difficult decisions promptly. I am also not afraid to be

wrong; well, that is not accurate. I am afraid that a decision I make is the wrong

one, but I am not afraid to admit I erred and to find a new way to handle a

situation. Many people are so afraid of being wrong that they just do not act. I had

to make a decision that could have led to the death of one of my soldiers, so the

mundane decision that may lead to a slap on my wrist does not trouble me.

Several participants found that they believed that they were “over-qualified” for

their civilian jobs because they did not value their civilian employment as much as their

military service. V1 adamantly stated that she would "go back to the military if she

could."

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Interview Question 13. What essential information did you need in your new

work environment that prepared you to make informed decisions?

This question produced a variety of themes. Veterans stated that they found ways

to make informed decisions daily. While many veterans noted there could be more

resources available to assist in the transition, V2, V5, and V9 described being more

accountable as an individual and found that they worked harder than their civilian

counterparts. There was a consensus among all of the participants who stated they did not

know what they needed to prepare for their new civilian employment roles. The prevalent

theme was the need for the veterans to complete daily self-analysis to adapt in the job

responsibilities. The responses collected revealed communication as a key area of

adjustments between the two cultures. The participants identified that communication

skills and conflict resolution as an essential element, learned from the military, aided in

their new civilian employment.

V11 shared,

I had the confidence to make decisions because there was less stress with the

civilian decision process. I understood that it has always been my responsibility to

acquire the information necessary to make informed decisions. The decision-

making process was the same [as the military], but the impact, potential

consequences, or results of those decisions are different. There is high stress in

the decision-making.

V2 stated,

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You can never force a civilian job to define you as much as the military

established your self-value or worth to America. Find a job where you can give

back to society, and you will be satisfied. While I was volunteering to help

veterans, it has been more fulfilling than work. Stop wasting time thinking about

going back to the military.

V6 reported,

My military experience has been helpful in preparing me to explain the contrast

between military and civilian systems to other veterans. It also gave me the ability

to be direct without being disrespectful, which veterans appreciate. I felt that

earning my Masters in Social Work combined with my military uniquely prepared

me to work as a veteran in a Mental Health setting.

During my analysis of the interviews, self-awareness and purpose was very

prevalent. The participants were less concerned with financial gain but more focused on

the intrinsic values associated with their everyday contributions to society. The need to

self-identify with service to the community or the nation was a major factor in accepting

their current positions. The tenacity to remain professionally invested in their new

civilian job, despite the adjustment periods, were based on the interviewed Gulf-War-era-

II veterans determination to continue to contribute to their societies.

V2 stated,

I did not know what I needed until I was in a situation at work that made me

identify that I did not know how to find the answer. In the military, there was

always a SOP (Standard Operating Procedure) for everything. In my new job, I

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had to humble myself enough to ask someone what to do. Having to decide to

consult with someone was frustrating because I could not be as secure as I wanted

to be. I had to admit I did not know what to do. That was frustrating.

V5 stated,

In my experience, the organizational teamwork and team building don't work as

well as it did when I was in the military. We trusted our comrades because we

knew each other’s level of commitment. It was our life. In my new job, people do

not trust one another as much. There is this “at-will” law that makes it possible for

you to be terminated at any time. How can anyone be dedicated under those

circumstances?”

Participants described their high level of commitment was ridiculed by fellow

employees. V1 identified, " in the military, you work until the job is done. You

understand your mission. In the civilian world, you never finish, but you keep working

hoping that you are making progress.” Approximately 80% of the interviewed veterans

identified that they spent a significant amount of time trying to re-invent their purpose

and accepting that they were no longer in the military. V5 remained determined to find a

job that had a similar structure to the military so that he could find fellow veterans. In his

current position, he has found more than 40% of his co-workers have served in the

military and could understand him. V5 identified, "I found other veterans who could give

me pointers at finding the reality check that I was missing."

V7 remembered missing his participation in leadership roles by stating,

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The military puts everyone in some sort of position of leadership at different

times. Some of us were good at it, others, not so much. Being able to utilize each

member effectively was a key part of that. So when I found myself in office jobs

with that similar feeling of putting all these different personalities together, it was

easier to implement myself into the role needed.

The interviewed veterans were all interested in understanding the path to

leadership in their new civilian roles. V6 identified that during his interview, “his military

service was discussed in the initial interviews and informed that his leadership abilities

would be welcomed in the new workplace." Several veterans recalled the importance of

clarifying their transferrable skills; subsequently employers found associations for their

skills. This reiterates the findings in the literature reviews regarding the need for veterans

to understand and communicate their interchangeable talents to employers that may not

readily identify how their military experience relates to their civilian employment duties

(Badger, & McCuddy, 2014; Clemens & King, 2008; King, 2012; Olsen; Robertson &

Brott, 2014). The connection assisted in alleviating career barriers that were

misunderstandings or the lack of clarity in terminology variations from the military to

civilian employment. In some cases, veterans identified that these seemingly small

clarifications lead to dialog and increased communications in the workplace.

Contrary to Becker’s (1976) assertions that job specific skills are non-

transferrable, even in similar work environments; the outcomes of this research negated

his findings. The participant responses indicated Gulf-War-era-II veterans utilized skills

learned in the military to adapt and evolve in their new workplace. These veterans

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increased their human capital value for the employers by increasing their productivity

through occupational knowledge. It was commendable that the veterans recognized their

progress of essential civilian professional experience while maneuvering their new

workplace. The interviewed veterans identified that this experience positioned them for

long-term promotional opportunities. According to V5, “it is easier to prepare for

promotional opportunities in the civilian sector. The military required full packets to

promote.”

Summary

In this chapter, I presented findings from the semistructured interviews conducted

with 11 Gulf-War-era-II veterans in the Los Angeles area to understand the perceived

impact of the transition from military combat exposure to civilian employment. The data

collected from the interviews were instrumental in answering the research questions. The

participants shared their experiences and perceptions related to their transition from

combat exposure in the military to civilian employment. The answers to the research

questions uncovered that GWII veterans continued to adjust personally and professionally

in their new careers, military attributes such as time management and reliability were

utilized, cognitive information processing was applicable in daily decision-making skills,

and GWII veterans identified an awareness of their human capital significance in the

workplace through occupational knowledge and training.

According to Moustakas (1994), the qualitative phenomenological-research

paradigm is optimal to investigate the subjective knowledge of the individuals that have

lived experiences in the explored phenomenon. My role of the researcher utilized the

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guidance of Walden IRB policies to ensure that each semi-structured interviews and the

data collected did not present greater than minimal risk to the participants (Walden,

2010). All of the participants were willing to share their experience and were interested in

the social impact that research has had on veteran policy. The majority of the participants

were interested in how the findings were interpreted and provided me additional research

ideas for the future.

My analysis of the collected data illustrated that there are individual choices that

established the successful trajectory of the veterans’ transition. While addressing the

research questions, the findings indicated all participants appeared to tap into some innate

abilities to adapt and overcome to fit into their new roles that centered on self-awareness

and self-knowledge. The participating veterans exhibited the cognizance of their value as

a civilian employee and how they increased their employability with education and

increased credentialing. The results of the interviews consequently revealed the veterans

maximizing various veteran community resources, the application of cognitive

information processing skills utilized to adapt, and clarifies that all participants identified

that local veteran resources are essential to assist in the veteran transition.

In Chapter 5, I continue to address the research questions, the limitations of the

study, interpretation of the findings, the implications for social change that the research

uncovered, and the recommendations for action that can be taken to increase the

awareness of career conversion factors and the opportunities for future research

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Chapter 5: Discussion, Conclusions, and Recommendations

The purpose of this phenomenological study was to examine perceptions and

about the transition from military to civilian employment of 11 Gulf-War-era-II veterans

in the Los Angeles area. I employed the cognitive information processing theory and the

human capital theory to investigate the lived experiences of Gulf-War-era-II veterans in

Los Angeles that transitioned into civilian employment after combat exposure. The goal

was to understand the lived experiences of the veterans perceptions in the following

areas: (a) military; (b) personal adjustments; and (c) work environment decision-making

skills used during their transition. These areas aided in ensuring that the research

questions were adequately addressed. I used purposeful sampling and collected data

through face-to-face semi-structured interviews and video calls. The modified version of

the Stevick-Colazzi-Keen Method and hand coding methods provided the structure to

analyze the resulting data (Moustakas, 1994).

Five themes emerged that solidified the transitional experiences of the veterans

interviewed. The themes were: (a) the presence of self-validating values, (b) love of

country and social responsibility, (c) the value in veteran networking and social support,

(d) continued self-improvement, and (e) self-awareness to adapt to the decision-making

skills required in the civilian employment environments. The themes uncovered allowed

me to answer the research questions. The collective knowledge of the lived experiences

of Gulf-War-era-II veteran's transition into civilian employment is crucial for developing

effective strategies for veterans to retain long-term civilian employment.

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Interpretation of Findings

The major conclusions of the study validated the use of CIP as a continuous self-

discovery during the transition from military to civilian life. The interviewed veterans all

had a proclivity to utilize the CIP approach throughout successful adjustments, even if the

Gulf-War-era-II veterans were not familiar with the CIP theory. My interpretation of the

findings related to the use of professional and personal development in decision-making

skills confirm the use of cognitive information processing and human capital theory as a

motives or strategies to establish employment stability.

The CIP approach provided a concept-based pyramid of information processing

domains that focused on self-knowledge, occupational knowledge, career decision-

making skills, and executive processing to aid in the transition to civilian employment

(Sampson et al., 2002; Bullock-Yowell et al., 2011). All of the veterans reported the

necessity to increase their understanding of their self-knowledge, company’s policies, and

avenues of career advancement. It was critical for the interviewed veterans to contribute

to the company's overall performance and becoming an integral asset of the company.

Veteran statements revealed the importance of self-worth and identity as a pre-requisite

for the dedication required to remain employed in their civilian positions.

The population of veterans interviewed included a broad range of industries that

can decrease the knowledge gap to understand the lived experiences of successfully

transitioned veterans. There were similarities of essential educational accomplishments,

decision-making attributes, self-awareness, and information processing for every job that

the participants worked. Ulrich and Lake (1991) noted that the uniqueness if an

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employee’s skills and capabilities are critical requirements for gaining a competitive

advantage in the workplace. None of the interviewed participants accepted management

roles within the first year of new civilian employment. The understanding of the human

capital needs of the employers and the value employers placed on the hired veterans’

management attributes did not immediately translate in the workplace. During the

interviews, the participants were proud of their leadership skills and were initially under

the impression that they would find employment that allowed them to manage others.

Based on the data collected from the research, management roles were unfulfilled during

the early years of employment.

The information obtained in this research can be enlightening to other veterans,

community partners, and practitioners that are assisting veterans during their employment

transition (Anderson, Goodman, & Schlossberg, 2012). The interviews revealed that

veterans required time to acclimate to their new work environment and understand the

culture before assuming a management and leadership role. As with several focus groups

in Los Angeles, many veterans did not fully understand how much the military changed

them. Veterans expressed superiority about the civilian counterparts in values, work

ethics, and life experiences but felt inexperienced regarding career and professional

development in the civilian world (Castro, Kintzle, & Hassan, 2014).

The themes related to the decision-making skills, such as continued self-

improvement and self-awareness to adapt to the decision-making skills required in the

civilian employment environments focused on the knowledge domains of self-knowledge

and occupational knowledge. The veterans interviewed focused on communication, self-

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analysis, and understanding their options before making decisions in the workplace. All

of the participants placed great emphasis on the importance of enhancing their personal

and professional development in their new civilian employment because they were

adapting to an unfamiliar environment.

Based on the outcome of the interviews, there was a common focus of continuous

assessment, self-awareness, and re-aligning goals by the veterans during the transition.

The majority of the veterans identified that although they conducted various types of

analysis, they cannot imagine any other way to be committed to resolutions in their new

career. Occupational knowledge was essential for every participant. Occupational

knowledge is one's unique structural representation of work and understanding the

occupational terms, education, and training requirements of the duties required to fulfill

the job responsibilities (Sampson et al., 2004; Strong et al., 2015).

Human capital is a measure of the economic value of an employee’s skillset

leveraged to increase productivity. The outcomes of the interviews identified that military

veterans viewed their company’s acquisition of military veterans as beneficial for the

company’s organizational goals of increasing cultural diversity, adaptability, and

leadership abilities. The themes related to veteran networking and support groups assisted

in understanding human capital value assets. The employee’s productivity was enhanced

by the attainment of occupation specific education and certifications. For an employer, it

is the collective wealth of knowledge, talents, training, skills, judgment, and accumulated

experiences for a population (Becker, 1975; Mincer, 1958; Schultz, 1961). The findings

of this study confirmed that the interviewed veterans understood that their future earning

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potential improved by the acquisition of skills, occupational knowledge, and education

(Becker, 1975). These findings coincide with the research conducted for this study. The

veterans expressed a high level of pressure to live up to these verbalized expectations of

their civilian employers. Similarly, all participants identified that their work ethics,

determination, and propensity to ascertain leadership or management roles in their

civilian employment originated from their military service.

The theme of self-validating value related to income differences for the veteran

participants. Income differences after the military transition was a re-occurring discussion

during the interviews. There were inconsistent findings related to income during the

literature review. For five of the participants, their military experience and education did

not provide a significant increase in income within the early years of their transitions. It

became evident that pay and salary increases occurred after the first year of the military

to civilian employment transition. For six other participants, they were able to see the

financial incentives related to the education and military experience immediately. The

cost of living allocations and incentives for the Los Angeles area built into the

interviewees’ income created monetary incentives increased their earning baselines over

the poverty level, despite the change in cultures.

Limitations of the Study

There were three notable limitations during this study: (a) data was obtained from

a closed population of veterans, (b) the study participants were localized in the Los

Angeles area, and (c) the data was obtained at one period of time. Participants acquired

by snowball sampling included referrals and associates in the military community that

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were familiar with veterans who met the study’s criteria (Patton, 1990). Although this

outcome validated information obtained in the literature review reflecting the military

community as close-knit and heavily dependent on the military networking, it also

created limitations for this study.

The findings applied to a population of Los Angeles area Gulf-War-era-II

veterans, but they may not be generalizable to other veterans in other cities or states. As a

result, future studies could expand the sample population across states to achieve a

broader understanding of Gulf-War-era-II veteran’s employment transition to stable

employment after combat exposure. Finally, the last limitation was the point in time the

interviews were conducted. It is reasonable to imagine that the participants may have had

diverse perspectives during their initial start of their new civilian job while faced with the

highest number of personal and professional decision-making dilemmas. At the time of

the interviews, the participants were able to identify several triumphs related to their

career transition that assisted them in retaining employment.

Recommendations

There are several recommendations for continued research based on the findings

from this study. It might be insightful to research the earning differences in civilian

employment after military service. Income was a significant factor in transitioning and

accepting jobs for the interviewed veterans. The turning point for the veterans

interviewed was the substantial increases in income received after the first year. The

outcome of this research did not provide consistent findings with the literature review and

similar reports throughout California cities. Veterans accepted work that paid less than

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their military pay to attain employment. The inconsistencies reported related to income

differences warrant additional research to understand what factors influence wages after

the military.

The U.S. Department of Labor (2014) reported that veterans received lower

wages than their nonmilitary peers, in the same positions. The findings of this research

confirmed that many veterans attain stable employment income that is higher than their

earnings in the military (Mani, 2013). Some participants identified pay in the military at

$60,000 and their salary in civilian employment at $80,000 in the first 3 years. Some of

the increases included cost of living allowances for Los Angeles.

In similar California areas, Orange County and San Francisco, the interviews

reflected veteran difficulties associated with communication, wage differentials, and

decision-making adjustments to civilian employment. Difficulties reported suggested that

veterans accepted work that paid less than the military and complications adjusting to

financial management. The research data during the literature review was consistent with

the wages differences reported during the interviews. Information obtained in the

literature review indicated, in Orange County, 61% of Gulf-War-era-II veterans identified

adjustment problems in employment and identified that when hired, their earnings were

below the poverty level. In San Francisco, 71% reported difficulties in their transition and

83% who worked full-time reported annual salary below $60,000 a year. The median

income for San Francisco is $77,734 annually (Castro, Kintzle, & Hassan, 2015; Castro

& Kintzle, 2017). The interviews conducted indicated that some veterans accepted work

that paid less than their military pay to attain employment. Employers can benefit from

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understanding that the recruitment efforts can benefit from competitive pay, benefits, and

professional development paths for employers to increase retention and promote

diversity.

The findings of this research suggested that an investment in collecting county

and state data to inform factual decision-making can assist in properly allocating

resources based on the needs of the local veteran population. Community assessments

allow for prioritizing resources to address the unique and most pressing needs of their

veteran populations (Castro, Kintzle, & Hassan, 2015). It may be insightful to understand

how veteran hiring and the veteran employment experience can enhance veteran

networking groups. Investing in community-based resources and employment community

collaborates would aid in understanding the needs of the local veteran population. The

Department of Veterans Affairs and the Department of Labor do not directly support the

strategic decision-making at local levels. The data relevant to communities are lost in

large-scale studies that generalize trends and inadequately identify service providers

depreciate the confidence that veterans have regarding the relevancy of the information

(Blumke, 2011; Chica et al., 2012; Hall et al., 2015). Additional measures could include

optimizing funding strategies, reframing relevant program development services, and the

development of policies to customize service to vulnerable subsets of veterans (Castro &

Kintzle, 2017).

Counseling and awareness of the decision-making during career transitions can

illuminate tools such as the cognitive information processing approach as a resource to

overcome development issues. The accessibility of veteran mentors repeatedly surfaced

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during the interviews. As transitioning veterans developed into civilian employees, there

was a high concentration on the need to maintain veteran networks and remain in

communication with fellow veterans of all branches for guidance and support (Collins et

al., 2014). Further, increasing awareness of veteran networking in the work place and in

the veteran community is important to maintain successful employment retention and

provide support throughout the transition for the veteran community.

Gender-specific transition difficulties would be a beneficial area of focus for

future research endeavors. It was interesting to identify that gender based issues surfaced

throughout the interviews. Four of the 11 participants of this research were women and

provided additional input regarding their transition. The male participants identified that

they had to place more dedication is their ability to communicate with females and refrain

from using profanity. The men interviewed also indicated that the civilian employment

culture catered to emotions and feelings more than the military. This knowledge

demonstrated an awareness of cultural differences but also provided an insight to the

various areas of adjustments that veterans make to integrate into the civilian workforce

culture.

The contributions to the body of knowledge regarding female veterans have

increased due to the presence of female veterans’ service in combat roles. Research

reflected the presence of gender differences created career problems (Berglass & Harrell,

2012; Department of Veterans Affairs, 2015; GAO, 2011). The outcomes of the four

female veterans interviewed indicated that gender differences existed in both the military

and civilian employment concerning income and promotions. The female participants

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stated that the stigma surrounding their military service caused more problems for them

professionally than their gender. Future research can benefit from studies that identify

gender comparisons of the veteran transition into employment and wage differences.

Social Change Implications

My research holds a positive social impact implication because it can increase

professional development skills of Gulf-War-era-II veterans who can increase

employment stability in the civilian workplaces and inform potential employers in

identifying the human capital of Gulf-War-era-II veterans. The findings from this

research identified that every veteran participant evolved professionally during an

exploratory period between locating, securing their civilian jobs, and continued to adapt

to retain civilian employment. The combat veteran paradox indicates that the change

individuals experience during the combat exposure and transitions into civilian life are

normal, and not indicative of a mental health disorder (Castro, Kintzle, & Hassan, 2015).

Several researchers identified various economic adjustments, career problems, and

identity problems regarding the transition from military combat to civilian employment

(Department of Labor, 2015; Phillips et al., 2007).

Researchers proposed solutions to mitigate employment issues for Gulf-War-era-

II veterans who included increasing education and increased awareness for the employers

and the veterans (Collins et al., 2014). An increase of resources allocations, veteran

mentoring or networking, and self-awareness categorizing can provide support for

transitioning veterans and lead to identifying decision-making methods in work and

personal development. The applications of cognitive information processing can become

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a joint effort for all involved to eliminate unemployment rates that are higher than

civilian rates. Career services researchers and policy developers have demonstrated the

effectiveness of cognitive information processing in career assessment, career counseling,

employment problem-solving, and career selection in the civilian sector (Bullock-Yowell

et al., 2012; Peterson et al., 2004; Peterson et al., 2008).

The applications of cognitive information processing have been effective in job

placement and this research reflects that CIP skills were utilized after job acquisition and

throughout daily career problem solving. It could be beneficial for future research to

identify community resources utilized or underutilized during the GW era II transitions.

In the interviews completed, there were no discussions related to resources sought of used

during their transitions. The sustainment of employment for veterans appears to come

with challenges that can be resolved with the application of CIP skills. The literature

review identified issues related to disabilities and gender as barriers during re-integration.

None of the interviewed participants discussed either of these matters as factors related to

their transition.

Conclusions

This dissertation focused on the experiences and perceptions of Gulf-War-era-II

veterans who transitioned from combat to civilian employment in Los Angeles. The

unemployment rate has decreased with the implementation of employment resources,

initiatives, and investments over the past 10 years. This research uncovered the ongoing

decision-making process of military veterans who convert into civilian employees

requires continuous self-awareness, development, and strategies to maintain long-term

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employment. There were five themes that emerged from the data represented the

transitional experiences of the participant veterans’: (a) presence of self-validating

values, (b) love of country and social responsibility, (c) importance of veteran networking

and social support, (d) continued self-improvement, and (e) self-awareness to adapt to

decision-making skills required in civilian employment.

Military veterans enter the civilian workforce with a wealth of knowledge and

strategic attributes that allows them to be valued as performers and produce economic

value (Becker, 1975; Mincer, 1958). Human capital investments allow companies to

professionally develop employees after hiring them. The interviewed veterans appeared

focused on development and advancement early in their civilian careers. The human

capital theory reflected the importance of human time investments as a valuable

contribution to employer’s productivity.!Combat veterans are educated when they arrive

to the workforce or are in schooling during the transition.

The results of the study indicated that the participants felt that their military

experience warranted higher pay in their new positions. In some cases, this suggests that

the participants do not consider the trajectory of their earnings as their employers in

relation to human capital (Becker, 1975; Mincer, 1958). Veterans identified how their

employer advised them of their starting wage and could expect raises in the future. The

translates to the employers being aware of the veterans increasing value after measurable

time tables and reflected an awareness of long-term value. Time investments also

benefited employees with increased opportunities for advancements and higher earning

potentials (Welch, 1975).

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The retention of Gulf-War-era-II veterans and the long-term acquisition of

management and leadership roles were the next steps in professional development for

those interviewed. Although the majority of the veterans interviewed acknowledged that

they arrive at new employment with the capacity to learn, they could not manage or lead

in an environment where they were still learning. Cognitive information processing has

become an essential tool in adjusting and adapting to new civilian employment for

transitioning veterans (Bullock-Yowell et al., 2011; Sampson et al., 2002).

All of the interviewed employees identified goals to increase their imprints in

their new organizations. The veterans oscillated between their determination to

understand their work environment and their capacity to attain management roles. Based

on their military experience, veterans interviewed were most comfortable being in

management and leadership and were all focused on understanding the process to achieve

those roles. Their confidence in the accomplishing stability in civilian employment

increased with the longevity of their positions and exposure to their new work

environment.

Gulf War Era II Veterans Cognitive Information Processing and

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