The study implemented 360° multisource evaluation integrating four perspectives weighted to minimize social desirability bias: direct supervisor (40%), self-evaluation (20%), peer evaluation (20%), and objective HR indicators (20%). The instrument evaluates four psychological dimensions: Self-Discipline (capacity to maintain work standards without constant supervision), Self-Motivation (internal drive toward improvement and learning), Organizational Commitment (emotional bond with the organization manifested in identification and alignment), and Attitude/Self-Adjustment (openness to change and constructive response to challenges). Additionally, three situational scenarios assessed reactions to specific change contexts: new technology implementation, process optimization, and potential staffing reduction. All scales demonstrated excellent internal consistency (Cronbach’s α > 0.85). Dimension scores are calculated through weighted integration of all sources, then combined using the multiplicative formula to generate individual productivity indices. 3.4 Qualitative Analysis: Game Theory Lens The qualitative component analyzed 1,320 narrative responses using Braun and Clarke’s (2006) six-phase thematic analysis method (inter-coder reliability Kappa=0.78), complemented by a game theory interpretation framework. Four emergent dimensions were coded systematically: temporal orientation (future/present/past anchoring), locus of control (internal/external attribution), social interaction strategies (cooperative/competitive/individualist), and perceived barriers versus facilitators of change. Worker-supervisor interactions were conceptualized as repeated games with imperfect information, where workers choose between cooperating with change or resisting, while supervisors choose between actively promoting change or maintaining status quo. This analytical lens identifies coordination structures invisible to individual-level analysis—specifically, why rational individuals choosing optimal personal strategies can produce collectively suboptimal outcomes (Nash equilibria). The game theory framework draws on Maskin’s (2007) mechanism design theory to propose modifications to incentive structures that can shift equilibria toward mutual cooperation, providing theoretically grounded design principles for the adaptive learning system. 4. RESULTS AND OUTCOMES 4.1 Diagnostic Findings The cultural diagnostic revealed a paradoxical pattern confirming the initial hypothesis that the productivity deficit is attitudinal, not aptitudinal. Technical-behavioral capabilities showed optimal levels, while motivational and organizational linkage factors presented critical deficits. Table 1 summarizes the dimensional analysis. 220
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