This gap analysis project examines the root causes to identify and analyze the existing barrier preventing graduates of a technical institution in Brunei: Mechanical Training Centre (MTC). The study applies Clark and Estes' Gap Analysis Model and approach used to define MTC's organizational goals and identify the gap that exists between actual performance level and desired level of performance. Clark and Estes identified these barriers under three distinct factors: lack of knowledge and/or skills variables; lack of motivation; and, organizational/cultural barriers. Fifty-six instructors had participated in a survey conducted at MTC; in addition, inclusive of ten heads of department/assistant heads were interviewed who had contributed in the data collected in this study. The surveys and interviewed supported in validating the assumed causes that were formulated after conducting scanning interviews and validating assumed causes of the performance gap at MTC in the domains of knowledge, motivational and organization. The validated root causes has lead to assume the inability of the instructors at MTC to apply competency-based education training (CBET) to an aligned industrial-curriculum in Brunei. The surveys and interview validated the knowledge and skills gap related to the four cognitive knowledge processes; factual, conceptual, procedural and metacognitive. The motivational barriers identified at MTC were: instructors not making active choices of teaching a CBET and a lack of self-efficacy. For the organizational and cultural barriers, it was found that two distinct reasons at MTC categorized under cultural models and cultural settings. The cultural models were found for instructors to attitudes of helplessness, 'busy work' or bureaucratic work not aligned to the college vision and mission. The cultural settings gap was due to the lack of equipment and facilities and lack of strategic plan found within the college to teach effective competency-based education training to their students. An integrated management strategy and solution were developed to close the validated and assumed causes through the learning of the motivational theory and literature review found in this study. Clark and Estes' gap analysis framework was used to provide strategic initiatives and recommendations. Also, Clark and Estes approaches were applied to close MTC's performance gap to ensure 100% of students were able secure job within six months after their graduation. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]