The effectiveness of workplace learning programs is linked to employee/learner motivation. However, our current understanding of workplace learning does not always acknowledge the importance of learner motivation to acquire new skills. In this study, I proposed that to obtain learning success and engage employees to learn on- the- job, employers must incorporate motivational factors in designing training for employees to acquire the technological systems skills they need to perform their job. I reviewed studies of e-learning methods, expectancy theory of motivation, and computer self- efficacy theories that influence employee learners to engage in a blended learning training program. This paper describes how the integration of Keller's ARCS (attention, relevance, confidence, and satisfaction) model of motivation in the redesign and development of a "blended learning" ("classroom and e-learning") course on grants and contracts accounting systems produced positive learning outcomes and encouraged employees to engage in learning. A case study approach and use of qualitative research methods allowed for the in-depth exploration and understanding of employee's attitudes and motivation for learning. The collaboration with subject matter experts, grants trainer, and financial systems consultants from the University Office of Research and Development grants and contracts accounting group helped re-design the course content for grants administrators. Tables and figures present the interface of motivational and instructional design, motivational categories of the ARCS Model, the conjecture map guiding the embodiments of the course design for a blended course, and suggestions for future e-learning course development. This research gathered data that supported a high-level conjecture map that proposed that using a technology-enriched instructional design intervention in the workplace to serve as a knowledge bridge can solve problems of technology self-efficacy for adult learners when using systems related to their business function. Further, incorporating the ARCS motivation model embodiments in the blended instructional design produced learning outcomes and led to motivation to learn in the workplace. The findings in this small-scale case study conducted between Fall 2019 - Spring of 2020 suggest that grant administrators' learning goals are mostly motivated by short-term goals to perform their job efficiently. In addition, in live and synchronous webinars, the role of the instructor in guiding their learning was perceived as crucial. Participants valued the social interaction element as a motivator to continue learning as a group. [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/en-US/products/dissertations/individuals.shtml.]