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An evaluation study of the retention of company grade officers in the Western Volunteer Rifles

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An evaluation study of the retention of company grade officers in the Western Volunteer Rifles

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Content Running head: COMPANY GRADE RETENTION 1

AN EVALUATION STUDY OF THE RETENTION OF COMPANY GRADE OFFICERS IN
THE WESTERN VOLUNTEER RIFLES

by

Anthony Bangloy

A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION

May 2020

Copyright 2020 Anthony Bangloy

COMPANY GRADE RETENTION 2

DEDICATION
Thank you God for giving me everything I needed to complete this journey. First and
foremost, this dissertation is dedicated to my family. This is not something I could have done on
my own.
Rose, you are my wife and my best friend. Without your patience and support, this would
have been a nearly impossible task. Thank you for letting me hide out and work while you took
care of everything. You truly are my better half.
To my three children, Hailie, Anthony and Luke. You inspire me to be a better man and
dad every day. I hope I made you proud. As you watched me go through this process, please
know that any dream is possible as long as you are willing to work for it.
Mom, Dad and Eric. Thank you for all of the love and support in everything I have done
over the years. Your encouragement, thoughts and prayers are the little things that I know have
kept me safe and sane over the years.
Grandma Bangloy. I know you are not here, but your love for education and
encouragement to learn is what inspired me to keep going to school all of these years. I hope I
made you proud.

COMPANY GRADE RETENTION 3

ACKNOWLEDGEMENTS
Thank you to my committee chair, Dr. Darline Robles for immediately taking me under
your wing as a new member of the cohort when I arrived. Your guidance, support and
persistence kept me on track. I am eternally grateful for all you have done. Thank you also to Dr.
Datta and Dr. Turrill. Dr. Datta, your enthusiasm is contagious and you are a true professional.
During my first semester you told me to “trust the process,” and now I finally know what you
meant. Dr. Turrill, you inspired me to be a better leader during the MBV program. Thank you
for answering my call and honoring me as part of my committee.
Thank you to my teammates along the way. You covered down for me, made sure people
stayed clear of the office if my door was closed and made me leave the office because I wanted
to procrastinate. The “It’s okay, we got this boss,” meant more to me than you may ever know.
Thank you Kay, Esther, Jeff, Mike, Danny, Perryn and so many others that I know I am
forgetting for checking in, encouraging me and not letting me feel sorry for myself. Thank you
for all of the candid conversations and tough love.
I am truly honored to have received support from so many people during this process. I
am honored and humbled to everyone who helped me along the way. I am thankful for each and
every one of you and hope that someday I can reciprocate everything you all invested in me.
COMPANY GRADE RETENTION 4

TABLE OF CONTENTS
Dedication 2
Acknowledgements 3
List of Tables 7
List of Figures 9
Abstract 10
Chapter One: Introduction 11
Introduction of the Problem of Practice 11
Organizational Context and Mission 11
Organizational Goal 14
Related Literature 15
Background of the Problem 15
Importance of the Evaluation 16
Description of Stakeholder Groups 17
Stakeholder Group’s Performance Goals 18
Stakeholder Group for the Study 18
Purpose of the Project and Questions 19
Methodological Framework 19
Definitions 20
Organization of the Project 20
Chapter Two: Review of the Literature 22
Influences on the Problem of Practice 22
Reserve Component Officers 23
Reserve Component Strategic Impact 24
Leadership Necessity 26
Deployment Factors Affecting Retention 27
Organizational Retention Engagement 28
Personal and Professional Matters Affecting Attrition 30
Leadership Development 31
Role of Stakeholder Group of Focus 32
Knowledge, Motivation and Organizational Influences Framework 36
Stakeholder Knowledge, Motivation and Organizational Influences 37
Knowledge and Skills 37
Motivation 42
Organization 46
Conclusion 54
Chapter Three: Methodology 56
Purpose of the Study and Questions 56
Participating Stakeholders 57
Survey Sampling Criteria and Rationale 57
Survey Sampling Strategy and Rationale 58
Interview Sampling Criteria and Rationale 58
Interview Sampling Strategy and Rationale 58
Qualitative Data Collection and Instrumentation 59
Documents and Artifacts 60
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Quantitative Data Collection and Instrumentation 61
Surveys 61
Interviews 63
Data Analysis 66
Credibility and Trustworthiness 67
Validity and Reliability 69
Ethics 70
Limitations and Delimitations 72
Chapter Four: Results and Findings 74
Participating Stakeholders 74
Data Validation 79
Quantitative Analysis 79
Qualitative Analysis 79
Results and Findings for Knowledge Causes 80
Knowledge Influence One 80
Knowledge Influence Two 83
Knowledge Influence Three 85
Results and Findings for Motivation Causes 87
Attributions 87
Goal Orientation 90
Results and Findings for Organization Causes 92
Cultural Models Influence One 92
Cultural Models Influence Two 95
Cultural Settings Influence 99
Synthesis 101
Summary of Validated Knowledge Influences 101
Summary of Validated Motivation Influences 102
Summary of Validated Organization Influences 103
Summary 104
Chapter Five: Recommendations 105
Purpose of the Project and Questions 106
Introduction and Overview 106
Procedural Knowledge Solutions 108
Metacognitive Knowledge Solutions 109
Motivation Recommendations 110
Attribution 112
Goal Orientation 113
Organization Recommendations 114
Cultural Setting 115
Cultural Models 116
Integrated Implementation and Evaluation Plan 117
Implementation and Evaluation Framework 117
Organizational Purpose, Need, and Expectations 118
Level 4: Results and Leading Indicators 118
Level 3: Behavior 120
Level 2: Learning 123
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Level 1: Reaction 127
Evaluation Tools 127
Data Analysis and Reporting 128
Summary 130
Strengths and Weaknesses of the Approach 130
Limitations and Delimitations 131
Future Research 132
Conclusion 133
References 135
Appendix A: Immediate Evaluation Instrument 145
Appendix B: Delayed/Blended Instrument (Students) 146
Appendix C: Data Analysis Chart 147
Appendix D: Survey Items and Analysis Plan Guidelines 148
Appendix E: Interview Protocol 158

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LIST OF TABLES
Table 1: Organizational mission, global goals and stakeholder goals 18
Table 2: Knowledge Influences, Types, and Assessments for Knowledge Gap Analysis 41
Table 3: Motivational Influences and Assessments for Motivation Gap Analysis 45
Table 4: Organizational Influences and Assessments for Organizational Gap Analysis 51
Table 5: Interview Sample for Qualitative Inquiry 78
Table 6: Survey Results for Procedural Retention Incorporation into Training Events 81
Table 7: Survey Results for Time Allocated to Retention, Career Counseling, and
Mentorship 83
Table 8: Survey Results for Metacognitive Knowledge of Administrative Shortfalls 85
Table 9: Survey Results for Motivational-Attribution Regarding Command Emphasis 88
Table 10: Survey Results for Motivational-Attribution of Leadership Efforts to Retain
Company Grade Officers Within Their Unit 88
Table 11: Survey Results for Motivational-Attribution of Striving to Retain ALL Members
Within the Organization 88
Table 12: Survey Results for Motivational-Goal Orientation of Leader-Member Interaction
Importance 90
Table 13: Survey Results for Organization- Cultural Model of Creating a Culture of Trust 93
Table 14: Survey Results for Organization- Cultural Model of Organizational Culture and
Goal Alignment 96
Table 15: Overall Loss and Gain of Company Grade Officers in the WVR From 2015–2018 98
Table 16: Survey Results for Organization- Cultural Settings of Mentorship Program
in Place. 99
Table 18: Knowledge Influences, Types, and Assessments for Knowledge Gap Analysis
Summary of Knowledge Influences and Recommendations 107
Table 19: Summary of Motivation Influences and Recommendations 111
Table 20: Summary of Organization Influences and Recommendations 114
Table 21: Outcomes, Metrics, and Methods for External and Internal Outcomes 119
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Table 22: Critical Behaviors, Metrics, Methods, and Timing for Evaluation 120
Table 23: Required Drivers to Support Critical Behaviors 122
Table 24: Evaluation of the Components of Learning for the Program 126
Table 25: Components to Measure Reactions to the Program 127
Table 26: Organizational Retention Implementation Plan - Progress and Accountability 129

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LIST OF FIGURES
Figure 1: Interactive conceptual framework for retention. 53
Figure 2: Response to item: “I have served within the organization for __ years.” 75
Figure 3: Response to item: “I am__ (male or female).” 76
Figure 4: Response to item: “I am/was___ (Part-time/Full-time) employed.” 77
Figure 5: Quantitative response to item: “I am a current member of the organization (yes/no).” 78
Figure 6: Survey response to, “I believe that the organization feels that retention of company
grade officers is important.” 93

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ABSTRACT
The military is an institution that promotes leaders from within, with emphasis on ensuring that
the best qualified excel and are developed to be higher level leaders. The Western Volunteer
Rifles (WVR), a pseudonym, is a reserve component military organization that provides
personnel and equipment in support of state or federal contingency operations. There is currently
an exodus of junior leaders leaving the predominantly part-time organization to pursue their full-
time civilian careers. The purpose of this study was to evaluate the degree to which the WVR
was meetings its organizational goal to retain quality company grade officers. The research
utilized an explanatory sequential mixed-method design for data gathering using Clark and
Estes’ (2008) as the conceptual framework. The research specifically reviewed the knowledge,
motivation and organizational influences on quality officer retention in the WVR. The key
findings from the qualitative data, quantitative data and documents concluded that participants’
understood shortfalls within the organization in terms of knowledge gaps in retention. Leaders do
not possess the necessary training to conduct retention efforts during each training event. The
research also revealed that the WVR does not have a standardized mentorship program to help
junior officers navigate their career and provide other options rather than leaving when feeling
overwhelmed. The research concludes with a recommendation to create sustained training and
evaluation plan to provide the necessary tools that emphasizes the retention of quality personnel.
Keywords: leaders, retention, reserve component

COMPANY GRADE RETENTION 11

CHAPTER ONE: INTRODUCTION
Introduction of the Problem of Practice
Talented reserve component commissioned officers leave the military organization before
completing 20 years of service, taking with them years of experience and training (Sminchise,
2016) and creating gaps in leadership. Factors that influence young officers to leave military
service include family issues, lack of job satisfaction and competing civilian occupations
(Lakhani, 1998). Leadership is vital to military organizations and its members to transcend these
hurdles (U.S. Army, 2012; U.S. Army, 2014; Tan, 2015). Increased demand on reserve
component members means a need to retain leadership, as all military forces highly value
stability of personnel (Lippiatt & Polich, 2013). Junior officer attrition leads to inexperienced
personnel filling vacancies and a reduced pool of qualified officers in senior positions.
According to Lippiatt and Polich (2013), the immediate effect of vacancies, personnel losses, and
not deploying was a large influx of new leaders who missed training events executed before they
joined the units. Key leadership vacancies create risks in policy making, regulation enforcement
and overall leadership climates within organizations. Quality personnel management in the state
reserve components is key to national defense (U.S. Army, 2012; U.S. Army, 2014).
Organizational Context and Mission
The Western Volunteer Rifles (WVR, a pseudonym) is a reserve component of a military
organization (MO) that provides personnel and equipment in support of state or federal
contingency operations. The MO utilizes Department of Defense doctrine and studies as forms of
regulations and policies throughout the organization. The WVR are headquartered in the
California’s capital but has elements throughout the state as far south as the California/Mexico
border and as far north towards the Oregon border. Currently the WVR has approximately
COMPANY GRADE RETENTION 12

16,000 members, with approximately 90% of them serving part time. The remaining 10% are
full-time members tasked with providing administrative, logistical and training support for the
entire force. The organization offers occupational skills training in areas like law enforcement,
engineering, aviation, medicine, logistics and administration. Members’ ages range from 17 to
60, as 60 is the mandatory retirement age. Prospective members under the age of 18 must have
parental consent prior to joining the organization. Education levels within the organization range
from high school diploma or GED to doctorates. The organization’s membership is
approximately 80% male and 20% female whose ethnicities are White, Hispanic, Black or
African American, Native Hawaiian or other Pacific Islander and others. There is no current data
on the number of gay, lesbian or transgender individuals in the organization because it is not
tracked as an identifier at this time. However, the WVR and federal government have strict
policies that prohibit discrimination based on sexual identity.
The overarching national structure of the organization is complex and written in law
(MO, 2012). According to the MO (2012) the forces consist of regular federal forces, or active
duty personnel, and two sets of reserve forces that are separated by their authorities under state
and federal laws. Federal active duty and federal reserve service members have limited authority
under Title 10 within the borders of the 54 states and territories (Title 10 U.S. Code § 701).
WVR members are in demand because as a state militia they can respond stateside as well as
overseas when activated under presidential directives (U.S. Army, 2012; 32 U.S. Code § 502).
The two reserve components combined provide over 50% of the combat support departments
within the military organization (HQDA 3-90, 2015). HQDA 3-90 Tactics (2015) defines the CS
elements as units that provide specialized support functions to combat units in the areas of
chemical warfare, combat engineering, intelligence, security, and communications. The
COMPANY GRADE RETENTION 13

organization has a distinct hierarchy and chain of command. A chain of command exists at all
levels in the organization to achieve the primary function of accomplishing the unit’s mission
while caring for the people and property (U.S. Army, 2014b).
Within the chain of command, commissioned officers are granted authority by the
president of the United States to command over enlisted personnel while enlisted members are
granted authority under the Uniform Code of Military Justice (U.S. Army, 2014b). Military
organization policy states that the construct of military disciple and conduct in the organization is
a result of effective training and manifested by unit cohesion, bonding, and the spirit of
teamwork.
The MO’s chief of staff (CoS) and highest ranking officer states that the top strategic
priority in the organization is personnel readiness (Glaser, 2011; Tan, 2015). The Department of
Defense (DoD) relies heavily on reserve component forces to conduct state and federal missions
(Foster, 2016; Tan, 2015). Demands on the federal reserve component and state reserve
component members are increasing. During Operation Desert Storm (ODS), 84,000 federal
reserve component and 60,000 state reserve component were called to active duty (Griffith,
2015). In support of Operations Enduring Freedom (OEF) and Iraqi Freedom (OIF), more than
300,000 of both state and federal reserve components were activated (Griffith, 2015).
Concurrently, the state reserves that include the WVR provide personnel and equipment for
domestic missions like natural disaster relief and civil disturbance control (Joint Chiefs of Staff,
2013). Because of their civilian backgrounds, state reserve personnel leadership have the ability
to interface with civilian authorities (Johansen, Laberg, & Martinussen, 2014). Reserve
component members possess formal military and civilian training that make them a unique asset,
COMPANY GRADE RETENTION 14

and these leaders are grown from within, which makes each junior leader a significant
investment in the organization.
Quality leadership begins with formal military education in which the military allocates
considerable resources to train officers (Smith, 1991). In a 1990 study at the Naval Postgraduate
School, on average, academy graduates cost $255,000 each, Reserve Officer Training Corps
(ROTC) graduates cost $55,000, and officer candidate school costa a minimum of $20,000 per
cadet prior to commissioning (Smith, 1991; Strano, 1990). Retaining proven leaders is cost
effective, and assigning these officers to the correct positions in the WVR is critical for domestic
and federal emergencies.
Organizational Goal
Since 2010, the WVR has had a steady annual company grade officer loss rate of 9.6%
(CA ARNG, 2018). By October 2020, WVR will increase overall retention of company grade
officers by 5% increments annually to retain quality leaders. The organization does not have a
formal system in place to synchronize retention efforts for officers. Enlisted members have
formal counseling systems and exit interviews as a mechanism for retention data collection, but
there is no such system for officers at any level in the organization. The overall organizational
performance goal is determined in coordination with the human resources department and the
WVR Chief of Staff. The goal is determined through MO guidance and WVR analysis of end-of-
year strength goals and turnover rates. The organizational loss rate is calculated by the average
number of losses over the last 12 months divided by the average strength over the last 12 months
(WVR, 2018). Progress for enlisted personnel is tracked by human resources personnel through
interviews and data collected on re-enlistments, expiration-term of service, and contract
extensions.
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Related Literature
Studies suggest that job satisfaction, professional values, commitment to the nation and
patriotism are no longer the only variables considered when retaining members (Bell, 2003). The
problem of practice is not unique to military organizations, as human resources are the lifeblood
of any organization (Das & Baruah, 2013). Collective strength of the MO depends on the people:
their mental and physical resilience is at the core (Tan, 2015).
Reliance on reserve forces from Operation Desert Storm and continuing through 2019 has
remained constant with the global war on terrorism (Conley, Masi, Rostker, Shukiar, & Drezner,
2008; Foster, 2016; Griffith, 2015). Increased deployments have led to decreased retention rates
due to a higher proportion of post-traumatic stress disorder (PTSD) and divorce due, in part, to
occupational hazards and environments (Heilmann, Bell, & McDonald, 2009; Kaplan et al.,
2002; Lundquist, 2007; Negrusa & Negrusa, 2014). Das and Baruah (2013) explain that the
largest challenge organizations face today is managing and retaining personnel.
Additionally, civilian and military literature discusses the effectiveness of formal
mentoring programs as a retention tool with increased effectiveness regarding career mapping
and coaching (Allen, Eby, & Lentz, 2006; Riley, Cavanaugh, Jones, & Fallesen, 2016a).
Research suggests that stabilizing effective leaders and teams is critical to accomplishing
assignments at home and overseas (Lippiatt & Polich, 2013).
Background of the Problem
As a state reserve component of the MO, the 54 state and territory reserve components
provide over half of the MO’s personnel strength and are essential to the global deployability and
reactionary capabilities of the organization. As the demand for deployable personnel remains
steady, personnel readiness is the top priority (Glaser, 2011; Tan, 2015). The DoD relies heavily
COMPANY GRADE RETENTION 16

on reserve component forces to conduct state and federal missions (Foster, 2016; Tan, 2015).
Demands on state reserve members are increasing. Members of the WVR possess a variety of
unique skills that lend to disaster response, so civilian authorities comfortably rely on the ability
of WVR leaders to draw on their civilian experience (Riley et al., 2016a). Leadership retention is
essential in the fact that leaders are grown and groomed from within the organization and there is
a significant time and monetary cost if it is neglected.
Importance of the Evaluation
It is important to determine effective leadership retention strategies as demand for active
and reserve forces increases (Fine, 2017; Lynch & Stover, 2008; U.S. Army, 2012). Loss of key
leadership at every level creates current and future leadership gaps. As the tactical level, if talent
is reduced, the pool of candidates for operational and strategic level positions is proportionally
reduced. Loss of key leaders diminishes the number of mentors available to train the next
generation of leaders. A critical impact of experienced leaders is that they cannot be replaced
(U.S. Army, 2012). Leadership is built on trust, and constant turnover reduces trust in leadership
from subordinates in an organization; trust is a basis for effective relationships between leaders
and followers (Riley et al., 2016b; U.S. Army, 2012). Thus, the military’s most valuable asset are
people and without the correct personnel, in the right places, the military cannot meet the goal of
fighting and winning the nation’s wars (Tan, 2015). Loss of company grade officers due to
retirement or resignation is a problem because, as they exit, they take institutional knowledge,
combat experience and intangible leadership skills. Reduced overall strength in the MO by
30,000 members by 2019, combined with steady domestic and federal deployments, demonstrate
a requirement for quality retention (Foster, 2016; Lynch & Stover, 2008; Susca, 2012; U.S.
COMPANY GRADE RETENTION 17

Army, 2012). From an organizational perspective, creating an environment that retains quality
leaders facilitates the strategic goals of the nation and fosters a climate to generate future leaders.
Description of Stakeholder Groups
For the purpose of this study, the WVR serve three key groups who directly contribute to
and benefit from the achievement of the organization’s goal: company grade officers, field grade
officers and WVR executive leadership. All officers hold presidential commissions and are
confirmed at their ranks by the Senate. The three different levels of officers are defined by their
pay grades: company grade officers in the pay grades of O-1 to O-3, field grade officers in pay
grades O-4 to O-6 and strategic level leadership in pay grades O-7 and higher (DoD, 2018).
Company grade officers are typically officers in their initial contract and progress through the
grades O1 to O3 over the course of 6 to 8 years (U.S. Army, 2014a). Leadership positions held
by company grade officers are platoon leader and company commanders, and they lead
formations that range from 30 to 300 personnel. Field grade officers are considered middle
management and provide mentorship and leadership over company grade officers and
organizations (U.S. Army, 2012).
The strategic leaders in the WVR take written guidance and directives from the MO and
disseminate policies within the organization. Leadership is grown from within the construct and
hierarchy of the MO. Company grade officers’ performance evaluations, training and
responsibility must have been executed to the highest degree for them to excel and become field
grade officers, and, possibly, a general officer/executive level leader. At the highest level in the
WVR, the executive level leaders are nested with state and federal priorities and obligations.
They are tasked with balancing state and federal government needs while monitoring funds from
each. Their job is to ensure they provide the strategic vision, or ends, to the rest of the WVR. The
COMPANY GRADE RETENTION 18

field grade officers take the ends and translate the policy at the appropriate level. Field grade
officers have the responsibility of orders production at each level to provide the company level
stakeholders with the ways in which mission accomplishment will happen (U.S. Army, 2015).
Finally, as a stakeholder, company grade officers provide direct leadership in state and federally
directed assignments. A state-directed mission may occur when authorities or agencies are
overwhelmed and need assistance, so the responsibility of the company grade officers is to have
their company ready to respond within hours.
Stakeholder Group’s Performance Goals
Table 1
Organizational mission, global goals and stakeholder goals
Organizational Mission
The mission of the WVR is to organize, train, equip mobilize to support state and/or federal
authority.
Organizational Global Goal
By October 2021, WVR will increase overall retention rates of Company Grade Officers by
5% increments annually to retain quality officers and members.
Stakeholder Goal
By October 2020, WVR leadership will achieve its performance goal of 5% annually by
increasing company grade officer retention of current members through an effective retention
program.

Stakeholder Group for the Study
Company grade officers in the WVR are the stakeholder group for the study. The focus of
the evaluation is on current member retention processes. Although all three stakeholders
contribute to the achievement of the organizational goal, the primary focus of the study is on the
company grade officers. Company grade officers will be the focus for evaluating the
effectiveness of mentorship as it relates to career satisfaction and retention. As an organization
that grows leaders from within and utilizes defined career tracks, due diligence should be
undertaken in retaining quality leaders with the potential to rise to higher ranks (U.S. Army,
COMPANY GRADE RETENTION 19

2019; U.S. Army, 2012). The interaction between field grade officers and company grade
officers over the course of a career is important to access.
Purpose of the Project and Questions
The purpose of this project was to evaluate the degree to which the WVR is meetings its
organizational goal of retaining quality company grade officers. The analysis focused on
knowledge, motivation and organizational elements related to achieving the organizational goals.
While a complete performance evaluation would have focused on all stakeholders, for practical
purposes the stakeholders focused on in this analysis are company grade officers. As such, three
questions guided this study:
1. To what extent is the Western Volunteer Rifles (WVR) meeting its goal of increasing
overall retention rates of company grade officers by 5% annually?
2. What are the knowledge, motivation and organizational elements related to achieving this
organizational goal?
3. What are the recommendations for improving organizational practice in the areas of
knowledge, motivation, and organizational resources? After a complete analysis of the
findings, recommendations for improvement will be provided.
Methodological Framework
The research utilized the mixed methods for data gathering and analysis. Surveys,
interviews and a literature review were conducted to assess WVR leadership’s knowledge,
motivation and organizational elements related to achieving the organizational goal using Clark
and Estes’ (2008) conceptual framework. Research-based solutions were evaluated
comprehensively.

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Definitions
Grade: Used by the MO to determine wages and benefits based on military rank.
Reserve forces: Citizen Soldiers. Can be part or full-time.
Global war on terrorism: Period of armed conflicts the United States has been in since 2001.
Operations Iraqi Freedom, Enduring Freedom, and Spartan Shield.
Mentorship: The voluntary developmental relationship between a person of greater experience
and a person of lesser experience that is characterized by mutual trust and respect (U.S. Army,
2015)
Active duty: Component 1 (COMPO 1) is the active component of the MO directed by the
president of the United States.
State militia: Component 2 (COMPO 2) is a reserve component of the MO with a state and
federal support mission. Can be directed by the president of the United States or state/territory
Governor.
Reserve: Component 3 (COMPO 3), is a reserve component of the MO with only a federal
support mission. Directed by the president of the United States.
Organization of the Project
Five chapters are used to organize this study. This chapter provided the key concepts and
terminology commonly found in a discussion of the reserve component forces and retention of
company grade officers. The organization’s mission, goals and stakeholders and the framework
for the project were introduced. Chapter 2 provides a review of current literature regarding the
scope of the study. Topics of retention efforts and issues will be addressed. Chapter 3 details the
knowledge, motivation and organizational elements to be examined as well as methodology
when it comes to the choice of participants, data collection and analysis. In Chapter 4, the data
COMPANY GRADE RETENTION 21

and results are described and analyzed. Chapter 5 provides recommendations for practice, based
on data and literature as well as recommendations for an implementation and evaluation plan.

COMPANY GRADE RETENTION 22

CHAPTER TWO: REVIEW OF THE LITERATURE
Chapter 2 provides a review of the literature on the factors and variables that result in
high attrition of quality officers in the WVR. All organizations today confront managing
personnel and keeping them (Das & Baruah, 2013). People are no longer in unlimited supply and
must be managed as scarce resources, fully priced and apportioned with the same care as in
businesses (Apgar, 2004). The literature will examine civilian and military leadership retention
programs with additional focus on the effects of mentorship on job satisfaction. The review
begins with overall research on the significance and enduring effects of quality company grade
officers. The review is followed by an overview of literature identifying factors contributing to
attrition in both active and reserve components while examining leadership responsibilities in the
process. The results take into account effects from domestic and long-term contingency
operations and some mechanisms in place to retain quality company grade officers. The review
will present a comprehensive discussion of current retention prioritization, trends, guidance,
policies and procedures and their effectiveness on retention. This section contains current
analysis and demographics of talent departing active and reserve components. Following the
general research literature, the review turns to Clark and Estes (2008) gap analysis conceptual
framework, specifically the knowledge, motivation and organizational influences on quality
officer retention in the WVR.
Influences on the Problem of Practice
A significant number of company grade officers leave the WVR after their initial contract
ends. The literature is consistent in representing the fact that active and reserve component
officers face the same challenges and opportunities outside the contractual confines of the
military (Kane, 2011). As of March 2018, 2.77 million service members have deployed 5.4
COMPANY GRADE RETENTION 23

million times in support of the global war on terrorism, with many individuals deploying
multiple times (McCarthy, 2018).
Reserve Component Officers
Retention of quality company grade officers in the reserve component is critical to the
constant deployment cycle and operational use of reserve forces. Recent conflicts throughout the
globe have demonstrated a need for reserve component officer leadership (Conley et al., 2008).
Every part of the MO is vested in maximizing its human capital (U.S. Army, 2015). For the
WVR to hold on to its best officers, to retain future leaders, it will need to undergo radical
reform in policies, culture, and in the way it thinks about its officers (Kane, 2011). Continual
threats to the nation’s security, finite resources, the global war on terror, asymmetric warfare,
and complex interagency and multinational operations are reality for America’s military force
(Conley et al., 2008). The MO outlines a distinct career path for both reserve and active
component officers for development and career opportunities under the assumption that all
officers will be careerists or complete at least 20 years of service in the respective component,
whether it is active or part-time.
In the MO, each component offers the same opportunities for career advancement or job
specification. Under the Goldwater-Nichols Act of 1986, officers across all components must be
schooled in joint matters to secure the nation's interest (Conley et al., 2008). Job specifications
are considered branches or functional areas (U.S. Army, 2019), which have specific gates that
must be met, and loss of these individuals creates a gap in the organization (U.S Army, 2019).
To perform tasks, achieve objectives, and accomplish missions MO (2012) leaders rely on
effective teams and leaders. The tasks or missions are overseas and stateside by developing
leaders through holistic, comprehensive and purposeful activities (U.S. Army, 2015c). The
COMPANY GRADE RETENTION 24

development process is deliberate. Active and reserve component officers influence focus should
be on motivating and inspiring others to go beyond their individual interest and focus to
contributing to the mission (U.S. Army, 2019, U.S. Army, 2015c).
Lippiatt and Polich (2013) discussed the advantages of stabilizing effective and lethal
teams as a key component in providing the right leadership to accomplish missions in the United
States and abroad. Established doctrine outlines career paths and educational opportunities for
reserve component officers, but it decentralizes the intangibles of how to accomplish the goals
through mission command. Mission command is not only written in doctrine, but it is also a
concept of MO leadership. It is the exercise of authority and direction by the commander using
mission orders to enable disciplined initiative within the commander’s intent to empower agile
and adaptive leaders in the conduct of unified land operations (U.S. Army, 2019). The literature
assumes there are educated and motivated leaders in place to make these decentralized decisions
at the tactical level where company grade officers command.
Reserve Component Strategic Impact
The global war on terrorism has increased the demand and role of the reserve component
forces (Lynch & Stover, 2008). Reserve component forces deploy at a proportional frequency as
their active duty counterparts to support strategic objectives. Increased demand on forces has
evolved the method in which these forces are funded, deployed and reported (U.S. Army,
2015b). The Unit Status Report (2015b) is a reflection of readiness of a unit regardless of
component. As the nation moved into a sustained war, the need to track reserve and active
readiness became essential. Prior to the global war on terrorism era, there was no ramification for
fabricated readiness levels, as the Unit Status Report was a report card for leaders. With the
COMPANY GRADE RETENTION 25

current wars, reliance on the reserve component has increased and is closely monitored under the
sustainable readiness model (SRM; Foster, 2016).
Foster (2016) discussed that the SRM is dependent on rotational readiness. The SRM is a
five-year cycle for reserve component units and a three-year cycle for active duty units.
Rotational readiness translates into every unit being tracked for readiness. The strategic oversight
allows the DoD to understand what each unit needs to be deployable in regards to personnel,
equipment and training. The model is a means by which strategic level commanders’ train and
source units in preparation for deployment opportunities.
The SRM has distinct cycles and benchmarks (Foster, 2016; U.S. Army, 2015b). In the
progressive model, units focus on individual readiness in the first year of the SRM and
increasingly grow in echelons from squad, platoon and above depending on the kind of unit it is.
As training grows in echelon, so do the number of days required to train. Levels at which the
units are funded and prioritized are based on their year in SRM; increase in echelon requires
more resources.
An increased reliance on reserve component personnel and resources creates
opportunities for reserve component members. The SRM focusses on combat readiness and fully
supports the regionally aligned forces deployment strategy but does not necessarily account for
how reserve component personnel will reach the same readiness with limited training and days;
scarcity of time is acknowledged as the largest challenge across the active and reserve
components (Foster, 2016). Active component members are under the consistent command of the
president of the United States, whereas the reserve component members are mostly part-time and
have a very limited full-time commitment (U.S. Army, 2015a). Increasing training days and
impact on tactical leaders occurs under the assumption that there will be continuity in the units
COMPANY GRADE RETENTION 26

for the duration of the cycle. Despite this reality, the responsibility of sustaining unit readiness
rests squarely on the shoulders of the tactical level leaders (Foster, 2016).
Leadership Necessity
Experienced leaders throughout the organization are essential to developing new leaders
and providing the necessary oversight during the constant changing of reserve roles. According
to Lynch and Stover (2008), turbulent transition of the state and federal reserves’ movement to
an operational reserve has a significant impact on members’ decision to stay in service. The
reserve components were strategic reserves: on-call forces in contingency operations (Lynch &
Stover, 2008). The state and federal reserve forces have expanded their role in mobilizations and
deployments, causing strain on members and their families. There is also no defined doctrinal
term of operational reserve, although it is used throughout the military industry. Increased
presence on the international stage create the need for retention to provide the knowledge, skills,
abilities and other skills in joint matters (Conley et al., 2008).
According to a RAND study of leadership stability in the reserve component,
approximately 50% of officers are new to a unit prior to a mobilization (Lippiatt & Polich,
2013). The effect on the cohesive dynamic of the unit is that there is little interaction within the
truncated training period before going overseas. Leaders are necessary to develop confidence in
teams for more complex and higher-level assignments through education, training programs, on-
the-job performance, organizational impacts and experience to respond to the emerging dynamic
threats of today (Kirkpatrick & Kirkpatrick, 2016; U.S. Army, 2015a; U.S. Army, 2019).
Leaders train the next set of leaders; the MO expects officers to integrate leadership development
into every task they perform. Logical reasoning suggests that if organizations create a
professionally supportive work environment, retaining experienced individuals will be facilitated
COMPANY GRADE RETENTION 27

(Leners et al., 2006). These leaders are required to possess the attributes of character, presence
and intellect while also understanding the core competencies of leadership, development and
achievement (U.S. Army, 2012).
Effective leaders train their replacements through realistic, demanding training to meet
the increasing demand of military forces (U.S. Army, 2012). The MO’s policy on leader
development, provides the overarching blueprint for successful leadership, but does not address
the lack of branch management and turnover of tactical leaders in the reserve component. The
leaders that should be in place to pass on the lessons learned from command and additionally
model leadership attributes and competencies, depart before they can be effective (CA ARNG,
2018).
Deployment Factors Affecting Retention
Retention is influenced by home and external influences like deployments, promotion
opportunities and interaction with leadership (Griffith, 2015; Heilmann et al., 2009; Negrusa &
Negrusa, 2014). There are increasing challenges that military leadership now face with the
prolonged global war on terror. Leaders lead formation, yet military commanders often find
themselves in charge of units not permanently under their authority (Shamir & Ben-Ari, 2000).
Ambiguity and turnover for leaders drives down morale, as it is difficult to affect change. Factors
that lead to member satisfaction in the unit include the level of trust among unit members and the
perception that senior leaders trust subordinates (Fung, 2017; Riley et al., 2016b). Personnel who
remain in the service to lead members are undercut by their command in decision making, which
leads to discontent (Shamir & Ben-Ari, 2000). Understanding the concept of mission command
and doctrine at each level is important for leader development and retention Shamir & Ben-Ari,
2000; (U.S. Army, 2019).
COMPANY GRADE RETENTION 28

In addition to lack of trust, members who have deployed and return home have issues
they have to deal with. Since 2003, the MO has reported symptoms of PTSD in 14% of the force
(Negrusa & Negrusa, 2014). Untreated or misdiagnosed personnel often have issues that affect
their home life. According to Negrusa and Negrusa (2014), PTSD and divorce due to
occupational hazards and environments are two major factors in lack of retention of quality
personnel.
Expectation management is another consideration for retention. Consistent with Title 32
U.S. Code § 502, the expectation of a reserve member of the organization is to assemble for drill
and instruction, including indoor target practice, at least 48 times each year and participate in
training at encampments, maneuvers, outdoor target practice, or other exercises at least 15 days
each year. The 48 times each year equates to 24 days and, when added to the 15 days of training,
creates an expectation of 39 days a year of training (32 U.S. Code § 502). Aspects of
deployments are not initially taken into account when personnel join, and factors such as time
away, separation and frequency are often overlooked during initial entry (Heilmann et al., 2009;
Negrusa & Negrusa, 2014; Steel & Landon, 2010).
Loss of significant leaders cannot always be anticipated. Employee turnover negatively
affects work morale and organizational outcomes (Fung, 2017). Lack of trust by leaders, mental
health concerns following deployment and expectation management are consideration after the
fact but not prior to company grade officers’ leaving service (Negrusa & Negrusa, 2014; Shamir
& Ben-Ari, 2000).
Organizational Retention Engagement
The MO has increased emphasis on quality retention as an alternative to replacing key
leaders. The CoS stated that personnel readiness is the priority (Tan, 2015). Quality leadership is
COMPANY GRADE RETENTION 29

mission essential across the military as combat operations remain constant throughout the world.
In addition to overseas contingency operations deployments, reserve component units deploy
stateside in support of domestic operations in addition to overseas contingency operations (U.S.
Army, 2015a). According to Title 32 of the Constitution of the United States, the state reserve
component can be deployed in federal in state emergency when there is a declared state of
emergency (U.S. Army, 2015a).
Federal or active duty service members’ authority falls under Title 10, which limits their
deployment and enforcement powers within the borders of the 54 states and territories (Title 10
U.S. Code § 701). Reserve members are in demand because of their dual mission assignments,
which continue to take a toll on members, units, families and employers of part-time service
members (Heilmann et al., 2009; U.S. Army, 2015a; 32 U.S. Code § 502).
Experienced leaders leave the MO before completing 20-years of service (Sminchise,
2016). Departure of these leaders cannot be easily replaced because, over the course of the junior
career, each has gained years of valuable training and experience. There is a significant financial
investment committed to commissioned officers in terms of training. Increased emphasis on
retaining quality leaders will reduce unrecoverable financial cost associated with junior leader
attrition (Sminchise, 2016).
Leaders must prioritize personnel readiness while engaging their subordinates
continuously to retain the best qualified and best trained personnel within the ranks (U.S. Army,
2015c). Lippiatt and Polich (2013) acknowledge operational tempo and deployments validate a
need to retain personnel. Retaining personnel increases morale and unit deployment readiness,
while reducing the cost to recruit, train and replace leaders (MO, 2015; Sminchise, 2016).

COMPANY GRADE RETENTION 30

Personal and Professional Matters Affecting Attrition
Conscious decisions to leave the military stem beyond lack of job satisfaction. Examining
the second and third order of effects of high operational tempo is important to review. Work-
home conflict affects turnover intentions of company grade officers, and relationships at home
continue to force personnel decisions to leave service (Heilmann et al., 2009). Constant
deployments and training prior to mobilizations causes strain between employers and reserve
service members (Heilmann et al., 2009). Increased strain on the family leads to a high degree of
divorces.
Lundquist (2007) compared military and civilian enlisted divorce rates during the early
all-volunteer force era. Divorce rates in the military are higher proportionally that they are in the
civilian sector (Lundquist, 2007). Assessing the degree of marital dissolution experienced by
military personnel has important implications for the well-being of military families and
retention. Evidence from the first Gulf War, links deployments and marital dissolution at a
higher rate for female members (Lundquist, 2007).
Family hardships through the changing roles and employment of the reserve forces are
central factors in quality personnel choosing to leave service (Lakhani, 1998; Lundquist, 2007).
As family and work conflict, it is the military that degrades and suffers due to the lack of assets
or contingencies made to retain quality personnel. According to Lakhani (1998), the importance
of analyzing the family criterion variable of the spouse’s attitude toward reenlistment of the
reservist is based on reenlistment literature, which suggests that reenlistment is positively and
significantly associated with a favorable attitude of a spouse about the reenlistment. There are
services available for active and reserve members, but are not discussed or highlighted.

COMPANY GRADE RETENTION 31

Leadership Development
Because of these ongoing organizational transformations, effective leadership is needed
more than ever. Leadership is one of the most important predictors of whether groups and
organizations can effectively adapt to and perform in dynamic environments (Day, DeRue, &
Myers, 2014). The MO has conceptually outlined the positive aspects of mentorship and a
leadership (Cox, 2009; Riley et al., 2016a). Mentorship is defined as a voluntary developmental
relationship between a person of greater experience and a person of lesser experience that is
characterized by mutual trust and respect with the duty to facilitate knowledge transfer from
mentor to subordinate (Cojocaru & Ion, 2014; Cox, 2009; U.S. Army, 2014b, U.S. Army,
2015c). Deliberate leadership development of tactical leaders eliminates the boundaries and gaps
at the lowest levels of the organization. Within civilian organizations, the positive effect of
coaching and mentoring on personnel career development is well established (Day et al., 2014).
An annual survey of MO leadership found that more than half of leaders report they
engage in mentoring, either as a mentor, mentee, or both. Leaders with unmet mentoring needs
express the need for more frequent interaction, more in-depth discussions on current
developmental needs and career planning (Riley et al., 2016a). Members seek mentors who are
highly knowledgeable, engaged and have a genuine interest in the mentee’s development. Lack
of mentorship in leader development is rampant across the force, as more than a third of
members across the MO do not have a mentor (Riley et al., 2016a).
Mentors help prepare junior leaders for future roles, task delegation, new opportunities to
lead, and challenging job assignments (U.S. Army, 2015c). According to MO leadership,
mentorship is a powerful tool for personal and professional development; mentorship generally
improves individual performance, retention, morale, personal and professional development, and
COMPANY GRADE RETENTION 32

career progression (U.S. Army, 2015c). Without proper mentorship and career guidance,
subordinates can continue to struggle through careers wondering if they are on the correct path
and possibly lowering morale, retention and progression.
There exists a constant theme across the organization that there is a need and want for
mentors to help navigate a military career path. Mentorship is seen as a need, but there is no
codified mentorship program in place in the organization. However, there is an Army strategy. In
2005, the Army launched a new Army mentorship strategy designed to "reemphasize and
reinvigorate mentorship throughout the Army and to encourage Soldiers and DA civilians to
leave a legacy through mentorship" (Cox, 2009, p. 100). The MO (2015c), acknowledges
challenges for leader development. Limited day-to-day interaction with their units and
subordinates challenges reserve component leaders (U.S. Army, 2015c).
Role of Stakeholder Group of Focus
The stakeholder group of focus and their role in the problem of practice are company
grade officers in the WVR. It is important to understand the relationship dynamics of the
stakeholders in the organization. The WVR operates under a highly defined hierarchy because of
the military construct of the organization. The defined structure does not remove the roles of
formal and informal leaders in the stakeholder ranks. Roberts and King (1989) define
stakeholders as any group who can affect or is affected by the organization by the achievement
of the organization’s purpose. An organization's ability to satisfy the desires of key stakeholders
by the stakeholders’ criteria is the key to an effective organization (Hannon, 2004). The change
process as it relates to the research questions has three sets of stakeholders: company grade
officers, field grade officers and the senior/executive leadership in the WVR.
COMPANY GRADE RETENTION 33

Stakeholders in the WVR possess multiple attributes. Lewis (2011) defines the three
attributes as power (ability of a stakeholder to impose will), legitimacy (generalized assessment
that a stakeholder’s actions are desirable, proper or appropriate), and urgency (degree to which
stakeholders’ claims are time-sensitive, pressing and/or critical to the stakeholder). The attributes
that each stakeholder possesses highlights the influence they have on the change process.
Company grade officers are initial entry officers who lead units and members of the
WVR at the tactical level. The focus of this research is to retain as many quality company grade
officers as possible. An increase in quality retention creates competition for leadership positions
at the next stakeholder level. Company grade officers are discretionary stakeholders and key
stakeholders in the construct of the research. Discretionary stakeholders have neither power nor
influence in the relationship and an upward relationship is only established at the discretion of
the upper echelon (Hannon, 2004; Mitchell, Agle, & Wood, 1997). Company grade officers
make up the majority of the officer corps in the WVR. Company grade officers influence their
direct subordinates, including other company grade officers. Since these officers are the majority
of the officer force in the organization, they have a high density networks with the potential to
create a challenging environment (Lewis, 2011).
As the majority of officers in the organization, this pool of officers can be overlooked.
High turnover is the norm, but, when talent is lost, there is the question of why. Conflicting
activities as a part-time member makes the decision to stay in the organization difficult.
Company grade officers are offered opportunities based off their ability but are promoted off
their potential (U.S. Army, 2015c).
The WVR grows leaders from within, which makes it essential to develop and retain
company grade officers. After completing six years of service, company grade officers have
COMPANY GRADE RETENTION 34

completed their initial contractual obligation, and the top performers are eligible to become field
grade officers. The 6-year mark of service obligation is the point at which many company grade
officers’ careers where they decide to either continue service or depart. The stakeholder goal for
field grade officers is to teach, train and mentor to company grade officers to develop and retain
qualified leaders. Part of their responsibility in the change process is acting as a counselor,
provide social support to stakeholders during the change (Lewis, 2011). The communication
between the officer classes is two-directional. Communication flow goes both ways. Field grade
officers influence the careers and decisions of the company grade officers.
Policy, retention standards and organizational policy is developed at the highest level of
the stakeholder pyramid in the WVR. The link between stakeholders’ interactions and
communications strategy also suggests that stakeholders’ interactions are, in part, triggered by
their sensemaking of the strategic communication attempts by implementers (Lewis, 2011). The
communication strategy and messaging is developed at the senior level of the organization.
Senior or executive leadership are the definitive stakeholders. As definitive stakeholders,
they possess all three attributes and are given priority treatment (Lewis, 2011). Senior leadership
develops policy, stakeholders’ criteria and provides priority of efforts in the organization. As the
orders flow down the hierarchy, they are enforced at each level. The role of senior leaders in
change process is emphasizing quality retention and providing the tools necessary to accomplish
the mission. As members move up the hierarchy in the organization, lack of personnel options
leads to unqualified members moving into leadership positions. Lack of qualified senior leaders
erodes the knowledge base of junior leaders and leader development at each level. As definite
stakeholders, it is the responsibility of the senior leaders to prioritize efforts in training field
COMPANY GRADE RETENTION 35

grade officers to properly mentor their subordinates, to retain the most qualified personnel in the
organization (Allen et al., 2006; Das & Baruah, 2013).
Leaders hold formal and informal positions throughout the WVR. At each level of the
organization and stakeholder groups, there are opinion leaders. These opinion leaders tend to
lead rather than follow the other stakeholders (Lewis, 2011). The opinion leaders are usually the
individuals who move up the hierarchy and increase their roles as stakeholders over the course of
their careers in the WVR. The longer members stay in the organization, the more easily
identifiable it is to find these individuals. These opinion leaders in each level communicate
sensemaking as those influenced by them look for justification. Company grade officers are
usually the youngest of the officers. Their lack of experience means that it is important to convey
to them early in their career that they are critical pieces of the unit. Sensemaking among
stakeholders during change processes often leads to the construction of concerns about the
impact of change (Lewis, 2011). Getting the opinion leaders to buy in at the company grade level
can influence the change process positively.
An interesting dynamic of the WVR atmosphere is that the majority of the members are
part-time and not subject to having to follow orders on a full-time basis (Title 32 U.S. Code §
502, 1956). As a leader in the organization, this is the most difficult part: understanding that the
WVR is an all-volunteer force that strive to balance home, civilian work and the military
effectively. Authenticity concerns the sincerity of stakeholders’ compliance with implementers’
expectations for their behavior (Lewis, 2011). Caring about the well-being creates a positive two
way communication up and down the chain. Stakeholders at every level in the organization are
vital to the change process (Lewis, 2011).

COMPANY GRADE RETENTION 36

Knowledge, Motivation and Organizational Influences Framework
The Clark and Estes (2008) conceptual framework of gap analysis focuses on increasing
knowledge, skills, and motivation to meet organizational goals. To analyze the organization,
stakeholders and analysts should first recognize and apply the three parts of Clark and Estes’
(2008) framework. Understanding skills necessary is paramount in accomplishing these specific
activities associated with the procedural knowledge (Rueda, 2011). Motivational gap analysis
investigates the possible variables of interest, self-efficacy and self-regulation (Rueda, 2011).
Organizational dysfunctions that receive significant emphasis are current policies, structure and
organizational culture (Clark & Estes, 2008; Rueda, 2011). Additionally, stakeholders must
understand their roles and how they perceive their organization. Perceptions of reality control
performance and different people have different perceptions to problems (Clark & Estes, 2008).
Clark and Estes’ gap analysis will be applied to the work as it relates to the impact of
current retention processes in the reserve components of the military in meeting organizational
retention goals. First, the work will discuss stakeholders understanding of knowledge gaps
associated with the overall retention processes. Identifying the skills necessary is paramount in
accomplishing specific activities associated with the procedural knowledge (Rueda, 2011). Next,
the discussion evaluates probable motivational variables associated with mission
accomplishment. Lastly, an analysis of organizational dysfunctions on stakeholder
accomplishment will be addressed. The knowledge, motivational and organizational influences
on organizational accomplishment will be further discussed in Chapter 3 of the dissertation.

COMPANY GRADE RETENTION 37

Stakeholder Knowledge, Motivation and Organizational Influences
Knowledge and Skills
The most cherished resource in the WVR is the members (Tan, 2015). A mastery
approach to retention is critical in exceeding retention goals in pursuit of retaining the best
qualified personnel (Foster, 2016; Tan, 2015). Leaders at all levels have the responsibility to
understand career management practices, the negative effects of losing key personnel and the
reasons members choose to leave the WVR after completing their contractual obligations (Chen,
Ployhart, Thomas, Anderson, & Bliese, 2011; Sminchise, 2016; Tan, 2015). The literature
review focuses on knowledge-related influences that are pertinent to the achievement of the
WVR’s organizational goal. In addition, it reviews leadership understanding of retention
techniques and practices. It is important to examine knowledge and skills in problem solving
concerning retention because as leaders there is no single answer to conflict resolution affecting
members (Chen et al., 2011; Sminchise, 2016).
Understanding the organizational knowledge base of retention in the WVR is significant
because it affects leaders and members. The literature review will focus on the knowledge gaps
using the gap analysis model (Clark & Estes, 2008). Knowledge gaps can be assessed for further
action by anticipating organizational changes in structure and the effects on members (Foster,
2016). Knowledge gaps can be attributed to lack of training and maturity (U.S. Army, 2012).
WVR doctrine is a guideline for what leaders should know and are held accountable for;
however implementation is not always constant.
Knowledge influences. Knowledge types are outlined using factual, conceptual,
procedural and metacognitive influences (Krathwohl, 2002; Rueda, 2011). Clark and Estes’
(2008) conceptual framework of gap analysis focuses on increasing knowledge, skills, and
COMPANY GRADE RETENTION 38

motivation to meet organizational goals. To analyze the organization, stakeholders and analysts
must first recognize and apply the three parts of Clark and Estes’ framework. Understanding
skills necessary is paramount in accomplishing these specific activities associated with the
procedural knowledge (Rueda, 2011). Motivational gap analysis investigates the possible
variables of interest, self-efficacy and self-regulation (Rueda, 2011). The relevance of
stakeholders’ understanding knowledge gaps is reduced retention rates and is essential.
Stakeholders must identify the key elements that contribute to the gap (Clark & Estes, 2008).
The organizational mission of the WVR is to organize, train, equip, and mobilize to support state
and/or federal authority. Simply put, the organization provides specific personnel and equipment
in support to both domestic response to federal or state authorities in addition to providing
personnel and equipment in support of overseas deployments.
Incremental retention by 5% annually over the next three years is critical in the WVR
achieving the retention goal it has set. Recent conflicts have forced the WVR into an operational
force rather than strategic reserve (Foster, 2016). The significance is the impact of the
expectation of members and what they believed their original contracts entailed (Heilmann et al.,
2009). The knowledge conflict between member and leader expectation continues to climb as
operational requirements continue to rise (Foster, 2016; Heilmann et al., 2009). The literature
explains home and work decline in satisfaction as it drives members to exit service in the WVR
(Heilmann et al., 2009; Kirby & Naftel, 2000). Internal and external stakeholders are forced to be
transparent in relation to the organizational global goals, which could have a negative impact on
not only retention but recruiting. Expectation management early on can reduce disappointment
later in a career (Ford, Gibson, DeCesare, Marsh, & Griepentrog, 2013).
COMPANY GRADE RETENTION 39

The literature discusses two knowledge-based factors as related to the problem of practice
(Heilmann et al., 2009; Kirby & Naftel, 2000). The first, procedural knowledge, is important to
the organization, as it provides the tools on how to reach the goals. Mastering the necessary skills
is paramount in accomplishing activities associated with procedural knowledge (Rueda, 2011).
The metacognitive approach to gap analysis is to look inward and identify the shortfalls of
individuals and the organization. Reflection at the strategic level in the WVR allows leaders and
members to identify gaps. Setting conditions to solve the problems identified will help find these
gaps (Clark & Estes, 2008; Rueda, 2011).
Retention opportunities and mentorship. Company grade officers are not the only ones
directly affected by the organization. Leaders at all levels must be aware of family dynamics that
are instrumental in retaining quality personnel (Kirby & Naftel, 2000). Job satisfaction and
understanding how family influences have an effect on retention is a leadership issue (Chen et
al., 2011; Das & Baruah, 2013; Kirby & Naftel, 2000; Sminchise, 2016). The CoS named
retention and members of the organization as the first priority (Sminchise, 2016). The highest
member of the lead federal organization outlines his objective, which is retention. The how-to is
left to the tactical leadership to figure out (Rueda, 2011).
Leadership doctrine provides a framework for leaders, with the central framework of
trust, as leadership is built on trust and mentorship (U.S. Army, 2012). Loss of key leaders leads
to loss of trust in the chain of command and lack of mentorship. Without mentorship, leaders are
driven to get results and stop too soon because they do not have the forward thinking capacity
(U.S. Army, 2012). Loss of leadership means that every opportunity must be taken to train
leaders and members throughout the organization on the importance of mentorship which further
leads to job satisfaction (Chen et al., 2011; Das & Baruah, 2013; Kirby & Naftel, 2000).
COMPANY GRADE RETENTION 40

As the organization develops, procedural retention opportunities must be increased.
Establishing procedures is important as it relates to knowledge as to how to create and master
quality leader retention in the WVR. The forces have been moved out from the operational
reserve, force to a rotational reserve, which justifies the need for increased retention of
established leaders (Foster, 2016). Increased focus on quality leader retention is at an all-time
high. Loss of talent reduces the institutional knowledge that is supposed to be used to pass to
younger leaders (Ford et al., 2013; Foster, 2016). Procedures for the WVR to explicitly
implement mentorship and retention opportunities over the course of a contractual obligation can
allow for incremental increases in retention throughout the force.
Reflection and retaining quality personnel. Metacognitive influences allow leaders to
reflect on educational and administrative shortfalls and request training that focus on retaining
quality personnel. Hindsight bias creates over confidence in the organization that does not allow
it to see its own shortfalls (Clark & Estes, 2008). Leadership should be focused on reflecting on
doctrine and the retention of personnel (Ford et al., 2013; U.S. Army, 2012).
Data from nationally representative samples of youth on attitudes toward military service,
expectations about the effect of joining the military on quality of life, and intentions to join the
military were linked to tenure among those who later joined the military as adults (Ford et al.,
2013). Thus, accurate and timely reflection on member and family life can lead to increased
satisfaction and increased retention (Chen et al., 2011; Ford et al., 2013; Kirby & Naftel, 2000).
Examining work and family influences on retention decisions can attribute to reflection on
organizational climate. Work-home conflict was used to predict retention decisions of WVR
members and when work satisfaction improved so did family life, work performance and job
COMPANY GRADE RETENTION 41

satisfaction (Heilmann et al., 2009). Failure to look inward within the organization creates an
environment that can be detrimental (Bandura, 2005).
Table 2 provides the organizational mission, organizational goal, and information specific
to knowledge influences, knowledge types, and knowledge influence assessments. As Table 2
indicates procedural and metacognitive influences that will be used to gain insight regarding the
knowledge members and leaders of the WVR possess in understanding retention.
Table 2
Knowledge Influences, Types, and Assessments for Knowledge Gap Analysis
Organizational Mission
The mission of the WVR is to organize, train, equip mobilize to support state and/or federal
authority.
Organizational Global Goal
By October 2021, WVR will increase overall retention rates of Company Grade Officers by
5% increments annually to retain quality officers and members.
Stakeholder Goal
By October 2020, WVR leadership will achieve its performance goal of 5% annually by
increasing company grade officer retention of current members through an effective retention
program.
Knowledge Influence Knowledge Type Knowledge Influence
Assessment
Leaders need to incorporate
retention procedures during every
training event.
Procedural Survey/interview asking WVR
leaders if they can explain how
to incorporate retention
opportunities during training
events.
Leaders need to provide
mentorship to subordinates for
career opportunities.
Procedural Survey WVR leaders on how to
improve the current
organizational mentorship
program.
Leaders need to be able to reflect
on educational shortfalls in
training that focus on retaining
quality personnel.
Metacognitive Interview/survey WVR leaders
and have them reflect on their
knowledge relating to retention
procedures.
Leaders need to be able to reflect
on administrative shortfalls that
are required to retain quality
personnel.
Metacognitive Interview/survey WVR leaders
and have them reflect on their
knowledge regarding
administrative shortfalls that
constrain retention efforts.
COMPANY GRADE RETENTION 42

Motivation
A key to developing solutions using gap analysis focuses on both knowledge gaps and
motivational gaps (Rueda, 2011). Motivation involves the buy-in and effort members will
provide to the organization (Clark & Estes, 2008). The WVR is an all-volunteer force and the
propensity to serve in the military has been shown to be a strong predictor of actual service.
(U.S. Army, 2012; Woodruff, Kelty, & Segal, 2006). Motivation can be reviewed in indices of
active choice, persistence and mental effort (Clark & Estes, 2008). This section focuses on
motivation-related influences that are pertinent to increasing retention at the organization. Some
literature on motivation also relates to knowledge gaps. Understanding family and job
satisfaction as motivational influences is a central part of achieving organizational and
stakeholder goals (Chen et al., 2011; Ford et al., 2013; Kirby & Naftel, 2000). Motivation is
important because the WVR is an all-volunteer organization and leaders are developed from
within. This phenomenon is unique because outside personnel cannot be hired into executive
leadership positions at the organization. Attribution and goal orientation are used to display the
motivational influences and potential outcomes (Clark & Estes, 2008; Rueda, 2011).
Attributions. Attributions is the beliefs and emotions regarding sources of success and
failure and amount of apparent control a person has on the outcome of an event (Linnenbrink-
Garcia & Pekrun, 2012; Pintrich, 2003; Rueda, 2011). The more perceived positive control a
person has on a situation, the higher the potential for a positive outcome (Pintrich, 2003).
Increased potential can be attributed to intrinsic motivation or inner drive to learn and do one’s
best at a task (Pintrich, 2003). Attributions lead the amount of mental effort and investment
members have in actively choosing to work towards stakeholder goals (Clark & Estes, 2008).
COMPANY GRADE RETENTION 43

Using three dimensions of attribution theory, Rueda (2011) discusses stability, locus and
control. For stakeholders, stability will focus on whether the attributions are long-lasting or
temporary (Rueda, 2011). Long lasting attributions have a more positive effect on the
organization because the outcomes are not as volatile. Understanding how attributions relate
internally and externally to people helps bridge motivational gaps (Pintrich, 2003; Rueda, 2011).
Locus refers to whether the outcome of an event is internal or external. The significance to the
WVR and stakeholders is understanding if there are internal or external motivational factors that
must be considered. Finally, control is how much control a person or group has over the outcome
of an event (Pintrich, 2003; Rueda, 2011). Control and how it is perceived allows the
organization to regulate what is within its realm.
Attributions and senior leader emphasis on retention. Leadership reflection and
command emphasis on retention as it relates to members and family should be seen as a top
down approach. Valuing the contributions of family members as part of organizational success
make families a vital stakeholder. Members of the WVR are motivated by family and increased
time away take an internal toll on members and families (Lester et al., 2010; Sminchise, 2016).
Increased focused on the home life reiterates that family provides external motivation for service
member (Chen et al., 2011; Heilmann, et al., 2009). Holistic approaches to members and family
can lead to home satisfaction. Given the growing number of members with families and the
multiple combat deployments characterizing current war time duties, the impact of deployments
on military children requires acknowledgement (Lester et al., 2010). Issues at home can lead to
further internal motivation issues.
External opportunities outlined in the literature summarize multiple examples of
influences and opportunities that contribute to increased loss of members (Chen et al., 2011).
COMPANY GRADE RETENTION 44

Attrition/retention frameworks suggest that internal mobility opportunities such as promotions
and external employment opportunities outside the WVR affect turnover decisions (Kelty, 2009;
Steel & Landon, 2010). Reduced control on outcomes can lead to seemly lack of control in the
work environment (Linnenbrink-Garcia & Pekrun, 2012; Pintrich, 2003; Rueda, 2011).
Therefore, WVR leaders must understand that low retention rates can be significantly changed
with their effort and it is “in their control” to help increase retention rates. Attribution theory
looks at how people come to understand that something is either in their control or not (Rueda,
2011).
Goal orientation. A goal is a task that a person or group wants to achieve (Pajares, 2006;
Rueda, 2011). Learning to make the organization a better place to retain members is an
underlying goal of the WVR. Mastery goal orientation emphasizes learning as an enjoyable
activity. Learning should be undertaken for its own sake rather than for extrinsic or performance
oriented reasons and benefit the learner’s self-efficacy (Pajares, 2006). As an objective, goal
orientations would be the purposes and reasons for engaging in achievement tasks (Pintrich,
2003; Rueda, 2011). Mastery and performance goal achievement is emphasized in goal
orientation (Pintrich, 2003). The difference between mastery and performance goal achievement
is that mastery goal orientation focuses on learning, gaining new competence and accomplishing
a challenging activity (Rueda, 2011). In contract, performance goal orientation is a more self-
centered measure that focuses on recognition and avoidance of negative feedback (Pintrich,
2003; Rueda, 2011). Mastery is less selfish and group-oriented, while performance goal
orientation can be more aligned with a focus on the self, which is contrary to a team effort (Clark
& Estes, 2008).
COMPANY GRADE RETENTION 45

Goal orientation and mastery of retention. The Chief of Staff of the MO dictating that
people are the number one resource of the organization implies that retention should be mastered
(Foster, 2016; Sminchise, 2016). Often, implied and specified tasks are overlooked. The WVR
has a duty for members to master retention efforts through the understanding of processes and
procedures in place. Creating a “we” culture rather than an “I” culture provides an environment
conducive to valuing all members as essential (Clark & Estes, 2008). Leveraging job and family
satisfaction at every level of leadership would provide the competency that allows the
organization to accomplish the organizational goal.
The military organization doctrine provides context for leaders to follow, but it is only a
guideline (U.S. Army, 2012). Thus, WVR leadership must provide training opportunities that
look past the surface of members’ dissatisfaction with current perspectives. Table 3 identifies
two motivational influences that focus on attributions and goal orientation. These influences will
be used to more fully understand how motivation affects the retention of members in the WVR.
Table 3
Motivational Influences and Assessments for Motivation Gap Analysis
Organizational Mission
The mission of the WVR is to organize, train, equip mobilize to support state and/or federal authority.
Organizational Global Goal
By October 2021, WVR will increase overall retention rates of Company Grade Officers by 5%
increments annually to retain quality officers and members.
Stakeholder Goal
By October 2020, WVR leadership will achieve its performance goal of 5% annually by increasing
company grade officer retention of current members through an effective retention program.
Assumed Motivation Influences Motivational Influence Assessment
Attributions-
Leaders at all levels need to feel that low retention can
be increased with increased leader-member
interaction.

Also, focus on those that have left the WVR and
reasons why.
Written Survey item, “WVR retention is highly
influenced by my effort to make members feel
that I treat them holistically.” (Strongly agree–
Strongly Disagree)
Interview item, “As a WVR leader, what
mechanisms do you believe you need to put in
place to retain members in the WVR?”
COMPANY GRADE RETENTION 46

Table 3, continued
Assumed Motivation Influences Motivational Influence Assessment
Attributions-
Leaders need to focus on why members leave the
organization.
Interview items for past members, “What would
have made you stay in the WVR?”
Goal Orientation-
Leaders need to take a mastery goal approach in
striving to retain all eligible members in the WVR,
while striving to help struggling members to stay in
the organization.
Written survey item, "Leaders are committed to
understanding current and eligible members in
the WVR, even if they get things wrong on
occasion." (Strongly agree–Strongly Disagree)

Organization
Effective communication and trust are essential in sustaining positive culture in the
organization. Aligning organizational culture with organizational goals creates cultural trust of
leadership. The organizational literature outlines that clear and candid communication increases
effectiveness, trust, engagement, retention, and performance levels (Berger, 2014; Clark & Estes,
2008). Clark and Estes (2008) described that work culture is present in conscious and
unconscious understanding of personal identity, values, and organizational outcomes. The WVR
is a “we” culture. This literature review concentrates on organizational influences that are
germane to the achievement of the WVR’s organizational goal. According to Berger (2014),
culture is how things get done, and it is created, sustained, and changed by its members and
subcultures. Retention of quality company grade officers in the reserve component are critical to
the constant deployment cycle and operational use of reserve forces. As a cultural aspect, long
standing traditions create resistance to change. When mentoring to develop and retain officers,
leaders must remember that the organization is made up of people whose knowledge, skills and
motivation are what drives mission success is crucial (Clark & Estes, 2008). Berger (2014)
suggested that members who experienced favorable relationships with their supervisors and felt
they were well informed and listened to were less likely to leave the organization.
COMPANY GRADE RETENTION 47

Aligning organizational culture with organizational policy and procedures. The MO
(2014) outlines career paths for commissioned officers. The professional literature focuses on
how the WVR, as part of the MO, is methodically pursued. Recommended career paths apply to
active and reserve component officers. Despite similarities in this organization, there are
different cultures and structures that include different procedures, processes, people and
incentives (Clark & Estes, 2008). Professional manuals identify career and professional
development paths that provide operational or leadership paths for officers (U.S. Army, 2014a).
Loss of trained and proven individuals creates long-standing gaps in the organization. As a
profession, the MO is an organization that grows leaders from within. By law, the MO consists
of regular and reserve component members (U.S. Army, 2012). There are some exceptions in
terms of professional occupations such as law and medicine, as these positions have an entirely
specific career path.
Military leaders are expected to build cohesive teams at all levels of the organization.
Codifying mentorship programs must be in place to facilitate achieving organizational goals or
quality retention and career management. The MO relies on effective teams to perform tasks,
achieve objectives, and accomplish missions (U.S. Army, 2012). Active and reserve component
officers mentoring focus should be to motivate and inspire subordinates to go beyond their
individual interest and focus on contributing to the mission. Creating effective and lethal teams is
a key component in providing the right leadership to accomplish missions in the United States
and abroad (U.S. Army, 2012).
Culture in the environment. As the environment changes, the organization is forced to
adapt (Clark & Estes, 2008). The literature continues to explore the dynamic continuously
changing effect on the WVR. The global war on terrorism has increased the role of the reserve
COMPANY GRADE RETENTION 48

component forces and has evolved the method in which forces are funded and deployed. Foster
(2016) explained employment of reserve and active forces as it applies to the SRM. In short, the
SRM forecast deployments years out. The SRM is a 5-ear cycle for reserve component units and
a 3-year one for active duty units. The model is a means by which strategic level commanders’
train and source units in preparation for deployment opportunities (Foster, 2016). At the fifth
year, the part-time members and leadership are expected to fulfill contingency operations
abroad, including combat zones, at the same caliber as their active counterparts. Increased
reliance on reserve component creates necessities to mold, create, shape and retain quality
leaders.
Leadership necessity. Experienced leaders throughout the organization are essential
mechanisms in developing new leaders. Reserve components were strategic reserves, but are
now operational reserves; on-call forces in contingency operations (Lynch & Stover, 2008).
Units in the WVR are partnered with active duty units and placed on rotational timelines in
support of overseas and domestic operations. Military doctrine and manuals identify leadership
necessity to develop confidence in teams for more complex and higher level assignments through
education, training and experience to accomplish the emerging dynamic threats of today (U.S.
Army, 2012). Current leaders train and influence the next set of leaders, and the MO expects
officers to integrate leadership development into every task they perform. Effective leadership
trains their replacements through realistic, demanding training (U.S. Army, 2012). Leaders
validate that members of the organization want to contribute and remain in service for selfless
reasons.
Aligning organizational culture with organizational behavior. Positive emotions, such
as happiness and joy, support work commitment (Clark & Estes, 2008). The literature does not
COMPANY GRADE RETENTION 49

state it is possible to make everyone happy at work, but, rather, explores influences inside and
outside work that affect retention. Home and work are identified in the literature as having a
significant impact on retention; deployments, promotion opportunities and interaction with
leadership are key influences. Clark and Estes (2008) described communication as a key
indicator of how members of the organization make their retention decisions. Two-way
communication through mentorship lets subordinates have a voice in their career and retention.
Leadership ambiguity reduces morale and creates difficulty in affecting change in organizations
that they are autonomous to control (Shamir & Ben-Ari, 2000). Team-based organizations need
motivation, feedback and access (Berger, 2014; Clark & Estes, 2008). Consistent mentorship
throughout a career as a retention opportunity will identify issues before the members of the
WVR have determined that they want to leave. Since 2003, the MO has reported symptoms of
PTSD in 14% of the force; including all three components. Lack of retention of quality personnel
PTSD is, at times, caused by divorce due to occupational hazards and environments (Kaplan et
al., 2002; Lundquist, 2007; Negrusa & Negrusa, 2014). However, conscious decisions to leave
the military stem far beyond lack of job satisfaction.
Work-home conflicts influence military officer turnover retention (Heilmann et al.,
2009). Key literature continues to deliberate on the understanding of external influences in
regards to retention. Relationships at home continue to force personnel’s decisions to leave
service, and constant deployments and training prior to mobilizations causes strain between
employers and reserve service members (Heilmann et al., 2009; Negrusa & Negrusa, 2014; Steel
& Landon, 2010). Increasingly quality personnel choosing to leave service due to family
hardships caused by changing roles and employment in the reserve forces.
COMPANY GRADE RETENTION 50

Organizational retention engagement. The WVR must provide tangible resources to
compete with external factors. Schneider, Brief and Guzzo (1996) suggested that, for the
organization to change, the people have to change. The MO has increased emphasis on quality
retention as an alternative to replacing key leaders as a means to keep stability in the
organization (Lippiatt & Polich, 2013). The CoS explicitly cites personnel retention as the center
of gravity in the MO. Without the people, the MO cannot enforce the nation’s will. Leadership is
mission essential in increased combat operations throughout the world. Within the MO, the state
reserve components have a domestic response role. The state reserve components responds to
natural disasters and other domestic emergencies many times each year (U.S. Army, 2012).
Unexpected domestic and abroad responses are key factors in reserve component officers leaving
the military before completing 20-years of service (Sminchise, 2016). Years of experience and
training cannot be easily replaced.
Table 4 provides the organizational mission, organizational goal, and information specific
to organizational influences and assessments for organizational gap analysis. As Table 3
indicates assumed organizational influences used to assess WVR leadership assumptions and
retention alignment.

COMPANY GRADE RETENTION 51

Table 4
Organizational Influences and Assessments for Organizational Gap Analysis
ORGANIZATIONAL WORKSHEET
Organizational Mission
The mission of the WVR is to organize, train, equip mobilize to support state and/or federal authority.
Organizational Global Goal
By October 2021, WVR will increase overall retention rates of Company Grade Officers by 5%
increments annually to retain quality officers and members.
Stakeholder Goal
By October 2020, WVR leadership will achieve its performance goal of 5% annually by increasing
company grade officer retention of current members through an effective retention program.
Assumed Organizational Influences Organizational Influence Assessment
Leadership needs to enforce mentorship
program importance to facilitate achieving
organizational goals.
Survey/interview asking WVR leaders if the
organization emphasizes the importance of a
mentorship program.
Leaders need to validate that members of the
organization want to contribute and remain in
service for selfless reasons.
Survey/interview asking WVR leaders how they
validate the reasons for members remaining part of
the service.
Who will do this? Leaders need to Align
organizational culture with organizational
goal.
Survey/interview asking WVR leaders if the
organizational culture aligns with the organizational
goal.
Leaders create a culture of trust. Survey asking WVR leaders if the organizations
creates a culture of trust.
Leaders provide available and required
tangible resources to compete with the civilian
sector.
Survey/interview asking WVR leaders if they possess
the resources and training to meet the organizational
goal.

Conceptual Framework: The Interaction of Stakeholders’ Knowledge and Motivation and
the Organizational Context
The purpose of the conceptual framework is the review of systems of concepts,
assumptions, expectation, beliefs and theories that support and inform the research (Maxwell,
2013). The conceptual framework incorporates experimental knowledge, existing theory and
research, pilot and explanatory research and thought experiment (Merriam & Tisdell, 2016).
Understanding the framework is critical to applying to the problem of practice. Experimental
knowledge shapes the background of the study by identifying bias that can occur based on prior
COMPANY GRADE RETENTION 52

interactions with the subject. Existing theory and research is reviewing what others have said
about the problem of practice and applying it to the problem of practice while considering its
relevance. Being cognitive of this is advantageous in framing the research by using prior
knowledge which can also shape inaccurate assessments of the problem.
Within the framework, knowledge and skills across the leadership spectrum in the WVR
are outlined using factual, conceptual, procedural and metacognitive influences (Krathwohl,
2002; Rueda, 2011). Knowledge gaps are qualified to insufficient training (U.S. Army, 2012).
Using Clark and Estes’ (2008) conceptual framework of gap analysis to identify the knowledge
gaps focuses on increasing knowledge, skills, and motivation to meet retention goals through
increased leader/member interaction and formalization of company grade retention efforts. To
analyze the WVR, stakeholders are obligated to understand and use the Clark and Estes (2008)
framework. Mentorship skill identification of the stakeholders is necessary in complimenting
specific activities associated with the procedural knowledge (Rueda, 2011).
In addition to identifying the leadership skills, it is also important to understand
leadership motivation in the process. The leadership of motivational analysis examines the
variables of interest, self-efficacy and self-regulation (Rueda, 2011). The relevance to
stakeholders understanding knowledge gaps is associated with reduced retention rates is
essential. Stakeholders must identify the key elements that contribute to the gap (Clark & Estes,
2008). One of the key elements is the clear understanding of resources and priorities.
Organizationally, leadership must understand that the most cherished resource in the
WVR are the members (Tan, 2015). Formal and informal communication through constant
interaction is a retention tool. A mastery approach to retention is critical in meeting retention
goals through mentorship and communication (Foster, 2016; Tan, 2015). Stakeholders
COMPANY GRADE RETENTION 53

throughout the organization are responsible for providing information to their subordinates
through deliberate counseling (Chen et al., 2011; Sminchise, 2016; Tan, 2015; U.S. Army,
2012).

Figure 1. Interactive conceptual framework for retention.
The figure illustrates the influences of Clark and Estes’ (2008) gap analysis model as it
applies to the conceptual framework. The framework focuses on increasing knowledge, skills,
and motivation to meet the organizational goals of increasing retention through communication
and feedback. The framework depicts the theory that the organization will promote a culture
focused on education and retaining quality members. This model displays the overall effects of
mid-level leadership on company grade leadership to change the current culture in the
organization. As an all-volunteer organization, there is a false cultural assumption that members
of the organization choose to remain in service out of duty (U.S. Army, 2012). The stakeholders
COMPANY GRADE RETENTION 54

identified are company grade officers who do not remain in service following the end of their
initial contract.
Mid-level leadership includes the direct supervisors or leadership of the company grade
officers. Mid-level leaders are field grade officers (U.S. Army, 2012). Metacognitive influences
permit leaders to review military educational and administrative shortfalls. Hindsight bias creates
over confidence in the organization that does not allow it to see its own shortfalls (Clark & Estes,
2008).
To analyze the organization, stakeholders and analysts must first recognize and apply the
three parts of Clark and Estes’ (2008) framework. Understanding skills necessary is paramount
in accomplishing these specific activities associated with the procedural knowledge (Rueda,
2011). Motivational gap analysis investigates the possible variables of interest, self-efficacy and
self-regulation (Rueda, 2011). Organizational dysfunctions that receive significant emphasis are
current policies, structure and organizational culture (Clark & Estes, 2008; Rueda, 2011).
Additionally, stakeholders must understand their roles and how they perceive their organization.
Perceptions of reality control translates to different people having different perceptions to
problems (Clark & Estes, 2008). Promoting an organization of information sharing through
mentorship that influences quality retention is the goal.
Conclusion
The purpose of the study is to identify the current understanding of resources associated
with retention of company grade officers in the WVR. Prioritization of members in the WVR
legitimizes the organizational priority that the people are the most precious resource in the
organization (Tan, 2015). There is substantial literature on leadership and positive effects of
mentorship, but it does not provide overt guides to standardizing mentorship programs across
COMPANY GRADE RETENTION 55

organizations. The literature reviewed provides examples from other than military entities
regarding mentorship, but there are no direct solutions as applied to the WVR. Civilian models
of retention, job satisfaction and mentorship can be applied to the military construct (Allen et al.,
2006; Das & Baruah, 2013). The professional and peer-reviewed literature in the chapter justifies
the necessity for leaders to mentor subordinates in the organization to retain them. The
conceptual framework in Chapter 2 outlines Clark and Estes’ (2008) gap analysis model and
identifies shortfalls that focus on increasing knowledge, skills, and motivation to meet retention
goals. Key Stakeholder groups at each level in the WVR must understand their role in retention.
The process is a top down driven initiative. The literature provides a direct understanding of the
need for a structured and formalized retention program that would enhance quality company
grade officer retention. Chapter 3 will describe how the literature is applied to explore the
methodological approach using the explanatory sequential mixed-methods design.

COMPANY GRADE RETENTION 56

CHAPTER THREE: METHODOLOGY
Purpose of the Study and Questions
The purpose of this study was to evaluate the degree to which the WVR was meetings its
organizational goal to retain quality company grade officers. The questions focused on
knowledge, motivation and organizational barriers related to attaining organizational goals. A
complete performance evaluation would have focus on all stakeholders in the organization but,
for practical purposes, the stakeholder focus was company grade officers and helped to answer
the research questions:
1. To what extent is the Western Volunteer Rifles (WVR) meeting its goal of increasing
overall retention rates of company grade officers by 5% annually?
2. What are the knowledge, motivation and organizational elements related to achieving this
organizational goal?
3. What are the recommendations for improving organizational practice in the areas of
knowledge, motivation, and organizational resources? After a complete analysis of the
findings, recommendations for improvement will be provided.
The chapter presents the research design for the evaluation. The study used surveys and
interviews of company grade officers. The section begins with identifying the stakeholder
participants. Survey sampling strategy and rationale were presented, followed by the interview
sampling strategy, rationale, and instrumentation for each. In addition to selection criteria for
qualitative and quantitative data, the chapter discusses validity and reliability, credibility and
trustworthiness and lastly ethics. The aforementioned methods and procedures do not guarantee
validity but are essential to the process in ruling out threats and increasing the credibility of the
conclusions of the research (Maxwell, 2013).
COMPANY GRADE RETENTION 57

Participating Stakeholders
The stakeholder population of focus consisted of current and former company grade
officers in the WVR with less than six years of commissioned military service. In relation to the
conceptual framework, the stakeholder participants’ assumptions, expectation and perceived
beliefs are critical to understanding the problem of practice (Maxwell, 2013). The population of
the WVR is made up of over 16,000 members, with officers making up approximately 10% of
the total population. The focus were the company grade officers’ decisions to voluntarily depart
after fulfilling their first service contract. Stakeholders were male and female, came from all
functional branches, and are between the ages of 22 and 50. For the purposes of this sampling,
the specific criteria required participants be former or current company grade officers of the
WVR. There are other organizations similar to the WVR, but only officers holding a state and
federal commission in the WVR were considered. The deliberate criteria rationale was used to
understand the current knowledge and understanding of retention efforts using surveys and
interviews.
Survey Sampling Criteria and Rationale
Criterion 1. Current part-time and full-time company grade officers who are or were
employed in the WVR employed at the time of data collection. These officers were selected
because they provide insight on their choice to remain in service. Their experiences were
compared to that of former members to determine factors that may be different.
Criterion 2. Former part-time and full-time company grade officers who were employed
in the WVR. These officers were selected because their experiences in the organization and can
be reviewed for organizational shortfalls.

COMPANY GRADE RETENTION 58

Survey Sampling Strategy and Rationale
The sampling strategy were purposeful and reflect the average company grade officer
(Merriam & Tisdell, 2016). One hundred participants were deliberately recruited via a request
from contact information from WVR higher commands. The instrument for collecting the data
was an email survey due to locality of personnel throughout the world, while attempting to
maximize returns responses (Creswell, 2014). This strategy involved locating key participants
who meet the criteria established and are willing to participate (Johnson & Christensen, 2015;
Merriam & Tisdell, 2016).
Interview Sampling Criteria and Rationale
Criterion 1. Interviewees participated in the survey and voluntarily provided their name
and contact information in the survey. Interviewees were selected on the basis of what they can
contribute to the interview based of the survey (Merriam & Tisdell, 2016).
Criterion 2. Current full-time and part-time company grade officers. These officers have
decided to continue service or are contemplating termination of service. The interviews were
voluntary and there is no external incentive to participate. Participants must have been willing to
conduct follow-up interviews.
Criterion 3. Former full-time and part-time company grade officers. These officers are
no longer in service. The interviews were voluntary and there is no external incentive to
participate. Participants must have been willing to conduct follow-up interviews.
Interview Sampling Strategy and Rationale
Interviews took place after the survey with a subset of individuals surveyed. The subset
was derived from the surveys. The interviews were necessary interpersonal encounters that were
most successful because of rapport and trust (Johnson & Christensen, 2015; Merriam & Tisdell,
COMPANY GRADE RETENTION 59

2016). The interview participant target range was initially 23 individuals who provided their
contact information on the survey and agreed to be interviewed with 12 total that were eventually
interviewed. Less than half were former members of the WVR, with the remaining being current
members. Every attempt was made to ensure an equal distribution of part-time and full-time
members. Interviewees had no obligation to participate and were initially selected based on their
willingness to participate in phone or in-person interviews. Interviews were semi-structured with
the largest part of the interview guided by a list of questions. The goal was to learn from the
participants for possible follow-up interviews (Merriam & Tisdell, 2016). Questions were open-
ended to develop follow-up questions in a conversational format (Johnson & Christensen, 2015;
Merriam & Tisdell, 2016). The sampling strategy was purposeful with maximum variation in the
prescribed criteria to best exploit data.
Qualitative Data Collection and Instrumentation
Qualitative data collection occurred through interviews and documents. The purpose of
the study was to determine cause and effect relationships through a deductive test approach using
standardized instruments followed by statistical analysis of the data. Documents were analyzed
to gather background information and develop interview and survey questions. Documents,
surveys and interviews served to triangulate the data and build credibility (Bowen, 2009).
Sequentially, document review was the first step in data collection and was followed by surveys
and interviews. As part of the research, documents proposed questions and helped generate
interview and survey questions (Bowen, 2009). The qualitative research was limited by lack of
observation because the phenomenon under study could not be viewed in the natural habitat
(Creswell, 2014; Merriam & Tisdell, 2016). Company grade officers in a part-time organization
have limited time with their leaders and subordinates, which constrained observation. Retention
COMPANY GRADE RETENTION 60

counseling and leader/subordinate interaction is an individual event and not observable. Attempts
to observe the leader/subordinate interaction would have create an unnatural environment and
would most likely not have yield appropriate data.
Historical organizational documents was reviewed to complement the survey and
interview results. Once results were developed, a report of results was generated to develop a set
of descriptions and themes from the data gathered (Creswell, 2014).
Documents and Artifacts
Documents were used to examine organization and knowledge influences on retention
using Clark and Estes’ (2008) conceptual framework. The documents helped answer the research
questions by identifying whether the organizational goal is attainable. Documents regarding
regulations and after-action reviews were the primary documents of interest. Interview questions
were developed from document analysis to examine the knowledge, motivation and
organizational facets of the organization (Clark & Estes, 2008). Combing document review and
interviews was complementary in order to help evaluate the extent to which the WVR was
meeting its goal of retaining quality company grade officers incrementally.
A substantial number of documents and data exist in regards to retention of company
grade officers, but very few artifacts exist that support the study as to the extent to which the
organization is meetings its goal. Document review helped identify organizational background
information in supporting organizational goals (Bowen, 2009; Maxwell, 2013). Online federal
and state documents were analyzed. The information was accessible and provided rich
descriptions of the organization and phenomena (Bowen, 2009). Following the approval from the
institutional review board, internal WVR documents were accessed for research purposes. These
internal documents are memoranda concerning retention efforts and internal directives or lines of
COMPANY GRADE RETENTION 61

efforts. Bearing witness to past events, the documents were reviewed to provide background
information as well as historical insight on the entire organization (Bowen, 2009). The public
records documents would be used to analyze organizational information.
Quantitative Data Collection and Instrumentation
Surveys were the quantitative data collection method for this research. The surveys
provided a description of attitudes and opinions of participants as to the knowledge, motivation
and organizational gaps prevent the WVR from achieving its organizational goal (Clark & Estes,
2008; Creswell, 2014). Random sampling was used to allow individuals an equal probability of
being selected (Creswell, 2014). The sample population was current and former company grade
officers in the WVR who were between the ranks of second lieutenant to captain. The decision to
utilize a survey was made because the responses were gathered quickly, it was cost-effective and
it yielded a large sample (Creswell, 2014). Survey data was used to review organizational
effectiveness on retention and recommendations for the organization to meet its retention goal.
The survey questions were adapted from document analysis.
The surveys were a component of data triangulation, but they are not the panacea. A
limitation of surveys was that no conclusions could be drawn about causality (Malloy, 2018).
The strength of the method is that allowed opinions and attitudes on sensitive subjects that are
not usually discussed in open forums, but they did not account for feelings (Malloy, 2018).
Surveys
Instrument. The surveys were self-administered online using Qualtrics. The item of
interest or survey topic was the extent to which the organization was meetings its overall goal of
increasing retention of company grade officers 5% annually. The survey helped gather relevant
information about field grade officers and other gatekeepers within the organization (Fink, 2013;
COMPANY GRADE RETENTION 62

Irwin & Stafford, 2016). After identifying topics of interest, the next step was to review existing
surveys, draft new survey items and then review the draft with the stakeholders (Irwin &
Stafford, 2016). Once the questionnaire was in final draft, a pilot was conducted with field grade
stakeholders to test it and provide feedback on quality of questions in relation to the research. An
example of a question on the questionnaire pertains to how effective WVR is at meeting its goal
of increasing overall retention rates of company grade officers by 5% annually: (a) highly
effective, (b) effective, (c) ineffective or (d) highly ineffective. There were 16 survey questions,
with one question asking participants to provide contact information if they wanted to participate
in a voluntary interview.
Procedures. When selecting samples, the survey used Pazzaglia, Stafford, and
Rodriguez’s (2016) five-step selection process of defining the population, specifying sampling
procedures, determining a sample size, selecting the sample and administering the survey.
Samples were selected in such a way to match or closely resemble the population being studied
(Salkind, 2017). The survey was administered prior to the interviews. The interviews were
conducted after the surveys in the study. Surveys were administered online and sent from the
researcher’s personal email address, rather than the researcher’s work address that contains rank
and formal information. Using rank in an email could have affected the answers. Survey
respondents were current and former members of the organization across the nation, making the
internet an appropriate delivery method. The use of the survey was used to increase efficiency in
time and responses for the research (Creswell, 2014). The survey assessed each part of the Clark
and Estes (2008) KMO influences. The purpose of assessing the three influences was to
generalize from a sample to a population so that inferences could be made regarding
characteristics, attitudes and behavior of the population (Creswell, 2014).
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Purposeful selection was used for selection criteria of current members of the
organization. Survey participants were current and former members of the organization and also
proficient in English. English is the only language the survey was administered in, so, there was
no need for linguistic or translation support.
At the end of the survey, the information gathered was analyzed. Results were generated
from the survey platform and downloaded into a spreadsheet for review (Creswell, 2014). The
data determined the sample’s attitudes toward the organizations effectiveness in meeting the
retention goal. Interviewees were volunteers from the survey.
Interviews
Interview protocol. Standardized interviews were conducted. The interview protocol
contained instructions for the interviewer to follow to standardize procedures (Creswell, 2014).
Interview questions were focused on the conceptual framework and not generalized (Maxwell,
2013). The standardized approach was selected because exact wording and order of questions
were predetermined (Merriam & Tisdell, 2016). Any deviation from the protocol would be
annotated. Without the advantage of observation in this research, the interviews provided access
to the participants for observation and to learn how well they believed the organization was
meeting its goal (Maxwell, 2013; Weiss, 1994). The information was valuable because it
provided current and former members’ perception of the organization (Merriam & Tisdell,
2016). The interview questions were non-leading and delivered through a deliberate interview
plan prior to the actual interview to mitigate possible biases, as known biases not addressed by
the interviewer could have been detrimental to the credibility of the research (Krueger & Casey,
2009; Rubin & Rubin, 2012).
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Non-leading questions explored the knowledge, motivation and organizational elements
related to achieving the organizational goal while applying Patton’s (2015) six suggested types
of questions. The six suggested types acted as a guideline for interview development and
execution. Aligning Patton’s recommendations provided insight into interviewees’ experience,
behaviors, opinions, feelings, and knowledge while determining their background (Patton, 2002;
Patton, 2015). It was important for the interviewer and participants to be comfortable throughout
the process. Demographics and background were gathered at the beginning of the interview to
begin the dialogue and were used to put the sample population in context during the analysis
(Merriam & Tisdell, 2016). Organizational questions sought to reveal the culture and resources
applied on behalf of the WVR as it related to the study.
Procedures. Interviews provided views and opinions from the participants because it was
important to build rapport with the interviewee (Creswell, 2014). Although the interviews
followed a script with ordered questions, the rapport lead to additional information. Participants
were solicited on the survey and purposefully selected based on their part or full-time status to
gain data from each. The volunteers contributed to the understanding of the WVR’s knowledge,
motivation and organizational elements related to achieving the organizational goal. Each
participant was a stakeholder directly affected by company grade retention efforts. Interviews
were conducted during off-duty time outside the typical workday of 0800 until 1630 Monday
through Friday. Dress for the interview was civilian attire for the researcher and the participant.
However, if the participant had to be in uniform, the researcher remained in civilian attire.
Civilian clothing removed the overt image of rank and status. The choice of timing and dress was
meant to reduce distractions and unnecessary conflicts. Conducting the interviews in uniform
during duty hours could have resulted in unintended influence. As a field grade officer
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interviewing junior officers, a sense of latent power could have intimidated the respondents and
lead to unfulfilled answers that would not have helped the research (Lewis, 2011).
Interviews were conducted after collecting documents/artifacts (Merriam & Tisdell,
2016). The documents supported the interviews and aided in developing the questions.
Documents included technical manuals, recruiting and retention regulations and officer
evaluation reports that provide organizational information and a base knowledge of
organizational practices. Documents analysis and review was an enduring process and continued
throughout the length of the study.
Individual interviews were conducted over the course of two weeks. The interaction with
the interviewee was a complex phenomenon with location, script and protocol all planned
beforehand (Merriam & Tisdell, 2016). The timing allowed respect for participants’ possible
time constraints and provided time for transcription, clarification and, if needed, follow-up
interviews. Each interview lasted close to an hour, for close to 12 hours of total interview time,
not including set-up and tear down of each site. Follow-up interviews were not expected to
exceed 30 minutes, as introductions and clarification of interview procedures were thoroughly
discussed in the initial interviews.
Initial and follow-up interviews were informal, which is why the interviews took place
outside of work hours and out of uniform. The lack of uniform was a deliberate plan to remove
intimidation or fear of reprisal associated with interactions with different ranking officers. The
informal settings took place off base, with the interviewee agreeing to the location beforehand.
Concessions were made to individuals who could not leave their place of duty to conduct an
interview. In those cases, the researcher traveled to the participant’s location. The choice to
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remove participants from the workplace was an attempt to create an informal environment free of
distractions.
Regardless of the location, the interviews were audio recorded, and notes taken. The
redundant capturing of data provided an analog backup in case there are technical or
transcription issues. The potential drawbacks of malfunctioning equipment or uneasiness of
being recorded was another reason to have the notepad available (Merriam & Tisdell, 2016).
Taking copious notes during the interview was not the preferred method, but it remained an
option. Each participant had the opportunity to opt out at any time from both the interview and
the recording. The interviews were only conducted in English, so there was no need for a
translator.
Data Analysis
Data was collected through surveys sand interviews. Quantitative data used ratio,
nominal and ordinal scales of measurement to calculate results using frequencies, percentages,
mode, mean and median where appropriate. Visual representations displayed Likert-scale data
for stakeholder groups who strongly disagree, disagree, agree, and strongly agree with survey
items. For larger stakeholder groups, means and standards deviation would be presented to
identify average levels of responses. Once the surveys responses were received and compiled,
descriptive statistical analysis was conducted and data collection transitioned to interviews.
Interviews followed the survey as prescribed using the explanatory sequential mixed-
method design. Descriptive analytic memos were produced after each interview contained
detailed accounts of the researcher’s potential biases, reactivity, thoughts, concerns, and initial
conclusions about the data in relation to the conceptual framework and research questions. Upon
leaving the field, interviews were transcribed and coded. In the initial phase of analysis, the
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researcher used open coding, looking for empirical codes and applying a priori codes from the
conceptual framework. In the second phase of analysis, empirical and a priori codes were
aggregated into analytic/axial codes while simultaneously calculating the frequency. During the
third phase of data analysis, the researcher identified trends, pattern codes and themes that
occurred relative to the conceptual framework and questions.
Credibility and Trustworthiness
The researched used transparency to attempt to increase credibility and trustworthiness of
the study. Acknowledging the researcher’s role in the study, being clear about how the study was
completed and making a convincing argument on the presentation of the findings increases the
credibility and trustworthiness of the research (Merriam & Tisdell, 2016). How documents were
analyzed was important to maintaining trustworthiness. Determining context of the study,
accessibility of the data, authenticity of information and usefulness were critical to providing
accurate information (Bowen, 2009).
Maxwell (2013) used validity synonymously with credibility and offered two threats to
validity in qualitative research: bias and reactivity. To maintain credibility and trustworthiness in
the research, it was important to explain possible research biases and how the researcher would
address them. As a member of the organization, it was critical for the researcher not to appear as
though the research exists to prove his opinion. Thus, understanding the researcher’s role in and
acknowledging it was important for a credible reception. It is vital to comprehend participants’
perception of me through useful and ethically appropriate relationships with them (Maxwell,
2013). The researcher’s role was to collect accurate data, not intimidate members to conform to
consensus. Coercion as a form of reactivity was avoided because it could have led to lack of
credible information. Maxwell (2013) described reactivity as a threat to credibility by trying to
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control the environment, but removing reactivity is impossible in research (Hammersley &
Atkinson, 1995; Maxwell, 2013). To increase the trustworthiness and credibility throughout the
research, interviews were scripted to retain consistency and every effort was made to provide an
environment free from distractions. Consistency in the interviews was documented in transcripts
from the audio recordings, which are in turn validated by the interviewee.
Methods and procedures did not guarantee validity, but they were nonetheless essential to
the process in ruling out validity threats and increasing the credibility of conclusions (Maxwell,
2013). Documents and interviews lead the researcher to conclusions, and an underlying test is to
look for evidence that could challenge the conclusions (Maxwell, 2013). Challenging the
conclusion increased trustworthiness and reduces biases. Validity in the research was tested
through respondent validation, triangulation and rich data.
Rich data was collected through interviews in addition to researcher experience through
longtime involvement in the organization (Maxwell, 2013). Scripted interviews that were audio
recorded and transcribed provided rich qualitative data that helped maintain credibility in the
research. The longtime involvement increased the trustworthiness of the research and were
transparent throughout. A second strategy used in the research was respondent validation, which
prevented misinterpretation of participants’ responses (Maxwell, 2013). Allowing interviewees
to opt out at any time and read their interview transcripts prior to publishing supported this
strategy. Participants had the opportunity to clarify answers. A third strategy used in the research
was triangulation. Triangulation meant collecting information from multiple sources and through
different methods (Maxwell, 2013; Merriam & Tisdell, 2016). The strategy facilitated an
increased trust in the conclusions. This was accomplished through reviewing the three sources of
data for trends and causation. Increased trust was initiated through triangulation by reducing
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risks associated with systematic biases in a singular method (Maxwell, 2013). To help improve
the accuracy, credibility, validity, and transferability, member checks of interview transcripts
were conducted (Maxwell, 2013; Merriam & Tisdell, 2016).
Validity and Reliability
Reliability and validity of the quantitative components in the surveys was important. An
overarching concern was careful attention to detail when findings were presented (Merriam &
Tisdell, 2016). Maintaining validity for the quantitative component of the study ensured that the
assessment measured what it is supposed to (Salkind, 2017). Ensuring validity was accomplished
by tethering the research questions to the survey questions and continuously reviewing that each
step supported the research. During the research, validity was assessed in relationship to the
purpose and circumstances of the research (Maxwell, 2013; Merriam & Tisdell, 2016). Creating
a consistency of questioning with non-leading and non-biased instruments took place through
peer feedback and piloting prior to execution. Allowing feedback identified biases. Data
collection must be consistent to maintain validity and reliability (Maxwell, 2013). Each survey
participant received the information the same day and had the same amount of time to complete
the questionnaire.
Quantitative research was a planned and deliberately executed process. Careful design
with strict standards and an accepted standard in the community helped increase the validity of
the research. Piloting the instrument prior to launch allowed community feedback for validity in
the research. The pilot demonstrated that data do not support the conceptual framework and
allowed time to make changes prior to dispersal.
A high degree of care was made to increase confidence in the sample. The sample was a
small ratio of the actual population and allows for a large pool. The number of personnel who
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met the criteria for both surveys and interviews help create content validity. At the time of the
research, there are over 800 members of the organization who met the criteria. Regardless of the
survey, to maintain a high level of validity, only accurately represented stakeholders were used
in the research (Salkind, 2017). No one outside the sample population were provided access to
the survey that will be used in the conclusion. Once the survey was sent to the participants, a
reminder was sent each week by email. The number of respondents were tracked through the
survey instrument. Bias inherent in non-responses was taken into account with the larger size of
the pool. As a predominantly part-time force, the researcher acknowledges that responses during
non-training periods occurred and therefore, reduce the number of overall responses. By
distributing the instrument across a larger sample than necessary, the expectation was that the
response rate would yield the data necessary for the research.
Reliability of the instrument was tested through the consistency of the survey.
Consistency was critical in measuring exactly what the instrument is designed to do (Salkind,
2017). During the peer review and pilot process, feedback involved the research questions and
the instrument. Using established instrument platforms reduced the possible flaws associated
with creating an instrument.
Ethics
Ethical considerations are necessary when collecting data from human participants.
(Maxwell, 2013). The researcher stated the responsibilities of involving human participants with
respect to ethics is a deliberate task and an integral part of research. Preceding the research, it
was important to set the conditions by adhering to the five basic principles of the institutional
review board to reduce unnecessary risks, avoid deception and provide participants the necessary
information prior to the study (Glesne, 2011).
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Participants were provided full disclosure on the purpose of the study to fully
comprehend the scope of study without coercion (Glesne, 2011; Krueger & Casey, 2009). The
long-term effects of the study were that there be no harm to the subject, which is why researchers
must understand their role as well as ethical and unethical consequences (Merriam & Tisdell,
2016; Rubin & Rubin, 2012). The ethical consideration of researcher relationships was best kept
unadulterated with a deliberate checklist for the study’s approach (Merriam & Tisdell, 2016).
The approach to informed consent was apparent through an explanation of the purpose of the
inquiry to ensure there are no promises that could not be met and the expectation that all
participation was voluntary (Krueger & Casey, 2009; Merriam & Tisdell, 2016). Consent forms
outlined the purpose of the study, researcher’s information and where the data will be kept. The
informed consent also addressed the fact that any illegal information disclosed is not protected
and would need to be reported (Merriam & Tisdell, 2016). Safeguarding of information kept
participant confidentiality and ensured it could not be linked to individuals for reciprocity
(Glesne, 2011; Merriam & Tisdell, 2016; Rubin & Rubin, 2012). Acknowledgements were made
to safeguard confidentiality and data. Physical safeguards for storage of data and information are
a dedicated password-protected external hard drive stored in a locked cabinet. Any use of
recordings of interviews were pre-coordinated and concurred with in writing (Merriam &
Tisdell, 2016; Rubin & Rubin, 2012). The information was used only for the given study and not
disclosed to open sources. If the information is to be used in a follow-on study, the participants
would be contacted and given the opportunity for informed consent prior to use.
Addressing the researcher’s position in the organization were at the forefront of data
gathering. Using the researcher’s formal position to exploit participants to further the study
would be unethical (Glesne, 2011). Considering the researcher’s position in the organization may
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influence or unintentionally coerce participant, subjects were in the researcher’s direct hierarchy.
Participants were solicited from current and former members of the organization in adjacent
units. The target audience had the same make-up and yielded the same critical information
without the perception of possible reciprocity (Krueger & Casey, 2009). Removing the defined
hierarchy helped reduce the perception of pressure to participate in the study. Surveys protected
confidentiality through the platform Qualtrics. The outcome of the study is to advocate for
organizational improvement (Glesne, 2011; Merriam & Tisdell, 2016). Data collection through
interviews or surveys did not take place during duty hours, in organization facilitates or in
uniform to reduce perception of impropriety. Removing the study from official work capacity
allowed participants to address me as a researcher rather than a senior organizational member
with an agenda.
Entering the field and engaging in data collection, analysis, and reporting activities,
personal assumption and biases were addressed. The researcher’s experience and positions in the
organization span over 25 years, naturally creating personal assumption and biases. Resisting the
urge to interpret or shape the study was imperative in collection, analyzing, and reporting (Rubin
& Rubin, 2012). Previous experiences could potentially lead to biased interpretation if it is not
accounted for and could have irreversible negative outcomes if not recognized (Rubin & Rubin,
2012). Being conscious of biased perceptions and of how the information was collected and
stored increased the likelihood of positive results in the study’s findings (Merriam & Tisdell,
2016).
Limitations and Delimitations
Clark and Estes’ (2008) gap analysis conceptual framework was chosen to focus on
increasing knowledge, skills, and motivation to meet organizational goals. As a senior leader in
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the organization being studied, there could be a perceived power dynamic associated with the
researcher’s position as the principal researcher. Anticipated limitations include truthfulness of
respondents because of the researcher’s position. According to Maxwell (2013), my position
could create reactivity in the answers of the respondents. In an attempt to curve untruthful
answers, survey answers were anonymous and voluntary. An additional limitation was researcher
bias. The researcher’s 25 years of experience and multiple assignments throughout the
organization, can create the perception of bias questioning on behalf of the organization. To
minimize bias, questions were peer-reviewed for biases. The current organization uses a clearly
defined hierarchy that can lead to biased questioning. In order to maintain credibility and
trustworthiness, it was important to explain possible biases (Maxwell, 2013).
During the interviews, geography and volunteer participants limited the scope of
interviewees. Because the organization spans over 600 miles, there is a limit to the personnel
who can be interviewed within the study’s time limit. Using a deliberately planned interview and
travel timeline was used to maximize diversity in the survey population in an attempt to reduce
convenience sampling bias.
Delimitation and limitations were both accounted for in the selection process. Survey
participants met a defined guideline of rank and time in service in the WVR. The boundaries on
the personnel selected for the survey and the interviews were all within the stakeholder group of
focus. Delimitations regarding question choices that may have implications for the data were
peer reviewed prior to initiating the survey (Maxwell, 2013). Questions were validated for
conceptual framework correlation and relevance to the research questions.

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CHAPTER FOUR: RESULTS AND FINDINGS
The purpose of this study was to evaluate company grade officer retention within the
WVR using a combination of quantitative and qualitative data analysis. The study sought to
answer the research questions:
1. To what extent is the Western Volunteer Rifles (WVR) meeting its goal of increasing
overall retention rates of Company Grade Officers by 5% annually?
2. What are the knowledge, motivation, and organizational elements related to achieving
this organizational goal?
3. What are the recommendations for improving organizational practice in the areas of
knowledge, motivation, and organizational resources?
After a complete analysis of the findings, recommendations for improvement will be
provided. Recommendations for the third research question are answered in Chapter Five. The
problem is important to address because the WVR promotes leaders from within and lack of
retention creates lack of options and talent at higher levels of leadership. Data collection was
completed in accordance with assumed influences outlined in Chapter Two using the Clark and
Estes’ (2008) framework. Quantitative data were collected through surveys, and qualitative data
were gathered through interviews and document analysis. Quantitative data were collected first,
followed by interviews and document analysis.
Participating Stakeholders
The stakeholder of focus for this study are company grade officers. Quantitative data
were collected through an online survey sent to 85 current and former company grade officers.
Fifty-five individuals responded to the survey, for a 64.7% response rate. Of the 55 respondents,
23 individuals agreed to consider follow-on interviews. A sample of 12 current and former
COMPANY GRADE RETENTION 75

company grade officers were available or willing to be interviewed. The sample included current
and former officers, male and female, and members served the organization in either a full- or
part-time capacity. The varied demographics permitted the study to explore knowledge,
motivation, and organizational influences during the qualitative analysis.
In terms of years within the organization, the comparative majority of the survey
respondents are approaching half the number of years needed to retire from the WVR (Figure 2).
The remaining 62% are within their initial contractual obligation.

Figure 2. Response to item: “I have served within the organization for __ years.”
The majority of the respondents to the online survey were male and one respondent did
not provide information on gender. Of the 55 personnel who responded to the question, 83%
were male while 16% identified as female. The response rate was closely aligned to overall
nominal data provided by the organization of 80% male and 20% female within the WVR.
COMPANY GRADE RETENTION 76

Figure 3. Response to item: “I am__ (male or female).”
To gather a diverse background of experience and answers to the survey, respondents
were asked to provide their level of employment within the WVR. Full-time employment within
the WVR can be determined in multiple facets. The WVR employs federal technicians, Military
Organization (MO) civilians, state active duty, and federal active duty. As full-time employees,
the majority of their income is derived from the WVR. Part-time personnel only work the
contractually obligated two days a month and two weeks in the summer. The WVR is a
predominantly part-time organization, and the response level closely reflected that. According to
survey respondents, 56% of the respondents worked part-time within the WVR, while the
remaining 24 were currently or formerly employed full-time.
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Figure 4. Response to item: “I am/was___ (Part-time/Full-time) employed.”
To diversify the responses, the survey requested information on whether the respondents
were current or former members of the organization. Although the information was sent to a
more diverse group of current and former members of the WVR, the response return rate for
current members was 91%, compared to five respondents (9%) who are former members of the
organization.
In all, 23 respondents volunteered to participate in a follow-up interview to gather
qualitative data for further analysis, but only 12 were interviewed: 2 females and 10 males. Five
interviewees are employed part-time and the remaining seven were/are employed full time. Table
5 provides a visual representation of the interview sample.
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Figure 5. Quantitative response to item: “I am a current member of the organization (yes/no).”
Table 5
Interview Sample for Qualitative Inquiry
Interviewee Male/Female Full-Time Command Time Current member
Participant 1 (P1) Female No Yes No
Participant 2 (P2) Female Yes No Yes
Participant 3 (P3) Male No No No
Participant 4 (P4) Male Yes Yes Yes
Participant 5 (P5) Male No Yes No
Participant 6 (P6) Male Yes Yes Yes
Participant 7 (P7) Male Yes Yes Yes
Participant 8 (P8) Male No No No
Participant 9 (P9) Male No No Yes
Participant 10 (P10) Male Yes No Yes
Participant 11 (P11) Male Yes Yes Yes
Participant 12 (P12) Male No Yes Yes

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Data Validation
The methodological approach for this evaluation utilized mixed methods. An explanatory
approach within the mixed-methods design was used and involved collecting quantitative data,
analyzing for results, and then moving into a more detailed qualitative research process
(Creswell, 2014; Merriam & Tisdell 2016). The percentage threshold needed to validate each
influence was determined to be 90%. A high validation percentage was used because of the
importance and impact of the influences within the research.
Quantitative Analysis
Surveys were sent to 85 current and former members of the organization. The survey was
voluntary, anonymous, and the final question asked if the member would be willing to be
interviewed. If the member volunteered to be interviewed, they provided their email address and
name for follow-up. This allowed the researcher a pool of current and former members to be
interviewed. Over the course of two weeks, the data were coded, cleaned, entered, tabulated, and
presented. Study limitations of truthfulness in answers and return rate of 55 personnel are
addressed in the research. Data analysis included measures of central tendency, variability, mean,
mode, and median and then a review for normal curve, strong negative correlation, strong
positive correlation (Alkin, 2011).
Qualitative Analysis
Twenty-three survey participants volunteered to be interviewed, but only 15 were
available when requested. Once interviews began, only 12 were interviewed, but offered
demographics that varied in gender, years in the organization, leadership experience and status as
current or former member. For the coding process, the interviews were first transcribed, read
independently, and coded using the conceptual framework. Using empirical and a priori codes, a
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codebook was created. During the coding process, the researcher used deductive reasoning as a
means of moving from a more generalized view and then more specific evidence: open to axial
coding. Specific terms were analyzed and then grouped into like terms (Harding, 2013).
Codes were reviewed for frequency and then reviewed to find themes. Capturing the axial
codes and then calculating the frequency done simultaneously. The process was used to develop
trends and identify prevalence of ideas or patterns. Increased frequency of patterns generated
themes. Codes connected to each other were aggregated into larger ideas to start developing
themes (Corbin & Straus, 2008). Themes that emerged from the interviews were consistent with
the attributes from the conceptual framework. Additionally, peer reviews were used to reduce
positionality and bias. Relevance to the conceptual framework was how the information related
to the research questions.
Results and Findings for Knowledge Causes
Knowledge Influence One
The first influence examined pertained to procedural knowledge and was that leaders
know how to incorporate retention procedures during every training event.
Survey results. Members were asked if they understood how to incorporate retention
procedures during every training event. Sixty-seven percent of the members disagreed that
leaders understood retention inclusion during the limited number of training events available, so
this assumed influence did not meet the validation threshold of 90%. Also, 52.73% disagreed and
14.55% strongly disagreed with the statement. Nearly two-thirds of those surveyed do not
believe that leaders understand how to incorporate retention procedures into each training event
(Table 6).

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Table 6
Survey Results for Procedural Retention Incorporation into Training Events
Answer Percentage Count
Strongly Disagree 14.55% 8
Disagree 52.73% 29
Agree 27.27% 15
Strongly Agree 5.45% 3
Total 100% 55

Interview findings. In the interviews, 75% of participants felt leaders at all levels do not
know how to incorporate retention procedures into each training event. P1 stated, “I honestly
couldn’t say that, as an officer, I’ve gone through retention training outside of one counseling
with a mentor.” P2 built on the sentiment and further asserted that “the opportunities are there,
but they are not very effective. That is why we are losing company grade officers.” P6 is
currently a company commander in charge of over 90 personnel, and he explained how he works
to incorporate retention into each event:
Prior to our training period, I will identify those within their 6 to 12 month ETS [end of
time in service] window, formally sit down with each, or stop them when I see them to
discuss how they feel about reenlisting.
P7 is a former company commander who stated that he tried to incorporate retention into each
training event but was unaware of all of the options available to him. P7 also went on to state,
“Money is the biggest effective means to retain an individual. Most members at the lower level
struggle with their income and the organization uses this to create an opportunity to better their
economic situation.” P10 supports the economic incentive opinion: “Members are receptive [to
monetary incentives]. The additional money for the family opens doors for our members.”
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Across the interviews, each understood opportunities available but not necessarily the
forum in which to address it without distracting from the overall mission. P8 has not been to any
kind of formal retention training but strives to be self-taught to retain quality members:
I try to highlight positive attributes in order to retain individuals and mentor them on how
they can overcome any negative aspects for continued service. There are numerous kinds
of retention opportunities available... but many of these decisions are always going to be
based on the individual.
P8 fully acknowledged that some individuals will continue to leave the organization for personal
reasons, regardless of the career counseling, mentorship or retention incentives available. P11
had an interesting comment on his non-retention approach:
I do not intentionally incorporate retention procedure during every training event. I
ensure I treat all soldiers respectfully and professionally at all times. Demonstrating a
level of care and investing in the soldiers, I believe, will also have a positive impact on
retention.
Observation. Observations were not conducted for this influence.
Document analysis. Analysis of training schedules of company commander pre-
command course show only 2 hours of an informational brief from the recruiting and retention
command. There is no check on learning or assessment associated with the informational brief to
review the knowledge of the commanders at the end of the training.
Summary. The assumed influence that leaders need to incorporate retention procedures
during every training event was determined to be a need in both the survey and the interviews
and did not meet the 90% validation threshold. The influence was also determined to be an asset
when leaders understood the importance and how to incorporate retention procedures. Overall,
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all interviewees stated that retention incorporation was important to each training event, but
consensus on how individuals apply the techniques showed a need in this area.
Knowledge Influence Two
The second influence examined leaders’ career counseling and mentorship within the
WVR.
Survey results. The survey asked how many minutes were allocated to career counseling
and mentoring during each training event. The organization has no fewer than 12 training
periods/touchpoints each calendar year. Sixty-nine percent of the survey respondents claim that
their units conduct less than 15 minutes of career counseling or mentoring period. Of those
surveyed, 56% conclude that their unit does not allocate any time to career counseling or
mentorship (Table 7).
Table 7
Survey Results for Time Allocated to Retention, Career Counseling, and Mentorship
Answer Percentage Count
0 minutes 23.64% 13
1-15 minutes 45.45% 25
16-30 minutes 21.82% 12
31 minutes of more 9.09% 5
Total 100% 55

Interview findings. Consensus across all of the interviews is that there is no defined
career counseling or mentorship program in place to retain company grade officers within the
WVR. P6 states,
I do not see a formal mentorship program developed within our organization. I do recall
some career mentor requirements survey years ago, but I believe but even those efforts
were more of a “check the box” and not engaging whatsoever.
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During another interview, P11 builds upon the sentiment of a mentorship program
effectiveness: “A mentorship program is only as effective as the mentor and their involvement.
The mentorship program may potentially become a decisive and larger contributor in facilitating
the achieving of organizational goals if the mentors were more engaged.” P12 reiterates what
others stated and would be open to a mentor and mentee relationship, as previous professional
relationships have been informal. P12 went on to say,
Sometimes having a mentor who is open and honest about the challenges they’ve had,
and how they dealt with them, is enough to ensure retention in my opinion. Leaders are
people just like everyone else at the end of the day, trying their best to serve and balance
their lives.
Across participants, the sentiments were similar in that there is interest in a career
counseling or mentorship program. P9 utilized previous leadership knowledge and generated his
own “leader book,” to identify military, civilian education, personal, and family goals, but this
was a product he created rather than one given to him to provide leader career counseling and
mentorship. Understanding members is part of retention. P9 went on to describe a mentor as a
leader who
value[s] individuals and their contributions to the organization. Mentoring shows
personal care and that leaders are invested in assisting others to succeed. This shows that
an individual is not just another person in the group, but one that is valued and unique
talents, skills, and abilities are utilized for mutual organizational benefit.
Observation. Observations were not conducted for this influence.
COMPANY GRADE RETENTION 85

Document analysis. A 2016 DoD survey reflected that only 50% of the force has a
mentor/mentee relationship. These numbers correlate with the data abstracted from the
interviews and surveys. Data are consistent across all three components of the organization.
Summary. The assumed influence that leaders are not conducting mentoring or career
counseling effectively was determined to be a need during the survey and the interviews, as
90.9% of the leaders conduct 30 minutes or less of career counseling or mentorship during any
given training event and barely exceed the validation threshold by .9%. All interviews revealed
there are no formal programs in place and existing techniques are not consistent throughout the
organization. Therefore, the influence is determined to be a need.
Knowledge Influence Three
The third influence examined pertained to metacognitive knowledge and was that leaders
are aware of administrative shortfalls needed to retain quality personnel.
Survey results. Participants were asked to identify leader’s knowledge of administrative
shortfalls in retention efforts. More than half, or 52.73% of the participants agreed or strongly
agreed that leadership fully understood the administrative obstacles in place for retention and did
not meet the 90% threshold for the validation. Understanding of shortfalls is determined to be an
asset, as over half of the survey participants agreed on the knowledge base (Table 8).
Table 8
Survey Results for Metacognitive Knowledge of Administrative Shortfalls
Answer Percentage Count
Strongly Disagree 14.55% 8
Disagree 32.73% 18
Agree 41.82% 23
Strongly Agree 10.91% 6
Total 100% 55
COMPANY GRADE RETENTION 86

Interview findings. There was uniformity throughout the 12 interviews that leadership
knowledge of administrative shortfalls is important. Over half of the interviewees understand
that administrative shortfalls existed but do not fully understand how to overcome the
deficiencies. P12 mentioned,
There needs to be a targeted needs analysis or other bottom-up feedback mechanism
outside of organizational surveys to understand what leaders are dealing with and then
target education back to these leaders based on what their situations are. Forcing them to
update annual retention goals does not suffice to meet retention goals and does not allow
all options to be exercised.
When asked to expand on the understanding of the administrative annual retention goals, P12
elaborated and stated, “They are arbitrary. I am not sure how those are made and how to impact
them to help meet the organizational goal.”
P6 is a current company commander and felt that the administrative shortfalls are
important to understand along with the process, felt “it was a huge deal,” and felt that,
“Knowledge of the necessary interview timelines, signing bonuses, and relatively simple
extension process absolutely helps overall retention. It literally only takes minutes. That is how I
have been successful.” P9 also discussed that understanding members’ goals is key to bridging
the educational and administrative shortfalls on retaining quality personnel. P9 reiterated the
sentiment: “Soldiers that require education in order to be retained need to understand the
importance of military and civilian education and how it relates to their personal, professional,
and military goals. They must decide on what is important to them.”
The sentiments reiterate that competency on retention processes is as key to retaining
eligible members as is their employment. Half of the participants interviewed agreed that there
COMPANY GRADE RETENTION 87

are monetary retention bonuses that can be employed, but leaders need to be aware of “member
motivators.” Monetary motivation is not always a reason for retention, as, sometimes,
educational benefits may be the difference between retaining a member or termination of service.
Observation. No observations were made for this influence.
Document analysis. No documents were reviewed for this influence.
Summary. Knowledge of administrative processes and understanding of organizational
shortfalls is critical to overall retention process. Metacognitive knowledge of tools, processes,
and member motivation is an asset to the facilitation of the actual process that support the efforts.
The influence falls short of the 90% validation threshold. Less than half (47.28%) of leaders are
perceived to not understand the administrative shortfalls and processes associated with retention
of quality leaders within the organization.
Results and Findings for Motivation Causes
Attributions
The first influence analyzed pertaining to motivation focused on attributions and was that
leaders at all levels feel that retention can be increased through command emphasis.
Survey results. The survey asked three specific questions regarding assumed
motivational attributes of leadership within the WVR. On the survey, 72.73% of the respondents
agreed or strongly agreed that retention of company grade officers can be increased through
command emphasis and uniform messaging throughout the organization. Almost half (49.09%)
of the respondents did not believe that leaders are putting forth the effort to retain quality
company grade officers. In regards to leadership efforts to retain all members of the organization,
the response was the same and far short of the validation threshold. According to the survey
COMPANY GRADE RETENTION 88

results, leader engagement is a need if the organization is to meet the retention goals (Tables 9,
10, and 11).
Table 9
Survey Results for Motivational-Attribution Regarding Command Emphasis
Answer Percentage Count
Strongly Disagree 3.64% 2
Disagree 23.64% 13
Agree 54.55% 30
Strongly Agree 18.18% 10
Total 100% 55

Table 10

Survey Results for Motivational-Attribution of Leadership Efforts to Retain Company Grade
Officers Within Their Unit

Answer Percentage Count
Strongly Disagree 9.09% 5
Disagree 40.00% 22
Agree 40.00% 22
Strongly Agree 10.91% 6
Total 100% 55

Table 11

Survey Results for Motivational-Attribution of Striving to Retain ALL Members within the
Organization

Answer Percentage Count
Strongly Disagree 9.09% 5
Disagree 40.00% 22
Agree 38.18% 21
Strongly Agree 12.73% 7
Total 100% 55

COMPANY GRADE RETENTION 89

Interview findings. All 12 interview participants believed that leadership emphasis and
engagement with all members was significant to quality retention. Increased leader and member
interaction would result in quality and timely feedback. P7 asserted, “Feedback is vital to any
organization’s success. Knowing what my shortfalls are, I would be able to correct the areas of
concern and help increase retention, even if by only a small percentage.” Regarding performance
feedback, P7 added that focusing on shortfalls and strengths allows members to understand their
standing with other company grade officers. P1 portrayed the same sentiment, “I want the
feedback that shows me where I can improve, but, also, I want feedback from someone who sees
potential skills I’m not using and can help me find pathways to increase my potential.” P1’s
initial decision to stay was directly correlated to feedback, “I chose to stay because I honestly felt
that the work I did mattered. The individuals I lead feel a difference.”
P2 had a difference of opinion with the other participants on the value of feedback as it
related to retention: “I’m not sure if more feedback would help the retention in the organization.
Sometimes when members want to exit they just do.” Overall, 91.6% of the interviewees felt that
feedback was necessary for retention, and one did not. P5, sums up the majority of the
interviewees’ sentiment by stating, “It is important to make individuals feel important. That way
they have buy in and want to be part of the organization.”
Observation. Observations were not conducted for this influence.
Document analysis. Document analysis was conducted for this influence.
Summary. Command emphasis on efforts to retain company grade officers and other
members of the organization is an asset, according to the surveys and interviews. Throughout the
survey, 72.73% of the respondents and over 91% of the interview participants confirmed that
retention can be increased through command emphasis. However, according to those polled, the
COMPANY GRADE RETENTION 90

level of confidence in leadership emphasis is only 49.09%. The influence is determined to be a
need and was partially validated.
Goal Orientation
The second influence related to motivation pertained to goal orientation and was that
leaders understand the importance of interacting with all members of the organization.
Survey results. Members were asked to rate the confidence in leadership’s understanding
of leadership-member interaction. This influence is identified as a need in support of retention
goals. Of the survey participants, 38.18% were somewhat confident in the understanding of
leadership interaction with all members of the organization, and 32.73% were slightly or not
confident (Table 12).
Table 12
Survey Results for Motivational-Goal Orientation of Leader-Member Interaction Importance
Answer Percentage Count
Not Confident 14.55% 8
Slightly Confident 18.18% 10
Somewhat Confident 38.18% 21
Quite Confident 18.18% 10
Extremely Confident 10.91% 6
Total 100% 55

Interview findings. Interviews determined that leader interaction with members of the
organization was essential to creating an environment conducive to members’ wanting to stay.
P10 supported this by stating, “I would be interested to hear from my staff if I have set an
environment [where] they enjoy coming into during the drill weekend. Knowing that could
adjust the way I handle situations or provide guidance.” P11 had much the same sentiment, “As
a commander, I was always interested in what members would say, regardless of position. This
COMPANY GRADE RETENTION 91

was important to retention or, therefore, lack of.” Even more, P1 indicates the same sentiment
but adds,
Battlefield circulation can be difficult for introverts. I think it would get harder before it
got better, but it is critical. I say that because few people know how to talk to each level
appropriately. It means more coaching and training [for leaders] but high payoff
potential.
P1 identifies a potential issue of talking across hierarchies. In a defined and rigid rank-enhanced
environment, leaders in the WVR may have to leave their comfort zone and talk to members,
regardless of rank or position to attempt to retain them. P3 discussed some barriers to the leader
and member interaction paradigm:
Some [leaders] may not do it because they are not comfortable. It has a large effect
because, if you are not competent about retention process, you will not be able to develop
a strategy to identify eligible soldiers for retention and communicate effectively.
Much like they did regarding the procedural knowledge influence, leaders may be
hesitant to discuss these topics because of lack of knowledge. During one interview, P7 offered
an example of an interaction with a leader:
My previous senior leader would personally engage with all of the individuals that
directly worked for him. He would try to relate the organization’s offers to these needs
and wants and help retain in this manner. Ego can limit interaction as well. My boss did
not have one.
P1, 3 and 7 provided separate but relevant barriers to motivation that leaders might face when
interacting with their subordinates.
Observation. Observations were not conducted for this influence.
COMPANY GRADE RETENTION 92

Document analysis. The WVR internal auditor (IA) report, Annual Training 2019
Promotion and Retention, concluded that communication was key to member fulfillment and
retention. The report was generated after conducting sensing sessions with 245 members of the
organization over a two-week period. Communication in the forms of teaching, training, award
recognition, and dissemination of retention information were critical. The IA (2019) report also
states that members of the WVR reported higher commitment to the organization when they felt
that leadership showed interest in them through regular communication. Current leadership has
taken an active role in the commitment to retention, which supports this study’s findings.
Summary. The leadership directed assessment aligns with the qualitative and
quantitative data regarding the importance of leader and member interaction in retention efforts.
According to the data, 32.73% of the current and former members surveyed had little to no
confidence in leadership’s ability to interact with subordinates. The influence does not meet the
validation threshold. Another third of the participants were only somewhat confident. The
influence that leaders should interact with members of the organization was determined to be a
need in both survey and interview and again re-emphasized in the IG report.
Results and Findings for Organization Causes
Cultural Models Influence One
The first influence pertaining to cultural models which was examined herein was that
leaders create a culture of trust.
Survey results. The survey results showed that 49.09% do not believe that the
organization creates a culture of trust. Although the majority of the personnel surveyed do
believe the organization creates such a culture, the fact that almost half do not believe the
organization has their best interest in mind must be addressed. Of the members surveyed,
COMPANY GRADE RETENTION 93

74.55% agreed that the organization saw company grade officer retention as important. This
influence is determined to be a need (Table 13 and Figure 6).
Table 13
Survey Results for Organization- Cultural Model of Creating a Culture of Trust
Answer Percentage Count
Agree 50.91% 28
Disagree 49.09% 27
Total 100% 55

Figure 6. Survey response to, “I believe that the organization feels that retention of company
grade officers is important.”

Interview findings. Mission accomplishment over retention was a theme throughout
many of the interviews. Placing the mission first, over the people, detracts from the culture of
trust. P3 was very upfront with an assessment:
I feel as if the retention goals sound great on paper. However, the organization falls short
in execution. There aren’t very much changed or added to the action plan for the
COMPANY GRADE RETENTION 94

organization to fix the retention problem. The organization has been talking about. I am
not sure if I can trust that the WVR has my best interest in mind.
P11’s opinion was similar P3’s. P11 stated, “Organizational culture pushes solutions at
the lowest level, which correlates to a quantitative retention goal number of, insert goal here,
which often results in retaining the easiest individuals and not the most beneficial (individuals) to
the organization.” When asked to elaborate on how the importance the WVR placed on retention
affects trust, P11 stated,
The approach is half-cocked. The culture fosters an environment that seeks numeral goals
and objectives. Leaders mandate lower-level managers to establish retention goals that
nest within higher command and that look good on paper. Little to no follow-through. I
personally like the concept of the UP or OUT idea. Move up or out. Encourages retention
of the more dedicated and/or talented individuals.
P12 was very forward: “There is generally a perception of a toxic culture focused solely
on meeting numbers for higher elements” and further stated that there is “not much in the support
of officer retention.” P1 supported the assertion but added, “I think that, for most, it is a culture
of competition, results, and self-advancement. It is sometimes good competition.” When asked
what this meant, P1 said that, if it does not help their career at that point, there can be little effort,
but senior leaders are starting to take notice. P1 said, “They are talking about it, and the senior
leaders are finally feeling the pinch because, when it comes time to move people into different
leadership roles, we fall short of available or qualified officers.” Lack of retention is decreasing
the overall pool of members at the senior levels. P3 agrees with P1 on how the leadership is
noticing and trust is increasing:
COMPANY GRADE RETENTION 95

I believe every unit within the WVR has their own culture which aligns well with
retention goals. In the units I have served with, there has been a terrible retention effort
by focusing solely on mission accomplishment. Currently, the organization is going
through a culture shift and holding leaders accountable.
The positive aspect that P3 refers to is an increase in trust within leadership and the WVR as an
organization. Effectiveness moving forward is building the environment with the best interest of
the personnel at the forefront.
Observation. Observations were not conducted for this influence.
Document analysis. Document analysis was not conducted for this influence.
Summary. The assumed influence that the organization creates a culture of trust was
supported by 50.09% of 55 respondents. The interviews provided a stronger outlook on the
organizational perspective, but the influence still falls far short of the validation threshold.
Participants felt that the actions and words of the leadership did not align and, in some instances,
provided a forum of distrust. Interviews provided the inside information that, although senior
leaders stated that retention was important, the assets, training, and dedication to the cause did
not necessarily match. Several interviewees agreed that current leaders are moving the
organization in the correct direction, but the culture of competition can slow or delay the
initiatives.
Cultural Models Influence Two
The second influence related to cultural models was that leaders need to align
organizational culture with goals.
Survey results. The survey yielded that 58.18% of the current and former members
believe that the organizational culture and goals align. Cultural alignment and transparency is
COMPANY GRADE RETENTION 96

important to the organization and mission. The remaining 41.8% of the respondents do not agree
that the alignment is present. The influence is determined to be a need and the validation
threshold is not met (Table 14).
Table 14
Survey Results for Organization- Cultural Model of Organizational Culture and Goal Alignment
Answer Percentage Count
Agree 58.18% 32
Disagree 41.82% 23
Total 100% 55

Interview findings. Each participant understood the organizational retention goals and
was able to speak on the policies. P8 agrees that the “organizational culture is generally aligned
with the organizational retention goals. However, specific subcultures have an influence on
overall retention, along with individual professional desires.” Different leaders bring different
priorities, as P4 points out,
The unit has excelled in accomplishing its training goals. This success is relative, though,
since it was not balanced with ensuring unit had sufficient time to recover and ensure
other priorities are executed. The unit had too many goals and only accomplished one of
them, at the expense of other priorities, like retention and member care.
Differing were the opinions on the alignment as it relates to the outside-of-training
commitment. P12 stated that it is difficult to retain quality company grade officers because
members sign up to a job they cannot do in the civilian world and stated,
Training periods have become heavily admin-focused. Readiness, supply, and some
training requirements are almost unachievable. Communication by leaders in between
training periods is not where it needs to be. All this results in friction, frustration,
boredom, a lack of pride or purpose.
COMPANY GRADE RETENTION 97

P8 has a similar perspective and builds on the notion of the part-time force: “The
organization and goals do not match. The primary reason the people are leaving the WVR are the
demands that the organization and the government place onto them in a non-paid status. It is not
a part-time job.” P3 states, “we are told to do less better, but they will hold that against you
when you don’t get something done.” The message from the leadership and expectation do not
align.
As the senior leaders discuss the move from a strategic reserve to an operational reserve
and move away from the one weekend a month and two weeks a year, P4 again provided some
thoughts:
We will suffer, as we have already suffered. The examples are fairly anecdotal, but
turnover among officers is higher than I have ever seen. Other members are also in a
similar situation. Those with education and special skills are most impacted, as they will
be more likely to find a job in the civilian sector. This is not the part-time job people
were sold on.
Not all members interviewed had a negative opinion regarding cultural alignment and
believe they are receiving exactly what they signed up to do. P5, P9, and P11 had a humble
approach and felt that the culture and goals aligned. Their respective reasons for staying and
supporting the organization was patriotism and opportunity in the forms of adventure, education
benefits, and comradery with fellow members. P11 even claimed,
I enjoy what I do. I am passionate about the experiences I am exposed to, the people I
work with, and the challenges that I am presented. I do not currently believe I could
achieve or receive equivalents on the civilian side.
COMPANY GRADE RETENTION 98

The members interviewed differed on their experiences with cultural alignment. Based on
the number of years of experience, those who had been in the organization longer saw a shift in
culture. Six of the interview participants were enlisted in the same or similar organization and the
other six have been in the WVR 6 years or less. Those who have lived through the transition
from the strategic reserve of limited training and a part-time force were far more critical than the
members who have only operated at a high training tempo.
Observation. Observations were not conducted for this influence.
Document analysis. The fiscal year 2015–2018 document shows gains and losses of
company grade officers according to strength of the organization (Table 15).
Table 15
Overall Loss and Gain of Company Grade Officers in the WVR from 2015–2018
Overall Loss/Gain (Company Grade Officers)
FY Loss Auth Assgn % Auth % Assgn FY Gains Delta
FY18 108 947 1023 11% 11% 99 -9
FY17 87 953 1064 9% 8% 114 27
FY16 91 977 1068 9% 9% 126 35
FY15 111 975 1068 11% 10% 122 11

The data show that, within the pay grades of O1 to O3, the authorized strength remains
near or close to the same level, but the WVR is not meeting its goal of increasing overall
retention rates of company grade officer by 5% annually. Authorization levels reflect that the
organization has what it needs, but the loss shows an attrition that the new recruits simply
balance.
Summary. The assumed influence that organizational culture and goals aligned was
close to 50% in both qualitative and quantitative data analysis and, again, fall short of the
validation threshold. The interviews more succinctly displayed the deeper rendition as to why
COMPANY GRADE RETENTION 99

members feel there is a disconnect between culture and goals. Competing priorities and time
constraints also seemed to inhibit the alignment according to the interviews. Based on the
surveys and interviews, the influence is determined to be a need. The personnel document data
show that the WVR is not meeting the goal of increasing the number of company grade officers.
Aligning culture and goals to retain the company grade officers rather than just balance attrition
through recruiting is determined to be a need.
Cultural Settings Influence
The influence examined regarding cultural settings was that leadership needs to enforce
mentorship program importance to facilitate achieving organizational goals.
Survey results. The survey asked if the organization has a mentorship program designed
to improve company grade officer retention. More than half (58.18%) of the respondents either
strongly disagreed or disagreed with the statement. Due to the high negative response to the
statement, the influence is determined to be a need (Table 16).
Table 16
Survey Results for Organization- Cultural Settings of Mentorship Program in Place.
Answer Percentage Count
Strongly Disagree 27.27% 15
Disagree 30.91% 17
Agree 36.36% 20
Strongly Agree 5.45% 3
Total 100% 55

Interview findings. All 12 interviewees agreed that there is no standardized mentorship
program in place. Lack of standardization or program has resulted in little to no leader-
subordinate mentorship interaction in both part-time and full-time arenas. P4 agrees with the
statement and adds, “Mentorship is done informally, at the individual level, and, therefore, it is
COMPANY GRADE RETENTION 100

difficult to assess the impact of mentorship on achievement of organizational goals.” P9
reiterates this view and states,
Mentorship programs differ from organization to organization. From my experience, I am
not aware of a formal mentorship program. I have been formally counseled four times in
nine years, but each was unique and non-standardized. In regards to part-time, I cannot
recall ever being mentored by a leader.
P3 believed that “good mentors were hard to find” and that “people that would be good
mentors often do not have time.” P8 used his personal time to mentor subordinates and still does,
even after leaving the organization. P1 mentioned that a mentor will use a program they received
as a mentee and tailor it to individuals, but there is no standard format.
Knowing how to mentor and how to look for a mentor without a formal program can be
problematic, according to P2:
I don’t believe there is a large number of officers who know how to mentor. I’ve been
very lucky and have found a couple of leaders that I admire, and who’ve genuinely
looked out for me by giving me guidance and counseling for my career development.
Most of the time, our part-time employees are overlooked because they don’t have the
day-to-day connection as the full timers with leaders.
P1 and P6 felt that a mentor was necessary for career navigation. P7 believed he had
good mentors throughout his career and that is what contributed to his success. The interviews
revealed consensus that the WVR does not have a mentorship program to help junior officers
navigate their careers. The lack of mentorship transcends the part-time and full-time force
without discrimination.
Observation. Observations were not conducted for this influence.
COMPANY GRADE RETENTION 101

Document analysis. Document analysis was not conducted for this influence.
Summary. The assumed influence that the WVR needs to enforce a mentorship program
to enhance career development and retention is evident in the surveys and interviews. During the
survey, 58.18% agreed there is a need for enforcement and the data were validated during the
interviews. The interviews uncovered that lack of formality and enforcement lead to junior
officers forced to manage their own careers. The participants cited the advantages of having a
mentor; therefore, the influence is determined to be a need.
Synthesis
The following section summarizes and synthesizes the results and findings from data
analysis. These results helped identify the knowledge, motivational, and organizational
influences that impacted pertinent stakeholders as they play a vital role in the WVR achieving
the organizational goal of improvement of company grade officer retention.
Summary of Validated Knowledge Influences
There were two knowledge influences reviewed in this study. For the first knowledge
influence, the researcher explored the procedural knowledge of leaders pertaining to
incorporating retention procedures into each training event. Time is considered a scarce resource
in the part-time environment. The survey and the interviews indicated that there is a gap in
procedural knowledge and application of retention efforts during each training period. Although
the knowledge base is not there, the qualitative and quantitative data analysis determined that the
process was important in attempting to retain quality personnel. The training provided to junior
and senior leaders on retention skills was very limited, and there was no accountability required
from those who participate.
COMPANY GRADE RETENTION 102

The second knowledge influence reviewed the understanding of administrative
procedures, tools, and shortfalls related to retention. The findings determined that less than half
of the members interviewed understood the administrative organizational tools and shortfalls
associated with the retention process. The interviewees acknowledged the importance of
understanding what was available within the WVR and were motivated to use these tools, but the
level of comfort and knowledge was lacking. As a result, analysis determined there is a
metacognitive knowledge gap.
Summary of Validated Motivation Influences
Two motivational influences were examined in the course of the study pertaining to
attributions and goal orientation. For attributions, the researcher explored the attribution related
to the command emphasis on retaining company grade officers and all other members of the
organization. The results indicated that this influence was not a gap, as the majority of the survey
respondents and interviewees believe that the WVR wants to retain all members. The gap exists
in terms of the individual leaders and their overt emphasis of the organizational goal; thus, the
WVR message and leadership actions do not align. Less than half of those interviewed were
comfortable with the level of emphasis leaders were actually placing on retaining company grade
officers. The gap exist because participants recognized that leaders had to triage what leaders
could actually accomplish during each limited training period.
Goal orientation was the second motivational influence examined and focused on
importance of leader and member interactions. The survey determined the presence of a gap.
There was a significant number of those surveyed who lacked confidence in leaders’ ability to
interact with subordinates. The interviews and the IA report validated the data from the survey.
The interviewees went on to explain the gap and possible reasons for the motivation gap;
COMPANY GRADE RETENTION 103

confidence, ego, and lack of understanding were constant themes. The gap identified a need for
feedback from leaders to subordinates or other members. P1 and P2 described that the feedback
was critical in making career decisions, and that, without it, members would not necessarily
understand how to navigate their own careers. The gap provides opportunity for an assessment
that can be passed on to senior leaders to ensure that all levels of leadership are doing battlefield
circulation and talking all members.
Summary of Validated Organization Influences
Lastly, the study examined three organizational influences. Using the conceptual
framework, the cultural model was used to describe two of the influences. The first of the
cultural model influences evaluated was whether the WVR created a culture of trust. The survey
resulted in slightly more than 50%. Must like the motivational influence, the interviews revealed
a lack of alignment in the organizational messaging and the execution of leadership. Because
there was no accountability to enforce the WVR messaging, a level of distrust was evident
during the interviews, participants felt that the actions and words of the leadership did not
provide a trusting culture. A gap exists between what the organization says it does and what it
actually does. The WVR was also seen to be a competition: healthy and not healthy. The healthy
competition was viewed as leaders trying to make the organization a better place. The unhealthy
competition was seen as individuals trying to make themselves better at the expense of others or
the organization.
The second of the two cultural model influences was organizational culture and goals
alignment. Much like the previous influence examined, there is a divide between perceived
culture and WVR goals. According to the interviews, competing priorities and time constraints
COMPANY GRADE RETENTION 104

create the gap. The gap creates an opportunity for senior leaders to define attainable goals that
can be accomplished by all levels of leaders during the few training periods.
Finally, the research utilized the conceptual framework to examine the cultural setting of
the effectiveness of the WVR mentorship and career development program. The majority of
current and former members surveyed agreed that there was a need to enforce a mentorship
program in the WVR. During the interviews, it was apparent that there is no formal mentorship
program to counsel or mentor members. It was evident that those who participated in such
activities were informal and tools were used from other informal events. The data analysis
determined that the members would welcome such opportunities for mentorship and career
counseling in a formal environment. The lack of formal mentorship program and enforcement of
such program creates a gap and need for establishment.
Summary
Examination of the qualitative and quantitative data allowed for the assessment of the
assumed influences discussed in the previous three chapters. The participants’ understanding of
shortfalls within the organization were evident, but, as future leaders they appeared to be
motivated to help make the necessary changes to move the organization in a positive direction.
Gaps identified in the knowledge, motivation, and organizational influences require more care.
Like most gaps, they can be viewed as opportunities and not permanent deficiencies. Current
non-standardized training and mentorship programs within the WVR continue to create gaps in
retention. To address those gaps, Chapter Five outlines several recommended solutions for
shortfalls identified within this chapter.

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CHAPTER FIVE: RECOMMENDATIONS
Utilizing the Clark and Estes (2008) conceptual framework, Chapter Four provided the
results and findings from the survey, interviews, and various documents to identify the
knowledge, motivational, and organizational needs of the WVR. All three research questions
were addressed throughout the chapter in an attempt to identify the gaps. The results and findings
were analyzed and then synthesized according to each influence’s impact on company grade
officer retention.
Following a complete analysis of the results and findings, Chapter Five deliberates on the
third research question: “What are the recommendations for improving organizational practice in
the areas of knowledge, motivation, and organizational resources?” The plan provides
opportunistic growth so that the WVR can increase company grade officer retention.
Recommendations for improvement will be provided. The recommendations defined in this
chapter is for the WVR to provide training to increase company grade officer retention as well as
recommendations for formal mentoring at different levels throughout the organization.
Recommendations are organized in categories of the validated influences. The chapter provides
recommendations utilizing the New World Kirkpatrick Model to design the integrated
implementation and evaluation plan for the research (Kirkpatrick & Kirkpatrick, 2016). The
model has four levels which are considered in reverse when planning the recommended program
(Kirkpatrick & Kirkpatrick, 2016). Level 4 is first identifying the overall desired results, Level 3
entails identifying the critical behaviors needed to attain the desired results, Level 2 is the
intended knowledge or learning and lastly, Level 1 involves gathering the organization’s
members’ reaction to the training. Levels 1 through 4 are considered for each of the KMO
validated influences.
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Purpose of the Project and Questions
As a reminder, the purpose of this project is to evaluate the degree to which the WVR is
meetings its organizational goal to retain quality company grade officers. The analysis focused
on knowledge, motivation, and organizational elements related to achieving the organizational
goals. While a complete performance evaluation would have focused on all stakeholders, for
practical purposes the stakeholder of focus for this analysis were company grade officers. As
such, the questions that guided this study were the following:
1. To what extent is the Western Volunteer Rifles (WVR) meeting its goal of increasing
overall retention rates of Company Grade Officer by 5% annually?
2. What are the knowledge, motivation and organizational elements related to achieving this
organizational goal?
3. What are the recommendations for improving organizational practice in the areas of
knowledge, motivation, and organizational resources?
Introduction and Overview
Table 17 provides the organizational mission, organizational goal, and information
specific to knowledge influences, knowledge types, and knowledge influence assessments. As
Table 18 indicates, procedural and metacognitive influences were used to gain insight regarding
the knowledge members and leaders of the WVR possess in understanding retention.
Within the framework, knowledge and skills across the leadership spectrum in the WVR
are outlined using factual, conceptual, procedural and metacognitive influences (Krathwohl,
2002; Rueda, 2011). Knowledge gaps are qualified to insufficient training (U.S. Army, 2012).
Using Clark and Estes’ (2008) conceptual framework of gap analysis to identify the knowledge
gaps requires a focus on increasing knowledge, skills, and motivation to meet retention goals
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through increased emphasis on retention. To analyze the WVR, stakeholders are obligated to
understand and use the Clark and Estes (2008) framework
Table 18

Knowledge Influences, Types, and Assessments for Knowledge Gap Analysis Summary of
Knowledge Influences and Recommendations

Assumed
Knowledge
Influence
Validated as a
Gap?
(V, N)
Principle and Citation Context-Specific
Recommendation
Leaders need to
incorporate
retention
procedures during
every training
event. (P)
V Incorporate real-life,
original source material,
varied or novel, and create
surprise or disequilibrium
(Schraw & Lehman, 2009)
Provide job aids that contain
clear outlines the time required
for retention that leaders can
use to perform tasks.
Leaders need to
provide mentorship
to subordinates for
career
opportunities. (P)
V Acquiring skills for expert
frequency begins with
learning declarative
knowledge about individual
procedural steps (Clark &
Estes, 2008)

Behavior that is reinforced
is strengthened (Daly,
2009)
Provide training that outlines
career opportunities and the
importance of the mentor and
mentee relationship.
Leaders need to be
able to reflect on
educational
shortfalls in
training that focus
on retaining quality
personnel. (M)
V Educating people provides
organizations with the
capacity to generate new
conceptual knowledge that
will solve novel problems
and handle novel job
challenges when they occur
(Clark & Estes, 2008).

To develop mastery,
individuals must acquire
component skills, practice
integrating them and know
when to apply what they
have learned (Schraw &
McGrudden, 2006).
Provide education to acquire
conceptual, theoretical, and
strategic knowledge and skills
that will help Leaders negotiate
shortfalls in retention training.
*Indicate knowledge type for each influence listed using these abbreviations: (D)eclarative;
(P)rocedural; (M)etacognitive

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Procedural Knowledge Solutions
Increasing leadership knowledge about incorporating retention activities into each
training event. The results and findings of this study indicated that 67.28% of company grade
leadership need in-depth procedural knowledge about how to incorporate retention procedures
during every training event. Social cognitive theory provides an effective recommendation for
addressing this gap. Schraw & Lehman (2009) recommend incorporating real-life, original
source material, varied or novel, and creating surprise or disequilibrium scenarios would help
bridge this knowledge gap. The recommendation suggests that vignettes and successful training
schedules where retention is applied would help achieve the goal. The recommendation is to
provide job aids that contain clearly outlines the time required for retention that leaders can use
to perform tasks.
Cheung et al. (2018) the authors of a medical study stated that, in clinical reasoning,
transfer is improved when trainees experience instruction integrating basic science explanations
with clinical signs and symptoms. The same technique can be applied to the MO. Through
increased exposure to a scenario or event, transfer of knowledge improves. That is, simulations
of work settings have long been used as a means to replicate essential characteristics of real-
world job demands to promote transfer of training (Cox et al., 2017). According to Shraw and
McCrudden (2006), this will help individuals connect new knowledge to prior knowledge and to
construct meaning. The studies suggest that prior knowledge and constant exposure will increase
procedural knowledge.
Increasing leadership knowledge about mentorship and career development. The
data demonstrate that 67.28% of the leaders need to improve their procedural knowledge of
mentorship effectiveness and provide mentorship to subordinates for career opportunities. Social
COMPANY GRADE RETENTION 109

cognitive theory provides an effective recommendation for addressing this gap. According to
Clark and Estes (2008), acquiring skills for expert frequency begins with learning declarative
knowledge about individual procedural steps. Additionally, Daly (2009) endorses behavior that
is reinforced and strengthened through repetition. The study suggest that leaders with an
effective knowledge of mentorship application would support their understanding. The
recommendation is to provide training that outlines career opportunities and the importance of
the mentor and mentee relationship.
A study by CASAL from 2016 and 2017 found that more than half of leaders report they
engage in mentoring either as a mentor, mentee, or both. Leaders with unmet mentoring needs
express the need for more frequent interaction, more in-depth discussions on current
developmental needs, and career planning (Riley et al., 2016). Either as a mentor or mentee,
leaders must understand their role. Schraw and McCrudden (2006) stated that individuals
identify and understand important points. These points will define their role and importance in
creating a relationship.
Metacognitive Knowledge Solutions
Increasing leadership knowledge on resource shortfalls. The findings were that
leaders must be able to reflect on educational shortfalls in training that focus on retaining quality
personnel. Information processing theory is the technique provided to mitigate the metacognitive
gap for leaders. Clark and Estes (2008) found that educating people provides organizations the
capacity to generate new conceptual knowledge that will solve novel problems and help address
novel job challenges when they occur. To develop mastery, individuals must acquire component
skills, practice integrating them, and know when to apply what they have learned (Schraw &
McGrudden, 2006). The findings suggest that providing leaders with retention training would
COMPANY GRADE RETENTION 110

strengthen their learning. The recommendation is to provide education to acquire conceptual,
theoretical, and strategic knowledge and skills that will help leaders negotiate shortfalls in
retention training.
According to Clark and Estes (2008), knowledge must be outlined and structured so that
it is presented in the same sequence as it is used and applied on the job. The strategic knowledge
must be nested within the goals of the organization to be effective. The complex task must be
broken down and encourage individuals to think about content in strategic ways (Schraw &
McCrudden, 2006). All training courses, lessons, and discussions must begin with a clear and
concrete of what the leaders will learn and what they are to do with the training once it is
complete (Clark & Estes, 2008). The studies suggest that providing retention training in a
concise format at the company grade officer level will increase metacognitive knowledge of the
process.
Motivation Recommendations
Data gathered and analyzed helped determine a need to regulate the motivational
influences necessary for stakeholder goal achievement. The two theories pertain to attributions
and goal orientation. Attributions influence individual motivational beliefs, and goal orientation
refers to what individuals or groups want to accomplish (Rueda, 2011). Both goal orientation and
attribution theories are culturally based, perceived by situation and rely heavily on the ability to
display active choice, persistence and mental effort for achieving goals (Clark & Estes, 2008;
Rueda, 2011). Attributions and goal orientation offer a high probability for achieving stakeholder
goals.

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Table 19
Summary of Motivation Influences and Recommendations
Assumed
Motivation
Influence

Validated
as a Gap?
(V, N)
Principle and Citation Context-Specific
Recommendation
(Attributions)
Leaders at all levels
need to feel that low
retention can be
increased with
enhanced leader-
member interaction.
V Provide opportunities to
exercise some choice and
control (Pintrich, 2003).

Provide feedback that
stresses the nature of
learning, including
importance of effort,
strategies, and potential
self-control of learning
(Pintrich, 2003).
Provide accurate
feedback that identifies
the skills an individual
lacks, along with
communication that skills
and knowledge can be
learned, followed with
teaching these skills and
knowledge, promotes
accurate, valid, and
adaptive attributions.
(Attributions)
Leaders need to
focus on why
members leave the
organization.
V Attribute success or
failures to effort
(Anderman & Anderman,
2009).

Learning and motivation
are enhanced when
individuals attribute
success or failure to effort
rather than ability
(Anderman & Anderman,
2009).
Provide feedback that
stresses the process of
learning, including the
importance of effort,
strategies, and potential
self-control of learning.
(Goal Orientation)
Leaders need to take
a mastery goal
approach in striving
to retain all eligible
members within the
WVR, while striving
to help struggling
members to stay
within the
organization.
V Focusing on mastery,
individual improvement,
learning, and progress
promotes positive
motivation (Yough &
Anderman, 2006).

Focus discourse on
mastery, learning, and
understanding (Pintrich,
2003).

Provide opportunities for
people to have some
choice and control over
the activities; focus on
individual improvement,
learning, progress, and
mastery.

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Attribution
Increased retention rates with enhanced leader-member interaction. The results of
the study suggest that 72.73% of leaders believe that they can increase retention within their
respective units with increased leader-member interactions. A recommendation rooted in
attribution theory has been selected to close this motivational gap. Pintrich (2003) stated that
providing opportunities to exercise some choice and control could reduce this gap. The
recommendation, then, is to provide accurate feedback that identifies the skills an individual
lacks and communication that skills and knowledge can be learned. This feedback should be
followed by teaching these skills and knowledge, promoting accurate, valid, and adaptive
attributions.
Pintrich (2003) stated that leader-member interaction is a platform that allows leaders to
provide feedback that stresses the nature of learning, including the importance of effort,
strategies, and potential self-control of learning. Additionally, Steiner and Steiner (1997) state
that the nature of the exchange that develops between superiors and subordinates is different for
every superior subordinate dyad. Attributions both influence the development of the exchange
and are influenced by it. The attributions and the exchanges have implications for leader
decisions, organizational outcomes, and individual outcomes. From a theoretical perspective,
increased interaction between leaders and members can influence the outcome of retention
within the organization.
Leaders focus on members leaving the organization. The results of the study were that
50.91% of leaders need to focus on reasons for members leaving the organization. A
recommendation rooted in attribution theory has been selected to close this motivational gap.
Anderman and Anderman (2009) attribute success or failure to the effort of the leadership on
COMPANY GRADE RETENTION 113

understanding the needs of the members. The recommendation is to provide feedback that
stresses the process of learning, including the importance of effort, strategies, and potential self-
control of learning in understanding why members choose to depart.
Rueda (2011) found that leaders must design tasks that offer opportunity for choice and
control to master a skill. Learning and motivation are enhanced when individuals attribute
success or failure to effort rather than ability (Anderman & Anderman, 2009). Supervisors or
leaders should become aware of how attributions operate (Steiner and Steiner, 1997). From a
theoretical standpoint, it is up to all leaders to understand the needs of the members through
increased effort in interacting with the members and soliciting feedback.
Goal Orientation
Mastery approach to retention. The results of the study were that 50.91% of leaders
need to take a mastery goal approach in striving to retain all eligible members within the WVR,
while striving to help struggling members stay within the organization. A recommendation
rooted in goal orientation has been selected to close this motivational gap. Focusing on mastery,
individual improvement, learning, and progress promotes positive motivation (Yough &
Anderman, 2006). The recommendation is to provide opportunities for people to have some
choice and control over the activities by focusing on individual improvement, learning, progress,
and mastery.
Pintrich (2003) stated that a focus discourse on mastery, learning, and understanding is
essential in a mastery approach goal orientation. A mastery approach through peer leadership
review can help leaders take the same approach to the retention process. In academic
achievement situations, students can work together on ongoing tasks and in preparing for exams.
For example, by explaining the materials to one another, students are likely to absorb and
COMPANY GRADE RETENTION 114

understand it better themselves. By sharing with their fellow students their ideas for an
individual project, they are likely to benefit from feedback that they can use to improve their
project or replace it with a new idea (Levontin & Bardi, 2018).
Organization Recommendations
This section reviews organizational influences and recommended solutions. Cultural
settings and cultural models were two influences identified to validate the organizational gap
within the WVR. The Clark and Estes (2008) gap analysis model was chosen to review cultural
settings with the organizational goal. Furthermore, the framework was used to review the
consistency in building trust within the organization through open and candid communication
(Clark &Estes, 2008).
Table 20
Summary of Organization Influences and Recommendations
Assumed
Organization
Influence
Validated
as a Gap?
(V, N)
Principle and
Citation

Context-Specific
Recommendation
Leadership
needs to enforce
mentorship
program
importance to
facilitate
achieving
organizational
goals. (Cultural
Setting)
V Align the structures
and the processes of
the organization with
goals (Clark & Estes,
2008).

Provide performance goals
to leadership in line with
the organizational
professional culture to
promote and enforce
mentorship throughout the
organization.
Leaders need to
Align
organizational
culture with
organizational
goal. (Cultural
Setting)
V Have a clear vision,
goals, and ways is a
means to measure
practice (Clark &
Estes, 2008)
Provide members and
leaders with a clear,
concrete, and measurable
set of organizational goals
aligned with cultural
vision.
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Table 20, continued
Assumed
Organization
Influence
Validated
as a Gap?
(V, N)
Principle and
Citation

Context-Specific
Recommendation
Leaders create a
culture of trust.
(Cultural Model)
V Communicate
constantly and
candidly to those
involved in plans and
progress (Clark &
Estes, 2008).
Leaders must provide the
model of value of trust by
reciprocating trust
throughout all members of
the organization through
two-way communication.

Cultural Setting
Mentorship program enforcement. The results of the study indicated that only 38.18%
of the WVR leadership understand the need to enforce the current mentorship program and know
the importance of it to facilitate achieving organizational goals. A principle rooted in
organizational change theory has been selected to address the resource gap. Clark and Estes
(2008) discuss aligning the structures and the processes of the organization with goals. The
findings suggest that aligning current processes with leadership goals would emphasize the
importance of the program. The recommendation is to provide performance goals to leadership
that are in line with the organizational professional culture to promote and enforce mentorship
throughout the organization. As an example, current leadership should establish mentorship
performance goals that align with organizational vision and goals.
Leadership is one of the most important predictors of whether groups and organizations
can effectively perform at high levels in different environments (Day, DeRue & Myers, 2014).
The MO has conceptually outlined the positive aspects of mentorship and leadership (Cox, 2009;
Riley, Cavanaugh, Jones, & Fallesen, 2016). The CASAL reports from 2016 and 2017 state that
more than half of leaders engage in mentoring, either as a mentor, mentee, or both. Leaders with
unmet mentoring needs express the need for more frequent interaction, more in-depth
discussions on current developmental needs and career planning (Riley et al., 2016). It appears
COMPANY GRADE RETENTION 116

that proper mentorship and career guidance can facilitate career path planning and increase
morale, retention, and progression.
Culture and goal alignment. The results and findings of the study indicated that 58.18%
of the leaders believe that organizational culture with organizational goals are aligned. The
principle is rooted in organizational change theory. Having clear visions, goals, and ways is a
means to measure practice (Clark & Estes, 2008). The results and findings suggest that leaders
must have an innate understanding of the organizational vision and goals. The recommendation
is to provide members and leaders with a clear, concrete and concrete set of organizational goals
aligned with cultural vision (Clark & Estes, 2008). An example is that the cultural vision must
align with organizational goals that are measurable and attainable.
In a study of 63 IT engineers over a five-month period, data were gathered through
surveys that indicates that process assessment should, in theory, aim to align operational
processes to an organization's business goals and motivate personnel to work towards achieving
their organization's business goals (Lepmets, Mcbride & Ras, 2012). A statement by the current
MO CoS, stated that personnel readiness is his number one priority (Tan 2016). Quality
leadership is critical across the organization as combat operations remain constant throughout the
world and retention of these leaders through a culture of understanding is paramount. Lepmets et
al.(2012) state that a comprehensive understanding and practice for aligning process goals with
the business goals of an organization will improve success. The research supports the
recommendation that aligning the culture with organizational goals should be rooted in practice.
Cultural Models
Culture of trust. According to the results and findings of the study, 49.09% of leaders do
not believe there is a culture of trust within the organization. A principal rooted in
COMPANY GRADE RETENTION 117

communication theory has been chosen to close the organizational gap. Clark and Estes (2008)
state that leaders must communicate constantly and candidly to those involved in plans and
progress. The results suggest that allowing the organization’s members to provide input during
communication while receiving candid and honest feedback would strengthen the trust within the
organization. The recommendation is for leadership to provide the model of value of trust by
reciprocating trust through two-way communication (U.S. Army, 2015). As an example, during
counseling or mentorship sessions, both parties should be allowed equal input in the conversation
rather than simple dictation by the leadership.
Organizational doctrine states that leaders must prioritize personnel readiness while
engaging their subordinates continuously to retain the best qualified and best trained personnel
within the ranks (U.S. Army, 2015). Experts and organizational doctrine suggest a voluntary
developmental relationship between a person of greater experience and a person of lesser
experience characterized by mutual trust and respect with the duty to facilitate knowledge
transfer from mentor to subordinates (Cojocaru & Ion, 2014; Cox, 2009; U.S. Army, 2015; U.S.
Army, 2014b). As such, it appears that deliberate leadership opportunities through
developmental counseling and mentorship support the recommendation that can bridge the gap.
Integrated Implementation and Evaluation Plan
Implementation and Evaluation Framework
The New World Kirkpatrick Model was utilized to design the integrated implementation
and evaluation plan for the research (Kirkpatrick & Kirkpatrick, 2016). The four levels of the
model in order are reaction, learning, behavior, and results. Results, or Level 4, are the short-
term observations and measurements that suggest critical behaviors are on track to have a
positive impact on the desired results. The leading indicators are the starting point for the
COMPANY GRADE RETENTION 118

evaluation plan (Kirkpatrick & Kirkpatrick, 2016). Starting with the results and working
backwards using the New World Kirkpatrick Model provides a structure to connect performance
or critical behaviors and the organization’s highest-level results (Kirkpatrick & Kirkpatrick,
2016). The reverse integrated implementation plan is deliberate for maximum results. The
structure links the model’s four levels, beginning with the desired results, followed by
performance monitoring, and then understanding if participants acquired the intended
knowledge, skills, attitude confidence and commitment (Kirkpatrick & Kirkpatrick, 2016). The
organization content is last (Kirkpatrick & Kirkpatrick, 2016).
Organizational Purpose, Need, and Expectations
The purpose of the WVR is to provide personnel and equipment in support of state or
federal contingency operations. Providing timely trained and effective personnel is contingent on
the effectiveness on the retention of key leaders. The research focuses on knowledge, motivation,
and organizational barriers that prevent the retention of key leaders within the organization. A
complete performance evaluation would focus on all stakeholders, but, for practical purposes the
stakeholder of focus are company grade officers. The proposed solution provides a
comprehensive training program and a shift in cultural process that should produce the desired
outcome of increasing retention rates of company grade officers.
Level 4: Results and Leading Indicators
Table 21 shows the proposed Level 4 results and leading indicators in the form of
outcomes, metrics, and methods for both external and internal outcomes for the WVR. External
indicators are related to stakeholders outside of the organization, but, when the internal leading
indicators are achieved, then external indicators may also be achieved.
COMPANY GRADE RETENTION 119

Table 21
Outcomes, Metrics, and Methods for External and Internal Outcomes
Outcome Metric(s) Method(s)
External Outcomes
1. Improved response to
natural disasters or
deployment opportunities
1a. Time (in hours) to respond from
home station to incident site once
notified
1a. Solicit data from joint
operations center
1b. Ability to fill mobilization
rosters with organic personnel from
within the unit
1b. Solicit data from WVR State
level Operations and Human
Resources mobilization sections
2. Improved
Community/State/Federal
government
perception/relationships
2a. Frequency of request for aid
from state emergency agencies
2a. Compare quarterly request for
WVR aid during fire season
2b. Frequency of OCONUS
deployments
2b. Compare number of
deployments from last FY
2c. Frequency of WVR in media
outlets
2c. Monitor numbers of times the
WVR is mentioned in Social media
and other media outlets
3. Associated cost savings
benefit of retaining
personnel
3. Number of cadets needed to fill
new lower-level company grade
vacancies
3. Track number of company grade
officer vacancies within the WVR

Internal Outcomes
1. Increased retention rates
of company grade officers
1. Percentage of Platoon and
company leadership vacancies
reduced
1. Compare Unit Manning Rosters
from past years
2. Increased competitiveness
and quality personnel in
senior positions
2a. Number of available personnel
for key developmental positions by
field grade officers exceeds need
2a. Compare warfighter council
notes
2b. Number of assignments and
duration of each for each company
grade officer
2b. Compare assignment history
and Officer Record Briefs
3. Increased employee
satisfaction with position
and opportunities within the
organization.
3a. Feedback (positive/negative)
from immediate supervisors
3a. 1:1 conversations with
company and field grade leadership
regarding their interaction
3b. Increased family member
involvement in unit social events
3b. Track family readiness
participants with FRG/FRSA

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Level 3: Behavior
Critical behaviors. The stakeholders of focus in Level 3 are the field grade officers who
directly supervise the company grade officers within the WVR. Kirkpatrick and Kirkpatrick
(2016) describe critical behaviors as specific, observable, and achievable while connecting to the
outcome. The critical behavior influences the company grade officers and is fully supported by
the executive level leadership. The field grade officers must provide continuous
feedback/counseling on job related performance. The second critical behavior is that
commanders publish a clear vision and guidance that outlines short and long term goals. The
third critical behavior is to enforce work-life balance fairly across the force. The specific metrics,
methods, and timing for each of these outcome behaviors appears in Table 22.
Table 22
Critical Behaviors, Metrics, Methods, and Timing for Evaluation
Critical Behavior Metric(s)
Method(s)
Timing
1. Provide continuous
feedback/counseling on
job related performance
1. Number counseling
(formal and informal)
performed during a
rating period
1a.Rater and senior rater
(intermediate rater, if
specialty branch) track
number of counseling
sessions
1a. First 30 days of
assignment and
then quarterly at a
minimum.

Event based
counseling can be
more frequent
1b. Company grade officer
may have a mentor outside
of formal rating chain that
can provide additional
input
1b. Mentor
provides additional
input on annual
evaluation for
future assignments
and potential
annually.
2. Publish clear vision
and guidance that
outlines short and long
term goals
2. Updated leadership
vision and philosophy
posted on the company
board and updated
annually
2. Leaders review and
track published policies in
accordance with MO
regulation, 600-20.
2. During the first
90 days of
assignment and
then quarterly.

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Table 22, continued
Critical Behavior Metric(s)
Method(s)
Timing
3. Enforce work-life
balance fairly across the
force
3. Number of critical
training events on the
yearly training calendar
3a. Identify routine/critical
events on the training
schedule
3a. Annually and
then every 90 days
prior to training
event
3b. Post policy for excusal
from training
3b. Annually
3c. Decentralize decision
making on excused
absence
3c. Within 60 days
from request

Required drivers. Company grade officer retention requires field grade officers to have
the knowledge and organization support to increase retention rates. As supervisors of company
grade officers, field grade officers must possess the procedural knowledge to incorporate
retention activities during each training event. Incorporating real-life scenarios would help bridge
this gap (Schraw & Lehman, 2009). Professional development through military training provides
a means to increase the leadership knowledge base. Developing leaders with an effective
knowledge of mentorship application would support their understanding and effectiveness within
the WVR program (Clark & Estes, 2008; Daly, 2009). In regards to metacognitive knowledge
solutions, educating the leader will provide capacity to generate new conceptual knowledge to
help solve problems and job challenges when they occur (Clark & Estes, 2008). In addition to the
knowledge base, providing the proper feedback is instrumental to understanding how individuals
are meeting prescribed and measurable goals. Increased leader-member interaction can be
essential in addressing motivational gaps (Pintrich, 2003). Lastly, establishing trust and
monitoring a positive culture through accountability is a required driver for success (Kirkpatrick
& Kirkpatrick, 2016).

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Table 23
Required Drivers to Support Critical Behaviors
Method(s) Timing
Critical Behaviors Supported
1, 2, 3 Etc.
Reinforcing (K)
Provide job aids containing retention outline
leaders can use.
Ongoing 1, 2, 3
Training outlining career opportunities and
importance of the mentorship.
Annually 1, 3
Provide education to acquire conceptual,
theoretical and strategic knowledge and skills to
help Leaders negotiate shortfalls.
Quarterly 1, 2, 3
Encouraging (M)
Provide accurate feedback that identifies the skills
an individual lacks, along with communication
that skills and knowledge can be learned,
followed with teaching these skills and
knowledge, promotes accurate, valid, and
adaptive attributions.
Monthly; as
needed
1, 2, 3
Provide feedback that stresses the process of
learning, including the importance of effort,
strategies, and potential self-control of learning.
Monthly; as
needed
1, 2, 3
Provide opportunities for people to have some
choice and control over the activities; focus on
individual improvement, learning, progress, and
mastery.
Quarterly; as
needed
1, 3
Rewarding (M)
Performance annotated in “achieves,” portion of
annual evaluation.
Quarterly 1, 2, 3
Public acknowledgement during headquarters to
“Red Week,” to senior leaders.
Quarterly 1, 2, 3
Monitoring (O)
Provide performance goals to leadership in line
with the organizational professional culture to
promote and enforce mentorship throughout the
organization.
Quarterly 1, 2, 3
Provide members and leaders with a clear,
concrete, and measurable set of organizational
goals aligned with cultural vision.
Annually 1, 2, 3
Leaders must provide the model of value of trust
by reciprocating trust throughout all members of
the organization through two-way
communication.
Ongoing 1, 2, 3

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Organizational support. The organization must support an environment where the goals
and culture align. This suggests that all leaders at every level must have an expert understanding
of the organizational vision and goals. The goals will set the condition for success. Clark and
Estes (2008) suggest that aligning structures and the processes of the organization with goals
would essentially emphasize the importance of the program. Leadership is a critical predictor to
an organization's ability to perform at high levels (Day et al., 2014). In this case, for the
stakeholders to achieve their goal, the organization must establish accountable system for
mentorship, provide job aids and training for junior officers and track progress of retention levels
at sub-organization by commander. Holding commanders accountable for officer development
would align organizational goals and be accurately reflected in annual evaluations.
Level 2: Learning
Learning goals. Following completion of the recommended solutions constructed in the
leadership retention course, the stakeholders will be able to
1. Recognize policies and opportunities available to retain company grade officers (D),
2. Apply and use retention procedures during every training event (P),
3. Provide mentorship to subordinates for future career opportunities (P),
4. Plan and monitor educational training that focus on retaining quality personnel (M),
5. Recognize low retention can be increased with enhanced leader-member interaction and
why members leave the organization (attributions),
6. Provide opportunities to retain all eligible members within organization (goal
orientation),
7. Clarify mentorship program importance in achieving organizational goals (cultural
setting),
COMPANY GRADE RETENTION 124

8. Integrate and align organizational culture with organizational goals (cultural setting), and
9. Create and maintain a culture of trust (cultural model).
Program. The learning goals listed in the previous section will be achieved with a
training program that develops leadership retention competencies through regulations, policies,
and cultural alignment. The leader development training will focus on the educational aspect of
retention, policies, tools, and opportunities available. The program is part of the overall MO’s
three pillars of leader development: training, education, and experience. Leaders will receive the
training in a classroom environment, consisting of subject matter experts (SME) briefs, hands-on
training, and group discussions. The total time for completion is one duty day or 450 minutes
(7.5 hours).
During the SME briefs, leaders will receive information on policies and procedures in
place that will aid in company grade officer retention. The briefs will provide job aids regarding
policies, regulations, and access to retention systems. Job aids will contain outlines and examples
of how leaders can incorporate retention tasks into each training weekend. The job aids will be
demonstrated by the SME, allowing leaders to understand certain processes. Following the
demonstrations, leaders will have the opportunity to review their news tools while planning
integration into their yearly training calendars and receive feedback from other leaders in the
course and instructors. Each small group will be assigned a coach who has demonstrated
excellence in leadership to monitor and lead discussions. The coach will hold no direct
supervisory role to leaders in the training to create a non-attributional environment that will
allow freedom of discussion.
The discussions will involve with rich and candid feedback on best practices and
procedures. The procedures will include creating a culture of trust that allows the flow of
COMPANY GRADE RETENTION 125

communication within the organization. Discussions pertain to successes and failures. Each
small group coach will provide job aids to the small group in forms of command philosophy,
vision, mentorship programs, and retention policies that can be mirrored or adapted to their
individual organization. Forums will be structured to allow maximum participation and peer
feedback of ideas. The training will provide the tools, demonstration, and points of contact that
allow leaders a reach back if they have questions in the future. Not every member of the
organization can be retained. Incorporating exit interviews and formats as a job aid will then sent
to the HR department for consolidation and analysis. The data from the interviews as to why the
leaders are leaving will be used for future training. The training will also be used to create a
network for leaders who are not as vocal as others to have a peer group to share experiences and
ideas post formal training conclusion.
Evaluation of the components of learning. Validating declarative knowledge is often
required as an antecedent to applying knowledge to problem solving. It becomes critical to
evaluate learning for both declarative and procedural knowledge being taught. Leaders must also
value the knowledge and skills required for their position. Confidence and commitment to
perform the new skills in the position are built in part through well-developed training that
provides the necessary opportunities to practice, ask questions, and discuss expectations. Table
24 lists the evaluation methods and timing for these components of learning.

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Table 24
Evaluation of the Components of Learning for the Program
Method(s) or Activity(ies) Timing
Declarative Knowledge “I know it.”
Knowledge checks throughout the training Short survey at the beginning of the training
and then short survey at the end of the
training
Knowledge checks through small group
discussions
Periodically during discussions
Procedural Skills “I can do it right now.”
Demonstration of system proficiency During SME modules/briefs
Quality feedback from coach/SMEs During discussions, post training evaluation
Quality and candid feedback from peers During training
Attitude “I believe this is worthwhile.”
Coach’s observation of leaders’ statements and
actions demonstrating that they see the benefit
of what they are being asked to do in their
position
During the training
Discussions of the value of what they are being
asked to do in their position
During the training
Retrospective pre- and post-survey After the training
Confidence “I think I can do it on the job.”
Discussions following practice and feedback During the training
Retrospective pre- and post-survey After the training
Commitment “I will do it on the job.”
Discussions following practice and feedback During the training
Create an individual unit action plan During the training
Retrospective pre- and post-survey After the training
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Level 1: Reaction
According to Kirkpatrick and Kirkpatrick (2016), reaction is the degree to which
individuals find the training favorable, engaging, and relevant to their position or job. The
training program will incorporate both summative and formative evaluation methods throughout.
Table 25 lists the components to measure reactions to the training program.
Table 25
Components to Measure Reactions to the Program
Method(s) or Tool(s) Timing
Engagement
SME observations During the training
Coach observations During the training
Attendance During the training
Course evaluation Two weeks after the training
Relevance
Pulse check During the training
Check on learning During the training
Course evaluation Two weeks after the training
Customer Satisfaction
Pulse check During the training/ Upon training completion
Course evaluation Two weeks after the training

Evaluation Tools
Immediately following the program implementation. During the course of the SME
briefs and leader discussions facilitated by the coach/mentor, the evaluation tools will review the
data from the data collector before and after the training event. The data provide active
COMPANY GRADE RETENTION 128

participation by the leaders over the course of the training. Throughout the training, the coach
will engage the trainees using pulse-checks. Upon completion of the training, the coach will
conduct an end of course critique to immediately capture feedback regarding the delivery, SME,
and content.
For Level 1, during the coach-leader discussions, the facilitator will conduct periodic
brief pulse-checks by asking the leaders about the relevance of the content to their current or
future positions and the organization, delivery, and learning environment. Level 2 will include
checks for understanding using discussion, vignettes, and role playing.
Delayed for a period after the program implementation. The delayed period will
allow the leaders to have one or two interactions with their junior leaders before requesting data.
In the part-time organization, interaction is often infrequent due to full-time commitments.
Approximately six weeks after the implementation of the training, the instructor will administer a
survey containing open and scaled items to measure, from the leaders’ perspectives, satisfaction
and relevance of the training (Level 1), confidence and value of applying their training (Level 2),
application of the training to officer retention and the support from SMEs they are receiving
(Level 3), and the extent to which their individual organization has implemented an officer
retention program.
Data Analysis and Reporting
The Level 4 goal of increased company grade officer retention efforts in the WVR is
measured by increased retention numbers each quarter of the fiscal year, beginning October 1.
Each quarter, the researcher will track and review the number of company grade officers eligible
to resign and track the number of members retained or lost. Table 26 below indicates some of the
goals outlined using the Kirkpatrick and Kirkpatrick’s (2016) New World Model. The figure
COMPANY GRADE RETENTION 129

reports the data on these measured areas and acts as a monitoring and accountability tool. The
dashboard is a tool for leaders to track goals and report progress in line with expectations against
organizational goals. Additional data analysis charts used to monitor and provide accountability
in accordance with the delayed responses in Annex B for Levels 1 through 4 are located in
Appendix C.
Table 26
Organizational Retention Implementation Plan - Progress and Accountability
Frequency Sample Targets Actual % Measure%
Level 4- Results
Increased retention rates Quarterly 90% Eligible 50% 60%
Senior position mobility Annually 100% 50% 66%
Employee satisfaction Annually 100% 65% 75%
Level 3- Behaviors
Performance counseling Quarterly 100% 72% 75%
Published goals Annually 100% 75% 80%
Work-life balance Quarterly 100% 70% 80%
Level 2- Learning
Policies knowledge
increased
Ongoing 100% 70% 75%
Retention training reviewed Semi-Annual 100% 40% 60%
Retention incorporation Monthly 100% 90% 90%
Mentorship Program Ongoing 100% 50% 60%
Level 1- Reaction
Participant interaction Ongoing 100% 90% 100%
Appropriate/Relevant
training
Ongoing 100% 90% 100%

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Data from immediate and delayed instruments will be analyzed and reviewed quarterly
with the WVR leadership. Analysis will include the effectiveness of the training and the
reception of the training by the leaders who complete the training. Training will be conducted
twice a year with the data results of both instruments used to improve the training and increase
associated outcomes. Successful implementation with continuous training improvement will
result in the practice being shared with the other 54 states and territories to increase shared
understanding of retention efforts.
Summary
Kirkpatrick and Kirkpatrick’s (2016) New World Kirkpatrick Model was used to create
an evaluation and implementation plan for achieving the stakeholder goal through the research.
Beginning with Level 4 and working in reverse order, the model was utilized to evaluate the
targeted outcomes, behaviors in Level 3; knowledge, skills and commitment in Level 2; and the
degree to which the training was received in Level 1. Training objectives were deliberately
outlined with expectations and outcomes that were attainable.
Prior to training development and recommendations, research utilizing a mixed-methods
approach was used. Issues were identified and addressed in the training to achieve the
stakeholder goals and meet program expectations determined through surveys, interviews, and
document analysis while considering the knowledge, motivational and organizational gaps of the
retention of company grade officers within the WVR.
Strengths and Weaknesses of the Approach
Each methodological approach has strengths and weaknesses. Using the Clark and Estes
(2008) conceptual framework for the study, the researched used a mixed-methods approach. The
approach started with a survey, followed by relevant document analysis. Beginning with the
COMPANY GRADE RETENTION 131

survey allowed the researcher to further develop interview questions and then seek further
clarification from the survey. Using a Likert scale limits the exact information that can be
extracted from the data, which is why combining with other methods was important. The
interviews did not contradict the data from the quantitative instrument, but they did reveal a lack
of alignment with organizational messaging and actions. It was appropriate to use the mixed-
methods approach because it helped to further triangulate the findings. The advantage to using
the method in understanding the performance of the organization and individuals was that it
helped increase the completeness, validity, and reliability of the research. The mixed-methods
approach utilized a high level of resources in terms of time preparing, traveling, interacting, and
analyzing. However, these portions are what increased the comprehensiveness of the study.
The weakness in the approach is that there were limited documents and artifacts available
for public use due to the nature of the organization. Observation was not considered in the
methodology due to the researcher’s positionality in the organization. The study lacked
observations and group discussions that could have been conducted utilizing an impartial third
party to gather further data and provide increased completeness and credibility to the study.
Limitations and Delimitations
Over the course of the study, limitations were identified by the researcher. The first
limitation was the geographical dispersion of current and former members of the organization.
The survey was utilized to mitigate the distribution, but interviews became limited. Another
limitation was the number of interviews conducted. Although 23 survey participants volunteered,
only 12 agreed to be interviewed during the qualitative data collection portion. Limited
documents and artifacts available further limited the researchers’ ability to fully validate the data.
One notable document that was not analyzed were exit interviews for officers, as they do not
COMPANY GRADE RETENTION 132

exist but are recommended for other researchers seeking to follow this study. Documents that did
exist for retention data were limited to raw numbers only and included no comments. The
researcher was not able to articulate the characterization of the separation of individuals.
Characterization of separation would allow the researcher would delineate whether the departure
from service was voluntary or involuntary.
Every effort was made to reduce researcher bias in analyzing the data. As a member of
the organization, prior knowledge of individuals, positions, and units assigned could not be
dismissed. Serving in the organization for over 25 years across multiple units and across the
western region made prior knowledge inevitable.
As a delimitation, the researcher could have interviewed different levels of stakeholders
throughout the organization who could have immediate impact on retention. The additional
interviews would have provided different perspectives to the validated influences. Other
organizations across the WVR can build upon or use the study to validate similar retention
issues. The additional interviews would have increased the time needed to conduct the overall
study.
Future Research
Future research can build across other leadership levels in the WVR and translate into
other similar MOs. Opportunity for overall retention exists, but this study only looked at
company grade officer retention. Understanding that the enduring effects translated to higher
levels in the organization made this the group of focus. There is no information available on how
the WVR holds leadership accountable for retention of a particular group. Without a function in
place to enforce a standard, then a motivational study of the group would not be outside the
norm.
COMPANY GRADE RETENTION 133

The WVR would benefit from a complete study on why company grade officers are
leaving at a high rate. Understanding why young quality leaders are leaving the organization
could provide the information needed to incentivize the personnel into staying. Results from the
recommended study could be compared to results of this research and also civilian organizations
to further triangulate a root cause. Unlike the MO, civilian organizations are tasked to understand
how to retain quality personnel without a contractual obligation, while also possessing the ability
to recruit personnel for senior positions from outside organizations. Although, the civilian and
military organizations have different accession and senior leader recruitment plans, comparing
the two work establishments could provide data useful to MO leadership.
Lastly, future research can focus on one branch or specialty. This study focused on an
entire group of leaders. A recommendation for future study is to focus on one specialty group.
Specialty or branches include aviation, logistics, law enforcement, and HR. Because hardships,
external commitments, and training required differ greatly between the branches, attrition may be
an issue in one branch and not another. The limiting factor consists of current and former
personnel available, but the results would yield more exact data than a broader research.
Conclusion
Military organizations are dynamic and, like many other professions, continue to seek
ways to retain high quality talent. The MO is a unique profession that only grows strategic
leaders from within at the tactical or bottom level, so understanding the issues that contribute to
the loss of junior members is critical. Although there are many different levels within the WVR,
this study focused on company grade officer retention. As the WVR and other like organizations
commit to missions on a global scale, the loss of these junior leaders can have dire consequences.
When members leave the organization, the organization is not the only group affected. The
COMPANY GRADE RETENTION 134

young leaders departing often lose sense of identity once they take off the uniform and are no
longer part of a group larger than themselves. Assimilation into the civilian ranks without the
military cohort can be difficult for some. The WVR a unique community that provide for a
higher purpose. The Clark and Estes (2008) conceptual framework was utilized to understand the
stakeholders’ knowledge, motivation, and organizational influences regarding company grade
officer retention efforts. The study focused on initiatives used to retain quality company grade
officers. A knowledge gap was identified in that junior leaders do not properly understand their
role in the retention process due to lack of training and mentorship. The motivational gap
determined that there is a lack of leader and member interactions associated with the retention
efforts. Lastly, organizational gaps exist in cultural alignment consistency and trust of leaders in
the organization itself. Ultimately, the research developed a training plan utilizing the New
World model to train leaders and assess their progress on each of the validated influences
(Kirkpatrick & Kirkpatrick, 2016).

COMPANY GRADE RETENTION 135

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COMPANY GRADE RETENTION 145

APPENDIX A
Immediate Evaluation Instrument
Level 1 and Level 2 evaluation immediately following the training using a Likert scale
___________________________________________________________________________
Strongly Disagree Disagree Agree Strongly Agree
This amount of training was just right
(Level 1, Relevance)
o o o o
The content in the training was appropriate
(Level 1, Relevance)
o o o o
The instructors were knowledgeable and
answered all of my questions
(Level 1, Customer Satisfaction)
o o o o
The training was relevant to my position
(Level 1, Relevance)
o o o o
I felt engaged by the instructor during the
training sessions (Level 1, Engagement)
o o o o
I obtained new information relevant to my
position (Level 1, Relevance)
o o o o
I would recommend this training to other
commanders/leaders
o o o o
I participated in group discussions
(Level 1, Engagement)
o o o o
I know how to use the tools and resources
provided (Level 2, Procedural Knowledge)
o o o o
I feel that I have all the tools I need to
increase retention (Level 2, Attitude)
o o o o
I feel prepared to practice what I have
learned for my position
(Level 2, Procedural Knowledge)
o o o o

COMPANY GRADE RETENTION 146

APPENDIX B
Delayed/Blended Instrument (Students)
Level 1- 4 evaluation six weeks following the training using a blended instrument of a
Likert scale survey and open ended questions.
___________________________________________________________________________
Strongly Disagree Disagree Agree Strongly Agree
I had occasion in my position to use what I
learned in the training. (L1)
o o o o
Reflecting back, the training was a good
use of my time. (L1)
o o o o
I feel I have the skills necessary to
implement retention within my unit (L2)
o o o o
I feel more confident in conversations to
retain officers (L2)
o o o o
I successfully implemented what I learned
during the training. (L3)
o o o o
I received support in order to apply what I
learned successfully. (L3)
o o o o
This training has positively impacted my
unit. (L4)
o o o o

What information from the training has been the most relevant to your position? (L1)

Looking back, how could this training be improved? (Level 1)

How have you used what you learned in training? (L3)

How has your participation in the training benefited your unit? (L4)

COMPANY GRADE RETENTION 147

APPENDIX C
Data Analysis Chart

Sample Level 2 data analysis chart following delayed survey outlined in Appendix B

Sample Level 4 data analysis chart following delayed survey outlined in Appendix B
Strongly Agree
10%
Agree
60%
Disagree
20%
Strongly Disagree
10%
Retention Interaction at Unit Increased
Strongly Agree Agree Disagree Strongly Disagree
COMPANY GRADE RETENTION 148

APPENDIX D
Survey Items and Analysis Plan Guidelines
Survey opening remarks: Thank you for taking the time to take part in this survey. I know
your time is extremely valuable and the entire survey should take no more than 15
minutes of your time. I am a graduate student at the University of Southern
California and the survey is part of my dissertation on the Retention of Company
Grade officers within the organization. Your thoughts and opinions are very
important and at the end of the survey you will be asked if you would like to take
part in an interview at a later date. Please be assured that your answers will be
kept in the strictest confidentiality.
Research Questions

1. To what extent is the Western Volunteer Rifles (WVR) meeting its goal of increasing
overall retention rates of company grade officers by 5% annually?

2. What are the knowledge, motivation and organizational elements related to achieving
this organizational goal?

3. What are the recommendations for improving organizational practice in the areas of
knowledge, motivation, and organizational resources? After a complete analysis
of the findings, recommendations for improvement will be provided.

COMPANY GRADE RETENTION 149

Research
Question
(Data Type)
KMO
Construct
Survey Item
(Question/Response)
Scale of
Measurement
Potential
Analyses
Visual
Representation
Demographics:
Years of Service
Description
NA I have served with
the organization for
___ years.
Ratio Percentage,
Frequency,
Mode,
Median,
Mean, Range
Table
Demographics:
Gender
Description
NA I am: Male / Female

Nominal Percentage,
Frequency,
Mode
Table
To what extent is
the Western
Volunteer Rifles
(WVR) meeting it
goal of increasing
overall retention
rates of company
grade officers by
5% annually?
(K-P) Leaders understand
how to incorporate
retention procedures
during every training
event. (strongly
disagree, disagree,
agree, strongly
agree).
Ordinal Percentage,
Frequency,
Mean,
Median
Table
To what extent is
the Western
Volunteer Rifles
(WVR) meeting it
goal of increasing
overall retention
rates of company
grade officers by
5% annually?
(K-P) Leaders provide
career counseling
during each training
event. (strongly
disagree, disagree,
agree, strongly
agree).
Ordinal Percentage,
Frequency,
Mean,
Median
Table
COMPANY GRADE RETENTION 150

What are the
knowledge,
motivation and
organizational
elements related to
achieving this
organizational
goal?
(K-M) Leaders are aware of
administrative
shortfalls needed to
retain quality
personnel. (strongly
disagree, disagree,
agree, strongly
agree).
Ordinal Percentage,
Frequency,
Mean,
Median
Table
What are the
knowledge,
motivation and
organizational
elements related to
achieving this
organizational
goal?
(M-A) Leaders at all levels
feel that low
retention can be
increased through
command emphasis
(strongly disagree,
disagree, undecided,
agree, strongly
agree).
Ordinal Percentage,
Frequency,
Mean,
Median
Table
What are the
knowledge,
motivation and
organizational
elements related to
achieving this
organizational
goal?
(M-GO) I am confident my
leaders understand
the importance
interacting with all
members of the
organization. (not
confident, slightly
confident, somewhat
confident, quite
confident, extremely
confident).
Ratio Percentage,
Frequency,
Mode,
Median,
Mean
Table
What are the
knowledge,
motivation and
organizational
elements related to
achieving this
organizational
goal?
(O-CM) I believe that the
organization feels
that retention of
company grade
officers is important.
(strongly disagree,
disagree, undecided,
agree, strongly
agree).
Nominal Percentage,
Frequency,
Mode
Table
COMPANY GRADE RETENTION 151

What are the
knowledge,
motivation and
organizational
elements related to
achieving this
organizational
goal?
(O-CM) Organizational
culture aligns with
organizational goals
(disagree / agree)
Nominal Percentage,
Frequency,
Mode
Table
What are the
knowledge,
motivation and
organizational
elements related to
achieving this
organizational
goal?
(O-CM) The organization
promotes a culture of
trust. (disagree /
agree)
Nominal Percentage,
Frequency,
Mode
Table
What are the
knowledge,
motivation and
organizational
elements related to
achieving this
organizational
goal?
(M-A) I am satisfied with
the leadership efforts
to retain company
grade officers within
my unit. (strongly
disagree, disagree,
undecided, agree,
strongly agree).
Ordinal Percentage,
Frequency,
Mean, Median
Table
What are the
recommendations
for improving
organizational
practice in the
areas of
knowledge,
motivation, and
organizational
resources?
(M-A) Leaders strive for
excellence in
retaining all eligible
members within the
WVR. (strongly
disagree, disagree,
undecided, agree,
strongly agree)
Ordinal Percentage,
Frequency,
Mean, Median
Table
COMPANY GRADE RETENTION 152

What are the
recommendations
for improving
organizational
practice in the
areas of
knowledge,
motivation, and
organizational
resources?
(O-CS) The organization
provides necessary
resources to compete
with the civilian
employment
opportunities
(strongly disagree,
disagree, undecided,
agree, strongly
agree).
Ordinal Percentage,
Frequency,
Mean,
Median
Table
What are the
recommendations
for improving
organizational
practice in the
areas of
knowledge,
motivation, and
organizational
resources?
(O-CS) The organization has
a mentorship
program designed to
improve company
grade officer
retention (strongly
disagree, disagree,
undecided, agree,
strongly agree).
Ordinal Percentage,
Frequency,
Mean,
Median
Table
What are the
recommendations
for improving
organizational
practice in the
areas of
knowledge,
motivation, and
organizational
resources?
(O-CS) My unit spends
__minutes per month
(either during
training or between
events) conducting
career counseling. (0
minutes, 1-15
minutes, 16-30
minutes, 30 or more
minutes).
Ratio Percentage,
Frequency,
Mode,
Median,
Mean
Table
Demographics:
member status
NA I am a current
member of the
organization (yes,
no).
Nominal Percentage,
Frequency,
Mode
Table
COMPANY GRADE RETENTION 153

Demographics:
member status
NA I am/ was (part-time,
full-time).
Nominal Percentage,
Frequency,
Mode
Table
Volunteer Info NA I would like to
volunteer to be
interviewed at a later
date regarding my
experience within the
organization (yes,
no).
Nominal Percentage,
Frequency,
Mode
Table
Demographics:
Volunteer Info
NA My name and email
is (first name, last
name, email)
Nominal Percentage,
Frequency,
Mode
Table
K-C=Knowledge–Metacognitive, K-P=Knowledge–Procedural, M-A= Attributions, M-
GO=Goal Orientation, O-CM=Cultural Models, O-CS=Cultural Settings.

Survey Preview:

Q1 I have served with the organization for ___ years
▢ 0-4 years (1)
▢ 5-8 years (2)
▢ 9 or more years (3)

Q2 I am:

O Male (1)
COMPANY GRADE RETENTION 154

O Female (2)

Q3 Leaders understand how to incorporate retention procedures during every training
event.
o Strongly disagree (1)
o Disagree (2)
o Agree (3)
o Strongly agree (4)

Q4 Leaders are aware of administrative shortfalls needed to retain quality personnel.
o Strongly disagree (1)
o Disagree (2)
o Agree (3)
o Strongly agree (4)

Q5 Leaders at all levels feel that low retention can be increased through command
emphasis.
o Strongly disagree (1)
o Disagree (2)
o Agree (3)
o Strongly agree (4)

Q6 I am confident my leaders understand the importance interacting with all members of
the organization.
o Not confident (1)
COMPANY GRADE RETENTION 155

o Slightly confident (2)
o Somewhat confident (3)
o Quite confident (4)
o Extremely confident (5)

Q7 I believe that the organization feels that retention of company grade officers is
important.
o Agree (1)
o Disagree (2)

Q8 Organizational culture aligns with organizational goals
o Agree (1)
o Disagree (2)

Q9 The organization promotes a culture of trust.
o Agree (1)
o Disagree (2)

Q10 I am satisfied with the leadership efforts to retain company grade officers within my
unit
o Strongly disagree (1)
o Disagree (2)
o Agree (3)
o Strongly agree (4)

Q11 Leaders strive for excellence in retaining all eligible members within the WVR.
o Strongly disagree (1)
o Disagree (2)
COMPANY GRADE RETENTION 156

o Agree (3)
o Strongly agree (4)

Q12 The organization provides necessary resources to compete with the civilian
employment opportunities
o Strongly disagree (1)
o Disagree (2)
o Agree (3)
o Strongly agree (4)

Q13 The organization has a mentorship program designed to improve company grade
officer retention
o Strongly disagree (1)
o Disagree (2)
o Agree (3)
o Strongly agree (4)

Q14 My unit spends __minutes per month (either during training or between events)
conducting career counseling.
o 0 minutes (1)
o 1-15 minutes (2)
o 16-30 minutes (3)
o 31 minutes of more (4)

Q15 I am a current member of the organization.
o Yes (1)
o No (2)

Q15 I am/was___
o Part-time (1)
COMPANY GRADE RETENTION 157

o Full-time (AGR, Tech, SAD) (2)

Q16 I would like to volunteer to be interviewed at a later date regarding my experience
within the organization.
o Yes (1)
o Maybe (2)
o No (3)

Q17 My name and email are
o First Name:
o Last Name:
o Email:

COMPANY GRADE RETENTION 158

APPENDIX E
Interview Protocol
Research Questions
1. To what extent is the Western Volunteer Rifles (WVR) meeting its goal of increasing overall
retention rates of company grade officers by 5% annually?
2. What are the knowledge, motivation and organizational elements related to achieving this
organizational goal?
3. What are the recommendations for improving organizational practice in the areas of
knowledge, motivation, and organizational resources?
KMO Influences
Assumed Knowledge Influences
Procedural: WVR Leaders incorporate retention procedures during every training
event.

WVR Leaders know the steps to provide mentorship to subordinates for career
opportunities.
Metacognitive: WVR Leaders reflect on administrative shortfalls

WVR Leaders request training that focuses on retaining quality personnel.
Assumed Motivation Influences
Attributions: WVR Leaders at all levels feel that low retention can be increased with
increased WVR leader-member interaction.
Goal Orientation: WVR leaders strive to retain all eligible members within the WVR,
even though it takes more time than expected.
COMPANY GRADE RETENTION 159

Assumed Organizational Influences
The organization enforces mentorship program importance to facilitate achieving
organizational goals.
Leaders validate that members of the organization want to remain in service for selfless
reasons.
Align organizational culture with organizational goals;

Create cultural trust of leadership.
The organization provides tangible resources to compete with the civilian sector.

COMPANY GRADE RETENTION 160

Interview Protocol
Opening remarks: Good afternoon and thank you for meeting with me today, I know your time is
extremely valuable. I am a graduate student at the University of Southern California and
the interview is part of my dissertation. Prior to your arrival, we discussed that the
interview would recorded. Before we begin I want to remind you that I have given you a
code name to keep your anonymity and no published correspondence will contain your
true identity. We can stop at any time and under no circumstances are you obligated to
answer any question that you do not feel comfortable answering. Are you still
comfortable with being recorded? I would like to reiterate the purpose of the study and
some of the protocols we will be using throughout. I have asked you here during non-duty
hours and in civilian attire to remove any rank or barriers. Your answers will not be
shared with your chain of command, so I ask that you be candid without fear of reprisal.
Your answers are valuable and your perception of the organization (Merriam & Tisdell,
2016). The pseudonym for the organization is the Western Volunteer Rifles or WVR, an
all-volunteer organization with a state and federal mission. Based off your time in the
organization I know you are fully aware of the mission and purpose. The purpose of the
study is to look at the organization and review factors that affect membership retention.
The study uses the Clark and Estes (2008) conceptual framework of exploring the
Knowledge, Motivational and Organizational (KMO) influences on the organization.
Initially, individuals who join, have a contractual obligation that determines their length
of service; but once the contract is over, it is up to the individual to stay or go; that is the
focus of our discussion. Some of the questions will ask for your personal opinion based
COMPANY GRADE RETENTION 161

on your experience (Merriam & Tisdell, 2016). Your opinion and reflection is very
important in the research.
At this point are do you have any questions?
For transcript and data purposes, I would like to open with some questions to start the dialogue
and gather information before we really begin (Merriam & Tisdell, 2016).
· Please tell me your, rank, branch, unit of assignment and how long you have been in the
organization.
· The WVR is an all-volunteer organization, what initially drew you to join?
Thank you very much for sharing with me. Let’s begin with some general questions about the
organization.
1. (ORGANIZATION- Cultural Model) How is the organizational culture aligned with your
understanding of the organizational retention goals?
a. How do you feel the organizational culture supports these goals?
b. What is your perception of culture within the WVR?
c. What is going well in regards to goals and strategies that the organization has in place
to accomplish its goals?
d. What is the nature of support from the WVR that is aligned with the goal?
e. How has the current organization mentorship programs been effective to facilitate
achieving organizational goals?
2. (KNOWLEDGE-Procedural/ Metacognitive) How do you as a leader incorporate retention
procedures during every training event?
a. Do you want to know about the kinds of retention opportunities available?
COMPANY GRADE RETENTION 162

b. How effective are those opportunities perceived to be in relation to the organizational
goals?
3. (MOTIVATION) What do you interpret your immediate supervisor’s approach to
striving to retain all eligible members within the WVR? (Strauss, Schatzman, Bucher,
and Sabshin’s 4, Interpretive)
a. How does your supervisor try to retain all eligible members within the WVR?
4. (KNOWLEDGE- Procedural/ Metacognitive) How do you bridge the educational and
administrative shortfalls on retaining quality personnel?
a. How does your competency on retention processes affect retaining eligible
members?
5. (MOTIVATION- Attributions/ Goal Orientation) In your own opinion, what kind of
feedback would you like about your performance that you are not currently receiving to
increase retention? (Patton’s 6, Opinion)
a. How would feedback play a role in retention across the organization?
6. (ORGANIZATION- Cultural Models/Cultural Settings) How has the organization used
incentives that compete with the civilian sector to motivate members to stay?
a. How effective do you feel this has been?
7. (ORGANIZATION- Cultural Models/Cultural Settings) How do leaders validate that
members of the organization want to remain in service?
a. What do you feel is the primary reason people are leaving the WVR?
b. What reason do you give others for your decision to work and stay at our organization
COMPANY GRADE RETENTION 163

When members leave the organization there are cascading effects. Let’s explore your experience
as it relates to attrition. We are about half way done with the interview and I just want to
provide a courtesy reminder that we are still recording the interview.
8. (KNOWLEDGE- Procedural/ Metacognitive) Based on your experience, what are the
effects of loss of leadership, especially in the company grade officer ranks? (Patton 6,
Experience)
a. What are the effects on the intangibles such as esprit de corps, morale or unit
cohesion?
9. (KNOWLEDGE- Metacognitive) How do you reflect on the experience levels lost within the
organization as your peers leave? (Patton 6, Experience)
b. How does seeing your peers leave the organization affect your decision to stay or
leave the WVR?
10. (ORGANIZATION- Cultural setting) As the organization transitions from a strategic
reserve to an operational reserve, how will this transformation affect the future of the
organization's ability to retain 5% of the force per year incrementally? (Strauss,
Schatzman, Bucher, and Sabshin’s 4, Hypothetical)
Experience can be conveyed from mentor to mentee. External influence is not the universal
answer to every problem, but experienced mentors can help mentees work through
processes. Experienced mentors most likely experienced similar problems or issues
moving up the ranks.
11. (KNOWLEDGE- Procedural) Can you please describe the steps related to the mentorship
program within the WVR?
a. How effective has it been?
COMPANY GRADE RETENTION 164

12. (KNOWLEDGE- Procedural) A 2016 study states that less than 50% of the military has a
mentor or mentee relationship.
a. What steps can we take to enroll more leaders like yourself in the mentorship
program?
b. How do you feel your involvement in the mentorship program would impact
retention? (Patton 6, Feeling)
Closing Remarks- Thank you again for being candid and having this conversation with
me as part of the research. As a reminder, you can withdraw from this study at any time
and once I have completed the study, our recorded session will be destroyed. In the
meantime, the information you have provided will be secured on a password protected
external hard drive, not on a cloud for research use only. Once I have completed my
interviews, I will send the recordings to a professional transcribing service. Once the
transcripts have been returned to me, I would like to contact you to give you the
opportunity to review the interview and offer any clarifying information. There is no
obligation to do that, but I wanted to make that option available to you. Please call me at
any time if you have any questions. Have a great rest of your evening.

Abstract (if available)

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Asset Metadata

Creator Bangloy, Anthony Kyle (author)

Core Title An evaluation study of the retention of company grade officers in the Western Volunteer Rifles

School Rossier School of Education

Degree Doctor of Education

Degree Program Organizational Change and Leadership (On Line)

Publication Date 02/04/2020

Defense Date 01/28/2020

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag leaders,Military,OAI-PMH Harvest,officer,reserve component,retention

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Robles, Darline (committee chair), Datta, Monique (committee member), Turrill, Robert Bishop (committee member)

Creator Email akbanger13@yahoo.com,bangloy@usc.edu

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c89-264431

Unique identifier UC11674242

Identifier etd-BangloyAnt-8145.pdf (filename),usctheses-c89-264431 (legacy record id)

Legacy Identifier etd-BangloyAnt-8145.pdf

Dmrecord 264431

Document Type Dissertation

Rights Bangloy, Anthony Kyle

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the a...

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA