University of Southern California Dissertations and Theses

Millennial workforce retention program: an explanatory study

(USC Thesis Other)

Millennial workforce retention program: an explanatory study

PDF

Download a page range

Download transcript

Copy asset link

Request this asset

Transcript (if available)

Content

Millennial Workforce Retention Program: An Explanatory Study
by
Hao S. Pengshung

Rossier School of Education
University of Southern California
A dissertation submitted to the faculty
in partial fulfillment of the requirements for the degree of
Doctor of Education

May 2022

© Copyright by Hao S. Pengshung 2022
All Rights Reserved

The Committee for Hao S. Pengshung certifies the approval of this Dissertation

Susanne Foulk
Kenneth Yates
Adrian Donato, Committee Chair

Rossier School of Education
University of Southern California
2022
iv
Abstract
This study explored the knowledge-based, motivational, and organizational root causes of the
lack of a millennial workforce retention plan. Clark and Estes gap analysis framework provided
this study’s conceptual and methodological framework. Using a mixed-methods design, the
study combined survey, interviews, and document analysis to answer the following research
questions: (a) What are the millennial employees’ knowledge, motivation, and organizational
needs related to developing a workforce retention program to retain 100% of its millennial
workforce for five years from hire? (b) What is the interaction between organizational culture
and context and millennial employees’ knowledge and motivation? (c) What are the
recommended knowledge, motivation, and organizational solutions to those needs? Results from
surveys, interviews, and document analysis (where available) validated two influences on the
problem of practice in motivation affecting emotions and cultural models and settings. The
verified influences were utilized to select evidence-based recommendations for solutions and
create an integrated implementation and evaluation plan using the new world Kirkpatrick model.
The study provided a recommendation for leadership to support millennial employees in
achieving their stakeholder goal of implementing a workforce retention plan through job aides,
corporate-provided training, pamphlets, manager-employee meetings, and workplace
collaboration.

v
Dedication
To my beloved paternal grandparents. Growing up as a refugee in America, my grandparents
have always stressed the importance of education to get ahead in life. Although they are no
longer here, I know I have made them proud by earning my doctorate. I would also like to
dedicate this dissertation to my lovely wife, who encouraged me to pursue my doctoral degree,
and her loving support. For the past 3 years, she took on the role of a single parent to our two
young boys. I am so grateful for having her as my wife.

vi
Acknowledgments
I would like to acknowledge my committee members for their support, guidance, and
patience in helping me achieve this milestone in my life. To my chair, Dr. Adrian Donato, has
been supportive and inspirational in providing the feedback needed to complete the dissertation.
To Dr. Kenneth Yates and Dr. Susanne Foulk, thank you for your constructive feedback and
insights into my problem of practice. Your recommendations help guide and align my
dissertation.
Lastly, I would like to acknowledge my brothers in this program, Ed Balderas, Robb
Flak, and Michael Coronado. These gentlemen motivated me to get through the OCL program,
not to mention all the laughter we shared during those Saturday and night Zoom class sessions. I
will always cherish our friendship.

vii
Table of Contents
Abstract .......................................................................................................................................... iv
Dedication ........................................................................................................................................v
Acknowledgments.......................................................................................................................... vi
List of Tables ...................................................................................................................................x
List of Figures ................................................................................................................................ xi
Chapter One: Introduction of the Problem of Practice ....................................................................1
Organizational Context and Mission ...................................................................................1
Organizational Performance Status/Need ............................................................................1
Related Literature.................................................................................................................2
Importance of the Organizational Innovation ......................................................................4
Organizational Performance Goal ........................................................................................4
Stakeholders and Stakeholders’ Performance Goals ...........................................................5
Stakeholder for the Study and Stakeholder Performance Gap.............................................6
Purpose of the Project and Questions ..................................................................................6
Methodological Framework .................................................................................................7
Definitions............................................................................................................................7
Organization of the Study ....................................................................................................8
Chapter Two: Review of the Literature ...........................................................................................9
Influences On the Problem of Practice ................................................................................9
Why Millennials Leave ......................................................................................................14
Role of Stakeholder Group of Focus .................................................................................16
Clark and Estes’ Knowledge, Motivation, and Organizational Influences
Framework .........................................................................................................................17
Conceptual Framework: The Interaction of Stakeholders’ Knowledge and
Motivation and the Organizational Context .......................................................................28
Conclusion .........................................................................................................................30

viii
Chapter Three: Methods ...............................................................................................................31
Participating Stakeholders, Interview Sampling Criteria, and Rationale ..........................32
Interview Sampling (Recruitment) Strategy and Rationale ...............................................33
Document Analysis Sampling (Access) Strategy and Rationale .......................................36
Data Collection and Instrumentation .................................................................................37
Data Analysis .....................................................................................................................39
Credibility and Trustworthiness .........................................................................................40
Validity and Reliability ......................................................................................................40
Ethics..................................................................................................................................41
Limitations and Delimitations ............................................................................................41
Chapter Four: Results and Findings ...............................................................................................43
Participating Stakeholders .................................................................................................44
Data Validation ..................................................................................................................45
Results and Findings for Knowledge Needs ......................................................................45
Results and Findings for Motivation Needs.......................................................................53
Results and Findings for Organization Needs ...................................................................60
Summary of Validated Influences .....................................................................................66
Conclusion .........................................................................................................................68
Chapter Five: Solutions and Integrated Implementation and Evaluation Plan ..............................70
Organizational Context and Mission .................................................................................70
Organizational Performance Goal ......................................................................................70
Description of Stakeholder Groups ....................................................................................71
Goal of the Stakeholder Group for the Study ....................................................................71
Purpose of the Project and Questions ................................................................................72
Recommendations for Practice to Address KMO Influences ............................................74
Integrated Implementation and Evaluation Framework and Plan......................................85

ix
Data Analysis and Reporting .............................................................................................95
Summary ............................................................................................................................96
Strengths and Weaknesses of the Approach ......................................................................97
Limitations and Delimitations ............................................................................................98
Future Research .................................................................................................................98
Conclusion .........................................................................................................................99
References ....................................................................................................................................101
Appendix A: Survey Survey Protocol..........................................................................................117
Appendix B: Interview Protocol ..................................................................................................120
Appendix D: Sheet for Exempt Research ....................................................................................125
Purpose .............................................................................................................................125
Participant Involvement ...................................................................................................125
Payment/Compensation for Participation ........................................................................125
Confidentiality .................................................................................................................125
Investigator Contact Information .....................................................................................126
IRB Contact Information .................................................................................................126
Appendix E: Sample Survey Items Measuring Kirkpatrick Levels 1 and 2 ................................127
Appendix F: Sample Survey Items Measuring Kirkpatrick Level 3 Drivers...............................129
Appendix G: Sample Blended Delayed Evaluation Items Measuring Kirkpatrick Levels 1
Through 4 .....................................................................................................................................130
Open-Ended Questions for Revisiting Level 1 and Level 2 ............................................130
Four-Point Scale Questions for Evaluating Level 3 Critical Behaviors ..........................130
Level 4 Indicators and Results Sample Metrics ...............................................................131

x
List of Tables
Table 1: Organizational Mission, Organizational Goal and Stakeholder Performance
Goals 5
Table 2: Knowledge Influences, Types, and Assessments for Knowledge Gap Analysis 20
Table 3: Assumed Motivation Influence and Motivational Influence Assessments 24
Table 4: Organizational Influences and Organizational Influence Assessments 27
Table 5: Distribution of Study Participants by Region, Gender, and Age Group 44
Table 6: Summary of Validated, Partially Validated, and Not Validated Influences 68
Table 7: Summary of Knowledge Influences and Recommendations 75
Table 8: Summary of Motivation Influences and Recommendations 79
Table 9: Summary of Organizational Influences and Recommendations 83
Table 10: Outcomes, Metrics, and Methods for External and Internal Outcomes 87
Table 11: Critical Behaviors, Metrics, Methods, and Timing for Evaluation 88
Table 12: Required Drivers to Support Critical Behaviors 89
Table 13: Evaluation Components of Learning for the Program 92
Table 14: Components to Measure Reactions to the Program 93
Appendix C: Document Analysis Protocol 123
Table E1: Sample Survey Items 128

xi
List of Figures
Figure 1: Interactions Between Knowledge and Motivation Within the Organizational
Models and Settings 29
Figure 2: Response to Item: “What Skills Do You Need to Possess to Have a Successful
Career With Your Employer?” 46
Figure 3: Response to Item: “What Skills Do You Need to Possess to Have a Successful
Career With Your Employer?” 47
Figure 4: Response to Item: “What Steps Do You Follow to Achieve Learning Goals?” 49
Figure 5: Response to Item: “I Monitor My Working Relationship With Other
Generational Cohorts.” 51
Figure 6: Response to Item: “I Will Seek Training to Develop New Skills for Career
Advancement.” 53
Figure 7: Standard Deviation to Survey Item: “I Will Seek Training to Develop New
Skills for Career Advancement.” 54
Figure 8: Response to Survey Item: “I Feel a Sense of Worth When I Complete Important
Tasks.” 56
Figure 9: Response to Survey Item: “I Enjoy Working in a Collaborative Environment.” 58
Figure 10: Response to Survey Item: “The Organizational Culture Encourages Career
Development.” 60
Figure 11: Distribution of Likert Scale Responses to Organization Survey Items 16, 17,
18, and 19 About Cultural Setting Influences 63
Figure 12: Percentage of Workforce Retention Program Completed by Millennials 95
Figure 13: Percentage of Millennial Employees Remaining With the Organization 5
Years From Hire Date 96
Appendix H: Sample Manager Dashboard Using Levels 1, 2, and 3 Drivers 133

1

Chapter One: Introduction of the Problem of Practice
Millennials are the fastest-growing section of the U.S. workforce, with 76 million
employed (Murphy, 2012). Millennials represent the most significant workforce population,
affecting hiring outcomes and workforce planning. Consequently, retaining millennials is critical
to the longer-term success of organizations. Many millennials will not stay with one employer
during their professional careers and typically can be expected to leave their jobs in less than
three years (Campione, 2015; Vasquez, 2014). The Pew Research Center found that 6 out of 10
employed millennials are unlikely to remain with one employer, and 60% of millennials have
changed jobs at least once in their careers (Thompson & Gregory, 2012). The cost of employee
turnover is high, and millennials are more likely to change careers than Baby Boomers, born
between 1946 and 1964, and Generation Xers, born between 1965 and 1980 (Bannon et al.,
2011). Therefore, leaders of organizations must develop effective strategies to motivate and
retain millennials.
Organizational Context and Mission
Global Spatial (a pseudonym), a private software company in the western United States,
provides geospatial information systems and analytics to public, private, and government
institutions. The organization has over 4,000 employees, primarily millennials, working in
offices and centers across the globe. According to internal data, the average tenure of an
employee at Global Spatial is less than two years. This short tenure presents a problem at Global
Spatial because the organization is experiencing financial loss, knowledge diffusion, and
decreasing customer satisfaction.
Organizational Performance Status/Need
The organization has set a goal to retain 100% of millennials for 5 years but has no
program in place to do so. Thus, the performance gap is 100%. This problem impacts the
2

organization because it is experiencing financial loss, lack of knowledge diffusion, and
decreasing customer satisfaction. This problem represents the larger national, generational
workplace differences in millennials’ cultural values, expectations, beliefs, and behaviors
(Ambrose et al., 2010; Campione, 2015; Myers & Sadaghiani, 2010).
Related Literature
Motivating and retaining millennials require organizations to acknowledge that
workplace differences exist and better understand workplace differences between millennials
(born between 1981 and 1996), baby boomers, and Generation X to mitigate millennial turnover.
Millennials, as a workforce, account for approximately 15% of the workforce (Dimock, 2019;
O’Connor & Raile, 2015). Unlike baby boomers and Generation X, millennials have different
expectations for organizational culture. They expect organizations to be fully transparent with
their operations (Ferri-Reed, 2014). According to Martin and Ottemann (2015), millennials are
pro-work-life balance, often have unrealistic entitlement expectations, expect instant
gratification, and are adaptable to new technologies. Furthermore, they prefer telecommuting and
flexible work schedules, are more willing to switch jobs than baby boomers and Generation X,
and want immediate recognition for work completed. Baby boomers are workaholics, respect
authority and hierarchy in the workplace, are typically not tech-savvy, and are not good at
multitasking (Martin & Ottemann, 2015). Generation X employees are self-reliant and
independent, mistrustful of traditional work values, and look for instant gratification in the
workplace (Martin & Ottemann, 2015). In addition to generational workplace differences,
millennials’ cultural values also differ from baby boomers and Generation X.
Millennials’ cultural values shaped their workplace attitudes and traits. They were born to
parents in the late baby boomer and early Generation X groups. Millennials were raised by
parents in a culture where there were no losers and received awards for participation (Trapero et
3

al., 2017). This upbringing resulted in unrealistic work expectations where failure can result from
hard work (Trapero et al., 2017). Moreover, being raised in a world where there is no loser
resulted in a lack of independence and responsibility, traits often found in millennials (Trapero et
al., 2017). According to 2008 Pew data, millennials are the most educated generation in
American history, with 40% of those aged 18 to 24 enrolled in college (Bannon et al., 2011).
Trapero et al. (2017) highlighted that millennials respect workplace diversity and value
multiculturalism. Moreover, Bannon et al. (2011) found that millennials are technology savvy,
the first generation to experience a post-digital and globalizing world, and grew up with social
networks, mobile devices, and workplace mobility. Lastly, results from a Pew survey found 83%
of millennials have their mobile devices on them 24 hours a day, and 75% are members of an
online social network (Bannon et al., 2011). Understanding millennials’ cultural values will
benefit organizations in motivating and retaining millennials.
Motivating and retaining millennials is critical to organizations’ long-term success. By
2020, millennials are projected to comprise half of the U.S. workforce (Nolan, 2015). The cost of
employee turnover is high, and millennials are more likely to change careers than baby boomers
and Generation Xers (Simmons, 2016). Because of the high costs of recruiting and training
employees, organizations must find strategies and methods to motivate and retain millennials
employees for more than three years (Simmons, 2016). To do so, organizations have to provide
them with challenging and meaningful work to keep them engaged, offer frequent feedback and
recognition and help them balance their work-life, and provide flexible work arrangements
(Lowe et al., 2008; Nolan, 2015). Motivated millennials lead to goal-directed behavior, which
supports their learning and performance, giving them a sense of accomplishment and pride, thus
making them more likely to stay with the organization (Ambrose et al., 2010, p. 70). Millennials
expect organizations to provide them with meaningful work and help develop their careers
4

through learning and training (Martin & Ottemann, 2015). Millennials are motivated to learn if
what they are learning is of interest and value to them and learning outcomes and expectations
are clear (Ambrose et al., 2010, pp. 70–81).
Importance of the Organizational Innovation
It is important for the organization to implement a millennial workforce retention
program. Without a formal program, Global Spatial will continue to experience a double-digit
attrition rate among its millennial employees. According to internal data, the average tenure of an
employee at Global Spatial is less than two years. The short tenure presents a problem because
the organization is experiencing financial loss, lack of knowledge diffusion, and decreasing
customer satisfaction.
Organizational Performance Goal
By August 2023, millennial employees will develop a Global Spatial workforce retention
program to retain all of its millennial workforce for five years from hire. Meeting this goal is
dependent on three stakeholders: senior leadership, millennial employees, and human resources
(HR). Global Spatial’s senior leadership is the only stakeholder group with authority to approve
or deny implementing a workforce retention program. The second stakeholder group is HR. This
is an important stakeholder because the group is responsible for all administrative tasks
pertaining to the onboarding and deboarding of employees and maintaining employees’
performance records. This group will also ensure that by May 2024, Global Spatial millennial
attrition will be 0%. Lastly, the stakeholder group of focus is millennial employees. The goal of
the Global Spatial workforce retention program is to achieve 100% Millennial workforce
retention for a duration of 5 years from hire by May 2024.

5

Stakeholders and Stakeholders’ Performance Goals
Table 1 details the Global Spatial mission and goals.

Table 1
Organizational Mission, Organizational Goal and Stakeholder Performance Goals
Organizational mission
The mission of the organization is to provide a memorable customer experience journey
through actionable data analytics that combines the human touch and process innovation.
Organizational performance goal
By August 2023, Global Spatial will implement a new millennial workforce retention program
to retain 100% of its millennial workforce for the duration of 5 years from hire.
Global Spatial senior
leadership goal
By December 2023, Global
Spatial senior leadership
will implement a
workforce retention
program.
Millennial employees goal

By August 2023, millennial
employees will develop a
Global Spatial workforce
retention program
HR department goal

By May 2024, Global Spatial’s
HR department will have 0%
millennial attrition.

6

Stakeholder for the Study and Stakeholder Performance Gap
The three stakeholder groups responsible for achieving the overall organizational goal of
implementing a new millennial workforce retention program at Global Spatial to retain 100% of
its millennial workforce for five years from hire are senior leadership, HR, and millennial
employees. Although the senior leadership and HR stakeholders will equally be responsible for
the program’s success, it is important to understand millennials’ perspectives to ensure the
program satisfies their needs and expectations. Therefore, the stakeholder of focus for this study
was all Global Spatial’s millennial employees. Senior leadership will support the stakeholder’s
goal of implementing the retention program. Currently, there is no millennial workforce retention
program at Global Spatial. The organizational goal is that Global Spatial will retain all millennial
employees for five years from the date of hire. Hence, the performance gap is 100%.
Purpose of the Project and Questions
The purpose of this project was to conduct a gap analysis, sequential mixed-methods,
explanatory study in the areas of knowledge and skill, motivation, and organizational resources
to develop and implement a millennial workforce retention program at Global Spatial. The
analysis began by generating a list of possible needs and then moved to examine these
systematically to focus on actual or validated needs. While a complete needs analysis would
focus on all stakeholders, for practical purposes, the stakeholder of focus in this analysis consists
of millennial employees. The analysis focused on causes for this problem due to employee
knowledge, skill, and motivational gaps.
1. What are the millennial employees’ knowledge, motivation, and organizational needs
related to developing a workforce retention program to retain 100% of its millennial
workforce for 5 years from hire?
7

2. What is the interaction between organizational culture and context and millennial
employees’ knowledge and motivation?
3. What are the recommended knowledge, motivation, and organizational solutions to
those needs?
Methodological Framework
Clark and Estes’ (2008) gap analysis, a systematic, analytical method that helps to clarify
organizational goals and identify the gap between the actual performance level and the preferred
performance level within an organization, was adapted for a needs analysis. Assumed
knowledge, motivation, and organizational (KMO) needs were generated based on personal
knowledge and related literature. These needs were validated through surveys, focus groups,
interviews, literature review, and content analysis. Research-based solutions are recommended
and evaluated comprehensively.
Definitions
Baby boomers is the name of a generational group defined as those born between 1946
and 1964.
Generation X is the name of a generational group defined as those born between 1965
and 1980.
Human resources is the name of a department within an organization responsible for the
hiring, administration, and training of personnel.
Millennial is the name of a generational group defined as those born between 1981 and
1996.
Senior leadership is defined as leaders in an organization with direct oversight of a
division or department. Senior leaders typically report to the organization's owner (private
companies) or are key decision-makers at public organizations.
8

Silent generation is the name of a generational group defined as those born before 1946.
Zoom is a web conferencing platform used for audio and video conferencing.
Organization of the Study
Five chapters are used to organize this study. This chapter provided the key concepts and
terminology commonly found in a discussion about Global Spatial and a millennial workforce
retention program. The organization’s mission, goals, stakeholders, and initial concepts of gap
analysis adapted to needs analysis were introduced. Chapter Two provides a review of the
current literature surrounding the scope of the study. Chapter Three details the assumed causes
for this study and the methodology for choosing participants, data collection, and analysis. In
Chapter Four, the data and results are assessed and analyzed. Chapter Five provides solutions,
based on data and literature, for addressing the needs and closing the performance gap and
recommendations for an implementation and evaluation plan for the solutions.
9

Chapter Two: Review of the Literature
Millennials, numbering between 50 million and 80 million, are the largest generational
group in the United States and account for 15% of the U.S. labor force (Bannon et al., 2011).
Therefore, there is a need for organizations to devise an effective strategy to retain them. Studies
have shown that millennials leave their jobs after three years for several reasons (Campione,
2015). A survey conducted by the Pew Research Center found that 6 out of 10 millennials are
unlikely to remain with one employer for the rest of their careers, and 60% of millennials have
changed jobs at least once (Thompson & Gregory, 2012). Retaining millennials is critical to the
long-term success of organizations in a domestically and globally diverse economy. The cost of
employee turnover is high. Understanding millennial work expectations, values, and what
motivates them helps organizations devise an effective strategy to retain millennial employees.
Influences On the Problem of Practice
Generational Characteristics
Millennials, born between 1981 and 1996, have distinct characteristics setting them apart
from baby boomers and Generation X (Dimock, 2019; O’Connor & Raile, 2015). Generational
characteristics are developed during critical development periods in early childhood and
adolescence (Lyons & Kuron, 2013). Each generational group experienced the same societal
events, such as technological advancements, social and political movements, and global turmoil
(Thompson, 2011). Although certain characteristics may appear across all generational cohorts,
baby boomers are loyal to their organizations, will work long hours to get the job done, and
prefer a top-down management approach (Brunetto et al., 2012). On the other hand, members of
Generation X are typically content with their jobs and careers and are more likely to stay with
their organizations long-term (Costanza et al., 2012). Generation X seeks high compensation
when job hunting. Like baby boomers, they are dedicated to their jobs and work well under a
10

top-down management structure (Park & Gursoy, 2012). Unlike Generation X and baby
boomers, millennials are not motivated by salary alone. O’Connor and Raile (2015) posited that
millennials seek jobs that offer security and fulfillment. Understanding generational workplace
differences help organizations retain millennials beyond the three years when millennials
typically leave their organizations.
Generational Differences
Today, three-generational cohorts from diverse backgrounds work together, each with its
own generational characteristics. Individuals’ workplace values, expectations, and attitudes result
from significant economic, political, and social events experienced during their formative years
of childhood (Benson & Brown 2011). Karl Mannheim theorized that individuals similar in age
would share common experiences that shape the development of their culture (Mannheim et al.,
1997).
Once the largest workforce in history, baby boomers have dwindled in labor force
participation over the years due to retirement. Change is not well perceived for those still in the
labor force (Cekada, 2012). Baby boomers are loyal to their organizations. It is not uncommon
for boomers to retire from the same company they started with decades earlier. Boomers can be
described as intellectually arrogant, socially mature, culturally wise, self-confident, and critical
thinkers (Kowske et al., 2010). Other studies have found baby boomers idealistic, politically
savvy, and spiritually driven (Crumpacker & Crumpacker, 2007; Kaifi et al., 2012; Strauss &
Howe, 1997). The baby boomer generation is highly influential and prosperous, shaping all
aspects of society, such as education, organizations, and family (Carver & Candela, 2008;
Westerman & Yamamura, 2007).
The Generation X cohort is the smallest of the generations, with 49 million members
(Carver & Candela, 2008). This cohort is considered technologically savvy, being the first
11

generation to grow up with video games, personal computers, and mobile phones (Lancaster &
Stillman, 2002). This generation is described as individualistic, hard-working, risk-tolerant, and
self-reliant (Gentry et al., 2011; Lancaster & Stillman, 2002). Separately, Ansoorian et al. (2003)
found that 60% of Generation X have attended college, making the cohort better educated than
baby boomers. However, Generation X is the first generation to have a standard of living below
that of their parents, earning lower wages than baby boomers (Ansoorian et al., 2003).
Millennials, the stakeholder of focus in this study, recently replaced the baby boomers as
the largest generational cohort in the United States (Kowske et al., 2010). Kowske et al. (2010)
posited that millennials are high achievers, highly educated, confident, and socially conscious.
Millennials are expected to fill senior leadership positions in the private and public sectors in the
coming years, dominating the labor market for the foreseeable future. Because they currently
comprise 46% of the U.S. workforce and are projected to represent 75% of the labor force by
2025, retaining millennials should be a top priority of organizations (Lynch, 2008; West, 2013).
Millennials are the most educated and diverse group of all generational cohorts. Any corporate
strategy to retain millennials requires organizations to understand millennial cultural values,
including high-value social relationships and positionality.
Millennial Motivation
Millennials’ views and values differ from previous generational cohorts. Shandwick
(2016) found that 47% of millennials consider diversity and inclusion as important factors.
Furthermore, millennials seize opportunities with reputational benefits and are more focused on
building their reputations at work than baby boomer and Generation X. In general, millennials
are not motivated by money when seeking employment. Shutan (2016) conducted a survey found
that 78% of millennials will join a company for less pay if that company has a great corporate
culture. Millennials are motivated by doing meaningful work that positively impacts the
12

environment and society (Thompson, 2011). Millennials value work-life balance when seeking
employment and are motivated by challenging and meaningful work (Mahmoud et al., 2020).
Moreover, as the most diverse generational group, millennials are motivated by workplace
diversity and equality, where there is transparency, career development, and opportunities for
advancement (Kultalahti & Viitala, 2014; Mihelič & Aleksić, 2017). Work-life balance should
be part of all organizational millennial workforce retention programs.
Millennials Work-Life Balance
Millennials’ decision to join or leave an organization is dependent on a variety of job and
organizational factors. Although baby boomers and the Generation X cohorts value work-life
balance, the term became synonymous with millennials (Dittmann, 2005). When seeking
employment, millennials look for organizations that provide better work-life balance, career
advancement and training, meaningful and challenging work, and cutting-edge technology
(Behrens, 2009; Ehrhart et al., 2012; Hershatter & Epstein, 2010). Millennials are more
demanding than previous generational cohorts regarding work-life balance, and they cherish their
time outside of work spent on leisure activities and social causes (Beutell & Behson, 2018).
Smith (2010) found that healthy work-life balance affects millennials’ job satisfaction, job
performance, and ethical decision-making. Millennials often adjust their work schedules to
accommodate their busy lives, providing them more time for leisure activities and social causes
(Thompson & Gregory, 2012). Organizations promoting and offering employees better work-life
balance will have better chances of attracting and retaining talented millennials.
Millennials Workplace Retention
Millennials are projected to make up 75% of the workforce by 2025 (Smith & Turner,
2015). As the cohort with the most significant percentage of the workforce, retention issues pose
a significant threat to organizations failing to understand millennial expectations. A study
13

conducted by the Institute of Public Relations found that 47% of millennials consider the
diversity and inclusion of the workplace before selecting a job (Essner, 2017). Additionally, 64%
of millennials are comfortable talking about issues of diversity and inclusion in the workplace.
A study by Smith and Turner (2015) found that millennials switch jobs every two years
due to differences in workplace expectations. Moreover, Zemke et al. (2013) found that
millennials believe they would have held seven jobs by age 26. Replacing millennials is costly,
with costs associated with recruiting and training new employees often exceeding 100% of the
annual salary for the position being filled (Allen et al., 2010).
Retaining Millennials in the Workplace
It is becoming more challenging for organizations to retain millennial employees (Barrick
& Zimmerman, 2009). Millennials typically leave their organizations less than three years on the
job (Campione, 2015). Millennial retention should be a top priority for organizations to remain
competitive in a global and diverse economy. Organizations whose mission and values align with
millennials are more likely to retain their millennial workforce (Terjesen et al., 2007).
Millennials Workplace Values
Generational differences in people’s attitudes and values result from significant
economic, political, and social events experienced during the formative years of childhood and
adolescence (Benson & Brown, 2011). Millennials grew up during the age of computers, mobile
smart devices, and social media (Bannon et al., 2011; Gorman et al., 2004). Millennials’
workviews, attitudes towards authority, and perspectives on work differ from earlier generational
cohorts (Kowske et al., 2010). Events such as 9/11, the Great Recession in 2008, and the election
of the first African American president in the history of the United States shaped millennials’
worldviews and positionality (Myers & Sadaghiani, 2010).
14

Unlike generational cohorts before, millennials are disengaged at work but are flexible
and work well in teams (Durkin, 2008). Because of their disengagement and aspirations for
career advancement, millennials are not loyal to their organizations (Reisenwitz & Iyer, 2009).
They tend to gravitate towards organizations that are socially responsible in protecting the
environment, promoting community relations, improving employee relations, and improving
diversity and benefits (Backhaus et al., 2002). Millennials were raised with prosocial and pro-
environment values and will not hesitate to leave organizations that do not honor these values
(McCune, 2017).
Why Millennials Leave
Millennials typically leave their jobs for five reasons: workplace conditions, job
satisfaction (or lack thereof), compensation, work-life balance, and the lack of career
development and training (Yang et al., 2012). The authors found other reasons contributing to
millennial turnover, including unfair treatment by management, lack of job security, generational
differences, and lack of management engagement and direction (Gursoy et al., 2008; Yang et al.,
2012; Zemke et al., 2013). The following sections highlight the five main reasons millennials
typically leave their jobs: workplace conditions, job satisfaction, compensation, work-life
balance, and career development and training.
Workplace Conditions
One reason millennials leave their job is workplace conditions. Ruys (2013) showed that
millennials were more likely to leave an organization due to a lack of work flexibility, respect for
management, or management morality. Additionally, Ruys found that millennials positively
perceive leaders whom their employees respect. Lastly, motivated employees are more likely to
remain with their employers when leaders incorporate organizational justice or fairness into the
subordinate-supervisor relationship (Oren et al., 2012).
15

Job Satisfaction
A common reason for employee attrition is job satisfaction (Yang et al., 2012).
Specifically, Liu et al. (2012) posited a correlation between job satisfaction and employee
turnover. Employees given personal and professional advancement opportunities through skills
development, learning, and experience achieve higher job satisfaction (Festing & Schäfer, 2014;
O’Shea et al., 2014). Conversely, Chen et al. (2014) showed no correlation between employee
attrition and job satisfaction.
Finally, millennials leave their jobs because they feel that their work is not meaningful
and challenging (Ng et al., 2010). Raised by baby boomers and early Generation X parents,
millennials are socially conscious and seek meaningful work that provides opportunities for
positive contribution to society, and will not hesitate to leave organizations whose mission and
values do not align with theirs (Ng et al., 2010).
Compensation
Compensation is another reason millennials leave their employers. Cash compensation
may attract millennials, but a comprehensive benefits package that includes a competitive salary,
401k retirement accounts, and generous time off makes them more likely to stay (Howe &
Straus, 2000). Millennials are willing to work longer hours occasionally but demand competitive
pay (Deal & Levenson, 2016). According to Srinivasan (2012), compensation is a motivator for
millennials, and there is a correlation between compensation and millennial turnover.
Work-Life Balance
A desire for flexible work options is one reason millennials leave their jobs. Hewlett et al.
(2009) found that 89% of millennials surveyed want flexible work options. Moreover, not
working at least one day remotely in the workweek can influence millennials to leave their
organization (Hershatter & Epstein, 2010; Hewlett et al., 2009). Organizations such as Google,
16

Microsoft, and Facebook attract and retain millennials because of their commitment to employee
work-life balance (Bannon et al., 2011).
Millennials prefer organizations that offer greater work flexibility, which leads to better
work-life balance (Burke, 2004). Additionally, Dowd-Higgins (2013) found that millennials
expect to work when and where they want to. Many organizations have switched to a remote-
first workplace due to the COVID-19 pandemic to attract and retain talent (Brynjolfsson et al.,
2020). Deal and Levenson (2016) found that millennials will look for another position if their
work-life balance is affected. Moreover, millennials do not want to make the mistakes of their
parents by working long hours at the expense of family and friends (Bannon et al., 2011).
Career Development and Training
Another reason millennials leave their jobs is the lack of training and career advancement
opportunities (Behrens, 2009). Millennials have high expectations of career growth and expect
advancement opportunities within six months on the job (Ng et al., 2010). Furthermore,
millennials desire three of the top five organizational attributes: employee development and
training, treating employees as individuals, and opportunities for long-term career growth
(Terjesen et al., 2007).
Millennials are not looking to stay in one job role for years. They are looking for career
growth and development opportunities (Newman, 2010). Kucherov and Zamulin’s (2016)
findings highlighted that millennials are looking for opportunities for career growth and
increasing their knowledge and skills to achieve this goal. Moreover, millennials value their
development and learning new skills (O’Shea et al., 2014).
Role of Stakeholder Group of Focus
The stakeholder group of focus for this study is the millennial employees. However, other
stakeholders in the organization will be important in implementing a millennial workplace
17

retention program. Millennials’ self-efficacy and KMO influences are critical to the success of
any millennial retention strategy. Individuals with high self-efficacy are typically more
knowledgeable and perform better in their job roles than individuals with low self-efficacy (Gist
et al., 1989). In Clark and Estes’s (2008) gap analysis framework that follows, millennials’
knowledge-based and motivational barriers to a workplace retention strategy were studied
alongside the broader organizational and cultural barriers that prevent their retention and the
implementation of an effective workplace program to retain them.
Clark and Estes’ Knowledge, Motivation, and Organizational Influences Framework
Clark and Estes’s (2008) gap analysis framework was used to study problems within the
organization from the perspective of the stakeholder of focus. The problem-solving process is
based on (a) understanding stakeholder goals regarding the organizational goal and (b)
identifying assumed performance influences in knowledge, motivation, and organization based
on general theory, context-specific literature, and an understanding of the organization (Clark &
Estes, 2008; Rueda, 2011). The next section explores the stakeholder-specific KMO assumed
influence.
Stakeholder Knowledge Influences
The revised Bloom’s taxonomy knowledge dimension contains four categories instead of
three. The four knowledge dimensions are factual knowledge, conceptual knowledge, procedural
knowledge, and metacognitive knowledge (Krathwohl, 2002). Krathwohl (2002) defined factual
knowledge as elements that people know and understand and have two subtypes, knowledge of
terminology and knowledge of specific details and elements. Conceptual knowledge is the
interrelationship between elements within a larger structure and has three subtypes, knowledge
of classification and categories, knowledge of principles and generalizations, and knowledge of
theories, models, and structures (Radmehr & Drake, 2017). Procedural knowledge involves
18

methods of inquiry and knowledge to do a task, including problem-solving and using algorithms.
It has three subtypes: knowledge of subject-specific skills and algorithms, knowledge of subject-
specific techniques and methods, and knowledge of criteria for determining when to use
appropriate procedures (Krathwohl, 2002). Metacognitive knowledge is knowledge about
cognitive tasks and self-knowledge and requires the ability to self-reflect and self-regulate
(Krathwohl, 2002).
Millennials Need to Identify the Skills to Have a Successful Career at Global Spatial
Gaps in factual knowledge hinder millennials’ success at Global Spatial. Krathwohl
(2002) defines factual knowledge as elements that people know and understand. Factual
knowledge has two subtypes: knowledge of terminology and knowledge of specific details and
elements. Furthermore, according to the revised Bloom’s taxonomy, factual knowledge refers to
the basic elements one must know to be acquainted with discipline and problem solving
(Anderson & Krathwohl, 2001). Millennials at Global Spatial need to identify the skills needed
to extend their careers. Addressing the knowledge gap through reflective learning will prepare
millennials for successful careers in the organization (Campione, 2015; Corgnet et al., 2016;
Myers & Sadaghiani, 2010).
To be successful in their organizations, millennials’ learning differences require
development that aligns with their needs (Beaver & Hutchings, 2005). Thompson (2016) found
that millennials want a learning context that highlights the importance of learning and how the
learning impacts them and the organization. Training curriculum at Global Spatial can help fill
millennial knowledge gaps by having relevant and up-to-date reference materials, high-quality
standard operating procedures, and other work-related documents, and learning support from
knowledgeable subject matter experts and mentors (Thompson, 2016).

19

Millennials Need to Know the Steps of How to Progress in Their Career Path at Global Spatial
Providing millennials a career path will reduce their knowledge gaps, increase career
advancement at the organization, and reduce attrition (Ng et al., 2010; Solomon & van Coller-
Peter, 2019; Thompson & Gregory, 2012). Millennials are more likely to make career decisions
for advancement opportunities than previous generations (Lyons et al., 2012). A career path that
entails skills development improves their procedural knowledge and increases the likelihood of
remaining with the organization long-term (Mendes & Stander, 2011; O’Shea et al., 2014).
According to Clark (2004), a curriculum to improve millennials’ procedural knowledge and help
their career progression should include information delivery, opportunities to practice what was
learned, and some form of challenging assessment. Global Spatial has a training curriculum for
prospective leaders but none for millennials interested in a linear career path in other areas of the
organization.
Millennials Need to Reflect on Their Relationship Skill-Building Activities
Metacognitive knowledge requires self-reflection and self-regulation (Krathwohl, 2002).
Self-reflection is an important aspect of any learning experience (Dembo & Eaton, 2000). It
allows learners to self-regulate and reflect on mistakes and helps to clear obstacles that could
impede them from meeting organizational expectations (Ellström, 2001). Because millennials
work with multi-generational cohorts, they must learn to work with and understand these
cohorts’ unique characteristics to meet organizational goals and succeed in their careers
(O’Keefe, 2016). To foster better learning outcomes, positive engagement, and collaboration
between baby boomers, Generation X, and millennials, millennials need to self-regulate and self-
reflect on their working relationships with these two cohorts (Dembo & Eaton, 2000; Enos et al.,
2003; Koopmans et al., 2006). Table 2 provides information on the organizational mission,
20

organizational and stakeholder goals, and the knowledge influences discussed in this paper. The
table showcases samples of assessments used to study stakeholders’ knowledge.

Table 2
Knowledge Influences, Types, and Assessments for Knowledge Gap Analysis
Stakeholder goal
By 2022, Global Spatial millennial workforce will remain with the organization for a duration
of 5 years from hire.
Knowledge influence Knowledge type Knowledge influence assessment
Millennials need to
identify the skills to
have a successful
career.
Factual

Interview and survey questions asked during
this study:

What skills do you need to possess to
have a successful career with your
employer?

Millennials need to know
the steps on career
progression.
Procedural

Interview and survey questions used during
this study:

What learning path have you set for
yourself at Global Spatial?
What steps have you taken to increase
your workplace knowledge?

Millennials need to reflect
on their skill-building
activities.
Metacognitive

Interview and survey questions ask during
this study:

Describe your working relationship with
other generational cohorts.
Describe your recent performance review.

21

Stakeholder Motivation Influences
Motivation is a psychological process that helps us complete tasks and finish what we
started, which might include changing our behaviors to achieve desired outcomes (Pintrich &
Schunk, 2002). Causes of low motivation include commitment issues, under-confidence, and
overconfidence (Clark & Estes, 2008). For the purpose of this study, self-efficacy theory and
attribution theory were reviewed.
Self-Efficacy Theory
Self-efficacy theory is an employee’s understanding of their competence on a particular
task in a particular subject area that affects their lives (Bandura & Wessels, 1997). Furthermore,
self-efficacy is a belief that with effort and appropriate support, any goal is achievable (Bandura,
1993). Quite often, one can confuse self-efficacy with self-esteem. Self-efficacy is an
individual’s perception of self-competence on definitive tasks, while self-esteem is one’s sense
of self-confidence (Brett, 1984). Employees with high self-efficacy will typically perform better
work-related tasks than those with lower self-efficacy (Gist, 1989).
Millennial Self-Efficacy
In order to be motivated, millennials need confidence that they can improve their job
skills at Global Spatial. Self-efficacy is the belief that all goals are attainable with effort and the
right support (Bandura, 2001). Individuals with low self-efficacy exhibit anxious behaviors and
avoidance tendencies, while individuals with higher self-efficacy are more willing to attempt
challenging tasks (Bandura & Adams, 1977). Millennials need to have self-efficacy, or the result
would be a lack of confidence in their abilities to advance and remain with the organization
(Ambrose et al., 2010; Thompson & Gregory, 2012). Evidence suggests a positive relationship
between self-efficacy and work-related training, demonstrating that self-efficacy is important to
the effectiveness of work-related training (Matsuo & Nakahara, 2013).
22

Attribution Theory
Attribution theory holds that all individuals have innate desires to understand the causes
of behaviors and outcomes and that attributions for these behaviors and outcomes shape
emotional and behavioral responses (Harvey & Martinko, 2009). Attributions affecting
motivational states are the locus of causality and stability (Weiner, 1995). Therefore, individuals
who believe they have control over their work-related tasks will be more motivated to put effort
into completing those tasks (Meece et al., 2006). Additionally, millennials need to believe their
performance is internally caused, controllable, and stable (Meece et al., 2006).
The attribution-related influence examined in this study was that millennials need to
believe that they are in control of their success. Millennials who believe that they are in control
of their success are more motivated and more likely to achieve workplace success (Meece et al.,
2006). Attribution theory holds that all individuals have innate desires to understand the causes
of behaviors and outcomes and that attributions for these behaviors and outcomes shape
emotional and behavioral responses (Harvey & Martinko, 2009). Additionally, individuals who
attribute success to their efforts are more likely to persist when presented with challenging tasks
(Rueda, 2011). Effort-oriented attributions are internal, unstable, and controllable, while
intelligence-oriented attributions are stable and uncontrollable (Meece, Anderman, & Anderman,
2006; Rueda, 2011).
Emotion Theory
Current theory of emotion suggests that emotion contributed to the evolution of
consciousness and to the affective, cognitive, and action processes involved in goal-oriented
behavior (Izard, 2009). According to Clark and Estes (2008), positive emotional environments
enhance learning, motivation, and performance. Conversely, negative emotions caused by
competitive work structures reduce individual outcome expectancies and enhance the lack of
23

control (Goette et al., 2012). Millennials feeling positive emotions are more likely to achieve
individual and organizational goals and more likely to stay with their organizations long-term.
The emotion-related influence examined in this study was that millennials need to feel
positive emotions to advance their careers at Global Spatial (Colby, 2017; Laird et al., 2015;
Nolan, 2015; Simmons, 2016). In addition to the need for positive emotions, millennials need to
feel appreciated to work (Kessler, 2016; Martin & Ottemann, 2015; Walden et al., 2017). When
millennials feel positive emotions, they are more likely to complete their tasks. Furthermore,
Corgnet et al. (2015) found that cognitive ability is a good predictor of task performance.
Table 3 provides information on the organizational mission, organizational and
stakeholder goals, and the motivational influences of self-efficacy and attributions. The table
highlights examples of assessments used to study stakeholders’ motivation.

24

Table 3
Assumed Motivation Influence and Motivational Influence Assessments
Assumed motivation influences Motivational influence assessment
Self-efficacy
Millennial employees need confidence
that they can improve their job skills.
Examples of interview questions used in this study:

I am confident I can improve my job skills at
Global Spatial.
Attributions
Millennial employees need to believe
that they are in control of their
success.
Examples of survey questions used in this study:

If I do not achieve success at Global Spatial, it is
because I did not try hard enough.
I will seek training to develop new skills for career
advancement.

Examples of interview questions used in this study:

What are the reasons you believe that you may, or
may not, have achieved success at work?
Do you feel as if you are in control of your ability
to advance your career?

Emotions
Millennials need to feel positive
emotions to advance their careers at
Global Spatial.
Examples of survey questions used in this study:
I feel a sense of worth when I complete important
tasks.
I enjoy working in a collaborative environment.

Examples of interview questions used in this study:

How do you feel when a peer is promoted to a
leadership role?
How did you feel when your manager gave you a
performance review that did not meet your
expectations?

Stakeholder Organization Influences
General Theory
An organization’s culture can be analyzed based on its cultural settings and models
(Gallimore & Goldenberg, 2001). Cultural settings are concrete and include the employees, their
25

tasks, how and why tasks are completed, and the social context in which their work is performed.
Cultural models refer to cultural practices and shared mental schema within an organization
(Gallimore & Goldenberg, 2001). Organizational gaps such as poor work processes, limited
material resources, and dysfunctional interactions or ineffective goal achievement in work occur
between departments are shaped by organizational culture (Clark & Estes, 2008).
Stakeholder-Specific Factors
Millennials need organizations with policies, processes, and procedures promoting work-
life balance, flexible work arrangements, and training programs that align with their positionality
(Deal et al., 2010; Lowe et al., 2008; Nolan, 2015). Organizations promoting work-life balance,
flexible work arrangements, and career development will entice millennials to remain with their
employers. Walsh (2015) found that millennials want more responsibility, career development,
and meaningful work from their organizations. Moreover, millennials need training programs to
build their knowledge and skills for possible advancement (Ambrose et al., 2010; Murphy, 2012;
Thompson, 2016).
Millennials Need Training Programs to Build Their Knowledge and Skills for
Possible Advancement. Training programs to develop millennials’ knowledge and skills are
critical to their career advancement. Millennials can benefit from behavioral modeling training
and tutorial training (Gist et al., 1989). While behavioral modeling reduces training participants’
self-consciousness, tutorial training tends to increase anxiety in participants with low self-
efficacy through lecture or computer-aided instruction (Gist et al., 1989; Saks, 1994). To ensure
that participants with low self-efficacy and high self-efficacy find success in training programs,
millennials with high self-efficacy should participate in an interactive training approach (Gist et
al., 1989). Millennials with low self-efficacy or low self-confidence may benefit from a training
model that increases self-efficacy in a non-interactive approach (Gist et al., 1989). Bandura and
26

Adams (1977) further explained that individuals with low self-efficacy will not perform well in
behavioral modeling training because of their tendency to minimize the perceived importance of
the task by shifting to an external locus of controls, blaming their difficulties on the training.
Millennials Need to Be Rewarded for Achieving Organizational Goals. Millennials
value rewards that offer better work flexibility, but like boomers, also seek recognition and
promotions (Myers & Sadaghiani, 2010). Millennials expect to be rewarded for strong
performances (Thompson & Gregory, 2012). Millennials who are overachieving can be rewarded
by being placed in a leadership mentoring program to show that the organization is committed to
their career progression. Since millennials are more family-centric than work-centric, an
incentive that provides better work arrangements and more flexibility will incentivize millennials
to remain with the organization long-term (Martin, 2005; Hershatter & Epstein, 2010).
Millennials Need Time for Work-Life Balance. Millennials place high importance on
work-life balance. Results of a survey conducted by Pew Research, PWC, and Johnson Controls
were that 66% of millennials expect to work regular hours with some flexibility and 56% prefer
to work flexibly and choose when to work (Bannon et al., 2011). Given that a majority of
millennials prefer a balanced work-life and job flexibility, any retention strategy must include
job flexibility. Table 4 provides information on the organizational mission, organizational and
stakeholder goals, and the knowledge influences discussed in this chapter. The table showcases
samples of assessments used to study the stakeholder’s organizational influences.

27

Table 4
Organizational Influences and Organizational Influence Assessments
Assumed organizational influences Organization influence assessment
Cultural Model Influence 1
Millennials need training programs to build
their knowledge and skills for possible
advancement.
Example of survey item used in this study (4-
point, forced-choice Likert scale items):

The organization provides employee training
programs.
I have the skills required to advance within
the organization.

Examples of interview questions used in this
study:

Do you have the knowledge and skills for
advancement? Explain.
Do you believe your organization provides you
with the training to develop your career?”

Cultural Setting Influence 1
Millennials need to be rewarded for
achieving organizational goals.
Example of survey item used in this study (4-
point, forced-choice Likert scale items):
I am rewarded for achieving organizational
goals.
I am satisfied with the type of reward given
for achieving organizational goals.

Examples of interview questions used in this
study:

What are some of the ways you prefer to be
compensated for achieving organizational
goals?
In what ways can your organization improve
its incentive program?”
Cultural Setting Influence 2
Millennials need time for work-life balance.
Example of survey item used in this study (4-
point, forced-choice Likert scale items):
I have a good work-life balance.
I am not overworked.

Examples of interview questions used in this
study:
How can your organization promote a
greater work-life balance?
How often do you work more than 45 hours
a week?

28

Conceptual Framework: The Interaction of Stakeholders’ Knowledge and Motivation and
the Organizational Context
A conceptual framework represents the interactions among the concepts, assumptions,
expectations, and theories that inform a study’s methodological and analysis choices (Maxwell,
2013). Merriam and Tisdell (2016) referred to this as a theoretical framework, which they
described as a study’s supporting structure or scaffolding. The conceptual or theoretical
framework can be narrative or visual, with the goal of highlighting the relationships among the
important concepts, variables, and theories that frame the study (Maxwell, 2013; Merriam &
Tisdell, 2016). In earlier phases of enacting Clark and Estes’ (2008) gap analytic framework to
investigate root causes for a performance problem, influences on the problem were intentionally
developed in isolation and divided into their knowledge, motivation, or organizational categories.
The conceptual framework allows an opportunity to explore the connections between the
influences and to establish a working theory to frame a research question (Maxwell, 2013).
Clark and Estes’s (2008) gap analysis framework is used to study the stakeholder
performance within an organization. The gap analysis framework is ideal for investigating the
root causes of organizational performance problems by addressing three possible causes of
performance gaps: people’s knowledge and skills, people’s motivation, and organizational
barriers. In this study, Clark and Estes’s gap analysis framework was adapted as a needs analysis
for innovation regarding millennial employees’ knowledge, skills, and motivation as well as and
organizational influences.
Earlier sections of this chapter presented the knowledge and motivation influences on
millennial employees’ self-efficacy and their knowledge gap and organizational barriers.
Knowledge and motivation influences were followed by an exploration of the cultural models
29

and settings active within the organization. Figure 1 presents the relationships among these
influences, highlighting the working theory that framed this study.

Figure 1
Interactions Between Knowledge and Motivation Within the Organizational Models and Settings

30

Figure 1 represents the interaction of knowledge-based and motivational influences with
a millennial attrition and retention strategy, and it shows how addressing these potential causes
could contribute to the achievement of the organizational and stakeholder goals at Global Spatial.
The figure also models how the stakeholders’ knowledge and motivation are separate but inform
the development process.
Conclusion
Chapter Two explored possible causes for millennials’ attrition. Bandura and Adams’
(1977) motivational construct of self-efficacy was presented in terms of the factors known to
improve employees’ self-efficacy in organizations, and the relationships between these factors
and leadership accountability of their development were investigated. While there is a known
connection between low self-efficacy and participation gaps, a broader look at all knowledge-
based, motivational, and organizational influences on employee development was explored in the
second half of Chapter Two using Clark and Estes’ (2008) gap analytic KMO methodology. A
conceptual framework for this dissertation was then established by highlighting the
interrelationships among KMO influences. While self-efficacy is situated in the motivation
category, it connects to other influences on millennial engagement and retention in the
conceptual framework. Chapter Three will present the study’s methodological framework to
explore the connection between development, as promoted through the cultural settings of
competency generation, and employee self-efficacy in organizations.

31

Chapter Three: Methods
Chapter Three examines the KMO influences contributing to high attrition at Global
Spatial, where millennial employees are leaving the organization after less than two years on the
job (Clark & Estes, 2008). Additionally, this chapter presents the study’s overall research design
and data collection and analysis. The study was a gap analytic, sequential mixed-methods,
explanatory study. The following research questions guided this study:
1. What are the millennial employees’ knowledge, motivation, and organizational needs
related to developing a workforce retention program to retain 100% of its millennial
workforce for 5 years from hire?
2. What is the interaction between organizational culture and context and millennials
employees’ knowledge and motivation?
3. What are the recommended knowledge, motivation, and organizational solutions to
those needs?
This chapter describes the study’s primary stakeholder group and outlines participants’
sampling and recruitment strategies. Following the discussion of participant recruitment and
selection, is a detailed description of the data collection methodology, strategy for development
and implementation of the measurement instruments, and the data analysis techniques used to
process the data will be discussed. Subsequent sections describe the steps taken to ensure the
credibility and trustworthiness of the qualitative data and the validity and reliability of the
quantitative data. Lastly, the chapter concludes with a reflection on the study in ethics,
limitations, and delimitations.
The study used a mixed-methods approach. Interviews, surveys, and document analysis
were used to limit potential bias through triangulation (Creswell, 2014; Merriam & Tisdell,
2016). A descriptive survey using a Likert scale was used to assess millennials’ perceptions at
32

Global Spatial. The coronavirus pandemic and remote work implemented by Global Spatial
resulted in interviews conducted through Zoom. This allowed for a better understanding of the
KMO factors contributing to high millennial attrition and helped develop a millennial workforce
retention program at Global Spatial. Where available, document analysis was conducted to
triangulate the data and provide insights into factors and policies that support or prevent the
implementation of a millennial workforce retention program at Global Spatial.
Participating Stakeholders, Interview Sampling Criteria, and Rationale
The stakeholders in this study were senior leadership, HR, and millennial employees.
Although the senior leadership and HR stakeholders are essential to the implementation and
success of the millennial workforce retention program, the stakeholder group of focus in the
study was the millennial population. Global Spatial currently has 4,000 employees working in
multiple offices and centers across the globe. Millennials or Generation Y employees (Dimock,
2019; O’Connor & Raile, 2015) were invited to participate in the sampling. This study's research
findings and recommendations focused on millennials and their perspectives because they are
critical to implementing a millennial workforce retention program. Creswell (2014)
recommended four or five interviews for case studies; this study used the qualitative research
method where six participants were interviewed. The six interview participants provided relevant
information crucial to the study, with new information documented (Creswell, 2014; Merriam &
Tisdell, 2016). Criteria based on the conceptual framework and research questions that address
KMO influences to implementing a millennial workforce retention program were used.
Criterion 1
Current and former employees of Global Spatial were born between 1981 and 1996.
Millennials were the targeted group because they had the most insight and influence into the
problem of practice.
33

Criterion 2
All participants must have worked in office locations in the United States and worldwide.
The purposeful sampling maximized the representation of millennial workers in different
countries provided information and documentation of differences in perspectives.
Criterion 3
Participants must have held leadership positions. These individuals provided insights into
how they overcame the gap in the KMO and provided invaluable information into achieving
long-term success at the organization.
Interview Sampling (Recruitment) Strategy and Rationale
A semi-structured purposeful sampling approach was used to interview six millennial
employees in U.S. and overseas offices. The semi-structured purposeful approach was
appropriate for this study because participants can engage in partial informal conversations
(Patton, 2002). Additionally, semi-structured purposeful sampling allows participants to provide
relevant information to the research questions and goals (Maxwell, 2013).
The six participants in the study each took part in a 20- to 60-minute interview.
Interviewing six participants from U.S. and overseas offices ensured a range of characteristics of
interest for the study and offered maximum variation sampling (Merriam & Tisdell, 2016). The
interview questions were prepared in advance but not shared with participants until the interview
to avoid pre-constructed and politically correct responses from participants (Merriam & Tisdell,
2016).
Each interview was conducted synchronously online using Zoom, a computer-mediated
tool (Merriam & Tisdell, 2016). Participants were read a privacy disclosure and asked for verbal
consent to have the interview recorded. Interviewees were asked questions about their experience
34

and behavior, opinion and values, knowledge, and demographics (Merriam & Tisdell, 2016)
aligned with Clark and Estes’s (2008) KMO gap analysis framework.
Survey Sampling Criteria and Rationale
This study used a purposeful survey design process where purposive sampling (Fink,
2013) was conducted to mitigate the potential for survey and measurement errors, minimize
social desirability bias and response variance, and ensure that surveys were reflective and
relevant to the intended respondents (Robinson & Leonard, 2018). The survey was administered
using a population sample of 25 millennial employees at Global Spatial structured on presumed
KMO influences on the problem of practice (Clark & Estes, 2008; Fink, 2013).
Criterion 1
Current employees of Global Spatial in a leadership or individual contributor role who
were born between 1981 and 1996. Millennials in leadership roles have different perspectives
from millennials in non-leadership roles at the organization. All millennial perspectives needed
to be documented to achieve maximum variation.
Criterion 2
Millennials employees working in the United States and overseas offices were invited to
participate. Millennials in different countries provided maximum variation in race and ethnicity.
Although some employees have similar roles, their perspectives may differ due to cultural
differences, education, and positionality.
Survey Sampling (Recruitment) Strategy and Rationale
Convenience survey sampling was used to target millennials, the primary stakeholder
group, who could provide insights into their understanding of KMO influences at Global Spatial
(Merriam & Tisdell, 2016). Their answers generated detailed descriptive measurements on
influences (Pazzaglia et al., 2016). Salkind (2014) recommended using survey questions based
35

on a Likert scale and scales of measurements such as nominal, ordinal, interval, and ratio. A
target population of 25 millennials was asked to participate in the survey, mainly comprising
closed-ended questions and a couple of open-ended questions. A pilot study was conducted to
ensure all participants answered all questions, completed the survey, and provided valuable
information (Fink, 2013; Salkind, 2014). Participants were provided the link via email to
complete the survey through Qualtrics at the beginning of data collection. The survey link was
available for three weeks to give participants sufficient time to complete the survey.
Additionally, weekly reminders were sent to participants to complete the survey.
Observation Sampling Criteria and Rationale
Observation sampling is an important aspect of qualitative research methodology, where
the researcher observes and takes field notes on the behavior and activities of individuals at the
research site (Creswell & Creswell, 2018). However, employees at Global Spatial are scheduled
to work remotely through March 2022, with a possibility of not returning to the office until the
end of 2022. Therefore, this study replaces observation with document analysis.
Document Analysis Sampling Criteria and Rationale
In lieu of observations, document analysis was used to triangulate the qualitative data for
validity, reliability, and bias (Creswell & Creswell, 2018). Moreover, document analysis allowed
the researcher to review and analyze public and private documents on data sources that would
benefit the researcher in the study (Creswell, 2014).
Criterion 1
The first criterion was that documents be organizational policies or internal processes
such as the employee handbook, standard operating procedure, or human resource documents
available on the organization’s intranet that may have affected millennials’ training and career
growth.
36

Criterion 2
The second criterion refers to the date the documents were last published or revised. This
criterion ensured that the documents were relevant to current practices and policies.
Criterion 3
The third criterion refers to the source of the document. The document had to be
approved by the corporate and is enforceable. However, individual departments may have
practices, policies, and procedures in addition to corporate regulations.
Document Analysis Sampling (Access) Strategy and Rationale
Adhering strictly to institutional review board (IRB) standards and internal protocols, no
personal information was used in the research. Additionally, the organization’s and participants'
names were masked. The researcher is employed at Global Spatial and has access to certain
internal documents as well as frequent interactions with the primary stakeholder group. Private,
internal documents were requested for the research via a written proposal to address ethical
concerns (Creswell, 2014).
Data collection took place via remote interviews using Zoom, survey sampling, and
document analysis. The survey and online interviews provided information on stakeholders’
beliefs, understandings, and experiences on the KMO influences at Global Spatial pertaining to a
millennial workforce retention program. Lastly, the document analysis provided evidence to
validate interviews and survey results and identify gaps in millennial knowledge and skills,
motivation, and organization that may have prevented Global Spatial from achieving its goals.
Robust quantitative research utilizes multiple forms of data collection (Creswell, 2014; Creswell
& Creswell, 2018; Merriam & Tisdell, 2016).

37

Data Collection and Instrumentation
The literature suggests that qualitative research should include multiple forms of data
collection in the study (Creswell, 2014; Creswell & Creswell, 2018; Merriam & Tisdell, 2016).
Additionally, qualitative research should include a purposeful sampling of selected individuals to
help the researcher better understand the needs surrounding the problem of practice (Creswell,
2014). Two methods of qualitative data collection were used in this study: online interviews and
survey sampling. The purpose of a survey sampling and online interviews is to provide the
researcher with in-depth knowledge and understanding of the millennial KMO needs, possible
solutions to these needs, and to address research questions to support the study on the
implementation of a millennial workforce retention program. Finally, document analysis was
used to validate survey and interview data results.
Reliability, validity, and research bias are factors that could derail or invalidate a study
(Merriam & Tisdell, 2016). Triangulation is a common practice in qualitative research to
minimize research bias and test for reliability and validity (Merriam & Tisdell, 2016). The
triangulation of survey results, online interviews, and document analysis will provide data on the
research questions on the millennial workforce's knowledge and skills, motivation, and
organization at Global Spatial (Clark & Estes, 2008).
Interviews
A semi-structured interview approach was the method of choice for this study. Each of
the six participants participated in a 20- to 60-minute online interview through video
conferencing applications such as Microsoft Teams, Skype for Business, or Zoom. The
researcher sought participants’ consent to record the online interview session. All recordings
produced a transcript that captured the participant’s narrative using Zoom. Each participant was
interviewed only once. An interview guide, a list of open and closed-ended questions, and
38

follow-on prompts were used (Appendix to follow), allowing the researcher to respond to
emerging viewpoints and situations (Merriam & Tisdell, 2016). The researcher may have
changed the sequence and wording of questions from one interview to the next to encourage a
more conversational interview. Additionally, the researcher may have asked probing questions to
seek clarification or greater detail on a particular response.
The interview questions aligned with the conceptual framework based on Clark and
Estes’ (2008) gap analysis of millennials’ knowledge and skills, motivation, and organizational
influences determined by the researcher. Participants’ responses help determine how policy
affects the relationship between stakeholder knowledge and motivation needs related to
developing a millennial workforce retention program, the interaction between organizational
culture, context, and millennials’ knowledge and motivation, and recommended KMO solutions.
Surveys
The survey consisted of 20 questions designed to align with the proposed KMO
influences on the problem of practice, as shown in the conceptual framework. The analysis was
systematic to ensure that the results generated provided descriptive measurements about the
influences (Pazzaglia et al., 2016). Survey questions were constructed using a Likert scale and
scales of measurements such as nominal, ordinal, interval, and ratio (Salkind, 2014) and targeted
a population of 25 millennials, comprising mostly closed-ended questions and two open-ended
questions (Fink, 2013). The survey was administered through Qualtrics, with the link to the
survey emailed to all participants. The survey link was available for three weeks. A pilot study
was conducted to ensure all participants answered all questions, completed the survey, and
provided valuable information about the KMO influences on the millennial workplace retention
program. Additionally, participants received weekly reminders to complete the survey.
39

Observation
Observation sampling is an important aspect of the qualitative research methodology,
where the researcher observes and takes field notes on the behavior and activities of individuals
at the research site (Creswell & Creswell, 2018). However, employees at Global Spatial are
scheduled to work remotely through March 2022, with a possibility of not returning to the office
until the end of 2022. Due to remote work, observation was not conducted in this study.
Documents and Artifacts
Documents were collected for analysis as part of this research. The researcher collected
internal documents from Global Spatial related to the stakeholder goal and assumed influences
outlined in the conceptual framework. Published documents were saved to an electronic device.
The researcher obtained approval for unpublished documents before saving an electronic copy.
Data Analysis
Descriptive statistical analysis was conducted once all survey results were submitted. For
interviews and observations, data analysis began during data collection. The researcher wrote
analytic memos after each interview and each observation. The researcher documented his
thoughts, concerns, and initial conclusions about the data in relation to the conceptual framework
and research questions. In addition, interviews were transcribed and coded. In the first phase of
analysis, open coding was used to identify empirical codes and to apply priori codes from the
conceptual framework. The second analysis phase involved aggregating empirical and a priori
codes into analytic/axial codes. In the third phase of data analysis, pattern codes and themes that
emerged in relation to the conceptual framework and study questions were identified. Lastly,
documents and artifacts were analyzed for evidence consistent with the concepts in the
conceptual framework.

40

Credibility and Trustworthiness
Credibility and trustworthiness are the fundamentals of all research studies. The
researcher must be aware of the potential for bias and influence on participants’ responses
(Maxwell, 2013). Additionally, the researcher must understand that his role as a leader in the
organization of study may affect the quality of discussion on millennial knowledge and skills,
motivation, and organizational influences. The researcher’s positionality and biases may make
participants in the study less willing to be truthful and candid in their responses (Maxwell, 2013;
Merriam & Tisdell, 2016). Moreover, survey and interview participants consisted of millennials
holding various positions within the organization to mitigate the risk of bias (Miles et al., 2014).
All participants were informed of the intentions of the study and were given a consent
form (printed or electronic copy) prior to taking the survey or engaging in an online interview
(Miles et al., 2014). Furthermore, all interview dialogue was automatically transcribed to ensure
a detailed and accurate depiction of the dialogue. Finally, the triangulation of survey results,
interviews, and document analysis will be collected from different perspectives to identify
conflicts and outliers in research findings (Merriam & Tisdell, 2016).
Validity and Reliability
The survey and interview components of this study sought to document and analyze
opinions from millennial stakeholders since opinions increase the study's validity (Fink, 2013;
Merriam & Tisdell, 2016). To increase reliability, precise and uniform instructions were
presented to participants (Salkind, 2017). Additionally, peer feedback was used to review survey
instructions for clarity, and a pilot was tested before the survey link was sent to study
participants. The survey participants received a link to the survey via an online third-party called
Qualtrics, keeping the data secure and anonymous (Pazzaglia et al., 2016). Using an online third-
party provider helps minimize errors in organizing survey data responses. Participants had three
41

weeks to complete the survey, after which the survey was locked. Finally, survey participants
will not be incentivized, despite Fink’s (2013) suggestion to increase the response rate.
Ethics
The primary data sources were online interviews and surveys. Thus, there was a need to
ensure that no harm would be done to human subjects, including ensuring privacy,
confidentiality, and informed consent (Glesne, 2011; Krueger & Casey, 2009; Merriam &
Tisdell, 2016). Moreover, this study’s proposal was reviewed and approved by the University of
Southern California’s IRB to ensure that all participants taking part in the study would have their
identity kept confidential and that participation was voluntary, with the option to withdraw at any
time during the study. Finally, all data were restricted via a password-protected computer and
available only to the researcher.
Limitations and Delimitations
The purpose of this study was to conduct a gap analysis to examine Global Spatial needs
for the innovation of program to retain 100% of millennial employees for 5 years from hire. Due
to the coronavirus pandemic, one-on-one interviews and observations were not feasible.
Moreover, employees at Global Spatial had remote work through March 2022 and possibly
through the end of 2022. The lack of face-to-face interaction deprived the researcher of
observing interviewees’ body language, surroundings, and facial expressions. Thus, participants’
answers may not accurately represent their experiences. A second limitation of the study is that
millennials are the primary stakeholder of focus. Senior leadership and human stakeholders were
not be asked to participate in the survey or interviews. Perspectives and opinions of these
stakeholders are not accounted for in the study and could raise issues of validity and reliability
(Fink, 2013; Merriam & Tisdell, 2016).
42

The focus of this study was to conduct a gap analysis (Clark & Estes, 2008) to examine
Global Spatial’s needs for the innovation of a millenial workforce retention program to retain
100% of millennial employees for 5 years from hire. Because the study focuses on Global
Spatial’s mission and organizational goal and millennials are the sole stakeholders of focus, this
study is less generalizable to other organizations. Lastly, the size of the stakeholder group makes
the study more applicable to smaller private organizations.

43

Chapter Four: Results and Findings
This study aimed to conduct a needs analysis to implement a millennial workforce
retention program. Clark and Estes’s (2008) gap analysis framework triangulated and validated
findings from surveys, interviews, and document analysis. Additionally, mixed methods were
used to collect and validate the assumed KMO influences developed in Chapter Two by
analyzing survey and interview data and document analysis. This chapter poses results and
findings aligned to study questions by reviewing the organizational and stakeholder goals and the
degree to which the data indicated meaningful progress towards these goals. Following the
review of goals, the chapter is organized into knowledge-based, motivational, and organizational
assertions supported by quantitative and qualitative findings.
The stakeholder of focus in this analysis was millennial employees, although a complete
needs analysis would focus on all stakeholders. Finally, this chapter summarizes the validated
KMO influences used to generate recommendations and Chapter Five's implementation and
evaluation plan. Three questions guided this study. This chapter addresses the first two, and
Chapter Five addresses the third:
1. What are the millennial employees’ knowledge, motivation, and organizational needs
related to developing a workforce retention program to retain 100% of its millennial
workforce for 5 years from hire?
2. What is the interaction between organizational culture and context and millennial
employees’ knowledge and motivation?
3. What are the recommended knowledge, motivation, and organizational solutions to
those needs?

44

Participating Stakeholders
Quantitative data were collected through a survey administered to 25 current and former
employees at Global Spatial. Seventeen persons responded to the survey for a completion rate of
68%. Out of the 17 participants who completed the survey, eight (47%) agreed to a follow-up
interview. However, only six followed through with their interview commitments, which lasted
20 minutes to an hour each. The six interview participants were current and former employees of
Global Spatial. The interviewees represented offices in North America, South America, and the
Middle East. A pool of diverse participants allowed for collecting data to validate or not validate
millennials’ KMO influences. Table 5 highlights the regional, gender, and age group breakdown
of survey respondents and interview participants.

Table 5
Distribution of Study Participants by Region, Gender, and Age Group

Survey respondents
(n = 17)
Interview participants
(n = 6)
Region
North America 11 (64.7%) 4 (66.7%)
South America 2 (11.8%) 1 (16.7%)
Europe, Middle East, Africa 2 (11.8%) 1 (16.7%)
Asia 2 (11.8%) 0 (0.0%)
Gender
Female 5 (29.4%) 2 (33.3%)
Male 12 (70.6%) 4 (66.7%)
Non-binary/prefer not to answer 0 (0.0%) 0 (0.0%)
Age group
18–40 17 (100.0%) 6 (100.0%)
41–59 0 (0.0%) 0 (0.0%)
60 and over 0 (0.0%) 0 (0.0%)

45

Data Validation
This study utilized a mixed methodology to investigate the research questions and
explore the validity of the presumed KMO influences on the problem of practice. Each of the
influences presented in this chapter had validated, partially validated, or not validated gaps based
on the data analyzed. An influence was considered validated when survey responses and
interviews concurred that the gap in the area was significant and needed to be addressed. An
influence was considered partially validated when part of the data showed a significant gap to be
addressed. An influence was considered not validated when the data consistently showed no gap
to address the influence. Moreover, each influence was first observed through survey responses,
then through an analysis of the qualitative answers to the interview.
Thresholds were needed during data analysis to construct arguments to make assertions in
the sections found in this chapter. Twelve responses (70.5%) on survey items was the threshold
for asserting agreement; however, results with 14 or more responses (82.3%) were considered
more compelling evidence. Interview data used as evidence generally relied upon four responses
(66.7%) alignment among interview participants, but code typicalities above five responses
(83.3%) were considered more conclusive.
Results and Findings for Knowledge Needs
Three knowledge categories were examined in reporting results and findings of the
knowledge needs. The categories are factual, procedural, and metacognitive. To ensure
confidentiality, interviewees were referred to as R1 to R6 in the following sections.

46

Factual Knowledge: What Skills Do You Need to Possess to Have a Successful Career with
Your Employer?
Survey Results
Survey participants were asked to select the skills needed to have a successful career at
Global Sptail from a list of four skills. The 17 participants were allowed to select multiple skills.
Two skills, Salesforce Cloud (n = 14) and Microsoft Office (n = 16), exceeded the 82.3% survey
agreement threshold, while Geo-Spatial (n = 8) and Python (n = 3) did not meet the 70.5%
minimum survey agreement threshold. According to survey results, millennials felt that
Microsoft Office (94.1%) and Salesforce Cloud (82.4%) are the skills most needed to have a
successful career. Figure 2 displays the number of respondents to the survey item “What skills do
you need to possess to have a successful career with your employer?

Figure 2
Response to Item: “What Skills Do You Need to Possess to Have a Successful Career With Your
Employer? ”

47

Interview Findings
Six interview participants were asked which of the four skills (Salesforce Cloud,
Microsoft Office, Geo-Spatial, and Python) are needed to have a successful career with Global
Spatial. Participants were allowed to select multiple skills. All six participants (100%) stated
Microsoft Office as a skill most needed to have a successful career. This trend mirror survey
results where most participants (94.1%) selected Microsoft Office as the skill most needed to
have a successful career. However, interview participants (66.7%) mentioned Geo-Spatial as a
second skill needed to have a successful career at Global Spatial. In comparison, survey
respondents (82.4%) selected Salesforce Cloud as a second skill needed to have a successful
career. Figure 3 displays the number of respondents to the interview item: “What skills do you
need to possess to have a successful career with your employer?”

Figure 3
Response to Item: “What Skills Do You Need to Possess to Have a Successful Career With Your
Employer? ”

48

Document Analysis
Public information on the company’s website describes the organization as supportive of
a culture that encourages creativity and collaboration. The site lists benefits offered to
employees, including career development and growth. However, descriptions were vague, only
mentioning educational resources such as training and scholarships to university degree
programs.
Summary
Survey respondents and interview participants understood the importance of proficiency
in Microsoft Office since Excel, Word, Outlook, and PowerPoint are frequently used. Data
showed agreement thresholds 94.1% of survey respondents and 100% of interview participants.
Results from survey respondents and interview participants identified the influence as a
confirmed asset.
Procedural Knowledge: What Steps Do You Follow to Achieve Learning Goals?
Survey Results
Survey participants were asked to select the steps followed to achieve learning goals from
a list of four steps. Participants were allowed to select multiple skills. Over 76% of respondents
signed up for technical training offered by the company. In comparison, nearly 65% have
discussed training with their managers, and close to 59% pursued external certifications. Only
one respondent (5.9%) did not discuss nor pursue training offered by the company or external
certifications. According to survey results, 94.1% of respondents took steps to achieve learning
goals. Figure 4 displays the number of respondents to the survey item “What steps do you follow
to achieve learning goals?”

49

Figure 4
Response to Item: “What Steps Do You Follow to Achieve Learning Goals? ”

Interview Findings
All participants (n = 6) took the initiative to pursue training offered by the company,
outside the organization, or a combination of both. Asked what steps they took to increase
workplace knowledge, R1 answered, “I have completed self-guided courses to improve my
technical skills and studied materials on leadership.” R3 asserted that there was so much training
available: “I signed up for self-guided technical training and attended situational self-leadership
training. I am a driven self-learner and will pursue technical training on my own time.” R4 and
R6 started with the organization as support analysts before their promotion to leadership roles.
Both R4 and R6 enrolled in training offered by the company. Additionally, R4 and R6 spent time
outside of work watching motivational videos on TedTalk and YouTube and reading leadership
books.
Document Analysis
A review of the training development program curriculum revealed that the organization
offers technical and soft skills training. Employees with high motivation and self-efficacy seek
50

and take advantage of the technical and leadership training offered by the organization.
Additionally, the organization offers tuition reimbursement to employees pursuing education in a
degree program or a professional certification. Lastly, the organization offers several full
scholarships annually to high-performing employees wishing to pursue a graduate or
postgraduate degree.
Summary
Survey and Interview data analysis found no gap in procedural knowledge. Sixteen
(94.1%) survey respondents either discussed training with their managers or signed up for
training offered by the organization, including professional certifications. A similar trend was
observed with interview participants in that 100% (n = 6) achieved learning goals. Document
analysis further validates that procedural knowledge is confirmed as an asset. The organization
offers employees training to achieve their learning goals.
Metacognitive Knowledge: I Monitor My Working Relationship With Other Generational
Cohorts
Survey Results
Survey participants were asked to select an assessment of whether the working
relationship with other generational cohorts is monitored. Over 29% of respondents (n = 5)
strongly agreed with the statement of monitoring work relationships with other generational
cohorts. Another 59% (n = 10) agreed with the statement, while 12% (n = 2) disagreed. In all,
88% of respondents either agreed or strongly agreed to the statement of monitoring work
relationships with other generational cohorts. Figure 5 displays the number of respondents to the
survey item “I monitor my working relationship with other generational cohorts.” Based on the
survey data (Figure 5), there is no gap in metacognitive knowledge.

51

Figure 5
Response to Item: “I Monitor My Working Relationship With Other Generational Cohorts. ”

Interview Findings
Six interview participants were asked to describe their working relationships with other
generational cohorts. R1 and R2 were neutral in describing their work relationship with baby
boomers. R1 explained,
It depends on the role the other generational cohorts hold. If I am leading other
generational cohorts, the other cohorts are great workers. If a Generation Xer or baby
boomer leads a team, it is better to agree than to disagree with them. Older generational
workers are not open-minded in their leadership style. They are not tech-savvy and will
not acknowledge that they are not tech-savvy. They are not good at reports and not good
at data analysis. They want their employees to summarize the data for them.
R2’s response to his working relationship with other generational cohorts was similar to
R1 and R2 responded,
You need to have patience guiding baby boomers. It takes courage to listen to them
because they have a different perspective. Older generations are a bit challenging to work
52

with. They do not like to try new things and are not exposed to much diversity in the
organization.
Responses from R4, R5, and R6 were similar. R4 explained,
I work with folks who are the same age or 10–20 years older. I have a positive work
relationship with them. We are in the same unit, and we have a good working
relationship. We call out each other’s generational gaps and joke about them. We work
great together, and the 20 year age gap does not make a difference. I have respect for
them, and they have respect for me. We all value feedback to improve and succeed.
Finally, R5 explained, “Things are more fluid and open to interpretation with boomers and Gen
X’ers. It is easier to have conversations with older generations than younger generations.”
The participants who had positive working relationships with baby boomers and
Generation X’ers were from the United States. Two of the six participants with negative
experiences working with other generational cohorts were employees working in the overseas
centers.
Document Analysis
There were no documents or training curricula available that addressed working with
multiple generational cohorts. The organization offers training to improve emotional intelligence
and communication skills, but nothing is generational specific. There is no training available that
addresses improving work relationships between generational cohorts.
Summary
Survey results conclude that there was no metacognitive knowledge gap. Twelve survey
respondents do not monitor their work relationships with other generational cohorts. Two
interview participants expressed positive work relationships with other generational cohorts. In
contrast, two interview participants from the overseas centers reported negative work
53

relationships with other generational cohorts. Data from survey and interview protocols validate
that metacognitive knowledge is confirmed as an asset.
Results and Findings for Motivation Needs
Attribute: I Will Seek Training to Develop New Skills for Career Advancement
Survey Results
Survey respondents were asked to select from a 4-point Likert scale whether training is
sought to develop new skills for career advancement. All respondents (n = 6) either agreed or
strongly agreed with the statement on seeking to develop new skills for career advancement.
Figure 6 validates that there is no gap in millennial motivational attributes. Further validating
that there is no gap in motivational attributes, the standard deviation is 0.48 with a mean of 1.35
(Figure 7).

Figure 6
Response to Item: “I Will Seek Training to Develop New Skills for Career Advancement. ”

54

Figure 7
Standard Deviation to Survey Item: “I Will Seek Training to Develop New Skills for Career
Advancement. ”

Interview Findings
Interview participants were asked to talk about their level of confidence to self-improve
their on-the-job skillset. All participants seek training to develop new skills for career
advancement. However, not all participants shared the same approach to training. R1 felt there is
no career growth with the organization and explained,
I always look to improve my work process so that tasks take less time to complete. There
is not a clear career path for me, so I try to improve current workflows. I update standard
operating procedures and refine existing reports. I feel there is no growth with the
organization.
R2 was more positive with his response:
I try to improve my skill set by listening to others and seeking their feedback regarding
my performance. I try to improve my technical knowledge by working closely with my
team and reviewing their technical work.
R3 was very confident in her ability to self-improve her on-the-job skillset. She asserted,
55

I am pretty confident. I do not feel imposter syndrome because of the intensive interview
process I went through to get hired by the company. I can learn and do the things I need
to do and am excited to do both.
R4 and R6 are both in management. Both are confident in their ability to self-improve their on-
the-job skillset. In contrast, R5 is not confident in his ability to self-improve his skills at work.
R5 claimed,
My confidence is low. This is based on getting certain things done on my own. It is
sometimes difficult to make decisions myself. Also, my role is still being defined, so
having to make a list of things I need to improve is difficult. My confidence is low at this
point.
Interview data differed from survey results. Unlike survey results, over 33% (n = 2) of
interview participants lack the self-confidence to improve their on-the-job skillset. Interview data
did not validate the attribution influence in motivation.
Document Analysis
Internal documents may exist, but none were available to validate or not validate a gap in
the motivational attribute regarding employee confidence to self-improve on-the-job skillset.
Summary
All survey respondents (n = 17) selected agreed or strongly agreed to the question: “I will
seek training to develop new skills for career advancement.” Sixty-five percent of respondents
strongly agreed, while 35% agreed. In contrast, over 33% of interview participants (n = 2) lacked
the confidence to self-improve their on-the-job skillset. The attribute is a confirmed asset since
survey and interview results do not match.

56

Affect: I Feel a Sense of Worth When I Complete Important Tasks
Survey Results
Survey respondents were asked to select from a 4-point Likert scale whether training is
sought to develop new skills for career advancement. All respondents (n = 16) either agreed or
strongly agreed with the statement on seeking to develop new skills for career advancement. One
respondent failed to complete the few questions of the survey, including this question. Figure 8
validates there is no gap in millennial motivational attributes, with 14 respondents selecting
“strongly agree” and one selecting “agree.” One respondent selected disagree (Figure 8).

Figure 8
Response to Survey Item: “I Feel a Sense of Worth When I Complete Important Tasks. ”

57

Interview Findings
Interview participants were asked how they felt when receiving a poor performance
review from their managers that did not meet their expectations. R2 stated,
I feel frustrated and underappreciated. From a psychological point of view, I lose interest
in the job, even if it is a temporary feeling. It makes me feel that whatever I do, it will go
unrecognized by management. Because of the lack of recognition, I question why I
should do certain tasks.
R5’s response was similar to R2, but he has not received a poor performance review in quite
some time. R5 explained,
I would be disappointed with a poor performance review. Although it has not happened
in a while. I look back on many reviews and most of my previous reviews, and I know
what type of review I will receive. I have been lucky in that most of my previous reviews
have been favorable. Reviews below my expectations were in areas out of my control. It
does make me feel disappointed that I have zero control over the outcome. It makes me
question whether it is worth investing my time in my work and my role.
R3 has only been with the organization for a year. Her last review was favorable, but she
disagreed with one section. She rated herself as a 4 on a 5-point scale for Ethical. However, her
manager gave her a 3 rating. She feels that there is a difference between meeting and striving to
be ethical. She also felt that her feelings could just be a generational thing. R1, R4, and R6 felt
that poor performance reviews were due to them not achieving their goals. However, all three
stated that they had positive reviews in previous years.
Document Analysis
There were no documents on the participants’ job roles and responsibilities available for
review. Also, performance review documents were not available.
58

Summary
Over 93% of survey respondents reported high levels of affect towards completing
important tasks. When participants were asked to explain their performance reviews during
interviews, five responded positively. Therefore, survey and interview data confirmed that the
effect is an asset. However, documents to support or validate this influence were not available, or
authorization was not granted to review the documents.
Intrinsic Motivation: I Enjoy Working in a Collaborative Environment
Survey Results
Sixteen respondents (100%) completed the survey question, “I enjoy working in a
collaborative environment.” Fourteen respondents selected “strongly agree,” and one selected
“agree.” Figure 9 displays the results of the survey item. One respondent failed to complete all
survey items, including this question.

Figure 9
Response to Survey Item: “I Enjoy Working in a Collaborative Environment. ”

59

Interview Findings
Six interview participants were asked how they felt when a peer is promoted to a
leadership role. R3’s response to the question was, “I have not experienced it personally in my
career. I imagine I would feel proud of that person.” Responses from R1, R2, R4, R5, and R6
closely resembled one another. All would congratulate the peer receiving the promotion and will
strive to work harder to land the next promotion. R4 explained,
I worked with a peer who was promoted to group leader before me. That person and I had
a great working relationship. Seeing him succeed inspired me to work harder. I looked up
to that individual as a mentor to get me where I need to be. I supported him, and he
offered the same support back to me. I don’t have hurt feelings. I am happy to see people
move on to better roles. I feel that we all can get promoted if we apply ourselves. I have a
lot of respect for that individual.
Document Analysis
I could not obtain any documentation on whether employees at Global Spatial enjoy
working in a collaborative environment.
Summary
Survey participants (n = 16) selected either “strongly agree” or “agree” (100%) to work
in a collaborative environment. Results from interview participants also aligned with survey
results. One interview participant has not experienced a peer being promoted, but the remaining
five participants all had encouraging words for peers who were promoted to a leadership role.
Survey and interview results confirmed the influence as a need.

60

Results and Findings for Organization Needs
Cultural Models: The Organizational Culture Encourages Career Development
Survey Results
Survey respondents were asked whether the organization has a culture that encourages
career development and selected from a 4-point Likert scale. Fifty percent of respondents (n = 8)
selected “strongly agree,” while 31% (n = 5) selected “agree.” Nineteen percent of respondents
(n = 3) selected “disagree.” The threshold agreement to this question was not met since the
selection each had fewer than 12 respondents. Figure 10 represents the distribution of the Likert
scale responses to the cultural model question.

Figure 10
Response to Survey Item: “The Organizational Culture Encourages Career Development. ”

61

Interview Findings
Six interview participants were asked to explain ways the organization culture
encourages training to support career development. Participant responses were mixed, with R1
stating,
There is no training available for the employee’s direct job role. For other roles outside of
the employee’s scope of work, employees are compensated for learning new skills.
R2’s response was in contrast to R1. R2 explained,
Of course, training was available. The training was key. It was expected of new hires and
tenure employees to complete additional training. The training was very involved and
was available through a training lead. Training workshops were also held regularly. Do I
believe that management made investments to improve the team? The answer is no. I felt
hopeless and eventually left the company.
R3, R4, R5, and R6 responses were similar. All stated that there is no shortage of training
available to employees. However, management-level training is limited. R4 further explained, “I
have to take it upon myself to improve my leadership skills by listening to podcasts and reading
articles and books. Learning new leadership skills is my own doing.” R6 added,
Supplemental training is available for ongoing development. This is in addition to three
weeks of new hire training. The culture we have is to give people the opportunity to
learn, taking advantage of the learning. Every manager I’ve had has encouraged my
learning and growth.
Document Analysis
Public information on the company’s website offers e-learning options and technical
certifications. The website also mentions that the organization helps employees achieve personal
and professional growth by offering educational resources such as training and scholarships to
62

degree programs. Moreover, the organization offers training to improve one’s soft skills and
learn new technical skills.
Summary
Over 81% (n = 13) of respondents agreed or strongly agreed that the organization has a
culture that encourages career development. Responses from interview participants were in line
with survey results. Over 83% (n = 5) stated that the organization culture encourages career
development. Public and internal documents provided additional evidence that the organization
fosters a culture that encourages career development and personal growth. Therefore, this is
confirmed a need.
Cultural Settings: I Am Rewarded for Achieving Organizational Goals
Survey Results
Survey participants were asked four questions on a Likert scale linked to the
organization’s cultural settings. When asked to rank agreement with the statement “I am
rewarded for achieving organizational goals,” 75% of survey respondents (n = 12) agreed or
strongly agreed. Additionally, 75% of those surveyed also agreed or strongly agreed that they
“have a good work-life balance.” Furthermore, 87.5% of surveyed millennials reported that they
were “not overworked.” Figure 11 represents the distribution of Likert scale responses on the
four cultural setting questions on the organization.

63

Figure 11
Distribution of Likert Scale Responses to Organization Survey Items 16, 17, 18, and 19 About
Cultural Setting Influences

Interestingly, 50% (n = 8) indicated that they disagree or strongly disagree with the
statement, “I am satisfied with the type of reward given for achieving organizational goals.” Data
from survey results do not support that this is a validated need.
Interview Findings
Interview participants were asked how they prefer to be compensated, how the
organization can improve its incentive program, and how it can promote a greater work-life
balance. Responses from the six participants were varied and mixed. R1 explained,
Aside from money, I would prefer additional vacation days and given additional vacation
time for exceeding KPIs. Currently, there is no incentive program. I don’t particularly
appreciate receiving gifts or doughnuts; I would rather receive additional time off or cash
compensation. I rarely work more than 45 hours a week.
R2, another offshore employee, explained,
Cash is an excellent form of compensation. Employees won’t admit it, but cash is the
preference over other incentives. Management needs to provide clear directions and be
64

transparent with organization goals, then compensate based on achievements. My
organization does not promote work-life balance. The expectation is that a career comes
before personal interests. My career is challenging and overwhelming. I don’t spend
much time with my family on Fridays or on the weekends. I frequently work more than
45 hours a week. The lack of work-life balance is leading some to leave the organization.
The next four participants are based in the United States. R3’s response to the question was
I really liked that my good performance and growth in my role were rewarded with a pay
increase. That’s a big one. I enjoy the great insurance the company provides and work
perks like the gym. It’s a nice environment at the organization, and I am happy working
here. I am saving up a lot of vacation time to visit a friend. I feel the organization as a
whole does a pretty darn good job at promoting work-life balance. I rarely work more
than 45 hours a week.
R4 explained that working remotely due to the pandemic has negatively impacted work-life
balance:
The obvious answer is financial compensation. People work to make monetary gains to
have a nice life. Work is a career. It is a business and a lifeline. Cash compensation
speaks volumes. I think we, as an organization, do a pretty good job on cash
compensation. We have an excellent merit system. Could it be better? Probably. The
organization pays 100% of healthcare costs. I feel that we are taken care of pretty well,
and the company is stable. We never have to worry about losing our benefits. We are
compensated very well.
Regarding work-life balance, the pandemic and remote work have resulted in employees
working long hours. People working remotely don’t know when to stop, and this can lead to
burnout. As a manager, I have to ask my employees to scale down so as not to burn out. I work
65

45 hours on average a week. Around performance review time, I work up to 55 hours a week.
Ten months out of the year, I average 45 hours a week, and two months out of the year, I average
50 hours a week.
R5 also commented that cash compensation is preferred. He explained,
To put it bluntly, I prefer raises and bonuses. We should also provide new hires with
more vacation time. I almost never work more than 45 hours a week in the 3 years that I
have been with the organization.
Lastly, R6 commented,
I feel lucky that I have been able to be promoted. Recognition, advancement
opportunities, and monetary compensation are important. Now that I am a manager, I am
more aware of the importance of cash compensation. However, sometimes it is not the
job title or money; it is the impact I have on other people. I feel lucky that even during
the pandemic, the company did not stop giving pay raises. During the pandemic, work-
life balance became a challenge, especially working remotely. The company constantly
reminded employees to take time off. There is no separation of work and home during the
pandemic. Every week I work more than 45 hours. I average between 9–10 hours a day. I
have a lot of work, and I need to get my work done. I don’t feel forced to work long
hours, though. Although I am a millennial, I don’t identify with millennials. My mindset
and thinking are different. I don’t mind working longer hours to get my work done.
A majority of participants stressed the importance of cash bonuses and merit increases for
exceeding individual and organizational goals. Aside from the pandemic resulting in some
employees working longer hours due to remote work, most participants had no issues with work-
life balance. However, one participant felt overworked and overwhelmed. Data from interviews
validate that this influence is not a validated need.
66

Document Analysis
The organization does have plans and programs in place to promote work-life balance.
Internal communication is sent to employees to take time off from work. Employees working
more than the standard 40-hour workweek have the option to be paid overtime. Also, employees
are encouraged to use bank time to take time off work. However, there is no document on pay
structure or bonus payout plans.
Summary
Survey results and interview findings support the assumption that employees are
rewarded for achieving organizational goals. Seventy-five percent (n = 12) of survey
participants asserted to have good work-life balance and were rewarded for achieving
organizational goals. Additionally, 87.5% (n = 14) reported not being overworked. Although
most survey respondents and interview participants agreed that they are not overworked, have a
good work-life balance, and are rewarded for achieving organizational goals, 50% (n =8) of
survey respondents are not satisfied with the type of reward given. The literature review
indicated time off as an important reward; however, participants indicated cash incentives were
more needed, particularly in offshore locations. Triangulated data from the survey respondents,
interviews, and documents confirmed this influence as an asset.
Summary of Validated Influences
This chapter utilizes quantitative results and qualitative findings from surveys and
interviews to answer the first two study questions. First, reporting on the progress towards
organizational goals, then validating or not validating KMO influences as needs. At the opening
of this chapter, it was clarified that when making assertions from data, 70.5% agreement on
survey items was the threshold for asserting agreement, and interview data used as evidence
generally relied upon code typicalities of at least 66.7% among interview participants. Similarly,
67

the degree to which an influence was validated depended on the overall percent agreement on the
survey and/or the typicality in the interview data. Given these metrics, influences were validated
when data indicated more than 70.5% of employees surveyed or 66.7% of participants
interviewed were experiencing that KMO challenge. Influences impacting between 40% and
69% of survey respondents or 33% to 65% of interview participants were considered partially
validated. Influences impacting less than 40% of survey respondents or less than 33% of
interview participants were considered not validated.
Overall, millennials exhibited proper levels of knowledge and motivation. Gaps were
found between offshore survey respondents and interview participants. However, looking at
survey and interview data as a whole, no gaps were found. Table 6 reiterates the assumed
influences explored in this study and highlights whether each was validated (V), partially
validated (PV), or not validated (NV).

68

Table 6
Summary of Validated, Partially Validated, and Not Validated Influences
Assumed influence
Validated
(need)
Not validated
(asset)
Millennials need to identify the skills to have a successful
career. (Factual: knowledge)
X
Millennials need to know the steps to career progression.
(Procedural: knowledge)
X
Millennials need to reflect on their skill-building activities
for career advancement. (Metacognitive: knowledge)
X
I will seek training to develop new skills for career
advancement. (Attribute: motivation)
X
I feel a sense of worth when I complete important tasks.
(Affect: motivation)
X
I enjoy working in a collaborative environment. (Intrinsic:
motivation)
X
The organizational culture encourages career development.
(Cultural model: organization)
X
I am rewarded for achieving organizational goals. (Cultural
setting: organization)
X
I have a good work-life balance. (Cultural setting:
organization)
X

Conclusion
The conceptual framework that guided this study highlighted the relationships, as
determined by a review of the literature, between self-efficacy and other theories of knowledge
and motivation. The conceptual framework situated all knowledge and motivational influences
within the organization’s cultural settings and cultural models. The results and findings
69

highlighting both KMO identified needs and validated influences will frame the
recommendations in Chapter Five.
70

Chapter Five: Solutions and Integrated Implementation and Evaluation Plan
In Chapter Four, the organizational and stakeholder goals were evaluated, and several
knowledge-based, motivational, and organizational influences on the problem of practice were
identified. In Chapter Five, these results and findings guided the selection of evidence-based
solutions and recommendations specific to the categories of validated assets or needs as KMO
challenges. This chapter utilizes the new world Kirkpatrick model to generate an integrated
implementation and evaluation plan for the recommended solutions (Kirkpatrick & Kirkpatrick,
2016). The results helped validate, partially validate, or not validate the KMO influences on the
problem of practice (Clark & Estes, 2008). In order to frame this chapter in the context of the
organizational mission, performance goals, stakeholders, and research questions that guided the
study, this chapter begins by revisiting important sections from Chapter One.
Organizational Context and Mission
Global Spatial (a pseudonym) is a private software company in the western United States
that provides geospatial information systems and analytics to the public, private, and government
institutions. The organization has over 4,000 employees, primarily millennials, working in
offices and centers across the globe. The organization’s mission is to provide a memorable
customer experience journey through actionable data analytics that combines the human touch
and process innovation. However, Global Spatial does not have a millennial workforce retention
plan. According to internal data, the average tenure of an employee at Global Spatial is less than
2 years. The short tenure presents a problem at Global Spatial because the organization is
experiencing financial loss, knowledge diffusion, and decreasing customer satisfaction.
Organizational Performance Goal
By August 2023, Global Spatial will implement a new millennial workforce retention
program to retain 100% of its Millennial workforce for 5 years from the hire date.
71

Description of Stakeholder Groups
Three stakeholders are responsible for achieving the organizational goal of implementing
a new millennial workforce retention program at Global Spatial. The first stakeholder group is
the senior leadership team. This group was selected because of its importance in approving and
providing resources to the project.
The second stakeholder group is the human resources department (HR). This group is
responsible for maintaining all employee records, such as performance reviews and
compensation. Moreover, the HR department provides management with personnel reporting
such as tenure and employee attrition.
The third stakeholder group, the stakeholder of focus, is millennial employees.
Millennials were selected because understanding millennial expectations and perspectives help
the organization increase millennial work tenure by implementing a millennial workforce
retention program. Moreover, through surveys and interviews, millennials’ responses and
feedback allow the organization to validate or invalidate the KMO influences to generate
recommendations and implement an evaluation plan on millennial workforce retention.
Goal of the Stakeholder Group for the Study
Millennial employees, former and current, were the stakeholder of focus for this study.
Although three stakeholders are critical to the stakeholder goal’s success, this study focuses on
understanding millennial needs to implement a millennial workforce retention program.
Millennials leave their jobs less than three years and are more likely to change careers than baby
boomers (Bannon et al., 2011; Campione, 2015). Millennials account for two-thirds of the
organization’s workforce and hold jobs across all levels in the organization.
Global Spatial is experiencing high attrition rates among its millennial employees.
Achieving the goal of the stakeholder group will allow the organization to retain its millennial
72

workforce for more than five years from the date of hire. Since the performance gap is at 100%
due to the lack of a millennial workforce retention program, this reduces financial loss and
knowledge diffusion and improves customer satisfaction scores.
Purpose of the Project and Questions
This project aimed to evaluate the causes of the problem of practice through a gap
analysis, sequential mixed-methods, explanatory study in the areas of knowledge and skill,
motivation, and organizaitonal resources. Although a complete analysis would involve all
stakeholders, the stakeholder of focus in this study was millennials for practical purposes. This
analysis focused on millennials’ KMO influences related to achieving the organizational goal.
Three research questions guided this study:
1. What are the millennial employees’ knowledge, motivation, and organizational needs
related to developing a workforce retention program to retain 100% of its millennial
workforce for 5 years from hire?
2. What is the interaction between organizational culture and context and millennial
employees’ knowledge and motivation?
3. What are the recommended knowledge, motivation, and organizational solutions to
those needs?
The data analysis provided insights into the first two questions guiding this study. The
purpose of Chapter Five is to answer the final research question. This chapter presents solutions
to validated knowledge-based, motivational, and organizational influences and suggests an
integrated implementation and evaluation plan for enacting those solutions. In the following
sections, each set of validated influences is aligned with principles from the literature to generate
context-specific recommendations. These recommendations inform the development and
implementation of a research-based solution to the problem of practice. The program in this
73

study is a millennial workforce retention program, incorporating data and findings from this
study to improve the effectiveness and value for millennials to implement a workforce retention
plan for their peers.
After aligning influences with recommendations, later sections in this chapter articulate
the development of an integrated implementation and evaluation plan using the new world
Kirkpatrick model (Kirkpatrick & Kirkpatrick, 2016). While the Kirkpatrick model for training
evaluation has always emphasized four levels of intended outcomes for training events
(reactions, learning, behavior, and results), the new world model uses an integrated approach,
beginning with Level 4: Results (Kirkpatrick & Kirkpatrick, 2016; Kirkpatrick & Kirkpatrick,
2006). The planning for the program begins with Level 4 in this chapter by articulating the
leading indicators of successful accomplishment of the organizational stakeholder goals.
Following Level 4, critical stakeholder behaviors for accomplishing goals are identified in Level
3, including factors driving the development of those behaviors. In Level 2, learning goals are
articulated with context-specific recommendations from the first half of this chapter to inform
the program’s design.
Simultaneous to backward designing the program, which would be considered the
implementation component of the integrated implementation and evaluation plan, metrics and
timelines for evaluation at all four levels are articulated. The integrated plan concludes with a
presentation of sample survey items and proposals for data visualization for various key
stakeholders. The planning is performed with the end in mind, and evaluation is integrated into
implementation during the planning and execution of the program.

74

Recommendations for Practice to Address KMO Influences
Knowledge Recommendations
The data analysis from this study did not validate the three assumed KMO influences for
this section. millennial employees revealed that they could identify the skills needed to have a
successful career (factual) and know the steps to progress in their careers (procedural).
Moreover, millennials frequently reflect on their working relationships with other generational
cohorts concerning metacognitive knowledge. It is predicted that providing training and
education on these influences could further promote millennial employees’ competencies. Table
7 presents the knowledge influences and literature-based principles that guide a list of context-
specific recommendations developed in the following sections.

75

Table 7
Summary of Knowledge Influences and Recommendations
Assumed
knowledge
influence
Validated
as a gap?
Yes, no
(V, N)
Priority?
Yes, no
(Y, N)
Principle and citation Context-specific
recommendation
Millennials need
to identify the
skills to have a
successful
career.
(Factual-F)
N N Promote long-term
retention of factual
knowledge by
generating new
knowledge (Varga &
Bauer, 2017).
Provide millennials an
information
pamphlet that
defines the skills
that lead to a
successful career at
Global Spatial.

Millennials need
to know the
steps to career
progression.
(Procedure-P)
N N Build on procedural
knowledge through the
use of job aid, goal-
directed practice, and
targeted feedback
(Ambrose et al., 2010;
Clark & Estes, 2008).

Provide millennial
employees job aids,
reference materials,
and targeted steps
for career
progression.
Millennials need
to reflect on
their skill-
building
activities for
career
advancement.
(Metacognitive-
M)
N N When employees have
opportunities to
collaborate and work
with various teams, it
leads to reflection that
promotes transfer of
positive behavior
(APA, 2015: Dembo &
Eaton, 2000; Denler et
al., 2006).
Provide opportunities
for reflection and
discussion about
working across
generational
cohorts,
collaboration, and
team building for
career advancement
at Global Spatial.

Increasing Millennials ’ Factual Knowledge to Identify the Skills to Have a Successful Career
The results and findings from this study indicate that millennials do not lack factual
knowledge on identifying the skills needed for a successful career. Moreover, over 70% of
survey respondents and over 66% of interview participants were able to identify the skills needed
for a successful career with Global Spatial. Krathwohl (2002) defines factual knowledge as
76

elements that people know and understand and has two subtypes, knowledge of terminology and
knowledge of specific details and elements. Furthermore, according to the revised Bloom’s
taxonomy, factual knowledge refers to the basic elements one must know to be acquainted with
discipline and problem solving (Anderson & Krathwohl, 2001). These results suggest that
millennials need to apply the identified skills to on-the-job tasks. According to Thompson
(2016), millennials want to be provided with a learning context that highlights the importance of
learning and how it impacts them and the organization. Moreover, Schraw and McCrudden
(2006) postulated that new knowledge is stored more quickly and accurately when new
information is connected with prior knowledge.
Hew and Cheung (2014) indicated that factual knowledge is the basic building block to
understanding the relationships among important information defining a task. The authors further
asserted that factual knowledge is the basic information about a particular subject or discipline
with which millennials must become acquainted (Hew & Cheung, 2014). The study did not find
a gap in factual knowledge. Thus, the recommendation to the organization is to provide
millennials with an information packet that defines the skills that lead to a successful career at
Global Spatial. The information packet outlines the skills needed to have a successful career at
Global Spatial. Different information packets will be provided depending on the individual’s
career path. For example, a marketing information packet will be provided to individuals
pursuing a career in marketing. A sales information packet will be provided to individuals
pursuing a career in sales.
Hew and Cheung (2014) assert that factual knowledge is the basic information about a
particular subject or discipline with which millennials must become acquainted. The study did
not find a gap in factual knowledge. Thus, the recommendation to the organization is to maintain
existing processes in connecting millennial prior knowledge with current work-related tasks. The
77

company has brought in paid college interns to learn various aspects of the business and should
continue this trend. Thus, the interns learn critical skills to succeed in the organization, should
they pursue permanent employment after their internships.
Providing Millennials ’ Procedural Knowledge to the Steps for Career Progression
The results and findings from this study indicate that millennials do not lack procedural
knowledge on knowing the steps for career progression. Moreover, over 94% of survey
respondents and 100% of interview participants know the steps to take to achieve learning goals
for career progression. Procedural knowledge refers to knowledge of specific skills, techniques,
and methods to accomplish a goal or task (Anderson & Krathwohl, 2001; Rueda, 2011). The
study found that millennials know the steps for career progression. However, they could benefit
from being reminded of steps to achieve learning goals for career progression. Clark and Estes
(2008) highlighted job aids and training to provide employees with guided practice, feedback,
and demonstration to enhance procedural knowledge. Therefore, the recommendation is to
provide millennial employees with job aids, reference materials, and targeted steps for career
progression while reinforcing existing skills and highlighting necessary skills.
Ambrose et al. (2010) discussed the importance of applying knowledge mastery to newly
acquired skills through practice to achieve effective learning outcomes and improve overall
organizational effectiveness. Therefore, the recommendation is to provide a learning path so that
millennials can apply what they learned at the end of each training session. Management and
peers will provide targeted and formative feedback to ensure that millennials apply knowledge to
achieve effective outcomes.
Developing Millennials ’ Self-Regulation and Self-Reflection Strategies
The data from this study indicate that there is no gap in metacognitive knowledge.
Eighty-eight percent of survey respondents and 67% of interview participants do not lack
78

metacognitive knowledge in their ability to monitor working relationships with other
generational cohorts. Metacognitive knowledge requires the ability to self-reflect and self-
regulate (Krathwohl, 2002). Additionally, metacognitive knowledge is an important aspect of
any learning experience. It allows learners to self-regulate and reflect on mistakes and helps to
clear obstacles that could impede them from meeting organizational expectations (Dembo &
Eaton, 2000; Ellström, 2001).
Millennials at Global Spatial frequently collaborate and engage with multi-generational
cohorts. Thus, they must learn to work with and understand the unique characteristics of these
cohorts to meet organizational goals and become successful in their careers (O’Keefe, 2016).
Rueda (2011) asserted that metacognitive skills could be taught. To foster better learning
outcomes, positive engagement, and collaboration between baby boomers, Generation X, and
millennials, millennials need to self-regulate and self-reflect on their working relationships with
these two cohorts (Dembo & Eaton, 2000; Enos et al., 2003; Koopmans et al., 2006). Therefore,
the recommendation is to provide millennials opportunities for reflection and discussion about
working across generational cohorts, collaboration, and team building for career advancement at
Global Spatial.
Motivation Recommendations
Data analysis for this study invalidates the assumed influence on attribution. However,
one of two assumed influences on emotion was not validated. Furthermore, this study revealed
that motivation influence aligned to the theories of self-efficacy, attribution, and emotions.
Pintrich and Schunk (2002) described motivation as a psychological process that helps us
complete tasks that we started, including changing our behaviors to achieve desired outcomes.
Moreover, causes of low motivation include commitment issues, under-confidence, and
overconfidence (Clark & Estes, 2008). Table 8 presents these influences and literature-based
79

principles that guide a list of context-specific recommendations, which will be developed in the
following sections.

Table 8
Summary of Motivation Influences and Recommendations
Assumed motivation
influence
Validated
as a gap?
Yes, no
(V, N)
Priority?
Yes, no
(Y, N)
Principle and citation Context-specific
recommendation
Attribution
Millennials need
to believe that
they are in
control of their
success.
N N Learning and
motivation are
enhanced when
individuals
attribute success or
failures to effort
rather than ability
(Anderman &
Anderman, 2006).

Provide millennial
employees
attributional
retraining through
structured feedback
in which success or
failure at Global
Spatial is attributed
to their own effort.

Emotion
Millennials need
to feel a sense
of worth when
completing
important tasks.
N N Increase individual
outcome
expectancies and
sense of control by
avoiding competitive
structure (Goette et
al., 2012).

Promote social
interactions between
millennial employees
across generational
cohorts in a non-
competitive context.
Emotion
Millennials need
to enjoy
working in a
collaborative
environment.
Y Y Positive emotional
environments
support motivation
(Clark & Estes,
2008).
Provide collaboration
and team-building
activities between
millennial employees
and other
generational cohorts.

80

Attribution
The results and findings of this study indicate that there is no gap in the motivational
attribute. All survey respondents (n = 17) believe that they control their success and seek training
to develop new skills for career advancement. Attribution theory holds that all individuals have
innate desires to understand the causes of behaviors and outcomes and that attributions for these
behaviors and outcomes shape emotional and behavioral responses (Harvey & Martinko, 2009).
Additionally, individuals who attribute success to their efforts are more likely to persist when
presented with challenging tasks (Rueda, 2011). Effort-oriented attributions are internal,
unstable, and controllable, while intelligence-oriented attributions are stable and uncontrollable
(Anderman & Anderman, 2006; Rueda, 2011). The literature, therefore, supports the
recommendation that feedback and effort help millennials achieve learning outcomes leading to
career growth and success and long tenure with the organization.
Learning and motivation are enhanced when individuals attribute success or failures to
effort rather than ability (Anderman & Anderman, 2006). Moreover, Anderman and Anderman
(2006) states that by understanding how individuals or organizations frame the cause associated
with an effect in their environment, these individuals and organizations may conclude that they
have more or less control of their environment. Therefore, the recommendation is to provide
millennial employees attributional retraining through structured feedback in which success or
failure at Global Spatial is attributed to their effort.
Emotions
The results and findings of this study indicate a gap in one of two motivational emotions.
Eighty-seven percent (n = 14) of survey respondents agreed with the statement, “I enjoy working
in a collaborative environment.” However, none of the six interview participants provided
feedback on whether they enjoyed working in a collaborative environment. Conversely, when
81

survey respondents were asked whether they feel a sense of worth when completing important
tasks, 93% (n = 15) either agreed or strongly agreed with the statement. Thus, indicating that
there is a gap in emotional influence. Millennials need to enjoy working in a collaborative
environment to promote longer job tenure at Global Spatial. Although millennials comprise more
than 50% of the workforce, generational cohorts such as Gen X, baby boomers, and more
recently, Gen Z (Zoomers) are well represented throughout the organization. Clark and Estes
(2008) suggested that positive emotional environments support motivation and propose an
enthusiastic, positive, and supportive workforce. Competition between millennials and other
generational cohorts takes the joy out of a collaborative work environment, negatively affecting
emotion and job satisfaction. Goette et al. (2012) advised avoiding competitive structures to
increase individual outcome expectancies and sense of control. Therefore, the recommendation is
to provide collaboration and team-building activities between millennials and other generational
cohorts in a non-competitive context. This can be achieved through team events and outings,
weekly team meetings (in-person or virtual), and the celebration of individual and team
successes.
Clark and Estes (2008) defined the three facets of motivated performance as effort,
persistence, and active choice. Hence, millennials losing motivation will make them more likely
to leave the organization. Providing opportunities to strengthen relationships with other
generational cohorts may help millennials feel positive achievement and satisfaction in their role.
Thus, making it more likely that they will stay with the organization.
Organizational Recommendations
The data from this study validated one of three organizational influences. These
influences revolve around career development, rewards, and work-life balance. Clark and Estes
(2008) identified inefficient and ineffective work processes, lack of resources, and poor
82

interactions as causes for organizational gaps. Organizational culture plays a pivotal role in
developing work processes and resource allocation. There are two cultural concepts, cultural
model and cultural setting. Gallimore and Goldenberg (2001) explained the cultural model as a
shared mental schema and normative understanding of how organizations work or ought to work
and cultural setting as the who, what, when, where, why, and how of an organization’s daily
routines. Table 9 highlights the cultural models and settings to effect change on the problem of
practice through context-specific recommendations.

83

Table 9
Summary of Organizational Influences and Recommendations
Assumed
organization
influence
Validated
as a gap?
Yes, no
(V, N)
Priority?
Yes, no
(Y, N)
Principle and citation Context-specific
recommendation
Cultural model: The
organization
needs a culture
that encourages
career
development.
Y Y Organizational
performance
increases and trust
is promoted when
individuals and
leaders
communicate
openly and
constantly about
plans and progress
(Clark & Estes,
2008).

Periodically meet with
employees to discuss
career paths and
outline training to
achieve career goals.
Cultural setting: The
organization
needs to reward
employees for
achieving
organizational
goals.
N N Accountability is
increased when
individual roles
and expectations
are aligned with
organizational
goals and mission.
Incentives and
rewards systems
need to reflect this
relationship
(Elmore, 2002).

Provide millennial
employees a reward
structure based on
cash incentives for
achieving
organizational goals.
Cultural setting: The
organization
needs to promote
a good work-life
balance.
N N Effective change
efforts ensure that
everyone has the
resources
(equipment,
personnel, time)
needed to do their
job (Clark & Estes,
2008).

Provide millennial
employees evenly
distributed work
expectations to
maintain their work-
life balance by using
a team-based work
management tool
such as Asana and
ServiceNow.

84

Encouraging Career Development
In this study, 81% of survey respondents (n = 13) agreed with the statement, “The
organization has a culture that encourages career development.” However, once an employee is
promoted to a leadership role (people management), continuous development and training for
leaders are lacking. Additionally, all interview participants (n = 6) stated that the organization
lacks leadership training. The survey and interview results highlight the lack of leadership
training for career development. There is a need for leaders to be held accountable for working
closely with their employees on their career development. Hentschke and Wohlstetter (2004)
defined accountability as a contract between leaders who determine performance objectives and
supervisees responsible for carrying them out. Consequently, Lencioni (2002) discussed in his
study on highly functional teams that organizations experienced low-performance standards and
inattention to results when accountability is avoided. Hence, the recommendation includes
measurable objectives for millennial career growth through training from periodic meetings
between management and employees.
Rewarding Employees for Achieving Organizational Goals
Global Spatial does not have an incentive reward system to reward employees for
achieving organizational goals. Elmore (2002) suggested that accountability increases when
individual roles and expectations are aligned with the organization and missions; as such,
incentives and reward systems need to reflect this. During data collection, millennials have
indicated that they prefer cash incentives over additional paid time off or free meals when
achieving individual and organizational goals. Therefore, the recommendation is to implement a
monetary compensation structure that aligns with individual and organizational goals.

85

Promoting a Good Work-Life Balance
It was assumed in Chapter Two that millennials experienced poor work-life balance at
Global Spatial. Millennials were assumed to be working more than 45 hours a week. However,
survey and interview data analysis results validated the assumed influence as an asset, not a
need. Clark and Estes (2008) claimed that effective change efforts ensure that everyone has the
resources (equipment, personnel, time) needed to do their job. Over the past 2 years, remote
work due to the COVID pandemic has made it easier for employees to work long hours. Thus,
the recommendation is to provide millennial employees with evenly distributed work
expectations to maintain their work-life balance using team-based work management tools such
as Asana and ServiceNow. Asana and ServiceNow are team-based management tools used to
organize, track, and manage individual team members’ workload and productivity.
Integrated Implementation and Evaluation Framework and Plan
The framework used to develop an implementation and evaluation plan for this study is
the new world kirkpatrick model (Kirkpatrick & Kirkpatrick, 2016), based on the original
Kirkpatrick four-level model of evaluation (Kirkpatrick & Kirkpatrick, 2006). The new world
model identified four levels of evaluation: reaction, learning, behavior, and results. However, the
model was updated more recently by proposing to reverse the design evaluation process from the
organization’s goals (Kirkpatrick & Kirkpatrick, 2006). Thus, when creating an improvement
integrated package or action plan, trainers should focus on the following: (a) the results expected
from the plan and the leading indicators allowing assessment of progress toward these results
(Level 4); the (b) the critical behaviors expected from the stakeholder group of focus (Level 3);
(c) the degree to which participants acquire the knowledge and skills imparted in training (Level
2); and (d) the degree to which participants find the training favorable, engaging, and relevant to
their jobs (Level 1). Too often, training strategies focus on levels 1 and 2 and forego Levels 3
86

and 4. By keeping the end in mind, this approach ensures that resources and time are dedicated to
all four levels within the evaluation process (Kirkpatrick & Kirkpatrick, 2016).
Organization Purpose, Needs, and Expectations
Global Spatial is a private software company that provides data analysis software to
government organizations, private and public companies, and nonprofits. The organization has a
workforce that is primarily millennials. According to internal data, the average tenure of an
employee at the organization is less than 2 years. The short tenure presents a problem at Global
Spatial because the organization is experiencing financial loss, knowledge diffusion, and
decreasing customer satisfaction. There are three stakeholder groups involved in achieving this
organizational goal: senior leadership, HR, and the stakeholder of focus, millennial employees.
Millennials offer invaluable perspectives into the problem of practice through the KMO lens that
was used to implement a millennial workforce retention program.
The organizational goal is to implement a millennial workforce retention program by
August 2022 to retain 100% of its millennial workforce for 5 years from the hire date. Achieving
Global Spatial’s goal is expected to reduce millennial turnover while increasing tenure to 5
years, improving customer satisfaction, and reducing knowledge diffusion. Attrition rates and
average employee tenure will measure the achievement of the organization’s goal and
benchmark against competitors and the technology industry as a whole.
Level 4: Results and Leading Indicators
Table 10 shows the proposed Level 4 results and leading indicators organized into
external and internal outcomes, metrics, and methods for both external and internal outcomes for
Global Spatial. The outcomes are the lead indicators of continual, successful attainment of the
goal for millennials to achieve motivational and learning goals that will make them more likely
to stay with the organization for 5 years from the hire date. Realizing internal outcomes resulting
87

from training, team-building activities, accountability, feedback, and employee-manager
communication should lead to positive external outcomes.

Table 10
Outcomes, Metrics, and Methods for External and Internal Outcomes
Outcome Metric(s) Method(s)
External outcomes
Increased customer
satisfaction score (CSAT)
A higher score on the
customer satisfaction
survey
Organization to continue to
send out customer surveys
via email at the end of case
resolution
Increased customer net
promoter score (NPS)
Increase in customer net
promoter score
Organization to resume
sending customer survey
on NPS
Internal outcomes
Increased number of offshore
staff promotions to a
leadership role
Number of offshore staff
promoted compared to
domestic staff
Keep track of offshore and
domestic staff
performance, attendance,
and training prior to
promotion to a leadership
position
Increased frequency of
interactions and duration
between managers and
their teams
Number and duration of
weekly / monthly
interactions
Managers record a log of
their interactions to be on a
shared drive

Increased feelings of positive
achievement and emotions
among millennials
Higher rate of “agree” and
“strongly agree” responses
on bi-annual Likert-scale
surveys
Organization to administer a
bi-annual anonymous
employee survey

Cash incentives for
employees
Higher rate of “agree” and
“strongly agree” responses
on bi-annual Likert-scale
surveys
Administrators implement an
employee cash incentive
structure

88

Level 3: Behavior
Critical Behaviors
The stakeholder of focus for this study was millennial employees. The first critical
behavior identified is that millennials enjoy working in a collaborative environment. The second
critical behavior is that millennial employees pursue career development. Table 11 specifies the
metrics, methods, and timing for each of these critical behaviors.
Required Drivers. Millennials employees will need the support of their direct managers
or supervisors and the organization to develop their careers. Appropriate rewards should help
employees achieve their performance goals. Table 12 shows the recommended drivers to support
critical behaviors of millennials.

Table 11
Critical Behaviors, Metrics, Methods, and Timing for Evaluation
Critical behavior Metrics Methods Timing
Millennials build
positive
relationships
with other
generational
cohorts.
The number of times
millennials collaborate
with other generational
cohorts on projects and
work-related tasks,
including peer feedback
sessions and
manager/supervisor
reviews
Millennials will be
accountable for
building
relationships with
teams comprising
of employees
across different
generational
cohorts, then report
to their
managers/supervis
ors on progress.
Employees to report
on progress during
monthly meetings
with their
managers/supervis
ors.
Millennials
achieve
learning goals
aligned to their
career
development.
Number of training and
development courses
completed by
millennials
Training and
development
courses to be kept
by HR in
SuccessFactors.
Managers,
supervisors, and
senior leadership
to review
repository
monthly.

89

Table 12
Required Drivers to Support Critical Behaviors
Method Timing Critical behaviors supported
Reinforcing
Provide millennials with information
pamphlet that defines the skills that lead to
a successful career at Global Spatial.
Monthly 2
Provide millennial employees job aids,
reference materials, and targeted steps for
career progression.
Monthly 1, 2
Encouraging
Promote social interactions between
employees across generational cohorts in a
non-competitive context.
Ongoing 1
Provide collaboration and team-building
activities between millennials and other
generational cohorts.
Ongoing 1
Rewarding
Cash rewards for individual progress and
growth and for achieving team and
organizational goals.
Yearly 1, 2
Celebrate successes, individual and team
goals.
Monthly 1, 2
Monitoring
Periodically meet with employees to discuss
career paths and outline training to achieve
career goals.
Monthly 2
Provide millennial employees with a reward
structure based on cash incentives to
achieve organizational goals.
Yearly 1, 2
Provide millennial employees evenly
distributed work expectations to maintain
their work-life balance by using a team-
based work management tool such as Asana
and ServiceNow.
Ongoing 1, 2

Organizational Support. Organizational support is necessary to ensure that the required
drivers are implemented. Managers and supervisors will need to support training efforts by
reinforcing participation and involvement through each employee’s career. In addition, managers
and supervisors will include setting and managing strategic goals by creating systems to track
90

and measure progress, successes, and failures. Finally, employees will need time allotted during
their workday to meet and collaborate with their peers (different generational cohorts).
Level 2: Learning
Learning Goals
Following the completion of the recommended solutions, millennial stakeholders will be
able to
• Identify the skills to have a successful career. (Factual: Knowledge)
• Know the steps to career progression. (Procedural: Knowledge)
• Reflect on their skill-building activities for career advancement. (Metacognitive:
Knowledge)
• Seek training to develop new skills for career advancement. (Attribute: Motivation)
• Feel a sense of worth when completing important tasks. (Affect: Motivation)
• Enjoy working in a collaborative environment. (Intrinsic: Motivation)
• Understand that the organization encourages career development. (Cultural model:
Organization)
• Be rewarded for achieving organizational goals. (Cultural setting: Organization)
• Have a good work-life balance. (Cultural setting: Organization)
• Have the confidence to advance into a leadership role
• Value positive relationships with colleagues across generational cohorts.
Program
This section highlights what the program might look like to ensure millennials gain the
confidence to implement a millennial workforce retention program. The learning goals listed in
the previous section will be achieved through job training, workplace collaboration, employee-
manager/employee-supervisor feedback, and education to increase millennials’ knowledge,
91

skills, and motivation for professional growth. Managers and supervisors will meet with each of
their direct reports for a minimum of an hour each month to discuss training and career growth.
Additionally, managers and supervisors will schedule weekly 30-minute one-on-one meetings
with each employee to provide feedback and discuss work-related tasks and issues.
Employees will receive pamphlets and job aids during their monthly manager meetings to
reinforce the steps and skills required for achieving career growth with the organization.
Employees will be asked to demonstrate their ability to synthesize information from pamphlets
and job aids by completing a bi-annual asynchronous 30-minute module with a passing score of
80%. Employees will have opportunities to reflect and demonstrate their ability by working on
individual tasks and team projects. Managers will solicit peer feedback during the annual
performance review.
All employees will be required to complete four training courses annually, one each
quarter. Courses in time management, project management, presentation, communication,
leadership, and programming will be offered, with new courses added periodically. Managers
will outline unique training plans for each of their employees. Additionally, all employees will
be required to complete the team-based work management tool training. Depending on each
organization at Global Spatial, the management tool used may be Asana or ServiceNow. At the
end of the training, employees will be asked to complete the asynchronous assessment with a
minimum score of 80% to pass.
The manager will conduct a progress check with the employee during the mid-year
review. At the end of the year, a final review will be conducted with the employee to determine
whether the prior year’s initiatives were successful and plan for the upcoming year. Employees
who achieve their individual and organizational goals will be eligible for a year-end cash
incentive. Finally, employee feedback will be captured and forwarded to the HR department for
92

analysis. Results from employee feedback will help senior leaders advance goals within the
organization.
Evaluation of the Components of Learning
Employees’ factual, procedural, and metacognitive must be assessed throughout the
instruction to determine the program’s effectiveness. Additionally, a well-designed
implementation plan must comprehend an assessment plan of participants’ learning, value,
commitment, motivation, and confidence. Lastly, participants will need to feel confident that
they can apply their acquired knowledge and skills in practice, contributing to the organization’s
strategic plan. Table 13 highlights the methods and timing for evaluating these learning
components.

Table 13
Evaluation Components of Learning for the Program
Methods or activities Timing
Declarative knowledge “I know it.”
Knowledge checks by the training facilitator During the training
Post-tests At the end of the course
Procedural skills “I can do it right now.”
Observation of participants’ application of job-related
skills
During the training
Attitude “I believe this is worthwhile.”
Reflective comments from a post-meeting survey Immediately after the meeting
Discussions with employees about value and issues Immediately after the meeting
Pre and post-test assessments Beginning and end of course
Confidence “I think I can do it on the job.”
Feedback from peers, managers, and supervisors Immediately after the meeting
Likert-scaled survey items related to confidence At the end of the course
Commitment “I will do it on the job.”
Likert-scaled survey items related to commitment At the end of the course
Discussions when participants return to their jobs At the end of the course

93

Level 1: Reaction
Level 1 evaluation seeks to measure reactions to the Program in
engagement, relevance, and customer satisfaction. Kirkpatrick and Kirkpatrick (2016) describe
Level 1: Reaction as the degree to which participants react positively towards a training. Table
14 articulates the methods or tools for evaluating these reactions and indicates the frequency and
timing of each evaluation.

Table 14
Components to Measure Reactions to the Program
Methods or tools Timing
Engagement
Observations by the instructor of peer
assessments/interactions
Periodically throughout the course
Course evaluation At the end of each course
Survey feedback At the end of the course
Relevance
Employee survey
Bi-annually
Course evaluation At the end of each course
Customer Satisfaction
Employee survey Every 6 months or bi-annually
Discussions between managers and
employees
Weekly one-on-ones
Team meeting discussions At the end of each monthly meeting

94

Evaluation Tools
Immediately Following the Program Implementation
In this chapter, course evaluations and specific items were listed to measure Level 1 and
Level 2 outcomes immediately after course or meeting participation. A survey will be
implemented to help assess training relevancy, participant satisfaction and commitment, attitude,
and confidence in applying what was learned. The administered survey will be a 5-point, forced-
choice, Likert scale.
Level 2 evaluations incorporate measures of declarative and procedural knowledge,
commitment, confidence, and attitude. The Level 2 rating items in this evaluation plan were
designed to include both post-course assessments and pre-course reflections using a 5-point
scale. These items strive to measure both the effectiveness of the program at achieving the
intended learning goals and students’ perceptions of their opportunities for growth in knowledge,
confidence, commitment, and attitude. Appendix E provides examples of Level 1 and Level 2
rating items, such as those that might be used on a course evaluation at the conclusion of each
course.
Delayed for a Period After the Program Implementation
Approximately 2 weeks after the implementation of the training or education opportunity,
leadership will administer a survey to measure satisfaction with and relevance of the training
(Level 1). The survey will also measure the confidence and value of applying the training to the
workplace (Level 2) and the actual application of knowledge and skills acquired through the
training to the teams (Level 3). Lastly, the survey will measure the extent to which this
application helped improve capacity building within the teams (Level 4; see Appendix F for
survey questions).

95

Data Analysis and Reporting
All plan elements found in the Level 4 goals will be measured to determine program
success. Both external and internal outcomes will be measured and tracked, where available.
Reports and dashboards will be made available for managers, supervisors, and senior leadership
to access. The data will be aggregated for display on a dashboard each evening. Appendix G
illustrates survey responses will be kept confidential with no identifying information collected
from employees. Figure 12 illustrates the percentage of millennials’ workforce retention plan
completion rate by month. In contrast, Figure 13 illustrates the percentage of Global Spatial’s
millennial employees remaining with the organization 5 years from their hire date post-
implementation of the workforce retention plan.

Figure 12
Percentage of Workforce Retention Program Completed by Millennials

96

Figure 13
Percentage of Millennial Employees Remaining With the Organization 5 Years From Hire Date

Summary
The new world Kirkpatrick model for program implementation and evaluation served as
the framework for recommendations to improve millennial employees’ career development and
motivation in implementing a millennial workforce retention program (Kirkpatrick &
Kirkpatrick, 2016). Working backward from the desired outcomes (Level 4) to chart the desired
behaviors (Level 3), learning (Level 2), and reactions (Level 1), the model increases the chances
for transfer of learning from the training to the workplace. The model considers many aspects:
knowledge, skills, attitude, commitment, confidence, engagement, relevance, and satisfaction. In
addition, the model develops the idea of required drivers to support program implementation and
sustain the desired critical behaviors.
Kirkpatrick and Kirkpatrick (2016) highlighted the importance of gathering and
analyzing data during program implementation to maximize current and future program results.
97

Additionally, Kirkpatrick and Kirkpatrick (2016) made clear that the measure of success for an
implemented program is discovered by the attainment of successful attainment of the leading
indicators laid out in the study. Initiatives that utilize an integrated implementation and
evaluation plan create buy-in and a greater chance for success. Global Spatial’s goal to retain
millennials through implementing a millennial workforce retention program is more likely to
succeed with the support of the planning process articulated in this chapter.
Strengths and Weaknesses of the Approach
This study employed a mixed-methods data gathering and analysis approach. Clark and
Estes’s (2008) gap analysis framework evaluated essential and relevant organizational effects
focusing on KMO influences. The gap analysis framework helped the research identify gaps in
the stakeholder’s motivation. Then, research-based solutions were then recommended post-study.
Applying a mixed-methods approach to data gathering and analysis to the study limited the
potential for bias through triangulation of data from interviews, surveys, and document analysis;
thus, lending credibility to the study (Creswell, 2014; Merriam & Tisdell, 2016). In addition, the
use of a qualitative approach allowed the researcher to focus on the perspectives of millennials,
the stakeholder of focus.
A weakness to using a mixed-method approach was time constraints. Due to the time
constraints of the study, six interview participants took part in the study. Having additional
interview participants would have yielded additional data, which would lend further credibility to
the study. Lastly, survey respondents and interview participants were mainly employed U.S.-
based employees, with very few former employees. More former employees could have provided
additional perspectives into millennial attrition.

98

Limitations and Delimitations
The study had some inherent limitations that readers should consider when evaluating its
importance. The study was situated in a single organization in the United States within the
technology industry with a small sample size of participants. Therefore, it does not reflect the
reality of all technology companies in the United States or across the globe. Moreover, results,
findings, strategies, and solutions cannot be used to generalize its recommendations to other
organizations without caution.
Time constraints also limited the number of participants interviewed to six. Additional
time would have yielded more data from different perspectives. Also, due to the COVID
pandemic, documentation analysis was used instead of observations. Consequently, most
documentation did not exist or was not available to the researcher during the study, which
resulted in the triangulation of survey results and interview data. Lastly, the study was conducted
with a small sample of six interviewees and 17 survey respondents.
Future Research
Future research can address the limitations addressed in this study. This study used Clark
and Estes’s (2008) gap analysis framework to examine the KMO influences contributing to the
high attrition of millennial employees at Global Spatial. Although nine KMO influences were
examined, only two were validated. Future research could expand to include multiple
organizations within the technology industry. Additionally, the sample size could include more
former and offshore employees to understand their perspectives better. While this study focused
on the perspectives of millennials, including other stakeholder groups such as senior leaders and
HR personnel could provide additional insights into the problem of practice. Future research
could also include participants from other age groups such as boomers, Gen X, and Gen Z
(Zoomers) for their perspectives. Zoomers (born between 1997 and 2013) have started entering
99

the workforce, and it would be important to include them in future research (Schroth, 2019).
Finally, future research could develop different conceptual frameworks and data gathering
approaches to explore similar data sets and elicit different findings and recommendations.
Conclusion
The purpose of this study was to understand millennial perspectives regarding the high
attrition rates among millennial staff and propose implementing a millennial workforce retention
program. Global Spatial is experiencing financial loss, lack of knowledge diffusion, and
decreasing customer satisfaction due to millennials’ attrition from the organization. Clark and
Estes’s (2008) gap analysis framework was adapted as a needs analysis for innovation into
millennial employees’ knowledge and skills, motivation, and organization. Nine assumed
influences were examined under the KMO lens. However, the study only found gaps in two
influences: motivation and cultural model. Although no factual, procedural, or motivational gaps
were identified in the study, participants’ qualitative and quantitative data gathered and analyzed
helped formulate an implementation and evaluation plan.
The new world Kirkpatrick model (Kirkpatrick & Kirkpatrick, 2016), based on the
original Kirkpatrick four-level model of evaluation (Kirkpatrick & Kirkpatrick, 2006), was used
to develop and implement an evaluation plan for this study. A deeper understanding of the
employee’s knowledge and motivation through investigation ultimately provided the opportunity
to generate recommendations supporting a potential millennial workforce retention program.
Key performance indicators will be measured after implementing a millennial workforce
retention program. Dashboards and reports will be readily available to senior leadership,
managers, and supervisors to measure and evaluate employee and program success. The
recommendations outlined in this study will help Global Spatial retain its millennial staff for 5
100

years from the hire date, therefore increasing millennial retention, improving customer
satisfaction, and mitigating knowledge loss.
101

References
Allen, D., Bryant, P., & Vardaman, J. (2010). Retaining talent: Replacing misconceptions with
evidence-based strategies. The Academy of Management Perspectives, 24(2), 48–64.
https://doi.org/10.5465/AMP.2010.51827775
Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., & Norman, M. K. (2010). How
learning works: 7 research-based principles for smart teaching. Jossey-Bass.
American Psychological Association, Coalition for Psychology in Schools and Education.
(2015). Top 20 principles from psychology for preK –12 teaching and learning.
http://www.apa.org/ed/schools/cpse/toptwenty-principles.pdf
Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching, and
assessing: A revision of Bloom ’s taxonomy of educational objectives. Longman.
Ansoorian, A., Good, P., & Samuelson, D. (2003). Managing generational differences.
Leadership, 32(5), 34–36.
Backhaus, K. B., Stone, B. A., & Heiner, K. (2002). Exploring the relationship between
corporate social performance and employer attractiveness. Business & Society, 41(3),
292–318. https://doi.org/10.1177/0007650302041003003
Bandura, A. (1993). perceived self-efficacy in cognitive development and functioning.
Educational Psychologist, 28(2), 117–148. https://doi.org/10.1207/s15326985ep2802_3
Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annual Review of
Psychology, 52, 1–26. https://doi.org/10.1146/annurev.psych.52.1.1
Bandura, A., & Adams, N. E. (1977). Analysis of self-efficacy theory of behavioral change.
Cognitive Therapy and Research, 1(4), 287–310. https://doi.org/10.1007/BF01663995
Bandura, A., & Wessels, S. (1997). Self-efficacy. W.H. Freeman & Company.
102

Bannon, S., Ford, K., & Meltzer, L. (2011). Understanding millennials in the workplace:
Certified public accountant. The CPA Journal, 81(11), 61–65.
Barrick, M., & Zimmerman, R. (2009). Hiring for retention and performance. Human Resource
Management, 48(2), 183–206. https://doi.org/10.1002/hrm.20275
Beaver, G., & Hutchings, K. (2005). Training and developing an age diverse workforce in SMEs:
The need for a strategic approach. Education + Training, 47(8/9), 592–604.
https://doi.org/10.1108/00400910510633134
Behrens, W. (2009). Managing millennials—They’re coming to a workplace near you.
Marketing Health Services, 29(1), 19–21.
Benson, J., & Brown, M. (2011). Generations at work: Are there differences and do they matter?
International Journal of Human Resource Management, 22(9), 1843–1865.
https://doi.org/10.1080/09585192.2011.573966
Beutell, N. J., & Behson, S. J. (2018). Working fathers and work-family relationships: A
comparison of Generation X and Millennial dads. Journal of Organizational Psychology,
18(1), 67–77. https://doi.org/10.33423/jop.v18i1.1317
Brett, J. M. (1984). Job transitions and personal and role development. In Rowland, K.M., Ferris,
G. R. (Eds), Research in personnel and human resources management (Vol. 2, pp. 155-
185). JAI Press.
Brunetto, Y., Farr-Wharton, R., & Shacklock, K. (2012). Communication, training, wellbeing,
and commitment across nurse generations. Nursing Outlook, 60(1), 7–15.
https://doi.org/10.1016/j.outlook.2011.04.004
Burke, M. (2004). SHRM generational differences survey. Society for Human Resource
Management.

103

Brynjolfsson, E., Horton, J. J., Ozimek, A., Rock, D., Sharma, G., & TuYe, H. Y. (2020).
COVID-19 and remote work: An early look at US data (No. w27344). National Bureau of
Economic Research.
Campione, W. A. (2015). Corporate offerings: Why aren’t Millennials staying? The Journal of
Applied Business and Economics, 17(4), 60–75.
Carver, L., & Candela, L. (2008). Attaining organizational commitment across different
generations of nurses. Journal of Nursing Management, 16(8), 984–991.
https://doi.org/10.1111/j.1365-2834.2008.00911.x
Cekada, T. L. (2012). Training a multigenerational workforce: Understanding key needs &
learning styles. Professional Safety, 57(03), 40–44.
Cennamo, L., & Gardner, D. (2008). Generational differences in work values, outcomes and
person-organisation values fit. Journal of Managerial Psychology, 23(8), 891–906.
https://doi.org/10.1108/02683940810904385
Chen, X.-P., Eberly, M. B., Chiang, T.-J., Farh, J.-L., & Cheng, B.-S. (2014). Affective trust in
Chinese leaders linking paternalistic leadership to employee performance. Journal of
Management, 40, 796–819. https://doi.org/10.1177/0149206311410604
Clark, R. (2004). Design document for a guided experiential learning course (Final report on
contract DAAD 19-99-D-0046-0004 from TRADOC to the Institute for Creative
Technologies and the Rossier School of Education). University of Southern California.
Clark, R. E., & Estes, F. (2008). Turning research into results: A guide to selecting the right
performance solutions. Information Age.
Colby, R. (2017). Exploring Millennial generation recognition issues in the workplace.
(Publication No. 10635999) [Doctoral dissertation]. ProQuest Dissertations and Theses
Global. ProQuest Dissertations Publishing.
104

Corgnet, B., Espín, A., & Hernán-González, R. (2016). Creativity and cognitive skills among
Millennials : Thinking too much and creating too little. Frontiers in Psychology, 7(7),
1626–. https://doi.org/10.3389/fpsyg.2016.01626
Corgnet, B., Hernán Gonzalez, R., & Mateo, R. (2015). Cognitive reflection and the diligent
worker: An experimental study of millennials. PLoS One, 10(11), e0141243.
https://doi.org/10.1371/journal.pone.0141243
Costanza, D. P., Badger, J. M., Fraser, R. L., Severt, J. B., & Gade, P. A. (2012).
Generational differences in work-related attitudes: A meta-analysis. Journal of
Business & Psychology, 27, 375–394. doi:10.1007/s10869-012-9259-4
Creswell, J. W. (2014). A concise introduction to mixed methods research. SAGE publications.
Creswell, J. W., & Creswell, J. D. (2018). Research de sign : qualitative, quantitative, and mixed
methods approaches (5th ed.). SAGE Publications.
Crumpacker, M., & Crumpacker, J. M. (2007). Succession planning and generational
stereotypes: Should HR consider age-based values and attitudes a relevant factor or a
passing fad? Public Personnel Management, 36(4), 349–369.
https://doi.org/10.1177/009102600703600405
Deal, J. J., Altman, D. G., & Rogelberg, S. G. (2010). Millennials at work: What we know and
what we need to do (if anything). Journal of Business and Psychology, 25(2), 191–199.
https://doi.org/10.1007/s10869-010-9177-2
Deal, J. J., & Levenson, A. (2016). What Millennials want from work: How to maximize
engagement in today ’s workforce. McGraw Hill Professional.
Dembo, M. H., & Eaton, M. J. (2000). Self-regulation of academic learning in middle-level
schools. The Elementary School Journal, 100(5), 473–490.
https://doi.org/10.1086/499651
105

Denler, H., Wolters, C., & Benzon, M. (2006). Social cognitive theory.
http://www.education.com/reference/article/social-cognitive-theory/
Dimock, M. (2019). Defining generations: Where Millennials end and Generation Z begins. Pew
Research Center.
Dittmann, M. (2005). Generational differences at work [PsycEXTRA Dataset].
https://doi.org/10.1037/e408882005-034
Dowd-Higgins, C. (2013). How to play together in the multigenerational sandbox at work.
Huffington Post. http://www.huffingtonpost.com/carolinedowdhiggins/how-to-play-
together-in-t_b_2989568.html
Durkin, D. (2008). Youth movement. Communication World. https://www.iabc.com/wp-
content/uploads/2014/10/Youth-Movement.pdf
Ehrhart, K. H., Mayer, D. M., & Ziegert, J. C. (2012). Web-based recruitment in the Millennial
generation: Work–life balance, website usability, and organizational attraction. European
Journal of Work and Organizational Psychology, 21(6), 850–874.
https://doi.org/10.1080/1359432X.2011.598652
Ellström, P. E. (2001). Integrating learning and work: Problems and prospects. Human Resource
Development Quarterly, 12(4), 421–435. https://doi.org/10.1002/hrdq.1006
Elmore, R. F. (2002). Bridging the gap between standards and achievement: The imperative for
professional development in education. Albert Shanker Institute.
http://www.shankerinstitute.org/sites/shanker/files/Bridging_Gap.pdf
Enos, M. D., Kehrhahn, M. T., & Bell, A. (2003). Informal learning and the transfer of learning:
How managers develop proficiency. Human Resource Development Quarterly, 14(4),
369–387. https://doi.org/10.1002/hrdq.1074
106

Essner, D. (2017). Millennials sound off on diversity in the workplace.
https://apps.prsa.org/Intelligence/Tactics/Articles/view/11849/1140/Millennials_Sound_
Off_on_Diversity_in_the_Workplac#.X0wF7MhKiUk
Ferri-Reed, J. (2014). “Millennializing” your work culture. Journal for Quality and
Participation, 37(1), 21–24.
Festing, M., & Schäfer, L. (2014). Generational challenges to talent management: A framework
for talent retention based on the psychological-contract perspective. Journal of World
Business, 49(2), 262–271. https://doi.org/10.1016/j.jwb.2013.11.010
Fink, A. (2013). How to conduct surveys: A step-by-step guide (5th ed.). SAGE Publications.
Gallimore, R., & Goldenberg, C. (2001). Analyzing cultural models and settings to connect
minority achievement and school improvement research. Educational Psychologist,
36(1), 45–56. https://doi.org/10.1207/S15326985EP3601_5
Gentry, W. A., Griggs, T. L., Deal, J. J., Mondore, S. P., & Cox, B. D. (2011). A comparison of
generational differences in endorsement of leadership practices with actual leadership
skill level. Consulting Psychology Journal, 63(1), 39–49.
https://doi.org/10.1037/a0023015
Gist, M. E. (1989). The influence of training method on self-efficacy and idea generation among
managers. Personnel Psychology, 42(4), 787–805. https://doi.org/10.1111/j.1744-
6570.1989.tb00675.x
Gist, M. E., Schwoerer, C., & Rosen, B. (1989). Effects of alternative training methods on self-
efficacy and performance in computer software training. The Journal of Applied
Psychology, 74(6), 884–891. https://doi.org/10.1037/0021-9010.74.6.884
Glesne, C. (2011). Becoming qualitative researchers: An introduction (4th ed.). Pearson.
107

Goette, L., Huffman, D., Meier, S., & Sutter, M. (2012). Competition between organizational
groups: Its impact on altruistic and antisocial motivations. Management Science, 58(5),
948–960. https://doi.org/10.1287/mnsc.1110.1466
Gorman, P., Nelson, T., & Glassman, A. (2004). The Millennial generation: A strategic
opportunity. Organizational Analysis, 12(3), 255–270.
Gursoy, D., Maier, T. A., & Chi, C. G. (2008). Generational differences: An examination of
work values and generational gaps in the hospitality workforce. International Journal of
Hospitality Management, 27(3), 448–458. https://doi.org/10.1016/j.ijhm.2007.11.002
Harvey, P., & Martinko, M. J. (2009). Attribution theory and motivation. In N. Borkowski (Ed.),
Organizational behavior, theory and design in health care (pp.143-158). Jones and
Bartlett.
Hentschke, G. C., & Wohlstetter, P. (2004). Cracking the code of accountability. USC Urban
Education, Spring/Summer, 17–19.
Hershatter, A., & Epstein, M. (2010). Millennials and the world of work: An organization and
management perspective. Journal of Business and Psychology, 25(2), 211–223.
https://doi.org/10.1007/s10869-010-9160-y
Hew, K. F., & Cheung, W. S. (2014). Using blended learning: Evidence-based practices.
Springer. https://doi.org/10.1007/978-981-287-089-6_6
Hewlett, S. A., Sherbin, L., & Sumberg, K. (2009). How Gen Y & Boomers will reshape your
agenda. Harvard Business Review, 87(7/8), 71–76. https://hbr.org/2009/07/how-gen-y-
boomers-will-reshape-your-agenda/ar/1
Howe, N., & Strauss, W. (1993). 13th generation: Abort, retry, ignore, fail? Random House.
Howe, N., & Strauss, W. (2000). Millennials rising. The next great generation. New York, NY:
Vintage Books.
108

Izard, C. E. (2009). Emotion theory and research: Highlights, unanswered questions, and
emerging issues. Annual Review of Psychology, 60(1), 1–25.
https://doi.org/10.1146/annurev.psych.60.110707.163539
Kaifi, B. A., Nafei, W. A., Khanfar, N. M., & Kaifi, M. M. (2012). A multi-generational
workforce: Managing and understanding millennials. International Journal of Business
and Management, 7(24), 88–93. https://doi.org/10.5539/ijbm.v7n24p88
Kessler, A. N. (2016). Retaining the nonretainable: A correlational exploration of work
centrality and turnover among the millennial workforce (Publication No. 10123870)
[Doctoral dissertation]. ProQuest Dissertations and Theses Global.
Kirkpatrick, D. L., & Kirkpatrick, J. D. (2006). Evaluating training programs: The four levels
(3rd ed.). Berrett-Koehler.
Kirkpatrick, J. D., & Kirkpatrick, W. K. (2016). Kirkpatrick ’s four levels of training evaluation.
ATD Press.
Koopmans, H., Doornbos, A. J., & van Eekelen, I. M. (2006). Learning in interactive work
situations: It takes two to tango; why not invite both partners to dance? Human Resource
Development Quarterly, 17(2), 135–158. https://doi.org/10.1002/hrdq.1166
Kowske, B. J., Rasch, R., & Wiley, J. (2010). Millennials’ (lack of) attitude problem: An
empirical examination of generational effects on work attitudes. Journal of Business and
Psychology, 25(2), 265–279. https://doi.org/10.1007/s10869-010-9171-8
Krathwohl, D. (2002). A revision of Bloom’s taxonomy: An overview. Theory into Practice,
41(4), 212–218. https://doi.org/10.1207/s15430421tip4104_2
Krueger, R. A., & Casey, M. A. (2009). Focus groups: A practical guide for applied research (4th
ed.). SAGE Publications.
Kucherov, D., & Zamulin, A. (2016). Employer branding practices for young talents in
109

IT companies (Russian experience). Human Resource Development International,
1-11. doi:10.1080/13678868.2016.1144425
Kultalahti, S., & Viitala, R. L. (2014). Sufficient challenges and a weekend ahead – Generation
Y describing motivation at work. Journal of Organizational Change Management, 27(4),
569–582. https://doi.org/10.1108/JOCM-05-2014-0101
Laird, M. D., Harvey, P., & Lancaster, J. (2015). Accountability, entitlement, tenure, and
satisfaction in generation Y. Journal of Managerial Psychology, 30(1), 87–100.
libproxy2.usc.edu/. https://doi.org/10.1108/JMP-08-2014-0227
Lancaster, L. C., & Stillman, D. (2002). When generations collide: Who they are, why they clash,
how to solve the generational puzzle at work. HarperCollins.
Lencioni, P. (2002). The five dysfunctions of a team. Jossey-Bass.
Liu, D., Mitchell, T. R., Lee, T. W., Holtom, B. C., & Hinkin, T. R. (2012). When employees are
out of step with coworkers: How job satisfaction trajectory and dispersion influence
individual- and unit-level voluntary turnover. Academy of Management Journal, 55(6),
1360–1380. https://doi.org/10.5465/amj.2010.0920
Lowe, D., Levitt, K. J., & Wilson, T. (2008). Solutions for retaining generation Y employees in
the workplace. Business Renaissance Quarterly, 3(3), 43–57.
Lynch, A. (2008). ROI on generation Y employees. Bottom Line Conversations, LLC.
http://www.knoxvillechamber.com/pdf/workforce/ROIonGenYWhitePaper.pdf
Lyons, S., & Kuron, L. (2013). Generational differences in the workplace: A review of the
evidence and directions for future research. Journal of Organizational Behavior, 35(S1),
S139–S157. https://doi.org/10.1002/job.1913
110

Lyons, S. T., Schweitzer, L., Ng, E. S., & Kuron, L. K. (2012). Comparing apples to apples.
Career Development International, 17, 333–357.
https://doi.org/10.1108/13620431211255824
Mahmoud, A. B., Reisel, W. D., Grigoriou, N., Fuxman, L., & Mohr, I. (2020). The
reincarnation of work motivation: Millennials vs older generations. International
Sociology, 35(4), 393–414. https://doi.org/10.1177/0268580920912970
Mannheim, B., Baruch, Y., & Tal, J. (1997). Alternative models for antecedents and outcomes of
work centrality and job satisfaction of high tech personnel. Human Relations, 50(12),
1537–1562. https://doi.org/10.1177/001872679705001204
Martin, C. A. (2005). From high maintenance to high productivity: What managers need to know
about Generation Y. Industrial and commercial training.
Martin, T. N., & Ottemann, R. (2015). Generational workforce demographic trends and total
organizational rewards which might attract and retain different generational employees.
Journal of Behavioral and Applied Management, 16(2), 91–115.
Matsuo, M., & Nakahara, J. (2013). The effects of the PDCA cycle and OJT on workplace
learning. International Journal of Human Resource Management, 24(1), 195–207.
https://doi.org/10.1080/09585192.2012.674961
Maxwell, J. A. (2013). Qualitative research design: An interactive approach (3rd ed.). SAGE
Publications.
McCune, L. (2017, February 1). Values gap in workplace can lead millennials to look elsewhere.
MU News Bureau. https://munewsarchives.missouri.edu/news-releases/2017/0201-
values-gap-in-workplace-can-lead-millennials-to-look-elsewhere/
111

Meece, J. L., Anderman, E. M., & Anderman, L. H. (2006). Classroom goal structure, student
motivation, and academic achievement. Annual Review of Psychology, 57, 487–503.
https://doi.org/10.1146/annurev.psych.56.091103.070258
Mendes, F., & Stander, M. W. (2011). Positive organisation: The role of leader behaviour in
work engagement and retention. SA Journal of Industrial Psychology, 37(1), 1–13.
https://doi.org/10.4102/sajip.v37i1.900
Merriam, S. B., & Tisdell, E. J. (2016). Qualitative research: A guide to design and
implementation (4th ed.). Jossey-Bass.
Mihelič, K., & Aleksić, D. (2017). “Dear employer, let me introduce myself” - Flow, satisfaction
with work-life balance and millennials’ creativity. Creativity Research Journal, 29(4),
397–408. https://doi.org/10.1080/10400419.2017.1376503
Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods
sourcebook. SAGE.
Murphy, W. (2012). Reverse mentoring at work: Fostering cross-generational learning and
developing millennial leaders. Human Resource Management, 51(4), 549–573.
https://doi.org/10.1002/hrm.21489
Myers, K. K., & Sadaghiani, K. (2010). Millennials in the workplace: A communication
perspective on millennials’ organizational relationships and performance. Journal of
Business and Psychology, 25(2), 225–238. https://doi.org/10.1007/s10869-010-9172-7
Newman, C. (2010). Managing Millennials in the workforce. Young Money.
http://www.youngmoney.com/entrepreneur/managing-Millennials-in-the-workforce/
Ng, E. S. W., Schweitzer, L., & Lyons, S. T. (2010). New generation, great expectations: A field
study of the millennial generation. Journal of Business and Psychology, 25(2), 281–292.
libproxy2.usc.edu/. https://doi.org/10.1007/s10869-010-9159-4
112

Nolan, L. S. (2015). The roar of millennials: Retaining top talent in the workplace. Journal of
Leadership, Accountability and Ethics, 12(5), 69–75.
O’Connor, A., & Raile, A. N. W. (2015). Millennials’ “get a ‘real job’”: Exploring generational
shifts in the colloquialism’s characteristics and meanings. Management Communication
Quarterly, 29(2), 276–290. https://doi.org/10.1177/0893318915580153
O’Keefe, P. (2016). Retaining millennial employees through leadership development. Message
posted to connect. edgetrainingsystems. com/blog/maintain-millennial-employees-
throughleadership-development.
Oren, L., Tziner, A., Sharoni, G., Amor, I., & Alon, P. (2012). Relations between leader-
subordinate personality similarity and job attitudes. Journal of Managerial Psychology,
27(5), 479–496. https://doi.org/10.1108/02683941211235391
O’Shea, D., Monaghan, S., & Ritchie, T. D. (2014). Early career attitudes and satisfaction during
recession. Journal of Managerial Psychology, 29(3), 226–245.
https://doi.org/10.1108/JMP-02-2013-0061
Park, J., & Gursoy, D. (2012). Generation effects on work engagement among U.S. hotel
employees. International Journal of Hospitality Management, 31(4), 1195–1202.
https://doi.org/10.1016/j.ijhm.2012.02.007
Patton, M. Q. (2002). Qualitative research and evaluation methods (3rd ed). SAGE Publications.
Pazzaglia, A. M., Stafford, E. T., & Rodriguez, S. M. (2016). Survey methods for educators:
Selecting samples and administering surveys (Part 2 of 3; REL 2016-160). Regional
Educational Laboratory Northeast & Islands.
Pintrich, P. R., & Schunk, D. H. (2002). Motivation in education: Theory, research, and
applications. Prentice Hall.
113

Radmehr, F., & Drake, M. (2017). Revised Bloom’s taxonomy and integral calculus: Unpacking
the knowledge dimension. International Journal of Mathematical Education in Science
and Technology, 48(8), 1206–1224. https://doi.org/10.1080/0020739X.2017.1321796
Reisenwitz, T., & Iyer, R. (2009). Differences in Generation X and Generation Y: Implications
for the organization and marketers. Marketing Management Journal, 19, 91–103.
Robinson, S. B., & Leonard, K. F. (2018). Designing quality survey questions. Sage
Publications.
Rueda, R. (2011). The 3 dimensions of improving student performance: Finding the right
solutions to the right problems. Teachers College Press.
Ruys, J. (2013). Leadership Behaviors and Workplace Factors Millennial Workers Find
Important for Job Satisfaction. (Publication No. 3573678 ) [Doctoral dissertation].
ProQuest Dissertations and Theses Global. (Doctoral dissertation).
Saks, A. M. (1994). Moderating effects of self‐efficacy for the relationship between training
method and anxiety and stress reactions of newcomers. Journal of Organizational
Behavior, 15(7), 639–654. https://doi.org/10.1002/job.4030150707
Salkind, N. J. (2014). Exploring research: Pearson new international edition. Pearson Education.
Salkind, N. J. (2017). Tests & measurement for people who (think they) hate tests &
measurement. Sage Publications.
Schraw, G., & McCrudden, M. (2006). Information processing theory.
http://www.education.com/reference/article/information-processing-theory/
Schroth, H. (2019). Are you ready for Gen Z in the workplace? California Management Review,
61(3), 5–18. https://doi.org/10.1177/0008125619841006
114

Shandwick, W. (2016). Millennials at work: Perspectives on diversity & inclusion.
http://www.webershandwick.com/news/article/Millennials-at-work-perspectives-
ondiversity-inclusion
Shutan, B. (2016). The hot new benefit?: Millennials value a nurturing workplace culture over
core coverage, according to young advisers. Employee Benefit Adviser, 14(10), 37.
Simmons, A. M. (2016). Exploring Millennial retention strategies and methods in the workplace
(Order No. 10127853). (Publication No. 10127853) [Doctoral dissertation]. ProQuest
Dissertations and Theses Global.
Smith, C., & Turner, S. (2015). The radical transformation of diversity and inclusion the
Millennial influence. https://www2.deloitte.com/us/en/pages/about-
deloitte/articles/radical-transformation-of-diversity-and-inclusion.html
Smith, K. T. (2010). Work-life balance perspectives of marketing professionals in generation Y.
Services Marketing Quarterly, 31(4), 434–447.
https://doi.org/10.1080/15332969.2010.510724
Solomon, C., & van Coller-Peter, S. (2019). How coaching aligns the psychological contract
between the young millennial professional and the organisation. SA Journal of Human
Resource Management, 17(10). Advance online publication.
https://doi.org/10.4102/sajhrm.v17i0.1146
Srinivasan, V. (2012). Multi generations in the workforce: Building collaboration. IIMB
Management Review, 24(1), 48-66. doi:10.1016/j.iimb.2012.01.004
Strauss, W., & Howe, N. (1997). The fourth turning: An American prophecy. Broadway Books.
Terjesen, S., Vinnicombe, S., & Freeman, C. (2007). Attracting generation Y graduates:
Organisational attributes, likelihood to apply and sex differences. Career Development
International, 12(6), 504–522. https://doi.org/10.1108/13620430710821994
115

Thompson, C., & Gregory, J. B. (2012). Managing millennials: A framework for improving
attraction, motivation, and retention. The Psychologist Manager Journal, 15(4), 237–246.
https://doi.org/10.1080/10887156.2012.730444
Thompson, K. S. (2016). Organizational Learning Support Preferences of Millennials. New
Horizons in Adult Education and Human Resource Development, 28(4), 15–27.
https://doi.org/10.1002/nha3.20158
Thompson, N. (2011). Managing the millennials: Employee retention strategies for Generation
Y. [Unpublished master’s thesis]. http://scholarship.claremont.edu/cmc_theses/240
Trapero, F. G. A., Castaño, L. E. V., Parra, J. C. V., & Garcia, J. D. (2017). Differences on self-
perception of organizational pride and loyalty in millennial & generation X, considering
gender and seniority variables. Business and Economic Horizons, 13(2), 270–286.
https://doi.org/10.15208/beh.2017.20
Varga, N. L., & Bauer, P. J. (2017). Young adults self-derive and retain new factual knowledge
through memory integration. Memory & Cognition, 45(6), 1014–1027.
https://doi.org/10.3758/s13421-017-0711-6
Vasquez, D. (2014). Employee retention for economic stabilization: A qualitative
phenomenological study in the hospitality sector. International Journal of Management,
Economics and Social Sciences, 3(1), 1–17.
Walden, J., Jung, E., & Westerman, C. (2017). Employee communication, job engagement, and
organizational commitment: A study of members of the Millennial Generation. Journal of
Public Relations Research, 29(2-3), 73–89.
https://doi.org/10.1080/1062726X.2017.1329737
Walsh, D. (2015). Millennials in the workplace; For employers, words to the wise from the Y’s.
Crain ’s Detroit Business, 30(13), 11–16.
116

Weiner, B. (1995). Attribution theory in organizational behavior: A relationship of mutual
benefit. In M. J. Martinko (Ed.), Attribution theory: An organizational perspective (pp.
3–6). Routledge.
West, J. P. (2013). Employee-friendly policies and development for Millennials benefits. In W. I.
Sauser, Jr., & R. R. Sims (Eds.), Managing Human Resources for the Millennial
Generation (pp. 201–228). Information Age.
Westerman, J. W., & Yamamura, J. H. (2007). Generational preferences for work environment
fit: Effects on employee outcomes. Career Development International, 12(2), 150–161.
https://doi.org/10.1108/13620430710733631
Yang, J. T., Wan, C. S., & Fu, Y.-J. (2012). Qualitative examination of employee turnover and
retention strategies in international tourist hotels in Taiwan. International Journal of
Hospitality Management, 31(3), 837–848. https://doi.org/10.1016/j.ijhm.2011.10.001
Zemke, R., Filipczak, B., & Raines, C. (2013). Generations at work: Managing the clash of
Boomers, Gen Xers, and Gen Yers in the workplace. AMACOM.

117

Appendix A: Survey Survey Protocol
The purpose of this survey is to assess the knowledge, motivation, and organizational
needs of Millennials to implement a Millennial workforce retention program.
Hello, welcome, and thank you for your participation in the survey! My name is Hao
Pengshung. This survey is part of my dissertation research at the University of Southern
California on a Millennial workforce retention program. The survey will take approximately 10
minutes to complete. Please be assured that your answers will remain confidential, as my
objective is to collect experiences and opinions about Millennial retention.
Please answer the following 19 questions. If you have any questions regarding the survey
items, please contact the researcher.
1. Select the region you are in.
() North America
() South America
() Europe and Middle East
() Asia
2. Select your age group.
() 18–40
() 41–59
() 60 and over
3. What is your sexual orientation?
() Female
() Male
() Non-binary
() Prefer not to disclose
4. What skills do you need to possess to have a successful career with your employer?
Select one or more below. (Factual, K)
() Salesforce Cloud
() Microsoft Office
() Geospatial
() Python
5. What steps do you follow to achieve learning goals?
Select one or more below. (Procedural, K)
() I discuss training with my manager
() I sign up for technical training offered by the company
() I pursue external certifications
118

() None of the above
6. I monitor my working relationship with other generational cohorts.
Select one below. (Metacognitive, K)
() Strongly agree
() Agree
() Disagree
() Strongly disagree
7. When I receive a performance review, I talk about how I achieve results with my
manager.
Select one below. (Metacognitive, K)
() Strong agree
() Agree
() Disagree
() Strongly disagree
8. If I do not achieve success at work, it is because I did not try hard enough.
(Attribute, M)
() Strongly agree
() Agree
() Disagree
() Strongly disagree
9. I will seek training to develop new skills for career advancement. (Attribute, M)
() Strong agree
() Agree
() Disagree
() Strongly disagree
10. I feel a sense of worth when I complete important tasks. (Affect, M)
() Strong agree
() Agree
() Disagree
() Strongly disagree
11. I enjoy working in a collaborative environment. (Intrinsic motivation, M)
() Strong agree
() Agree
() Disagree
() Strongly disagree
12. The organizational culture encourages career development.
Select one from below. (O)
() Strongly agree
() Agree
() Disagree
() Strongly disagree
13. I am pessimistic about the direction of the organization.
Select one from below. (O)
() Strong agree
119

() Agree
() Disagree
() Strongly disagree
14. The organization provides employee training programs.
Select one from below. (O)
() Strong agree
() Agree
() Disagree
() Strongly disagree
15. I have the skills required to advance within the organization.
Select one from below. (O)
() Strong agree
() Agree
() Disagree
() Strongly disagree
16. I am rewarded for achieving organizational goals.
Select one from below. (O)
() Strongly agree
() Agree
() Disagree
() Strongly disagree
17. I am satisfied with the type of reward given for achieving organizational goals.
Select one from below. (O)
() Strongly agree
() Agree
() Disagree
() Strongly disagree
18. I have a good work-life balance.
Select from one below. (O)
() Strongly agree
() Agree
() Disagree
() Strongly disagree
19. I am not overworked.
Select one from below. (O)
() Strongly agree
() Agree
() Disagree
() Strongly disagree

120

Appendix B: Interview Protocol
There are three research questions:
1. What are the millennial employees’ knowledge, motivation, and organizational needs
related to developing a workforce retention program to retain 100% of its millennial
workforce for 5 years from hire?
2. What is the interaction between organizational culture and context and millennial
employees’ knowledge and motivation?
3. What are the recommended knowledge, motivation, and organizational solutions to
those needs?
Introduction to the Interview (Start Audio Recorder):
Hello, welcome, and thank you for your participation in the interview! My name is Hao
Pengshung, and I will be conducting this interview as part of my dissertation research at the
University of Southern California on a Millennial workforce retention program. The interview
will take approximately 20 minutes. I will be audio recording the interview session. Please be
assured that any comments you share will remain confidential, as my objective today will
involve experiences and opinions about Millennial retention. There will be a total of 17 general
questions, but I may ask some follow-up questions to provide more clarification if necessary. I
want you to feel comfortable, and I invite you to share your thoughts, views, and experiences
freely. During the interview, I will be taking hand-written notes; if you do not want to be
recorded, you are well within your rights to say so.
Ask: Do you agree to participate in this interview?
Ask: Do you agree to be recorded during this interview?
121

Hand the consent form: Please review the form thoroughly and sign. You may choose not to
respond to any question. Your participation in the interview is voluntary, and you can end the
interview at any time.
Start interview
1. Which contact center are you based in?
2. How long have you been with your organization?
3. What skills do you need to possess to have a successful career with your employer?
(Factual, K)
4. What steps have you taken to increase your workplace knowledge? (Procedural, K)
5. Describe your working relationship with other generational cohorts. (Metacognitive,
K)
6. Think about your most recent performance review. Can you talk me through your
initial thoughts upon receiving it, and as a follow-up, did any new courses of action
arise out of your own self-regulation as a consequence? (Metacognitive, K)
7. Can you talk to me about your level of confidence to self-improve your on the job
skillset? (M)
8. What are the reasons you believe that you may, or may not, have achieved success at
work? (M)
9. Can you describe to me in what ways, if any, you may feel like you are in control of
your ability to advance at work? (M)
10. Can you talk to me about how you feel when a peer is promoted to a leadership role?
(M)
11. Can you describe how you felt when your manager gave you a performance review
that did not meet your expectations? (M)
122

12. Can you explain to me in what ways, if any, the organizational culture encourages
training to support career development? (O, 1)
13. Can you talk to me about ways that you observe your leaders promote learning and
knowledge sharing? (O)
14. Do you have the knowledge and skills for advancement? (O)
15. Can you describe to me, if any, in which the organization provides you with the
training to develop your career? (O)
16. What are some of the ways you prefer to be compensated for achieving organizational
goals? (O)
17. Can you talk to me about what ways you would like your organization to improve its
incentive program? (O)
18. Discuss a little bit about how your organization can better promote a greater work-life
balance? (O)
19. How often do you work more than 45 hours a week? (O)
Ask: Are there any additional comments you would like to add to this interview?
Say: This concludes our interview; I want to thank you for your participation in the interview. If
necessary, I would like to reach out to you if further clarification is needed. If you have any
questions, please do not hesitate to contact me.
Stops Recording

123

Appendix C: Document Analysis Protocol
Area Document selected Data analyzed
Knowledge: Factual
Millennials need to identify
the skills to have a
successful career.
Review artifacts for
evidence of knowledge of
skills and job
requirements.

Knowledge: Procedural
Millennials need to know
the steps on career
progression.
Review artifacts steps
employees take for job
growth and career
progression.

Knowledge: Metacognitive
Millennials need to reflect
on their skill-building
activities for career
advancement.
Review artifacts for
evidence of employee
metacognitive knowledge.

Motivation: Self-Efficacy
Millennial employees need
confidence that they can
improve their job skills.
Review artifacts for
evidence of employee
self-efficacy.

Motivation:
Attributions/Control
Beliefs
Millennial employees need
to believe that they are in
control of their success.
Review artifacts for
evidence of attribution.

Motivation: Emotions
Millennials need to feel
positive emotions to
advance their careers.
Review artifacts for
evidence of positive
emotion’s effect on career
advancement.

Organization: Cultural
Model Influence 1
Culture aligns with
positionality
Review internal documents
to determine whether
company culture aligns
with Millennial
positionality.
124

Area Document selected Data analyzed
Organization: Cultural Model
Influence 2
Employee development for
career advancement

Review documents from
training to determine
whether the company
offers professional
development.

Cultural Setting Influence 1
Reward structure
Review documents to
determine how employees
are rewarded for
achieving organizational
goals.
Cultural Setting Influence 2
Work-life balance
Review internal documents
to determine hours
employees work in a
typical week.

125

Appendix D: Sheet for Exempt Research
This study is titled Millennial Workforce Retention Program: An Explanatory Study and
will be conducted by Hao Pengshung, MBA, (pengshun@usc.edu) under the supervision of
Adrian Donato, EdD (adonato@usc.edu). You are invited to participate in a research study. Your
participation is voluntary. This document explains information about this study. You should ask
questions about anything that is unclear to you.
Purpose
The purpose of this study is to conduct a needs analysis in the areas of knowledge and
skill, motivation, and organizational resources to develop and implement a Millennial workforce
retention program. We hope to gain insights into why Millennials are leaving their jobs in less
than 2 years.
Participant Involvement
A link to the survey questions will be emailed to all participants. Participants can expect to
complete the survey in 10 minutes via Qualtrics. Additionally, eight participants will be invited
to partake in a 20-minute one-on-one Zoom interview, or similar video tools such as Microsoft
Teams and Skype for Business, with the investigator. Interview responses will be audio recorded
for transcription purposes only. Participants may decline to be recorded and continue with the
interview, in which case, copious notes will be taken during time together.
Payment/Compensation for Participation
Participants will not be compensated for partaking in this research study.
Confidentiality
The members of the research team and the University of Southern California Institutional
Review Board (IRB) may access the data. The IRB reviews and monitors research studies to
protect the rights and welfare of research subjects.
126

Your survey responses will be collected anonymously via Qualtrics. Personal information
such as your name and email will not be recorded. At the conclusion of the study, all survey data
will be maintained for a minimum of 3 years. Interview participants may request to review their
audio/video transcripts, so long as the transcripts are available. Personal information will not be
collected, and all transcripts will be purged at the end of the study.
Investigator Contact Information
If you have any questions about this study, please contact Hao Pengshung at
909.961.4342 or email at pengshun@usc.edu and/or Adrian Donato (adonato@usc.edu).
IRB Contact Information
If you have any questions about your rights as a research participant, please contact the
University of Southern California Institutional Review Board at (323) 442-0114 or email
irb@usc.edu.

127

Appendix E: Sample Survey Items Measuring Kirkpatrick Levels 1 and 2
(Post-Training)
1. I was fully engaged during the training. (Level 1 Engagement)
Strong Disagree Disagree Agree Strong Agree
2. The training was interesting. (Level 1 Engagement)
Strong Disagree Disagree Agree Strong Agree
3. I acquired knowledge and skills to help me grow professionally. (Level 1 Relevance)
Strong Disagree Disagree Agree Strong Agree
4. I enjoyed the role-based approach to learning. (Level 1 Customer Satisfaction)
Strong Disagree Disagree Agree Strong Agree
For questions 5–9, please circle the response that best characterized your feelings about
the statement.

128

Table E1
Sample Survey Items
Strongly
agree
Agree Disagree Strongly
disagree
I am committed to applying the skills I
acquired from this course to future
career growth (Level 2 commitment)
4 3 2 1
I can apply the materials I learned to my
work (Level 2 declarative knowledge)
4 3 2 1
I know the steps to career progression
(Level 2 procedural knowledge)
4 3 2 1
I feel confident that I can apply what I
learned back to my job (Level 2
confidence)
4 3 2 1
I see value in developing new skills for
career advancement (Level 2 attitude)
4 3 2 1

129

Appendix F: Sample Survey Items Measuring Kirkpatrick Level 3 Drivers
Level 3 drivers should be assessed at the midpoint of the course, as monitoring the
drivers at the midpoint) could help employees to adjust their career path and development.
Sample Level 3 rating items for a student survey are shown below.
1. I have received adequate training on the skills aligned with my career growth. (Level
3 Required Driver, Reinforcing)
Strong Disagree Disagree Agree Strong Agree
2. I have received frequent, specific feedback from my manager, aligning with my
career goals. (Level 3 required driver, encouraging)
Strong Disagree Disagree Agree Strong Agree
3. I am rewarded for achieving individual progress and growth. (Level 3 required driver,
rewarding)
Strong Disagree Disagree Agree Strong Agree
4. I am given feedback by my manager on my career progression. (Level 3 required
driver, monitoring)
Strong Disagree Disagree Agree Strong Agree
5. What could your manager or supervisor do to better support your learning to achieve
the skills needed for career growth?

130

Appendix G: Sample Blended Delayed Evaluation Items Measuring Kirkpatrick Levels 1
Through 4
It is recommended to revisit Level 1 relevance and satisfaction and Level 2 knowledge
and skills in a delayed survey to employees that completed potential training to achieve skills for
career growth. In addition, Level 3 critical behaviors and Level 4 indicators and results should
also be assessed in this measure administered at least 1 month after the potential skills training is
completed. Sample items are shown below.
Open-Ended Questions for Revisiting Level 1 and Level 2
1. What skills and/or competencies from the course continue to feel relevant to you
now? (Level 1 relevance)
2. Knowing what you know now, what would you change about the competency-based
pilot course? (Level 1 customer satisfaction)
3. Scenario Question: You are asked to lead a project to replace the current customer
relationship management application (CRM) with Salesforce Cloud CRM. Explain
the steps you would take to complete this project. Discuss what hurdles you could
anticipate during interactions with other employees and teams and the strategies you
would use to overcome them. (Level 2 procedural knowledge)
Four-Point Scale Questions for Evaluating Level 3 Critical Behaviors
For questions 4–6 below, identify the degree to which you have continued to practice the
behaviors that were cultivated in your competency-based relationship-building training course.
(Level 3 Critical Behaviors)
1 = Little or No Application,
2 = Moderate Degree of Application
3 = Strong Degree of Application
4 = Very Strong Degree of Application and Desire to Help Others Do The Same

131

4. I cultivate skillsets and mindsets on relationship-building competencies.
1 2 3 4
5. I set personal goals aligned to my skills and training in career growth.
1 2 3 4
6. I reflect upon my growth in skills and competencies in order to build my confidence
in developing positive relationships at work.
1 2 3 4
Level 4 Indicators and Results Sample Metrics
7. I have noticed the following continued positive outcomes from my participation in
courses that developed my skills for career advancement. Check all that apply.
● I have more self-confidence in myself and my future with the organization.
● I have confidence in my ability to implement a workforce retention program.
● I am motivated to achieve my individual and organizational goals.
● I value a cash incentive structure for achieving my goals.
● I am confident that I will be with the organization for 5 or more years.
● I contribute to higher CSAT scores.
● I contribute to higher NPS scores.
● I contribute more to the team in a collaborative environment.
● I am comfortable with negative feedback from my manager.
● I see failure as an opportunity for success.
● I can identify the relevance of building positive relationships at work.
● I value feedback from my manager to improve my career.
● I am less anxious working in a collaborative environment.
● I produce higher quality work by improving my relationship with my peers.
132

● Other positive outcomes, please specify _____________________________
● None of the above. I do not feel any continued positive outcomes.
8. To what degree do you feel a relationship-based framework might improve workplace
relationships between coworkers, particularly those in different age groups? Please
explain your answer.
9. As a result of my training, I strive to build positive workplace relationships with my
coworkers. Please answer Yes or No, and explain.
10. To what degree do you feel that you are ready to implement a workforce retention
program due to your training? Please explain your answer.
11. I am confident my training has equipped me with the knowledge and skills to
implement a workforce retention program for my peers.
Strong Disagree Disagree Agree Strongly Agree

133

Appendix H: Sample Manager Dashboard Using Levels 1, 2, and 3 Drivers

Abstract (if available)

Linked assets

University of Southern California Dissertations and Theses

Conceptually similar

PDF

Gender diversity in optical communications and the role of professional societies: an evaluation study

PDF

The effects of organizational culture on millennial engagement and turnover in start-ups: an innovation study

PDF

Lean construction through craftspeople engagement: an evaluation study

PDF

Mentoring as a capability development tool to increase gender balance on leadership teams: an innovation study

PDF

Employee standardization for interchangeability across states: an improvement study

PDF

Optimizing leadership and strategy to develop an expenditure-reduction plan: an improvement study

PDF

Role understanding as a pillar of employee engagement: an evaluation gap analysis

PDF

Improving the evaluation method of a military unit: a gap analysis

PDF

Preparing millennial students for a multigenerational workforce: an innovation study

PDF

Critical behaviors required for successful enterprise resource planning system implementation: an innovation study

PDF

Recruiting police diversity

PDF

The failure to attract and hire Millennials and Gen Zs within the U.S. aerospace & defense industry creates workforce scarcity

PDF

ReQLes technology's this is your life: an innovation study

PDF

Navigating race, gender, and responsibility: a gap analysis of the underrepresentation of Black women in foreign service leadership positions

PDF

A framework for customer reputation evaluation: an innovation study

PDF

Management preconditions to mitigate virtual employee burnout

PDF

From a privilege to an option: hybrid work schedule: a gap analysis

PDF

Employee retention and the success of a for-profit cosmetics company: a gap analysis

PDF

Inclusionary practices of leaders in a biotechnology company: a gap analysis innovation study

PDF

The impact of high turnover and burnout among behavioral health's clinical workforce (clinicians)

Asset Metadata

Creator Pengshung, Hao Sei (author)

Core Title Millennial workforce retention program: an explanatory study

School Rossier School of Education

Degree Doctor of Education

Degree Program Organizational Change and Leadership (On Line)

Publication Date 03/31/2022

Defense Date 03/08/2022

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

Tag generation Y,millennial,OAI-PMH Harvest,retention,workforce

Format application/pdf (imt)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Donato, Adrian (committee chair), Foulk, Susanne (committee member), Yates, Kenneth (committee member)

Creator Email pengshun@usc.edu,pengshung@protonmail.com

Permanent Link (DOI) https://doi.org/10.25549/usctheses-oUC110843362

Unique identifier UC110843362

Document Type Dissertation

Format application/pdf (imt)

Rights Pengshung, Hao Sei

Type texts

Source 20220331-usctheses-batch-918 (batch), 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 author, as the original true and official version of the work, but does not grant the reader permission to use the work if the desired use is covered by copyright. It is the author, as rights holder, who must provide use permission if such use is covered by copyright. The original signature page accompanying the original submission of the work to the USC Libraries is retained by the USC Libraries and a copy of it may be obtained by authorized requesters contacting the repository e-mail address given.

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

Repository Email cisadmin@lib.usc.edu