University of Southern California Dissertations and Theses

The role of professional development and certification in technology worker turnover: An evaluation study

(USC Thesis Other)

The role of professional development and certification in technology worker turnover: An evaluation study

PDF

Download a page range

Download transcript

Copy asset link

Request this asset

Transcript (if available)

Content

THE ROLE OF PROFESSIONAL DEVELOPMENT AND CERTIFICATION IN
TECHNOLOGY WORKER TURNOVER: AN EVALUATION STUDY

By

Stephen P. Puckett

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

August 2018

Copyright 2018 Stephen P. Puckett

ii

ABSTRACT
Companies invest resources on employee training with the hope that it adds value, sustainability,
and profitability to the organization. There is risk in losing skilled workers when individual or
organizational influences are undiagnosed, which makes talent management a critical part of a
company’s strategy to increase an employee's organizational commitment. Currently, there is a
lack of assessment data on turnover intention and organizational commitment of Technology
Workers after receiving advanced training and this study examined the Knowledge, Motivation,
and Organizational (KMO) influences affecting retention rates. A quantitative research study was
conducted with 169 Technology Workers employed by a Department of Defense contracting
company and used regression analysis to evaluate the interaction of 13 KMO based independent
variables with an increased desire to turnover. The findings confirmed an assumption that
completing professional development training or industry specific certification within the last
year does influence a Technology Worker's desire to voluntarily turnover. Additionally,
organizational commitment was heavily influenced by employee perceptions that they can
pursue internal career advancement opportunities, the loyalty they have to the company for how
it treats them, and the promises kept by an organization regarding pay raises, assignments, and
promotions. Recommendations for improving practices and an implementation plan were
provided to assist with organizational change efforts and addresses specific knowledge,
motivation, and organizational influences that may be affecting retention efforts.
KEY WORDS: organizational commitment, voluntary turnover, professional
development, certification training, retention

iii

DEDICATION
First and foremost, I would like to give thanks to God for his mercy and blessing me with
opportunities, strength, and the ability to do his will. Through my tribulations and fear, you have
always been there with unwavering love and open arms. You are the source of my redemption
and salvation.

This dissertation is dedicated to my loving and supportive wife Autumn. I am humbled every day
by your love and strive every day to make you proud. Thank you for being patient throughout
this entire process and supporting my efforts as I couldn’t have done this without you. To my
children, Nathan and Abby, you are blessings in unimaginable ways and I find myself lucky to
be a part of your lives. I want to be an example for you that anything is possible when you put
your mind to it.

To my Mother, Father, and In-Laws, thank you for taking care of my family while I was overseas
and the constant prayers for safety and support. I felt the same love and while trudging through
this degree program and could feel your care and concerns on a constant basis. To my Brothers,
please know that I miss and love you. My friends and coworkers are a steady source of
inspiration for me, so please know that you are always on my mind. And most of all, Pepper
would be Proud!

iv

ACKNOWLEDGMENTS
I would like to express the deepest gratitude to my committee chair Professor Kimberly
Hirabayshi, who has been a wonderful mentor and consummate professional throughout the
entire dissertation process. You have shown me insight into a world of scientific and academic
research that I have never been exposed to before and, by your example, highlighted what a kind
and respectful leader should look like. Without your in-depth assistance and tireless moral
support, I would not be where I am today.

I would also like to thank my committee members, Professor Don Murphy and Professor Helena
Seli for taking the time out their busy schedules to provide solid feedback and guidance for my
betterment as a student and professional. You have been supportive of my efforts and actively
provided solutions to make this cumulative work more functional, precise, and most of all
relevant.

The pursuit of this Doctoral program began with a cadre of military professionals who, a long
time ago, saw a spark in me and provided expansive opportunities to become a better leader,
learner, Soldier, and innovator. Special thanks to BG Thomas Carden, COL Peter VanAmburgh,
and LTC Raquel Durden for taking me under your wings and putting me in positions that
demanded competency, professionalism, drive, and results at a level that I had not previously
been exposed to. My experience with you is the foundation where I lay all my future endeavors
upon in knowing that I can achieve anything if I put my mind to it.

v

TABLE OF CONTENTS
ABSTRACT. …………………………………………………………………………………......ii
DEDICATION. …………………………………………………………………………………. iii
ACKNOWLEDGEMENTS. ……………………………………………………………………. iv
TABLE OF CONTENTS. ……………………………………………………………………….. v
LIST OF TABLES. …………………………………………………………………………… viii
LIST OF FIGURES. ……………………………………………………………………………. ix
Introduction to Problem of Practice. ……………………………………………………………. 1
Organizational Context and Mission. …………………………………………………………… 2
Importance of Addressing the Problem. ………………………………………………………… 3
Purpose of the Project and Research Questions. ………………………………………………... 4
Organizational Performance Goal. ……………………………………………………………… 5
Stakeholder Group of Focus. ……………………………………………………………………. 6
Review of the Literature. ………………………………………………………………………... 7
Organizational Commitment. …………………………………………………………… 8
Voluntary Employee Turnover. …………………………………………………………. 9
Performance Improvement Programs. …………………………………………………... 9
Establishing Certification Standards. …………………………………………………... 10
Continuous Proficiency Certification. …………………………………………………. 11
Knowledge, Motivation, and Organizational Influences. ……………………………………… 12
Knowledge Influences. ………………………………………………………………… 14
Employees’ Awareness of Their Own Goals. …………………………………. 15
Motivation Influences. …………………………………………………………………. 15
Employees’ Belief about the Impact of Their Skills on the Organization. ……. 16
Employees’ Belief about Added Value of Training for the Organization. …….. 17
Employees are Interested in Training for Career Advancement. ………………. 17
Organizational Influences. ……………………………………………………………... 18
Employees Do Not See Themselves in a Learning Organization. ……………... 18
Lack of Loyalty to Continue Employment after Training. …………………….. 19
Lack of Managerial Opportunities. …………………………………………….. 20
Lack of Organizational Incentives to Retain Employees. ……………………… 20
vi

Interactive Conceptual Framework. …………………………………………………………..... 21
Data Collection and Instrumentation. ……………………………………………………..…… 22
Surveys. ...…………………………………………………………………………….... 23
Documents and Artifacts. …………………………………………………………..…. 26
Data Analysis. ………………………………………………………………………………….. 26
Findings. ……………………………………………………………………………………….. 27
Purpose of the Study and Research Questions. ………………………………………… 27
Participating Stakeholders. …………………………………………………………….. 28
Knowledge Results. ………………………………………………………………...….. 36
Knowledge: Metacognition. ……………………………………………………. 36
Motivation Results. …………………………………………………………………….. 38
Motivation: Self-Efficacy. ……………………………………………………... 38
Motivation: Expectancy Value. ………………………………………………... 39
Motivation: Expectancy Value (Psychological Cost). …………………………. 40
Motivation: Expectancy Value (Tangible Cost). ………………………………. 41
Motivation: Interest. ……………………………………………………………. 42
Motivation: Affective Forces. ………………………………………………….. 43
Organizational Results. ……………………………………………………………….... 45
Organizational Model: Learning Organization. ………………………………... 45
Organizational Model: Obligations. ……………………………………………. 46
Organizational Model: Attachment. ……………………………………………. 47
Organizational Setting: Calculative Forces. …………………………………… 48
Organizational Setting: Violations. …………………………………………….. 50
Organizational Setting: Retention Policies. ……………………………………. 51
Document Analysis. ……………………………………………………………………. 52
Data Synthesis. …………………………………………………………………………. 54
Organizational Commitment. …………………………………………………... 54
Current Retention Program. …………………………………………………..... 55
Learning Organization. ………………………………………………………… 57
Recommendations for Practice to Address KMO Influences. …………………………………. 58
Knowledge Recommendations. ………………………………………………………... 59
vii

Metacognitive Knowledge Solutions. ………………………………………….. 60
Motivation Recommendations. ………………………………………………………… 61
Interest. …………………………………………………………………………. 62
Expectancy Value. ……………………………………………………………... 63
Self-Efficacy. …………………………………………………………………... 64
Organizational Recommendations. …………………………………………………….. 65
Cultural Settings. ………………………………………………………………. 67
Cultural Models. ……………………………………………………………….. 70
Limitations. …………………………………………………………………………………….. 73
Conclusion. …………………………………………………………………………………….. 74
Appendix A. Definitions. ……………………………………………………………………..... 76
Appendix B. Participating Stakeholders with Survey Sampling Criteria. ……………………... 77
Appendix C. Survey Protocol. …………………………………………………………………. 79
Appendix D. Independent Variable Reliability Statistics and Descriptive Statistics Chart. …... 82
Appendix E. Validity and Reliability. …………………………………………………………. 89
Appendix F. Ethics. ………...………………………………………………………………….. 91
Appendix G. Implementation and Evaluation Plan. ……….………………………………....... 92
Appendix H. Evaluation Tools, Data Analysis, and Reporting. ……………………………… 101
References. ……………………………………………………………………………………. 107

viii

LIST OF TABLES
Table 1. Assumed KMO Influences and Supporting Literature. …………………………….… 14
Table 2. Variable Assignment, Question Source, Cronbach’s Alpha, Mean and Variable. …… 24
Table 3. Technology Worker Age Group. ………………………………………………….….. 29
Table 4. Technology Worker Years with Company and by Department. …………………...… 30
Table 5. Technology Worker Supervisory Status. …………………………………………..…. 30
Table 6. Correlation Table of Demographic Independent Variables. ………………………….. 31
Table 7. Technology Worker Education Level within the Last Year. …………………………. 31
Table 8. Chi-Square Test for College Degree and Desire to Turnover Significance. …………. 32
Table 9. Technology Worker Professional Development. …………………………………...… 33
Table 10. Chi-Square Test for Professional Development and Desire to Turnover Significance.33
Table 11. Technology Worker Industry Certification. …………….…………………..…….… 34
Table 12. Chi-Square Test for Industry Certification and Desire to Turnover Relationship. ….. 35
Table 13. Correlation Table of KMO Independent Variables. ………………………………… 36
Table 14. Summary of Knowledge Influences and Recommendations. ………………..……… 59
Table 15. Summary of Motivation Influences and Recommendations. ………………………... 61
Table 16. Summary of Organization Influences and Recommendations. ……………………... 67
Table 17. Metrics, and Methods for External and Internal Outcomes. ………………………… 94
Table 18. Critical Behaviors, Metrics, Methods, and Timing for Evaluation. ………………… 95
Table 19. Required Drivers to Support Critical Behaviors. ……………………………………. 96
Table 20. Evaluation of the Components of Learning for the Program. ……………………….. 99
Table 21. Components to Measure Reactions to the Program. ……………………………….. 100

ix

LIST OF FIGURES
Figure 1. STS Division Interactive Conceptual Framework. ……………………………..….… 22
Figure 2. Knowledge Survey Results – Metacognition. …………………..…………………… 37
Figure 3. Motivation Survey Results – Self-Efficacy…...……………………..……………….. 39
Figure 4. Motivation Survey Results – Expectancy Value. ……………………………………. 40
Figure 5. Motivation Survey Results – Expectancy Value - Psychological Cost. …………..…. 41
Figure 6. Motivation Survey Results – Expectancy Value – Tangible Cost. ……….……...….. 42
Figure 7. Motivation Survey Results – Interest. …………………………………………..…… 43
Figure 8. Motivation Survey Results – Affective Forces. …………………………….……….. 44
Figure 9. Organizational Model Survey Results – Learning Organization. ………………..….. 46
Figure 10. Organizational Model Survey Results – Obligations. ………………………...……. 47
Figure 11. Organizational Model Survey Results – Attachment. ……………………………… 48
Figure 12. Organizational Setting Survey Results – Calculative Forces. …………………….... 49
Figure 13. Organizational Setting Survey Results – Violations. ………………………………. 50
Figure 14. Organizational Setting Survey Results – Retention Policies. ………………………. 51
Figure 15. Participant Post-Training Survey. ………………………………………………… 102
Figure 16. Manager Observation Checklist. ……………………………………………..…… 103
Figure 17. Annual Employee Survey. ………………………………………………………… 104
Figure 18. Performance Dashboard. ………………………………………………………….. 106

1

Introduction to Problem of Practice

Technology focused companies rely heavily on the intellectual capital and experience of
its employees to fulfill their work obligations, provide quality service, meet all qualification
requirements, and create positive conditions for continual organizational growth. These
companies seek and employ highly skilled workers that possess, or have the aptitude to obtain,
the advanced professional certification or education that is required to meet the technical needs
and requirements of their customers. Companies must maintain a fully qualified workforce to be
in alignment with their work obligations; however, employee empowerment, reduced
organizational commitment by workers, and increased turnover intention after gaining training
and experience makes this task difficult to achieve (Bidwell, 2013; Juhdi, Pa'wan & Hansaram,
2013). Workers are spending less time with a single employer and “job hop” between companies
in order to find jobs that best fit their skill sets and in the technology sector there is very little
stigma attached to this type of labor mobility (Bidwell, 2013; Shankar & Ghosh, 2013).
Voluntary turnover of employees is a problem that most organizations struggle with because the
loss of skilled workers can affect a company’s competitive advantage and its ability to efficiently
generate revenue (Huang & Su, 2016; Kemelgor & Meek, 2008). Companies dedicate time and
resources in creating policies and initiatives that are designed to bolster employee retention by
offering continuing education, qualification training, and career tracks, but these efforts are often
juxtaposed against a market-driven workforce that is constantly seeking external opportunities
(Lee & Bruvold, 2003; Memon, Salleh & Baharom, 2016). Currently, there is a lack of
assessment data on the turnover intention and organizational commitment of Technology
Workers (TW) after receiving advanced training and this study examined the Knowledge,
Motivation, and Organizational (KMO) influences affecting industry-wide retention rates.
2

Organizational Context and Mission
Initech (a pseudonym) is an advanced technology and engineering company that provides
solution sets, unique services, and highly specialized personnel to answer the demands of private
industry clients and the United States Government. The organization’s workforce is a consortium
of high demand technical experts and engineers that answer the hard to fill requirements of its
customers. A core competency of Initech is its skilled employees and, in order to maintain a
competitive advantage, the organization leverages their experience and qualifications in bidding
for lucrative contracts. The variety and volume of high tech customer requirements necessitates a
cadre of employees with diverse technical backgrounds and certifications. Initech’s employees
assist their customers in defining requirements for projects, design solutions, support integration
and testing, and provide long-term contractual support. The company supports the U.S.
Government and its customers in the private sector with a variety of quality goods and services,
which necessitates its skilled labor force to apply their expertise throughout a project’s life-cycle.
Initech has laboratories and offices across the United States that are staffed with
experienced engineers, scientists, and technology specialists with multi-discipline backgrounds.
In order to better support its customers with adopting and integrating new solution sets, the
company is divided into two distinct departments: the Strategic Technology Solutions (STS)
Division and the Maintenance Systems and Solutions (MSS) Division. The STS Division is
responsible for the creation of engineering and technology solutions, providing personnel support
to military cyber and electronic warfare initiatives, and enhancing the communications
capabilities of various Department of Defense (DOD) organizations. The STS Division employs
a majority of Initech’s TWs and these highly skilled employees require security clearances,
advanced technical certifications, and professional development to meet customer work
3

requirements. Engineers assigned to the MSS Division design the long-term support packages for
Initech’s technology products and facilitate integration testing, maintenance, and quality control
into the lifecycle of any given contract. The MSS Division ensures that deliverables for each
project are met, all processes and procedures are audited, and sustainable relationships are
maintained in order to create new work requirements/ improvement projects for the customer.
Initech is accountable to its customers and requires a stable and qualified workforce to
meet their demands. Highly skilled TWs that voluntarily turnover puts an unnecessary strain on
organizational resources to train their replacements and makes achieving efficient profit margins
more difficult. Voluntary turnover can be described as an employee’s desire to withdraw from
working at a company after being exposed to organizational mechanisms that puts emphasis on
pay satisfaction, leadership, and retention (Nica, 2016). There is an assumption that TWs have
little organizational commitment to a company after receiving advanced training and this opinion
is contrasted against a company’s desire to provide state of the art training to its employees to
increase productivity and boost retention rates. Initech is in constant need of certified TWs to
fulfill its contractual obligations and must have the appropriate organizational recruiting and
retention policies in place to maintain its current operations.
Importance of Addressing the Problem
Human Resource Management (HRM) plays an important role in impacting
organizational outcomes and there are empirical studies that highlight how training improves
business results (Choi & Yoon, 2015). Professional development, certification training, and
advanced education can create a workforce that is more adept in problem solving and there is an
expectation that the information gained is committed to long-term memory and has a cumulative
effect of behavior modification due to experience (De Houwer, Barnes-Holmes & Moors, 2013;
4

Grace, 2013; Green & Sleight, 2002). Companies invest resources on training their employees
with the hope that they will add deep-rooted value, sustainability, and profitability to the
organization. There is currently a migration from treating Human Resource practices as an
obligatory cost of doing business to becoming a strategic tool for creating a competitive
advantage and every year it is estimated that U.S. companies spend over $125 billion on training
and professional development for their employees (Blume, Ford, Baldwin, Huang, 2010).
The costs incurred in providing professional development training are significant;
however, a conservative cost estimate for the voluntary turnover of a highly specialized and
difficult to replace employee can be as much as 250% of their annual salary (Hester, 2013).
There is a constant risk of losing skilled workers when there are opportunities in other firms and
this makes talent management a critical part of a company’s strategy in developing its personnel
and increasing their organizational commitment (Juhdi et al., 2013). Turnover rates of
Information TWs have been historically high and dramatically fluctuate during economic
downturns with ranges of 20% throughout the 1980s, 20% and above in the 1990s, and 15% in
the 2000s for most businesses albeit the rates were much higher among IT systems consultants
(Lo, 2015). Human Resource policies are designed to retain quality workers, maintain employee
qualifications, and mitigate costs from turnover, therefore, an evaluation of TWs was conducted
to understand the KMO influences that affect attrition rates.
Purpose of the Project and Research Questions
Skilled workers are a major ingredient in the realization of any organization’s strategic
vision and, without them, performance goals are difficult to achieve. Initech, in particular, has
performance goals that are directly tied to the training, skills, and commitment of their
technology-based workforce, which places an importance on better understanding their
5

interaction. This dissertation examined TW’s opinions of their goals, value of effort, and how
professional development/certification training affects their long-term organizational
commitment to Initech. Resources spent on training positively impacts performance at both the
organization and individual levels and research should be conducted to determine how it affects
retention rates. The purpose of this project was to evaluate how a TW’s organizational
commitment and desire to voluntarily turnover was affected after receiving professional
development or certification training. In order to categorize the types of TWs, professional
development, and certification training that were part of this study, a list occupations and
qualifications are detailed in Appendix A: Definitions. Analysis in this research project focused
on KMO influences that are contributing factors in a TW’s decision process to seek employment
elsewhere after training and how they impact a company reaching their performance goals. The
following questions that governed this study are:
1. What are technology worker’s knowledge, motivation, and organizational influences
related to their organizational commitment and turnover intention following advanced
training events?
2. What is the interaction between organizational culture, context, stakeholder knowledge,
and motivation?
3. What are the recommendations for organizational practice in the areas of metacognition,
self-efficacy, motivation, and individual turnover intent?
Organizational Performance Goal
Initech is one of many technology focused companies that bid for Department of Defense
contracts and leverage the qualifications, certifications, and education of its workforce to secure
lucrative projects. The company must be ready to fulfill all aspects of their service contracts and
6

this includes maintaining the proficiency, qualification status, and certification of existing
employees to meet customer requirements. Initech is obligated to onboard new employees when
personnel shortages occur and provide the appropriate qualification and certification training for
the new hires to be in task compliance. Continuous personnel turnover puts a cost strain on
project profit margins and a shortage of qualified workers may threaten sustainable operations as
well as pose a potential breach of contract. Initech has instituted Human Resource policies that
address professional development, certification training, life-long learning, and career
advancement for its employees with the goal of reducing individual turnover rates. In order to
prevent personnel shortages, fill requirements with qualified workers, and maintain a competitive
advantage, Initech has proposed an organizational performance goal that by October 2019, there
will be a 10% reduction in workforce turnover rates.
Stakeholder Group of Focus
Initech has a well-defined organizational mission and with the support of internal
stakeholders it can achieve its organizational goal of having both subordinate divisions reduce its
workforce turnover rates. The role that stakeholders play in achieving Initech’s organizational
goal cannot be marginalized because without trained, skilled, and certified workers it would be
impossible for the company to win contract awards or maintain its service contracts. A complete
evaluation of Initech’s Human Resource management policies and organizational turnover rates
normally requires a review of both divisions; however, for practical purposes the STS Division
was selected as the principal stakeholder of focus for this study. Both the STS and MSS
Divisions contribute in a unique way to the achievement of Initech’s organizational performance
goal of achieving a 10% reduction in workforce turnover rates; nevertheless, there was an
increased need to evaluate the STS Division because a majority of the target population (TWs)
7

for this research study are assigned there. The STS Division has employees that require security
clearances, advanced certification, and unique skill sets to fulfill the high tech demands of its
customers, but also comprise the majority of Initech’s TWs that quit shortly after becoming
either task qualified or certified.
Effective performance goals for subordinates cascade from the host organization’s goals
and must be specific enough to provide clear short term guidance in order to accomplish the
greater organizational goal while at the same time flexible enough to adjust to changing
operational conditions (Clark & Estes, 2008; Rueda, 2011). The STS Division has a commitment
of achieving a 10% reduction in its TW turnover rates by October 2019, which is complementary
to and in sync with Initech’s overall organizational mission and goal. The evaluation of the STS
Division provided data on the organizational commitment of TWs and assisted in answering the
research questions governing the study. The selection of the STS Division as the stakeholder of
focus supported the researcher’s purpose of the project in analyzing the KMO influences related
to TWs intent to turnover after training.
Review of the Literature
Described in this literature review is the role that professional development and
certification plays in developing skills, knowledge, industry accountability, organizational
commitment, and the desire to continue employment. The review begins with a brief synopsis of
the contributing factors that influence an individual’s organizational commitment and their desire
to voluntarily turnover. Additionally, performance improvement and training programs are an
organization’s mechanism to have their employees meet established standards and can enhance
organizational accountability. Companies also provide continuous proficiency and certification
opportunities to their employees to bolster technical expertise; however, advanced training then
8

makes these workers more marketable to outside organizations. This literature review concludes
with input on the need for lifelong professional training to create more adaptable workers.
Organizational Commitment
There is a psychological relationship between employers and employees that is
conceptualized by the term organizational commitment and when individuals identify and define
themselves within the scope of the organization it denotes a significant bond and intention to
continue employment (Stinglhamber et al., 2015). There is an undeniable link between corporate
culture, Human Resource practices, and an employee’s commitment to an organization, which
according to exchange theory, there is a norm of reciprocity in that a worker has a sense of
obligation to treat an organization the same way that they are treated (Ortega-Parra & Ángel
Sastre-Castillo, 2013). An individual’s self-efficacy, desire for personal and professional growth,
and organizational commitment are factors that can influence employee turnover to which Park
and Jung (2015) suggest that intentions can be affected by organizational efforts to enhance job
satisfaction, occupational self-efficacy, and skill development through career opportunities.
Pierro, Raven, Amato and Bélanger (2013) note that employees who have affective
organizational commitment are loyal and willing to contribute to work objectives because they
feel emotionally attached to the company and using transformational leadership can be the
primer to influence their dedication. Transformational leadership has a positive effect on a
company because its mediating effect can create a positive corporate culture that inspires,
motivates, reduces absenteeism, and modifies intent to voluntarily turnover (Abdullah,
Shamsuddin & Wahab, 2015). The personal connection and working relationship that an
individual has with their employer can heavily influence personal commitment to the
organization, which in turn can adjust a person’s desire to voluntarily turnover.
9

Voluntary Employee Turnover
The decision of a worker to leave an organization is not just based on factors such as job
dissatisfaction or finding an opportunity with higher utility, rather there are contemporary
theories suggesting that it is an unfolding process that balances motives against work
engagement (Lee, Hom, Eberly, Li & Mitchell, 2017). Globalization in both local and
international markets has made organizations very dependent on human capital to increase their
competitive advantage, but when the economy is booming, jobs are plentiful, and employees
have little anxiety about holding their jobs, the perceived self-value of a worker may be different
than what the organization assumes (Guha & Chakrabarti, 2015). An employee’s perception of
their own over-qualification is linked to turnover behavior and there is current research
suggesting that highly skilled workers, with this opinion, will likely start looking a new job
within 6 months (Maynard & Parfyonova, 2013). Employee turnover is considered a negative
indicator of organizational effectiveness, therefore, a company should embrace ethical leadership
that creates a stable work environment, increases employee self-esteem, and emphasizes the
worker’s value (Babalola, Stouten & Euwema, 2016). Ambitious workers seek employment with
companies that actively take advantage of their talents and, if underutilized, they are highly
likely to voluntarily turnover (Maynard & Parfyonova, 2013). A way to fulfill the desires of their
employment is for the organization to provide workers more opportunities to use their
knowledge and skills to improve their performance.
Performance Improvement Programs
Organizational training efforts have a primary goal of enabling a positive transfer of
training, which can lead to meaningful changes in individual work performance and behavior
(Blume et al., 2010). Successful performance improvement programs require an effective use of
10

content and expected training outcomes that are in line with Kirkpatrick’s four-level training
evaluation model, which can assess emotional response, acquired knowledge, behavioral change,
and ultimately improve organizational performance (Dermol & Čater, 2013; Giangreco, Carugati
& Sebastiano, 2010; Kirkpatrick, 1998). Training is used to improve employee learning, develop
new skills, and modify behavior, which means that an increase in professionalization efforts,
organizational accountability, and standardizing training curriculum can change learning
outcomes and help close achievement gaps (Dermol & Čater, 2013; Rueda, 2011). Performance
improvement and training certification programs serve as organizational quality assurance that
an individual has received the appropriate training, is qualified to perform tasks per established
regulation or standard, and can meet organizational performance goals.
Establishing Certification Standards
Professional certification of skilled labor serves as an accountability mechanism to all
stakeholders that the host organization will guarantee the quality and services of its workers and
that they operate within the parameters of established policies or standards. Certification can be
viewed as an industry’s conformity to an agreed upon rule, policy, or a standard and this
licensing regulates and prohibits individuals from performing a task when they do not reach or
maintain a certain criterion (Boiral & Gendron, 2011; Yilmaz, 2015). Professional certification
helps an industry establish quality standards by providing a uniformed process of qualifying
individuals to perform a task to a high degree of proficiency and pass a rigorous auditing
process. A well-established certification program is standardized and reliant on the independence
of an auditor that can verify compliance with agreed upon industry standards and these auditing
practices contribute greatly to organizational accountability, compliance, and responsiveness to
stakeholders (Boiral & Gendron, 2011). Professional licensure and certification increases
11

organizational quality and accountability by demanding initial education, testing, and continual
training requirements, which adds credibility to the certification test by reducing potential
applicants and other unmotivated personnel (Norcini, 1994; Yilmaz, 2015).
Certification programs are the byproducts of organizational accountability demands or
external stakeholder pressure for quality. Companies that provide certification training define
deliverables for own the betterment depending on improvement needs and observed performance
issues, which makes the program’s success directly attributable to a quality curriculum and high
success rates (Calvo-Amodio, Tercero-Gómez, Ramirez-Galindo & Martínez-Salazar, 2014).
Accountability for sustainability is made up of three principles: (a) transparency, accountability
to stakeholders; (b) responsiveness, openness to stakeholders concerns; and (c) compliance,
voluntary adherence to established standards as well as rules and regulations for statutory
reasons (Boiral & Gendron, 2011). Public demand, political pressure, and stakeholder influence
can bring about accountability efforts to optimize the use of resources and expand upon
professional development opportunities (Lewis & Young, 2013). Ultimately, professional
certification assists organizations with maintaining a sense of accountability by assuring all
stakeholders that workers are fully qualified to perform a given task.
Continuous Proficiency Certification
Proficiency certification is considered a continual process because knowledge and skills
are perishable and individuals require maintenance in order to better adapt to changes in policy
or standards. Continuing education is planned education, training, or professional enhancement
that occurs in a school, workplace, or through a professional credit-granting organization and has
a goal of enhancing an individual’s knowledge and skills to bridge the gap between education
and work experience (Antoniades & Algeo, 2012; Laal, Laal & Aliramaei, 2014). Proficiency
12

certification requires continuous education due to the necessity of maintaining technical
expertise, adherence to an industry standard, and supporting an individual’s professional
development. Continual professional development is the systematic maintenance and
improvement of skills in order to develop the qualities required to execute professional and
technical duties throughout the duration of an employee’s working lifespan (Antoniades &
Algeo, 2012). Continuing education enhances proficiency throughout the lifespan of an
employee’s career and companies should create legacy programs or policies to address this need.
After initial certification, few organizations systematically regulate ongoing competency,
therefore maintaining a worker’s competency puts the responsibility on an organization to ensure
the fidelity and adequacy of their professional services (Lysaght & Altschuld, 2000).
Competency is defined as the capacity of an individual to apply their occupational skills and
knowledge to a wide range of situations that occur in normal daily activities, which suggests that
lifelong learning is critical to the proficiency of a professional community and facilitates the
maintenance of skillsets (Antoniades & Algeo, 2012; Lysaght & Altschuld, 2000). Individual
competency assists an organization with accomplishing its tasks and puts the onus of maintaining
proficiency levels on the company. Lifelong learning develops survival skills and allows an
organization or individual to adapt to industry changes, understand improvement barriers, and
help with critical thinking/problem solving initiatives (Laal et al., 2014). Professionals increase
their credibility, competency, and capacity by fusing education with experience and lifelong
learning supports them by providing continual opportunities to solve problems in their industry.
Knowledge, Motivation and Organizational Influences
Assumed knowledge influences affecting the retention rates of TWs in the STS Division
were the first topics that were reviewed. Analyzing knowledge and skill gaps provides insight
13

into how productive an individual will be at doing their job, achieving their goals, and may
uncover how it influences organizational performance (Clark & Estes, 2008; Rueda, 2011). The
next section expounds on the assumed motivational influences and theories that affect worker
attrition. When an activity is initiated there are motivational influences both internal (cognitive
or affective) as well as external (socio-cultural) that directly affect an individual’s behavior and
using motivational theories such as self-efficacy, expectancy-value, and interest can be used to
analyze performance (Rueda, 2011; Schunk, Pintrich & Meece, 2009). The last section addresses
assumed organizational influences within the STS Division that are keeping them from fully
supporting the organization’s performance goal.
Performance is influenced by organizational culture, barriers, and a misalignment of
practices and policies, highlighting the importance of an organization to develop a shared
concept of sustainability originating from its understanding of their internal core competencies
and its reason for being (Clark & Estes, 2008; Schein, 2004). Table 1 on the next page includes
the assumed KMO influences and supporting literature that guides this research.

14

Table 1
Assumed KMO Influences and Supporting Literature.

Knowledge Influences
Peter Drucker (1989) wrote in the book The New Realties that knowledge workers are
individuals who have the intellectual capacity to use their knowledge and skills to create new
ideas and solve problems for the betterment of an organization. Knowledge is at the heart of
learning and can be segmented into four distinct knowledge dimensions: (a) factual knowledge,
better known as facts; (b) conceptual knowledge, schemas, principles or theories; (c) procedural
knowledge, a step by step process; and (d) metacognitive knowledge, the awareness of one’s
cognition (Krathwohl, 2002; Mayer, 2011; Rueda, 2011). Kach, Azadegan and Wagner (2015)
note that knowledge workers are the primary contributors in creating solutions for future
15

demands and, while different types of knowledge exist, the variation of acquired knowledge and
skills can drive innovation for the organization. The abovementioned four knowledge dimensions
provide insight into the types of knowledge that TWs rely upon; however, this study focused
primarily on influences associated with metacognitive knowledge.
Employees’ awareness of their own goals. TWs at Initech need to be aware of their
personal and professional goals because the absence of mentorship or metacognitive knowledge
could result in a desire to seek new employment or external opportunities. Metacognitive
knowledge refers to an individual’s reflection on their own thinking and becoming aware, or
cognitive, in what they do and do not know (Krathwohl, 2002; Mayer, 2011; Rueda, 2011). TWs
have skills that are in high demand, but it is their level of metacognition and cognitive readiness
in the workspace that increases their value to current and potential employers. Cognitive
readiness contains the following elements: situational awareness, memory, knowledge transfer,
metacognition, automaticity, problem solving, decision-making, mental flexibility and creativity
(Johnston, 2005). Companies can provide insight and guidance to their workers in terms of
career and cross-training opportunities. According to Clark and Estes (2008), “Educating people
provides organizations with the capacity to generate new conceptual knowledge that will solve
novel problems and handle novel challenges when they occur” (p. 63). Workers that have a
detailed vision of their potential career path or goals makes it easier for an organization to
integrate them into their strategic vision with the only limitation being an individual’s cognition
and awareness of their own effectiveness.
Motivation Influences
Motivation is a critical component to engagement and drives individuals to complete
tasks, which stands to reason that intrinsically motivated workers appear more willing to put
16

extra effort into their work activities (Markova & Ford, 2011; Mayer, 2011). It is important to
understand motivation because there are behavioral related influences that affect a worker’s
productivity and the successful achievement of individual or organizational goals (Rueda, 2011).
Motivation is a manifestation of an individual’s interaction with their work environment;
therefore, employee commitment can be increased when an organization establishes a connection
between desired work goals and the worker’s interest value in learning new skills (Clark & Estes,
2008). TWs use motivation to achieve personal and organizational goals and is attributable to a
multitude of factors; however, this literature review will focus on potential influences nested in
the expectancy-value, self-efficacy, and interest motivational theories.
Employees’ beliefs about the impact of their skills on the organization. TWs at
Initech need to believe that their skills, efforts, and completed tasks will actively contribute to
overall productivity or the company’s greater good. “Individuals with higher self-efficacy,
greater belief in their own competence, and higher expectancies for positive outcomes will be
more motivated to engage in, persist at, and work hard at a task or activity” (Rueda, 2011, p. 41).
People are products of their environment; however, they have an agentic capability to transform
their own circumstances and this self-efficacy belief can be a motivating factor (Bandura, 2000,
Pajares, 2006). Motivating TWs to complete their assigned tasks may be hampered if they
believe their activities are disconnected from the final product or that they cannot complete a
given task. Self-efficacy beliefs are a source of motivation, well-being, and personal
accomplishment, and consequently if an individual does not believe that their actions will have a
desired outcome there may be little impetus to start the process or persevere if the task becomes
difficult (Pajares, 2006). In an organizational environment, employees with high self-efficacy are
17

dedicated to problem solving, setting higher goals, and are committed to seeing assigned tasks to
completion (Callier, 2016).
Employees’ belief about added value of training for the organization. TWs at Initech
feel that the training they are receiving will enhance their abilities to complete tasks and in turn
support the ongoing efforts of the organization. Expectancy-value theory serves as a model that
links achievement related choices to an individual’s reaction towards thought provoking
motivational questions such as: "Can I do the task?” or “Do I want to do the task?” with the
answers being a predictor to engagement (Eccles, 2006). Individual engagement and motivation
is contingent upon an expectation that tasks are successfully completed and that their
contribution has value for themselves and the organization (Eccles, 2006). When an organization
highlights the relevance of a task or specific items of information, individuals are more
motivated to engage when they have an attached value associated with it (Shraw & Lehman,
2009). The significance of the mission can also attract intrinsically motivated workers and
increases their attainment value, therefore it is important for administrators to assign individuals
to the appropriate mission that maximizes a person’s pro-social behavior, motivation, and
productivity (Cowley & Smith, 2013; Rueda, 2011).
Employees are interested in training for career advancement. TWs at Initech are
interested in receiving professional development to increase organizational performance and to
create their own opportunities for career advancement. Organizational performance is linked to
the self-interest and efficacy of assigned employees and these workers will begin to build their
own intrinsic motivation when they believe that they work in a “purposive organization”
(Boardman & Sundquist, 2009). Motivation and engagement describes the behavior an
individual exhibits when they have a desire to learn and work effectively, which in turn has a
18

large impact on their personal interest (Martin, 2008). Personal interest increases an individual’s
engagement on a task which facilitates learning and the acquisition of expert knowledge (Schraw
& Lehman, 2009). Training increases an individual’s capacity and this newly acquired
knowledge can motivate an individual to perform at higher levels or develop interest in seeking
more leadership roles and responsibilities.
Organizational Influences
Culture is a collective experience and influence that is reflected at various levels within
the organization suggesting that rituals and beliefs are modified over time to be representative of
the organizational members’ shared meaning (Kezar, 2001; Schein, 2004). Cultural models help
organizations understand the invisible and automated aspects of work settings and develop a
foundation for creating its values, practices, policies, and reward structures (Rueda, 2011). The
cultural model is a representation of how the practices and ideas of an organization are perceived
by its stakeholders; however assumed organizational influences can also be found in its cultural
settings (Schein, 2004; Rueda, 2011). Organizations are made up of social contexts and its
cultural settings are where policies and practices are put into action, are more visible, and can be
seen as the routines that constitute everyday life (Clark & Estes, 2008; Rueda, 2011). This
research study will examine organizational influences impacting the STS Division’s ability to
achieve its performance and focuses on organizational cultural models and settings associated
with resources and policy alignment.
Employees do not see themselves in a learning organization. TWs at Initech should
believe that they work in an organization that consistently provides its employees with the most
up-to-date professional development and certification training. Organizations have a
responsibility to keep their employees informed of any or all career development or training
19

opportunities for the betterment of both parties and this ease of access and communication is a
testament to the organization’s culture. Culture is comprised of the assumptions an individual
makes about the organization they are grouped with and is a result of employees adapting to
internal and external changes in the organizational environment (Schein, 2004). A company can
create a climate that meets the lofty expectations of their workers while at the same time
reinforces internal policies that mandate each employee to receive the appropriate training and
certification according to their task or position. Inferences that workers make about
organizational climate are based on the policies, practices, and routines that regulate behavior
and the expected rewards they receive for compliance (Schneider, Brief & Guzzo, 1996).
Lack of loyalty to continue employment after training. TWs that receive advance
training and certification have little obligation towards the organization that provided the
opportunity. The idea of lifelong employment within a single company is diminishing for
workers that strive to maximize their value and employment conditions and those that undertake
their own independent training see less association with their company and have a greater
tendency to look for new jobs (Beynon, Jones, Pickernell, & Packham, 2015). Douglas (2015)
notes that there is a profound decline in perceived employee loyalty in larger companies and, to
combat this trend, Human Resource departments should emphasize the value of professional
development programs, continuing education, and the intrinsic rewards for their efforts. There is
a psychological contract between workers and employers that can establish the baseline of an
organization's economic performance and, to maintain sustainable operations, companies are
becoming increasingly dependent on the commitment, participation, and loyalty of its employees
(Guillon & Cezanne, 2014). Organizations understand the importance of loyalty in its workers to
20

increase performance and must create policies that leverage training opportunities as a way to
build organizational commitment and reduce turnover intention.
Lack of managerial opportunities. TWs are apt to learn that their personal career
progression may be relegated to only being a subject matter expert and that there is a very
narrow pathway to leadership roles. Patterson (2016) notes that an employee’s credibility is tied
to a record of accomplishments and delivering results; however, TWs are often lured by only
achieving high standards within their work domain and this is to their detriment of making
connections with the recipients of their services. When a company builds organizational capacity
there is a need to promote someone who can manage high performing teams, direct change, and
is directly responsible for the team’s outcome, unfortunately most companies are heavily
matrixed leaving technology experts with few direct reports to manage (Patterson, 2016). TWs
must learn the proper skills to become functional managers, but their chosen career track may not
be aligned with this objective.
Lack of organizational incentives to retain employees. Initech has standing priorities
to optimize the performance and productivity of its workers and use incentive programs to reach
their goals. Human Resource policies authorize professional development and certification
training opportunities to incentivize performance as well as increase loyalty and organizational
commitment. Hansen, Smith and Hansen (2002) note that organizations motivate their
employees by offering incentives and rewards to increase performance, but they often disregard
the need for human motivation by not understanding the difference between reward and
recognition. Rewards that have personal significance can be a motivating factor and may
resonate within the worker to be more engaged and responsible for the long haul (Hansen et al.,
2002; Huff, 2006). Compensation programs are used to spur productivity in employees and tend
21

to ignore the importance of nurturing motivation, which highlights the fact that rewards are not a
golden ticket to improve productivity and suggests that commitment, loyalty, and creativity
cannot be purchased (Hansen et al., 2002). Workers have a strong response to incentive
programs regardless of how well they are designed; however a poorly designed system with
strong incentives may spread bad behavior, which in turn can produce abysmal results (Roberts,
2010).
Interactive Conceptual Framework
Research projects are used to shed light on emerging problems of practice and the first
step in conducting scholarly research is to select a framework that organizes concepts and
theories in a way that can help researchers navigate through the inquiry process. Research
projects can utilize a literature review, theoretical framework, or conceptual framework to
conduct a study; however, this dissertation will apply a modified conceptual framework because
of the need for creativity in understanding how stakeholder KMO influences interact. The
conceptual framework is constructed from multiple sources, existing theories, research, and
collected data rather than using an existing model and these borrowed pieces can facilitate data
alignment, verify findings, validate assumptions, and generate alternative theories about the
phenomena (Maxwell, 2013; Merriam & Tisdell, 2016; Rocco & Plakhotnik, 2009). The
conceptual framework incorporates relevant theory, assumptions, and empirical research on a
specific subject into a mechanism that encourages full-spectrum analysis of the research
question, provides a concept map for visually displaying the synergy of the research design,
identifies gaps in literature, and guides data collection efforts (Maxwell, 2013; Miles, Huberman
& Huberman, 1994; Rocco & Plakhotnik, 2009). Figure 1 on the next page depicts the
interaction of KMO influences within the STS Division.
22

Figure 1
STS Division Interactive Conceptual Framework

Figure 1 utilizes colors and symbols (concentric circles, arrows, and a rectangle) to
illustrate how the knowledge and motivational influences of TWs are key ingredients to the STS
Division supporting the organizational goal. Each circle represents an organizational or
stakeholder influence with a specific color depicting the differing contexts. The blue circle
denotes the STS Division’s cultural settings and models and underscores how lifelong learning,
managerial and career opportunities, and retention incentives directly impact retention rates of
TWs. The green and red circles highlight knowledge and motivational influences of TWs.
Arrows identify directional influence, suggesting that all components (Knowledge, Motivation,
and Organization) exist in a symbiotic relationship with the culminating objective of affecting
the expected organizational goal which is presented as a gold rectangle.
Data Collection and Instrumentation
Researchers who desire to understand the causal effects of professional development and
certification training on employee turnover rates can use quantitative methods to collect data that
23

will answer their research questions. McEwan and McEwan (2003) state that quantitative
research strives to determine a causal relationship between a treatment and outcome while
utilizing pretests and posttests to verify if an approach was successful. In this project, the
researcher used a survey to collect information about the knowledge, motivational and
organizational influences that impact a TW’s desire to voluntarily turnover after receiving
advanced training opportunities. A quantitative survey provides important and general
information that allows a researcher to explore significant trends (Merriam & Tisdell, 2016). In
addition to the surveys, a robust document analysis was performed on established organizational
training and retention policies. The use of multiple sources in collecting data and evidence to
research existing theories or assumptions is the foundation of a conceptual framework, which
allows a researcher to posit a hypothesis about a specific phenomenon and find alternate
explanations (Maxwell, 2013; Merriam & Tisdell, 2016). The administration of the in-depth
survey and document analysis of existing Human Resource procedures highlighted how assumed
KMO influences interact with retention rates in the STS Division.
Surveys
This project used a survey to collect quantitative data of TW’s opinions on their goals,
value of effort, and how professional development/certification training can affect their
organizational commitment. Creswell (2014) points out that survey design helps a researcher
draw inferences about ongoing trends, attitudes, or opinions of a sample population by collecting
quantitative information. Researchers develop instruments for both the pretest and posttest stages
of treatment in the inquiry process, are responsible for gaining permission to use them, and must
ensure acceptable levels of validity and reliability in its scoring (Creswell, 2014; Salkind, 2017).
The data collection tool for this project was a construct of researcher directed questions and
24

existing surveys including portions of the 2017 United States Office of Personnel Management
(OPM) Federal Employee Viewpoint Survey (FEVS) and Maertz and Boyar’s (2012)
comprehensive Turnover‐Attachment Motive Survey (TAMS). The survey measured KMO
influences affecting employee turnover rates with the questions aligned to one of thirteen
independent variables. Demographics were also collected to provide a better understanding of
the TWs participating in the survey. Internal consistency of the 13 KMO variables were
measured using Cronbach’s alpha coefficient to determine the reliability of the set of questions.
Table 2 provides a list of the 13 categorized variables, sources for each question, the baseline
alpha coefficient used in Maertz and Boyar (2012) TAMS case study, and the alpha coefficients
for each variable in this TW study.
Table 2
Variable Assignment, Question Source, Cronbach’s Alpha, Mean and Variance

25

The survey protocol is web-based and the hyperlink for the questionnaire was
administered through Initech’s internal email system along with a disclaimer in the header that
fully described the purpose of the study, instructions, and confidentiality statements in order to
maximize transparency. The survey protocol included 79 closed Likert scale and open-ended
questions that connect research questions to the conceptual framework, which Maxwell (2013)
describes as the system of concepts, assumptions, and theories that guide a researcher in creating
relationships between them. Total population for this survey was determined by Initech’s Human
Resources Department and the need for quality data required a sampling of TWs according to the
criteria detailed in Appendix B: Participating Stakeholders with Survey Sampling Criteria in
order to promote representativeness and high response rates. Additionally, the instrument that
facilitated the survey process is provided in Appendix C: Survey Protocol.
The results of the survey are presented by demographics, KMO theory influence, and
independent variables that fall under their respective KMO category. Reliability statistics for the
variables that include the mean and standard deviation for each question, an inter-item
correlation matrix for each variable, and a frequency table that summarizes basic data elements
are presented in Appendix D: Independent Variable Reliability Statistics and Descriptive
Statistics Chart. All efforts were made to reduce potential design flaws and bolster instrument
validity; therefore Appendix D includes an inter-item retention matrix that calculated increased
reliability if a question was deleted for any variable that had a Cronbach Alpha coefficient of .75
or lower. A detailed summary of the total population for the study, required sample size,
confidence levels, and instrumentation reliability is included in Appendix E: Validity and
Reliability. Lastly, participants were informed that participation was completely voluntary, all
information is considered confidential, and that the questionairres will be stored and secured by
26

the researcher. Adherence to ethics in research and the steps taken in this project to minimize the
risk of harm to any participant and to protect their rights can be found in Appendix F: Ethics.
Documents and Artifacts
Documents and artifacts are considered major sources of information and can help a
researcher uncover meaning and insight into a particular issue through the review of official
records, corporate documents, historical accounts, or other physical objects located in an
organizational setting (Merriam, & Tisdell, 2016). In February 2018, the researcher requested
and received 2017 TW turnover rates within the STS Division, personnel Policy 1007 –
Recruiting & Hiring, Policy 1025 - Career Opportunity Program, and Policy 1021 Tuition
Reimbursement from Initech’s Human Resources Department. Data collection of documents and
artifacts may appear as a fact finding mission guided by educated hunches; however, a
systematic approach could expose valuable information, create leads, and develop new insights
that are relevant to the research problem (Merriam, & Tisdell, 2016). The conceptual framework
of a research problem is something that is continually constructed and incorporates pieces that
are borrowed from multiple sources, literature, and theories in order to guide one’s research
(Maxwell, 2013). Having access to organizational retention policies, current data on TW
turnover rates, and the frequency that employees receive training helped unearth information and
create hypotheses concerning the interaction of KMO influences, culture, and context.
Data Analysis
The survey was initiated on 11 March, 2018 and data collection lasted three weeks. Data
analysis started after the required sample size of the total TW population completed the survey
and the findings portion took approximately four weeks to complete. Qualtrics (collection and
data analysis software) was used to administer the survey and all generated data was inputted
27

into an excel spreadsheet code book with a legend for the categorical breakdown of questions
and issues during the cleaning process. Survey questions were parsed into 13 independent
variables, then a statistical analysis of the cleaned quantitative data was accomplished using
SPSS. A reliability analysis was performed on each variable to measure its Cronbach’s alpha
internal reliability coefficient and helped to identify two variables (Motivation – Interest and
Organizational Setting – Violations) that should have their validity scrutinized. The researcher
decided to maintain the integrity of the variables intact due to the richness of data (Interest) and
the instrument usage in other case studies (Violations).
Descriptive statistics (presented via bar charts) were used to describe basic characteristics
of the participating stakeholders and to better understand their demographics and background.
Regression analysis using Kendall’s Tau measured associations between these demographics and
discover if there is a correlation with TW desire to turnover. Evaluating organizational
commitment was accomplished through a Chi-Square test to determine the significance or
correlation between the timeframe a TW completes professional development or certification
training and their desire to voluntarily turnover. Pearson’s r correlation was then used to interpret
Likert scale survey items and organized into a table consisting of 13 independent variables and a
dependent variable (TW’s desire to turnover in the last 3 months) to inform the findings of KMO
influences, reveal data patterns, and identify relationships. Finally, document analysis provided
insight into organizational culture, settings, and policy to discover KMO influence interaction.
Findings
Purpose of the Study and Research Questions
The purpose of this study was to examine the turnover intention and organizational
commitment of TWs after receiving advanced training and to evaluate the assumed KMO
28

influences that could affect Initech’s retention rates. A quantitative study was designed to elicit
TW’s opinions of their personal and professional goals, interest and perceived value in receiving
training, and their confidence in ongoing organizational practices. Document analysis was also
used to provide insight into current attrition rates, Human Resources training policy, and
retention efforts. Both the survey and document analysis were tailored to collect data on TWs in
order to answer the following two research questions:
1. What are technology worker’s knowledge, motivation, and organizational influences
related to their organizational commitment and turnover intention following advanced
training events?
2. What is the interaction between organizational culture, context, stakeholder knowledge,
and motivation?
The findings section of this research project provides an overview of participating
stakeholders, pertinent demographic information, relevant KMO results obtained from surveys,
and a review of document analysis findings derived from internal Human Resource data sources
and approved organizational policies. The section concludes with a qualitative document analysis
to better answer the aforementioned research questions and a synthesis of survey results.
Participating Stakeholders

To better understand how knowledge, motivation, and organizational influences affect a
TW’s desire to voluntarily turnover after advanced training, it is important to recognize the
context in which they operate. Initech is a large technology and engineering company that
utilizes workers with industry specific technical certifications to support a variety of customer
requirements in both the public and private sector. Highly skilled and certified TWs are the
stakeholder group of focus for this research project and, in order to maximize participation,
29

Initech’s Human Resources department identified 292 employees within the STS Division that
met established criterion. A quantitative survey was administered through internal email to pre-
selected candidates, which resulted in (N = 169) TWs completing the survey for an overall
participation rate of 57.8%.
Age, gender, years of employment, time in their current department, and supervisory
status were the primary groupings that depicted a generalized employee profile of TWs at
Initech. The survey revealed that a large majority of the sample size were males (87%), which
hinders the ability to fully analyze the role that gender plays in TW retention rates. Table 3
presents age groups of TWs that participated in the survey and highlights the fact that two-thirds
(67%) of the survey’s participants are under 40 years old.
Table 3
Technology Worker Age Group

Age and gender defines workforce composition; however, length of employment and the
amount of time an employee stays in one department provides insight into organizational
commitment and turnover rates. Table 4 portrays a workforce in which a large majority of TWs
(79%) have been employed at Initech for five years or less, although even more significant is the
fact that only a simple majority (56%) have been employed at Initech for at least 3 years.
Initech’s TWs are assigned to corporate headquarters, multiple remote sites, and may be
embedded at the customer’s home location as requirements dictate. Data from Table 4 suggests a
30

great deal of intra-organizational rotation of personnel occurs in that 81% of survey participants
indicated that they were in the same department for 3 years or less.
Table 4
Technology Worker Years with Company and by Department

Lastly, Table 5 shows that 83% of the respondents self-identified as non-supervisors and
first-line team leaders.
Table 5
Technology Worker Supervisory Status

These demographics provide additional variables into understanding the TWs that work
at Initech and the conditions they exist in. To determine whether these variables have an
influence on TWs’ decision to turnover, Kendall’s Tau was used due to the ordinal nature of the
survey questions and its ability to assess dependence between two variables. Table 6 indicates
that there are correlations between how long a TW has worked with the company, the time they
have spent in a specific department, and supervisory status, but there are no demographic
variables that have significance on an employee’s desire to turnover.
31

Table 6
Correlation Table of Demographic Independent Variables

Another component of understanding TW’s organizational commitment after receiving
advanced training is the present-day achievement of college education, professional certification,
and technical qualifications. The problem of practice suggests that there is a lack of assessment
data on TW turnover intention and organizational commitment after receiving advanced training;
therefore, it was imperative to determine how many employees completed courses or training in
the previous year. Table 7 provides a detailed list of TW education levels by degree and notes
that 54% of the survey participants have a Bachelor or Master Degree in contrast to the 28% of
employees that either have completed some college or none at all. In totality, 30 TWs (17.8%)
indicated that they completed the next level of college education within the last year.
Table 7
Technology Worker Education Level within the Last Year

Measuring the nominal level variables between completing a college degree in the last
year and a desire to leave the organization required a Chi-Square test to detect significance
between these two variables. Table 8 provides results of the independence test.
32

Table 8
Chi-Square Test for College Degree and Desire to Turnover Significance

The asymptotic significance, or p- value, for this Chi-Square test was p = .241. This
means that since p > 0.05, it can be assumed that there is no statistical significance between the
two variables and proves the null hypothesis. The findings indicate that there is not a significant
relationship between TWs completing a college degree with the desire to quit their job. In other
words, TWs who completed their college degree in the last year were less likely to have
considered leaving in the last 3 months
For the purpose of this study, college education and professionalization credentials were
grouped together under the category of professional development to address the specialized and
formal training/education used to increase knowledge, skills, and confidence. Table 9 highlights
the variety of professional development certifications that survey participants have completed
and the dual certification status of several TWs in the workforce. It is noteworthy that 110 TWs
have not completed a single professional development course, meaning 83 documented
professional development certifications are attributed to only 59 employees.
33

Table 9
Technology Worker Professional Development

Similar to college education, only (34 TWs or 20.1%) have completed a professional
development certification course in the last year to increase their knowledge and skill sets. In
order to analyze data on the significance between completing a professional development course
in the last year and a desire to leave the organization, a Chi-Square test was again administered
to detect the relationship between these two variables. Table 10 provides results of the
independence test.
Table 10
Chi-Square Test for Professional Development and Desire to Turnover Significance

The asymptotic significance value (P-value) for this Chi-Square test was p = .035. This
means that since p < 0.05, it can be assumed that there is a statistical significance between the
34

two variables and disproves the null hypothesis. There does appear to be statistical proof of a
relationship between TWs completing a professional development course within the last year and
the desire to quit their job. The findings suggest that TWs who completed professional
development in the last year were more likely to have considered leaving in the last 3 months
To be in compliance with industry standards and customer requirements, TWs must also
have the requisite technical certifications as a precondition to perform tasks in their assignments.
Table 11 provides a breakout list of certifications that TWs in the STS Division possess and it is
important to note that 35 workers (20.7%) do not have any technical certifications and may be
underqualified for their current job assignment. Table 11 details the accumulation of specific
employee certifications, with several having dual certifications, but does not indicate worker
qualification status for their job according to customer requirements.
Table 11
Technology Worker Industry Certification

The findings signify that completing technical certification training occurs at a higher rate
for TWs than continuing education or professional development because 88 out of 169 workers
35

(52.1%) annotated in the survey that they completed a certification course in the previous year.
There is a general assumption that TWs actively pursue industry specific technical certification
courses and display little organizational commitment afterwards. In order to ascertain a
correlation between completing industry specific certification course and the desire to leave the
organization, a Chi-Square test was performed to detect the relationship between these two
variables. Table 12 provides results of the independence test to see if there is a relationship.
Table 12
Chi-Square Test for Industry Certification and Desire to Turnover Relationship

The asymptotic significance value (P-value) for this Chi-Square test was p = .049. This
means that since p < 0.05, it can be assumed that there is a slight statistical significance between
the two variables and disproves the null hypothesis. There does appear to be statistical proof of a
correlation between TWs completing industry specific training certification within the last year
and the desire to voluntarily turnover. This means TWs who completed a technical certification
training in the last year were more likely to have considered leaving in the last 3 months.
36

Knowledge and motivation also have an impact on TW’s organizational commitment
and, in order to understand the interaction between these variables and Initech’s organizational
culture/context, a correlation table was constructed to assist the discovery process. Pearson’s r
was used to measure the correlation coefficients between the 13 independent KMO variables and
a dependent variable (TW’s desire to turnover in the last 3 months). Table 13 highlights the
critical values of Pearson’s correlation and was used to reveal data patterns, identify relationships
between KMO variables (.40 or higher was established as a statistical threshold for significance),
and provide statistical support to the findings.
Table 13
Correlation Table of KMO Independent Variables

Knowledge Results
Knowledge: Metacognition. Understanding one’s metacognitive knowledge supports
personal situational awareness, cognitive readiness in the workspace, creates flexibility in
developing long-term personal or professional plans, and can be a determinant for organizational
commitment. Findings suggest that metacognitive knowledge of TW’s personal and professional
goals is correlated with their skill self-efficacy, the psychological costs associated with
37

organizational commitment, and interest in daily work activities, but is not a significant factor in
their decision to turnover (Pearson’s r statistics are reported in Table 13). In open-ended survey
questions, 111 TWs revealed their personal goals and ambitions for completing one’s college
education, adjusting work-life balance, providing for family, traveling, repairing personal
finances, seeking promotions and management opportunities, and acquiring more professional
and certification training to increase proficiency. Alternatively, 93 TWs predominantly identified
their professional goals as having a desire to complete advanced technical training, professional
certifications, and the next level of college education to qualify for promotions or higher levels
of responsibility within the organization. Figure 2 shows a large majority (between 76 – 81%) of
TWs agree/strongly agree that they are aware of their current and future goals and how they are
related to Initech’s priorities and long-term strategy. Survey findings and open ended questions
suggest a link between TW’s personal and professional goals in the arena of seeking promotion,
advanced training, and continuing education to becoming more functional in the organization.
Figure 2
Knowledge Survey Results – Metacognition

38

Motivation Results
Motivation: Self-Efficacy. Self-efficacy can be framed as an aspect of motivation in
which individuals displaying a greater sense of personal competence and higher expectations will
be more persistent in task engagement. The survey revealed that self-efficacy has a relationship
with TW’s affective forces, the metacognition of their goals, psychological costs of
organizational commitment, and their motivational interest, but is not a significant factor in their
decision to turnover (Pearson’s r statistics are reported in Table 13). Figure 3 shows increased
levels of TW self-efficacy in that they agree/strongly agree on the importance of their daily work
(81%) and are confident in their skill sets (95%). Additionally, high levels of self-efficacy were
present in the perception that their skills contribute to the organization’s performance (88%),
help the organization meet its strategic objectives (82%), and make a long term impact on the
organization (77%). An area of improvement was discovered in that only 68% of TWs
agree/strongly agree that they are fully trained and qualified to do the jobs they were hired for.
TWs have a great deal of self-efficacy in their personal skills (M = 1.56) and how they contribute
to the organization (M = 1.85), but findings suggest there is room for growth to ensure they feel
fully trained and qualified to do their jobs (M = 2.20).

39

Figure 3
Motivation Survey Results – Self-Efficacy

Motivation: Expectancy Value. Motivation within the realm of expectancy value
challenges an individual’s beliefs about the relevancy of a task and whether it has value for
themselves or the organization. The survey elicited responses from TWs concerning their
opinions of professional development and certification training, how much value it adds to the
organization, and the motivation/psychological costs associated with remaining in a company
when there is a perceived lack of value in it. The survey indicated that expectancy value is
directly correlated to an employee’s motivational interest, but is not a significant factor in a
TW’s organizational commitment and desire to turnover (Pearson’s r statistics are reported in
Table 13). On the whole, employees believe that professional development and certification
training is beneficial to the organization and themselves. Figure 4 portrays TWs as
agreeing/strongly agreeing that professional development/certification training makes them a
better worker (86%), makes the organization more successful (89%), allows the organization to
perform better (84%), adds value to the company (88%), and helps the company reach its goals
40

(85%). The survey results confirm the value they place on professional development/certification
training to support their company.
Figure 4
Motivation Survey Results – Expectancy Value

Motivation: Expectancy Value (Psychological Cost). There are psychological costs
associated with organizational commitment and the behavior that fosters or repels continued
membership, which makes this value/worth to an individual measureable and invaluable to
predicting their turnover intention (Maertz & Boyar, 2012). The survey attests that TW behavior
is closely related to most KMO variables except for expectancy value and the tangible costs of
leaving; however, there were very strong connections associated with being in a learning
organization, obligation to the company, calculative forces of potential promotion, and the
application of retention policies. Psychological costs of organizational commitment are directly
related to many KMO variables; however, it is not a significant factor in a TW’s decision to
turnover (Pearson’s r statistics are reported in Table 13). Figure 5 depicts a workforce at Initech
in which only half of the employees agree/strongly on working there a long time (M = 2.73), or
have positive things to say to others about the organization (M = 2.38). The survey reveals the
41

true value that TWs place on their employment at Initech and how they openly communicate this
opinion to others. Respondents agree/strongly agree that when first hired they planned to stay in
the company for many years (56%) while less than half noted that other people are
knowledgeable about their dedication to Initech (47%). A simple majority of TWs have told
others good things about company (57%), yet very few of the survey participants have gone out
of their way to talk to fellow employees about the reasons to stay (39%). Survey results are quite
clear that TWs value their skills and training and how it supports the organization, but are
reticent to express positive behavior towards the company.
Figure 5
Motivation Survey Results – Expectancy Value - Psychological Cost

Motivation: Expectancy Value (Tangible Cost). The survey also measured perceived
levels of sacrifice and tangible costs that TWs would be exposed to if they left Initech. A single
correlation exists between the tangible costs of leaving an organization and the attachment TWs
have towards a single employer, but does not appear to be a significant factor in a desire to
turnover (Pearson’s r statistics are reported in Table 13). Figure 6 shows that TWs at Initech
have mixed opinions about the tangible costs of quitting right now; however, they generally
42

disagree/strongly disagree that leaving their company would be a waste of time (39%), they
would lose seniority (55%), it hurts their future (58%), that training was wasted (63%), and they
would lose retirement money (60%). The results of the survey indicate that TWs perceive there
to be little personal sacrifice or negligible tangible costs associated with quitting.
Figure 6
Motivation Survey Results – Expectancy Value - Tangible Costs

Motivation: Interest. The survey collected information about a TW’s interest in their
daily work activities, receiving additional professional development/certification training, and
seeking a career within the organization. TW interest is closely correlated with their affective
commitment towards the company, metacognitive self-awareness of goals, self-efficacy,
psychological cost associated with positive behavior towards Initech, and the expectancy value
that their training helps all stakeholders. There is a strong statistical significance between
motivational interest and working in a learning organization, having an obligation to the
company, and the calculative forces of seeking internal promotion; however, interest is not a
significant factor in predicting TW’s desire to turnover (Pearson’s r statistics are reported in
43

Table 13). Figure 7 positively affirms that TWs agree/strongly agree that they are fully engaged
and interested in their work activities (75%) and want more opportunities to receive advanced
training (92%). 113 survey participants revealed in open ended questions that they would like the
company to provide tailored and advanced technical courses that fulfill customer specific
requirements as opposed to continuing education. A majority of requests for sponsored
opportunities included project management, human resources, leadership development, and other
analytics-based certification courses, while only three participants mentioned college.
From a career advancement perspective, Figure 7 highlights the overwhelming positive
desire of TWs to receive information about general career advancement (86%), on the other hand
personal interest wanes when the opportunity is associated with Initech (66%). Having personal
interest builds intrinsic motivation to achieve one’s goals and the survey finds that TWs have a
great deal of interest in self-betterment and career advancement (M = 1.80) and seeking
professional development certification training (M = 1.64), but there appears to be reduced
interest in pursuing these goals at Initech (SD = 1.19).
Figure 7
Motivation Survey Results – Interest

44

Motivation: Affective Forces. According to Maertz and Boyar (2012), employees have
feelings about being a member of an organization and an individual’s affective commitment can
be measured to determine the comfort levels that attract or repel them from fully committing.
This survey provides evidence of a significant relationship between TW’s affective commitment
and almost all of the KMO independent variables with exception of metacognition, the
expectancy value of how their efforts aid the organization, and the tangible costs of quitting.
Affective commitment was determined to not be a significant factor in a TW’s decision to
turnover (Pearson’s r statistics are reported in Table 13). Figure 8 provides a review of the
affective forces that are influencing Initech’s TWs and their responses. A majority of TWs
(between 65- 79%) self-reported feeling good about working at Initech and it being a good place
to work; however, they expressed increased levels of dissatisfaction in company loyalty and
pride in comparison with other affective forces. Loyalty and pride are identified as suggested
areas that need improvement with regards to a TW’s affective commitment to the organization.
Figure 8
Motivation Survey Results – Affective Forces

45

Organizational Results
Organizational Model: Learning Organization. The prevailing view of a learning
organization is that companies must be adaptable to change, find new ways to look at the world,
and focus on generative learning to better grasp the systemic source of problems (Senge, 1990).
The survey sought to understand TW opinions about Initech’s efforts to provide appropriate
training opportunities and creating a robust learning organization. There is a relationship
between a learning organization and its influence on TW’s affective commitment, the
psychological costs associated with remaining in a company, and motivational interest. Most
interesting is the very strong correlation a learning organization has with TW’s obligation/
loyalty, calculative forces of potential career advancement, and the success of retention policies.
Learning organizations are correlated with organizational commitment, interest, loyalty, and the
belief that employees can find careers within the company, but is not a significant factor in a
TW’s desire to turnover (Pearson’s r statistics are reported in Table 13).
The survey results in Figure 9 suggest that a large majority of TWs have a neutral to
negative perception of Initech’s efforts in creating a learning environment. Surveyed participants
do not agree that Initech is adequately assessing their training needs (M = 2.97) and more
compelling is the fact that they do not believe they are receiving persistent training (M = 3.45).
The same participants are also ambivalent or have negative beliefs about the relevancy of job-
specific training events (M = 3.14) and, to the same extent, whether they work in a learning
organization (M = 3.08). Only 29% of TWs agree/strongly agree that job-specific training is
relevant, while 28% agree/strongly agree that they work in a learning organization. The findings
support the hypothesis that Initech does not provide regular training opportunities and highlights
46

an area of improvement necessitating a different approach to providing relevant industry specific
training.
Figure 9
Organizational Model Survey Results – Learning Organization

Organizational Model: Obligations. TWs demonstrate a great deal of interest in their
company providing industry specific training opportunities; however, an evaluation of the
symbiotic employee-employer relationship was needed to determine if these efforts are helping
to increase organizational commitment. The survey evaluated TW loyalty to the organization by
measuring the contractual forces of obligation a worker feels in response to how the company
treats them. Table 13 suggests TW obligation and organizational loyalty is significantly
correlated with almost every KMO variable with the exception of their metacognition of personal
and professional goals, self-efficacy, expectancy value, and the tangible costs of leaving. The
highest levels of significance and correlation between company loyalty and other KMO variables
were found in the calculative forces of potential career advancement, being in a learning
organization, and the psychological costs of remaining in a company when there is little
perceived value of one’s efforts. Obligation to Initech is closely related to many KMO influences
47

and appears to be the second most significant factor in a TW’s desire to turnover (Pearson’s r
statistics are reported in Table 13).
From an obligation perspective, Figure 10 denotes a simple majority of the survey
participants that feel indebted to the organization or feel loyal for a variety of reasons. TWs
agree/strongly agree that Initech has treated them fairly (51%), has kept their promises (59%),
and has always supported them (60%). Contrarily, only 45% of TWs agree/strongly agree that
they are obligated to be loyal to the organization for what they have received. The survey also
reveals a 31- 35% range of TWs that are undecided in their loyalty/obligation to the organization
and can be viewed as a potential area for improvement.
Figure 10
Organizational Model Survey Results – Obligations

Organizational Model: Attachment. A value is placed on the turnover behavior of an
employee and is measureable by their tenure and the amount of jobs they held. The survey
evaluated TW’s loyalty to the organization by measuring a moral attachment to employment
with regards to their perception of staying in a job. A relationship exists between TW’s
attachment for staying in a specific job and their affective commitment, behavior towards
48

commitment, being in a learning organization, obligation and loyalty, tangible costs of leaving,
and the calculative forces of staying in a company for a career. The moral attachment TWs have
in keeping a specific job does not appear to be a significant factor in their desire to turnover
(Pearson’s r statistics are reported in Table 13). Figure 11 illustrates the degree of organizational
attachment TWs have towards employment and their propensity to frequently switch jobs. The
participants noted having a neutral to negative stance on the benefits of staying at one job. TWs
agree/strongly agree that it’s bad for people to job hop (28%), that others will be sorry for
quitting many jobs (37%), and believe that staying in one job is best for them (16%).
Organizational loyalty and increasing one’s commitment to a single employer was designated as
an area needing improvement.
Figure 11
Organizational Model Survey Results – Attachment

Organizational Setting: Calculative Forces. It is important to evaluate the social
contexts, daily routines, and cultural settings that TWs operate in to discover any potential
obstacles to advancing their careers. This survey measured TW perceptions of pursuing
leadership, seeking career advancement opportunities, and their self-interest in working towards
49

these endeavors at Initech. Successful retention policies, being in a learning organization, and the
obligation/loyalty a TW has towards the organization were the most significant variables related
to a worker’s desire to pursue internal career opportunities. There were very significant
correlations between a TW’s drive to seek opportunities and achieving their goals at Initech with
a majority of the KMO independent variables and emerges as the most important factor in a
TW’s intent to turnover (Pearson’s r statistics are reported in Table 13).
Figure 12 does not reveal any distinctive trends other than TWs appear to be undecided
or indifferent about the ability to receive training opportunities (M = 3.05), get a promotion
(M = 2.90), and participate in opportunities to better themselves (M = 2.80) within the
organization. Only one question produced a simple majority in which 52% of TWs
agree/strongly agree that they can achieve their professional goals at Initech. The even
distribution of survey answers suggest that TWs may be unaware or are unsure of the internal
opportunities for promotion, self-development, and career advancement that the company
provides and can be an area of potential improvement.
Figure 12
Organizational Setting Survey Results – Calculative Forces

50

Organizational Setting: Violations. Organizations are obligated to employees in both
psychological and contractual ways and any perceived violation to providing rewards or keeping
promises may diminish an employee’s organizational commitment and makes retention efforts
more difficult (Maertz & Boyar, 2012). The survey measured the effectiveness of rewards and
retention policies and how TWs perceive they are being applied. TW’s belief on how well an
organization keeps its promises is significantly correlated to affective commitment, maintaining
a learning organization, obligation and company loyalty, attachment to staying in one job for a
long time, seeking internal career opportunities, and the effectiveness of retention programs. An
organization’s failure to maintain an effective retention and awards program as well as keeping
promises for pay is the third most significant factor in a TW’s desire to turnover (Pearson’s r
statistics are reported in Table 13). Figure 13 reveals that TWs agree/strongly agree with how
Initech gives pay raises to their employees for good performance (69%), but slightly less on how
it awards its employees for a job well done (47%). The survey also divulges that 32% of TWs are
uncertain about the effectiveness of Initech’s incentives, while an even greater number (42%)
disagree/strongly disagree with how the current incentive and retention program is operating.
Figure 13
Organizational Setting Survey Results – Violations

51

Organizational Setting: Retention Policies. Policy and rewards programs are designed
to incentivize employee productivity, increase organizational commitment, and potentially
reduce turnover rates. The survey evaluated TW’s opinion on how Initech is successfully
applying its retention policies. There is significant correlation between a TW’s perception in the
application of Human Resource retention policies and their affective commitment, behavior
towards the company, belief that the company is learning organization, loyalty, seeking internal
career opportunities, and sensitivity to promises. The perception of how well Initech is applying
its retention policies is the fourth most significant factor in a TW’s decision to turnover
(Pearson’s r statistics are reported in Table 13). Figure 14 provides a detailed account of how
TWs perceive that Initech is keeping its promises with assignments, promotions, and raises. The
results note that TWs agree/strongly agree that it is keeping its promises about assignments
(47%), promotes workers accordingly (21%), and provides the appropriate raises for its workers
(60%). Findings suggest that TWs view retention polices related to pay raises favorably (M =
2.33), but lower opinions on assignment (M = 2.51) and promotion activities (M = 2.91) suggests
a need for updates to current Human Resource policies.
Figure 14
Organizational Setting Survey Results – Retention Policies

52

Document Analysis
Initech’s Human Resources department provided the researcher proprietary information
regarding current TW turnover rates, policy on hiring and recruiting, internal promotion
practices, and information about tuition reimbursement for continuing education and certification
courses. Analysis of overall organizational turnover was fairly straightforward, but measuring
TW turnover rates necessitated a review of customer job requirements, personnel requisitions for
jobs allocated towards TWs, and the tenure of Initech employees coded as TWs. The STS
Division employs 292 people internally coded as TWs, which does not fill all requests for
customer support and places an importance on recruiting and retention efforts. The current mean
tenure for TWs is 2.7 years and last year’s turnover rate was estimated to be at 24.3%.
Initech’s policy memorandum dated February 2009, details recruiting and hiring
procedures for qualified employees and the company’s intent to fill job openings with candidates
that have appropriate job related skills, education requirements, and experience to fill a position.
Initech will initiate external recruiting activities when there are no internal candidates or when
current TWs are not fully qualified for the position. Reassignment of TWs frequently occurs
when customers adjust their priorities or when an employee’s skills are better suited for another
assignment. Data analysis also showed instances of job requirements filled by personnel not
internally coded by Initech as TWs, but requisition forms explain that the employee has the
appropriate experience to properly perform their duties. These practices are reinforced by a
personnel policy memorandum dated May 2002, regarding Initech’s internal career opportunity
program that describes how people should be employed and promoted.
It is company policy to promote from within whenever possible as long as it is
compliance with equal employment opportunity regulations. Initech extends initial consideration
for job openings to current employees in order to promote upward mobility. Minimum qualifying
53

requirements for internally applying to a job includes the best interest of the company/customer,
being in a current position for 12 months, possessing a satisfactory work record, and getting
permission from his/her supervisor. Job listings identify preferred education and certification
requirements, but work related skills and experience are identified as the primary consideration
factors for reassignment. Most job openings are openly advertised; however, public postings of
Manager Level and above positions are at the discretion of Corporate Recruiters and Hiring
Managers. Lastly, there is no inter-agency documentation for a complete organizational
architecture beneath the Senior Leadership level, instead mid-level managers and workers are
assigned to task orders that identifies Supervisors and Team Leaders to manage operations. The
STS Division’s leadership organization chart lists six Senior Leader and fifteen Senior Manager
positions, but does not display any echelons beneath that making it difficult for a worker to
establish the true organizational structure and potential pathways for career advancement.
From a training and certification standpoint, Initech has a standing policy that encourages
professional growth and development by providing tuition and expense reimbursement for job
related continuing education and certification training. The college courses must be from an
accredited institution and the professional certificates need to be nationally recognized (PMI,
CompTia, CISSP, etc.) for full eligibility. Company policy for tuition reimbursement was
updated in January 2018 (previous version was May 1998) in order to increase reimbursement
rates and split professional development and certification into separate payable categories.
Participating employees are eligible to receive $1,500 a year for any expense an employee incurs
in taking a job related certification course, while the maximum amount for an employee
participating in a college degree plan was increased to $5,000 (previously $1,500). Initech
employees must first exhaust all other available sources of financial aid (GI Bill, scholarships,
54

grants) before the reimbursement process will being. Lastly, an employee that participates in the
program must complete 12 months of continuous employment after receiving reimbursement and
if they voluntarily resign or fired they are required to pay back the full amount they received.
Data Synthesis
Organizational Commitment. Initech is a technology-based company that is constantly
challenged by employee turnover and evidence suggests that it may be due to a significant lack
of organizational commitment, company loyalty, and feelings about how the company treats
them. TW loyalty and organizational obligation is reciprocal to how the company treats them and
keeps its promises, which is reinforced by survey findings as the second most important variable
affecting their organizational commitment. A large majority of TWs appear to enjoy working at
Initech and believe that their personal and professional goals are intertwined with the company’s
long-term strategy. These facts should result in a durable relationship especially when 76 - 81%
of TWs agree/strongly agree that they are firmly aware of their current and future goals, but last
year’s 24.3% turnover rate suggest that there are underlying reasons why they do not see a
longstanding future at Initech. There may also be some attachment factors regarding
organizational commitment that are out of Initech’s control in that only 47% of TWs
agree/strongly agree they should always be loyal to their company, 27% think its bad idea for
people to frequently switch jobs, and 16% believe staying with their job is the best thing to do.
These variables of low moral attachment and loyalty suggest that TWs may not feel indebted for
what the company provides or that they are not receiving what was promised.
TWs at Initech are fully engaged in work activities and interested in receiving career
advancing professional development courses, certification training, and assignments that match
their skill sets. The concerns of limited promotion and management opportunities, misalignment
55

of skill sets to their assignments, poor leadership, and lucrative job offers from other companies
challenges their loyalty and organizational commitment. Employment is an interdependent
relationship in which both the employer and employee keeps its promises and there is room for
growth on both sides. Initech strives to keep its promises in terms of assignments, promotions,
and raises, unfortunately TWs only agree/strongly agree that the company is successful in
keeping its promises for raises (60%) as compared to assignments (47%) and promotions (21%).
Initech has instituted several Human Resource policies to positively address employee concerns
about assignments and promotions in an effort to bolster retention rates, but they appear to have
missed the mark when between 31 – 35% of TWs are undecided in their loyalty to the company.
Current Retention Program. Initech created Human Resource policy letters to provide
guidance on hiring and recruitment practices, reassignments, promotions, and tuition
reimbursement for its employees in an effort to retain them. Retention efforts go hand in hand
with an individual’s organizational commitment, psychological costs, and the value they place on
continued membership. Every evaluated organizational settings influence and independent
variable were found to be significant factors in a TW’s decision to turnover, which suggests that
the activity of STS’s Human Resource Department in applying retention policies and keeping its
promises is critical to achieving the organizational goal. Currently, TWs display behavior
suggesting they do not fully value working at Initech insomuch that they do not openly and
positively talk about the company and only 56% agree/strongly agree that when first hired they
planned to stay for many years. There are also mixed opinions about the tangible costs of
quitting in which TWs see little personal sacrifice in losing their seniority, retirement, or the
training the received if they voluntarily turnover. Alternatively, TWs do value the skills they
have, the training they receive, and how their efforts support the organization, but are uncertain
56

of their potential roles and assignments within the organization. From a career advancement
perspective, TWs have an overwhelming desire to receive information about career advancement
(86%), but their personal interest decreases when these opportunities are with Initech (66%).
Calculative forces and the perception that TWs can pursue career advancement
opportunities or leadership roles within the organization were found to be the most significant
factors in their decision to voluntarily turnover. Human Resources retention efforts to
communicate internal opportunities for self-development and career advancement appear to be
ineffective when only 52% of TWs agree/strongly agree that they can reach their goals at Initech.
Career progression is important to TWs, but they may be unaware of internal opportunities due
to a lack of an organizational chart displaying assignments under the Senior Management level
that they can base personal and professional goals against. The company addresses these
concerns with work policies that govern promotions from within and assigning the most skilled
and qualified workers to support customer requirements according to work priorities. Changes in
customer job requirements and reprioritization forces TWs to seek retraining or acquire
professional development/certification as the assignment requires. Job listings note the specific
education and certification requirements, but experience and work related skills can be
substituted by Hiring Managers to fulfill customer requirements. Only 69% of TWs
agree/strongly agree they are fully qualified to do their jobs, which could mean that substitutions
made to fill priority job requirements may be staffed by people with low self-efficacy as a result
of not having sufficient professional development/certification training. Adding insult to injury is
the fact the TWs must schedule and complete required training themselves to maintain
compliance/satisfy customer requirements and then be reimbursed at a rate that may not cover all
costs. Ultimately, 42% of TWs in the STS Division are dissatisfied with the Initech’s retention
57

and incentives program and it may be symptomatic of outdated and out of touch Human
Resources policies that are not tailored to the current demands of workers.
Learning Organization. Initech needs its TWs to be fully trained and qualified to fulfill
the evolving job requirements of its customers and relies heavily on its workforce to be as
proficient in their skills as possible. TWs have a great deal of interest in receiving advanced
training and agree/strongly agree that it is valuable for both the organization and themselves
because it makes them a better worker (86%), makes the organization more successful (89%),
and helps the company reach its goals (85%). When asked what types of training TWs would
like to receive, they requested sponsored professional development opportunities and other
analytics-based certifications that fulfill customer specific requirements and professional
development as opposed to college education. Current Human Resources policy requires
employees to schedule and pay for their own training, but has an annual reimbursement cap of
$1,500 for eligible certifications and $5,000 for professional development. Initech puts the onus
on TWs to acquire and maintain their qualifications, which may explain the decreased levels of
interest in attending college courses because they are potentially cost prohibitive.
Initech’s tuition reimbursement policy may also be a factor in the TW’s negative
perception of how Initech is assessing their training needs, the persistent nature of company
provided training, and may increase the desire for tailored technical training courses in lieu of
continuing education. Constant inter-organizational transfers requires persistent training to
maintain compliance with customer work requirements and the fact that Initech neither provides
nor schedules training opportunities puts an extra burden on TWs. The tangible costs of leaving
(seniority, loss of retirement, and opportunity cost) is very low for TWs and coupled with a one
year work payback requirement for tuition costs may be factors as to why the completion of a
58

professional development course or industry specific certification within the last year was
significantly correlated to a desire to turnover. Overall, only 28% of TWs agree/strongly agree
that they work in a learning organization which makes this level of ambivalence or negative
opinion an important subject for Initech to understand and address.
Recommendations for Practice to Address KMO Influences
Survey results and document analysis findings were used to answer research questions
and create a series of recommendations for organizational practice in the areas of metacognition,
self-efficacy, motivation, and individual turnover intent. The quantitative survey confirmed that
each assumed influence had elements considered to be an area that needs improvement, which
lead the researcher to create tailored recommendations to achieve desired outcomes. From a
knowledge standpoint, the survey showed that TWs are acutely aware of their personal and
professional goals; however, they were not in line with the long term strategy of the
organization. A recommendation for improvement is to provide career development
opportunities that highlights goal awareness and promotes internal opportunities in an effort to
synchronize the goals of the individual and organization. In the area of motivation, the survey
suggested that TWs have confidence in their skills and are interested in receiving additional
opportunities for self-improvement, but showed limited organizational commitment after
training. A proposed recommendation for improvement is to provide goal oriented training and
increase awareness of their strengths and weaknesses through regular feedback.
Assumed influences within Initech’s organizational culture and setting were analyzed
using as a review of documents and polices generated from the STS’s Human Resources
department in addition to the survey. Findings suggest that there are counter-productive Human
Resource policies, a perceived lack of opportunities for training and leadership, and a need to
59

keep promises that are affecting TW retention rates. Proposed recommendations include
conducting regularly scheduled team building activities, providing industry specific training
courses, and the creation of a leader development program that bolsters the belief that Initech is a
learning organization committed to the TW’s career goals. A full description of
recommendations to address each assumed KMO influence is detailed below.
Knowledge Recommendations
The need for TWs to have metacognitive knowledge of their personal and professional
goals is an assumed influence that has a direct impact on organizational commitment, voluntary
turnover rates, and Initech’s performance goal. Krathwohl (2002) notes that metacognitive
knowledge is what an individual knows about themselves and allows them to assess their own
level of cognition and awareness. TWs that participated in the survey demonstrated a high degree
of personal and professional goal awareness. However, the desire to receive additional training
from the organization is challenged by 37% of the participants’ desire to leave the company
within three months. The quantitative survey confirms this knowledge influence as an area of
improvement and the researcher assessed this influence as a high priority due an organizational
need for its workers to be goal-oriented in achieving performance goals. Table 14 includes the
assumed knowledge influence that is an area of improvement and provides a recommendation
based on theoretical principles.
Table 14
Summary of Knowledge Influences and Recommendations

60

Metacognitive Knowledge Solutions. TWs need awareness and metacognition of their
own personal and professional goals because a lack of direction, purpose, and vision of a future
within their organization will perpetuate continual turnover. Increased metacognition helps
individuals gain self-awareness through different contexts, assess their readiness to perform at a
certain level, and deal with new situations (Krathwohl, 2002). According to social cognitive
theory, the behavior an individual directs towards a goal they set for themselves is an important
part of active learning and implies that organizations should encourage their workers to create
challenging, but achievable, goals with follow-on self-evaluation (Bandura, 2005; Denler,
Wolters & Benzon, 2009). This implies that employees can receive training to increase cognition
in their abilities and help to prioritize and align their goals. A recommendation for TWs is to
provide career development opportunities that highlights self-assessment, goal awareness, and
internal opportunities in order to foster greater control of their behavior and metacognition.
Chattopadhyay and Choudhury (2017) conducted research on human capital development
in an employee’s workplace and the impact that training and experience has on career
progression, growth, and organizational commitment. A statistical analysis on the career
outcomes of managers within the Indian Administrative Service (IAS) was performed on a
sampling of 1,343 out of 4,474 Officers that were active members from 1975 to 2012. Cross-
sectional data was collected on promotion rates, assignment difficulty, experience, education
levels, and specialized training to determine career advancement patterns. The findings suggest
that early career challenges shape a person’s growth and that organizations can persuade their
workers to develop their own capital and metacognition. Organization-provided professional
training also has a direct impact on a worker’s norms and habits, their acceptance of some
organizational practices, can signal motivation, and influences their career decisions
61

(Chattopadhyay & Choudhury, 2017). As such, the proposed recommendation of increasing
employee awareness of their strengths, advertising internal organizational opportunities, and
providing training on goal setting can influence an individual’s self-evaluation of their own goals
and assist with reducing turnover rates.
Motivation Recommendations
Clark and Estes (2008) note that motivation can have tangible benefits for an
organization, regardless of any perceived gap between its goals and current performance, when
its workers actively choose goals to pursue, are persistent, and invest sufficient mental effort to
complete their tasks. The motivation a TW exhibits in seeking advanced training and their belief
that acquired skills can positively affect an organization are assumed self-efficacy, interest, and
expectancy value influences that impacts Initech’s ability to achieve its performance goal. These
assumed motivational influences were evaluated according to the results of the study, which
highlighted the participant’s belief in their skills and interest in career advancement. Table 15
includes the assumed motivational influences that the survey regards as an area of improvement,
are a high priority in achieving the stakeholder’s performance goal, and provides
recommendations based on theoretical principles.
Table 15
Summary of Motivation Influences and Recommendations

62

Interest. TWs should have an interest in receiving professional development and
certification training for career advancement because it will increase their knowledge and skills,
bolster organizational commitment, and motivate them to seek long-term employment
opportunities. There are two types of interest: situational, which is spontaneous and catches the
attention of a learner and personal, which enhances learning due to engagement, helps build
expert knowledge, and can increase motivation when activated through opportunities for choice
and control (Eccles, 2006; Schraw & Lehman, 2009). Personal interest can be developed and
sustained to generate individual engagement and, when activated, increases learning and
motivation (Schraw & Lehman, 2009). This means that a company can peak a worker’s personal
interest and motivation when managers provide career focused training and highlight internal
promotion opportunities. A recommendation for companies with TWs is to activate their
personal interest by providing career specific professional development and certification training
opportunities.
Arora, Brown, Harris and Sullivan (2017) conducted research on the professional
development needs and training interests of Early Career Psychologists (ECP), how well their
organizations met their needs, and whether the training influenced their short and long-term
career plans. A quantitative survey was administered to 100 ECPs that queried their work
challenges, professional development interests, training preference, organizational training
support, and career status. The participants indicated on the survey that they had the strongest
interest in creating short and long-term career plans, followed up by cultivating mentors,
becoming published, obtaining licensure, and achieving work-life balance. ECPs also believed
that their organizations were adequately and regularly addressing their professional development
needs. The findings suggest that organizations were diligent in their training initiatives and the
63

ECPs demonstrated increased interest and desire for more training, professional development
opportunities, and mentorship as they transition through their career paths. Pintrich (2003) notes
that training materials and activities should be relevant and useful to the learners, connected to
their interests, and based on real-world tasks in order to increase motivation. The proposed
recommendation of activating personal interest by having managers provide career specific
professional development and certification training opportunities can influence a worker’s
interest to address career plans and goals, which will further assist in reducing turnover rates.
Expectancy Value. TWs feel that their skills make an enduring impact on the
organization because their efforts have an influence on the company’s productivity and success.
Fudge and Schlacter (1999) note that expectancy theory can explain employee motivation
through three constructs: (a) the individual’s probability of successfully completing a task; (b)
the individual’s estimate that their effort will achieve intended organizational outcomes, and; (c)
the degree of reward that follows the achievement of organizational outcome. The primary root
of motivation that influences behavior is the desire to be effective in our lives and our motivation
for work is controlled by whether the work environment provides the appropriate goals and
resources for us to be effective (Clark & Estes, 2008). When individuals value the task, their
motivation increases (Eccles, 2006). This implies that organizations can increase an employee’s
motivation by providing sufficient professional development/certification training and
demonstrating how new skills are important to the organization’s success. A recommendation for
companies with TWs is for managers to provide information on long-term organizational
strategic goals and how advanced training aids in performance goal achievement.
Purvis, Zagenczyk and Mccray (2015) conducted research on how expectancy value,
organizational climate, and psychological climate can influence employee motivation, their
64

engagement and participation, helpfulness, and whether they will complete project management
tasks to completion. The grounded theory approach was used to collect data on 53 senior
managers, project managers, principals, and trainers across three organizations using semi-
structured interviews, document analysis, and direct observation. Data analysis and triangulation
was conducted on what the factors, such as a company’s psychological climate (management
support, culture, and politics) and its organizational climate, have on an employee’s motivation
and expectancy value. Purvis et al. (2008) notes that "a strong relationship exists between the
psychological climate for implementation and the motivational constructs of instrumentality and
expectancy of stakeholders to participate in the assimilation of project management tools and
methodologies" (p. 9). The findings suggest that psychological and organizational climates shape
a worker’s expectancy-related perceptions and their motivation to participate in projects.
Creating a psychological and organizational climate where employees feel embedded in the
operational cycle process can modify their behavior and increase motivation. Therefore, the
proposed recommendation of having managers provide information on long-term organizational
strategic goals and how professional development/certification training aids in performance goal
achievement can influence an individual’s commitment and their potential turnover.
Self-Efficacy. TWs should believe that their skills make a long-term impact on the
organization because their efforts have a direct impact on the company’s productivity and overall
success. Pajares (2006) notes that when an individual does not believe their actions will produce
desired results, they will have little incentive to act or preserve through difficult times. Self-
efficacy is the foundation of motivation and an individual’s beliefs can influence the course of
action they choose to take, their behavior, whether they think erratically or strategically, the
goals they set, levels of commitment, and perseverance in the face of obstacles (Bandura, 2000;
65

Pajares, 2006). This suggests that a company can influence an individual's motivation, behavior,
and self-efficacy by having managers provide feedback on their productivity and how their
efforts and skills support the organization’s performance goals. Feedback should include a
balance of an individual's strengths and challenges with immediate feedback for simple tasks and
a scaffold approach for complex tasks (Borgogni, Russo & Latham, 2011). A recommendation
for companies with TWs is to provide accurate and credible information on organizational
performance data and successful program initiatives through regular feedback.
Brown, Peterson and Yao (2016) conducted research on student conceptions of feedback
and how it impacts their self-regulation, self-efficacy, and academic performance. A
confirmatory factor analysis was performed on 278 university students enrolled in a general
education course to test the hypothesis that a relationship exists between the variables of teacher
feedback comments, academic self-efficacy, grade point averages, and self-regulation. Structural
equation modeling was then used to understand the causal paths and relationships of academic
self-efficacy, achieved performance, feedback, and self-regulatory monitoring. Findings suggest
that students who actively receive quality feedback can experience an increase in self-regulation,
self-efficacy, competency, and control beliefs. Additionally, Bandura (1997) notes that feedback
on successful performance assessments can contribute to a student’s increased self-efficacy,
which in turn leads to better performance. As such, the proposed recommendation of providing
regular feedback to employees can influence their self-efficacy in the importance of their daily
work as well as educating them on how their skills have a long-term benefit for the organization.
Organizational Recommendations
An organization’s culture is represented by the core values, beliefs, and goals of an
individual or group and can be better understood by its cultural model, which is the group’s
66

invisible and autonomous shared mental schema and its cultural settings, which is the visible
manifestation of a cultural model through policies and practices (Schein, 2004; Rueda, 2011).
Initech’s organizational culture has a direct impact on the performance of its TWs. However, it’s
embedded models, settings, policies, and procedures have enormous influence on employee
commitment and their desire to continue employment after receiving advanced training.
Organizational culture serves as the primary filter for all attempts to improve performance
because, even when workers have exceptional knowledge, skills, and motivation, it is often
procedural issues or material resources that prevent them from meeting performance
expectations (Clark & Estes, 2008). Performance improvement programs should address and
align work processes, resource allocation, cultural models, and cultural settings throughout an
organization’s structure in order to achieve its desired outcomes (Gallimore & Goldenberg,
2001). Research also suggests that the bond of a first line manager, and not pay or benefits, is the
most influential force in building a better workplace and driving individual performance, which
makes leveraging their abilities an organizational priority (Buckingham & Coffman, 1999).
Assumed organizational influences were evaluated according to the results of a
quantitative assessment, document analysis, and a literature review and it was determined that
organizational settings such as ineffective Human Resources retention policies and a perceived
lack of management opportunities were the most significant factors leading to TW turnover.
Findings also suggest that the obligation/loyalty a TW has for the company in how it treats them
and keeps promise is directly related to organizational commitment behavior. Table 16 on the
next page provides a list of assumed organizational influences that the survey identified as
hampering Initech’s ability to achieve its performance goal, areas of improvement, priorities in
67

achieving the organization’s performance goal, and gives recommendations based on theoretical
principles.
Table 16
Summary of Organization Influences and Recommendations

Cultural Settings. Organizational structures, policies, and practices can influence
whether an organization or individual can achieve its performance goals and, when they are
actualized in cultural settings, they can either hamper or improve efforts (Clark & Estes, 2008).
The enduring need for a stable organizational culture to stimulate positive employee behavior
suggests that a modification of work policies can help balance the natural tension between the
current organizational settings and the vision of where it wants to be (Clark & Estes, 2008;
68

Senge, 1990). Identifying performance issues, barriers, and challenges is an important aspect of
organizational change, therefore a strategy should be developed that incorporates motivation and
organizational change theory to correct potential performance issues (Moran & Brightman,
2000). Clark and Estes (2008) recommend that companies ensure their organizational messages,
rewards, policies and procedures that govern work are aligned with or are supportive of their
strategic goals and values. New Human Resource strategies may be required when TWs have a
perception that there are a lack of organizational incentives and retention programs. A
recommendation for technology companies is to conduct inter-organizational surveys to better
understand what an employee desires in Human Resource programs.
Tissen, Lekanne Deprez, Burgers and Van Montfort (2010) conducted research on
evolving employee-employer relationships and how traditional HRM practices may be replaced
by its emerging subset Transactional Management (TM) and Professional Management (PM)
approaches. HRM involves a reciprocal relationship where employees seek job-security and the
organization takes employee’s interests into consideration, TM assumes the relationship is based
on an exchange expressed in financial terms and maintained by rational choices of all parties,
and PM is a strategy of managing and optimizing professional expertise that benefits all parties.
A quantitative study was conducted among 1,637 managing directors and senior managers of
Dutch-based private organizations in order to glean insight into the intricacies of each personnel
management approach. The survey was based on eight characteristics that exist in each approach:
compensation, innovation, loyalty, training and development, performance, appreciation, work
security, and the perception of mutual expectation and obligations. Findings suggest that
concepts of innovation and the perception of mutual obligations and expectations are viewed
differently in the TM and PM approaches and that compensation, innovation, and loyalty are
69

viewed differently in HRM and TM. Tissen et al. (2010) note that there are emerging mainstream
alternatives to HRM because of the growing need to manage different generations and the
differing understandings of the employee-employer relationship. The personnel management
approach an organization engages in may not appropriately address employee-employer
concerns, therefore, the proposed recommendation of conducting an inter-organizational survey
to better understand what employees’ desire could influence performance and turnover rates.
TWs also perceive that there is a lack of managerial and leadership opportunities within
the organization. Climate and culture are interconnected to the extent that an employees’ values
and beliefs (part of culture) influence their interpretations of organizational policies, practices,
and procedures (Schneider et al., 1996). Change management is not always about policy or
procedures because human capital must be incorporated within the change and the organization
should be able to communicate the value that any given change will bring to them (Buckingham
& Coffman, 1999). A recommendation for companies with TWs is to create a leader
development program that encourages employees to network, facilitates leadership opportunities,
has assigned mentors, and provides consistent feedback. Organizational culture, climate, and
employee expectation are psychological conditions that managers must understand when
implementing policy changes because a failure to produce highly anticipated results may initiate
a repetitive cycle of changes with similar results (Schneider et al., 1996).
Tsyganenko (2014) conducted research on the effects of a year-long leadership
development program on individual and organizational level behavior as well as financial
outcomes with regards to increased sales. A quasi-experimental study solicited feedback from 22
regional mid-level managers at a financial services company in Kazakhstan that completed the
training program. Data was collected using a self-assessment questionnaire prior to and after the
70

leadership training program in order to assess their proficiency according to six leadership
competencies of: Center, Vision, Others, Support, Relentless, and Celebration. Annual sales
figures were also collected for each participant to determine the financial outcomes after the
program intervention. Tsyganenko (2014) noted that the leadership development program was
designed to build upon the role of a leader, teach motivation techniques, creating self-awareness
and self-reflection, and facilitating effective communication and teamwork for leadership
development. Statistical analysis of the participant’s pre and posttest self-assessments displayed
a significant increase in the behavioral scales of Vision, Support, and Relentlessness. Similarly,
the leadership development program had a verified positive effect on the sales figures of the
participants that is attributed to confidence. The leadership development program resulted in
positive behavior modification at an individual and organizational level as well as an increase in
profitability. Therefore, the recommendation to create a leader development program that
encourages employees to network, facilitates leadership opportunities, and provides consistent
feedback can help an organization achieve its performance goals.
Cultural Models. Organizational culture is a dynamic phenomenon that is continually
shaped over time by interactions with others, the values of all parties, experienced socialization
in a given environment, and modifies our behavior to create and maintain a social order (Clark &
Estes, 2008; Schein, 2004). Organizational culture can be rendered as a model that has three
levels of underlying assumptions: (a) artifacts, the visible structures as well as observable
behavior; (b) espoused beliefs and values, ideologies and assumptions of what should be; and, (c)
basic underlying assumptions, unconscious beliefs or values that determine behavior or
perception (Schein, 2004). TWs should believe that they work in an organization that fosters
trust, loyalty, and trust. Colquitt, Scott and LePine (2007) suggest that organizations with high
71

levels of cultural trust tend to produce high quality products and services at less cost because
they can recruit and retain highly motivated employees. Additionally, Schein (2004) opines that
organizational culture is created through shared experience, shared learning, and stability of
membership, which is something that must be learned and cannot be imposed. This suggests that
a company can influence an individual's organizational commitment and turnover intention. A
recommendation for companies with TWs is to conduct regular team building opportunities that
foster individual commitment and loyalty to the organizational effort.
Boss, Dunford and McConkie (2010) conducted research on organizational development
interventions such as team-building sessions, survey feedback, management training, and how
their use can affect organizational climate, improve effectiveness, and decrease employee
turnover within a County Sheriff’s Department. The researchers used a 30 year long mixed-
methods longitudinal study of these interventions during an organizational development project
with surveys conducted on the total population at seven different times and intervals. Interviews
were conducted on 30% of the County Sheriff’s Department after the first five survey data
collections to obtain additional findings from the results of the surveys. Before the intervention
program the Sheriff’s Department was unstable with five of its division commanders submitting
resignations, the Sheriff not intending to seek reelection, and the workforce experiencing a 40-60
percent turnover rate. Once interventions were enacted, participants in the surveys and interviews
repeatedly confirmed that organizational development interventions help employees maintain
focused goals, confront and resolve interpersonal problems, and make changes without
sacrificing management or interpersonal trust (Boss et al., 2010). The results of the interventions
had a fluctuating annual turnover rate between 4.8% and 23.3% for the duration of the study,
which is attributed to the organization becoming a more enjoyable, comfortable, and prestigious
72

place to work. This means that the proposed recommendation of conducting regular team
building events that foster individual commitment and loyalty to the organizational effort may
influence TWs at Initech to establish roots and seek out career opportunities within the company.
TWs should also see themselves in a learning organization that provides persistent and
continuous professional development/certification training opportunities. Rueda (2011)
highlights cultural models as an organizational expression that manifests itself through cultural
practices, behaviors, and actions that are so familiar that they are unnoticed by those involved in
them. This indicates that a company can create and normalize practices as long as there is “buy
in” from all stakeholders. Senge (1990) notes that the building of an organization that is adaptive
and generative is an important aspect of a learning organization. A recommendation for
companies that wish to be seen as a learning organization should provide regularly scheduled and
industry specific professional development/certification training.
Bidwell and Briscoe (2010) conducted research on how TWs develop their careers and
the organizational attributes, resources, work demands, and formal practices that influence inter-
organization movement. Qualitative data was collected from a survey sample of every graduate
from five U.S. universities that received a Bachelor degree in an Information Technology major
between the years of 1988 and 2001. Phone interviews were scheduled through a computer-
assisted telephone system and 2,823 were conducted with a response rate of 46%. Participants
were asked about their career history, job length, occupational intensity, reasons for turnover,
education, and the size of their workplace. The findings infer that TWs tend to begin their careers
in large organizations that provide more training and skills development and end up in smaller
companies that are occupationally intensive. Organizations that prepare their workers to take
advantage of new opportunities and provide skills development make them eligible for high skill
73

positions. Increased inter-firm mobility and providing training early in one’s career can also
stimulate inter-organizational progression because the skills an employee learns will become
more valuable as positions of more responsibility require higher demands (Bidwell & Briscoe,
2010). Providing consistent training opportunities that match an employee’s need for skill
development will change how the worker values the rewards of their work and the energy they
bring to it. As such, the proposed recommendation of providing regularly scheduled and industry
specific professional development/certification training may influence the TWs at Initech to be
more committed to the organization and seek long-term career opportunities.
Kirkpatrick and Kirkpatrick (2016) note that a researcher should not wait until a program
is complete to gather and analyze data to see what happened, rather the New World Kirkpatrick
Model suggests that analysis should be conducted at each level in order to influence what
happens and maximize potential results. A detailed summary of how the STS Division will
implement the proposed recommendations is detailed in Appendix G: Implementation and
Evaluation Plan. Lastly, recommended evaluation tools and templates, methodology for
collecting data to be evaluated during the ongoing performance improvement program, and a
sample dashboard used for organizational data analysis and reporting is included in Appendix H:
Evaluation Tools, Data Analysis, and Reporting.
Limitations
Participants of the survey were assumed to be honest in their answers and did so without
fear that their company or supervisor reviewed their answers. The study was administered within
one Department of Defense contracting company that specializes in engineering and technology
solution sets, which potentially makes the results not applicable to other industries. Some bias
may exist in this study because it was reliant on quantitative data that measured an individual’s
74

highly subjective perception. TW’s perceptions may differ from others based on their
assignment, work conditions at remote sites, and task priority and these facts may be considered
a limitation. The sample population were TWs within a single division of the subject
organization and limits the results of the study to that department. Lastly, the low response rate
only allowed for a 95% confidence level in the reliability of the results and could be considered a
limitation of the findings.
Conclusion
The purpose of this study was to evaluate influences and factors that are affecting
Technology Worker turnover rates. The findings identified organizational loyalty for how the
company treats its workers, tangible opportunities for internal career advancement, and the
company’s ability to keep its retention related promises as the most significant reasons why a
TW would decide to leave the organization. Completing professional development courses and
industry specific training certification within the last year also emerge as important factors in
TW’s decision making to voluntarily turnover. Data collection and statistical analysis framed the
role KMO influences play in the stakeholder supporting the organization’s performance goal and
provided insight for creating recommendations to HRM practices in the arena of increasing
metacognition, motivation, and rebuilding organizational culture and settings. The evaluation
took an agnostic approach to understanding how KMO influences impact the achievement of the
organizational goal and did not conduct a sub-group analysis to determine if there were other
diversity elements affecting retention rates. A recommendation for further study is for the
organization to examine the role that first line managers, gender, or under-representation of
minority groups plays in TW turnover rates.
75

Recommendations are also equivalent to suggestions, meaning that organizational change
cannot take effect until the company makes structured plans to implement the proposed courses
of action. The proposed recommendations that will assist the STS Division with supporting the
organizational goal uses the New World Kirkpatrick Model as vehicle to plan, implement, and
evaluate the performance improvement program’s progress. The model’s four levels of training
and evaluation ensures that the organization has a defined structure to implement
recommendations and can evaluate whether TWs have achieved optimal results, can demonstrate
desired behavior, exhibit increased knowledge and skills, and find the training relevant.

76

Appendix A: Definitions
This dissertation required a standardized definition of technology workers, professional
development, and certification training to bring context, clarity, and uniformity to its readers.

Technology Workers: System administrators, software developers, hardware engineers,
programmers, technical writers, and systems analysts.
Professional Development: Associate Degree, Bachelor Degree, Master’s Degree, Doctorate,
Project Management Professional (PMP), Certified Scrum Master (CSM), Lean Six Sigma (LSS)
Certification Training: Microsoft Certified Solutions Expert (MCSE), Microsoft Certified
Solutions Developer (MCSD), Certified Information Systems Auditor (CISA), Certified
Information Security Manager (CISM), Certified in Risk and Information Systems Control
(CRISC), CompTia (A+, Security +, Network +), Certified Ethical Hacker (CEH).

77

Appendix B: Participating Stakeholders with Survey Sampling Criteria
Participating Stakeholder
Survey Sampling Criteria and Rationale
Criterion 1. Initech employees that are assigned to the STS Division. A majority of the
TWs that are employed by Initech are attached to the STS Division. Conducting a survey on the
entire organization would not provide the appropriate data to answer TW based research
questions. Selecting only one of Initech’s divisions to participate in the study will create a proper
alignment between the survey protocol and the research questions.
Criterion 2. STS Division workers that are coded as technology workers. The following
occupational specialties are coded as TWs: System administrators, software developers,
hardware engineers, programmers, technical writers, and systems analysts. Collecting
quantitative data of the abovementioned career fields will add fidelity on a specific industry
sector and their turnover intention. Conducting surveys on a specified and targeted population
will create a proper alignment between the survey protocol and the research questions.
Survey Sampling (Recruitment) Strategy and Rationale
The large number of employees within Initech, coupled with the need to collect data only
from TWs, required a survey recruitment strategy that promoted representativeness from the
target population and high response rates. The vast majority of Initech’s TWs are assigned to the
STS Division making them the target population pool of interest for this research project.
Initech’s Human Resources has access to all personnel files and emailed questionnaires to 292
employees that met the aforementioned criterion. The survey has questions that collected data on
the level of professional development and certification training that each TW has received, their
organizational commitment, beliefs of internal career opportunities, company loyalty, and
78

potential trends in turnover intention. The survey elicited direct feedback and provided empirical
data and insight on how knowledge, motivational and organizational influences are affecting
turnover rates in technology companies after their employees receive advanced training.

79

Appendix C: Survey Protocol
About the Questionnaire
This questionnaire gives an opportunity for Technology Workers in the STS Division to provide
feedback on how professional development and certification training enhances their job
performance and if there is any personal and professional goal adjustment after completion.
 The questionnaire asks for information about an individual’s knowledge and self-
confidence in their technical skills and how their skills impact the organization.
Additionally, this survey requests feedback about their perception of future leadership
opportunities and Initech’s retention program.
 Guidelines for answering the questions are typed in italics.
 This questionnaire will take approximately 10 minutes to complete.
Confidentiality
All information collected in this survey will not be shared with any other party and will be
considered confidential. Results of the survey will be made available with assurances that all
identifiable information in the report will be redacted. Participation in this survey is strictly
confidential and any individual that chooses not to participate may withdraw at any time.

THANK YOU VERY MUCH FOR YOUR SUPPORT AND COOPERATION

Survey starts on next page

DEMOGRAPHIC QUESTIONS
1. How long have you worked for your company?
Under 1 Year / 1-3 Years / 4-5 Years / 6-10 Years / 11-14 Years / 15-20 years / 20 + Years (Drop down option)
2. How long have you been with your current department?
Under 1 Year / 1-3 Years / 4-5 Years / 6-10 Years / 11-14 Years / 15-20 years / 20 + Years (Drop down option)
3. What is your supervisory status?
Non-Supervisor / Team Leader / Supervisor / Manager / Senior Leader
4. What is the highest degree or level of education you have completed?
Less than High School / High School Diploma/GED or equivalent/ Some College (no degree) / Associate's Degree /
Bachelor's Degree / Master's Degree / Doctoral / Professional Degree
5. Have you completed this degree in the last year?
Yes No
6. Which professional development courses have you completed? (You can choose more than one)
Project Management Professional (PMP)
Certified Scrum Master (CSM)
Lean Six Sigma (LSS)
None
Other (Write In)
7. Have you completed a professional development course in the last year?
Yes No
8. Which technology certifications have you completed? (You can choose more than one)
Microsoft Certified Solutions Expert (MCSE)
Microsoft Certified Solutions Developer (MCSD)
Certified Information Systems Auditor (CISA)
Certified Information Security Manager (CISM)
Certified in Risk and Information Systems Control (CRISC)
80

CompTia (A+, Security +, Network +)
Certified Ethical Hacker (CEH)
None
Other (Write In)
9. Have you completed a training certification course in the last year?
Yes No
10. What is your Gender?
Male Female
11. What is your Age Group?
Under 25 Years / 26-29 Years / 30-39 Years / 40-49 Years / 50-59 Years / 60 + Years (Drop down option)
SURVEY QUESTIONS

Strongly Agree = SA, Agree= A, Neither Agree nor
Disagree = N, Disagree = D, Strongly Disagree =
SD

12 I feel good about working at my company. M3 SA A N D SD
13 I feel loyal to my company. M3 SA A N D SD
14 Working for my company makes me feel proud. M3 SA A N D SD
15 My company is a good place to work. M3 SA A N D SD
16 I am happy to work for my company. M3 SA A N D SD
17 I know what my personal goals are. K1 SA A N D SD
18 Right now I think my personal goals are: K-1 Open Ended
19 I know what I want to be doing, from a personal standpoint, 1 year from now. K1 SA A N D SD
20 I know what my professional goals are. K1 SA A N D SD
21 Right now I think my professional goals are: K-1 Open Ended
22 I know what I want to be doing, from a professional standpoint, 1 year from now. K1 SA A N D SD
23 I know how my work relates to the company’s priorities and long-term goals. K1 SA A N D SD
24 The work I do is important. M1 SA A N D SD
25 I am fully trained and qualified to do the job I was hired to do. M1 SA A N D SD
26 I am confident in my skills. M1 SA A N D SD
27 I am confident that my skills increase the organization’s performance. M1 SA A N D SD
28 I am confident that my skills help the organization meet its strategic objectives. M1 SA A N D SD
29 I am confident that my skills make a long term impact on the organization. M1 SA A N D SD
30 When I was hired, I planned to stay here for many years. M2 SA A N D SD
31 I talk to other employees about reasons to stay at my company. M2 SA A N D SD
32 I freely chose my company instead of other organizations. M2 SA A N D SD
33 I tell everyone the good things about my company. M2 SA A N D SD
34 People know that I plan to stay in this job for a long time. M2 SA A N D SD
35 I think that professional development and certification training makes me a better
worker.
M2 SA A N D SD
36 The better trained I am, the more successful the organization will be. M2 SA A N D SD
37 Organizations perform better when their employees receive professional
development and certification training.
M2 SA A N D SD
38 Receiving professional development and certification training adds value to my
company.
M2 SA A N D SD
39 Receiving professional development and certification training helps the
organization meet its goals.
M2 SA A N D SD
40 I am interested in the work I do on a daily basis. M3 SA A N D SD
41 I am interested in career advancement. M3 SA A N D SD
42 I am interested in knowing more about career opportunities within the organization. M3 SA A N D SD
43 I am interested in receiving more professional development or certification
training.
M3 SA A N D SD
44 I would like my company to provide the following professional development
courses:
M-3 Open Ended
45 I would like my company to provide the following training certification
opportunities:
M-3 Open Ended
46 My training needs are assessed. O1 SA A N D SD
47 I work in a learning organization. O1 SA A N D SD
48 The company provides job-relevant professional development and certification
training opportunities.
O1 SA A N D SD
49 I receive a persistent amount of training in my job. O1 SA A N D SD
50 I owe my company loyalty for what it has given to me. O2 SA A N D SD
51 My company has treated me fairly so I should not quit. O2 SA A N D SD
81

52 My company has kept its promises to me. O2 SA A N D SD
53 My company has always supported me. O2 SA A N D SD
54 I believe an employee should always be loyal to the company where he/she works. O2 SA A N D SD
55 I believe that it is bad when people move from job to job. O2 SA A N D SD
56 I believe that people who quit many jobs will be sorry. O2 SA A N D SD
57 I believe staying with your job is the best thing to do. O2 SA A N D SD
58 It would be costly for me to leave my company now. M2 SA A N D SD
59 If I left my company, I will have wasted my time here. M2 SA A N D SD
60 If I quit, I would lose valuable seniority I built up at my company. M2 SA A N D SD
61 I feel that quitting at this time would hurt my future. M2 SA A N D SD
62 If I quit my company much of my training here would be wasted. M2 SA A N D SD
63 If I quit, I will lose pension or retirement money. M2 SA A N D SD
64 I have seriously considered leaving the organization in the last 3 months. DV Y N
65 YES = If I was to leave the organization the primary reason would be: O-2 Open Ended
66 At my company, I can achieve my professional career goals. O3 SA A N D SD
67 I believe I could get a promotion at my company. O3 SA A N D SD
68 My company allows me good opportunities to better myself. O3 SA A N D SD
69 My company gives me opportunities for training. O3 SA A N D SD
70 My company lets me grow and develop. O3 SA A N D SD
71 There is a good possibility that I can advance at my company. O3 SA A N D SD
72 I have an opportunity to get a better job in my company. O4 SA A N D SD
73 Promotions in my work unit are based on merit. O4 SA A N D SD
74 Awards in my work unit depend on how well employees perform their jobs. O3 SA A N D SD
75 Pay raises depend on how well employees perform their jobs. O3 SA A N D SD
76 The company has a good incentive program to retain their employees. O3 SA A N D SD
77 My company has kept promises to me about assignments. O4 SA A N D SD
78 My company has kept promises to me about promotions. O4 SA A N D SD
79 My company has kept promises to me about raises. O4 SA A N D SD
82

Appendix D: Independent Variable Reliability Statistics and Descriptive Statistics Chart
Independent Variable 1 – Knowledge (Metacognition)

Independent Variable 2 – Motivation (Self-Efficacy)

83

Independent Variable 3 – Motivation (Expectancy Value)

Independent Variable 4 – Motivation (Psychological Cost)

84

Independent Variable 5 – Motivation (Tangible Costs)

Independent Variable 6 – Motivation (Interest)

85

Independent Variable 7 – Motivation (Affective Forces)

Independent Variable 8 – Organizational Model (Learning Organization)

86

Independent Variable 9 – Organizational Model (Obligation)

Independent Variable 10 – Organizational Model (Attachment)

87

Independent Variable 11 – Organizational Setting (Calculative Forces).

A

Independent Variable 12 – Organizational Setting (Violations)

88

Independent Variable 13 – Organizational Setting (Retention Policies)

89

Appendix E: Validity and Reliability
Research projects necessitate an approach to data collection that can retreive the right
kind of information and be analyzed in order to answer a specific question, but more importantly
a researcher should have confidence that any applied test, scale, or instrument to collect data
does what it is supposed to do (Creswell, 2014; Salkind, 2017). Instruments are used by
quantitative researchers to measure an outcome or treatment and places an importance on the
reliability and validity of tools being capable of producing accurate and trustworthy results.
Salkind (2017) describes validity as the characteristic of an assessment or tool to actually
measure what it is supposed to and reliability as the degree to which a correct measurement is
consistently achieved and he suggests that if instruments are neither reliable nor valid, there will
be doubt cast upon the results and conclusion. Reliability in a survey protocol can be achieved
when errors in a questionairre are reduced and this can be actualized by implementing a test-
retest analysis that correlates scores of the same test over time to determine its functionality
(Salkind, 2017). The data collection tool for this project is a construct of existing surveys and
their use in prior research enhances the validity and reliability of the instrument. The survey
includes portions of the 2017 United States OPM - FEVS and Maertz and Boyar’s (2012)
comprehensive Turnover‐Attachment Motive Survey (TAMS), which are both frequently used
and deliver trustworthy results.
In order to enhance the validity and reliability of data collected for this study, the
researcher developed a strategy to increase confidence in the results by addressing the
administration of the survey, bolstering participation rates, and reducing the bias inherent in non-
responses. Initech’s Human Resources department sent a survey invitation notice through
internal email service to 292 identified TWs that provided key elements of the study, what the
90

survey is about, its importance to the organization, and the suspense date. The anticipated data
collection time frame was 3-4 weeks, with periodic reminders sent to promote higher response
rates. To achieve a 5% margin of error and increase the confidence level of the survey to 95%,
the researcher established a required sample size of (n =167), which is 57% of the total
population in anticipation of expected nonresponses) in order to reflect the views of the larger
population.
The researcher requested that participants complete their survey in its entirety; however,
any partially completed questionairres were regarded as valid and this data and fully integrated.
Incomplete or discarded surveys may produce a nonresponse bias in the statistics that could
result in an invalid approximation of the population and Pazzaglia, Stafford and Rodriguez
(2016) note that an analysis of the average characteristics of the target population and
respondents can determine if the deviation is meaningful and if corrective weighting is required.

91

Appendix F: Ethics
Researchers must be cognizant of the code of ethics associated with their professional
affiliation because these published standards guide professional conduct and provides potential
solutions to ethical dilemmas (Creswell, 2014). Issues may arise during the data collection phase
and highlights the importance of ethics being addressed in every facet of the research design
(Maxwell, 2013). The researcher is an employee within the organization being studied, but is not
serving in a supervisory role that could affect the participant’s welfare or career progression.
This study involved data collection using surveys with voluntary participants that may request
anonymity. An individual’s security concerns is paramount and assurances were given that the
collected information will be protected, secured in a secured safe, and there is informed consent
in their participation. Glesne (2011) notes that informed consent must be obtained from all
parties so that their voluntarily participation is abundantly clear, their discussions are
confidential, and that a participant reserves the right to withdraw at any time without penalty.
To minimize the risk of harm to any participant in this research and to protect their rights,
my study adhered to the rules and guidelines set forth by the University of Southern California
Institutional Review Board (IRB). Federal agencies require universities that engage in research
to establish an IRB to ensure that researchers adhere to a code of conduct and follow ethical
guidelines; however, everyday ethical practice is heavily reliant on a researcher’s own values and
ethics (Merriam & Tisdell, 2016; Rubin & Rubin, 2012). A research project can present itself as
an intrusion into someone else’s life, therefore the researcher has an ethical obligation to
understand how the participants will perceive their actions and adjust accordingly (Maxwell,
2013). Participants were also informed that no gifts or rewards will be distributed for taking part
in the study and this will helped mitigate incentivized participation.
92

Appendix G: Implementation and Evaluation Plan
Implementation and Evaluation Framework
Examining the results of a solution is important to ensure that it actually fixes the
performance problem it was designed to address or that it doesn’t contribute to any unintended
consequences (Rueda, 2011). Implementing and evaluating performance improvement programs
or training initiatives requires a plan that can demonstrate its usefulness, benefit, and value to the
organization and for this study the New World Kirkpatrick Model was used. Utilizing
Kirkpatrick’s four levels of training and evaluation, the New World Kirkpatrick Model
recommends applying these principles in reverse order beginning with Level 4 (Results), Level 3
(Behavior), Level 2 (Learning), and finally Level 1 (Reaction) (Kirkpatrick & Kirkpatrick,
2016). In the planning phase of a program, using Level 4 (Results) first can sustain the project’s
targeted focus by measuring and managing leading indicators of critical behavior followed up
with Level 3 (Behavior), which provides the drivers required to reinforce, monitor, encourage,
and apply the behavior learned during training. Employing Level 2 (Learning) next can evaluate
the degree to which participants have gained knowledge, skills, attitude, confidence, and
commitment from a specific learning event and lastly Level 1 (Reaction) can assess participant
satisfaction, engagement, and belief of training relevance (Kirkpatrick & Kirkpatrick, 2016).
Organizational Purpose, Need and Expectations
Initech is a multi-faceted technology company that hires skilled employees to fulfill
complicated customer tasks with certified and qualified workers. Organizational commitment
and employee retention are important components to the company’s sustainability, therefore,
Initech created an organizational performance goal of a 10% turnover rate reduction of the TWs
assigned to the STS Division by October 2019. Increased labor mobility, reduced company
93

loyalty, and misaligned Human Resource policies play a significant role in TW turnover rates
throughout the IT industry, which places an importance on understanding perceived obstacles to
developing an implementation and evaluation strategy.
The proposed solution for the organization’s retention issue is to provide training
opportunities, regular feedback, mentorship, team building activities, revise Human Resource
incentive policies, and encourage networking. The solution set for internal outcomes will allow
the organization to: (a) increase employees’ self-awareness, goal orientation, and interest in
receiving career-oriented training, (b) increase employees’ belief that their training and skills
make a long-term impact on the organization, and (c) increase employees’ loyalty, organizational
commitment, and retention rates. The proposed solution for external outcomes will help the
organization to create an organizational learning environment.
Level 4: Results and Leading Indicators
Obtaining results is the primary reason why training is conducted and the use of leading
indicators can help measure whether critical behaviors are properly postured to achieve desired
organizational results (Kirkpatrick & Kirkpatrick, 2016). The use of training opportunities,
providing regular feedback and mentorship, creating team building activities, revising Human
Resource incentive policies, and networking will support the realization of internal and external
outcomes. The proposed leading indicators, internal and external outcomes, metrics for
measuring success, and methods for evaluating Initech’s implementation and execution plan are
displayed in Table 17.

94

Table 17
Metrics, and Methods for External and Internal Outcomes

Level 3: Behavior
Critical behaviors. There is a demonstrated need for internal stakeholders (departmental
managers, Human Resources, and TWs) in the STS Division to apply the appropriate critical
behaviors for the organization to achieve desired outcomes. Critical behaviors are the definitive
actions of a specified group, which if consistently performed, brings about the greatest impact on
desired results (Kirkpatrick & Kirkpatrick, 2016). The first identified critical behavior is that
managers must promote personal and professional goal orientation so that TWs begin to believe
there are career opportunities within the organization. The second critical behavior is that Human
Resources should conduct regular leader development and team building events to help
employees feel like they are part of a team and see a future within the organization. The third
critical behavior is that managers need to provide real-time performance metrics to their workers
which highlights how their training and skills help the organization. Lastly, the fourth critical
behavior is that managers must regularly schedule training events to demonstrate that there is a
95

robust and enduring learning environment. Table 18 lists the metrics, methods, and timing of
each recommended critical behavior.
Table 18

Critical Behaviors, Metrics, Methods, and Timing for Evaluation

Required drivers. TWs in the STS Division need support from internal stakeholders in
the form of a commitment to critical behaviors and the application of required drivers that will
reinforce the knowledge, skills, and motivation that employees acquired from this performance
improvement program. Required drivers serve as an accountability mechanism that ensures
proposed solutions are administered using reinforcement, encouragement, and the monitoring of
activities (Kirkpatrick & Kirkpatrick, 2016). Human Resources and managers play a significant
role in employee interaction and mentorship, therefore, the use of identified required drivers will
support efforts to increase organizational commitment while at the same time reduce turnover
rates. Table 19 identifies the required drivers that will support the critical behavior of internal
stakeholders within the STS Division.

96

Table 19
Required Drivers to Support Critical Behaviors

Organizational support. Required drivers need organizational support and proper
resourcing to guarantee that change initiatives or performance improvement plans can be
successful. To ensure the required drivers are properly enforced and executed, the organization
will provide enduring support to all stakeholders. First, the organization will conduct regular
team building opportunities that foster individual commitment and loyalty to the organizational
effort. Building esprit de corps, creating fellowship with co-workers, and increasing pride in the
organization will enhance “buy in” from employees to the greater strategic vision and goal of the
organization. The STS Division will also provide regularly scheduled and industry specific
professional development/certification training to its employees. When a company normalizes its
training practices it demonstrates to all stakeholders a desire to be a learning organization.
Initech must also understand the impact its policies have on employee turnover intention.
Therefore, the organization will conduct an inter-organizational survey to better understand what
an employee desires in a Human Resource rewards and incentives program. Having a better
understanding of employees’ personal and professional goals of as well as their interests will
97

assist in aligning policies with desired performance. Lastly, the organization will create a leader
development program that encourages employees to network, facilitates leadership opportunities,
has assigned mentors, and provides consistent feedback. Establishing a network of leaders that
seek additional roles and responsibilities within the company will increase organizational
commitment and a desire to remain employed with Initech.
Level 2: Learning
Learning goals. TWs within the STS Division must have the requisite knowledge, skills,
attitude, and commitment to support the Level 3 critical behaviors needed for the organization to
reach its performance goal. Adopting recommended solutions will allow TWs to:
1. Have awareness of their own personal and professional goals. (Metacognitive)
2. See themselves in a learning organization that provides persistent professional
development/certification training opportunities. (Attitude)
3. Increase their loyalty to continue employment after leadership training. (Attitude)
4. Have interest in receiving professional development/certification training for career
advancement. (Interest)
5. Believe that professional development/certification training will help them add value
and success to the organization. (Expectancy Value)
6. Believe that their skills make a long-term impact on the organization. (Self-Efficacy)
Program. The abovementioned Level 2 learning goals will increase the knowledge and
motivation of TWs, which the STS Division can facilitate by providing industry driven
professional development/certification opportunities, team building exercises, individualized
performance feedback, and career focused mentorship. To develop TW knowledge and skills, the
STS Division will provide persistent training and certification opportunities, enhanced
98

performance reviews, and goal-orientation coaching sessions with department managers. Current
high turnover rates and the need for the creation of a learning organization requires the program
to be on-going. First, internal stakeholders (departmental managers, and Human Resources)
within the STS Division will schedule quarterly on-site professional development and
certification training with the intent of increasing the knowledge and skill sets of every TW,
bringing all workers into qualification compliance. Next, Human Resources will host quarterly
team building events that are designed to increase team cohesion and organizational commitment
so that an employee more readily identifies him/herself as part of the collective effort. Both of
these recurring activities will establish the program’s systematic approach to shaping and
improving the organizational climate.
Managers and Human Resources from the STS Division will integrate information from
surveys, feedback, and observations collected after training and team building events into
enhanced performance reviews. Semi-annual performance reviews will serve as a platform to
ascertain TW turnover intention, additional training needs, and provide goal-oriented and career
focused guidance. The one-on-one sessions will create an opportunity for managers to use
current performance data to inform TW as to how their skills and training benefit the
organization, discuss internal leadership opportunities, and develop individualized action plans.
During the performance review, the manager will conduct knowledge checks and solicit
feedback on organizational commitment, desire for career progression, and the individual’s
personal or professional goals. On an annual basis, Human Resources will administer an
employee survey to measure the effectiveness of current retention policies as well as any
fluctuations of organizational commitment with the intent of discovering new means and
methods to reduce turnover intention.
99

Evaluation of the Components of learning. Kirkpatrick and Kirkpatrick (2016) note
that Level 2 Learning is resource intensive and often conducted in isolation without
consideration of a program’s overall goal, therefore, an evaluation should be conducted on five
components of learning: knowledge, skills, attitude, confidence, and commitment in order to
synchronize efforts and conserve resources. The STS Division has a performance goal of
reducing TW turnover rates and in order to properly apply a solution set, the workers must have
the requisite knowledge, skills, motivation, and confidence. An evaluation of conceptual and
procedural knowledge will highlight a TW’s ability to both perform and complete tasks. It is
important to assess the attitude, confidence, and commitment levels of TWs to determine if they
value and will apply the solution sets. Table 20 lists the critical components of learning for the
program, as well as recommended timing.
Table 20
Evaluation of the Components of Learning for the Program.

100

Level 1: Reaction
It is necessary to evaluate and measure the reactions of participants engaged in training or
performance improvement programs because the results can confirm the level of quality of the
intervention. Kirkpatrick and Kirkpatrick (2016) note that evaluating reactions can quickly and
efficiently gather information regarding the quality of the program and the degree to which
participants were engaged, found it relevant to their jobs, and were satisfied with the training.
Table 21 identifies the methods used to measure the reactions of TWs to the performance
improvement program and their level of engagement.
Table 21
Components to Measure Reactions to the Program.

101

Appendix H: Evaluation Tools, Data Analysis, and Reporting
Immediately following the program implementation. TWs will be engaged in a series
of scheduled quarterly events including certification training, professional/leader development
courses, and team building exercises. Following each event, training participants will complete a
Likert Scale survey and their managers will fill out a checklist of observations that will aid in
creating tailored performance review feedback. The post training survey will assess the relevance
of the course, participant satisfaction, topic interest, organizational commitment, and the level of
confidence in their skills. Managerial observations will use the aforementioned checklist to track
attendance, engagement, employee attitude/behavior, and departmental relevance of the training.
For Level 1 and Level 2, the use of surveys and managerial observation checklists will assist the
Human Resources department with training alignment to support overall course terminal learning
objectives, confirm checks on learning, and validate the relevance of the training with regards to
the organization’s strategic vision. Collected surveys and checklists will serve as a foundation for
providing robust feedback to TWs during their semi-annual performance review.
Delayed for a period after the program implementation. Professional development
courses, training certification, and team building exercises are recurring quarterly events that,
after an analysis of employee surveys and manager observations, will provide substantive data to
be used during semi-annual performance reviews. During this review the manager will conduct
knowledge checks of the employee’s personal and professional goals, provide feedback from
observations made during training events, assess education and training benchmarks/ milestones,
and highlight the employee’s impact on departmental performance. On an annual basis, the
organization will administer a survey to that contains Likert scale items and open-ended
questions designed to measure TW’s perspectives on training relevance, long-term
102

organizational commitment, and Human Resource retention policies. Analysis of the annual
employee survey will enable the organization to confirm changes in the Level 3 Behavior of
TWs as well as evaluating the organization’s Level 4 Results. The instruments used to evaluate
the performance improvement program include a participant post-training survey, manager
observation checklist, and annual employee survey and are listed below in Figures 15 - 17.
Figure 15
Participant Post-Training Survey
Circle the option that best describes your opinion about the preceding statement.

103

Manager Observation Checklist

Managers or Supervisors will utilize this checklist when observing TWs engaged in
professional/leader development, certification training, and team building events. Feedback
comments will include specific observations regarding the knowledge, skills, motivation,
attitude, confidence, and commitment of TWs as they progress through the training curriculums
and scheduled events. Additionally, comments will provide insight on an individual’s training
needs, personal and professional interest, and education milestones. Ratings will be assigned to
designate the degree of competency or interest on a specific topic.
Figure 16
Manager Observation Checklist.

104

Figure 17

Annual Employee Survey

Circle the option that best describes your opinion about the preceding statement.

105

Data Analysis and Reporting
The STS Division’s Level 4 Results goal can be evaluated by measuring a conglomerate
of leading indicators to include a TW’s self-awareness, interest, goal orientation, individual
performance impact within an organization, increased organizational commitment, and improved
retention rates. Data is collected after each training event, during semi-annual performance
reviews, and from an annual employee survey with the intent of better understanding how the
performance improvement program is assisting the organization in achieving its proposed
leading indicators and internal external outcomes. This information is coalesced at the STS
Division Human Resource department and will be inputted into an inter-agency dashboard. This
dashboard will be visible to all managers within the STS Division for accountability purposes,
will serve as the Human Resource’s primary reporting tool for TW retention initiatives, and
become a deliverable at Initech’s Quarterly strategic performance meetings. Data will be tracked
on a quarterly basis in order to understand behavioral trends and this performance dashboard is
included in Figure 18. Lastly, there is an additional rollup of annual attrition rates to determine if
there is an overall reduction in TW turnover and whether any adjustments to the performance
improvement program or Human Resource policy is required.

106

Figure 18
Performance Dashboard.

107

References
Abdullah, N., Shamsuddin, A., & Wahab, E. (2015). Does organizational culture mediate the
relationship between transformational leadership and organizational commitment?
International Journal of Organizational Leadership, 4(1), 18-32.
Antoniades, H., & Algeo, C. (2012). A comparative analysis of continuing professional
development for professionals within the built environment. In 4th International
Conference on Education and New Learning Technologies. International Association of
Technology, Education and Development (IATED).
Arora, P. G., Brown, J.H., Harris, B., & Sullivan, A. (2017). Professional development needs and
training interests: A survey of early career school psychologists. Contemporary School
Psychology, 21(1), 49-57.
Babalola, M., Stouten, T., & Euwema, J. (2016). Frequent change and turnover intention: The
moderating role of ethical leadership. Journal of Business Ethics, 134(2), 311-322.
Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: W. H. Freeman.
Bandura, A. (2000). Exercise of human agency through collective efficacy. Current
Directions in Psychological Science, 9(3), 75–78.
Bandura, A. (2005). The evolution of social cognitive theory. In K. G. Smith & M. A. Hitt
(Eds.), Great minds in management (pp. 9–35). Oxford: Oxford University Press.
Beynon, M., Jones, P., Pickernell, D., & Packham, G. (2015). Investigating the impact of training
influence on employee retention in small and medium enterprises: A regression‐type
classification and ranking believe simplex analysis on sparse data. Expert Systems, 32(1),
141-154.
108

Bidwell, M. (2013). What happened to long-term employment? The role of worker power and
environmental turbulence in explaining declines in worker tenure. Organization Science,
24(4), 1061-1082.
Bidwell, M., & Briscoe, F. (2010). The dynamics of inter-organizational careers. Organizational
Science, 21(5), 1034-1053.
Blume, B. D., Ford, J. K., Baldwin, T. T., & Huang, J. L. (2010). Transfer of training: A meta-
analytic review. Journal of Management, 36(4), 1065-1105.
Boardman, C., & Sundquist, E. (2009). Toward understanding work motivation: Worker
attitudes and the perception of effective public service. The American Review of Public
Administration, 39(5), 519-535.
Boiral, O., & Gendron, Y. (2011). Sustainable development and certification practices: Lessons
learned and prospects. Business Strategy and the Environment, 20(5), 331-347.
doi:10.1002/bse.701
Boss, R. W., Dunford, B., & McConkie, M. (2010). Sustainable change in the public sector: The
longitudinal benefits of organization development. The Journal of Applied Behavioral
Science, 46(4), 436-472.
Borgogni, L., Dello Russo, S., & Latham, G. (2011). The relationship of employee perceptions
of the immediate supervisor and top management with collective efficacy. Journal of
Leadership & Organizational Studies, 18(1), 5-13.
Brown, G., Peterson, E., & Yao, E. (2016). Student Conceptions of Feedback: Impact on Self-
Regulation, Self-Efficacy, and Academic Achievement. British Journal of Educational
Psychology, 86(4), 606-629.
109

Buckingham, M. & Coffman, C. (1999). First break all the rules. New York: Simon and
Schuster.
Callier, J. (2016). Linking transformational leadership to self-efficacy, extra-role behaviors, and
turnover intentions in public agencies: The mediating role of goal clarity. Administration
& Society, 48(7), 883-906.
Calvo-Amodio, J., Tercero-Gómez, V. G., Ramirez-Galindo, J. G., & Martínez-Salazar, I.
(2014). A systemic analysis of professional certification rates: The case of a six sigma
training certificate program. Engineering Management Journal, 26(4), 13-22.
Chattopadhyay, S., & Choudhury, P. (2017). Sink or swim: The role of workplace context in
shaping career advancement and human-capital development. Organization Science,
28(2), 211-227.
Choi, M., & Yoon, H. (2015). Training investment and organizational outcomes: A moderated
mediation model of employee outcomes and strategic orientation of the HR function. The
International Journal of Human Resource Management, 26(20), 2632-2651.
Clark, R. E., & Estes, F. (2008). Turning research into results: A guide to selecting the right
performance solutions. Charlotte, NC: Information Age Publishing, Inc.
Colquitt, J., Scott, B., & Lepine, J. (2007). Trust, trustworthiness, and trust propensity: A meta-
analytic test of their unique relationships with risk taking and job performance. The
Journal of Applied Psychology, 92(4), 909-927.
Cowley, E., & Smith, S. (2013). Motivation and mission in the public sector: evidence from the
World Values Survey. Theory and Decision. 2014(76), 241-263.
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods
approaches. Thousand Oaks, CA: Sage Publications.
110

De Houwer, J., Barnes-Holmes, D., & Moors, A. (2013). What is learning? On the nature and
merits of a functional definition of learning. Psychonomic Bulletin & Review, 20(4), 631-
642.
Denler, H., Wolters, C., & Benzon, M. (2009). Social cognitive theory. Retrieved from
http://www.education.com/reference/article/social-cognitive-theory/.
Dermol, V., & Čater, T. (2013). The influence of training and training transfer factors on
organizational learning and performance. Personnel review, 42(3), 324-348.
Douglas, G. (2015). Half of managers believe employee loyalty has fallen, survey says. HR
Focus, 92(2), 11.
Drucker, P. (1989). The new realities, 1st ed., Heinemann, Oxford.
Eccles, J. (2006). Expectancy value motivational theory. Retrieved from
http://www.education.com/reference/article/expectancy-value-motivational-theory/.
Fudge, R.S., Schlacter, J.L. (1999). Motivating employees to act ethically: an expectancy theory
approach. Journal of Business Ethics, 18(1), 295–304.
Gallimore, R., & Goldenberg, C. (2001). Analyzing cultural models and settings to connect
minority achievement and school improvement research. Educational Psychologist,
36(1), 45–56.
Giangreco, A., Carugati, A., & Sebastiano, A. (2010). Are we doing the right thing?: Food for
thought on training evaluation and its context. Personnel Review, 39(2), 162-177.
Glesne, C. (2011). In Becoming qualitative researchers: An introduction. (4th ed.). Boston, MA:
Pearson.
Grace, L. M. (2013). A more operable definition for training and education. International
Journal of Emergency Services, 2(1), 21-28.
111

Green, P., & Sleight, M. (2002). A performance-centered approach to people development.
Industrial and Commercial Training, 34(4), 129-132.
Guha, S., & Chakrabarti, S. (2015). Effects of intrinsic and extrinsic factors on voluntary
employee turnover: An alternative exposition. Anvesha, 8(3), 34-41.
Guillon, O., & Cezanne, C. (2014). Employee loyalty and organizational performance: A critical
survey. Journal of Organizational Change Management, 27(5), 839-850.
Hansen, F., Smith, M., & Hansen, R. (2002). Rewards and recognition in employee motivation.
Compensation & Benefits Review, 34(5), 64-72.
Hester, J. (2013). The high cost of employee turnover and how to avoid It. Nonprofit World,
31(3), 20-21.
Huang, W. R., & Su, C. H. (2016). The mediating role of job satisfaction in the relationship
between job training satisfaction and turnover intentions. Industrial and Commercial
Training, 48(1), 42-52.
Huff, C. (2006). Recognition that resonates. Workforce Management, 85(17), 25-27.
Johnston, R. (2005). Analytic culture in the US intelligence community: An ethnographic study.
Washington, D.C.: Center for the Study of Intelligence, Central Intelligence Agency.
Juhdi, N., Pa'wan, F., & Hansaram, R.M.K. (2013). HR practices and turnover intention: the
mediating roles of organizational commitment and organizational engagement in a
selected region in Malaysia. The International Journal of Human Resource Management,
24 (15). 3002-3019.
Kach, A., Azadegan, A., & Wagner, S. M. (2015). The influence of different knowledge workers
on innovation strategy and product development performance in small and medium-sized
enterprises. International Journal of Production Research, 53(8), 2489-2505.
112

Kemelgor, B. H., & Meek, W. R. (2008). Employee retention in growth-oriented entrepreneurial
firms: An exploratory study. Journal of Small Business Strategy, 19(1), 74-86.
Kezar, A. (2001). Theories and models of organizational change. Understanding and facilitating
organizational change in the 21st century: Recent research and conceptualizations.
ASHE-‐ERIC Higher Education Report Volume 28(4), 25-58.
Kirkpatrick, D. L. (1998), Evaluating Training Programs: the Four Levels, Berrett-Koehler,
San Francisco, CA.
Kirkpatrick, J. D., & Kirkpatrick, W. K. (2016). Kirkpatrick’s four levels of training evaluation.
Alexandria, VA: ATD Press.
Krathwohl, D. R. (2002). A revision of Bloom’s Taxonomy: An overview. Theory Into
Practice, 41(4), 212–218.
Laal, M., Laal, A., & Aliramaei, A. (2014). Continuing education; lifelong learning. Procedia -
Social and Behavioral Sciences, 116, 4052-4056. doi:10.1016/j.sbspro.2014.01.889
Lee, C. H., & Bruvold, N. T. (2003). Creating value for employees: Investment in employee
development. The International Journal of Human Resource Management, 14(6), 981-
1000.
Lee, T., Hom, P., Eberly, M., Li, J., & Mitchell, T. (2017). On the next decade of research in
voluntary employee turnover. Academy Of Management Perspectives, 31(3), 201-221.
Lewis, W. D., & Young, T. V. (2013). The politics of accountability: Teacher education policy.
Educational Policy, 27(2), 190-216.
Lo, J. (2015). The information technology workforce: A review and assessment of voluntary
turnover research. Information Systems Frontiers, 17(2), 387-411.
113

Lysaght, R. M., & Altschuld, J. W. (2000). Beyond initial certification: The assessment and
maintenance of competency in professions. Evaluation and Program Planning, 23(1), 95-
104.
Maertz, C., & Boyar, S. (2012). Theory‐driven development of a comprehensive turnover‐
attachment motive survey. Human Resource Management, 51(1), 71-98.
Markova, G., & Ford, C. (2011). Is money the panacea? Rewards for knowledge workers.
International Journal of Productivity and Performance Management, 60(8), 813–823.
Martin, A. J. (2008). Enhancing student motivation and engagement: The effects of a
multidimensional intervention. Contemporary Educational Psychology, 33(2), 239-269.
Maxwell, J. A. (2013). Qualitative research design: An interactive approach. (3rd ed.).
Thousand Oaks, CA: Sage Publications.
Mayer, R. E. (2002). Rote versus meaningful learning. Theory into Practice, 41(4), 226-232.
Maynard, D., & Parfyonova, N. (2013). Perceived over-qualification and withdrawal behaviors:
Examining the roles of job attitudes and work values. Journal of Occupational and
Organizational Psychology, 86(3), 435-455.
McEwan, E. K., & McEwan, P. J. (2003). Making sense of research. Thousand Oaks, CA: Sage
Publications.
Memon, M. A., Salleh, R., & Baharom, M. N. R. (2016). The link between training satisfaction,
work engagement and turnover intention. European Journal of Training and
Development, 40(6), 407-429.
Merriam, S. B., & Tisdell, E. J. (2016). Qualitative research: A guide to design and
implementation. (4th ed.). San Francisco, CA: Jossey-Bass.
114

Miles, Huberman, & Huberman, A. M. (1994). Qualitative data analysis: An expanded
sourcebook (2nd ed.). Thousand Oaks, Calif.: Sage Publications.
Moran, J., & Brightman, B. (2000). Leading organizational change. Journal of Workplace
Learning: Employee Counseling Today, 12(2), 66-74.
Nica, E. (2016). Employee voluntary turnover as a negative indicator of organizational
effectiveness. Psycho-sociological Issues in Human Resource Management, 4(2), 220-
226.
Norcini, J. J. (1994). Research on standards for professional licensure and certification
examinations. Evaluation & the Health Professions, 17(2), 160-177.
Office of Personnel Management. (2017). Federal Employee Viewpoint Survey Empowering
Employees. Retrieved from https://www.fedview.opm.gov/2017/.
Ortega-Parra, A., & Ángel Sastre-Castillo, M. (2013). Impact of perceived corporate culture on
organizational commitment. Management Decision, 51(5), 1071-1083.
Pajares, F. (2006). Self-efficacy theory. Retrieved from http://www.education.com
/reference/article/self-efficacy-theory/.
Park, I., & Jung, H. (2015). Relationships among future time perspective, Career and
organizational commitment, occupational self-efficacy, and turnover intention. Social
Behavior and Personality, 43(9), 1547-1561.
Patterson, A. (2016). 3D leadership: technical experts often become managers because of their
expertise, but that's only one dimension of strategic leadership. TD Magazine, 70(4), 56-
60.
Pazzaglia, A. M., Stafford, E. T., & Rodriguez, S. M. (2016). Survey methods for educators:
Selecting samples and administering surveys (part 3 of 3) (REL 2016-164). Washington,
115

DC: U.S. Department of Education, Institute of Education Sciences, National Center for
Education Evaluation and Regional Assistance, Regional Educational Laboratory
Northeast & Islands. Retrieved from http://ies.ed.gov/ncee/edlabs.
Pierro, A., Raven, B., Amato, C., & Bélanger, J. (2013). Bases of social power, leadership styles,
and organizational commitment. International Journal of Psychology, 48(6), 1122-1134.
Pintrich, P. R. (2003). A motivational science perspective on the role of student motivation in
learning and teaching contexts. Journal of Educational Psychology, 95(4), 667–686.
Purvis, R., Zagenczyk, T., & Mccray, G. (2015). What's in it for me? Using expectancy theory
and climate to explain stakeholder participation, its direction and intensity. International
Journal of Project Management, 33(1), 3-14
Roberts, J. (2010). Designing incentives in organizations. Journal of Institutional Economics, 6,
125‐132.
Rocco, T., & Plakhotnik, M. (2009). Literature reviews, conceptual frameworks, and theoretical
frameworks: Terms, functions, and distinctions. Human Resource Development Review,
8(1), 120-130.
Rubin, H. J., & Rubin, I. S. (2012). Qualitative interviewing: The art of hearing data (3rd ed.).
Thousand Oaks, CA: Sage Publications.
Rueda, R. (2011). The 3 dimensions of improving student performance. New York: Teachers
College Press.
Salkind, N. J. (2017). Statistics for people who (think they) hate statistics: Using Microsoft Excel
2016 (4th ed.). Thousand Oaks, CA: SAGE Publications.
Schein, E. H. (2004). Organizational culture and leadership. San Francisco: Jossey‐Bass.
116

Schneider, B., Brief, A., & Guzzo, R. (1996). Creating a culture and climate for sustainable
organizational change. Organizational Dynamics, 24(4), 7-19.
Schraw, G., & Lehman, S. (2009). Interest. Retrieved from http://www.education.com
/reference/article/interest.
Schunk, D. H., Pintrich, P, P., & Meece, J, L. (2009). Motivation in education: Theory, research,
and application. Upper Saddle River, NJ: Pearson/Merrill Prentice Hall.
Senge, P. (1990).The leader’s new work: Building learning organizations. Sloan Management
Review, 32(1), 7-23.
Shankar, K., & Ghosh, S. (2013). A theory of worker turnover and knowledge transfer in high-
technology industries. Journal of Human Capital, 7(2), 107-129.
Stinglhamber, F., Marique, G., Caesens, G., Desmette, D., Hansez, I., Hanin, D., & Bertrand, F.
(2015). Employees' organizational identification and affective organizational
commitment: An integrative approach. PLoS One, 10(4), 1-23.
Tissen, R., Lekanne Deprez, F., Burgers, R., & Van Montfort, K. (2010). ‘Change or hold:
Reexamining HRM to meet new challenges and demands’: The future of people at work:
A reflection on diverging human resource management policies and practices in Dutch
organizations. The International Journal of Human Resource Management, 21(5), 637-
652.
Tsyganenko, M. (2014). The Effect of a Leadership Development Program on Behavioral and
Financial Outcomes: Kazakhstani Experience. Procedia - Social and Behavioral
Sciences, 124, 486-495.
Yilmaz, G. (2015). Paper lives: Certification vs. licensure. Journal of Economics and Political
Economy, 2(1), 92-114.

Abstract (if available)

Linked assets

University of Southern California Dissertations and Theses

Conceptually similar

PDF

Employee churn in afterschool care: an evaluation study of manager influences on employee retention and turnover

PDF

Stop the revolving door: the influence of emotionally intelligent leadership practices on employee retention in non‐profit human service organizations

PDF

Developing and retaining employees: exploring talent management initiatives for enlisted women

PDF

Retention rates and burnout among medical assistants: an evaluation study

PDF

Increasing collaborative practices in the military: an improvement study

PDF

Development of intraorganizational post-merger collaboration plan: an evaluation study

PDF

Exploring mindfulness with employee engagement: an innovation study

PDF

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

PDF

The moderating role of knowledge, motivation, and organizational influences on employee turnover: A gap analysis

PDF

Organizational agility and agile development methods: an evaluation study

PDF

Implementing proactive safety strategies in place of reactive safety strategies at a manufacturing organization: an evaluation study

PDF

Preventing excessive force incidents by improving police training: an evaluation study of a use-of-force training program

PDF

The impact of advanced technologies on the workplace and the workforce: an evaluation study

PDF

A qualitative examination of the methods church leaders use to increase young adult attendance in Christian churches: an evaluation study

PDF

Relationship between employee disengagement and employee performance among facilities employees in higher education: an evaluation study

PDF

Evaluating emergency nurse leader capacity to reduce first-year employee turnover

PDF

Instructional technology integration in a parochial school district: an evaluation study

PDF

Higher education mid-level professional staff and strategic planning: an evaluation study

PDF

Leadership engagement to promote employee retention and career paths within the senior assisted living industry

PDF

An evaluative study on implementing customer relationship management software through the perspective of first level managers

Asset Metadata

Creator Puckett, Stephen Patrick (author)

Core Title The role of professional development and certification in technology worker turnover: An evaluation study

School Rossier School of Education

Degree Doctor of Education

Degree Program Organizational Change and Leadership (On Line)

Publication Date 07/26/2018

Defense Date 06/19/2018

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

Tag certification training,OAI-PMH Harvest,organizational commitment,professional development,retention,voluntary turnover

Format application/pdf (imt)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Hirabayashi, Kimberly (committee chair), Murphy, Don (committee member), Seli, Helena (committee member)

Creator Email sppucke@msn.com,spuckett@usc.edu

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c89-27676

Unique identifier UC11670541

Identifier etd-PuckettSte-6501.pdf (filename),usctheses-c89-27676 (legacy record id)

Legacy Identifier etd-PuckettSte-6501.pdf

Dmrecord 27676

Document Type Dissertation

Format application/pdf (imt)

Rights Puckett, Stephen Patrick

Type texts

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

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

Repository Name University of Southern California Digital Library

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