The Impact of Professional Development

on the Retention of Human Capital

by
Dennis C. Locke

An Applied Dissertation Submitted to the

Fischler School of Education and Human Services
in Partial Fulfillment of the Requirements
for the Degree of Doctor of Education

Nova Southeastern University

2008

Approval Page
This applied dissertation was submitted by Dennis C. Locke under the direction of the
persons listed below. It was submitted to the Fischler School of Education and Human
Services and approved in partial fulfillment of the requirements for the degree of Doctor
of Education at Nova Southeastern University.

______________________________________
Norberto Cruz, Jr., EdD
Committee Chair

____________________________
Date

______________________________________
James Williams, PhD
Committee Member

____________________________
Date

______________________________________
Maryellen Maher, PhD
Executive Dean for Research and Evaluation

____________________________
Date

ii

Abstract
The Impact of Professional Development on the Retention of Human Capital. Locke,
Dennis C., 2008: Applied Dissertation, Nova Southeastern University, Fischler School of
Education and Human Services. Business/Training/Professional Development/Labor
Economics/Education
This applied dissertation was designed to determine if a structured training and
development program was valued by employees and if the availability of these activities
improved the retention of human capital. Employee turnover was a major issue within
this institution. The turnover rate was greater than 50% with thousands of dollars spent
on recruiting, training, and overall replacement of valued human capital. The high
turnover rate is in part because of the lack of training and development and decreased
communication with supervisors.
The writer developed survey questions to determine if there was a correlation between
employee retention and training and development. Questionnaires addressed
demographical data, employment factors, managerial support, and learning organization
assessment.
Overwhelmingly, 93.07% of the respondents reported that adequate training would help
to improve job performance. There was a positive correlation between years of service
and the likelihood of continued employment. Other studies supported have supported the
findings that training and development were key retention factors.
Due to the complexities of the healthcare industry and different specializations, training
need may vary within the organization. Some mandatory training is universal. The data
proved that inadequate resources were allotted to training and development. Overall,
there was a significant positive correlation between management support, training and
development, and retention. However, there was no program developed to assess the
effectiveness of the training program.

iii

Table of Contents
Page
Chapter 1: Introduction ........................................................................................................1
Introduction of the Study .........................................................................................1
Nature of the Problem ..............................................................................................2
Purpose of the Project ..............................................................................................4
Background and Significance of the Problem .........................................................5
Research Questions ..................................................................................................7
Chapter 2: Review of Related Literature .............................................................................9
The Critical Issues of Retention...............................................................................9
Definition of Retention ..........................................................................................13
External Drivers of Retention ................................................................................14
Internal Drivers of Retention .................................................................................15
Strategies to Retain Employees .............................................................................16
Training and Development ....................................................................................18
Learning Organization ...........................................................................................22
Chapter 3: Methodology ....................................................................................................24
Type of Study .........................................................................................................24
Data Collection and Evaluation .............................................................................24
Design Instruments ................................................................................................24
Data Analysis .........................................................................................................27
Limitations .............................................................................................................28
Delimitations ..........................................................................................................28
Summary ................................................................................................................29
Chapter 4: Presentation and Analysis of Data ...................................................................30
Descriptive Statistics ..............................................................................................30
Inferential Statistics ...............................................................................................41
Chapter 5: Conclusions and Recommendations ................................................................44
Recommendations ..................................................................................................46
Measurements ........................................................................................................46
Evaluation Plans.....................................................................................................47
Data Analysis .........................................................................................................49
Conclusion .............................................................................................................51
References ..........................................................................................................................52
Appendixes
A
Survey Questionnaire ...................................................................................56
B
Learning Organization Assessment Survey .................................................62
Tables
1

Demographic Profile of Participants ............................................................31

iv

2
3
4
5

Frequencies of Responses to Employment Factors Questionnaire ..............33

Frequencies of Responses to Supervisor Support Questionnaire .................34
Frequencies of Responses to the Training Section of the Survey
Questionnaire ...............................................................................................36
Descriptive Statistics for the Learning Organization Assessment Survey
Scores ...........................................................................................................38

Figures
1
2

Mean Scores for the Learning Organization Assessment Survey ................41

Return on the Investment Model ..................................................................50

1
Chapter 1: Introduction
Introduction of the Study
Employee turnover is a major organizational problem. This problem is significant
to organizations, individuals, and society. Employee turnover is not a new issue and will
continue to dominate the workplace in the future. The topic has attained global
perspectives and is the theme of many articles published in magazines, such as Fortune,
Forbes, and Business Week. Employee turnover is frequently discussed widely in
business and professional literature (Phillip & Connell, 2003).
The definition of total turnover is the total number of employees leaving the
organization during the month divided by the total number of employees for that month.
That means all employees separating from the organization are included regardless of the
reason for departure. Included are voluntary turnover, involuntary turnover, avoidable
turnover, unavoidable turnover, dysfunctional turnover, and functional turnover.
For many organizations, the cost of turnover is high and this problem can affect
the overall performance of the organization. Gone are the days when employees would
remain employed with an organization for the duration of their employment life. It is
commonplace to change jobs every few years without feeling guilty (Mushrush, 2002).
If this was an ideal world, the interests of the employers and employees would
align perfectly. However, this is an imperfect world. Therefore, employers and
employees may have different agenda. Moreover, different age groups may have different
motivating factors in this changing world. The bottom line is that the workforce and
business is changing. Is there an ideal situation that will satisfy both entities? The answer
depends on several mitigating circumstances.
Employees may assume that the grass is greener on the other side and strive to get

2
to the greener pasture. People change jobs, occupations, and geographical locations in
search of this ideal situation. The ideal situation may or may not be attainable. Finding
this elation may depend on area economic conditions and labor market conditions or a
mired of other factors.
Nature of the Problem
The problem in this institution was that there was a high employee turnover
within the organization. It was indicated in the data that the issue may be a result from a
lack of training, development, and overall communication issues. The study took place at
a health-care institution located in northeast Florida. The health-care facility is a privately
run organization that functions under the umbrella of a management company located in
multiple states. The facility adopted a union-free philosophy. The organizational culture
was grounded in treating people with respect, compassion, and dignity. Its mission is to
provide superior quality care to satisfy the needs of clients.
The institution was a 222 bed health-care facility with the majority of the beds
allocated for long-term care residents. About 27% of the residents or roughly 60 beds
were designated to rehabilitation services. The remaining beds were occupied by assistedliving residents. The staffing requirements of these groups were somewhat different.
There were 210 employees with diverse ethnic backgrounds, learning styles, and
educational levels that were employed by the facility. Some employees met the minimum
hiring requirements while others exceeded requirements. Most workers reported to an
immediate supervisor with an executive director as the overall leader.
The leader encouraged individual creativity and rewarded groups that cultivate the
atmosphere for the institution to become a learning organization. Senge (1990) stated
that learning organizations are organizations where people continually expand their

3
capacity to create the results they truly desire, where new an expansive patterns of
thinking are nurtured, where collective aspiration is set, and where people are continually
learning to see the whole together (p. 3). The basic premise of learning organizations is
that in situations of rapid change, only those that are flexible, adaptive, and productive
will excel.
The problem within the organization was that, for whatever reason, there was
more than an annual employee turnover of 50%. This high turnover rate was costing the
organization thousands of recruiting and training dollars, loss of expertise, and
inconsistencies in quality care. The high turnover rate was, in part, because of the lack of
training and reduced communication with supervisors. Capelli (2000) argued that training
and development affects how employees feel about their employer and if they will remain
employed.
In 2005, Florida Medical Quality Assurance, Inc., under contract with Medicare
and Medicaid, conducted a survey to help find solutions to the high turnover rate in the
facility. Findings were discussed at the facility and changes were made according to the
outcome. Interestingly, one of the findings indicated that money was the least motivating
variable resulting in employee satisfaction. Respect and appreciation were the highest
motivating factors that encouraged employees to remain employed with the institution.
The facility turnover rate was greater than 50%. Therefore, there was weekly
advertisement in the local newspapers and on the job-related Web sites to recruit new
employees. Some negative statements reported by departing employees were high
turnover rates among new hires, no assistance for further schooling, abbreviated
orientation, and high cost of health insurance benefits.
According to Kursmark (2006), health-care industry turnover hovered around

4
18%. The U.S. Department of Labor predicted that from 2002 to 2012, 10 of the 20
fastest growing occupations will be health-care services, and the industry will grow 28%,
adding 12.5 million jobs. The turnover rate at this institution surpasses the 18% as stated
by Kursmark.
Human resource policies were constantly reviewed to ensure fair treatment of
employees. Salary scales were examined and compared to other local and regional
competitors and adjusted as needed. Increased competition from other health-care
competitors who offer more money or other perks were identified as major factors along
with other internal issues. Exit interviews, internal surveys, and feedback from focus
groups provided information on turnover issues.
Due to the nature of the health-care industry, the organization was focused on
developing long-term strategic relationship with internal and external clients. These
clients included hospitals, nursing homes, assisted-living facilities, private citizens, state
and federal agencies, repeat customers, educational institutions, and current or future
employees. At times, a familiar face could be the most important factor that determined if
a customer utilized the services of the facility.
Purpose of the Project
The purpose of the study was to determine if a structured training and orientation
program was valued by employees and if the availability of these activities improved the
retention of human capital. The study examined the impact of the orientation and training
on overall retention of employees. Moreover, the study offered some insights for
retaining employees based on feedback responses. Management utilized these strategies
to hire and retain human capital.
Another purpose was to determine if a training program assisted to improve

5
morale, improve clientele satisfaction, decrease absenteeism, improve overall quality of
care, and reduce regulatory agencies citations or visits. These factors were measured via
absenteeism records, family- or patient-complaint logs, and subsequent reports to the
regulatory agencies that resulted in follow-up visits with or without citations.
Finally, a third purpose was to determine if the organization was a learning
organization and whether leaders supported employees professional development. If
management was not supporting a learning environment, it was useless to develop a
program that focused on organizational learning and the learning organization.
Management must support the program, embrace the program, finance the program, and
communicate the vision of the program while allocating time and money to the program.
Background and Significance of the Problem
Employee turnover was not a new issue. Phillip and Connell (2003) reported that
analysts believe there may be 20 million unfilled jobs by the end of 2008. The U.S.
Department of Labor predicted that 10 of the 20 fastest growing occupations will be
health services from 2002 to 2012, and the industry will grow by 28%, adding 12.5
million jobs (Kursmark, 2006).
Managing employee retention is a constant battle for most organizations. Despite
the awareness, the issue has heightened in the last decade and, from all indicators, the
problem will get worse (Phillips & Connell, 2003). The Herman Group (as cited in
Goldman, 2006) predicted that by 2010, there will be a shortage of over 10 million
workers in the United States. The problem does not magically appear in a few years; it is
here now.
Izzo and Withers (2002) argued that replacing an employee could cost 150% of
the employees annual salary. Likewise, Proenca and Schewchuk (1997) reported a

6
minimum replacement cost of $7,000 during the 1990s. The problem is so severe that
employers are going global to help fill the gap. Employers are exploring Brazil, other
South America territories, and India. Now, these countries will face similar problems as
the United States (Perry, 2006).
According to Branhaw (2000),
By the year 2008, there will be 161 million jobs, but only 154 million people to
fill those jobs. Each month, more than 13% of workers quit to take another
position. The average time required to fill job openings has increased from 41 to
51 days. Companies are spending $10,000 to $50,000 to replace and retrain after
the loss of a departing employee. (p. 1)
Likewise, Michaud (2002) pointed out that
Each time an employee permanently leaves an organization; that practices
bottom line is adversely affected. According to the U.S. Department of Labor, it
costs a company one third of a new hires annual salary to replace an employee.
These figures include direct and indirect costs. Direct costs include advertising
expenses and headhunter fees, as well as management time involved in
recruitment, selection and training. Indirect costs include overtime expenses and
possible decreased productivity while current employees pick up the slack until
the new hire is up to speed.
Michaud (2002) also reported that finding qualified employees can be very
difficult. This means longer than normal recruitment periods with increased advertising
expenses. Dalton (2004), agreeing with Michaud, reported that losing a good employee
is like a messy divorce (p. 1). Dalton stated that losing good employee could cost three
to seven times their salary.
The organization was spending over $10,000 monthly to advertise for new
employees. This did not include replacement cost. In addition, the turnover rate is 32%
higher than the 18% identified for health-care industry. Most organizations find it
difficult to measure the financial cost of employee turnover because these costs do not
show up on financial statements. Calculating the dollar impact would require research

7
into hidden cost and most organizations do not have a clue where to begin (Cook, 2000).
Harkins (1998) remarked that society is at the dawn of an era of increasing
instability and many industries will face 30% to 40% annual turnover rate in the next 10
years. Society is facing this dilemma now. Likewise, Gupta-Sunderji (2004) pointed out
that if one takes a conservative estimate, the financial loss of one employee is equal to
that employees annual salary; it is still a substantial financial loss. Phillips and Connell
(2003) agreed with Gupta-Sunderji that turnover has a huge economic impact on the
organization, both in direct and indirect costs.
Phillips and Connell (2003) wrote, Employee retention will continue to be an
important issue for most job groups in the first decade of the 21st century (p. xi). Armed
with this information Harkins (1998) wrote an article entitled, Why Employees Stay or
Go. Gupta-Sunderji (2004) wrote a similar article, The Real Reasons Employees Stay
or Go, while Olesen (1999) provided some background information on the topic, What
Makes Employees Stay. Having this critical information, it is important for
organizations to understand the issue of employee turnover and the measures that can be
taken to minimize it.
Therefore, the purpose of this study was to determine if a structured training and
orientation program is valued by employees and if the availability of these activities
would improve the retention of human capital. In the study, the impact of training and
development on overall retention as an attempt to reduce turnover was evaluated.
Research Questions
In this investigation, attempts were made to answer to four research questions:
1. Will training and development activities help to retain employees?
2. Does management support training and development?

8
3. Was there a program to evaluate the effectiveness of current training?
4. What type and kind of training is available and who gives to training?

9
Chapter 2: Review of Related Literature
The literature review focused on books, articles, and journals that were relevant to
the relationship between training and development and the retention of human capital.
Because the study was conducted at a health-care facility, most of the articles discussed
issues in the health-care arena. However, employee retention issues were global and not
just a health-care problem. Retention lessons can be learned from issues in other
organizations due to the similarity of the problem.
Phillip and Connell (2003) declared that publicity underscores the crucial issues
surrounding retention. The topic is visible in countless articles and books and captures the
attention of managers and specialists. Articles are frequently included and sometimes on
the cover of magazines, such as Fortune, Forbes, and Business Week. Workshops and
seminars are regularly conducted on the issue of retention and turnover. This is a
mainstream topic in business and professional literature. Phillip and Connell believed that
organizations aspire to be the best company to work for because that statement
correlates directly with lower turnover rates (p. 3).
The Critical Issues of Retention
According to Branham (2000), by Year 2008, there will be 161 million jobs with
only 154 million people to fill these jobs. There is a shortfall of 7 million people. Each
month, more than 13% of workers leave one job for another. The average company loses
half of their workforce every 4 years. In addition, 55% of U.S. employees contemplate
quitting or plan to quit within 1 year. Now, the average time needed to fill an open
position has increased from 41 to 51 days. Thus, companies are spending $10,000 to
$50,000 to replace and retain departing employees.
In September 2000, Ruthledge (as cited in Gering, 2002), president, Mid America

10
Division of HCA, Nashville, Tennessee, initiated action to become the employer of
choice. Previous programs were ineffective. Turnover rates averaged 30%, and the
average tenure of employees who separated from the company was about 2 years. The
company, as a whole, had a 20% turnover within 90 days and 70% of the departing
employees with tenure of 6 months or less. The cost to replace staff continues to rise
while the pool of qualified replacement candidate continues to dwindle.
Health-care organizations expend great efforts to market their facilities to clients
and physicians. Similar efforts should be directed at attracting and retaining human
capital. Gering (2002) stated, To attract the best talent, an organization needs to be
viewed as the best place to work. A low employee turnover and a high employee
retention rate indicate that the organization is the employer of choice. Michaud (2002)
explained that according to the U.S. Department of Labor, it costs a company one third of
a new hires annual salary to replace an employee. Each time an employee leaves the
organization; your profit margin is severely affected. An employee earning $35,000 could
be replaced for $11,670. This figure includes both direct and indirect costs. Michaud
agreed with Branham (2000) that finding qualified employees can be difficult resulting in
extended recruitment period and increased advertising expenses.
Like Michaud and Branham, Izzo, and Withers (2002) reported that replacing a
health-care employee could cost at least 150% of the employees annual salary. For
example, replacing a $50,000 per year employee could cost $75,000. Replacement costs
include hiring and recruiting, training, lost productivity during the first 6 months of
employment, and use of temporary worker during transition period. Other losses include
knowledge, and commitments associated with long-term or tenured employees. At the
time of this study, the average age of registered nurses in the United States was in the

11
mid-40s; recruiting and training these workers will be critical to health-care organizations
for many years.
Although the average turnover across all U.S. organizations continues to hover
around 15%, many analysts and the Bureau of Labor Statistics believe that this rate will
increase. The increase could be attributed to the impending skilled labor shortage brought
on by changing demographics and economic conditions. No wonder so much attention is
given to this topic. Consultants are always ready, for a fee, to prove how bad turnover can
be and how you can reduce it. The problem is that most consultants measure the direct
cost and fail miserably at measuring impacting indirect costs. Direct costs are
quantifiable but they are only the tip of the iceberg (Galvin, 2004).
Abbasi and Hollman (as cited in Ramlall, 2003) concurred that the impact of
employee turnover has far-reaching consequences. At the extreme, it may jeopardize
efforts to attain organizational objectives. In addition, Abbasi and Hollman indicated that
when an organization loses a valued employee, there is negative impact on motivation,
consistency in service to clients, and possible delay in the delivery of service with an
increase in mistakes. The overall result is dissatisfaction of internal and external
customers or stakeholders and, consequently, reduction in the bottom line.
Examples from research revealed the incredible cost incurred in the loss of crucial
employees. In one study, Fitz-enz (as cited in Ramlall, 2003) reported that when direct
and indirect costs are calculated, the overall cost of an exempt employee is a minimum of
a years pay with benefits or a maximum of 2 years pay, including benefits.
In the article, Compilation of Studies on Employee Turnover Costs, USA
(2006), Kalinowski, director of HR for a Pizza Company, was hiring 200 employees per
pay period. After hiring a consultant, Kalinowski discovered that the per-employee

12
turnover cost was $3,500. Coca-Cola revealed that direct and indirect costs of replacing a
supermarket cashier earning $6.50 per hour were $3,637. The American Management
Association conducted a study that indicated that the cost of hiring and training a new
employee can vary from 25% to 200% of annual compensation. American Hotel and
Motel Association reported industry figures of $2,500 for direct and $1,600 for indirect
turnover cost per departing employee. A legislative update from Alaska reported a cost of
50% to 200% of the positions annual salary to hire and train a replacement. The Hay
Group study revealed that the cost to replace an employee is 6 to 18 months of
compensation while Workforce Magazine indicated more than $10,000 to replace an
employee. In addition, Louisiana State University Staff Senate averages $25,000 to
replace a protective service employee.
Blake (2006) agreed with the cost of $3,500 to replace one $8.00 per hour
employee. Blake also found that the cost to replace a midlevel employee is 150% of the
annual compensation and up to 400% for specialized high-level employees. According to
the August 2003 survey by the Society for Human Resource Management and Career
Journal.com, 83% of employees and 56% of human resource professional believe that
voluntary separation will rise due to the improving economy. Lermusiaus (2006)
indicated that even with a conservative estimate, turnover cost is significant. A company
with 100,000 employees with an annual salary of $40,000 and a turnover rate of 10%
would spend $400 million on replacing employees. A reduction in turnover of 0.5%
would result in savings of $2 million. Goldman (2006) stated that the Herman Group
predicted that by 2010, there will be a shortage of over 10 million employees in the
United States. This is not a problem that will magically appear in 5 years. The problem is
now. . . . So how do you weather the storms?

13
Definition of Retention
In order to understand and minimize the incidence of employee turnover, it is
important to know the definition of employee turnover and some factors that contribute to
the retention crisis. According to Phillip and Connell (2003), retention is the percentage
of employees remaining in the organization while turnover is the opposite. Turnover is
the percentage of employees leaving the organization for whatever reason (p. 2). Sloan
Work and Family Research Network (2006) defined retention as,
. . . a systematic effort by employers to create and foster an environment that
encourages current employees to remain employed by having policies and
practices in place that addresses their diverse needs. Also of concern are the costs
of employee turnover. In addition, there are hard costs of time spent in screening,
verifying credentials, references, interviewing, hiring, and training the new
employee just to get back where you started.
According to the Ministry of Health and Long-Term Care, Recruitment and Retention
Tactics for the Long-Term Care Facility Sector (2004), retention is the number of
employees that leaves the facility for whatever reason. Retention is, putting it simple,
keeping the valued employees within the organization. Before one can assess employee
retention, it is critical to determine or review employee turnover. The number of
employees leaving or remaining with the organization will indicate high- or low-turnover
rate. Turnover can be positive or negative to the institution. It is positive when weak
employees leave and strong employees are promoted. However, negative turnover can be
described as the attrition of qualified employees to competitors or other institutions. Gone
are the best talents while time and money has to be allocated to replace them.
In Employee Retention: Encyclopedia of Small Business (2006), employee
retention is referred to as the policies and practices companies use to prevent valuable
employees from leaving their jobs. According to Employee Retention, companies no

14
longer accept the revolving door policy as part of the business culture and are no eager
to fill the vacant position with any eager candidate. Nowadays, companies spend time
and money to develop an employee into a valuable commodity but find that these
employees leave for greener pastures. In order to create a successful organization,
employers must consider several options to retain human capital. Gaining an employees
trust and loyalty can help to decrease the desire to leave the organization despite external
drivers.
External Drivers to Retention
Phillip and Connell (2003) discussed external drivers of the retention crisis. The
first driver is economic growth. This is especially prevalent in industrialized nations and
many emerging nations. These countries have experienced extensive economic
expansions resulting in job growth. Job growth translates into new opportunities for
employees to leave their present employment.
The second factor is the slow growth of job seekers. There is economic growth
without an increase in the pool of qualified job seekers. Phillip and Connell (2003) stated
that, in the United States, the job-seeker growth rate is growing at a slower rate each year.
Now, the organizations have fewer applicants to apply for the jobs that are created.
The third factor is the low unemployment rate. Low unemployment rate leads to
increased turnover rate because more jobs are available to employees. In the United
States, unemployment rate hovers around 4% to 5% in 1992 to less than 6% during the
21st century. Economists agree that a low unemployment rate creates serious issues for
employers seeking to fill job vacancies.
The fourth factor is the shortage of special skills. There is a shortage of skilled
workers. Skilled workers are needed in high-tech industries and health care. The number

15
of employees qualified for these jobs are small. Thus, an employer can recruit a good
employee from another organization using money or perks. All together, these factors
translate into tremendous challenges for the future.
The fifth factor is entrepreneurship. There is tremendous growth in small
businesses created by individuals leaving large organizations. Baby boomers are guilty of
taking their expertise and early retirement and starting their own business. Sometimes,
these businesses compete with the large organizations. The United States ranks Number 2
in the share of global workers starting new businesses.
The sixth challenge deals with job changes for more favorable climates. There is a
significant shift in a number of jobs to areas where the weather is more favorable. Thus,
the southern states, western states, and costal areas are enjoying job growth. Turnover is
created as people migrate.
Internal Drivers of Retention
There are several internal drivers to the retention crisis. Phillip and Connell
(2003) argued that internal changes in the organizations operate in concert with the
external influences to drive excessive turnover (p. 10). Internal issues include structural
changes as well as changes in employees attitudes about their work or their employer.
Included as internal drivers are lack of company loyalty, desire for challenging and useful
work, need for autonomy and flexibility, need for performance-based rewards, need to
learn new skills, need to cover growth, and desire for competitive compensation.
Likewise, there is a need for a caring and supportive environment, a need for recognition,
a desire for a mired of benefits, a desire to be on the leading edge, and a definite need for
a balance of work and life. In some cases, internal issues are stronger indicators for
increased turnover more than external issues. Collectively, both provide a tremendous

16
challenge to the retention crisis. The big question is how does one retain these
employees?
Strategies to Retain Employees
Branham (2000) stated that there is no single indicator or a silver bullet [answer
to retaining human capital]. The Golden rule or, better yet, what has been called the
platinum rule--treat others as they would like to be treated (p. 19). Branham further
reported that there are four keys to employee retention: be a company people want to
work for, select the right people in the first place, get them off to a great start, and coach
and reward them to sustain commitment.
According to Wiggins (1998), most well-managed companies take measures to
retain their human capital. To accomplish this task, companies must take eight steps:
discover the things employees hate and get rid of as many as possible, give emotional
rewards generously for good work, compensate them properly, provide delayed
compensation that employees will lose if they quit, be as flexible as possible, remove
abusive people from the organization, promote only the best employees regardless of
experience, and try to talk them out of quitting. Even when these practices are enforced,
some people will still leave the organization. Nevertheless, one must make a serious
effort to retain good employees.
Goldman (2006) revealed that the first step to dramatically increasing retention is
to hire the right people. It has been shown in research that companies hire the wrong
person over 75% of the time. Developing good hiring strategies will help to select and
align employees with the organizational goals.
Along with good hiring practices, Goldman wrote that you should know your
employees, focus on employees strengths, create a compelling mission, trust your staff,

17
show your appreciation, cultivate strong managers, and have fun at work. Applying these
steps will actually do a great deal more than help you keep the best talents. Happier, more
productive employees will lead to improved innovations, quality, customer service, and,
best of all, improve the profit margin.
Izzo and Withers (2002) agreed with Goldman (as cited in Izzo & Withers) and
reported that prior studies found that the best indicator of staff retention is the fostering of
friendship. Several employees reported that most people want fun and friendship at work.
Both the Toronto-based Royal Bank and Columbus Georgia-based Total System Services
reported that when friendship is nurtured, good things began to happen in the workplace.
Michaud (2002) also concurred with Izzo and Withers (as cited in Michaud) and
wrote that there are five ways to keep employees happy and eager to be a team member:
build strong relationships with every employee, offer praise freely, listen to employee
feedback, keep the mood light, and develop and strengthen your team. Creating an
atmosphere that embraces creativity and respect will benefit the organization. The end
result is an improvement in their bottom line and a lasting workforce.
Retaining good employees in the U.S. health-care sector is a crucial issue. In the
literature and best practices, it was indicated that if employees treat workers as valued
contributors, the employees will stay. Most companies offer competitive compensation
plans and improve benefits to secure employees loyalty. Despite these efforts, many
health-care organizations experience high turnover rates and a dearth of workers.
Companies should plan and anticipate turnover and mitigate it. To accomplish this task, a
retention strategy must be developed. This strategy should include a business plan, a
valued proposition, progress measures, and management influences (Gering, 2002).
At the Jewish Home and Hospital, New York, Goldberg (2000) argued that there

18
are strategies in place to help retain employees. These strategies were developed and tried
over the years and have proven to be successful. Four of the key issues were established
as top priorities, including paid competitively with fair wages, respect and celebrate with
employees, offer training and educational opportunities, and create communication
vehicles at all levels. This nursing home has been in existence for over 150 years and
should have learned a few strategies by now. Goldberg remarked that we must be
sensitive to their needs, as well as our own (p. 24).
Fabre (2003) made some comparable suggestions that, based on research, the
percentage of time people feel positive emotions at work turns out to be one of the
strongest predictors of satisfaction (p. 7). Satisfaction can be achieved through trust,
respect, communication, flexibility, simplicity, long-term planning, integrity, critical
thinking, empowerment, and sharing. Jump (2003) added that managers should listen to
employees, put people people in supervisory positions, teach workers problem-solving
skills, and mentor your workers (p. 90). Mentoring will help to train and develop
employees that will fit with the organizational culture.
Training and Development
According to Goldberg (2000),
The issue of training and educating nursing-care workers is critical and must be
considered essential for maintaining staff, as well as providing an atmosphere
where advancing ones knowledge is valued. We encourage our employees to go
to school, return to school for higher levels of training, take courses that will
enhance their skills or qualify them for new ones and seek any instruction that
will elevate them professionally. We try to provide financial aid through
scholarships or loans and allow them to tailor their schedules to accommodate
classes. We also encourage researchers to use our facilities in their projects, and
we open our doors to students engaged in medical education, nursing, social
work, therapy, and human services professions. Backed by this active
commitment to education and training, employees who become qualified can
move up to jobs with more responsibilities, and then stay in our system. (p. 24)

19
Training and development could be one major factor in retaining employees. The
shortage could continue; however, it is necessary to view employees as members of a
partnership and not as workers to hire.
If members of the American workforce have the training they want, 12% of the
employees will leave their company. However, if they do not get the training, 41% will
leave. That means a company with 1,000 employees will spend $14.5 million a year due
to employee turnover. It is not hard to get the attention of management with that number.
A major internal benefit of a training program is that one creates loyal employees who do
not bring baggage from other companies (Olesen, 1999).
Statistics from a survey of 1,000 companies with 50 or more employees
conducted by the U.S. Bureau of Labor confirmed a negative correlation between a
companys turnover rate and its level of training expenditure. Organizations that provide
ongoing staff development tend to experience less turnover. An effective training
program will include three criteria:
1. Have a clear link between an employee training plan and performance
appraisal.
2. Encourage and ensure the effective transfer of acquired information within the
company.
3. Implement a staff development program that includes a component on career
planning.
According to a 2000 study by RHI Consultants, 88% of U.S. chief operating officers
polled said that offering training programs are more important now than 5 year ago
(Sothern, 2002).
Bingham (as cited in Is Training Ready to Become One of the Movers and

20
Shakers, 2006), President and CEO of the American Society for Training and
Development, stated that training is the spotlight. Seventy percent of the Fortune 1000
companies say that the lack of training is the largest contributor to prevent corporate
growth. Two thirds (66%) of respondents to an online survey conducted in January 2005
and February 2005 reported that they were experiencing skills gap. Another 18%
anticipated a skills gap within a year. Also, 67% reported that their organization requires
new skills while 26% indicated that current skills do not match their jobs. Organizations
must identify the gaps, focus on addressing the skills gap, take action, and report the
outcome.
Heathfield (2004) revealed that the right employee training, development, and
education, at the right time, provides huge profits for employers. Payoffs include
increased productivity, knowledge, loyalty, and contribution. Drawing on the report of
Heathfield, organizations need to evaluate training needs: how training is delivered, who
gets training, and how training is viewed by employees? If training helps every employee
to grow their skills and knowledge and aid to enhance performance, it is appreciated as a
benefit. The transfer of training and knowledge from the training provided, whether
online or in the classroom, to the job will be most important as one invests more
resources in training. Organizations, such as health care, historically spend less money on
training and they experience high turnover rates. These organizations need to step in the
direction of meaningful training.
Employee training is a persistent issue for most health-care organizations. There
is not enough time devoted to training. So, education is provided in response to
regulatory mandates or operational changes. These interventions are necessary but may
not be the real solution to the problem. Sitting through long classroom lectures may not

21
be a correct training solution. New approaches are needed and outcomes measured.
These approaches may include experimental learning in a team environment with
Web-based instruction. They may also include simulation training. Simulation training
could provide standardized and individualized training that are not possible in a standard
classroom. This method could decrease the time allotted to learn new skills (Bauer &
Flannery, 2006).
Training is an investment. If the new information is not utilized in the
organization, it is a waste of time. Perry (1990) found that personal factors, instructional
factors, and organizational factors can hinder the transfer of learning. Deming (2001)
stated that only the learner can learn. The instructor can facilitate the learning process and
leave the rest up to the learner. To improve learning, Deming gave some steps to engage
learners. These steps are to determine what is in it for them, probe frequently, encourage
application, test and give feedback, start with questions, find out what the learner knows,
use visual modes, put information into a meaningful context, and use humor.
Since 1998, there is an increase in the money spent on training and development.
According to Lachnit (2001), there is an increase from 7% expenditure to 15%. The
Hackett Benchmarking and Research Group (as cited in Lachnit, 2001), a firm that tracks
best practices in human resources, reported that there is a significant increase in training
dollars. The result is that companies that spend $218 per employee in training have more
than 16% annual turnover rate while companies spending $273 per employee to train
each employee has less than 7% turnover (Hackett Benchmarking and Research Group,
as cited in Lachnit). Training programs should be developed with meaningful objectives.
The companies should always determine how the program is aligned to a business need,
make sure that the program will address what the organization is expected to do

22
differently and what business measures will be affected. Companies should not just train
because it is required to meet regulatory compliance.
Approximately one third of the states had mandatory training hours above the
federally required 75 hours for nursing assistants. California, Maine, and Oregon require
at least 150 training hours. At least 10 states were exploring strategies to improve training
of frontline caregivers in long-term care. California and Oklahoma were focusing on
dementia care. In the mid-1980s, New York state awarded $2 million in grants to 39
organizations to develop basic training programs. Massachusetts appropriated $1.1
million for training and another $1 million for scholarships. In 2000, California created a
statewide training initiative focusing on nursing homes. North Carolina funded a pilot
project testing the effectiveness of seven new training programs. North Carolina was also
considering a statewide mentoring program. The North Carolina Assembly provided
$500,000 for state and community colleges to develop on-site Web training in nursing
homes to improve recruitment and retention (Stone & Wiener, 2001).
Learning Organization
To facilitate learning, the organization should be viewed as a learning
organization. The notion of the learning organization is not a new business concept.
Evidence (Garvin, as cited in Yuraporn & Li, 2004; Nonaka, as cited in Yuraporn & Li;
Prokesch, as cited in Yuraporn & Li) revealed that organizations that apply the learning
organization concept, such as Corning, General Electric, Honda, British Petroleum, and
Xerox, can keep moving ahead of change. It was suggested that learning organizations
can gain and maintain a competitive edge in an unstable environment.
The learning organization is defined (Bennett & OBrien, 1994; Popper &
Lipshitz, 2000; Senge, 1990; Ulrich & Van Glinow, 1993; Watkins & Golembiewski,

23
1995) as an organization that continuously learns through its members individually and
collectively to create a sustainable competitive advantage by effectively managing
internal and external changes. Senge wrote that the learning organization is an
organization where people continually expand their capacity to create the desired
outcomes, where new and expansive thinking patterns are nurtured, where collective
aspirations are set free, and people learn how to learn together. Kaufman (as cited in
Chawla and Renesch, 1995) joined with Senge (as cited in Chawla and Renesch) and
illustrated that learning organizations must be grounded in these foundations: (a) a culture
based on transcendent human values of love, wonder, humility and compassion; (b) a set
of practices to generate conversation and joint efforts; and (c) a capacity to see and work
with the flow of life as a system.
Kline and Saunders (1998) stated that for learning to occur, new information must
be incorporated into the matrix of ideas. This new information must be synchronized with
the existing ideas that are a foundation to the organization and changes should be
observed. Finally, there are 10 steps to be utilized in creating a learning organization:
assess your learning culture, promote the positive, make the workplace safe for thinking,
reward risk taking, help people become resources for each other, put learning power to
work, map out the vision, bring the vision to life connect the systems, connect the
systems, and get the show on the road. Kline and Saunders included a learning
organization assessment matrix in Step 1. This would assist in the diagnostic stage of the
organizational assessment.

24
Chapter 3: Methodology
Type of Study
The study was implemented utilizing a quantitative research approach.
Quantitative research focused on controlling a small number of variables to determine
cause-effect relationship or the magnitude of effect of those relationships (Mills, 2003).
Quantitative research relies on numerical data (Charles & Mertler, 2002). Research that
relies on narrative data is labeled qualitative. Quantitative data included scores, numbers,
and measurements; while qualitative data entails verbal descriptions and opinions.
The study examined if a structured training and development program could help
to retain human capital and reduce turnover rate. The study also examined if management
supported training activities and the readiness of the organization to be called a learning
organization. The sample population included all departments and all shifts. The nursing
department was the largest sector of the suggested sample population. More responses
were anticipated from this group. High turnover was widespread throughout the
organization and this department was a major focus.
Data Collection and Evaluation
Data was collected using survey questions (see Appendix A). The questions
sought answers to the correlation between employee retention, training, and development.
Corelational research is quantitative and nonexperimental and may strongly suggest
cause-effect relationship. However, two variables can show a corelational but may not
necessarily be the only factors contributing to the outcome. In other words, correlations
do not show that one of the variable cause the other.
Design Instruments
Questionnaires were chosen because they permitted the collection of large

25
amounts of data in a relatively short amount of time. Besides, responses were provided by
the participants. The researcher had to assume that the participants were able to read and
write. In this study, the survey consisted of five sections. Questionnaires were distributed
and collected by the researcher. Participants were also able to leave completed surveys in
the researchers designated mailbox.
The first section requested participants to provide demographical data to include
age, sex, gender, and years of service, educational level, and position in the organization.
Respondents placed an X in boxes that represented their responses. Numerical data was
collected, tabulated, and analyzed to determine which demographic variable greatly
correlated with employee retention. Data was reported as percentages.
The second section requested that participants rate the level of value they place on
employment factors. These factors included salary, benefits, advancement opportunities,
training and development, tuition reimbursement, management support, and others. A
5-point response scale was utilized with values from 1 (very low) to 5 (very high).
Responses were evaluated and reported as percentages in each numerical group. Factors
with the highest percentages indicated that they were of high importance.
The third section determined managements support for training and development.
In this section, participants responded to questions using a scale of 1 (strongly disagree)
through 5 (strongly agree). The strategy for this section was to measure managements
support for career development or personal enhancement. Responses were tabulated
using a 5-point Likert-type scale. Participants responded to the questions or statement
indicating whether they strongly agree, agree, neutral or undecided, disagree, or strongly
disagree with each statement (Mills, 2003). Each statement had a point value and the
score was determined by tabulating the point values for each statement. These point

26
values were assigned for the responses: 5 (strongly agree), 4 (agree), 3 (neutral or
undecided), 2 (disagree), or 1 (strongly disagree). Mills pointed out that a high score for
positively stated items would correlate with positive attitudes.
In Section 4, specific responses to training and development questions were
investigated. Participants provided answers to the main question: Will training and
development help to improve employee retention? The survey questions addressed types
of training, time allotted for training, development as a variable to improve tenure, and
the appropriateness of training. Respondents circled the response that corresponded to
their answers or check the appropriate box. Responses was tabulated and reported as total
scores and percentages.
The fifth and final section was a learning organization questionnaire (see
Appendix B) adopted from Kline and Saunders (1998). Participants completed a learning
organization assessment questionnaire using a scale of 1 (not at all), 2 (to a slight extent),
3 (to a moderate extent), 4 (to a great extent), and 5 (to a very great extent). The
responses were evaluated using the learning organization assessment matrix as provided
by Kline and Saunders in Ten Steps to a Learning Organization. Respondents completed
the questions by placing the appropriate number in the space provided next to each
question. The researcher completed the learning assessment matrix using the responses
provided by the participants. The information obtained revealed strengths and
weaknesses of the organization in relationship to the outcome provided by the matrix.
The steps with the highest values were the strengths of the organization and the lowest
values indicated weaknesses that required more attention.
Respondents were asked to complete the survey anonymously. Surveys were
distributed to each department. Nonparticipants were required to return the blank

27
questionnaires. At least 15 minutes were allotted for survey completion. The researcher
was responsible for the distribution and collection of the surveys. Mailboxes were
provided as alternate drop-off venues for participants who were unable to personally
return the surveys.
Data Analysis
Data obtained from survey responses were tabulated and evaluated as
percentages. Each question was evaluated as a separate percentage. However, some
responses were compressed and reported as total group percentages. Survey findings
were reported in tables under headings corresponding to each area of concentration.
Descriptive analysis of the frequencies for the variables was presented for the
demographic profile and for the responses to the employment factor questionnaire, the
supervisor support questionnaire, and the training section of the survey questionnaire.
The Learning Organization Assessment Survey was evaluated using the Learning
Organization Assessment Matrix as seen in Kline and Saunders (1998). Respondents
were asked to enter a score from 1 through 6 where the highest values were the strengths
of the organization while the lowest values represent the weaknesses within the
organization. These scores were tabulated and reported as mean values. The standard
deviation was also calculated for each mean score. A table and a graph of mean score
were used to demonstrate findings.
Pearsons correlation analyses were conducted to determine if there were any
significant relationships: between the years of service and how computer-based training
was valued, between years of service and the value of training in terms of retention, and
between management support and training and development and retention. In addition, a
correlation analysis was conducted to determine whether the value of training in terms of

28
retention was significantly correlated to adequate training improving job performance.
All tests were conducted using the Statistical Package for Social Sciences at the 0.05
level of significance.
Limitations
The research had limitations that could affect the outcome. Limitations are
shortcomings or conditions that cannot be controlled by the researcher. The nursing
department was the largest sector of the organization and their overall responses could
influence the survey outcome. Other departments were smaller and may not have the
same views as the nursing department. Moreover, nursing department completed over
75% of the questionnaires. Besides, this was a small sample from northeast Florida and
may not hold true for the entire region. Also, the nursing home setting responses may not
be the same as in a hospital setting. Each nursing home management company had
specific policies and results may differ in other organizations. Some questionnaires were
left blank or were not returned. The views of the smaller departments were not
adequately represented when surveys were not returned. The ancillary departments are
the lowest paid employees due to nontechnical skills requirements. The views of ancillary
departments could be suppressed by the overwhelming responses of the nursing
department. The result could bias the sample in ways that are not readily evident. Finally,
the research was conducted over a 30-day period producing a snapshot of the employee
turnover issues.
Delimitations
The study focused on the impact of training and development on human capital.
The researcher could have explored other vital factors. Thus, the decision to research the
impact of training and development on retention was deliberate. The data was collected at

29
one facility and not at several institutions with similar interests. Besides, the researcher
could have obtained additional data from surveys mailed to identifiable health-care
workers in the area. The choice was made to include both males and female workers in
the study.
Summary
There were a total of 150 surveys given to employees in the institution. About
42% (63) of the surveys were returned. The nursing department, the largest employee
pool, had the greatest number of returns. Housekeeping department did not participate in
the survey process despite periodic reminders. One possible reason for the
nonparticipation as that this department was managed by a contract company. They were
given the same opportunity, as all other employees, to complete the surveys. Their
managerial staff and benefits department are not located in the facility. Besides, they
were paid on separate schedules and at different rates. Total housekeeping employee
count was about 10 and considering that there is not 100% return, the outcome would not
change significantly.
Future study in this area could prove beneficial. A similar study could be
conducted utilizing the responses of ancillary staff. All other departments had at least one
participant. The majority of the participants were females. Findings were presented in
chapter 4.

30
Chapter 4: Presentation and Analysis of Data
The main purpose of this study was exploratory and aimed to determine that
employees valued a structured training and orientation program and that these activities
contributed to the improvement of the retention of human capital. The study analyzed
four research questions:
1. Will training and development activities help to retain employees?
2. Does management support training and development?
3. Was there a program to evaluate the effectiveness of current training?
4. What type of training is available and who goes to training?
A convenience sample of 63 participants was taken from a sample population that
included all departments and all shifts from the organization. The largest sector of the
sample population was the nursing department. One ancillary department did not return
any surveys.
In this chapter, the demographic profiles and descriptive statistics of the sample
studied are demonstrated. Inferential results for possible correlations are offered and
findings discussed. All tests were conducted at the 0.05 level of significance.
Descriptive Statistics
The following descriptive statistics were based on the responses to the survey
questions that were answered by the participants in the study. In Table 1, the
demographic profiles of the sample are shown.
The survey findings indicated that 77.4% of the sample was female with 22.6%
male. This was a true representation of the gender distribution within this organization.
The majority of the employees were females and these female participants returned the
surveys.

31
Table 1
Demographic Profile of Participants
Variable

Valid n

Gender
Female
Male

48
14

77.4
22.6

Age
18-24 yrs
25-34 yrs
35-44 yrs
45-54 yrs
55 yrs or older

17
24
15
7
0

27.0
38.1
23.8
11.1
0.0

Education
Did not complete high school
Completed high school
2-yr degree
4-yr degree
Graduate degree

1
39
15
3
4

1.6
62.9
24.2
4.8
6.5

Current position
Administrative
Registered nurse
Licensed practical nurse
Dietary/nutritional services
Housekeeping/laundry
Maintenance
Social services
Business office
No response

7
17
15
2
0
1
2
5
14

11.1
27.0
23.8
3.2
0.00
1.6
3.2
7.9
22.2

Years of service
0 to 4 years
5 to 9 years
10 to 14 years
15 years or more

36
12
8
5

59.0
38.7
13.1
8.2

The population surveyed revealed that 88.9% of the participants were between the
ages of 18 years and 44 years with the largest sector being the age group 25 years to 34

32
years. Only 11.1% of the subjects were in the age group of 45 years to 55 years.
However, there was no data completed for any employee over the age of 55 years even
though there were employees over 55 years working in the organization. Of these people,
62.9% completed high school and 24.2% had a 2-year college degree. A total of 4.8%
completed a 4-year degree with 6.5% holding a graduate degree. Of the 63 samples, 14
did not respond to the current position question, but findings for the remainder of the
sample showed that 27% were registered nurses and 23.8% were licensed practical
nurses. The nursing department had the largest employee workforce with 27% combined
response from other departments.
From the survey questionnaire for employment factors, the respondents were
asked to rate the importance of the 14 factors (see Table 2). These 14 factors received
positive indications that they were moderately important to highly important to overall
employee retention. They all had combined total responses over 50%. From the data
obtained, the work environment rated as the highest factor with a 61% combined score.
Values for all scores ranged from 50% to 61%. Effective organizational leadership had
the second highest score of 60%. Salary was rated third with a score of 59%. Job security
or stability and supportive supervisor ranked fourth with 58%. The ability to use
professional skills rated at 57% with management support, training and development, and
challenging work obtaining a score of 56%. All other factors scored below 56%. Tuition
reimbursement obtained the lowest score of 50%. Because salary was rated at 59%,
respondents proved that it was not the Number 1 factor to predict employee retention. A
good work environment and effective leadership were very important factors to this
group of employees. Under the category of very high, salary was rate as 7 in a list of 14
items that impacted retention.

33
Table 2
Frequencies of Responses to Employment Factors Questionnaire
Factors

Very low

Low

Moderate

High

Very high

Salary

17

26

16

Benefits

13

23

19

Advancement opportunities

15

18

20

Training and other employee

development activities

22

26

Management support

11

26

19

Work environment

10

28

23

Stability or security

20

29

Effective organizational
leadership

13

29

18

Supportive supervisor

28

23

Challenging work

21

24

11

Ability to use professional skills

17

23

20

Rewards and recognition

10

21

21

Availability of tuition
reimbursement

16

20

14

Flexible schedule while in school

14

33

Note. Total percentages = very low -3.95, low -5.98, moderate -22.57, high -37.92, and very high -29.57.

Findings from the survey questionnaire regarding supervisor support (see Table 3)
indicated a combined score of 71.5% of the sample agreed and strongly agreed with the
statements given. That means 40.1% agreed and 31.4% strongly agree. The results

34
suggested that most of the sampled population was satisfied with the support of
supervisors and management.
Table 3
Frequencies of Responses to Supervisor Support Questionnaire

Statements

SD

SA

My supervisor is supportive of my efforts to acquire

new knowledge and skills.

27

24

I can expect my supervisor to assign me to special

projects requiring use of the skills and knowledge
emphasized in training.

10

28

19

My supervisor provides sufficient coaching and

guidance to help me achieve my professional goals.

11

24

19

My supervisor makes sure that I get training and

exposure to development opportunities to remain
effective in my job.

30

17

Management allows for schedule flexibility and time

away from assigned duties to engage in training and
development activities.

17

17

20

Note. SD = strongly disagree, D = disagree, N = neutral, A = agree, and SA = strongly agree.

The total percentages are strongly disagree = 3.49, disagree = 7.94, neutral = 17.1, agree = 40.1,
and strongly agree = 31.4.

This section focused on career development support provided by management.

Fifty-one percent of the sampled population reported that supervisors supported the
acquisition of knowledge by subordinates. This statement was the Number 1 factor in this
category. The next two statements were rated at 47% with the second highest score.
These included the availability of training and development opportunities for effective
job performance and the ability to utilize the acquired knowledge within the organization.
Coaching and mentoring was rated at 43% with flexible schedule at 37%. The flexible

35
schedule and the ability to take time away from assigned duties to engage in training and
development activities were the lowest rated statement. In this computer-oriented society,
less time-consuming online options are available for training and development.
In Table 4, the findings are provided with regard to the importance of training and
how valuable training was to professional development of the participants. Professional
development activities gave computer-based training, namely, training delivered by
computer programs (e.g., Excel, Project Management, and Access) a rating from very
low to very high. Moderate to very high were rated at 85.6% with moderate value rated at
44.4%. The data verified that computer-based training was valuable to this population
group with very low to low value at 14.3%. These participants valued computer-based
training.
Subjects were asked to determine if salary or training and development were most
important for job tenure. Salary was rated at 71.4% and job tenure at 28.6%. Most
regarded salary as most important with respect to job tenure. In this scenario, only two
variables were compared and the responses were predicable.
In addition, the number of hours participating in training or other employee
development activities was evaluated. These activities included seminars, programs, and
workshops offered both in-house and externally. The number of allotted hours ranged
from zero to more than 30 hours annually. There were 50.1% of the participants reporting
that they obtained 1 to 12 hours of training. The highest percentage reported was 27.9%
for the one to 6 hours category. The category of 19 to 24 hours and the 25 to 30 hours
were both rated at 12.7%. These hours were not included in mandatory required training
because mandatory training hours were evaluated separately. However, some training and
development hours met mandatory requirement standards.

36
Table 4
Frequencies of Responses to the Training Section of the Survey Questionnaire

Variable

Valid n

Computer-based training
Very low
Low
Moderate
High
Very high

2
7
28
21
5

3.2
11.1
44.4
33.3
7.9

Which is more important in determining tenure on the job?

Salary
Training or career development

45
18

71.4
28.6

Training or development (No. hours per year)

0
1-6
7-12
13-18
19-24
25-30
More than 30

6
17
14
6
8
8
4

9.5
27.9
22.2
9.5
12.7
12.7
6.3

Mandatory training or development (No. hours per year)

0
1-6
7-12
13-18
19-24
25-30
More than 30

7
26
20
1
3
1
5

11.1
41.3
34.7
1.6
4.8
1.6
7.9

Would adequate training help you to improve job performance?

Yes
No

59
4

93.7
6.2

Would you remain employed for a longer time given effective

Training?
Yes
No

61
2

96.8
3.2

37
Mandatory training hours included seminars, workshops, and programs required
by the organization and regulatory agencies. Each job category had different
organizational requirements along with adhering to professional standards. The largest
percentage calculated was 41.3 in the 1 to 6 hours category. The combined category of 1
to 12 hours was 76%. Both training and development and mandatory training rated
highest in this category. Mandatory training had a higher percentage than training and
development. Most jobs required specific mandatory training hours in order to remain
employed. In this highly regulated health-care industry, mandatory training is not an
option. Even the category greater than 30 hours had a 7.9% rating.
Overwhelmingly, 93.7% of the respondents reported that adequate training would
help to improve job performance. Also, 96.8% stated that they would remain employed
for a longer time, given effective training. Therefore, from this data, there was positive
indication that training would help to improve job performance and longevity with the
institution. Despite the preceding statement that salary was an important factor, tenure
and training were given high ratings.
The responses evaluated using the Learning Organization Assessment Matrix, as
provided by Kline and Saunders (1998) in Ten Steps to a Learning Organization,
revealed information regarding the strengths and weaknesses of the organization. The
score values ranged from 1 through 6 where the highest values are the strengths of the
organization and the lowest values indicated weaknesses that required more attention.
The mean scores across the sample are shown in Table 5. Cases where data was missing
or questions were incomplete were omitted from this analysis.
The findings revealed that the strength of the organization, as reported by the
participants, is Map the Vision. The mean score was 3.863 with a standard deviation of

38
0.876. This score, on a scale of 1 through 6, indicated that participants agreed with the
statement to a moderate and to a great extent. Participants agreed that this organization
had a shared vision; a shared vision should engage the allegiance and exceptional
qualities of different people. People or employees were team players while still
maintaining their individuality. Each person in their individual departments performed
interrelated duties that connected to the purpose and vision of the whole organization.
Table 5
Descriptive Statistics for the Learning Organization Assessment
Survey Scores

Variables

SD

Assessment

3.267

0.685

Promote positive

3.271

0.675

Safe thinking

3.146

0.696

Risk taking

3.129

0.711

People as resources

3.252

0.681

Learning power

3.238

0.678

Map the vision

3.863

0.876

Model the vision

3.232

0.771

Systems thinking

3.563

0.809

Get show on the road

3.252

0.692

Note. N = 60.

Systems Thinking was tabulated with the second highest score of 3.563 and a
standard deviation of 0.809. The mean score fell between a moderate extent and to a great

39
extent which indicated high importance. In Systems Thinking, the human element was an
essential component--peoples emotions, communication methods, their motivations, and
their potentials. Due to the unpredictable nature of humans and these elements, most
organizations do not forecast for these elements. However, a learning organization takes
the human element into account. Learning organization learns and uses the available
knowledge to grow and flourish.
The third highest calculated category was Promote the Positive with a mean score
of 3.271 and a standard deviation of 0.675. In this area, workers are concerned about
positive thinking. The respondents believed that the organization can be transformed
from doom and gloom to a victorious institution. Participants regarded acknowledgments
and encouragements as a major component of their daily routine. Smiles, handshakes,
and positive encounters with managerial staff were positive attributes. It means that the
focus was on the strengths of the workers, developing these strengths, and creating
avenues to downplay weaknesses and limitations. The institution operated on the premise
that anyone is capable of improvement. Each situation was approached with a positive
outcome in mind.
Respondents rated Assess Your Learning Culture with a mean score of 3.267 and
a standard deviation of 0.685 as the fourth highest variable. Kline and Saunders (1998)
reported that you cannot make a plant grow faster by pulling on it. Participants agreed
that management needed to find out how everyone thinks and then assess the
organizational culture. Workers should take responsibility for what they do and how they
think. Employees who knew that their company cared about them would come to care
about their organization and remain employed longer. A happy worker was thought of as
productive worker. A workplace that was dominated by fear would not produce a happy

40
employee. Workers should be able to be creative and be able to speak up without fear.
Improvement in productivity could be related to the way managers treat employees. It is
important to build a healthy team and be prepared to develop organizational
accountability.
The fifth rated learning organization assessment matrix was Get the Show on the
Road and Help People Become Resources for Each Other with a mean score of 3.252.
The standard deviation was 0.692 and 0.681, respectively. For this score, subjects were
reporting that they valued all aspects of getting the job done. Thus, they valued
teamwork, creative thinking, problem solving, and the vision of the organization. They
understood what was expected and how the parts interrelated to accomplish a common
goal. Besides, these respondents were reporting that they were aware that the
organizational survival depended on their input. Even if the institution was around for
decades, the philosophy and vision had to evolve as situations changed. Furthermore,
participants saw each other as resources and not just a job description. They valued
diversity as well as each others talents and skills.
Put Learning Power to Work was given a mean score of 3.238 with a standard
deviation of 0.678. Employees indicate that it is essential for everyone in the organization
to learn for the improvement of the organization. Learning would be encouraged from all
levels, anywhere, anytime, and without specific demand. The organization would be in a
passionate learning and teaching mode. The assumption was that everyone can and will
learn. Therefore, barriers to learning, including feeling, logical, and ethical, would be
removed and learning potential let loose. Participants were stating that an untrained
employee cannot effectively complete the job. The assumption was that some people
were regarded as ineligible or inappropriate candidates for training. Thus, the viscous

41
cycle would be curtailed and replaced with a friendly learning environment.
Respondents also reported that Model the Vision, Safe Thinking, and Risk Taking
were important but to a lesser extent. Model the Vision had a score of 3.232 and a
standard deviation of 0.771 and Safe Thinking with a score of 3.146. Risk Taking had a
score of 3.129 and a standard deviation of 0.711. This was the lowest reported score on
the scale of 1 through 6. Despite this mean score, the value was rated at a moderate
extent. It was safe to say that the sample was indicative that some risk taking is
necessary. Kline and Sander (1998) argued that if the risk has only a 20% chance of
success, you might want to reconsider.
The findings showed that the strengths of the organization, as reported by the
participants, are Map the Vision followed by Systems Thinking and Promote Positive.
The weaknesses as perceived by the sample are Safe Thinking and Risk Taking. These
results are also demonstrated in Figure 1.
4
3.9
3.8

LOAS Mean Score

3.7
3.6
3.5
3.4
3.3
3.2
3.1
3
Assessment

Promote
positive

Safe thinking Risk taking

People as
resources

Learning
power

Map the
vision

Model the
vision

Systems
thinking

Get show on
the road

Figure 1. Mean scores for the Learning Organization Assessment Survey.

Inferential Statistics
Pearsons product-moment correlation coefficient is most commonly used to

42
measure a relationship between two variables and can be any value between -1 and 1, and
is most accurate when the variable measures show sufficient covariance (a statistic
representing the degree to which two variables vary together). This statistic indicates the
strength and direction of the relationship.
A correlational analysis was conducted to determine if there were any significant
relationships between the years of service and how computer-based training was valued.
The findings showed there was not a statistically significant relationship (r = -0.02;
p = 0.86), however, there was a significant correlation between how computer-based
training was valued and the ratings for training and other employee development
activities (r = 0.289; p = 0.028). In addition, the correlation analysis was conducted
between years of service and the value of training in terms of retention as operationalized
by the question, If you obtain the training that you feel is necessary to effectively do your
job, would you remain employed for a longer time? The findings showed that although
there was a small positive correlation, which suggested that the more years of service the
more likely they would remain employed, the result was not significant (r = 0.1492;
p = 0.2510) at the 0.05 level of significance.
Further correlation analyses were conducted to determine the relationship
between management support and training and development and retention. The results
showed that measures for management support were significantly positively correlated
(r = 0.2868; p = 0.023) to measures for training and developments as operationalized by
the statement for computer-based training delivered by computer programs (e.g., Excel,
Project Management, Access), but not significantly correlated to other questions
regarding training. The value of training in terms of retention was not significantly
correlated to management support (r = -0.0655; p = 0.610). These findings suggested that

43
the higher the measures for management support, the more likely the measures for
computer-based training will be higher, but not so for measures for retention. The slight
negative correlation may indicate that measures for management support are not related
to the employee remaining employed for a longer time even if they obtained the training
that individuals feel is necessary to effectively do their job.
In addition, value of training in terms of retention was significantly correlated to
measures for the question, Would adequate training help you to improve job
performance? (r = 0.6954; p = 0.000), which suggested that the higher the measures for
retention, the more likely the measures for adequate training improving job performance
will be higher. The data also supported the first research question (Will training and
development activities help to retain employees?).

44
Chapter 5: Conclusions and Recommendations
The results showed that employees valued a structured training and orientation
program and that the availability of these activities would improve the retention of human
capital. There was a positive correlation between training and development and retention
or years of service. Other studies have supported the findings that training and
development were key factors in retaining employees. In fact, Kaye (2005) reported that
learning and development was rated as the second highest retention driver. Kaye quoted
42.6% as the values obtained from that study. When the study was sorted by industry,
46% of the high-tech workers ranked learning and development as the most influential
factor to predict retention.
This study was conducted at a health-care institution. More than 1.6 million
elderly reside in health-care facilities in more than 17,000 regulated facilities (Martens,
2007). Over 1 million nurses and nurse aides provide care to these people. They all need
training to perform their jobs. As a result, there is a need for increased education. Martens
recommended that long-term care industry should spend 2% of overall payroll on training
and development, as a minimum standard. Employees value training and development
because it enhances their competencies and skills.
However, due to the complexities of the health-care industry, training needs for
each department and their licensed professionals may vary. Mandatory training
requirements will differ depending on the individuals job qualification. Some mandatory
requirements will meet the requirements of nonmandatory in-services. In any case, some
courses are universal, such as fire safety. In addition, licensed professionals have to
maintain continuing education credits in order to keep their license and will embrace the
job-related training.

45
However, the data proved that not enough annual hours were spent on training
and development, which would suggest a possible impact on overall retention of
employees. Only 20 (34.7%) of the subjects reported obtaining 7 to 12 mandatory
training hours. How many employees obtained the minimum of 7 hours is unknown.
Clearly, this was an unsatisfactory outcome.
Furthermore, only 22.2% of the respondents obtained between 7 to 12
nonmandatory training hours. The health care is heavily regulated and employees need
ongoing training along with annual updates. Adequate training could save the lives of the
patients as well as coworkers. For example, infection control practices have dual benefits.
In any case, such training is not obtainable without an educator, facilitator, change agent,
consultant, leader, and researcher. If the facility intends to improve retention through
training and development, this individual should be a key force in the facility.
Findings also showed that management support was related to training delivered
by computer programs. The results did show, however, that adequate salaries and
adequate and effective training for improved performance would determine job tenure in
terms of remaining employed for longer periods.
The data showed that professional development activities provided through
computer-based training was valued by the participants, but did not show whether this
program effectively evaluated current training. Findings also suggested that there was
small positive correlation between years of service and retention. The interpreted data
indicated that years of service and retention were directly related.
Overall, the findings for management support were positive as reported by the
participants. There was a significant positive correlation between management support,
training and development, and retention. Findings also showed that the organization is a

46
learning organization and that the participants in the study perceived the leaders to be
supportive of employees professional development.
Recommendations
However, there was no data available to support the question, Is there a program
to evaluate the effectiveness of current training? This was identified as one major
problem within the organization. No one was evaluating the current system to determine
if changes were necessary. The changes could possibly lead to organizational
improvement. Based on this research, an effective evaluation program was needed at this
facility.
As a result, a formal evaluation program is recommended to help (a) track the
development of staff knowledge and skills, (b) find out if the learning is applied to the
workplace, (c) identify training gaps and future training needs, (d) establish if the
investment was worthwhile, (e) inform future training plans and strategy, and (f) ensure
that training continuously improves (Evaluate Your Training, 2007). This program
should focus on the evaluation of training outcomes. Therefore, it was important to first
understand why measurements and evaluation were necessary. Phillips and Stone (2002)
reported that measurement and evaluation are tools needed to track progress. Thus, the
question of what to measure and review was focal points of concern. Phillips and Stone
suggested an evaluation framework for data collection.
Measurements
Phillip and Stone (2002) provided five levels and six types of measurements.
Level 1 was chosen as the key indicator for this institution. At Level 1, participants focus
on utilization of the acquired knowledge along with level of satisfaction. Reaction helps
to adjust or refine the training program, the content, or the delivery method. Data can be

47
obtained via surveys and questionnaires. The benefits could lead to greater job
satisfaction with improvement in productivity, quality, and efficiencies. Targeted goals or
benchmark for Level 1 is 100%. If the threshold is not achieved, action plans must be
implemented to correct the deficiencies. In order to develop a sense of direction, the
program should have learning objectives.
These learning objectives define the desired competencies or expected outcomes.
Because this program already existed, revision of the program was needed in order to
examine the content for development of new criteria. The criteria should be strategically
developed to aid the stakeholders in the evaluation of the program. Learning objectives
provided guidelines to participants in regards to what they must learn and how they will
be evaluated. Evaluation could be in any form. Participants could be evaluated on
productivity outcome after training. It need not necessarily have to be a pencil and paper
test.
Phillip and Stone (2002) agreed that application must be between the learning of
new skills, tasks, or procedures that impact the organization. Training should be
conducted with the underlying message that new skills and knowledge will be acquired
for the benefit of the organization. Training should be as a result of a problem, an
opportunity, or an organizational need. The need can be strategic, operational, or both.
Whatever the case, the organizational objectives must be clearly defined and participants
must know what is expected from the training. Ensure that objectives are measurable,
observable, clearly worded, and specific. Now that objectives are established, it is time to
develop evaluation plans.
Evaluation Plans
Evaluation plans will serve as a means for data analysis and collection. Therefore,

48
the facilitator is not merely concerned with unorganized learning without a focus. Some
facilities are purely trying to satisfy regulatory requirements without evaluating the
organizational needs. The evaluation plan will specify how to measure success while
allowing key stakeholders input. For example, the use of acquired skills could be
measured by reported frequency and effective application of attained knowledge. A
questionnaire filled out by the participants, about 3 to 4 months after implementation, is
an effective method of collecting the data. The main purpose of the program is to collect
data that coincides with the objectives. The developed objectives will link training to
business outcome. That is why an evaluation is significant. The program has to be
strategically developed to meet the needs of the organization.
Evaluation can be categorized into 10 purposes: (a) to determine success in
accomplishing training objectives, (b) to identify strengths and weaknesses in the training
processes, (c) to compare the costs to the benefits of a training program, (d) to decide
who should participate in future programs, (e) to test the clarity and validity of tests,
cases, and exercises, (f) to reinforce major points, (g) to gather data to assist in marketing
future programs, (h) to determine if the training was the appropriate solution, and (i) to
establish data that can assist in managerial decision making. The success of these
purposes depends on the location of the participants, duration of program, managements
support, and overall investment in the program. In order to do any type of evaluation, raw
data must be collected. Often, baseline data can be obtained from organizational records
(Phillip & Stone, 2002). Evaluating training is not only assessing acquisition of new
skills or improvement in performance; it is about the overall organizational
improvements. This measurement should focus on qualitative or quantitative data
collection. It is more difficult to measure staff satisfaction than the number of repeat

49
customers.
Data Analysis
Data collection can be obtained using questionnaires and interviews.
Questionnaires seem to be more acceptable. Respondents may be required to respond to
multiple-choice answers, open-ended items, comments, checklists, comparative rankings,
and scaled ratings. Interviews will require a one-and-one setting, focus groups, or
telephone interviews. Questions should be specific for each group and formulated with
the goals and objective of each department as a basic guide. Participants names or other
means of identification should be avoided. Avoid the use of trick questions and avoid
giving hints or clues to the correct answer.
Data collection at Level 2 would entail measuring the overall effect of the
program on attitudes, principles, knowledge, processes, skills, and techniques that were
presented. Learning goals should be objective with the focus on utilization of new
knowledge. Level 3 evaluation measures behavioral changes and can provide data that
measures frequency and effectiveness of knowledge or skills. At Level 4, the emphasis is
on organizational outcomes. Focus could be on cost savings, time savings, quality
improvement, and overall organizational performance. Level 5 is concerned with the
return on investment. The organizational leaders evaluate the monetary impact of the
training program on the institution. The true value of the program in terms of money is
assessed. Phillips and Stone (2002) outlined the formulas (see Figure 2).
In order to convert the data into the equation, separate the data into hard and soft
categories. Hard categories are easy to measure and to convert to monetary values. Hard
categories include quality, cost, output, and time. Most of the data are objective, easy to
assign monetary value to, quantifiable, and are credible with management.

50

net benefits
ROI = _____________________ x 100%
costs

Figure 2. Return on the investment model. ROI = return on investment.

Soft data include employee turnover, absenteeism, and grievances. They are
difficult to measure or to convert to monetary value. Overall, soft values are subjectively
based in many cases, difficult to measure and quantify directly, difficult to assign
monetary value to, less credible as measures of performance, and usually behavioral
orientated. Due to the complexities of these calculations, Phillips and Stone (2002) made
these suggestions: convert output to contribution, convert the cost of quality, convert
employee time, use historical costs, use internal and external experts, use internal and
external database, use participants estimates, link with other measures, use supervisors
and managers estimates, and use training staff estimates. The use of judgment to
formulate which strategy best meets the organizational needs is recommended. The
conversion of soft data to monetary values may create some suspicion as far as
credibility. One should use the most conservative value when there is more than one
possibility. If estimates are used, always convey that information to the stakeholders.
Last, senior management must be allowed to review and adjust the data.
A return on investment of 50% indicates that there is a 50% return on investment.
Thus, the cost is recovered and an additional 50% earning is made. Similarly, a return of
200% indicates that the cost is recovered and an additional two times the cost is realized
as earnings. For each dollar invested, $2 were returned as earnings. Some organizations
set minimum requirements or standards for training and strive to meet or exceed the
standard. An impact study can be generated from the data obtained. It is important to

51
monitor progress and communicate results.
Conclusion
While there is no guarantee that these findings would be similar in other related
organizations, it is safe to assume that results from other institutions would parallel these
conclusions. The turnover dilemma is not unique to this institution alone. The problem is
so widespread that there is a corporate person who is responsible for weekly
advertisement for all the facilities in Florida. The turnover of the direct-care workers in
long-term care ranges from 45% to over 100% and costing nearly $4.1 billion annually
(Rose, 2006). Rose declared that among the many factors contributing to the high
turnover rate is inadequate initial training, poor orientation to the job, and lack of ongoing
training. The end result is feeling of incompetence, lack of commitment to the job, job
dissatisfaction, and poor quality of care. As a result, some state licensing agencies are
improving the initial and continuing education requirements for some care givers.
Clearly, the high employee turnover that can be partially attributed to inadequate training
is a local and national problem, if not globally.

52
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56

Appendix A
Survey Questionnaire

57
Survey Questionnaire
Employee Retention
A. Demographics
Please place an x in the appropriate box.
Age group
___ 18-24 ___25-34
___ 35-44 ___45-54 ____over 55

Gender
___ male ___ female

Years of Service
___0-4 ___5-9 ___10-14 ___over 15
Education
___ did not complete high school
___ completed high school
___ 2 year degree
___ 4 year degree
___ Graduate degree
Please indicate current position
___ Administrative
___ Registered Nurse (RN)
___ LPN
___ Dietary/Nutritional services
___ Housekeeping/Laundry
___ Maintenance
___ Social Services
___ Business Office

58
B. Employment Factors
Please respond by circling how important these factors are to you for making you more
satisfied, committed and motivated to perform your job and remain with the facility.
FACTORS
a. Salary
b. Benefits
c. Advancement
Opportunities
d. Training and
other Employee
Development
Activities
e. Management
Support
f. Work
Environment
g.
Stability/Security
h. Effective
Organizational
Leadership
i. Supportive
Supervisor
j. Challenging
Work
k. Ability to use
Professional
Skills
l. Rewards and
Recognition
m. The
availability of
tuition
reimbursement
n. Flexible
schedule while in
school

Very Low
1
1
1

Low
2
2
2

Moderate
3
3
3

High
4
4
4

Very High
5
5
5

59
C. Supervisor Support
This section focuses on career development support you have received from your
supervisor. Please circle how strongly you agree or disagree with each statement.

Statement

a. My supervisor
is supportive of
my efforts to
acquire new
knowledge and
skills.
b. I can expect my
supervisor to
assign me to
special projects
requiring use of
the skills and
knowledge
emphasized in
training.
c. My supervisor
provides sufficient
coaching and
guidance to help
me achieve my
professional
goals.
d. My supervisor
makes sure I get
training and
exposure to
development
opportunities to
remain effective
in my job.

Strongly
Disagree
1

Disagree
2

Neutral
3

Agree
4

Strongly
Agree
5

60
e. Management
allows for
schedule
flexibility and
time away from
assigned duties to
engage in training
and development
activities.

D. For each training offered, please indicate how valuable each training is to your
professional development. Please circle your response.
1.
Professional
Very
Low Value
Moderate
Development
Low
Value
Activity
Value
v. Computer-Based
Training: training
delivered by
1
2
3
computer programs
(e-g., Excel, Project
Management,
Access)
.
2. Which is more important in determining tenure on the job?
o Salary
o Training and development/Career development

High
Value

Very
High
Value

3. Approximately how many hours do you spend participating in training or other

employee development activities each year? This includes programs, seminars, and
workshops offered both in-house and externally. Check one only.
o 0
o 1-6 hours
o 7-12 hours
o 13-18 hours
o 19-24 hours
o 25-30 hours
o More than 30 hours

61
4. Approximately how many hours do you spend participating in mandatory trainings
each year? This includes programs, seminars, and workshops that are required by the
Department. Check only one.
o 0
o 1-6 hours
o 7-12 hours
o 13-18 hours
o 19-24 hours
o 25-30 hours
o More than 30 hours

5. Would adequate training help you to improve job performance?

A. Yes
B. No

6. If you obtain the training that you feel is necessary to effectively do your job, would
you remain employed for a longer time?
A. Yes
B. No

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Appendix B
Learning Organization Assessment Survey

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Learning Organization Assessment Survey
Below are the roles that employees may perform. For each role, answer the
following question: How important is being competent in this role to the success of this
institution becoming a learning organization?
Response Options:

1=Not at all
2=To a slight extent
3=To a moderate extent
4=To a great extent
5=To a very great extent
The current reality in my organization is that:
___1. People feel free to speak their minds about what they have learned.
There is no fear, threat or repercussion for disagreeing or dissenting.
___2. Mistakes made by individuals or departments are turned into constructive learning
experiences.
___3. There is a general feeling that its always possible to find a better way to do
something.
___4. Multiple viewpoints and open productive debates are encouraged and cultivated.
___5. Experiments is endorsed and championed, and it is a way of doing business.
___6. Mistakes are clearly viewed as positive growth opportunities throughout the
system.
___7. There is willingness to break old patterns in order to experiment with different
ways of organizing and managing daily work.
___8. Management practices are innovative, creative, and periodically risk taking.
___9. The quality of work life in our organization is improving.
___10. There are formal and informal structure designed to encourage people to share
what they have learned with their peers and the rest of the organization.
___11. The organization is perceived as designed for problem-solving and learning.
___12. Learning is expected and encouraged across all levels of the organization:
management, employees, supervisors, consumers, and customers.

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___13. People have an overview of the organization beyond their specialty and function,
and adept their working patterns to it.
___14. Lessons learned sessions are conducted so as to produce clear, specific and
permanent structural and organizational changes.
___15. Management practices, operations, policies and procedures that become obsolete
by hindering the continued growth of people and the organization are removed and
replaced with workable systems and structures.
___16. Continuous improvement is expected and treated receptively.
___17. There are clear and specific expectations of each employee to receive a specific
number of hours of training and education annually.
___18. Workers at all levels are specifically directed towards relevant and valuable
training and learning opportunities---inside and outside the organization.
___19. Cross-functional learning opportunities are expected and organized on a regular
basis, so that people understand the function of others whose jobs are different but
of related importance.
___20. Middle managers are seen as having the primary role in keeping the learning
process running smoothly throughout the organization.
___21. the unexpected is viewed as an opportunity for learning.
___22. People look forward to improving their own competencies as well as those of the
whole organization.
___23. The systems, structures, policies and procedures of the organizations are designed
to be adaptive, flexible and responsive to internal and external stimuli.
___24. Presently, even if the environment of the organization is complicated, chaotic, and
active, nevertheless it is not on overload.
___25. There is a healthy, manageable level of stress that assists in promoting learning.
___26. Continuous improvement is practiced as well as preached.
___27. The difference between training/education and learning is clearly understood.
(Training and education can be so conducted that no learning takes place.)
___28. People are encouraged and provided the resources to become self-directed
learners.
___29. There is a formal, on-going education program to prepare middle manager in their

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new role as teachers, coaches and leaders.
___30. Recognition of your own learning style and those of coworkers is used to improve
communication and over-all organizational learning.
___31. Management is sensitive to learning and development differences in their
employees, realizing that people learn and improve their situations in many different
ways.
___32. There is sufficient time scheduled into peoples professional calendars to step
back from day-to-day operations and reflect on what is happening I the
organization.
___33. There is direction and resource allocation planned to bring about meaningful and
lasting learning.
___34. Teams are recognized and rewarded for their innovative and paradigm breaking
solutions to problems.
___35. Managers have considerable skills for gathering information and developing their
abilities to cope with demanding and changing management situations.
___36. Managers enable their staffs to become self-developers, and learn how to improve
their performance.
Note. Reprinted with permission of P. Kline & B. Saunders. (1998). Ten steps to a learning organization.
Marshall, NC: Great Ocean. (pp. 61-63).