Determination of Individual Competencies by Statistical Methods Yuksek Lisans Tezi Tulay Bozkurt 192215582006001

T.C.
MARMARA ÜNİVERSİTESİ
SOSYAL BİLİMLER ENSTİTÜSÜ
İNGİLİZCE İŞLETME ANABİLİM DALI
SAYISAL YÖNTEMLER BİLİM DALI
DETERMINATION OF INDIVIDUAL
COMPETENCIES BY STATISTICAL
METHODS
YÜKSEK LİSANS TEZİ
TÜLAY BOZKURT
İSTANBUL, 2009
T.C.
MARMARA ÜNİVERSİTESİ
SOSYAL BİLİMLER ENSTİTÜSÜ
İNGİLİZCE İŞLETME ANABİLİM DALI
SAYISAL YÖNTEMLER BİLİM DALI
DETERMINATION OF INDUVIDUAL
COMPETENCIES BY STATISTICAL
METHODS
YÜKSEK LİSANS TEZİ
TÜLAY BOZKURT
Danışman: Prof. Dr. RAUF NİŞEL
İstanbul, 2009
PREFACE
In today’s fast changing environmental conditions are transforming the ways of

conducting business for individuals and organizations. Such a fast changes together with
ups and downs in the economy increase the uncertainty in the business world. Adapting to
these conditions requires different approaches and abilities. Since the past experience and
success stories can be trivial to sustain in this transition periods. Furthermore being a
competent person, having excellent leadership skills and other superior performance
characteristics of a business professional can be insufficient to achieve successful
outcomes. Such a major changes refers “New World Order” for every piece of business
life. Effects of the environmental changes on the individuals bring more risks and different
responsibilities. It also accelerates the necessity of adapting new situation. At this point the
arising question mark is which individual characteristics are vital to gather successful
outcome for today and for the future in the conditions of uncertainty and change. In this
study effect of the environmental sources as external influencing factors to the individual’s
competencies which is effective to gather the successful outcome at workplace searched
and proposed in a new competency set. In addition various definitions, approaches,
methods and stages of competency modeling and the relationship with human resource
management functionalities explained at the beginning of the study.
I would like to thank you my supervisor, Prof Dr. Mr. Rauf Nişel for his valuable
thoughts, comments and contribution to this study and his teaching philosophy with deep
knowledge and experience. Besides I thank you my parents Tanay Bozkurt and Kılıç
Bozkurt for their valuable and continuous support and each of my family members.
Istanbul, 2009 Tülay BOZKURT
i
TABLE OF CONTENTS
Page No
TABLE LIST............................................................................................................... VI
FIGURE LIST ............................................................................................................ VII
INTRODUCTION......................................................................................................... 1
1. COMPETENCY.................................................................................................... 4
1.1.Definitions of Competency...................................................................................... 4
1.1.1. Historical Development of Competency Studies....................................................... 5
1.1.1.1. Competency Studies by David McClelland............................................. 5
1.1.1.2. Competency Studies of Richard Boyatsiz............................................... 7
1.1.1.3. Competency Studies of L.M. Spencer and S.M. Spencer...................... 9
1.1.1.4. Competency Studies of David Dubois .................................................. 10
1.1.1.5. Competency Studies of Kleins .............................................................. 10
1.1.1.6. Competency Studies of Woodruff ......................................................... 11
1.1.1.7. Competency Studies of Robert A. Roe ................................................. 13
1.1.2. Evaluation of The Competency Definitions ............................................................. 14
1.1.3. Relationship Between Competencies, Knowledge, Skill and Performance........... 18
1.1.3.1. Definition of Knowledge ......................................................................... 19
1.1.3.2. Definition of Skill..................................................................................... 20
1.1.3.3. Definition of Performance ...................................................................... 20
2. COMPETENCY MODELS ................................................................................. 23
2.1.Development of Competency Models.................................................................. 24
2.2.Types of The Competency Models....................................................................... 25
2.2.1. Occupational Competency Model ........................................................................... 26
2.2.2. Job Competency Model ........................................................................................... 26
2.2.3. Core Competency Model ......................................................................................... 27
2.2.4. Leadership Competency Model............................................................................... 27
2.3.Competency Matrix................................................................................................. 28
3. USAGE OF COMPETENCIES .......................................................................... 30
3.1.Function of Human Resource Management in The Organizations ................. 32
3.1.1. Competency Based Search and Selection Process ............................................... 34
3.1.2. Competency Based Training System...................................................................... 39
3.1.3. Competency Based Performance Management System ....................................... 42
3.1.4. Competency Based Succession Planning System................................................. 45
3.2.Change Management and Competencies ........................................................... 45
3.3.Globalization, Crisis Management and Competencies ..................................... 49
4. MEASURING COMPETENCIES....................................................................... 51
5. PROPOSED MODEL......................................................................................... 55
5.1.The Proposed Competency Model....................................................................... 58
ii
5.1.1. Dependent Variables List of The Proposed Competency Model ........................... 59
5.1.2. Independent Variables List of The Proposed Competency Model......................... 60
5.2.Definition of Dependent and Independent Variables ........................................ 61
5.2.1. Definitions of Dependent Variables - Individual Competencies ............................. 61
5.2.1.1. Management Competencies ................................................................. 61
5.2.1.2. Specialties Competencies ..................................................................... 62
5.2.1.3. Entrepreneurship Competencies........................................................... 62
5.2.1.4. Personal Competencies ........................................................................ 63
5.2.2. Definitions of Independent Variables....................................................................... 64
5.2.2.1. Company Core Competencies .............................................................. 64
5.2.2.2. Human Resource Management Competencies ................................... 64
5.2.2.3. Environmental Conditions...................................................................... 65
5.2.2.4. Work Competencies .............................................................................. 67
6. METHODOLOGY .............................................................................................. 68
6.1.Research Design ..................................................................................................... 68
6.1.1. Aim of The Research ............................................................................................... 69
6.1.2. Sources For Collecting of The Research Information............................................. 69
6.1.2.1. Population and Sampling....................................................................... 69
6.1.3. Methods For Data Collection ................................................................................... 70
6.1.3.1. Questionnaire Design ............................................................................ 70
6.1.4. Methods for The Data Analysis ............................................................................... 72
6.1.4.1. Definition of The Relaibility Analysis ..................................................... 72
6.1.4.1.1. Stability of Measures ...........................................................................73
6.1.4.1.2. Internal Consistency of Measures.......................................................76
6.1.4.2. Definition of Multivariate Analysis of Variance (MANOVA) .................. 79
6.1.4.2.1. Analysis Design, Statistical Tests and Effects in MANOVA ...............80
6.1.4.2.2. Assumptions for MANOVA..................................................................83
6.1.4.3. Definition of Analysis of Variance (ANOVA) ......................................... 86
6.1.4.3.1. Statistical Tests in ANOVA..................................................................87
6.1.4.3.2. Assumptions for ANOVA.....................................................................89
6.1.4.4. Definition of Measure of Correlation Analysis (MAC) ........................... 89
6.1.4.5. Definition of Multiple Regression Analysis ............................................ 90
6.2.Data Analysis for The Proposed Model............................................................... 95
6.2.1. Reliability Analysis for the Proposed Model ............................................................ 95
6.2.2. MANOVA Analysis for the Modifed Proposed Model ........................................... 104
6.2.3. ANOVA Analysis for the Proposed Model............................................................. 105
6.2.4. MAC for the Proposed Model ................................................................................ 105
6.2.5. Multiple Regression Analysis for the Proposed Model ......................................... 106
7. FINDINGS ........................................................................................................ 107
7.1.Findings of Reliability Analysis (RA) ................................................................. 107
7.1.1. RA for Dependent Variables .................................................................................. 107
7.1.1.1. RA for 64 Dependent Items All Together ............................................ 107
7.1.1.2. RA for C1.............................................................................................. 109
7.1.1.3. RA for C2.............................................................................................. 110
7.1.1.4. RA for C3.............................................................................................. 111
7.1.1.5. RA for C4.............................................................................................. 113
7.1.1.6. RA for SC1 ........................................................................................... 114
7.1.1.7. RA for SC2 ........................................................................................... 115
7.1.1.8. RA for SC4 ........................................................................................... 117
7.1.1.9. RA for SC5 ........................................................................................... 117
iii
7.1.1.10. RA for SC6 ........................................................................................... 118
7.1.1.11. RA for SC7 .......................................................................................... 118
7.1.1.12. RA for SC8 ........................................................................................... 119
7.1.1.13. RA for SC9 ........................................................................................... 119
7.1.1.14. RA for SC10 ......................................................................................... 121
7.1.1.15. RA for SC11 ......................................................................................... 121
7.1.1.16. RA for SC12 ......................................................................................... 122
7.1.1.17. RA for SC13 ......................................................................................... 122
7.1.1.18. RA for SC14 ......................................................................................... 123
7.1.1.19. RA for SC15 ......................................................................................... 123
7.1.1.20. RA for SC16 ......................................................................................... 124
7.1.1.21. RA for Modified C1............................................................................... 125
7.1.1.22. RA for Modified C2............................................................................... 125
7.1.1.23. RA for Modified C3............................................................................... 126
7.1.1.24. RA for Modified C4............................................................................... 126
7.1.1.25. RA for CC ............................................................................................. 127
7.1.1.26. RA for Modified C5............................................................................... 128
7.1.1.27. RA for Modified C6............................................................................... 128
7.1.1.28. RA for Modified C7............................................................................... 129
7.1.1.29. RA for Modified C8............................................................................... 130
7.1.2. RA for Independent Variables ............................................................................... 131
7.1.2.1. RA for 30 Independent Items All Together.......................................... 131
7.1.2.2. RA for C5.............................................................................................. 132
7.1.2.3. RA for C6.............................................................................................. 132
7.1.2.4. RA for C7.............................................................................................. 133
7.1.2.5. RA for C8.............................................................................................. 133
7.1.2.6. RA for SC17 ......................................................................................... 134
7.1.2.7. RA for SC18 ......................................................................................... 134
7.1.2.8. RA for SC19 ......................................................................................... 135
7.1.2.9. RA for SC20 ......................................................................................... 135
7.1.2.10. RA for SC21 ......................................................................................... 136
7.1.2.11. RA for SC23 ......................................................................................... 136
7.1.2.12. RA for SC25 ......................................................................................... 137
7.1.2.13. RA for SC26 ......................................................................................... 137
7.1.2.14. RA for Modified C5............................................................................... 138
7.1.2.15. RA for Modified C6............................................................................... 138
7.1.2.16. RA for Modified C7............................................................................... 139
7.1.2.17. RA for Modified C8............................................................................... 139
7.2.MANOVA................................................................................................................. 141
7.3.ANOVA.................................................................................................................... 243
7.3.1. ANOVA for CC and Marital Status ........................................................................ 243
7.3.2. ANOVA for CC and Education............................................................................... 244
7.3.3. ANOVA for CC and Department............................................................................ 245
7.3.4. ANOVA for CC and Title ........................................................................................ 246
7.4.MAC......................................................................................................................... 248
7.4.1. MAC for CCC and Gender..................................................................................... 248
7.4.2. MAC for CCC and Marital Status........................................................................... 249
7.4.3. MAC for CCC and Education................................................................................. 250
7.4.4. MAC for CCC and Department.............................................................................. 251
7.4.5. MAC for CCC and Title .......................................................................................... 252
7.4.6. MAC for CC and Age ............................................................................................. 253
7.4.7. MAC for CC and Total Years of Emplooyed ......................................................... 253
iv
7.4.8. MAC for CC and Total Years of Emplooyement in Existing Company ................ 254
7.4.9. MAC for CC and Monthly Salary ........................................................................... 254
7.5.Multiple Regression.............................................................................................. 255
8. CONCLUSION................................................................................................. 263
9. LIMITATIONS .................................................................................................. 264
10. APPENDICES.................................................................................................. 265
10.1.Description of The Competency List ............................................................... 265
10.2.Questionnaire ...................................................................................................... 277
10.2.1.Questionnaire in Turkish ........................................................................................ 277
10.2.2.Questionnaire in English ........................................................................................ 294
10.3.Outputs of Findings............................................................................................ 311
11. REFERENCES ................................................................................................ 312
v
TABLE LIST
Page No
Table 1: Difference between Competence and Competency ................................................. 12
Table 2: Evaluation of Competency Approach and Definition................................................. 14
Table 3: Format of Competency Model for Each Function of Human Resource Management
System........................................................................................................................................ 31
Table 4: Benefits of Competency Models in Human Resource Management Systems ........ 33
Table 5: Competency Evaluation Form during the Interview .................................................. 38
Table 6: Competency Based Individual Development Plan .................................................... 41
Table 7: Advantages and Disadvantages of Data Collection Methods Interviews,
Questionnaires and Observations ............................................................................................ 52
Table 8: Stages of Research Design........................................................................................ 68
Table 9: Advantages and Disadvantages of Data Collection Methods................................... 70
Table 10: Population and Sample Mean, Variance and Standart Deviation .......................... 74
Table 11: Statistical Tests Accoriding to Number of Dependent Variables and Groups ....... 80
Table 12: Different Error Probabilities in The Hypothetical Setting of Testing ....................... 82
Table 13: Null Hypothesis Testing for ANOVA ........................................................................ 87
Table 14: Multivariate Data Analysis in Regression ................................................................ 94
Table 15: List of Dependent and Indenependent Variables in Subgroup............................... 95
Table 16: List of Subgroups in the Dependent and Independent Variables the Initial
Proposed Model......................................................................................................................... 96
Table 17: Modified Dependent and Independent List After Reliability Analysis ..................... 97
Table 18: First Modified Model - Total Scores of Sub Componets in Dependent and
Independent Variables............................................................................................................... 99
Table 19: Second Modified Model .......................................................................................... 100
Table 20: Core Concept in The Proposed Model .................................................................. 100
vi
FIGURE LIST
Page No
Figure 1: Factors Influencing Individual Competencies in Business Life.................................. 4
Figure 2: Competency Definition by David Mc Clelland ............................................................ 6
Figure 3: Identifying Success Factors Offered by David McClelland........................................ 6
Figure 4: Competency Definition by Richard Boyatsiz .............................................................. 8
Figure 5: The Iceberg Model of Competence Defined by Spencer L.M. JR. and Spencer
S.M. .............................................................................................................................................. 9
Figure 6: Competency Definition by Dubois............................................................................. 10
Figure 7: Competency Definition by Klein ................................................................................ 11
Figure 8: Competency Definition by Woodruff'......................................................................... 11
Figure 9: Architectural model of competences Robert A. Roe ................................................ 13
Figure 10: Layers of Factors Influencing Individual Competencies ........................................ 17
Figure 11: Proposed Competency Definition after the Evaluation of the All Definitions ........ 18
Figure 12: Relationship between Competency, Knowledge, Skills and Performance ........... 19
Figure 13: Competency Matrix.................................................................................................. 28
Figure 14: Competency Centric HRM System ......................................................................... 30
Figure 15: Human Resource Management Role in Organization ........................................... 32
Figure 16: Aim of Competency Based Search and Selection Process................................... 34
Figure 17: Aim of Competency Based Interview...................................................................... 35
Figure 18: Competency Based Training Approach - Defining the Development Areas of a
Person by GAP Analysis ........................................................................................................... 40
Figure 19: Competency Based Performance Management Assessment Card ..................... 44
Figure 20: The Elements of Continuous Change Management.............................................. 47
Figure 21: Proposed Competency Model................................................................................. 58
Figure 22: Dependent Variable List in Proposed Model .......................................................... 59
Figure 23: Independent Variable List in Proposed Model ....................................................... 60
Figure 24: Structure of Questionnaire Used in the Study........................................................ 71
Figure 25: Forms of Reliability .................................................................................................. 73
Figure 26: Split Half Reliability .................................................................................................. 78
Figure 27: Null Hypothesis Testing of MANOVA ..................................................................... 79
Figure 28: Modified Proposed Model...................................................................................... 101
Figure 29: Dependent Variable List in Modified Proposed Model......................................... 102
Figure 30: Independent Variable List in Modified Proposed Model ...................................... 103
vii
FORMULA LIST
Formula 1: Observed and True Scores with Error ................................................................... 73

Formula 2: Reliability of the Observed Test Scores ................................................................ 74
Formula 3: Expected Correlation between Test-Re Test Scores............................................ 75
Formula 4: Kuder Richardson Formula 20 ............................................................................... 77
Formula 5: Consistency Reliability Coefficient Cronbach Alpha ............................................. 77
Formula 6: General Forms of Multivariate Analysis of Variance............................................. 79
Formula 7:Statistic Value for Skewness ................................................................................... 84
Formula 8: Statistic Value for Kurtosis...................................................................................... 84
Formula 9: General Forms of Analysis of Variance ................................................................. 87
Formula 10: t Statistics .............................................................................................................. 88
Formula 11: F Statistics............................................................................................................. 88
viii
INTRODUCTION
Ups and downs in the economy are transforming the ways of conducting the
business for individuals and organizations. Adapting to such a fast changing environment
requires different approaches and abilities. Since the past experience and success stories
can be trivial to sustain in this transition periods. Furthermore being a competent person,
having excellent leadership skills and other superior performance characteristics of a
business professional can be insufficient to achieve successful outcomes. Such a major
changes refers “New World Order” for every piece of business life. Effects of the
environmental changes on the individuals bring more risks and different responsibilities. It
also accelerates the necessity of adapting new situation. At this point the arising question
mark is which individual characteristics are vital to gather successful outcome for today
and for the future in the conditions of uncertainty and change.
In the history the major tragic events like many wars, financial crisis and socio-
political conflicts refer the major downturns and transformation in the business life. For
recovering and renewing the structure of existing business life after these chaos new
ideas, methodologies, solutions, products and services are emerged. These occur
because of in any conditions every organization aims to sustain a portion of profit and
business continuity. Achieving these targets requires not only the new investments but
also the effectiveness of business processes and individuals as two main components of
business. The activity area of the quality management and the business process
management provides various methodologies to increase the effectiveness of the business
processes. Same as the human resource management professionals studies on the
specific components of the individual’s performance to increase their contribution into the
company’s success.
Today the functionality of HR activities are covering very wide range of

applications such as starting from planning and analyzing based on the business
strategies, business activities and tasks, acquiring the right person for the right job,
developing personal capacities, managing and assessing the personal performance for
1
today and future. Each of these stages individual competences are strongly linked to the
business goals and its content. Therefore if the business affected by environmental
changes in positive or negative manner the competencies of individuals are effected as
well. If business needs transformation in changing environment to be able to sustain,
same as individual competencies need a transformation to survive.
The aim of this study is to identify the key competencies for the employees to be
able gather successful outcome under the fast changing conditions and the effects of
environmental sources on the individual’s competencies.
In the first section of the study the theoretical information collecting from various
academic and non-academic studies presents to explain the competency approach.
Besides an evaluation and interpretation for seven approaches examined specifically are
covered in the study. Furthermore the relationship between performance, skills and
competencies are showed. As a result of the evaluation of all definitions a competency
definition are proposed.
In the second section the usage of the competency in business life especially in
the area of human resource management are represented. Moreover the advantages and
disadvantaged of competency based approaches are discussed.
In the third section aim of the competency models are explained by showing the
various competency models. Furthermore the stages of competency model development
are represented. The difficulties to prepare a competency model are discussed as well.
In the fourth section the methods of measuring a competency are explained. As

example three different occupational inventories are examined. The advantages and
disadvantages of occupational inventories evaluated. Also two different methods
observation and interviews are explained to define the individual competencies.
In the fifth section proposed competency model of the study are introduced. The
variables as listed in the model are explained. Also the relationship between the main
factors is showed.
2
In the sixth section the methodologies of the research study explained. The aim of
the study, sources for collecting the research data information, method for collecting the
data and methods of data analysis are explained.
In the seventh section the findings of the analysis and modified model of the
proposed model are showed. According to all findings the result are discussed.
In the eight section conclusion of the study are represented. In the night section
limitation during the studies are explained. In the tenth appendices are listed. In the last
section references used in the study are listed.
3
1. COMPETENCY
1.1. Definitions of Competency
Importance of competency term has been increasing in business life due to the
strategic role of human resource management’s in the organizations. In addition to this
performance and efficiency issues depending on individuals’ competencies became more
critical subjects to sustain the profitable business in a competitive business world. In
changing and competitive business environment facing with the fast technological
development an individual competency interacts with various internal and external variables.
In this study it’s classified in three category level as shown in figure 1.
Environment Socio-Economical level

Sources
Company
Competency
Competencies
Organizational level
Work
Content
Personal Personal level

Characteristic
Figure 1: Factors Influencing Individual Competencies in Business Life

Source: Prepared by Tulay Bozkurt
Basically competency term is a sort of two-edge notion including the components

related with the personal characteristic and activity area of a work. Therefore in the literature
4
there are many different definitions of the competency depending on the task or human
based approaches.
As a result of literature search there is no unique definition of competency. Although

there is no uniform explanation it is very obvious that performing a task successfully it is
needed to have some distinguished personal attributes and skills besides having required
knowledge. Those required personal competencies vary from task to task. For instance
concerning a person attributes whose specialist about mathematics varies depending on that
person’s job. If that person is teaching mathematic then the ability of act of telling is more
important as well as mathematics knowledge. On the other hand if that person is
academician then the deep analytical ability is required as well to gather successful
outcome.
In this study a number of definitions and methods will be examined to be able to

identify the context of the competency world.
1.1.1. Historical Development of Competency Studies
1.1.1.1. Competency Studies by David McClelland
Studying in the competency area was initiated by David McClelland defined

competency variables that could be used in predicting job performance. He claimed that
competencies were not biased by race, gender or socioeconomic factors. His study helped
to identify performance aspects not attributable to a worker's intelligence or degree of
knowledge and skill. 1
McClelland's competency methodology can be summed up by two factors as

using of criterion samples which is systematically comparing superior performing persons
1
Scott Cooper, Eton Lawrence, James Kierstead, Brian Lynch and Sally Luce, April 1998
http://managementtrainingcourses.org/Lesson15CompetencyBasedHRM_Training.pdf
5
with less successful persons to identify success factors and identifying specific thoughts
and behaviors that are causally related to successful outcomes. 2
Gender, Race or Not

Socioeconomic Factors biased
by Competencies Predicting Job
Performance
Intellegence & Degree
of Knowledge
Figure 2: Competency Definition by David Mc Clelland

Source: This representation is interpretation of Mc Clleland Competency Approach. Prepared by
Tulay Bozkurt
Superior Performing Person
Comparing
Less Successful Person
Identifying Success Factors
Specific Thoughts
Defining
Specific Behaviors
Figure 3: Identifying Success Factors Offered by David McClelland

Source: This representation is interpretation of David Mc Clleland Competency Approach. Prepared
by Tulay Bozkurt
2
6
The main advantages of Mc Cleland he claims that intelligence and school grade
can not be a major factor that influences the level of individual’s performance. He states that
an intelligent person can show poor performance at work when compared with less
intelligent person. Therefore it is not always valid to determine performance criteria’s
according to intelligence level and school grade.
On the other hand economic conditions in fast chancing environment affect the
business activities strongly. Since there is a relationship between individual competencies
and business competencies at organizational level the socio-economic conditions affects the
individual’s performance and competencies. Besides continuous learning empowered the
knowledge of individual and gathering more information brings new ideas and creativity to
the business there is also strong relations between usage of competencies and the degree
of knowledge.
Comparing superior performance with less successful person can not be a model
for every situation since the competency level can be changed depending different business
case and tasks. A person can be more competent on a job but same person can be less
competent on other task since the different level of experiences varies.
In the proposed model of this study, various competencies including personal

behaviors, knowledge, degree of specialties and environmental sources like economic
conditions, company core competencies will be in the set of competencies.
1.1.1.2. Competency Studies of Richard Boyatsiz
The McClelland approach and the concept of competencies as key drivers of

organizational success found a widespread audience and popularity with Richard Boyatzis.
Boyatzis notes that a person’s knowledge and skills are the traditional competencies that
individuals bring with them to their jobs or acquire while on the job. This is only part of an
individual’s compendium of job competencies. Motives or social roles can be considered
7
competencies when use can be shown to directly contribute to the successful achievement
of one or more job outputs or results. 3
Boyatzis defines work competency as an underlying characteristic of a person

which can be a motive, a trait, a skill, an aspect of his personal image or of his social role,
or a body of knowledge which he or she uses. This definition shows competency to be a
mix of a number of things (motivation, personal traits, skills, knowledge, etc.), but it can be
seen the evidence of these things in the way in which the person behaves. 4
Motives Acting
Traits Performing
Underlying Performing
Competencies
Skills Relating to
Others
Knowledge Behaving
Underlying Characteristic of a Person Evidence of a Person Behaviors
Figure 4: Competency Definition by Richard Boyatsiz

Source: This representation is interpretation of Richard Boyatsiz Competency Approach. Prepared by
Tulay Bozkurt
According to Boyatsiz’ approach the set of characteristics of a person defines the

competencies and these competencies shape the behaviors. Performance indicators are the
behaviors as underlying characteristics of competencies. Basically behaviors are the
outcome of the underlying characteristic of a person such as motives, desires, feelings and
thinking styles. The various behaviors indicators form specific competencies.
3
4
Richard Boyatsiz, The Competent Manager, 1982
8
1.1.1.3. Competency Studies of L.M. Spencer and S.M. Spencer
The definition and structure of the competence given by L.M Spencer and S.M.
Spencer as five types of competence characteristics in the Iceberg Model, the competence
is an individual underlying characteristic (the competence is a fairly deep and enduring
part of a person personality and can predict behavior in a wide variety of situation and job
tasks) that is causally related (that the competence causes or predicts behavior and
performance) to criterion referenced effective and superior performance in a job or
situation (that the competence actually predicts who does something well or poorly as
measured on a specific criterion or standard)5
Visible Part
Skills
Knowledge
Self Concept Hidden Part

Personel Characteristics
Motives
Figure 5: The Iceberg Model of Competence Defined by Spencer L.M. JR. and Spencer S.M.
Source: Spencer, L. M. JR. & Spencer, S. M., Competence at Work: Model for Superior Performance,
John Wiley & Sons, p.11, 1993.
The visible part of the iceberg knowledge and skill called as qualification is
important but not the deepest level of the competence structure. Knowledge understand
information a person has in specific content areas and a skill describe as the ability to
perform a certain physical or mental task are in a certain way cautious while giving
comments on knowledge as visible elements of the competence.
5
Spencer, L. M. JR. & Spencer, S. M., Competence at Work: Model for Superior Performance, John
Wiley & Sons, p.11, 1993.
9
1.1.1.4. Competency Studies of David Dubois
David Dubois defines competence as the employee's capacity to meet (or

exceed) a job's requirements by producing the job outputs at an expected level of quality
within the constraints of the organization's internal and external environments.
He goes on to adapt Boyatzis' definition of competency and states that a job

competency is an underlying characteristic of an employee like motive, trait, skill, aspects
of one's self-image, social role or a body of knowledge-- which results in effective and/or
superior performance in a job.6
Motive
Trait
underlying Competencies result in Effective
Performance
Social Role
Knowledge
Figure 6: Competency Definition by Dubois

Source: This representation is interpretation of David Dubois Competency Approach. Prepared by
Tulay Bozkurt
1.1.1.5. Competency Studies of Kleins
Klein's definition diverges the most from the others by suggesting that
competencies are a collection of observable behaviors, or behavioral indicators. These
behavioral indicators are grouped according to a central theme, which then becomes the
6
10
competency. 7Klein suggests that the behaviors underlie the competency; this is contrary
to other definitions which suggest that competencies underlie behaviors8.
Set of Underlying Competencies

Behaviours
Figure 7: Competency Definition by Klein

Source: This representation is interpretation of Klein Competency Approach. Prepared by Tulay
Bozkurt
1.1.1.6. Competency Studies of Woodruff
Woodruff raised the issue of distinguishing between competence and competency

and proposed that competence is a performance criterion while competencies are the
behaviors driving the competence. 9
Competencies = Behaviours driving Competence = Performance Criterion
Figure 8: Competency Definition by Woodruff'

Source: This representation is interpretation of Woodruff Competency Approach. Prepared by Tulay
Bozkurt
7
8
Andrew L. Klein, Validity and Reliability for Competency-Based Systems: Reducing Litigation Risks,
1996, p. 31-37
9
Woodruff, C. What is meant by a competency? Leadership and Organizational Development
Journal, 1993 p 14
11
In general definition competence is the basic requirement to perform a job. On
the other hand competencies are the knowledge, skills and attributes (KSA) that
distinguish superior performers from average performers.
Table 1: Difference between Competence and Competency
No Term Main Focus Definition
Competence Competences are the tasks a person is

1 Task - Job
Competences capable of performing
Competencies are the personal

Competency
2 Person characteristics which make work
Competencies
performance possible
The competence term basically states for the area of activities which a person is
competent. These are specific, observable ways conducting a given task which an
individual is capable of carrying out according to a prescribed performance standard. In
this case, indicating a person’s competences means listing the main tasks of a particular
job he/she is capable to performing. For instance it can be making a presentation, writing a
research paper for an academic work.10
On the other hand the competency term focuses on personal characteristic

allowing an individual to perform in an area of the competence. Competencies can be
attributes which allows the optimum execution of a particular task in a given organization.
Each personal characteristic generally utilize in the workplace regardless of the nature of
the work or level of performance achievable through its use. For instance personal
characteristic which allows a person to be able to make a presentation, write a research
paper.
10
Woodruff, C. What is meant by a competency? Leadership and Organizational Development
Journal, 1993 p 14
12
1.1.1.7. Competency Studies of Robert A. Roe
The concept of competence is defined as ‘the acquired ability to adequately

perform a task, mission or role’ and offers the opportunity to arrange and relate a diversity of
competence concepts by Dr. Leo. This way it becomes possible to indicate how
competences relate to a person’s other features. Thus it is the key to the integration of
11
theory and practice. The model is shaped like a Greek temple and can be interpreted –
without the pretence of literal translation – as follows:
Competences
Subcompetence / Basic competences

Knowledge
Attitude
Skills
Capacity
Personality
Other characteristics
Figure 9: Architectural model of competences Robert A. Roe

Source: Robert A. Roe Architectural model of competences
Competences are based on sub competences and on knowledge, skills and

attitudes. They are created by means of a learning process in the actual (or simulated) work
situation. Knowledge, skills and attitudes in their turn are created by means of learning
11
Robert A. Roe, Architectural model of competences
13
processes that have taken place partly at work, partly at school and partly in daily life.
Intellectual aptitude, personality and other features determine what is learned. Knowledge,
skills and attitudes (represented by the columns in the figure) are therefore based on the
foundation of rudimentary dispositions (the foundation of the temple), whereas they in their
turn carry the sub-competences and competences.
1.1.2. Evaluation of The Competency Definitions
Although there is lack of a uniform definition, there are three common

components to these definitions as following
1. Knowledge, skills, abilities and other characteristics underlie effective or

successful job performance
2. Underlying attributes observable and measurable
3. Underlying attributes distinguish between superior and other performers
First, most of these definitions suggest that competencies are the knowledge,
skills, abilities and other characteristics that underlie effective or successful job
performance. These underlying attributes must be observable or measurable and these
underlying attributes must distinguish between superior and other performers.
Competencies are measurable attributes that distinguish outstanding performers from
others in a defined job context.
In this section of the study an evaluation of all definition is presented in table 2.
Table 2: Evaluation of Competency Approach and Definition
No Theory Definition Evaluation
1 David Mc Determine the individuals There are various factors

Clelland performance based on their effecting the individual
competencies not only school competencies as classified
14
grade or level of intelligence internal factors related with
individuals characteristics
Competencies are not biased by
and external factors
gender, degree of knowledge,
influencing by task,
socio-economic factors
organization and
environment
To define success factors it’s
suggested to compare the
Comparing superior
competencies of superior
performance and poor
performance with poor
performance to define the
performance
success factors can not be
used every situation since
the competency level of an
individual changes for
different tasks.
2 Richard There are several underlying Basically competencies

Boyatsiz characteristics of a competencies include a set of behaviors
like motives, knowledge, skills underlying by motives,
and social roles thinking styles, knowledge
and other personal
The behaviors and performance
characteristics
are the outcome of the
competencies Performance occurs as a
result of specific behaviors
and competencies
3 Spencer&Spenc 5 characteristics as hidden and Iceberg model effectively

er visible part of the competencies present the dynamics of a
showed in the iceberg model person characteristics
Competence can predict the External factors effecting

behaviors specific to a job as internal factors can be
success factors added to the model as
competencies
15
Set of competency can be
defined for each job profiles
as pre-required qualification
for a person
4 David Dubois Competency is the employee’s Competencies are not only

capacity to meet a job the capacity of a person. It
requirement by producing the can be defined as a
performance output dynamic term effecting by
external and internal factors
and changes in positive
and negative manners.
5 Klein Competencies the underlying Competencies include

characteristic of the different various behaviors
behaviors depending on a person
characteristics and job
requirements.
It can be defined as in
different levels.
6 Woodroof Competency is characteristic of a Competency term includes

person. Competence is a both personal
requirement for a job characteristics and specific
requirements for a job
7 Robert Roe Competencies include sub External factors can be

competencies that represented in added to the model
temple model. Sub-
competencies are the outcome of
eight different characteristics of a
person.
Source: This evaluation is prepared by Tulay Bozkurt
16
As a result of evaluation of all definitions a competency is a set of behaviors that
determines the level of performance in a particular work context (job, role or group of jobs,
function, or whole organization). Competencies enable employees to achieve results,
thereby creating value. It provides a roadmap for the range of behaviors. It follows that
competencies aligned with business objectives help foster an organization’s success.
Organizations should understand their core competency needs, the skills, knowledge,
behaviors and abilities that are necessary for people in key roles to deliver the results. All
of the organization interacts with their surroundings. In this context the environment as
sector, market, competitors, dealers, vendors, governments, and countries affects the
organization activities in positive or negative perspective.
Environment
Organisation
Work-Team
Individual
Figure 10: Layers of Factors Influencing Individual Competencies

Source: Prepared by Tulay Bozkurt
17
Environment
Sources
Set of Competencies
Company
Set of Behaviors
Competencies
Success Factors
Work
Content
Personal
Characteristic
Figure 11: Proposed Competency Definition after the Evaluation of the All Definitions
Source: This representation is prepared by Tulay Bozkurt as a result of the evaluation of all
definitions
1.1.3.Relationship Between Competencies, Knowledge, Skill and

Performance
“Competent performance” occurs when an individual achieves or produces some

result or output at the level of quality established for it within the constraints or opportunities
of the performer’s internal and external environments. In organizations, employees are
frequently faced with the dilemma that they know how to perform the work that is expected
of them, but there are constraints, or performance roadblocks which they are powerless to
remove and that impede their “competent performance.” The organization’s customers,
12
clients, or constituents are the victims of this situation.
12
David Dubois, Competency-Based Performance Improvement: A strategy For Organizational Change, 1993
18
knowledge&
experience
skills
competency
motives&
attitıdes
Figure 12: Relationship between Competency, Knowledge, Skills and Performance
1.1.3.1. Definition of Knowledge
Knowledge is defined variously as expertise and skills acquired by a person

through experience or education; the theoretical or practical understanding of a subject,
what is known in a particular field or in total; facts and information or awareness or familiarity
gained by experience of a fact or situation.
Knowledge acquisition involves complex cognitive processes: perception, learning,

communication, association and reasoning. The term knowledge is also used to mean the
confident understanding of a subject with the ability to use it for a specific purpose if
appropriate.
19
1.1.3.2. Definition of Skill
A skill is the learned capacity to carry out pre-determined results often with the
minimum outlay of time, energy, or both. Skills can often be divided into domain-general and
domain-specific skills. For example, in the domain of work, some general skills would include
time management, teamwork and leadership, self motivation and others, whereas domain-
specific skills would be useful only for a certain job. Skill usually requires a certain
environmental stimuli and situation to assess the level of skill being shown and used13
1.1.3.3. Definition of Performance
Performance is a deliberate and purposeful action or set of actions that an

individual takes in order to achieve a desired result or output of some kind that is of value to
the individual or to others. An “output” or “result” is a product or a service, respectively, that
an individual delivers to others, possible including coworkers, clients, customers, or
constituents. 14
Performance of any kind occurs in a context, such as in one’s home, the workplace,
in a public meeting, or even when one is sleeping. The performance context includes the
circumstances that are part of the performer’s internal and external environments. The terms
“internal” and “external” can be defined relative to the individual’s inner versus outer states,
the geographic location where the performance takes place or if in an organization context,
that which is part or not part of the organization.
Work performance in terms of quantity and quality expected from each employee.
Job performance most commonly refers to whether a person performs their job well. Despite
the confusion over how it should be exactly defined, performance is an extremely important
criterion that relates to organizational outcomes and success. John Campbell describes job
performance as an individual level variable. That is, performance is something a single
13
http://en.wikipedia.org/wiki/Skill
14
David D. Dubois, What are Competencies and Why are They Important?
http://www.careertrainer.com/Request.jsp?lView=ViewArticle&Article=OID%3A112397
20
person does. This differentiates it from more encompassing constructs such as
organizational performance or national performance which are higher level variables.15
There are several key features to this conceptualization of job performance which
help clarify what job performance means. Performance is defined as behavior done by the
employee. This concept differentiates performance from outcomes. Outcomes are the result
of an individual’s performance, but they are also the result of other influences. In other
words, there are more factors that determine outcomes than just an employee’s behaviors
and actions. Campbell allows for exceptions when defining performance as behavior. For
instance, he clarifies that performance does not have to be directly observable actions of an
individual. It can consist of mental productions such as answers or decisions. However,
performance needs to be under the individual's control, regardless of whether the
performance of interest is mental or behavioral.16
The difference between individual controlled action and outcomes is best conveyed
through an example. On a sales job, a favorable outcome is a certain level of revenue
generated through the sale of something. Revenue can be generated or not, depending on
the behavior of employees. When the employee performs this sales job well, he is able to
move more business. However, certain factors other than employees’ behavior influence
revenue generated. For example, sales might slump due to economic conditions, changes in
customer preferences, production bottlenecks. In these conditions, employee performance
can be adequate, yet sales can still be low. The first is performance and the second is the
effectiveness of that performance. These two can be decoupled because performance is not
the same as effectiveness.
Another closely related construct is productivity. This can be thought of as a

comparison of the amount of effectiveness that results from a certain level of cost associated
with that effectiveness. In other words, effectiveness is the ratio of outputs to inputs- those
inputs being effort, monetary costs, and resources. Utility is another related construct which
is defined as the value of a particular level of performance, effectiveness, or productivity.
Utilities of performance, effectiveness, and productivity are value judgments.
15
Campbell, J. P., McCloy, R. A., Oppler, S. H., & Sager, C. E. A theory of performance, 1993
16
http://en.wikipedia.org/wiki/Job_performance
21
Campbell also suggested determinants of performance components. Individual
differences on performance are a function of three main determinants: declarative
knowledge, procedural knowledge and skill, and motivation17.Declarative knowledge refers
to knowledge about facts and things. It represents the knowledge of a given task’s
requirements. For instance, declarative knowledge includes knowledge of principles, facts. If
declarative knowledge knows what to do, procedural knowledge and skill knows how to do it.
For example, procedural knowledge and skill includes cognitive skill, perceptual skill, and
interpersonal skill.
The third predictor of performance is motivation, which refers to “a combined effect

from three choice behaviors, choice to expend effort, choice of level of effort to expend, and
choice to persist in the expenditure of that level of effort”. It reflects the direction, intensity,
and persistence of volitional behaviors. Campbell emphasized that the only way to discuss
motivation as a direct determinant of behavior is as one or more of these choices.
As a result performance is conceptualized as a multidimensional construct. This

means that performance consists of more than one kind of behavior. There are various
concepts to proposed factor based model of performance based on factor analytic research.
17
Campbell, J. P., McCloy, R. A., Oppler, S. H., & Sager, C. E. A theory of performance, 1993
22
2. COMPETENCY MODELS
A competency model is a collection of competencies that together define

successful performance in a particular work setting. A competency model refers to a group
of competencies required in a particular job and usually number seven to nine in total. The
number and type of competencies in a model will depend upon the nature and complexity
of work along with the culture and values of the organization in which the work takes place.
Competency models can be developing for specific jobs, job groups, organizations,
occupations or industries.18
Competency models are the foundation for important human resource functions
such as recruitment and hiring, training and development and performance management
since they specify what is essential to select for or to train and develop.
Competency models specifically include the following elements:
1. Competency names and detailed definitions
2. Descriptions of activities or behaviors associated with each competency.
3. A diagram of the model presenting of the model in graphical form to help

users quickly grasp the key feature of the model
In the organization, competency models and systems can help:
1. Improve the selection of people for jobs
2. Develop skills and characteristics that lead to improve effectiveness and

productivity
3. Provide a consistent framework for Human Resource applications
4. Build alignment with organizational values and strategy
18
Spencer, L. M., & Spencer, S. M. (1993). Competence at Work
23
2.1. Development of Competency Models
Competency models are developed through a process of clarifying the business

strategy and determining how models would be used in for example hiring and selection,
assessment, performance management, training and development and career
development. After that data is gathered in structured interviews, observations, surveys or
some other ways. As final step data is analyzed and used to develop a model of success
criteria. 19
Steps for competency model development process:
1. Performance criteria: Defining the criteria for superior performance in the

role
2. Criterion sample: Choosing a sample of people performing the role for data
collection
3. Data collection: Collecting the sample data about the role for data collection
4. Data analysis: Developing hypothesis about the competencies of

outstanding performers and how these competencies work together to
produce desired results.
5. Validation: Validating the results of the data and analysis
6. Application: Applying the competency model in human resource activities,

as needed.
The elements of a competency model are identified by performing inquiries in the

organization or setting in which the performance described in the model will occur. At the
beginning the detailed information are gathered on the desired performance and defined
how it relates to the organization’s strategic setting. Furthermore the performance outputs
or results expected of an employee are enumerated. Opportunities for, and constraints
19
http://www.schoonover.com/competency_faqs.htm
24
upon performance are identified, and the tasks that persons perform to achieve the results
or outputs are documented. Next, the performance tools, or competencies an individual
uses to successfully complete the tasks and achieve the results or outputs are researched
and documented.
When competencies are being identified, impacts of the organization’s culture

upon the use of them for successful or exemplary performance are determined. This
information is reflected in the behavioral indicators for each competency. Behavioral
indicators describe when an individual is using a competency in appropriate ways within
an organization’s cultural context to achieve outputs or results. They help an observer of
the performance answer the question: is the employee doing their assigned work “the
company way?” Organization employees must, in order to be fully successful, conform to
certain organization cultural norms and ways of accomplishing work outputs or results.
Behavioral indicators help employees and their managers know how to do that. Further,
behavioral indicators provide both parties to work transactions with a common foundation
for holding performance and development planning discussions.
2.2. Types of The Competency Models
As stated in the competency development there are different types of competency

models including the specific competencies depending on the function of a work and
required role for a position? Therefore each the models are including the set of
competencies to do the job successfully.
Some examples of the basic models are listed as following:
1. Occupational competency models
2. Job, Functional or Role competency models
3. Core competency models
4. Leadership competency models
25
2.2.1.Occupational Competency Model
An occupational competency model covers a broad occupational area and

includes multiple levels of work20. Each of the elements of competencies is changing
according to occupations as Accountant, Engineer, Doctor or Teacher.
1 Relevant to specific types of work
2 Behaviors that contribute to success in the occupation
3 Include necessary knowledge and skills
Typically competencies in occupational models include sub categories.

Occupational models provide the foundation for identifying the critical knowledge
competencies in that occupation. These models have broad based applicability to multiple
work units and jobs.
2.2.2.Job Competency Model
A job competency model describes job or role competencies often those specific
to a certain type of job within a specific work unit. The competencies can various for the
sales, finance, manufacturing and service functions of the company. 21
1 Specific to a position or group of positions or roles
2 Related to work unit goals and objectives
3 Linked to organization’s vision and business strategy
These models provides a good foundation for building performance appraisals or

individual training and development plans since specific behavioral and knowledge
competencies tie directly to certain types of jobs or roles within a work unit or organization.
20
A Guide to Integrating Competencies into human Resource Program, 2000
21
A Guide to Integrating Competencies into human Resource Program, 2000
26
A job competency model is a description of those competencies possessed by the
top performers in a specific job or job family. In effect, a competency model is a "blueprint
for outstanding performance". Models usually contain 8-16 competencies with definitions,
often grouped into "clusters" along with behavioral descriptors. As an Individual, job
competency models can guide career development.
2.2.3.Core Competency Model
Core competency models are built through a process of continuous improvement

and enhancement. They focus for corporate strategy. Core competencies are those
capabilities that are critical to a business achieving competitive advantage. The starting
point for analyzing core competencies is recognizing that competition between businesses
is as much a race for competence mastery as it is for market position and market power.
1 The key core competencies here are those that enable the creation of new
products and services
2 Skills in customer relationship management
2.2.4.Leadership Competency Model
Leadership translates vision into reality by inspiring followers to want to

experience the change process. And to influence their followers to willingly jump into that
experience, leaders need a specific set of competencies to guide their actions. Although
competencies will always differ from one leader to the next, having a core set to draw from
increases their chance for success. These competencies can be thought of as the inner
tools for motivating employees, directing systems and processes, and guiding the
business towards common goals that allow the organization to increase its value.
27
2.3. Competency Matrix
The competency matrix includes a list of behavioral statements and the

associated quality values for each competency at several employee levels as managers,
supervisors, executives, subordinates. The purpose is to help employees understand their
contribution, through their individual performance, to the companies commitment to
commitment to quality and to help supervisors evaluate the demonstration of these
competencies through the use of observable behavioral statements.
Figure 13: Competency Matrix

Source: http://www.intechenvironmental.com/competence_matrix.jpg
28
A competency matrix consists of several competency models depending on the
occupation, job, position and a role in the organization. In the matrix weight of each
competency can be defined according to the personal, functional and organizational level.
Besides a competency matrix provide a sort of competency map that enable to plan
individual development needs, performance management assessment criteria’s and
succession planning. An organization can have specific information about the
competencies of their total number of employee and predict the work force needs for future
in a flexible and easy to control system.
29
3. USAGE OF COMPETENCIES
A competency based approach provides many advantages for use in human

resource planning, selection and development. It provides a clear framework for both
defining what response the business needs from personnel, and for assessing the
potential fit of applicants.22
Competencies provide significant help with the key problems of organizations

such as:
1. Clarifying workforce standards and expectations
2. Aligning individuals, teams and managers with the organization’s business

strategies
3. Creating empowerment, accountability and alignment of managers, team

members and employers in performance development
Organization capabilities and HRM

strategy
Team
Management Building
Development/
Succession
Competency
Centric Pay & Reward
Recruitment
Career Planning
Training & Performance
Development management
Figure 14: Competency Centric HRM System

Source: Spencer, L. M. JR. & Spencer, S. M., Competence at Work: Model for Superior Performance pg.315,
1993
22
Spencer, L. M. JR. & Spencer, S. M., Competence at Work: Model for Superior Performance, 1993
30
Table 3: Format of Competency Model for Each Function of Human Resource Management System
Use Formats
Selection Competency with definition
List of interview questions to elicit information about relevant behaviors
Interviewee rating from providing a continuum of unacceptable to acceptable

behavior examples
Training and Three to six behavior examples for each competency that describes
Development exceptional performance
Rating scale for frequency or effectiveness of competency
Rating scale of importance or future role
List of workshops or development experiences available for skill

improvement
Performance Description of three to five levels of effectiveness for each competency form
Appraisal above standard to below standard
Checklist with each specific behavior
Succession Competency with description of behavior/ability required to perform the job

Planning
Rating process to indicate current level of ability
Suggestions for how to develop competency
Source: Lucia&Lepsinger, the Art and Science of Competency Model, 1999
31
3.1. Function of Human Resource Management in The Organizations
The goal of human resource management (HRM) is to help an organization to meet

strategic goals by attracting and maintaining employees and also to manage them
effectively. HRM approach seeks to ensure a fit between the management of an
organization's employees, and the overall strategic direction of the company.23
The HRM function includes a variety of activities, and key among them is deciding
what staffing needs, recruiting and training the best employees, ensuring they are high
performers, dealing with performance issues, and ensuring the personnel and management
practices conform to various regulations. Activities also include employee benefits and
compensation, employee records and personnel policies.
ORGANISATION
Mission, Vision, Objectives
ORGANISATION STRATEGY HUMAN RESOURCE MANAGEMENT

STRATEGY
Human Resource Policy and Process
Organization Structure&Planning Search and Selection
Management by Objectives Performance Management
Training and Development Talent & Succession Management
Compansation Management Adminisration
Figure 15: Human Resource Management Role in Organization
23
http://en.wikipedia.org/wiki/Human_Resource_Management
32
Table 4: Benefits of Competency Models in Human Resource Management Systems
Function Benefits
Selection Provides a complete picture of the job requirement
Increase the likelihood of hiring people who will succeed in the job
Minimizes the investment(both time and money) in people who may not
meet the company’s expectations
Ensures a more systematic interview process
Helps distinguish between competencies that are trainable and those that
are more difficult to develop
Training and Enables people to focus on the skills, knowledge and characteristics that
Development have the most impact on the effectiveness
Ensures that training and development opportunities are aligned with

organizational values and strategies
Makes the most effective use of training and development time and money
Provides a framework for ongoing coaching and feedback
Appraisal Provides a shared understanding of what will be monitored and measured
Focuses and facilitates the performance appraisal discussion
Provides focus for gaining information about behavior on the job
33
Succession Clarifies the skills, knowledge and characteristics required for the job or role
Planning in question
Provides a method to assess a candidate’s readiness for the role
Focuses training and development plans to address missing competencies
Allows an organization to measure its number of high-potential performers
Source: Lucia, &Lepsinger, pg.23
3.1.1.Competency Based Search and Selection Process
A competency based search and selection process provides to find the appropriate
people with an appropriate selection process. Each of the candidate’s skills and interests
can be different as well as the different job requirements. Competency based selection is the
process of matching these skills and interests of a person to the requirements of a job.
Finding a good job "fit" is exceptionally important and it’s more accurate with competency
based approach. After defining the competency factors for each positions it’s important to
conduct a competency based interview to find the best job-fit for candidates and employees.
Candidate Company&Job
Competency BEST Competency
FIT
Figure 16: Aim of Competency Based Search and Selection Process

Source: This representation is prepared by Tulay Bozkurt
34
Competency-based interviews are based on the premise that past behavior is the
best predictor of future behavior. Interviewers seek to obtain information about candidates
past behavior in a certain situations to predict their future behavior. Basically competency-
based interviews are structured with questions that relate directly to the essential criteria and
competencies required for the post.
CV Interview
Education Appearance
Experience Communication
Motives
Ability
Past Today
Future Fit into

Company and Team
Figure 17: Aim of Competency Based Interview

Source: It is prepared by Tulay Bozkurt
A good recruitment and selection interview should assess candidates against each
essential criteria or competency, asking questions about:
1. Past behaviors and performance
2. Learning from past behaviors
3. Future adaptability to new post
4. Knowledge and understanding of issues in relation to the post
35
Examples of competency-based interview questions are here:
1. Leadership
a. What makes you a good leader?
b. What type of leadership style do you adopt?
c. How would those you have leaded describe you?
2. Delegating
a. Explain a mistake you have made in delegating- what were the

consequences?
b. In what instance would you delegate a task?
c. What are the advantages of delegating?
3. Conflict&Pressure
a. Give an example of an instance when you have had an argument

with someone at work? What was the outcome?
b. How do you react if your boss asks you to do something which

conflicts with your own deadlines?
4. Teamwork
a. Do you prefer to work alone or in a group?
b. When you joined your last company, how did you get on with your
co-workers?
5. Staff Motivation and Development
a. What makes a good manager?
36
b. How you motivate staff?
6. Personal Motivation
a. What are the three most important events in your career to date?
b. What are your standards of success in your job?
7. Decision Making
a. What is the toughest decision you have had to make while at your
present company? Tell me about it. What alternatives did you
consider?
b. What has been the effect of your decisions on others and what was
the wider impact?
37
Table 5: Competency Evaluation Form during the Interview
Communication: Clearly conveys and receives information and ideas through a variety of media to
individuals or groups in a manner that engages the listener, helps them understand and retain the
message and invites response and feedback. Keeps others informed as appropriate. Demonstrates
good written, oral, and listening skills.
Greatly Occasionally
Exceeds Meets
Exceeds Meets Unsatisfactory
Expectations Expectations
Expectations Expectations
Key Element
Organization
and Clarity
Listening Skills
Keeping Others
Informed
Written
Communication
Sensitivity to
Others
Comments:
Source: http://portal.cornerstones4kids.org/stuff/contentmgr/files/
5c06cb455ff52c94d8a9d0294e75469f/folder/gapclose_tool_4perf_mgmt.doc
38
3.1.2.Competency Based Training System
Competency based training provides the improvement in specific areas of

individuals and flexibility for the training management in the organizations. At the first stage
evaluation of individual competencies identifies the strengths and development points of
each individual.
The characteristics of competency based training as Kirkpatrick and Parry specified

are as follows24:
1. Competency-based training addresses and integrates all three components

of human behaviors: knowledge, attitudes and skills.
2. Competency-based approach is generic and universal; the effectiveness

evaluation for composition of KAS training is much. Therefore there is greater return on
investment if not focus only single K, A, or S.
3. There is a close correlation between competency-based training and

organization learning. Courses promote team building and common culture where everyone
speaks the same language of competencies.
24
Case Study On Training Needs Survey Using Competency-Based Approach
Eric Tseng, Human Resource & Services Center 1999 Asia Pacific Decision Sciences Institute
Conference, Shanghai, 1999.
39
Leadership
8
6
4 Communication
2
Today
0
Future
Decisiveness Flexibility
Responsibility
Figure 18: Competency Based Training Approach - Defining the Development Areas of a Person by
GAP Analysis
Source: It is prepared by Tulay Bozkurt
Training programs for each level of positions should be specific, inappropriate

training programs may create negative impacts on individual performance. Therefore before
conducting the training programs individual and team needs related with the goals that the
organization is attaining should be examined. Furthermore, job analysis to determine the
competencies that employees’ hold is critical in order to ensure the accountabilities
achievable. A successful competency-based training have to deal with the needs and
personal interest of the employees and all level of organization needs.
40
Table 6: Competency Based Individual Development Plan
Individual Development Plan
Competency to Date Supervisory

Developmental Activities Target Date
Develop Completed Comments
1 Attend 1-day workshop on
4/15/200x
“Improve Your Listening Skills”
2 Complete web-based training -
“Enhancing your Presentation 6/30/200x
Communication Skills”
3 Read book “Communicate with
9/30/200x
Confidence”
4 Join Toastmasters and attend at
12/31/200x
least 4 meetings during the year.
1 Attend workshop “Strengthening
Competency to
the Agency Through a Diverse 2/17/200x
Develop
Workforce”
2 Read book: Understanding
Yourself from the Perspective of 7/30/200x
Others”
Cultural 3 Join the agency’s Diversity
Competence Coalition and attend all meetings 12/31/200x
during the year
4
Competency to 1 Attend “Team Decision Making”

3/22/200x
Develop training
2 Establish an ongoing working
relationship with a colleague from 12/31/200x
3 community agencies.
3 Using one of my cases as an
example prepare and deliver a
Collaboration 10-minute presentation at staff
5/30/200x
meeting about how
family/community involvement
provided a positive case outcome.
4
41
3.1.3.Competency Based Performance Management System
Performance management is the process of creating a work environment or setting

in which people are enabled to perform to the best of their abilities. Performance
management is a whole work system that begins when a job is defined as needed. It ends
when an employee leaves the organization25.
Competency-Based Performance Management includes
1. Setting performance objectives
2. Determining the competency expectations
3. Fairly evaluating employees
4. Giving constructive feedback and
5. Continuously communicating and dealing with difficult evaluations.
Performance objectives can be setting on determined the competencies in the job

descriptions. Job descriptions are the first step in selecting the right person for the job, and
setting that person up to succeed. Competency based job descriptions provide a framework
so the applicants and new employees understand the expectations for the position. 26
Assessment through predetermined competency sets creates more transparent

and objective performance management process for the employees and supervisors.
Through the competencies it is also easy to manage and measure the performance.
Besides competency based performance management system provides effective

orientation, education, and training. Before a person can do the best job, he or she must
have the information necessary to perform. This includes job-related, position-related, and
company-related information; an excellent understanding of product and process use and
requirements; and complete knowledge about customer needs and requirements. The
25
http://humanresources.about.com/od/performanceevals/a/performancemgmt.htm
26
Ferdinand F. Fournies, Why Employees Don’t Do What They’re Supposed to Do and What to Do
About It, 1999
42
system provides on-going coaching and feedback based on competency level. By the help
of conducting quarterly competency based performance development discussions provides
supervisors giving employees frequent feedback and coaching.
Output of competency based performance management system link to the

compensation and recognition systems that reward people for their contributions. It also
provides promotional and career development opportunities for employees.
43
Competency Based Performance Management Assessment Card
Competencies are defined as the knowledge, skills, behaviors, personal attributes and other
characteristics needed for successful performance of the job.
Required Competencies for the Child Welfare Caseworker

Greatly Exceeds
Collaboration: Builds constructive working relationships with Expectations
clients/customers, other work units, community organizations and others
to meet mutual goals and objectives. Behaves professionally and
Exceeds Expectations
supportively when working with individuals from a variety of ethnic, social
and educational backgrounds.
Builds Relationships Meets Expectations
Seeks and Contributes ideas
Occasionally Meets
Facilitates agreements
Expectations
Comments:
Unsatisfactory
Communication: Clearly conveys and receives information and ideas Greatly Exceeds
through a variety of media to individuals or groups in a manner that Expectations
engages the listener, helps them understand and retain the message, and
invites response and feedback. Keeps others informed as appropriate. Exceeds Expectations
Demonstrates good written, oral, and listening skills.
Organization and clarity Meets Expectations
Listening skills
Keeps others informed Occasionally Meets
Written Communication Expectations
Sensitivity to others
Comments:
Unsatisfactory
Cultural Competence: Cultivates opportunities through diverse people; Greatly Exceeds

respects and relates well to people from varied backgrounds, understands Expectations
diverse worldviews, and is sensitive to group differences; sees diversity as
Exceeds Expectations
an opportunity, challenges bias and intolerance.
Shows respect and tolerance Meets Expectations
Challenges bias and intolerance
Seeks opportunities to be inclusive Occasionally Meets
Comments: Expectations
Unsatisfactory
Figure 19: Competency Based Performance Management Assessment Card

44
3.1.4.Competency Based Succession Planning System
Succession planning is an ongoing system of selecting competent employees

ready to move into key jobs in the organization should these become vacant. Job-person
matches are made between existing employees and future jobs they might assume.27
These future jobs were usually higher level positions. In the current environment of
downsizing and rapid organizational change, succession planning can be used for key jobs
above. At the same level
The usual criteria for succession planning system include
1. One preferably two well qualified internal candidates are identified as ready
to assume and key job should it become vacant
2. A record of successful promotions or other job placements
3. Few superior performers leave the organization because of lack of

opportunity
Competency based succession planning systems identify the competency

requirements for critical jobs, assess candidate competencies and evaluate possible job-
person matches.
3.2. Change Management and Competencies
Change management is a structured approach to transitioning individuals, teams,

and organizations from a current state to a desired future state. The current definition of
change management includes both organizational change management processes and
individual change management models, which together are used to manage the people side
27
L.Spencer&S.Spencer, Competence At Work, 1993
45
of change.28 Three factors must be present for meaningful organizational change to take
place. These factors are:29
D = Dissatisfaction with how things are now;
V = Vision of what is possible;
F = First, concrete steps that can be taken towards the vision.
If the product of these three factors is greater than
R = Resistance,
Then change is possible. Because of the multiplication of D, V and F, if any one is

absent or low, then the product will be low and therefore not capable of overcoming the
resistance.
In the condition of fast changing environment it is important to ensure a successful

change since the change appears in negative way too. Therefore it is necessary to use
influence and strategic thinking in order to create vision and identify those crucial things for
effective change management. Organization must recognize and accept the dissatisfaction
that exists by communicating industry trends, leadership ideas, best practice and
competitive analysis to identify the necessity for change.
In the model of PCI six critical success factors that must be managed to build
commitment to change initiatives and create behavior change. 30
1. Shared Change Purpose - create and share a powerful case for change in
the organization
2. Effective Change Leadership - develop strong change leadership for the

initiative
28
http://en.wikipedia.org/wiki/Change_management_(people)
29
Beckhard, R 1969 Organization Development: Strategies and Models
30
http://new.changefirst.com/pci_methodology
46
3. Powerful Engagement Processes - build and deliver plans to engage people
in the change
4. Committed Local Sponsors - build understanding and commitment of middle

and front-line managers
5. Strong Personal Connection - create commitment and behavior changing

actions for front-line people
6. Sustained Personal Performance - support people as they learn to adapt,

managing their resistance sensitively and empathetically.
Continues change management is also designed as a systemic approach to

change management. 31
Press
(Climate,
People
Culture,
Environment)
New Ideas& Function

Imporvement
GROWTH
Product Feedback Process

&Quality
Figure 20: The Elements of Continuous Change Management

Source: http://www.almc.army.mil/alog/issues/marapr02/ms723.htm32
31
http://www.almc.army.mil/alog/issues/marapr02/ms723.htm
32
http://www.almc.army.mil/alog/issues/marapr02/ms723.htm
47
People refers to be effective, any change system must account for how people
interact with others, gather information, make decisions, and solve problems. This
information provides indicators that correlate significantly with job selection, reaction under
stress, conflict management, and learning and teaching preferences.
Process refers to the processes people perform during the course of the normal
workday. The issues here, of course, are how well the processes are performing and how
they can be improved or redesigned to meet the changing needs of the organization.
The area of intersection between people and process is functions. People run
processes, and processes are grouped into functions. Multifunctional teams break down
traditional functional stovepipes. These teams require each member to have a complete
understanding of the interaction of each function within the team and the organization.
Understanding the key functions within the organization allows the team to focus quickly on
the key process changes needed in areas such as new training requirements, policies,
structure, and job requirements and to determine the impact of those changes on people.
The product can be transactional, production, or both. It is the result of people and
process. Where process and product overlap is the focus of quality efforts. This is refining a
process to reproduce consistently a service or product at high standards of quality.
Traditionally, this area has been the home of the Total Quality Management, Six Sigma, and
ISO 9001 quality improvement programs. In most cases, these methodologies are overlaid
onto the business strategy.
Where product and people intersect it is the realm of option development. These
options include ideas designed to improve existing products or ideas that result in new
products or ways of doing business. This intersection is essential to the future growth of the
organization.
Press is short form for pressure. The term "press" is used because it describes the
context within which people, process, and product operate. It is the environment, both
internal and external to the organization, that presses in on and out from the organization.
48
Press also encompasses the climate (observed patterns of behavior of people
within the organization) and culture (values and belief system of the organization). Climate,
on the other hand, is the result of behavioral patterns that see in organizations. Climate acts
as the filter between leadership and productivity.
Growth is a systemic approach to change management. The area where people,

product, and process intersect is growth—more specifically, market growth. The growth
includes people (new skills, better communications, less conflict, high performance teams),
process (coordinated continuous improvement, determination of impact on people), and
product (faster, better, cheaper or new innovations) and increases in the probability of
market-share growth.
3.3. Globalization, Crisis Management and Competencies
Economic globalization has intensified on the basis of new international links,

especially in the field of foreign direct investment, financial capital flows and
telecommunications liberalization. These and other development like major crisis have
reinforced international independence and raise new issues for international organizations
as well as for strategic behavior of major actors 33
The effect of globalization causes sudden crisis and increases the importance of
effective crisis management. Crisis management is the process by which an organization
deals with any major unpredictable event that threatens to harm the organization, its
stakeholders, or the general public. 34
Three elements are common to most definitions of crisis:
1. A threat to the organization,
33
Tilly, Richard; Welfens, Paul J.J. (Eds.) Economic Globalization, International Organizations and
Crisis Management Contemporary and Historical Perspectives on Growth, Impact and Evolution of
Major Organizations in an Interdependent World, 2000
34
http://en.wikipedia.org/wiki/Crisis_management
49
2. The element of surprise, and
3. A short decision time
Whereas risk management involves assessing potential threats and finding the best
ways to avoid those threats, crisis management involves dealing with the disasters after they
have occurred. It is a discipline within the broader context of management consisting of skills
and techniques required to assess, understand, and cope with any serious situation,
especially from the moment it first occurs to the point that recovery procedures start.
Crisis management consists of
Methods used to respond to both the reality and perception of crises.
Establishing metrics to define what scenarios constitute a crisis and should

consequently trigger the necessary response mechanisms.
Communication that occurs within the response phase of emergency

management scenarios.
During the crisis management process, it is important to identify types of crises in

that different crises necessitate the use of different crisis management strategies. Potential
crises are enormous, but crises can be clustered.
50
4. MEASURING COMPETENCIES
During past few decades business professionals seek to find the best ways for the
measurable criteria’s to define the performance and the potential of the employees at work
place. Personality inventories, intelligence test, stress level test, perception test, verbal
and numerical reasoning test and some technical knowledge test like language test,
mathematic and general ability test are used as different inventories to measure the
knowledge, capacity, potential and characteristic of a person.
As David McClelland states that the aptitude and intelligence tests are not all that
35
valid to define the work performance of a person. In his research he found that students
who did poor in the school (as long as they passed) did just as well in life as the top
36
students. McClelland argues that tests should be designed to reflect changes in what
people have learned. He writes that it is difficult, if not impossible to find a characteristic
that cannot be modified by training and/or experience.
At this point he goes on to what most competencies should try to measure --

clusters of life outcomes. McClelland says that if you move towards criterion based job
analysis, there is the danger that the tests will become extremely specific to the criterion
involved. Thus one could end up with hundreds or even thousands of specific tests for
each job. Thus it might be more useful to assess competencies that are more useful in
"clusters of life outcomes." This could include occupational, leadership, and interpersonal
skills. 37 McClelland did cluster personality or traits into competencies, rather than separate
them into attributes. Rather he wrote that there is no solid evidence that this trait of any
other trait cannot be changed. Thus if you cannot find the people with all the competencies
you need, you can always train or develop them.
Specifically there are using three methods for the measure the competencies as
observation, interview and questionnaire. All of the methods have some advantages and
disvantages as shown in Table 5.
35
David Mc Clelland, Testing Competence rather Than for Intelligence, 1973,
37
http://www.nwlink.com/~donclark/hrd/case/McClelland.html
51
Table 7: Advantages and Disadvantages of Data Collection Methods Interviews, Questionnaires and
Observations
Mode of Data Advantages Disadvantages
Collection
Personal or Face- Can establish rapport and Take personal time

to-Face Interviews motivate respondents
Cost more when a wide
Can clarify the questions, clear geographic region covered
doubts, add new questions
Respondents may be
Can read non-verbal cues concerned about confidentially
of information given
Can use visual aids to clarify
points Interviewers need to be trained
Rich data can be obtained Can introduce interviewers

biases
Respondents can terminate

the interview at any time
Telephone Less costly and speedier than Nonverbal cues cannot be

Interview personal interviews read
Can reach a wide geographic Interviews will have to be kept

area short
Greater anonymity than personal Obsolete telephone numbers

interviews could be contacted and
unlisted ones omitted from the
sample
Personally Can establish rapport and Organizations may be reluctant

Administered motivate respondent to give up company time for
Questionnaire the survey with groups of
52
Doubts can be clarified employees assembled for the
purpose
Less expensive when
administered to groups of
respondents
Almost 100% response ensured
Anonymity of respondents is high
Mail Anonymity is high Response rate is always low. A

Questionnaires 30% rate is quite acceptable
Wide geographic regions can be
reached Cannot clarify questions
Token gifts can be enclosed to Follow-up procedures for non-

seek compliance responses are necessary
Respondent can take more time

to respond at convenience
Can be administered
electronically if desired
Electronic Easy to administer Computer literacy is a must

Questionnaire
Can reach globally Respondents must have
access to the facility
Very inexpensive
Respondents must be willing to
Fast delivery
complete survey
Respondents can answer at their

convenience like the mail
questionnaire
Observation The data obtained through Long period of time

observation of events
53
Easy to observe certain group of Observers have to be trained
people
Easy to note the effects of

environmental influence on
specific outcomes
More reliable outputs from

respondents
Source: Uma Sekaran, Research Methods for Business, 2003
54
5. PROPOSED MODEL
The proposed model is consisting of three sections as individual competencies,

independent variables and demographic variables. The first section called as initial
competencies is core concept of the model. These variables are dependent variables
consisting of sixty four items. The second section called dependent variables is consisting of
thirty items. The third section called demographic variables is consisting of twelve factual
questions.
In the first section individual competencies are defined as cluster of four sub
competencies which has the significant importance to execute successful business. These
competencies are defining the management of a function, task and source, the degree of
knowledge and the way of its usage, the ability to aware and use own source. Sub
competencies are consisting of management, specialties, entrepreneurship and personal
competencies. The first sub competency called as management competencies includes four
sub competencies as leadership, planning&organisation, quality awareness and influencing
others competencies. These four sub-competencies are also consisting of seventeen sub-
competencies related with the execution the management function of a work, source, task,
projects and relationship with people. These are listed as motivate others, taking
responsibility, decision making, flexibility, delegation, independent, long term view, focus on
details, evaluative, committed, effective time planning, organizing, planning, quality
orientation, agreeable, influencing others and being friendly. The second sub competency
called as specialties competencies includes four sub components as specialist knowledge,
problem solving& analysis, verbal communication and written communication competencies.
These four cub-competencies are also including of fourteen sub-competencies related with
the functionality and quality level of output of a performance to do a work, task or a project.
These are listed as conceptual thinking, follow-up technology, numerical evaluation, open to
learn, confident about knowledge, evaluate of alternative solution, evaluate of difficulties,
problem solving, effective speaking, speaking thoughtfully, outspoken, presenting, cares
writing rules and effective writing. The third sub competency called as entrepreneurship
competencies are including four sub competencies called as commercial approach,
creativity&innovation, action oriented and strategic acting competencies. These four sub
competencies are also including of thirteen cub-competencies very critical competencies to
55
sustain in hard competition and changing environment. These are listed as competitive,
decisive, customer orientation, balance between work & private life problems, risk taker,
creative, conventional, innovative approach, action oriented, result & goal oriented, loyalty,
confident visionary and strategic. The fourth sub competency in the fist block called personal
competencies are consisting of four sub competencies called as interpersonal relations,
flexibility, self awareness and motivation competencies. These four sub competencies are
consisting of twenty sub competencies defining the inner source of a person and relationship
with others. These are listed as team work, supportive, encouraging, responsive, trust to
others, behavioral, adaptable, situational, adaptable to change, vigorous, calm, patient, open
to critics, emotionally controlled, anxious, energetic, optimistic, achieving, confident and
ambitious.
In the second section independent competencies are defined as cluster of four sub
competencies as well. These competencies are defining the strata’s of environment
surrounding of an individual. Since an individual in business world are continue sly
interaction with its surroundings business world can be defined a living organism for an
individual. In this living organism there are defined major factor in four sub competencies in
the model. These sub competencies are consisting of company core competencies, human
resource management competencies, environmental changes and work related
competencies. The first sub competency called as management competencies includes four
sub competencies as company management, area of business activity, customer care and
business ethic. These four sub-competencies are also consisting of eleven sub-
competencies related with company core activates, functions defining the targets, tasks,
sources and executing the way of work of an employee. These are listed as company
leadership, flexibility, responsibility, vision mission, profitability, product service, innovation,
customer relationship management, quality orientation, equality and transparency. The
second sub competencies called as human resource management competencies including
HR strategy, performance management, individual development and crisis management.
These four sub-competencies are also consisting of eight sub-competencies defining the
standards and procedure for the management of employees. These are listed as HR
strategy, employee support program, recruitment, firing, performance management,
individual development, career planning and crisis management. The third sub
56
competencies called as environmental changes including four sub factors as economic
conditions, competition, social life balance, family life balance. These four sub factors are
consisting of seven sub-competencies affecting an individual economically, socially and
emotionally. These are listed as economic crisis, stability, globalization, and technological
development, competition in the market, social life balance and family life balance. The
fourth and last sub competencies called as work competencies including four sub
competencies work content as job description, business process as workflow, work load and
job responsibility area. These competencies are defining the requirements, qualifications
and job description and profile for an employee.
The third section is consisting of the demographic variables. On the demographic

variables there are twelve factual questions about an employee. The age, gender, marital
status, education, occupation, total years of employed, type of company, department,
position, and total years of employed in current company, total number of employee in the
company and monthly salary.
As a result of evaluation of all definitions and models it was defined that individual
competencies are underlying characteristics of various behaviors and these competencies
are affecting by the work content, companies core competencies, human resource
management application and environmental changes. Basically individual competency is a
cluster of actual life conditions. Therefore in the proposed model a cluster of individual
competencies are offered as four major competencies which is a set of various behaviors.
57
5.1. The Proposed Competency Model
Dependent Independent
Variables Variables
CC-Individual
Competencies C5-Company Core
Competencies
C1-Management C6-HRM
Competencies Competencies
C2-Specialties C7-Environmental
Competencies Changes
C3-Entrepreneurship C8-Work
C4-Personal
Competencies
Demographic Variables
2. Age
3. Gender
4. Marital Status
5. Education
6. Occupation
7. Years of Employed
8. Type of Company
9. Department
10. Position
11. Total years of
Employed in Current
Company
12. Total Number of
Employee
13. Monthly Salary
Figure 21: Proposed Competency Model
58
5.1.1. Dependent Variables List of The Proposed Competency
Model
CC - Individual
Competencies
C1-Management C2-Specialties C3-Entrepreneurship C4-Personal

Competencies Competencies Competencies Competencies
SC1-Leadership SC5-Specialist SC9-Commercial SC13-

S1-Motivate Others Knowledge Approach Interpersonal
S2-Taking S18-Conceptual S32-Competitive Relations
Responsibility S19-Follows S33-Decisive S45-Team Work
S3-Decision Making Technology S34-Customer S46-Supportive
S4-Flexibility S20-Numerical Orientation S47-Encouraging
S5-Delegation Evaluation S35-Balance S48-Responsive
S6-Independent S21-Open to learn Between Work & S49-Trust to
S7-Long Term View S22-Confident Private Life Others
SC2-Planning& about knowledge Problems S50-Behavioral
Organization SC6-Problem S36-Risk Taker SC14-Flexibility
S8-Focus on Details Solving& Analysis SC10-Creativity S51-Adaptable
S9-Evaluative S23-Evaluate of &Innovation S52-Situational
S10-Committed alternative solution S37-Creative S53-Adaptable to
S11-Effective Time S24-Evaluate of S38-Conventional Change
Planning difficulties S39-Innovative SC15-Self
S12-Organizing S25-Problem Approach Awareness
S13-Planning Solving SC11-Action S54-Vigorous
SC3-Quality SC7-Verbal Oriented S55-Calm
Awareness Communication S40-Action Oriented S56-Patient
S14-Quality S26-Effective S41-Result Oriented S57-Open to
Orientation speaking Goal Oriented Critics
SC4-Influencing S27-Speaking SC12-Strategic S58-Emotionally
Others Thoughtfully S42-Loyalty Controlled
S15-Agreeable S28-Outspoken S43-Visionary S59-Anxious
S16-Influencing S29-Presenting S44-Strategic SC16-Motivation
S17-Friendly SC8-Written S60-Energetic
Communication S61-Optimistic
S30-Cares writing S62-Achieving
rules S63-Confident
S31-Effective S64- Ambitious
writing
Figure 22: Dependent Variable List in Proposed Model
59
5.1.2. Independent Variables List of The Proposed Competency
Model
C5-Company Core C6-Human C7-Environmental C8-Work

Competencies Resource Changes Competencies
Management
SC17-Management SC21-HR Strategy SC25-Economic SC29-Work

S65- Leadership S76-HR Conditions Content
S66-Flexibility Strategy S84-Economic S91-Job
S67-Responsibility S77-Employee Crisis Description
S68-Vision&Mission Support S85-Stability SC30-Business
SC18-Area of Program S86- Process
Business Activity S78- Globalisation S92-Workflow
S69-Profitability
Recruitment SC26-Competition SC31-Work Load
S70-Product&
S79-Firing S87- S93-Work Load
Service
SC22- Technological SC32-
S71-Innovation
Performance development Responsibility
SC19-Customer Care
Management S88-Market Area
S72-Customer
S80- Competition S94-Job
Relationship
Performance SC27-Social Life Responsibility
Management
Management Balance Area
S73-Quality
Assesment S89-Social Life
Orientation
SC23-Individual Balance
SC20-Business Ethic
Development SC28-Family Life
S74-Equality
S81-Individual Balance
S75-Transparancy
Development S90-Family Life
S82-Career Balance
Planning
SC24-Crisis
Management
S83-Crisis
Management
Figure 23: Independent Variable List in Proposed Model
60
5.2. Definition of Dependent and Independent Variables
5.2.1.Definitions of Dependent Variables - Individual Competencies
Individual competencies include four sub-competencies as cluster of management

competencies, specialties competencies, entrepreneurship competencies and personal
competencies.
Individual competencies are the underlying characteristics of individual internal

sources as motives, thinking styles, knowledge and learning styles. Each of components of
these competencies is related with a person behavior, knowledge and skills performed at
work in different business cases. These individual competencies define the way of
relationship with others, ways of conducting business, thinking and learning styles of a
person. It specifically includes the skills to how the perceive the business life.
5.2.1.1. Management Competencies
Management in all business and human organization activity is simply the act of
getting people together to accomplish desired goals and objectives. Management comprises
planning, organizing, staffing, leading or directing, and controlling an organization or effort
for the purpose of accomplishing a goal. Resourcing encompasses the deployment and
manipulation of human resources, financial resources, technological resources, and natural
resources. 38
Management competencies are general descriptions of the underlying

characteristics and behaviors needed to successfully perform a job.
In these study management competencies includes four sub-competencies

clustered as
38
http://en.wikipedia.org/wiki/Management
61
1. Leadership
2. Planning and organization
3. Quality awareness
4. Influencing others
5.2.1.2. Specialties Competencies
Specialty is a degree of expertise concerning a specific job or work. An expert

person is a reliable source for a technique or skill for judging or deciding rightly. An expert
person has the authority in specific knowledge or ability in a particular area of a study. This
person can call for advice on their respective subject. Level of specialty changes the degree
of knowledge and the level of experience. An expert person competency includes the high
capacity of knowledge.
In these study specialties competencies includes four sub-competencies clustered

as
1. Specialist Knowledge
2. Problem Solving&Analysis
3. Verbal Communication
4. Written Communication
5.2.1.3. Entrepreneurship Competencies
An entrepreneur is a person who is willing and able to convert a new idea or

invention into a successful innovation. Entrepreneurship forces "creative destruction" across
markets and industries, simultaneously creating new products and business models. In this
62
way, creative destruction is largely responsible for the dynamism of industries and long-run
economic growth.
Entrepreneurs have many of the same character traits as leaders. Entrepreneurs

are often contrasted with managers and administrators who are said to be more methodical
and less prone to risk-taking.
In these study entrepreneurship competencies includes four sub-competencies

clustered as
1. Commercial Approach
2. Creativity& Innovation
3. Action Oriented
4. Strategic Thinking
5.2.1.4. Personal Competencies
Personal competencies relate to the attitudes and behaviors of individuals

especially the coming from inner sources like motivation, basics instincts, feelings and
emotions. These competencies determine the relationship with other, understanding self and
ability, motivation factors and energy level. Basically these competencies can be assumed
as dynamics of a person.
In these study personal competencies includes four sub-competencies clustered as
1. Interpersonal Relations
2. Flexibility
3. Self Awareness
4. Motivation
63
5.2.2.Definitions of Independent Variables
5.2.2.1. Company Core Competencies
A core competency is a specific factor that a business sees as being central to the
way it or its employees work. A core competency can take various forms, including technical
matter know-how, a reliable process and relationships with customers and suppliers. It may
also include product development or culture, such as employee dedication.
Core competencies are particular strengths relative to other organizations in the

industry which provide the fundamental basis for the provision of added value. Core
competencies are the collective learning in organizations, and involve how to coordinate
diverse production skills and integrate multiple streams of technologies. It is communication,
an involvement and a deep commitment to working across organizational boundaries.
In these study company core competencies includes four sub-competencies

clustered as
1. Management
2. Area of Business Activity
3. Customer Relationship Management
4. Business Ethics
5.2.2.2. Human Resource Management Competencies
64
Human Resource Management is the function within an organization that focuses
on recruitment, management, and providing direction for the people who work in the
organization. It manages such as compensation, performance management, organization
development, safety, wellness, benefits, employee motivation, communication,
administration, training and crisis management. Besides HRM professionals HRM function
can also be performed by line managers as well.
In these study human resource competencies includes four sub-competencies

clustered as
1. HR Strategy
2. Performance Management
3. Individual Development
4. Crisis Management
5.2.2.3. Environmental Conditions
Environmental conditions are focusing on the interactions between an employee

and their surroundings. The term environment is broadly encompassing natural
environments, social settings, built environments, learning environments, and informational
environments.
When solving problems involving human-environment interactions, whether global

or local, one must have a model of human nature that predicts the environmental conditions
under which humans will behave in a decent and creative manner. With such a model one
can design, manage, protect and/or restore environments that enhance reasonable
behavior, predict what the likely outcome will be when these conditions are not met, and
65
diagnose problem situations. The field develops such a model of human nature while
retaining a broad and inherently multidisciplinary focus. 39
39
http://en.wikipedia.org/wiki/Environmental_psychology
66
In these study environmental sources includes four sub-cofactors clustered as
1. Economic Conditions
2. Competition
3. Social Life Balance
4. Family Life Balance
5.2.2.4. Work Competencies
A work competencies are similar to job competencies describes a job or role

competencies often those specific to a certain type of job within a specific work unit. The
competencies can various for the sales, finance, manufacturing and service functions of
the company. It can include the qualification specific to a task or project.
In these study work competencies includes four sub-competencies clustered as
1. Work Content
2. Business Process
3. Work Load
4. Responsibility Area
67
6. METHODOLOGY
6.1. Research Design
Having identified the variables in a problem situation and developed the theoretical
framework, the next step is to design the research in a way that the requisite data can be
gathered and analyzed to arrive at a solution.40
The research design involves a series of rational decision-making choices. In this

research study a systematic methodology used for data collection and analysis. The stages
of research design defined in Table 5. In each stage there is a certain question to be
answered through this research.
Table 8: Stages of Research Design
No Stages of Research Questions to Be Answered

Analysis
1 Objectives What are the objectives of the research
2 Sources What are the sources of the research information to be

collected
3 Tools What are the necessary tools to reach those objectives
4 Analysis What are the methods to be used in research analysis
5 Profits What are the probable profits if you reach objectives of the
research
6 Strategies What are the probable strategies applicable after the research
Source: Prof. Dr. Rauf Nişel, Survey Method Class Notes at Marmara University, autumn 2006
In the research design, the purpose of the study, the types of the investigation, data
collection methods, sampling design, the extent of researcher interference, the unit of
analysis defined and executed.
40
Uma Sekaran, Research Methods for Business, 2003 pg. 117
68
6.1.1.Aim of The Research
The aim of this research is listed as follows:
1. The primary aim of this research is to define the consistency of sub

competencies as listed under the individual competency. There are sixty four sub
competencies in the proposed model as dependent variables.
2. The secondary aim of the study is to indentify if there are any effects of the
independent variables on the individual competency. There are thirty items in the proposed
model as independent variables.
3. The third aim of the study is to analyze if there is any difference at

dependent and independent variables between normal conditions and crisis situation.
4. The fourth aim of the study is to define the effects of demographic variables
on the dependent variables. There are twelve factual questions in the demographic
variables.
As a result of all analyses new set of competencies effecting individual

competencies will be defined.
6.1.2.Sources For Collecting of The Research Information
6.1.2.1. Population and Sampling
The source of this research is defined as the employees working in the Halkalı
factory of a leading private manufacturer of steel pipes and tubes based in Sefakoy, Istanbul
location. Total number of employees is 300 in June, 2009. 250 employees are joined the
survey.
69
6.1.3.Methods For Data Collection
Data collection methods are an integral part of research design. There is several
data collection methods, each with own advantages and disadvantages. Data can be
collected in a variety of ways and in different setting field or lab, from different sources
primary or secondary. Interviewing, administering questionnaires and observing people are
the three main data collection method in survey research. First method is interviews like face
to face or telephone interviews, computer assisted interviews. Second method is
questionnaires that are personally administered, sent through the mail or electronically
administered. Third method is observation of individuals and events.
Table 9: Advantages and Disadvantages of Data Collection Methods
No Data Flexibility Standardization Difficultness Subjectivity

Collection of Data of Data of of The Result
Method Application of Data
of Statistical Analysis
Methods
1 Interview + - + -
2 - + - -
Questionnaire
3 Observation + + - +
Source: Prof.Dr. Rauf Nişel, Survey Methods, Autumn Class Notes at Marmara University, 2006
In this study the questionnaire method used in the field survey because the time
constraint of the study. 250 questionnaires are sent to the employees. The return rate is
50%.
6.1.3.1. Questionnaire Design
70
Sound questionnaire design principles should focus on the three areas. The first is
wording of the questions. The second refers to planning of issues of how variables will be
categorized, scaled and coded after receipt of the responses. The third pertains to the
general appearance of the questionnaire. All three are important issues in questionnaire
design because they can minimize the biases in research41.
In this study designed questionnaire are consisting there section. In the first section
there are sixty four items as dependent variables. In the second section there are thirty items
as independent variables. All the statements in these two sections are designed as positive
statements. In the third section there are twelve factual questions as demographic
questions. For the first two sections itemized rating scale is designed to examine how
strongly subjects Disagree, Rarely Agree, Slightly Agree, Somewhat Agree, Strongly agree
and with statements on 6 point scale. The answers of the respondents are collected for
current situations and crisis situations.
Tools of Collecting Data
Questionnarie
Factual Question Instruments – Itemized Rating Scale

(12 questions) (94 Items - 6 Point Rating Scale)
Normal Crisis
Conditions Conditions
Figure 24: Structure of Questionnaire Used in the Study

Source: Prof. Dr. Rauf Nişel, Survey Method Class Notes, autumn 2006
41
Uma Sekaran, Research Methods for Business, 2003, pg. 237
71
6.1.4.Methods for The Data Analysis
In the data analysis there are three main objectives as getting an interpretation of
data, testing the goodness of data and testing the hypotheses developed by the research.
The interpretation of the data gives the preliminary ideas of how good the scales are, how
well the coding and entering of the data have been done. Testing the goodness of data gives
how the instrument developed in good mood and the relationship between variables. 42
Once the data are collected, the information coded and appropriate data analysis
techniques applied. According to the aim of the research the data analysis methods are
defined in following steps
1. Reliability Analysis of the Dependent and Independent Variables (Measure

of Consistency - Value of Cronbach Alpha)
2. Multivariate Analysis of Variance (MANOVA for independent and dependent

variables)
3. Analysis of Variance (ANOVA for core concept and independent variables )
4. Measure of Correlation (MAC for demographic variables and dependent

variables)
5. Multiple Regression Analysis
6.1.4.1. Definition of The Relaibility Analysis
The reliability of a measure indicates the extent to which it is without bias and
hence ensures consistent measurement across the time and across various items in the
instrument. In other words the reliability of a measure is an indication of the stability and
consistency with which the instrument measure the concept and helps to assess the
“goodness” of a measure
42
Uma Sekaran, Research Methods For Business, 2003, pg. 306
72
Reliability
(Accuracy in Measurement)
Stability Consistency
Test-Retest Paralel-form Interitem Split-half

Reliablity Reliability Consistency Reliability
Reliability
Figure 25: Forms of Reliability

Source: Uma Sekaran, Research Methods for Business, 2003 pg. 204
6.1.4.1.1. Stability of Measures
The ability of a measure to remain the same over time is indicative stability and low
vulnerability to changes in the situation. This attests to its “goodness” because the concept is
stably measured, no matter when it is done. Two test of stability are test-retest reliability and
parallel-form reliability.
Classical test theory assumes that each person has a true score that would be
obtained if there were no errors in measurement. Because instruments used for
measurement are imperfect, the score that is observed for each person most times is
different from the person's true abilities or characteristics. The theory concludes that the
difference between the true score and the observed score is the result of errors in
measurement.43
X =T +E
Formula 1: Observed and True Scores with Error
43
Allen, M.J., & Yen, W. M. Introduction to Measurement Theory, 2002.
73
The above equations represent the assumptions that classical test theory makes at
the level of the individual person. However, the theory is never used to analyze individual
test scores; rather, the focus of the theory is on properties of test scores relative to
populations of persons.
Concerning the relations between the three variables X, T, and E in the population
these relations are used to say something about the quality of test scores. In this regard, the
most important concept is that of reliability. The reliability of the observed test scores X,
which is denoted as ρ XT
2
is defined as the ratio of true score variance to the observed score
variance :
σ T2 σ T2
ρ 2
= 2 = 2
σ X σ X + σ E2
XT
Formula 2: Reliability of the Observed Test Scores
The reliability of test scores becomes higher as the proportion of error variance in
the test scores becomes lower and vice versa. The reliability is equal to the proportion of the
variance in the test scores that we could explain if we knew the true scores. The square root
of the reliability is the correlation between true and observed scores.
Table 10: Population and Sample Mean, Variance and Standart Deviation
Population Sample
Mean µ
−
X
Variance 2
∑ (X )
N N 2
∑ (X i − μ ) i −X
σ X2 = i =1
σ X2 = i =1
n n
Standart Deviation
∑ (X )
N 2 N 2
∑ (X i − μ) i −X
σ = i =1
s= i =1
n n
Source: Prof. Dr. Rauf Nişel, Survey Methods Class Notes at Marmara University, 2006
74
Measurements are reliable to the extent that they are repeatable and that any
random influence that tends to make measurements different from occasion to occasion or
circumstance to circumstance is a source of measurement error44 Reliability cannot be
estimated directly since that would require one to know the true scores. However, estimates
of reliability can be obtained by various means. One way of estimating reliability is by
constructing a parallel test. The fundamental property of a parallel test is that it yields the
same true score and the same observed score variance as the original test for every
individual. If we have parallel tests x and x', then this means that
ε ( X i ) = ε (X 'i )
σ E2 = σ E2
i
'
i
σ XX σ2
ρ XX =
'
= T2
σ Xσ X σX
'
'
Formula 3: Expected Correlation between Test-Re Test Scores
The reliability coefficient obtained with a repitation of the same measure on a

second occasion is called test-retest reliability. That is, when a qestionnarie containing some
items that are supposed to measure a concept is administered to a set of respondents now,
and again to the same respondents, say several weeks to 6 months later, then the
correlation between the scores obtained at the two different times from one and the same
set of respondents is called the test-retest coefficient. The higher it is, the test-retest
reliability, and consequently, the stability of the measure of the measure across time.
44
Nunnally, J.,. Psychometric Theory. 1978, pg. 225
75
When responses on two comparable sets of measures tapping the same construct
are highly correlated, we have parallel-form reliability. Both forms have similar items and the
same response format, the changes being the wordings and the order or sequence of the
questions. Trying to establish here is the error variability resulting from wording and ordering
of the qestions. If two such comparable forms are highly correlated it may be fairly cetain
that the measures are reasonably reliable, with minimal error variance caused by wording,
ordering or other factors
6.1.4.1.2. Internal Consistency of Measures
The interal consistency of measures is indicative of the homogeneity of the items in

the measure that tap the construct. In other words, the items should hang together as a set
and be capable of independently measuring the same concept so that the respondents
attach the same overall meaning to each of the items. This can be seen by examining if the
items anad the subsets of items in the measuring the instrument are correlated highly.
Conssitency can be examined thorugh the inter-item consistency and split-half reliability test.
Interitem consistency reliability is a test of the consistency of respondents’ answers

to all the items in a measure. To the degree that items are independent measures of the
same concept, they will be correlated with one another. Cronbach’s alpha is a reliability
coefficient that indicates how well the items in a set are positively correlated to one another.
Cronbach’s alpha is computed in terms of the average intercorelations among the items
measuring the concept. The closer Cronbach’s alpha is to 1, the higher the internal
consistency reliability. 45
45
Uma Sekaran, Research Methods For Business, 2003, pg. 307
76
A general formula (α) of which a special case is the Kuder- Richardson coefficient
of equivalence is shown to be the mean of all split-half coefficients resulting from different
splittings of a test. α is therefore an estimate of the correlation between two random sam-
ples of items from a universe of items like those in the test. α is found to be an appropriate
index of equivalence and, except for very short tests, of the first-factor concentration in the
test.46
⎡ K
⎤
K ⎢ ∑
pi qi ⎥
α= ⎢1 − i =1
⎥
K −1⎢ σ x2 ⎥
⎢⎣ ⎥⎦
Formula 4: Kuder Richardson Formula 20
The Kuder-Richardson Formula 20 (KR-20) is the equivalent for dichotomous items.

Cronbach's α measures how well a set of variables or items measures a single,
unidimensional latent construct.
⎡ N
⎤
N ⎢ ∑ σ Y2i ⎥
α= ⎢1 − i =1 2 ⎥
N −1⎢ σX ⎥
⎢⎣ ⎥⎦
Formula 5: Consistency Reliability Coefficient Cronbach Alpha
Cronbach's alpha generally increases when the correlations between the items
increase. For this reason the coefficient is also called the internal consistency or the internal
consistency reliability of the test.47
46
LF J. Cronbach, Coefficient Alpha and Internal Structure of Tests , 1951 Psychometrika, V:16 No: 3,
47
http://en.wikipedia.org/wiki/Cronbach's_alpha
77
Split half reliability reflects the correlations between two halves of an instrument.
The estimates would vary depending on how the items in the measure are split into two
halves. Split-hafl reliabilites could be higher than Cronbahc’s alpha only in the circumstance
of there being more than one underlying response deminesion tapped by the measure and
when certain other conditions are met as well.
Item 1
Item 1 Item 3 Item 4

Item 2
Item 3
Measure
Item 4
Item 5
Item 2 Item 5 Item 6
Item 6
Figure 26: Split Half Reliability

Source: http://www.socialresearchmethods.net/kb/reltypes.php
In split-half reliability all items are randomly divided that purport to measure the
same construct into two sets. Administering the entire instrument to a sample of people and
calculate the total score for each randomly divided half. The split-half reliability estimate, as
shown in the figure, is simply the correlation between these two total scores
78
6.1.4.2. Definition of Multivariate Analysis of Variance (MANOVA)
Multivariate analysis of variance (MANOVA) is one of the multivariate statistical

techniques that can be used to simultaneously explore the relationship between several
categorical independent variables and two or more dependent variables. It can be stated in
the following general forms:48
Y1 + Y2 + Y3 + ............Yn = X 1 + X 2 + X 3 + ............. X n
Formula 6: General Forms of Multivariate Analysis of Variance
MANOVA is concerned with differences between groups. It is termed as

multivariate procedure because it is used to assess group differences across multiple
dependent variables. Each treatment group is observed on two or more dependent
variables. The null hypothesis tested is the equality of vectors of means on multiple
dependent variables.
μ 11 μ 12 μ 1k
μ 21 μ 22 μ 2 k
μ 31 μ 32 μ 3 k
Ho: = = -------------------- =
μ p1 μ p 2 μ pk
Null hypothesis (Ho)=all group mean vectors are equal, that is they come
from the same population
μpk=means of variables p, group k
Figure 27: Null Hypothesis Testing of MANOVA
48
Joseph F. Hair, William C. Black, Barry J. Babin, Rolph E. Anderson, Ronalds L. Tatham, Multivariate Data
Analysis Sixth Edition, 2006, pg. 176
79
6.1.4.2.1. Analysis Design, Statistical Tests and Effects in
MANOVA
Analysis Desing: General linear model (GLM) is used in the MANOVA analysis.
GLM is an estimation method based on three components. The one is variate formed by a
linear combination of independent variables. Each independent variable has an estimated
weight representing that variable’s contribution to the predicted value. The second is random
component as a probability distribution specified by the researcher based on the
characteristic of the dependent variables. The third a link function that denotes the
connection between the variate and the probability distribution.
In the analysis independent variables and demographic variables are determined

as following:
1. Factors: It is a nonmetric independent variable with a defined number of

levels. Each level represent a different conditions or characteristic that
affects the dependent variables. A factor can be an observed nonmetric
variable such as gender.
2. Covariates: Covariates are metric variables in the design. It is assumed to

be linearly related to the dependent variables.
Statistical Tests: In MANOVA there are four principal statistics for testing the
significance.
Table 11: Statistical Tests Accoriding to Number of Dependent Variables and Groups
Number of Dependent Variables
Number of Groups in One Two or More

Independent Variables (Univariate) (Multivariate)
Two Groups t-test Hostelling’s T 2
Two or More Groups ANOVA MANOVA
80
Source: Joseph F. Hair, William C. Black, Barry J. Babin, Rolph E. Anderson, Ronalds L.
Tatham, Multivariate Data Analysis Sixth Edition, 2006, pg. 176
1. Pillai’s Criterion: It consider all the characteristic roots. The discriminant

function specifşes a set of weigths that maximize the differences between
groups, thereby maximizinf the F value. The maximum F value enables to
compute directly the the greatest characteristic root which allows for the
statisticacl test of the first discriminant function. Any subsequent
discriminant functions are orthogonal, they maximize the differences among
groups baassed on the remaining variance.
2. Wilk’s Lambda: It is used for testing overall significance between groups.

Wilk’s Lamba considers all the discriminant functions that it examines
whether groups are somehow different without being concerned with they
differ on at least one linear combination of the dependent variables.
3. Hostelling’s T 2 : It provides a statistical test of the variate formed from the
dependent variables, which produces the greatest group difference. It also

controls the Type I error rate by providing a single overall test of group
differences across all dependent variables at a specifies α level.
Type I error is the probability of incorrectly rejecting the null hypothesis, it

means saying difference or correlation exist when it actually does not. Type
II error is probability of incorrectly failing to reject the null hypothesis, the
chance of not finding a correlation or mean difference when it does exist.
Type II error is defined as power.
81
Table 12: Different Error Probabilities in The Hypothetical Setting of Testing
Statistical Decision No Difference Difference
β
Ho: No Difference 1-α
Type II error
α 1-β
H1: Difference
Type I error power
Source: Joseph F. Hair, William C. Black, Barry J. Babin, Rolph E. Anderson, Ronalds L.
Tatham, Multivariate Data Analysis Sixth Edition, 2006
4. Roy’s Largest Root: It measures the differences on only the discriminant

function among the dependent variables. This criterion provides advantages
in power and specify of the test.
Effects
1. Main Effects: It means individual effect of each independent variable on the

dependent variables. When a significant effect of a factor is found it is called
main effect. It means that significant differences between two or more
groups. With two levels of the treatment, a siginificant main effect ensures
that two groups are significantly different. With three or more levels,
however a significant main effect doesn’t guarantee that all three groups are
significantly different; at least one significant difference is present between
pair of groups.
2. Interaction Effects: More then one factor is used, interaction effects are
created. The interaction term represents the joint effect or two or more
factor. It means that the difference between groups of one factor depends
on the values on another factor.
82
6.1.4.2.2. Assumptions for MANOVA
In MANOVA there are four main assumptions as independence, normality,

homoscedacity, linearity. Here are explanations of each aasumptions:
1. Independence: Dependent measures for each respondent be totally

uncorrelated with the responses from other respondents in the sample. A lack of
independence severely affects the staticticall validity of the analysis. Observations must be
independent.
2. Normality: This assumption for MANOVA to be valid concerns normality of

dependent variables. The dependent variable should be normally distributed within groups.
The assumption is that all the variables are multivariate normal. A multivariate normal
distribution assumes that the joint effect of two variables is normally distributed. Even though
this assumption underlies most multivariate techniques, no direct test is available for
multivariate normality. Therefore it is tested univariate normality of each variable. Tests for
outliers should be run before performing a MANOVA, and outliers (extreme points) should
be transformed or removed. Violating this assumption primarily creates problems in applying
Box’s M test. Violation of this assumption has little impact with larger sample sizes.
The simpliest diagnostic test for normality is a visual check of the histpogram that
compares the observed data values with a distribution approximatig the normal distribution.
In addition to examining the normal probability plot, one can also use statistical
tests to assess normality. A simple test is a rule of thumb based on the skewness and
kurtosis values. Skewness can be defined of the degree of departure from the symmetry.
The magnitude of the result of measure of skewness provides of information about the
selection of appropriate method of averaging. The sign of measure provide an information
selection appropriate method averaging. 49 (-) value states the distribution is left skewed, (+)
value states for the right skewed distribution. If skewness value is equal or larger than 0,5
then the extreme skewness can be considered.
The statistic value z for the skewness calculated as (where N is the sample size) :
49
Prof. Dr. Rauf Nisel, Survey Methods Class Notes at Marmara University, 2006
83
α3
zskewness =
6
N
Formula 7:Statistic Value for Skewness
A kurtosis measure which also reflects the degree of hetorogenity measures it

graphically graphically that’s kurtosis measure the level of heterogeneity but this measure
enables us to interprate the variation interms of hetoregenity or homogeneity when there is
only one set of data. According to the sign of kurtosis type of distribution defined as(+)
values for peak distribution, 0 for normal distribution, (-) values for flat distribution.
A z value can also be calculated for the kurtosis value using the following formula:
α4
zkurtosis =
24
N
Formula 8: Statistic Value for Kurtosis
If either calculated z value exceeds the specified critical value, then the distribution
is nonnormal in terms of that characteristic. The critical value is from z distribution (in annex),
based on the significance level desired. The most commonly used critical values are +/-
2.58(0.01 significance level) and +/- 1.96(0.05 significance level). With these tests, it can
easily assess the degree to which skewness and peaknesss of the distribution vary from the
normal distribution.
84
3. Homoscedasticity: The next assumption is related primarily to dependence
relationships between variables. Homoscedasticity refers to the assumption that dependent
variables exibit equal levels of variance across the range of the predictor variables.
Homoscedacity is desirable because the variance of the dependent variable being explained
in the dependence relationship should not be concentrated in only a limited range of the
independent values. In most situations, there is many different values of the dependent
variable at each value of the independent variable. For this relationship to b captured, the
variance of the dependent variable values must be relatively equal at each value of the
predictor variable. If this dispertion is unequal across values of the independent variable, the
relationship is said to be heteroscedatic. 50
A crticical assumption corncerns that the homocedacity of the variance and

covariance matrices among the two groups. This assumption is the equaivalance of
covariance matrices across the groups. Here it is concerned the substantial differences in
the amount of variance of one group versus another for the dependent variables. The
requirement of equivalence is a strict test because MANOVA examines all elements of the
covariance matrix of the dependent variables. 51
The statictical tests for equal variance dispersion assess the equality for equal
variance dispersion assess the equality of variances within groups formed by nonmetric
variables. The most common tests Levene test, is used to assess whether the variance of a
single metric variable are equal across any number off groups. If more then one metric
group variable is beign tested, so that the comparision involves the equality of
variance/covariance matrices, Box’s M test is applicable.
a. Univariate Test for Homocedaticity: In the homocedaticity analysis

assess also the univeriate homogeneity of variance across the two groups.
Levene’s Test for all dependent variables are nonsignificant (significance are
greater then 0.05)
50
51
Analysis Sixth Edition, 2006
85
b. Multivariate Test for Homocedasticity: MANOVA conduct the test for
equality of covariance matrices typically the Box’M test and provide significance
levels for the test statistic. The Box’M test for equality of the covariance matrices
shows a non sigfnificant (the significance value is bigger then 0.05) difference
between the two groups on the dependent variables collectively. Thus the
assumption of homoscedasticity is met for each individual variable separately and
the dependent variables collectively.
4. Linearity and Multicolinerity among the Dependent Variables: An implicit

assumption of multivariate methods based on correlational measures of association is
linearity. In the case of individual variables, linearity relates to the patterns of association
between each pair of variables and the ability of the correlation coefficient to edaquately
represent the relationship. The most common way to assess linearity is to examine the
scatter plots of the variables and to identify any nonlinear patterns in the data. Scatter plot
show the straight line depicting the lenar relationship. An alternative approach is to run a
simple regression analysis and to examine residuals. This technique will ve showed in the
regression analysis method.
Another key issue is the correlation among the independent variables. The ideal
situation for a model would be to have a number of independent variables highly correlated
with the dependent variable, but with little correlation among themselves. The simplest and
most obcious means of identfyng collinearity is an examination of the correlation matrix for
the independent variables. The presense of high correlation generally 0.90 and higher is the
fisrt indication of collinearity. Collinearity may be due to the combined effect of two or more
independent variables.
6.1.4.3. Definition of Analysis of Variance (ANOVA)
Analysis of variance (ANOVA) is a statistical technique used to determine whether

samples from two or more groups come from populations with equal means. It tests the
statistical significance of mean differences amougd different groups of scores. The different
groups of scores may correspond different levels of a single independent variables or to
86
different combinations of levels of two or more independent variables. The groups of scores
may come from different cases or from the same cases measured repeatedly. If a difference
between means is statistically significant, the difference is expected to reappear if the study
is replicated. 52
Y1 = X 1 + X 2 + X 3 + ............. X n
Formula 9: General Forms of Analysis of Variance
ANOVA are used to assess the statistical of differences between grouos. The null
hypothesis is tested the equality of a single dependent variable means across groups.
Table 13: Null Hypothesis Testing for ANOVA
H0 = μ1 = μ2 = ............. = μn
Null Hypothesis(Ho)=all group means are equal, that is,

they come from same population
6.1.4.3.1. Statistical Tests in ANOVA
Two most common types of univariate procedures, t-test, which compares a

dependent variable across two groups and ANOVA which is used whenever the number of
groups in two or more.
52
Barbara G. Tabachnick, Linda S. Fidell, Experimental Designs Using Anova, California State University,
2007 pg.69
87
t-test: The t-test asseses the statistical significance of the difference between two
independent sample means for a single dependent variable. The statdart error is an estimate
of the difference between means to be expected because of sampling error. If the actual
difference between the group means is sufficiently larger than the standart error, then we
conclude that these differences are statically significant. The determination of how large
must the t value be to consider the difference significant is made by comparing the t statistic
to the critical value of t statistic. Critical value is defined from the t table based on
siginificance level and degree of freedom calculating by sample size. Degree of freedom
calculated from the total number of observations minus 1.53
μ1 − μ 2
t statistics =
SEμ1 μ 2
Formula 10: t Statistics
In ANOVA statistical test is two independent estimates of the variance for

dependent variable are compared. The first reflects the general variability of respondents
within the groups ( MS w ) and the second the represents the differences between groups
( MS B )
F Statistic: The ratio F distribution is a sampling distribution of the ratio of two

variances. In ANOVA, ( MS w )and ( MS B ) provide the variances fro the F ratio to the test null
hypothesis. If null hypthesis is true and there are no treatment effects F ratio downs and it is
value is around 1. Large value of the F statistic leads to rejection of the null hypothesis of no
difference in means of across groups.
MS B
Fstatistics =
MS w
Formula 11: F Statistics
53
88
To determine whether the F statistic is sufficiently large to support rejection of the
null hypothesis (meaning that differences are present between the groups), follow a process
similar to t test. Determine the critical value for F statistics by referring the F distribution with
(k-1) and (N-1) degrees of freedom for a specified level of α (where k number of groups). F
crititcal values are just the t crtical values squared. If the calculated value of F statistics
exceeds the critical F value it is conluded that the means across all groups are not all equal.
6.1.4.3.2. Assumptions for ANOVA
1. Independence: Observvation must be independent as explained in

MANOVA.
2. Normality: An assumption of ANOVA is that the sampling distribution of the

means for each level of the individual variables is normal. The assumption is for the
sampling distribution, not the raw scores. If the raw scores are normally distributed, the
sampling distribution of their means is also normally distributed. However, even if the raw
scores are not normally distributed, the Central Limit Theorem assures that the sampling
distribution of means is normally distributed for large enough sample.
3. Homosedacity: Homogenity of variances aasumes that population variances

in different levels of the independent variables are equal. Levense test for homogeneity of
variance performs.
6.1.4.4. Definition of Measure of Correlation Analysis (MAC)
There are many measures of association used to measure the strength of

relationship. Each has advantages and disadvantages.
Cramer's V is one of several measures based on chi square. Chi square itself is not
a measure of association, but a test of the hypothesis that two variables are unrelated. V is
equal to the square root of the following value--chi square divided by the product of the
89
number of cases in the table and the smaller of two values--the number of rows minus one
and the number of columns minus one. Cramer's V is useful for tables larger than 2 by 2.
Phi coefficient is a measure of the degree of association between two binary

variables. This measure is similar to the correlation coefficient in its interpretation.
Spearman's rho is a measure of the linear relationship between two variables. It

differs from Pearson's correlation only in that the computations are done after the numbers
are converted to ranks. When converting to ranks, the smallest value on X becomes a rank
of 1, etc.
Kendall tau rank correlation coefficient is used to measure the degree of

correspondence between two rankings and assessing the significance of this
correspondence. In other words, it measures the strength of association of the cross
tabulations.
6.1.4.5. Definition of Multiple Regression Analysis
Multiple regression analysis is a statistical method that can be used to analyze the
relationship between a single dependent variable and several independent variables. The
objective of multiple regression analysis is to use the independent variables whose values
are known to predict the single dependent value selected by the researcher. Each
independent variable is weighted by the regression analysis procedure to ensure maximal
prediction from the set of independent variables. The set of weighted independent variables
forms the regression variate, a linear combination of the independent variables that best
predicts the dependent variables.54
Regression coefficient is the numerical value of the parameter estimate directly

associated with an independent variable. Assuming the model Y = b0 + b1 X 1 , the value b1 is
the regression coefficient for the variable X1. The regression coefficient represents the
amount of change in the dependent variable for a one-unit change in the independent
54
Joseph F. Hair, William C. Black, Barry J. Babin, Rolph E. Anderson, Ronalds L. Tatham,
Multivariate Data Analysis Sixth Edition, 2006
90
variable. In multiple predictor model Y = b0 + b1 X 1 + b2 X 2 regression coefficients sre partial
coefficiens between Y and X 1 and between Y and X 2 , but also between X 1 and X 2 . The
coefficient is not limited in range , as it is based on both the degree of associaton and the
sacle units of the independent variable.
The measure of the proportion of the variance of the dependent variable about its
mean that is explained by the independent or predictor variables is the coefficient of
determination called R 2 . The coefficient can vary between 0 and 1. If the regression model
is propoerly applied and estimated, the higher value of R 2 gathered. Higher value means
that the greater explanatory power of the regression equation and therefore the better
prediction of the dependent variable.
Assumptions
1. Linearity: The linearity of the relationship between dependent and independent

variables represents the degree in the dependent variable is associated with the
independent variable. The regression coefficient is constant across the range of values for
the independent variable. The concept of correlation is based on a linear relationship, thus
making it a critical issue in regression analysis. Linearity of any bivariate relationship easily
examined through residual plots.
2. Multicolinearity: Collinearity is the association, measured as the correlation,

between two independent variables. Identifying collinearity is an examination of the
correlation matrix for the independent variables. To asses the multicollinearity it is need a
measure expressing the degree to which each independent variable is explained by the set
of other independent variables. The two common measures for assessing both pairwise and
multiple variable collinearity are tolerance and variance inflation factor.
91
Analysis
1. Collinearity Statistics
a. Tolerance: A direct measure of multicollinearity is tolerance, which is

defined as the amount of variability of the selected independent variable
not explained by the other independent variables. The tolerance value
should be high, which means small degree of multicollinearity.
b. Variance Inflation Factor (VIF): The second measure of multicolinearity

is the VIF, which is calculated simply as the inverse of the tolerance
value. VIF is the degree to which the standart error has been increased
due to multicollinearity.
2. Collienarity Diagnostics
i. Eigenvalue:
ii. Condition Index:
iii. Variance Proportion:
3. Residual Statistics
c. Standardize Residual: Standardized residuals can be a transformation

of each predicted value into it standardized from. That means the eman
predicted value is subtracted from the predicted value ( Y = a + bX )and
the difference is divided by standard predicted values have a mean of
an standart deviation of 1.
d. Studendized Residual: It can be obtained by the residual devided by an

estimate of a standart deviation that varies from case to case.
Depending on the distance of each cases values on the independed
values from the means of independent variables.
92
e. Studendized Deleted Residual: The deleted residuals for a case
devided by a standart error. The difference between a stundized deleted
residual and studendized residual in the case that how much differemce
eliminated the case makes correspond prediction.
4. Leverage Statistics
f. Mahalonobis Distance: It is a measure of how much cases values on

the independent values differ from all values. A large mahalonobis
distance identifies a case having extreme values on one or more
independent variables
g. Cook’s Distance: A measure of how much residuals of all cases would

change if a particular case were excluded from the calculation of the
regression coefficient. A large cook distance indicates that excluding a
case from computation of regression statistics changes coefficients
substantioally.
h. Centered Leverage Value: Measures influence of a point on the fit of

regression centered leverage ranges from zero (no influence on the fit)
to
(n − 1)
n
5. Influence Statistics
i. Standardize Difference in β Value: The change in regression coefficient

that results from the exclusion of a particular case. Examining cases
with absolute values greater than 2 divided by the square root of the
2
sample size which is doneted by n ( )
n
j. Standardize Dif. in Fit Value: The change in the predicted value that
results from the exclusion of a particular case. Examining standardize
values which in absulate value exceed to divided by square root of
93
2
( ) where p is the number of independent values in the equation
p
n
and n is the sample size.
k. Covariance Ratio: It is the ratio of the determinant of the covariance

matrix with a particular case excluded from the calculation of the
regression coefficient to the determinant of the covariance matrix with
the all cases included. If the ratio is closes to the one the case doesn’t
significanlty alter the covariance matrix.
Table 14: Multivariate Data Analysis in Regression

Residual Statistics Leverage Statistics Influence Statistics
1. Standardize Residual 1. Mahalonobis Distance 1. Df Beta
2. Studendized Residual 2. Cook’s 2. Dif Fit
3. Studendized Deleted 3. Centered Fev Values 3. Standardized Df. Fit

Residual
4. Covariance Ratio
Source: Prof. Dr. Rauf Nişel, Multivariate Data Analysis Class Notes at Marmara University, 2008
94
6.2. Data Analysis for The Proposed Model
6.2.1.Reliability Analysis for the Proposed Model
In this study consistency reliability will be analysed for dependent and independent
item scales. The reliability analysis will be done following order
1. In the first step consistency anaylsis will be done for 64 items as dependent
variables and 30 items as independent variables.
2. After that cronbach alpha for each of the first level of sub groups as
showed in the Table 10 will be gathered. The selected items will be exculeded from the
model if the value of Cronbach Alpha is lower then 0,7. The deleted items will selected
according to increase in Cronbach Alpha Value if that item is deleted.
Table 15: List of Dependent and Indenependent Variables in Subgroup

No Label No Label Name Variables
S1+S2+S3+S4+S5+S6+S7+
1 C1 Management Competencies S8+S9+S10+S11+S12+S13+ S14+
S15+S16+S17
S18+S19+S20+S21+S22+
2 C2 Specialist Competencies S23+S24+S25+ S26+S27+S28+S29+
S30+S31
S32+S33+S34+S35+S36+
3 C3 Entrepreneurship Competencies S37+S38+S39+ S40+S41+
S42+S43+S44
S45+S46+S47+S48+S49+S50+
S51+S52+S53+
4 C4 Personal Competencies
S54+S55+S56+S57+S58+S59+
S60+S61+S62+S63+S64
S65+S66+S67+S68+ S69+S70+S71+
5 C5 Company Core Competencies
S72+S73+S74+S75
S76+S77+S78+S79+S80+
6 C6 Human Resource Management
S81+S82+S83
7 C7 Environmental Changes S84+S85+S86+S87+S88+S89+S90
95
8 C8 Work Competencies S91+S92+S93+S94
3. Then the Cronbach Alpha will be gathered for the second level of sub
groups as listed in Table 19.
Table 16: List of Subgroups in the Dependent and Independent Variables the Initial Proposed Model
1 SC1 Leadership S1+S2+S3+S4+S5+S6+S7
2 SC2 Planning& Organization S8+S9+S10+S11+S12+S13
3 SC3 Quality Awareness S14
4 SC4 Influencing Others S15+S16+S17
5 SC5 Specialist Knowledge S18+S19+S20+S21+S22
6 SC6 Problem Solving& Analysis S23+S24+S25
7 SC7 Verbal Communication S26+S27+S28+S29
8 SC8 Written Communication S30+S31
9 SC9 Commercial Approach S32+S33+S34+S35+S36
10 SC10 Creativity &Innovation S37+S38+S39
11 SC11 Action Oriented S40+S41
12 SC12 Strategic S42+S43+S44
13 SC13 Interpersonal Relations S45+S46+S47+S48+S49+S50
14 SC14 Flexibility S51+S52+S53
15 SC15 Self Awareness S54+S55+S56+S57+S58+S59
16 SC16 Motivation S60+S61+S62+S63+S64
17 SC17 Management S65+S66+S67+S68
18 SC18 Area of Business Activity S69+S70+S71
19 SC19 Customer Care S72+S73
96
20 SC20 Business Ethic S74+S75
21 SC21 HR Strategy S76+S77+S78+S79
22 SC22 Performance Management S80
23 SC23 Individual Development S81+S82
24 SC24 Crisis Management S83
25 SC25 Economic Conditions S84+S85+S86
26 SC26 Competition S87+S88
27 SC27 Social Life Balance S89
28 SC28 Family Life Balance S90
29 SC29 Work Content S91
30 SC30 Business Process S92
31 SC31 Work Load S93
32 SC32 Responsibility Area S94
4. The number of sub-groups is 16 for dependent and 16 for independent

variables. The items will be exculeded from the sub-groups if the value of Cronbach Alpha is
lower then 0,65.
Table 17: Modified Dependent and Independent List After Reliability Analysis
1 SC1 Leadership S1+S2+S3+S4+S5+ S7
2 SC2 Planning& Organization S9+ S11+S12+S13
3 SC3 Quality Awareness S14
97
5 SC5 Specialist Knowledge S18+S19+S20+S21+S22
7 SC7 Verbal Communication S26+S27+S28+S29
8 SC8 Written Communication S30+S31
9 SC9 Commercial Approach S32+S33+S34
12 SC12 Strategic S42+S43+S44
13 SC13 Interpersonal Relations S45+S46+S47+S48+S49+S50
15 SC15 Self Awareness S54+S55+S56+S57+S58+S59
16 SC16 Motivation S60+S61+S62+S63+S64
17 SC17 Management S65+S66+S67+S68
18 SC18 Area of Business Activity S69+S70+S71
19 SC19 Customer Care S72+S73
20 SC20 Business Ethic S74+S75
21 SC21 HR Strategy S76+S77+S78+S79
22 SC22 Performance Management S80
23 SC23 Individual Development S81+S82
24 SC24 Crisis Management S83
25 SC25 Economic Conditions S84+S85+S86
27 SC27 Social Life Balance S89
28 SC28 Family Life Balance S90
29 SC29 Work Content S91
30 SC30 Business Process S92
31 SC31 Work Load S93
32 SC32 Responsibility Area S94
98
5. Total score for each sub-groups will be gathered into the main components
as showed in Table 12.
Table 18: First Modified Model - Total Scores of Sub Componets in Dependent and Independent
Variables
1 C1 Management Competencies SC1+SC2+SC3
2 C2 Specialties Competencies SC5+ SC7+SC8
3 C3 Entrepreneurship Competencies SC9+SC12
4 C4 Personal Competencies SC13+ SC15+SC16
5 C5 Company Core Competency SC17+SC18+SC19+SC20
6 C6 Human Resource Management SC21+SC22+SC23+SC24
7 C7 Environmental Changes SC25+ SC27+SC28
8 C8 Work Competencies SC29+SC30+SC31+SC32
99
6. Consistency Analysis is performed for each group.
Table 19: Second Modified Model
1 C1 Management Competencies SC1+SC2
2 C2 Specialties Competencies SC5+ SC7+SC8
3 C3 Entrepreneurship Competencies SC9+SC12
4 C4 Personal Competencies SC13+ SC15+SC16
5 C5 Company Core Competency SC17+SC18+SC19+SC20
6 C6 Human Resource Management SC21+SC22+SC23+SC24
7 C7 Environmental Changes SC27+SC28
8 C8 Work Competencies SC29+SC30+SC31+SC32
7. As a result total score of main components will be gathered into core

concepts as main individual competency.
Table 20: Core Concept in The Propesed Model

5 CC Individual Competency C1+C2+C3+C4
100
8. Modified Proposed Model After RA
Dependent Independent
Variables Variables
CC-Individual
Competencies C5-Company Core
Competencies
C1-Management C6-HRM
C2-Specialties C7-Environmental
Competencies Changes
C3-Entrepreneurship C8-Work
C4-Personal
Competencies
1. Age
2. Gender
3. Marital Status
4. Education
5. Occupation
6. Years of Employed
7. Type of Company
8. Department
9. Position
10. Total years of
Employed in Current
Company
11. Total Number of
Employee
12. Monthly Salary
Figure 28: Modified Proposed Model
101
CC - Individual
Competencies
C1-Management C2-Specialties C3-Entrepreneurship C4-Personal

Competencies Competencies Competencies Competencies
SC1-Leadership SC5-Specialist SC9-Commercial SC13-

S1-Motivate Others Knowledge Approach Interpersonal
S2-Taking S18-Conceptual S32-Competitive Relations
Responsibility S19-Follows S33-Decisive S45-Team Work
S3-Decision Making Technology S34-Customer S46-Supportive
S4-Flexibility S20-Numerical Orientation S47-Encouraging
S5-Delegation Evaluation SC12-Strategic S48-Responsive
S7-Long Term View S21-Open to learn S42-Loyalty S49-Trust to
SC2-Planning& S22-Confident S43-Visionary Others
Organization about knowledge S44-Strategic S50-Behavioral
S9-Evaluative SC7-Verbal SC15-Self
S11-Effective Time Communication Awareness
Planning S26-Effective S54-Vigorous
S12-Organizing speaking S55-Calm
S13-Planning S27-Speaking S56-Patient
Thoughtfully S57-Open to
S28-Outspoken Critics
S29-Presenting S58-Emotionally
SC8-Written Controlled
Communication S59-Anxious
S30-Cares writing SC16-Motivation
rules S60-Energetic
S31-Effective S61-Optimistic
writing S62-Achieving
S63-Confident
S64- Ambitious
Figure 29: Dependent Variable List in Modified Proposed Model
102
C5-Company Core C6-Human C7-Environmental C8-Work
Competencies Resource Changes Competencies
Management
SC17-Management SC21-HR Strategy SC27-Social Life SC29-Work

S65- Leadership S76-HR Balance Content
S66-Flexibility Strategy S89-Social Life S91-Job
S67-Responsibility S77-Employee Balance Description
S68-Vision&Mission Support SC28-Family Life SC30-Business
SC18-Area of Program Balance Process
Business Activity S78- S90-Family Life S92-Workflow
S69-Profitability
Recruitment Balance SC31-Work Load
S70-Product&
S79-Firing S93-Work Load
Service
SC22- SC32-
S71-Innovation
Performance Responsibility
SC19-Customer Care
Management Area
S72-Customer
S80- S94-Job
Relationship
Performance Responsibility
Management
Management Area
S73-Quality
Assesment
Orientation
SC23-Individual
SC20-Business Ethic
Development
S74-Equality
S81-Individual
S75-Transparancy
Development
S82-Career
Planning
SC24-Crisis
Management
S83-Crisis
Management
Figure 30: Independent Variable List in Modified Proposed Model
103
6.2.2.MANOVA Analysis for the Modifed Proposed Model
Dependent Covariates
Variables C5
C6
C1 C7
C2 C8
C3 Age
C4 Total Year of Employement
Years of Employementin
Company
Monthly Salary
Fixed Factors
Gender
Marital Status
Education
Occupation
Department
Title
104
6.2.3.ANOVA Analysis for the Proposed Model
Gender
Dependent Variable
Marital Status
CC=C1+C2+C3+C4 Education
Department
Title
6.2.4.MAC for the Proposed Model
CC Demographic Variables
Individual Competency Age – Ordinal Scale
Gender – Nominal Scale
Marital Status – Nominal Scale
Education – Nominal Scale
Occupation – Nominal Scale
Total Year of Employement – Ordinal
Scale
Department – Nominal Scale
Title – Ordinal Scale
Years of Employement in Company –
Ordinal Scale
Monthly Salary – Ordinal Scale
105
6.2.5.Multiple Regression Analysis for the Proposed Model
Dependent Variables Independent Variables

CC C5
C6
C7
C8
106
7. FINDINGS
7.1. Findings of Reliability Analysis (RA)
7.1.1.RA for Dependent Variables
7.1.1.1. RA for 64 Dependent Items All Together
The Cronbach’s Alpha is 0,885 > 0,65. The result is items are consistent
Reliability Statistics
Cronbach's
Alpha N of Items
,885 64
Item-Total Statistics
Scale Corrected Cronbach's

Scale Mean if Variance if Item-Total Alpha if Item
Item Deleted Item Deleted Correlation Deleted
S1 252,0787 1091,051 ,541 ,882
S2 251,7079 1110,232 ,357 ,884
S3 252,0112 1094,875 ,586 ,882
S4 252,2135 1100,920 ,443 ,883
S5 252,5618 1107,135 ,270 ,884
S6 253,6854 1108,354 ,234 ,885
S7 252,3483 1097,548 ,419 ,883
S8 251,5618 1098,204 ,056 ,899
S9 251,8764 1105,996 ,448 ,883
S10 251,2697 1166,336 -,176 ,905
S11 252,0337 1110,965 ,322 ,884
S12 251,9551 1094,089 ,601 ,882
S13 252,2135 1094,011 ,562 ,882
S14 251,7753 1100,722 ,503 ,883
S15 251,8989 1101,319 ,454 ,883
S16 251,8315 1100,096 ,450 ,883
S17 251,4719 1110,343 ,512 ,883
S18 251,7416 1102,307 ,535 ,883
S19 251,8090 1101,384 ,533 ,883
S20 252,2472 1089,461 ,596 ,881
S21 252,0562 1088,008 ,594 ,881
S22 252,0674 1097,541 ,582 ,882
107
S23 252,1124 1100,760 ,462 ,883
S24 251,8427 1101,611 ,543 ,883
S25 251,9438 1092,781 ,683 ,881
S26 252,0337 1096,124 ,557 ,882
S27 251,8202 1102,263 ,511 ,883
S28 251,8652 1101,936 ,501 ,883
S29 252,3596 1100,369 ,426 ,883
S30 252,3371 1091,931 ,516 ,882
S31 251,8539 1100,853 ,549 ,882
S32 251,8315 1100,369 ,446 ,883
S33 252,1685 1094,664 ,451 ,882
S34 252,2247 1092,722 ,537 ,882
S35 251,4270 1049,838 ,230 ,893
S36 252,5281 1106,229 ,259 ,884
S37 252,6292 1088,827 ,529 ,882
S38 252,5056 1110,412 ,271 ,884
S39 251,7191 1108,113 ,470 ,883
S40 251,7753 1085,540 ,099 ,898
S41 252,2472 1092,825 ,494 ,882
S42 252,1011 1094,387 ,561 ,882
S43 252,0899 1089,333 ,601 ,881
S44 252,1124 1101,328 ,434 ,883
S45 251,7640 1105,228 ,542 ,883
S46 251,8989 1102,046 ,448 ,883
S47 252,0337 1094,942 ,562 ,882
S48 251,8652 1103,868 ,533 ,883
S49 253,1124 1101,055 ,336 ,883
S50 252,5056 1092,639 ,480 ,882
S51 251,5618 1103,317 ,563 ,883
S52 253,0449 1098,453 ,350 ,883
S53 252,9775 1103,886 ,323 ,884
S54 252,1461 1103,944 ,371 ,883
S55 252,5393 1107,615 ,252 ,884
S56 252,2921 1094,255 ,510 ,882
S57 252,7191 1098,363 ,355 ,883
S58 252,6966 1115,668 ,211 ,885
S59 252,2360 1095,160 ,454 ,882
S60 253,3034 1101,668 ,304 ,884
S61 252,4719 1091,002 ,483 ,882
S62 252,0449 1099,703 ,464 ,883
S63 251,8652 1102,323 ,562 ,883
S64 251,4719 1112,457 ,477 ,884
108
7.1.1.2. RA for C1
The Cronbach’s Alpha is 0,518 < 0,65. The result is items are inconsistent.
Cronbach’s Alpha if İtem Deleted in item total statistic table checked. Cronbach Alpha
increased to 0,657 if item S10 exluded.
Cronbach's
Alpha N of Items
,518 17

S1 65,4808 86,155 ,404 ,475
S2 65,1250 89,373 ,322 ,491
S3 65,4135 86,148 ,489 ,471
S4 65,6923 90,099 ,209 ,501
S5 66,0192 90,737 ,116 ,512
S6 67,0962 91,214 ,080 ,519
S7 65,7212 85,310 ,393 ,473
S8 65,0385 69,571 ,145 ,565
S9 65,3077 87,089 ,477 ,476
S10 64,7500 86,519 -,091 ,657
S11 65,4904 90,699 ,192 ,503
S12 65,4519 85,609 ,486 ,469
S13 65,6635 86,303 ,430 ,474
S14 65,2115 86,732 ,479 ,474
S15 65,3365 88,284 ,324 ,488
S16 65,3365 91,080 ,155 ,507
S17 64,9423 91,880 ,253 ,503
Reliability Analysis performed after Item S10 deleted. Cronbach Alpha increased to
0,658 < 0,65. Items are consistent
109
Cronbach's
Alpha N of Items
,658 16

S1 60,7238 75,048 ,523 ,617
S2 60,3714 80,332 ,318 ,642
S3 60,6762 77,356 ,478 ,627
S4 60,9333 79,274 ,297 ,641
S5 61,2571 79,212 ,212 ,650
S6 62,3524 80,538 ,135 ,661
S7 60,9619 76,383 ,393 ,629
S8 60,2857 61,995 ,128 ,779
S9 60,5524 78,365 ,459 ,631
S11 60,7524 79,592 ,297 ,642
S12 60,6952 77,022 ,467 ,626
S13 60,9143 77,656 ,415 ,631
S14 60,4571 78,424 ,436 ,632
S15 60,5810 78,361 ,374 ,635
S16 60,5810 79,419 ,282 ,643
S17 60,1905 80,656 ,423 ,639
7.1.1.3. RA for C2
The Cronbach’s Alpha is 0,724 > 0,65. Items are consistent
Cronbach's
Alpha N of Items
,724 14
110

S18 52,9818 107,174 ,504 ,703
S19 53,0818 106,113 ,535 ,700
S20 53,5182 102,931 ,558 ,693
S21 53,3727 104,695 ,468 ,700
S22 53,3727 106,474 ,519 ,701
S23 52,9455 75,942 ,187 ,890
S24 53,1273 104,846 ,600 ,696
S25 53,2273 104,930 ,584 ,696
S26 53,3182 104,806 ,529 ,698
S27 53,0364 109,320 ,349 ,712
S28 53,2273 104,874 ,519 ,698
S29 53,6818 101,705 ,574 ,690
S30 53,6273 103,667 ,485 ,698
S31 53,2091 104,497 ,551 ,696
7.1.1.4. RA for C3
The Cronbach’s Alpha is 0,617 < 0,65. Items are inconsistent. Cronbach’s Alpha if
İtem Deleted in item total statistic table checked. Cronbach Alpha increased to 0,704 if item
S40 exluded.
Cronbach's
Alpha N of Items
,617 13
111

S32 47,2768 95,517 ,432 ,584
S33 47,6250 91,966 ,515 ,569
S34 47,6518 95,688 ,415 ,585
S35 46,9107 81,397 ,137 ,681
S36 47,9464 96,087 ,277 ,597
S37 48,0000 93,297 ,494 ,574
S38 47,9643 95,873 ,365 ,589
S39 47,1696 98,521 ,417 ,593
S40 47,2946 85,237 ,071 ,706
S41 47,6964 93,330 ,459 ,576
S42 47,5804 94,660 ,465 ,580
S43 47,5089 93,748 ,504 ,575
S44 47,5893 96,496 ,383 ,589
0,706 > 0,65. Items are consistent.
Cronbach's
Alpha N of Items
,706 12

S32 43,0536 74,952 ,476 ,677
S33 43,4018 71,864 ,551 ,665
S34 43,4286 75,616 ,430 ,681
S35 42,6875 59,802 ,173 ,824
S36 43,7232 74,761 ,336 ,689
S37 43,7768 73,562 ,505 ,672
S38 43,7411 76,284 ,353 ,688
S39 42,9464 77,889 ,458 ,685
S41 43,4732 73,369 ,479 ,673
S42 43,3571 74,484 ,493 ,675
S43 43,2857 73,665 ,532 ,670
S44 43,3661 76,162 ,407 ,684
112
7.1.1.5. RA for C4
The Cronbach’s Alpha is 0,879 > 0,65. Items are consistent
Cronbach's
Alpha N of Items
,879 20

S45 71,1308 150,303 ,588 ,872
S46 71,2617 147,837 ,578 ,871
S47 71,3645 147,404 ,609 ,870
S48 71,2056 149,769 ,613 ,871
S49 72,4299 146,436 ,455 ,875
S50 71,8224 146,110 ,518 ,873
S51 70,9813 148,886 ,625 ,871
S52 72,3271 146,071 ,453 ,875
S53 72,2523 148,587 ,418 ,876
S54 71,5794 149,227 ,417 ,876
S55 71,8037 152,291 ,280 ,881
S56 71,6168 146,729 ,589 ,870
S57 72,0467 145,460 ,474 ,874
S58 72,0467 151,271 ,367 ,878
S59 71,5701 146,757 ,525 ,872
S60 72,4953 149,366 ,333 ,880
S61 71,7757 146,270 ,523 ,872
S62 71,4206 145,869 ,617 ,870
S63 71,2897 149,868 ,567 ,872
S64 70,9252 151,881 ,510 ,874
113
7.1.1.6. RA for SC1
The Cronbach’s Alpha is 0,589 < 0,7. The items are inconsistent. Cronbach’s Alpha
if İtem Deleted in item total statistic table checked. Cronbach Alpha increased to 0, 631 if
item S6 deleted
Cronbach's
Alpha N of Items
,589 7

S1 22,5135 14,107 ,526 ,477
S2 22,1441 17,343 ,197 ,584
S3 22,4685 15,142 ,470 ,506
S4 22,7477 15,845 ,263 ,566
S5 22,9820 15,054 ,251 ,576
S6 24,0901 15,683 ,136 ,631
S7 22,7297 14,144 ,430 ,505

0,679 > 0,65. Items are consistent.
Cronbach's
Alpha N of Items
,679 6
114

S1 19,9554 10,602 ,574 ,513
S2 19,5804 13,039 ,325 ,610
S3 19,9018 11,531 ,530 ,541
S4 20,1786 12,112 ,311 ,615
S5 20,4107 12,316 ,183 ,679
S7 20,1518 11,337 ,379 ,589
7.1.1.7. RA for SC2
The Cronbach’s Alpha is 0,233 < 0,65. The items are inconsistent. Cronbach’s
Alpha if İtem Deleted in item total statistic table checked. Cronbach Alpha increased to 0,
305 if item S10 deleted
Cronbach's
Alpha N of Items
,233 6

S8 21,1161 23,311 ,091 ,252
S9 21,3750 37,750 ,315 ,158
S10 20,8661 25,108 ,052 ,305
S11 21,5714 41,004 -,020 ,255
S12 21,5179 36,973 ,322 ,143
S13 21,7679 36,829 ,305 ,143

0,697 >0,65.
115
Cronbach's
Alpha N of Items
,304 5

S8 16,3451 8,121 ,082 ,697
S9 16,6018 21,545 ,328 ,213
S11 16,8142 22,331 ,152 ,273
S12 16,7434 20,889 ,336 ,193
S13 17,0000 20,643 ,333 ,187
Cronbach Alpha increased to 0,697. The items are consistent.
Cronbach's
Alpha N of Items
,697 4

S9 12,0708 5,549 ,454 ,651
S11 12,2832 5,080 ,420 ,673
S12 12,2124 4,794 ,545 ,591
S13 12,4690 4,698 ,515 ,610
116
7.1.1.8. RA for SC4
The Cronbach’s Alpha is 0,599 < 0,65. The items are inconsistent. All items are
deleted from the model.
Cronbach's
Alpha N of Items
,599 3

S15 8,7073 2,717 ,339 ,597
S16 8,7967 1,885 ,499 ,355
S17 8,3984 3,110 ,434 ,499
7.1.1.9. RA for SC5
The Cronbach’s Alpha is 0,731 > 0,65. The items are consistent.
Cronbach's
Alpha N of Items
,731 5
117

S18 16,1111 8,444 ,547 ,668
S19 16,2051 8,044 ,620 ,641
S20 16,6496 8,040 ,407 ,724
S21 16,4786 7,131 ,592 ,642
S22 16,5043 9,183 ,340 ,737
7.1.1.10. RA for SC6
Cronbach's
Alpha N of Items
,214 3

S23 8,2727 2,717 ,209 ,599
S24 8,3884 25,306 ,275 ,122
S25 8,5785 25,346 ,229 ,138
7.1.1.11. RA for SC7
Cronbach's
Alpha N of Items
,669 4
118

S26 12,0593 5,048 ,606 ,494
S27 11,7542 6,785 ,279 ,700
S28 11,9746 5,085 ,576 ,514
S29 12,3898 5,642 ,369 ,663
7.1.1.12. RA for SC8
Cronbach's
Alpha N of Items
,713 2

S30 4,1240 1,026 ,560 .(a)
S31 3,7603 1,400 ,560 .(a)
a The value is negative due to a negative average covariance among items. This violates reliability model
assumptions. You may want to check item codings.
7.1.1.13. RA for SC9
The Cronbach’s Alpha is 0,389 < 0,65. The items are inconsistent. Cronbach’s
Alpha if İtem Deleted in item total statistic table checked. Cronbach Alpha increased to 0,
616 if item S35 deleted
Cronbach's
Alpha N of Items
,389 5
119

S32 16,0259 25,312 ,307 ,312
S33 16,3534 23,378 ,408 ,249
S34 16,3879 25,074 ,319 ,305
S35 15,6638 11,269 ,160 ,616
S36 16,6724 25,213 ,183 ,353
The Cronbach’s Alpha is 0,616 < 0,65. The items are inconsistent. Cronbach Alpha
increased to 0, 710 if item S36 deleted
Cronbach's
Alpha N of Items
,616 4

S32 11,4138 7,097 ,510 ,471
S33 11,7414 6,280 ,545 ,426
S34 11,7759 7,601 ,393 ,550
S36 12,0603 7,622 ,202 ,710
Cronbach's
Alpha N of Items
,699 3
120

S32 7,8051 4,004 ,526 ,597
S33 8,1441 3,355 ,560 ,550
S34 8,1525 4,147 ,467 ,665
7.1.1.14. RA for SC10
Cronbach's
Alpha N of Items
,589 3

S37 7,8843 2,753 ,472 ,367
S38 7,8347 2,639 ,457 ,394
S39 7,0909 4,133 ,288 ,630
7.1.1.15. RA for SC11
Cronbach's
Alpha N of Items
,097 2
121

S40 3,8033 1,564 ,085 .(a)
S41 4,2049 14,379 ,085 .(a)
7.1.1.16. RA for SC12
Cronbach's
Alpha N of Items
,682 3

S42 7,9836 3,653 ,413 ,690
S43 7,9098 3,124 ,579 ,474
S44 8,0082 3,413 ,499 ,583
7.1.1.17. RA for SC13
Cronbach's
Alpha N of Items
,771 6
122

S45 19,0085 14,778 ,582 ,726
S46 19,0932 14,017 ,612 ,714
S47 19,2627 13,597 ,639 ,706
S48 19,0508 15,211 ,574 ,730
S49 20,3220 14,460 ,320 ,804
S50 19,7034 13,527 ,505 ,743
7.1.1.18. RA for SC14
deleted from model.
Cronbach's
Alpha N of Items
,545 3

S51 6,3805 4,988 ,297 ,537
S52 7,6195 3,274 ,366 ,441
S53 7,5929 3,404 ,433 ,311
7.1.1.19. RA for SC15
123
Cronbach's
Alpha N of Items
,671 6

S54 17,9391 15,566 ,404 ,628
S55 18,1391 16,507 ,268 ,677
S56 17,9913 15,079 ,585 ,575
S57 18,4609 15,216 ,354 ,649
S58 18,4348 16,143 ,366 ,641
S59 17,9913 15,096 ,477 ,603
7.1.1.20. RA for SC16
Cronbach's
Alpha N of Items
,708 5

S60 16,3362 9,964 ,315 ,751
S61 15,6983 9,708 ,488 ,650
S62 15,3017 9,517 ,639 ,587
S63 15,1810 10,758 ,594 ,622
S64 14,8276 12,005 ,416 ,683
124
7.1.1.21. RA for Modified C1
Cronbach's
Alpha N of Items
,606 3

SC1 20,6698 11,347 ,539 ,417
SC2 28,2830 19,633 ,541 ,313
SC3 40,2547 35,239 ,506 ,643
Cronbach's
Alpha N of Items
,648 2

SC1 16,3458 8,153 ,506 .(a)
SC2 23,9907 15,934 ,506 .(a)
125
Cronbach's
Alpha N of Items
,832 3

SC5 24,0721 19,958 ,732 ,773
SC7 28,3784 24,692 ,776 ,681
SC8 36,6847 35,581 ,692 ,825
Cronbach's
Alpha N of Items
,720 2

SC9 11,8879 6,709 ,563 .(a)
SC12 12,0000 7,478 ,563 .(a)
Cronbach's
Alpha N of Items
,788 3
126

SC13 41,0631 59,932 ,583 ,775
SC15 36,0450 38,480 ,673 ,683
SC16 38,6036 46,369 ,679 ,658
7.1.1.25. RA for CC
Cronbach's
Alpha N of Items
,875 4

C1 127,6667 384,116 ,757 ,837
C2 122,7957 328,425 ,820 ,803
C3 143,7419 425,172 ,793 ,850
C4 109,6344 265,734 ,750 ,873
127
Cronbach's
Alpha N of Items
,846 4

SC17 26,0517 45,806 ,789 ,782
SC18 29,0000 60,487 ,800 ,753
SC19 31,8362 79,025 ,709 ,823
SC20 34,3534 71,987 ,590 ,841
Cronbach's
Alpha N of Items
,752 4

SC21 12,5752 19,747 ,779 ,722
SC22 21,5841 56,584 ,760 ,685
SC23 17,8850 46,638 ,665 ,641
SC24 20,9912 60,312 ,585 ,734
128
Cronbach's
Alpha N of Items
,484 3

SC25 8,3772 4,149 ,409 ,726
SC27 13,6053 18,347 ,420 ,396
SC28 13,6842 16,926 ,521 ,289
Cronbach's
Alpha N of Items
,761 2

SC27 4,1250 1,505 ,616 .(a)
SC28 4,2000 1,287 ,616 .(a)
129
Cronbach's
Alpha N of Items
,755 4

SC29 10,3814 10,221 ,632 ,651
SC30 10,6441 10,214 ,643 ,645
SC31 11,5339 9,687 ,568 ,693
SC32 9,9492 13,621 ,385 ,775
130
7.1.2. RA for Independent Variables
7.1.2.1. RA for 30 Independent Items All Together
Cronbach's
Alpha N of Items
,958 30

S65 99,0882 702,477 ,722 ,956
S66 98,8431 712,688 ,587 ,957
S67 99,2549 700,687 ,660 ,957
S68 98,4706 713,361 ,624 ,957
S69 98,6275 707,820 ,628 ,957
S70 98,3235 722,657 ,540 ,957
S71 99,2157 698,587 ,698 ,956
S72 98,0392 726,771 ,524 ,958
S73 98,4216 710,405 ,670 ,957
S74 99,7549 697,118 ,667 ,957
S75 99,3039 695,659 ,714 ,956
S76 99,3235 695,548 ,757 ,956
S77 100,0000 703,248 ,639 ,957
S78 99,7647 700,063 ,699 ,956
S79 99,2745 705,686 ,596 ,957
S80 99,7451 699,222 ,705 ,956
S81 99,0000 707,208 ,667 ,956
S82 99,6078 696,736 ,734 ,956
S83 99,2745 699,171 ,713 ,956
S84 99,1765 693,810 ,775 ,956
S85 99,4608 699,182 ,740 ,956
S86 99,7451 706,984 ,557 ,957
S87 99,5588 694,685 ,740 ,956
S88 98,9020 724,921 ,421 ,958
S89 98,2353 732,063 ,384 ,958
S90 98,3627 720,332 ,531 ,957
S91 98,7745 701,523 ,685 ,956
S92 99,0000 699,149 ,723 ,956
S93 99,9412 694,630 ,692 ,956
131
S94 98,2941 729,081 ,427 ,958
7.1.2.2. RA for C5
Cronbach's
Alpha N of Items
,903 11

S65 37,0172 88,852 ,702 ,891
S66 36,7759 91,306 ,638 ,895
S67 37,1638 88,695 ,642 ,895
S68 36,3362 92,538 ,648 ,895
S69 36,4828 90,391 ,645 ,895
S70 36,2328 95,345 ,583 ,898
S71 37,1121 87,770 ,687 ,892
S72 35,9655 95,686 ,625 ,897
S73 36,2845 90,397 ,743 ,890
S74 37,6379 89,816 ,553 ,901
S75 37,1293 87,540 ,668 ,894
7.1.2.3. RA for C6
Cronbach's
Alpha N of Items
,892 8
132

S76 21,1416 57,783 ,706 ,875
S77 21,7876 57,579 ,691 ,876
S78 21,5664 57,123 ,719 ,873
S79 21,1150 58,978 ,611 ,884
S80 21,5841 56,584 ,760 ,869
S81 20,7876 62,026 ,565 ,888
S82 21,4425 57,499 ,710 ,874
S83 20,9912 60,312 ,585 ,886
7.1.2.4. RA for C7
Cronbach's
Alpha N of Items
,817 7

S84 21,1416 30,837 ,636 ,779
S85 21,4336 30,194 ,711 ,765
S86 21,6549 31,032 ,554 ,795
S87 21,5221 31,037 ,599 ,786
S88 20,8584 34,533 ,481 ,805
S89 20,3274 36,436 ,411 ,815
S90 20,4071 34,458 ,510 ,801
7.1.2.5. RA for C8
Cronbach's
Alpha N of Items
,755 4
133

S91 10,3814 10,221 ,632 ,651
S92 10,6441 10,214 ,643 ,645
S93 11,5339 9,687 ,568 ,693
S94 9,9492 13,621 ,385 ,775
7.1.2.6. RA for SC17
Cronbach's
Alpha N of Items
,803 4

S65 11,0000 10,121 ,689 ,717
S66 10,7607 10,615 ,672 ,727
S67 11,1453 10,142 ,596 ,768
S68 10,3248 12,204 ,526 ,795
7.1.2.7. RA for SC18
Cronbach's
Alpha N of Items
,705 3
134

S69 7,5085 4,560 ,563 ,562
S70 7,2627 5,614 ,557 ,598
S71 8,1271 4,488 ,478 ,688
7.1.2.8. RA for SC19
Cronbach's
Alpha N of Items
,811 2

S72 4,1488 1,411 ,692 .(a)
S73 4,4298 1,014 ,692 .(a)
7.1.2.9. RA for SC20
Cronbach's
Alpha N of Items
,839 2
135

S74 3,3333 2,291 ,723 .(a)
S75 2,8500 2,549 ,723 .(a)
7.1.2.10. RA for SC21
Cronbach's
Alpha N of Items
,825 4

S76 8,5913 13,472 ,650 ,779
S77 9,2522 13,103 ,672 ,769
S78 9,0261 12,587 ,738 ,738
S79 8,5826 14,087 ,546 ,826
7.1.2.11. RA for SC23
Cronbach's
Alpha N of Items
,774 2
136

S81 2,9417 2,106 ,635 .(a)
S82 3,5667 1,676 ,635 .(a)
7.1.2.12. RA for SC25
Cronbach's
Alpha N of Items
,776 3

S84 6,0948 6,608 ,644 ,664
S85 6,3793 6,951 ,606 ,706
S86 6,5948 6,330 ,591 ,726
7.1.2.13. RA for SC26
Cronbach's
Alpha N of Items
,473 2
137

S87 3,7265 1,528 ,315 .(a)
S88 3,0171 2,172 ,315 .(a)
Cronbach's
Alpha N of Items
,846 4

SC17 26,0517 45,806 ,789 ,782
SC18 29,0000 60,487 ,800 ,753
SC19 31,8362 79,025 ,709 ,823
SC20 34,3534 71,987 ,590 ,841
Cronbach's
Alpha N of Items
,752 4
138

SC21 12,5752 19,747 ,779 ,722
SC22 21,5841 56,584 ,760 ,685
SC23 17,8850 46,638 ,665 ,641
SC24 20,9912 60,312 ,585 ,734
Cronbach's
Alpha N of Items
,761 2

SC27 4,1250 1,505 ,616 .(a)
SC28 4,2000 1,287 ,616 .(a)
Cronbach's
Alpha N of Items
,755 4
139

SC29 10,3814 10,221 ,632 ,651
SC30 10,6441 10,214 ,643 ,645
SC31 11,5339 9,687 ,568 ,693
SC32 9,9492 13,621 ,385 ,775
140
7.2. MANOVA
Box's Test of Equality of Covariance Matrices(a)
Box's M 21,633
F 1,222
df1 10
df2 280,605
Sig. ,276
Tests the null hypothesis that the observed covariance matrices of the dependent variables are equal across
groups.
a Design:
Intercept+C5+C6+C7+C8+AGE+TOTALYEAROFEMPLOYEED+TOTALYEARSEMPLYEEMENTINEXISTING
COMPANY+MONTHLYSALARY+MARITALSTATUS+EDUCATION+DEPARTMENT+TITLE+GENDER+MARI
TALSTATUS * EDUCATION+MARITALSTATUS * DEPARTMENT+EDUCATION *
DEPARTMENT+MARITALSTATUS * EDUCATION * DEPARTMENT+MARITALSTATUS *
TITLE+EDUCATION * TITLE+MARITALSTATUS * EDUCATION * TITLE+DEPARTMENT *
TITLE+MARITALSTATUS * DEPARTMENT * TITLE+EDUCATION * DEPARTMENT *
TITLE+MARITALSTATUS * EDUCATION * DEPARTMENT * TITLE+MARITALSTATUS *
GENDER+EDUCATION * GENDER+MARITALSTATUS * EDUCATION * GENDER+DEPARTMENT *
GENDER+MARITALSTATUS * DEPARTMENT * GENDER+EDUCATION * DEPARTMENT *
GENDER+MARITALSTATUS * EDUCATION * DEPARTMENT * GENDER+TITLE *
GENDER+MARITALSTATUS * TITLE * GENDER+EDUCATION * TITLE * GENDER+MARITALSTATUS *
EDUCATION * TITLE * GENDER+DEPARTMENT * TITLE * GENDER+MARITALSTATUS * DEPARTMENT *
TITLE * GENDER+EDUCATION * DEPARTMENT * TITLE * GENDER+MARITALSTATUS * EDUCATION *
DEPARTMENT * TITLE * GENDER
141
Multivariate Tests(d)
Noncent. Observed
Effect Value F Hypothesis df Error df Sig. Parameter Power(a)
Intercept Pillai's Trace ,407 2,055(b) 4,000 12,000 ,150 8,222 ,445
Wilks' Lambda ,593 2,055(b) 4,000 12,000 ,150 8,222 ,445
Hotelling's Trace ,685 2,055(b) 4,000 12,000 ,150 8,222 ,445
Roy's Largest Root ,685 2,055(b) 4,000 12,000 ,150 8,222 ,445
C5 Pillai's Trace ,047 ,149(b) 4,000 12,000 ,960 ,597 ,072
Wilks' Lambda ,953 ,149(b) 4,000 12,000 ,960 ,597 ,072
Hotelling's Trace ,050 ,149(b) 4,000 12,000 ,960 ,597 ,072
Roy's Largest Root ,050 ,149(b) 4,000 12,000 ,960 ,597 ,072
C6 Pillai's Trace ,133 ,462(b) 4,000 12,000 ,763 1,846 ,124
Wilks' Lambda ,867 ,462(b) 4,000 12,000 ,763 1,846 ,124
Hotelling's Trace ,154 ,462(b) 4,000 12,000 ,763 1,846 ,124
Roy's Largest Root ,154 ,462(b) 4,000 12,000 ,763 1,846 ,124
C7 Pillai's Trace ,520 3,246(b) 4,000 12,000 ,051 12,983 ,655
Wilks' Lambda ,480 3,246(b) 4,000 12,000 ,051 12,983 ,655
Hotelling's Trace 1,082 3,246(b) 4,000 12,000 ,051 12,983 ,655
Roy's Largest Root 1,082 3,246(b) 4,000 12,000 ,051 12,983 ,655
C8 Pillai's Trace ,134 ,464(b) 4,000 12,000 ,761 1,854 ,124
Wilks' Lambda ,866 ,464(b) 4,000 12,000 ,761 1,854 ,124
AGE Pillai's Trace ,116 ,394(b) 4,000 12,000 ,809 1,574 ,112
Wilks' Lambda ,884 ,394(b) 4,000 12,000 ,809 1,574 ,112
TOTALYEAROFEMPLOY Pillai's Trace ,088 ,288(b) 4,000 12,000 ,880 1,153 ,094
EED Wilks' Lambda ,912 ,288(b) 4,000 12,000 ,880 1,153 ,094
142
TOTALYEARSEMPLYEE Pillai's Trace ,224 ,864(b) 4,000 12,000 ,513 3,455 ,200
MENTINEXISTINGCOMP Wilks' Lambda ,776 ,864(b) 4,000 12,000 ,513 3,455 ,200
ANY
MONTHLYSALARY Pillai's Trace ,270 1,108(b) 4,000 12,000 ,397 4,431 ,250
Wilks' Lambda ,730 1,108(b) 4,000 12,000 ,397 4,431 ,250
MARITALSTATUS Pillai's Trace ,105 ,353(b) 4,000 12,000 ,837 1,411 ,105
Wilks' Lambda ,895 ,353(b) 4,000 12,000 ,837 1,411 ,105
EDUCATION Pillai's Trace ,095 ,162 8,000 26,000 ,994 1,298 ,086
Wilks' Lambda ,907 ,150(b) 8,000 24,000 ,995 1,199 ,083
Hotelling's Trace ,100 ,138 8,000 22,000 ,996 1,101 ,079
Roy's Largest Root ,062 ,200(c) 4,000 13,000 ,934 ,800 ,080
DEPARTMENT Pillai's Trace ,462 ,490 16,000 60,000 ,943 7,843 ,278
Wilks' Lambda ,586 ,445 16,000 37,298 ,958 5,325 ,172
Roy's Largest Root ,478 1,791(c) 4,000 15,000 ,183 7,163 ,419
TITLE Pillai's Trace ,595 ,655 16,000 60,000 ,825 10,476 ,379
Wilks' Lambda ,511 ,573 16,000 37,298 ,884 6,817 ,217
GENDER Pillai's Trace ,000 .(b) ,000 ,000 . . .
Wilks' Lambda 1,000 .(b) ,000 13,500 . . .
Hotelling's Trace ,000 .(b) ,000 2,000 . . .
Roy's Largest Root ,000 ,000(b) 4,000 11,000 1,000 ,000 ,050
MARITALSTATUS * Pillai's Trace ,000 .(b) ,000 ,000 . . .
EDUCATION Wilks' Lambda 1,000 .(b) ,000 13,500 . . .
143
DEPARTMENT Wilks' Lambda 1,000 .(b) ,000 13,500 . . .
EDUCATION * Pillai's Trace ,202 ,761(b) 4,000 12,000 ,570 3,045 ,180
DEPARTMENT Wilks' Lambda ,798 ,761(b) 4,000 12,000 ,570 3,045 ,180
EDUCATION * Wilks' Lambda 1,000 .(b) ,000 13,500 . . .
DEPARTMENT
MARITALSTATUS * TITLE Pillai's Trace ,261 1,061(b) 4,000 12,000 ,417 4,244 ,240
Wilks' Lambda ,739 1,061(b) 4,000 12,000 ,417 4,244 ,240
EDUCATION * TITLE Pillai's Trace ,344 1,571(b) 4,000 12,000 ,245 6,283 ,346
Wilks' Lambda ,656 1,571(b) 4,000 12,000 ,245 6,283 ,346
EDUCATION * TITLE Wilks' Lambda 1,000 .(b) ,000 13,500 . . .
DEPARTMENT * TITLE Pillai's Trace ,304 ,583 8,000 26,000 ,783 4,661 ,213
Wilks' Lambda ,705 ,572(b) 8,000 24,000 ,790 4,574 ,205
DEPARTMENT * TITLE Wilks' Lambda 1,000 .(b) ,000 13,500 . . .
144
EDUCATION * Pillai's Trace ,000 .(b) ,000 ,000 . . .
DEPARTMENT * TITLE Wilks' Lambda 1,000 .(b) ,000 13,500 . . .
DEPARTMENT * TITLE
GENDER Wilks' Lambda 1,000 .(b) ,000 13,500 . . .
EDUCATION * GENDER Pillai's Trace ,000 .(b) ,000 ,000 . . .
Wilks' Lambda 1,000 .(b) ,000 13,500 . . .
EDUCATION * GENDER Wilks' Lambda 1,000 .(b) ,000 13,500 . . .
DEPARTMENT * Pillai's Trace ,000 .(b) ,000 ,000 . . .
DEPARTMENT * Wilks' Lambda 1,000 .(b) ,000 13,500 . . .
GENDER
DEPARTMENT * Wilks' Lambda 1,000 .(b) ,000 13,500 . . .
GENDER
145
DEPARTMENT *
GENDER Hotelling's Trace ,000 .(b) ,000 2,000 . . .
TITLE * GENDER Pillai's Trace ,000 .(b) ,000 ,000 . . .
Wilks' Lambda 1,000 .(b) ,000 13,500 . . .
MARITALSTATUS * TITLE Pillai's Trace ,000 .(b) ,000 ,000 . . .
* GENDER Wilks' Lambda 1,000 .(b) ,000 13,500 . . .
EDUCATION * TITLE * Pillai's Trace ,000 .(b) ,000 ,000 . . .
EDUCATION * TITLE * Wilks' Lambda 1,000 .(b) ,000 13,500 . . .
GENDER
DEPARTMENT * TITLE * Pillai's Trace ,000 .(b) ,000 ,000 . . .
DEPARTMENT * TITLE * Wilks' Lambda 1,000 .(b) ,000 13,500 . . .
GENDER
DEPARTMENT * TITLE * Wilks' Lambda 1,000 .(b) ,000 13,500 . . .
GENDER
146
DEPARTMENT * TITLE *
GENDER Hotelling's Trace ,000 .(b) ,000 2,000 . . .
a Computed using alpha = ,05
b Exact statistic
c The statistic is an upper bound on F that yields a lower bound on the significance level.
d Design:
Intercept+C5+C6+C7+C8+AGE+TOTALYEAROFEMPLOYEED+TOTALYEARSEMPLYEEMENTINEXISTINGCOMPANY+MONTHLYSALARY+MARITA
LSTATUS+EDUCATION+DEPARTMENT+TITLE+GENDER+MARITALSTATUS * EDUCATION+MARITALSTATUS * DEPARTMENT+EDUCATION *
DEPARTMENT+MARITALSTATUS * EDUCATION * DEPARTMENT+MARITALSTATUS * TITLE+EDUCATION * TITLE+MARITALSTATUS *
EDUCATION * TITLE+DEPARTMENT * TITLE+MARITALSTATUS * DEPARTMENT * TITLE+EDUCATION * DEPARTMENT *
TITLE+MARITALSTATUS * EDUCATION * DEPARTMENT * TITLE+MARITALSTATUS * GENDER+EDUCATION * GENDER+MARITALSTATUS *
EDUCATION * GENDER+DEPARTMENT * GENDER+MARITALSTATUS * DEPARTMENT * GENDER+EDUCATION * DEPARTMENT *
GENDER+MARITALSTATUS * EDUCATION * DEPARTMENT * GENDER+TITLE * GENDER+MARITALSTATUS * TITLE * GENDER+EDUCATION *
TITLE * GENDER+MARITALSTATUS * EDUCATION * TITLE * GENDER+DEPARTMENT * TITLE * GENDER+MARITALSTATUS * DEPARTMENT *
TITLE * GENDER+EDUCATION * DEPARTMENT * TITLE * GENDER+MARITALSTATUS * EDUCATION * DEPARTMENT * TITLE * GENDER
147
Levene's Test of Equality of Error Variances(a)
F df1 df2 Sig.

C1 2,148 17 23 ,044
C2 1,154 17 23 ,368
C3 2,115 17 23 ,047
C4 1,076 17 23 ,428
Tests the null hypothesis that the error variance of the dependent variable is equal across groups.
a Design:
Intercept+C5+C6+C7+C8+AGE+TOTALYEAROFEMPLOYEED+TOTALYEARSEMPLYEEMENTINEXISTING
COMPANY+MONTHLYSALARY+MARITALSTATUS+EDUCATION+DEPARTMENT+TITLE+GENDER+MARI
TALSTATUS * EDUCATION+MARITALSTATUS * DEPARTMENT+EDUCATION *
DEPARTMENT+MARITALSTATUS * EDUCATION * DEPARTMENT+MARITALSTATUS *
TITLE+EDUCATION * TITLE+MARITALSTATUS * EDUCATION * TITLE+DEPARTMENT *
TITLE+MARITALSTATUS * DEPARTMENT * TITLE+EDUCATION * DEPARTMENT *
TITLE+MARITALSTATUS * EDUCATION * DEPARTMENT * TITLE+MARITALSTATUS *
GENDER+EDUCATION * GENDER+MARITALSTATUS * EDUCATION * GENDER+DEPARTMENT *
GENDER+MARITALSTATUS * DEPARTMENT * GENDER+EDUCATION * DEPARTMENT *
GENDER+MARITALSTATUS * EDUCATION * DEPARTMENT * GENDER+TITLE *
GENDER+MARITALSTATUS * TITLE * GENDER+EDUCATION * TITLE * GENDER+MARITALSTATUS *
EDUCATION * TITLE * GENDER+DEPARTMENT * TITLE * GENDER+MARITALSTATUS * DEPARTMENT *
TITLE * GENDER+EDUCATION * DEPARTMENT * TITLE * GENDER+MARITALSTATUS * EDUCATION *
DEPARTMENT * TITLE * GENDER
148
Tests of Between-Subjects Effects
Type III Sum Noncent. Observed

Source Dependent Variable of Squares df Mean Square F Sig. Parameter Power(a)
Corrected Model C1 945,558(b) 25 37,822 1,281 ,314 32,029 ,525
C2 1458,331(c) 25 58,333 1,186 ,373 29,644 ,486
C3 503,172(d) 25 20,127 1,443 ,232 36,067 ,589
C4 1707,802(e) 25 68,312 ,617 ,861 15,430 ,245
Intercept C1 229,553 1 229,553 7,776 ,014 7,776 ,741
C2 157,737 1 157,737 3,206 ,094 3,206 ,388
C3 4,731 1 4,731 ,339 ,569 ,339 ,085
C4 70,471 1 70,471 ,637 ,437 ,637 ,116
C5 C1 6,844 1 6,844 ,232 ,637 ,232 ,074
C2 4,967 1 4,967 ,101 ,755 ,101 ,060
C3 ,771 1 ,771 ,055 ,817 ,055 ,056
C4 16,313 1 16,313 ,147 ,706 ,147 ,065
C6 C1 25,554 1 25,554 ,866 ,367 ,866 ,141
C2 ,129 1 ,129 ,003 ,960 ,003 ,050
C3 ,182 1 ,182 ,013 ,911 ,013 ,051
C4 ,014 1 ,014 ,000 ,991 ,000 ,050
C7 C1 145,524 1 145,524 4,929 ,042 4,929 ,547
C2 596,390 1 596,390 12,123 ,003 12,123 ,902
C3 122,136 1 122,136 8,755 ,010 8,755 ,790
C4 219,038 1 219,038 1,979 ,180 1,979 ,261
C8 C1 35,893 1 35,893 1,216 ,288 1,216 ,178
C2 ,106 1 ,106 ,002 ,964 ,002 ,050
C3 6,748 1 6,748 ,484 ,497 ,484 ,100
C4 6,364 1 6,364 ,057 ,814 ,057 ,056
AGE C1 11,075 1 11,075 ,375 ,549 ,375 ,089
C2 2,879 1 2,879 ,059 ,812 ,059 ,056
C3 4,407 1 4,407 ,316 ,582 ,316 ,082
C4 32,991 1 32,991 ,298 ,593 ,298 ,081
149
TOTALYEAROFEMPLOY C1 26,323 1 26,323 ,892 ,360 ,892 ,143
EED C2 41,327 1 41,327 ,840 ,374 ,840 ,138
C3 15,945 1 15,945 1,143 ,302 1,143 ,170
C4 18,974 1 18,974 ,171 ,685 ,171 ,067
TOTALYEARSEMPLYEE C1 62,048 1 62,048 2,102 ,168 2,102 ,274
MENTINEXISTINGCOMP C2 16,179 1 16,179 ,329 ,575 ,329 ,084
ANY
C3 ,442 1 ,442 ,032 ,861 ,032 ,053
C4 7,698 1 7,698 ,070 ,796 ,070 ,057
MONTHLYSALARY C1 68,185 1 68,185 2,310 ,149 2,310 ,296
C2 115,292 1 115,292 2,344 ,147 2,344 ,300
C3 ,242 1 ,242 ,017 ,897 ,017 ,052
C4 7,765 1 7,765 ,070 ,795 ,070 ,057
MARITALSTATUS C1 2,641 1 2,641 ,089 ,769 ,089 ,059
C2 16,682 1 16,682 ,339 ,569 ,339 ,085
C3 19,772 1 19,772 1,417 ,252 1,417 ,200
C4 87,264 1 87,264 ,788 ,389 ,788 ,132
EDUCATION C1 6,577 2 3,289 ,111 ,895 ,223 ,064
C2 26,761 2 13,380 ,272 ,766 ,544 ,085
C3 8,916 2 4,458 ,320 ,731 ,639 ,092
C4 3,129 2 1,564 ,014 ,986 ,028 ,052
DEPARTMENT C1 31,910 4 7,978 ,270 ,893 1,081 ,094
C2 81,691 4 20,423 ,415 ,795 1,661 ,121
C3 15,999 4 4,000 ,287 ,882 1,147 ,097
C4 96,293 4 24,073 ,217 ,925 ,870 ,085
TITLE C1 114,914 4 28,729 ,973 ,451 3,892 ,236
C2 116,967 4 29,242 ,594 ,672 2,378 ,156
C3 63,162 4 15,790 1,132 ,379 4,527 ,272
C4 68,267 4 17,067 ,154 ,958 ,617 ,074
GENDER C1 ,000 0 . . . ,000 .
C2 ,000 0 . . . ,000 .
C3 ,000 0 . . . ,000 .
C4 ,000 0 . . . ,000 .
150
MARITALSTATUS * C1 ,000 0 . . . ,000 .
EDUCATION C2 ,000 0 . . . ,000 .
C3 ,000 0 . . . ,000 .
C4 ,000 0 . . . ,000 .
MARITALSTATUS * C1 ,000 0 . . . ,000 .
DEPARTMENT C2 ,000 0 . . . ,000 .
C3 ,000 0 . . . ,000 .
C4 ,000 0 . . . ,000 .
EDUCATION * C1 4,701 1 4,701 ,159 ,695 ,159 ,066
DEPARTMENT C2 41,600 1 41,600 ,846 ,372 ,846 ,138
C3 26,257 1 26,257 1,882 ,190 1,882 ,250
C4 1,419 1 1,419 ,013 ,911 ,013 ,051
MARITALSTATUS * C1 ,000 0 . . . ,000 .
EDUCATION * C2 ,000 0 . . . ,000 .
DEPARTMENT
C3 ,000 0 . . . ,000 .
C4 ,000 0 . . . ,000 .
MARITALSTATUS * TITLE C1 111,484 1 111,484 3,776 ,071 3,776 ,444
C2 34,791 1 34,791 ,707 ,414 ,707 ,124
C3 12,922 1 12,922 ,926 ,351 ,926 ,147
C4 107,247 1 107,247 ,969 ,341 ,969 ,152
EDUCATION * TITLE C1 186,669 1 186,669 6,323 ,024 6,323 ,652
C2 97,001 1 97,001 1,972 ,181 1,972 ,260
C3 41,331 1 41,331 2,963 ,106 2,963 ,364
C4 3,061 1 3,061 ,028 ,870 ,028 ,053
MARITALSTATUS * C1 ,000 0 . . . ,000 .
EDUCATION * TITLE C2 ,000 0 . . . ,000 .
C3 ,000 0 . . . ,000 .
C4 ,000 0 . . . ,000 .
DEPARTMENT * TITLE C1 36,894 2 18,447 ,625 ,549 1,250 ,135
C2 9,259 2 4,630 ,094 ,911 ,188 ,062
C3 4,352 2 2,176 ,156 ,857 ,312 ,070
C4 27,897 2 13,948 ,126 ,883 ,252 ,066
151
MARITALSTATUS * C1 ,000 0 . . . ,000 .
DEPARTMENT * TITLE C2 ,000 0 . . . ,000 .
C3 ,000 0 . . . ,000 .
C4 ,000 0 . . . ,000 .
EDUCATION * C1 ,000 0 . . . ,000 .
DEPARTMENT * TITLE C2 ,000 0 . . . ,000 .
C3 ,000 0 . . . ,000 .
C4 ,000 0 . . . ,000 .
MARITALSTATUS * C1 ,000 0 . . . ,000 .
EDUCATION * C2 ,000 0 . . . ,000 .
DEPARTMENT * TITLE
C3 ,000 0 . . . ,000 .
C4 ,000 0 . . . ,000 .
MARITALSTATUS * C1 ,000 0 . . . ,000 .
GENDER C2 ,000 0 . . . ,000 .
C3 ,000 0 . . . ,000 .
C4 ,000 0 . . . ,000 .
EDUCATION * GENDER C1 ,000 0 . . . ,000 .
C2 ,000 0 . . . ,000 .
C3 ,000 0 . . . ,000 .
C4 ,000 0 . . . ,000 .
MARITALSTATUS * C1 ,000 0 . . . ,000 .
EDUCATION * GENDER C2 ,000 0 . . . ,000 .
C3 ,000 0 . . . ,000 .
C4 ,000 0 . . . ,000 .
DEPARTMENT * C1 ,000 0 . . . ,000 .
GENDER C2 ,000 0 . . . ,000 .
C3 ,000 0 . . . ,000 .
C4 ,000 0 . . . ,000 .
MARITALSTATUS * C1 ,000 0 . . . ,000 .
DEPARTMENT * C2 ,000 0 . . . ,000 .
GENDER
C3 ,000 0 . . . ,000 .
C4 ,000 0 . . . ,000 .
152
EDUCATION * C1 ,000 0 . . . ,000 .
DEPARTMENT * C2 ,000 0 . . . ,000 .
GENDER
C3 ,000 0 . . . ,000 .
C4 ,000 0 . . . ,000 .
MARITALSTATUS * C1 ,000 0 . . . ,000 .
EDUCATION * C2 ,000 0 . . . ,000 .
DEPARTMENT *
GENDER C3 ,000 0 . . . ,000 .
C4 ,000 0 . . . ,000 .
TITLE * GENDER C1 ,000 0 . . . ,000 .
C2 ,000 0 . . . ,000 .
C3 ,000 0 . . . ,000 .
C4 ,000 0 . . . ,000 .
MARITALSTATUS * TITLE C1 ,000 0 . . . ,000 .
* GENDER C2 ,000 0 . . . ,000 .
C3 ,000 0 . . . ,000 .
C4 ,000 0 . . . ,000 .
EDUCATION * TITLE * C1 ,000 0 . . . ,000 .
GENDER C2 ,000 0 . . . ,000 .
C3 ,000 0 . . . ,000 .
C4 ,000 0 . . . ,000 .
MARITALSTATUS * C1 ,000 0 . . . ,000 .
EDUCATION * TITLE * C2 ,000 0 . . . ,000 .
GENDER
C3 ,000 0 . . . ,000 .
C4 ,000 0 . . . ,000 .
DEPARTMENT * TITLE * C1 ,000 0 . . . ,000 .
GENDER C2 ,000 0 . . . ,000 .
C3 ,000 0 . . . ,000 .
C4 ,000 0 . . . ,000 .
MARITALSTATUS * C1 ,000 0 . . . ,000 .
GENDER
C3 ,000 0 . . . ,000 .
C4 ,000 0 . . . ,000 .
153
EDUCATION * C1 ,000 0 . . . ,000 .
GENDER
C3 ,000 0 . . . ,000 .
C4 ,000 0 . . . ,000 .
MARITALSTATUS * C1 ,000 0 . . . ,000 .
EDUCATION * C2 ,000 0 . . . ,000 .
DEPARTMENT * TITLE *
GENDER C3 ,000 0 . . . ,000 .
C4 ,000 0 . . . ,000 .
Error C1 442,832 15 29,522
C2 737,913 15 49,194
C3 209,267 15 13,951
C4 1660,246 15 110,683
Total C1 66589,000 41
C2 83431,000 41
C3 23946,000 41
C4 142571,000 41
Corrected Total C1 1388,390 40
C2 2196,244 40
C3 712,439 40
C4 3368,049 40
b R Squared = ,681 (Adjusted R Squared = ,149)
c R Squared = ,664 (Adjusted R Squared = ,104)
d R Squared = ,706 (Adjusted R Squared = ,217)
e R Squared = ,507 (Adjusted R Squared = -,315)
154
Estimated Marginal Means
1. MARITALSTATUS
Estimates
Dependent Variable MARITALSTATUS Mean Std. Error 95% Confidence Interval

Lower Upper
Bound Bound Lower Bound Upper Bound
C1 1,00 40,145(a,b
3,453 32,785 47,504
)
2,00 40,625(a,b
1,341 37,768 43,483
)
C2 1,00 46,256(a,b
4,457 36,756 55,756
)
2,00 44,238(a,b
1,731 40,549 47,927
)
C3 1,00 26,517(a,b
2,374 21,457 31,576
)
2,00 23,678(a,b
,922 21,714 25,642
)
C4 1,00 64,860(a,b
6,686 50,609 79,110
)
2,00 57,402(a,b
2,596 51,869 62,935
)
a Covariates appearing in the model are evaluated at the following values: C5 = 39,5854, C6 = 22,2927, C7 = 8,5610, C8 = 13,4878, AGE = 33,4146,
TOTALYEAROFEMPLOYEED = 11,8293, TOTALYEARSEMPLYEEMENTINEXISTINGCOMPANY = 8,8171, MONTHLYSALARY = 1154,3902.
b Based on modified population marginal mean.
155
Pairwise Comparisons
Mean Difference 95% Confidence Interval for

Dependent Variable (I) MARITALSTATUS (J) MARITALSTATUS (I-J) Std. Error Sig.(a) Difference(a)
Upper Lower
Lower Bound Bound Bound Upper Bound Lower Bound
C1 1,00 2,00 -,481(b,c) 3,940 ,904 -8,878 7,916
2,00 1,00 ,481(b,c) 3,940 ,904 -7,916 8,878
C2 1,00 2,00 2,018(b,c) 5,086 ,697 -8,822 12,857
2,00 1,00 -2,018(b,c) 5,086 ,697 -12,857 8,822
C3 1,00 2,00 2,838(b,c) 2,708 ,311 -2,934 8,611
2,00 1,00 -2,838(b,c) 2,708 ,311 -8,611 2,934
C4 1,00 2,00 7,458(b,c) 7,628 ,344 -8,802 23,717
2,00 1,00 -7,458(b,c) 7,628 ,344 -23,717 8,802
Based on estimated marginal means
a Adjustment for multiple comparisons: Bonferroni.
b An estimate of the modified population marginal mean (I).
c An estimate of the modified population marginal mean (J).
Multivariate Tests
Noncent. Observed
Value F Hypothesis df Error df Sig. Parameter Power(a)
Pillai's trace ,127 ,437(b) 4,000 12,000 ,780 1,747 ,119
Wilks' lambda ,873 ,437(b) 4,000 12,000 ,780 1,747 ,119
Hotelling's trace ,146 ,437(b) 4,000 12,000 ,780 1,747 ,119
Roy's largest root ,146 ,437(b) 4,000 12,000 ,780 1,747 ,119
Each F tests the multivariate effect of MARITALSTATUS. These tests are based on the linearly independent pairwise comparisons among the estimated
marginal means.
b Exact statistic
156
Univariate Tests
Sum of Noncent. Observed

Dependent Variable Squares df Mean Square F Sig. Parameter Power(a)
C1 Contrast ,440 1 ,440 ,015 ,904 ,015 ,052
Error 442,832 15 29,522
C2 Contrast 7,745 1 7,745 ,157 ,697 ,157 ,066
Error 737,913 15 49,194
C3 Contrast 15,325 1 15,325 1,098 ,311 1,098 ,166
Error 209,267 15 13,951
C4 Contrast 105,786 1 105,786 ,956 ,344 ,956 ,150
Error 1660,246 15 110,683
The F tests the effect of MARITALSTATUS. This test is based on the linearly independent pairwise comparisons among the estimated marginal means.
157
2. EDUCATION
Estimates
Dependent Variable EDUCATION Mean Std. Error 95% Confidence Interval

Lower Upper
C1 1,00 40,168(a,b
3,245 33,252 47,084
)
2,00 41,053(a,b
1,306 38,269 43,837
)
3,00 35,929(a,b
6,277 22,551 49,307
)
C2 1,00 44,891(a,b
4,189 35,963 53,818
)
2,00 44,694(a,b
1,686 41,100 48,288
)
3,00 39,734(a,b
8,102 22,465 57,004
)
C3 1,00 23,081(a,b
2,231 18,327 27,836
)
2,00 24,448(a,b
,898 22,534 26,362
)
3,00 21,737(a,b
4,315 12,540 30,933
)
C4 1,00 57,970(a,b
6,283 44,578 71,361
)
2,00 58,682(a,b
2,529 53,292 64,073
)
3,00 53,405(a,b
12,153 27,501 79,308
)
158
Mean
Difference 95% Confidence Interval for
Dependent Variable (I) EDUCATION (J) EDUCATION (I-J) Std. Error Sig.(a) Difference(a)
Lower Lower
Bound Upper Bound Bound Upper Bound Lower Bound
C1 1,00 2,00 -,885(b,c) 3,560 1,000 -10,476 8,705
3,00 4,239(b,c) 7,554 1,000 -16,110 24,587
2,00 1,00 ,885(b,c) 3,560 1,000 -8,705 10,476
3,00 5,124(b,c) 6,378 1,000 -12,057 22,305
3,00 1,00 -4,239(b,c) 7,554 1,000 -24,587 16,110
2,00 -5,124(b,c) 6,378 1,000 -22,305 12,057
C2 1,00 2,00 ,196(b,c) 4,596 1,000 -12,184 12,577
3,00 5,156(b,c) 9,751 1,000 -21,111 31,423
2,00 1,00 -,196(b,c) 4,596 1,000 -12,577 12,184
3,00 4,960(b,c) 8,233 1,000 -17,219 27,138
3,00 1,00 -5,156(b,c) 9,751 1,000 -31,423 21,111
2,00 -4,960(b,c) 8,233 1,000 -27,138 17,219
C3 1,00 2,00 -1,366(b,c) 2,447 1,000 -7,959 5,226
3,00 1,345(b,c) 5,193 1,000 -12,644 15,333
2,00 1,00 1,366(b,c) 2,447 1,000 -5,226 7,959
3,00 2,711(b,c) 4,385 1,000 -9,100 14,522
3,00 1,00 -1,345(b,c) 5,193 1,000 -15,333 12,644
2,00 -2,711(b,c) 4,385 1,000 -14,522 9,100
C4 1,00 2,00 -,713(b,c) 6,894 1,000 -19,283 17,857
3,00 4,565(b,c) 14,627 1,000 -34,836 43,965
2,00 1,00 ,713(b,c) 6,894 1,000 -17,857 19,283
3,00 5,278(b,c) 12,350 1,000 -27,990 38,545
3,00 1,00 -4,565(b,c) 14,627 1,000 -43,965 34,836
2,00 -5,278(b,c) 12,350 1,000 -38,545 27,990
159
Multivariate Tests
Noncent. Observed
Pillai's trace ,081 ,137 8,000 26,000 ,997 1,097 ,080
Wilks' lambda ,920 ,127(b) 8,000 24,000 ,997 1,018 ,077
Hotelling's trace ,085 ,117 8,000 22,000 ,998 ,938 ,074
Roy's largest root ,064 ,209(c) 4,000 13,000 ,929 ,834 ,082
Each F tests the multivariate effect of EDUCATION. These tests are based on the linearly independent pairwise comparisons among the estimated
marginal means.
b Exact statistic
c The statistic is an upper bound on F that yields a lower bound on the significance level.
Univariate Tests

C1 Contrast 21,988 2 10,994 ,372 ,695 ,745 ,099
Error 442,832 15 29,522
C2 Contrast 17,852 2 8,926 ,181 ,836 ,363 ,073
Error 737,913 15 49,194
C3 Contrast 10,538 2 5,269 ,378 ,692 ,755 ,100
Error 209,267 15 13,951
C4 Contrast 22,342 2 11,171 ,101 ,905 ,202 ,063
Error 1660,246 15 110,683
The F tests the effect of EDUCATION. This test is based on the linearly independent pairwise comparisons among the estimated marginal means.
160
3. DEPARTMENT
Estimates
Dependent Variable DEPARTMENT Mean Std. Error 95% Confidence Interval

Lower Bound Upper Bound Lower Bound Upper Bound
C1 2,00 36,790(a,b) 6,450 23,042 50,537
4,00 38,069(a,b) 4,460 28,563 47,574
5,00 41,246(a,b) 1,563 37,915 44,577
6,00 40,132(a,b) 6,122 27,083 53,180
8,00 40,121(a,b) 2,808 34,136 46,106
10,00 41,244(a,b) 3,924 32,881 49,607
C2 2,00 31,321(a,b) 8,326 13,574 49,067
4,00 47,665(a,b) 5,757 35,395 59,935
5,00 44,515(a,b) 2,017 40,215 48,815
6,00 43,555(a,b) 7,903 26,710 60,399
8,00 44,176(a,b) 3,625 36,449 51,902
10,00 48,205(a,b) 5,065 37,410 59,001
C3 2,00 25,296(a,b) 4,434 15,846 34,747
4,00 23,584(a,b) 3,066 17,050 30,119
5,00 24,118(a,b) 1,074 21,828 26,408
6,00 23,518(a,b) 4,208 14,548 32,488
8,00 24,213(a,b) 1,930 20,098 28,327
10,00 23,261(a,b) 2,697 17,512 29,010
C4 2,00 70,121(a,b) 12,489 43,503 96,740
4,00 56,854(a,b) 8,635 38,449 75,259
5,00 59,475(a,b) 3,026 53,025 65,925
6,00 52,122(a,b) 11,854 26,856 77,388
8,00 57,815(a,b) 5,437 46,226 69,404
10,00 53,445(a,b) 7,597 37,252 69,638
161
Mean
Dependent Variable (I) DEPARTMENT (J) DEPARTMENT Difference (I-J) Std. Error Sig.(a) 95% Confidence Interval for Difference(a)
Upper Lower
C1 2,00 4,00 -1,279(b,c) 7,972 1,000 -29,051 26,494
5,00 -4,456(b,c) 6,678 1,000 -27,720 18,808
6,00 -3,342(b,c) 9,378 1,000 -36,013 29,329
8,00 -3,331(b,c) 7,082 1,000 -28,002 21,339
10,00 -4,454(b,c) 7,596 1,000 -30,918 22,009
4,00 2,00 1,279(b,c) 7,972 1,000 -26,494 29,051
5,00 -3,177(b,c) 4,805 1,000 -19,915 13,561
6,00 -2,063(b,c) 7,881 1,000 -29,520 25,394
8,00 -2,052(b,c) 5,222 1,000 -20,243 16,138
10,00 -3,175(b,c) 6,001 1,000 -24,081 17,730
5,00 2,00 4,456(b,c) 6,678 1,000 -18,808 27,720
4,00 3,177(b,c) 4,805 1,000 -13,561 19,915
6,00 1,114(b,c) 6,107 1,000 -20,163 22,390
8,00 1,125(b,c) 3,227 1,000 -10,117 12,366
10,00 ,001(b,c) 4,286 1,000 -14,928 14,931
6,00 2,00 3,342(b,c) 9,378 1,000 -29,329 36,013
4,00 2,063(b,c) 7,881 1,000 -25,394 29,520
5,00 -1,114(b,c) 6,107 1,000 -22,390 20,163
8,00 ,011(b,c) 6,616 1,000 -23,037 23,059
10,00 -1,112(b,c) 7,262 1,000 -26,410 24,185
8,00 2,00 3,331(b,c) 7,082 1,000 -21,339 28,002
4,00 2,052(b,c) 5,222 1,000 -16,138 20,243
5,00 -1,125(b,c) 3,227 1,000 -12,366 10,117
6,00 -,011(b,c) 6,616 1,000 -23,059 23,037
10,00 -1,123(b,c) 5,224 1,000 -19,322 17,076
162
10,00 2,00 4,454(b,c) 7,596 1,000 -22,009 30,918
4,00 3,175(b,c) 6,001 1,000 -17,730 24,081
5,00 -,001(b,c) 4,286 1,000 -14,931 14,928
6,00 1,112(b,c) 7,262 1,000 -24,185 26,410
8,00 1,123(b,c) 5,224 1,000 -17,076 19,322
C2 2,00 4,00 -16,344(b,c) 10,291 1,000 -52,195 19,507
5,00 -13,195(b,c) 8,620 1,000 -43,225 16,836
6,00 -12,234(b,c) 12,106 1,000 -54,408 29,940
8,00 -12,855(b,c) 9,142 1,000 -44,701 18,991
10,00 -16,885(b,c) 9,806 1,000 -51,045 17,276
4,00 2,00 16,344(b,c) 10,291 1,000 -19,507 52,195
5,00 3,150(b,c) 6,202 1,000 -18,457 24,756
6,00 4,110(b,c) 10,174 1,000 -31,333 39,553
8,00 3,489(b,c) 6,740 1,000 -19,992 26,971
10,00 -,541(b,c) 7,747 1,000 -27,527 26,446
5,00 2,00 13,195(b,c) 8,620 1,000 -16,836 43,225
4,00 -3,150(b,c) 6,202 1,000 -24,756 18,457
6,00 ,961(b,c) 7,884 1,000 -26,505 28,426
8,00 ,340(b,c) 4,165 1,000 -14,171 14,850
10,00 -3,690(b,c) 5,532 1,000 -22,963 15,582
6,00 2,00 12,234(b,c) 12,106 1,000 -29,940 54,408
4,00 -4,110(b,c) 10,174 1,000 -39,553 31,333
5,00 -,961(b,c) 7,884 1,000 -28,426 26,505
8,00 -,621(b,c) 8,540 1,000 -30,373 29,131
10,00 -4,651(b,c) 9,374 1,000 -37,307 28,005
8,00 2,00 12,855(b,c) 9,142 1,000 -18,991 44,701
4,00 -3,489(b,c) 6,740 1,000 -26,971 19,992
5,00 -,340(b,c) 4,165 1,000 -14,850 14,171
6,00 ,621(b,c) 8,540 1,000 -29,131 30,373
10,00 -4,030(b,c) 6,743 1,000 -27,522 19,462
10,00 2,00 16,885(b,c) 9,806 1,000 -17,276 51,045
4,00 ,541(b,c) 7,747 1,000 -26,446 27,527
5,00 3,690(b,c) 5,532 1,000 -15,582 22,963
163
6,00 4,651(b,c) 9,374 1,000 -28,005 37,307
8,00 4,030(b,c) 6,743 1,000 -19,462 27,522
C3 2,00 4,00 1,712(b,c) 5,480 1,000 -17,380 20,803
5,00 1,178(b,c) 4,591 1,000 -14,814 17,171
6,00 1,778(b,c) 6,447 1,000 -20,681 24,237
8,00 1,083(b,c) 4,868 1,000 -15,876 18,042
10,00 2,035(b,c) 5,222 1,000 -16,157 20,226
4,00 2,00 -1,712(b,c) 5,480 1,000 -20,803 17,380
5,00 -,533(b,c) 3,303 1,000 -12,040 10,973
6,00 ,066(b,c) 5,418 1,000 -18,809 18,941
8,00 -,628(b,c) 3,590 1,000 -13,133 11,876
10,00 ,323(b,c) 4,125 1,000 -14,048 14,694
5,00 2,00 -1,178(b,c) 4,591 1,000 -17,171 14,814
4,00 ,533(b,c) 3,303 1,000 -10,973 12,040
6,00 ,600(b,c) 4,198 1,000 -14,027 15,226
8,00 -,095(b,c) 2,218 1,000 -7,822 7,633
10,00 ,857(b,c) 2,946 1,000 -9,407 11,120
6,00 2,00 -1,778(b,c) 6,447 1,000 -24,237 20,681
4,00 -,066(b,c) 5,418 1,000 -18,941 18,809
5,00 -,600(b,c) 4,198 1,000 -15,226 14,027
8,00 -,694(b,c) 4,548 1,000 -16,538 15,150
10,00 ,257(b,c) 4,992 1,000 -17,133 17,648
8,00 2,00 -1,083(b,c) 4,868 1,000 -18,042 15,876
4,00 ,628(b,c) 3,590 1,000 -11,876 13,133
5,00 ,095(b,c) 2,218 1,000 -7,633 7,822
6,00 ,694(b,c) 4,548 1,000 -15,150 16,538
10,00 ,952(b,c) 3,591 1,000 -11,559 13,462
10,00 2,00 -2,035(b,c) 5,222 1,000 -20,226 16,157
4,00 -,323(b,c) 4,125 1,000 -14,694 14,048
5,00 -,857(b,c) 2,946 1,000 -11,120 9,407
6,00 -,257(b,c) 4,992 1,000 -17,648 17,133
8,00 -,952(b,c) 3,591 1,000 -13,462 11,559
C4 2,00 4,00 13,268(b,c) 15,436 1,000 -40,507 67,043
164
5,00 10,646(b,c) 12,930 1,000 -34,399 55,692
6,00 18,000(b,c) 18,159 1,000 -45,260 81,259
8,00 12,306(b,c) 13,712 1,000 -35,462 60,075
10,00 16,676(b,c) 14,709 1,000 -34,564 67,916
4,00 2,00 -13,268(b,c) 15,436 1,000 -67,043 40,507
5,00 -2,621(b,c) 9,303 1,000 -35,030 29,787
6,00 4,732(b,c) 15,261 1,000 -48,432 57,895
8,00 -,961(b,c) 10,110 1,000 -36,183 34,260
10,00 3,408(b,c) 11,620 1,000 -37,071 43,887
5,00 2,00 -10,646(b,c) 12,930 1,000 -55,692 34,399
4,00 2,621(b,c) 9,303 1,000 -29,787 35,030
6,00 7,353(b,c) 11,826 1,000 -33,844 48,550
8,00 1,660(b,c) 6,248 1,000 -20,106 23,426
10,00 6,030(b,c) 8,298 1,000 -22,879 34,938
6,00 2,00 -18,000(b,c) 18,159 1,000 -81,259 45,260
4,00 -4,732(b,c) 15,261 1,000 -57,895 48,432
5,00 -7,353(b,c) 11,826 1,000 -48,550 33,844
8,00 -5,693(b,c) 12,810 1,000 -50,321 38,934
10,00 -1,323(b,c) 14,061 1,000 -50,307 47,660
8,00 2,00 -12,306(b,c) 13,712 1,000 -60,075 35,462
4,00 ,961(b,c) 10,110 1,000 -34,260 36,183
5,00 -1,660(b,c) 6,248 1,000 -23,426 20,106
6,00 5,693(b,c) 12,810 1,000 -38,934 50,321
10,00 4,370(b,c) 10,115 1,000 -30,868 39,607
10,00 2,00 -16,676(b,c) 14,709 1,000 -67,916 34,564
4,00 -3,408(b,c) 11,620 1,000 -43,887 37,071
5,00 -6,030(b,c) 8,298 1,000 -34,938 22,879
6,00 1,323(b,c) 14,061 1,000 -47,660 50,307
8,00 -4,370(b,c) 10,115 1,000 -39,607 30,868
165
Multivariate Tests
Noncent. Observed
Pillai's trace ,608 ,538 20,000 60,000 ,937 10,765 ,338
Wilks' lambda ,447 ,560 20,000 40,749 ,917 9,097 ,256
Hotelling's trace 1,118 ,587 20,000 42,000 ,900 11,738 ,339
Roy's largest root 1,002 3,006(b) 5,000 15,000 ,045 15,028 ,705
Each F tests the multivariate effect of DEPARTMENT. These tests are based on the linearly independent pairwise comparisons among the estimated
marginal means.
b The statistic is an upper bound on F that yields a lower bound on the significance level.
Univariate Tests

C1 Contrast 27,538 5 5,508 ,187 ,963 ,933 ,081
Error 442,832 15 29,522
C2 Contrast 163,966 5 32,793 ,667 ,655 3,333 ,182
Error 737,913 15 49,194
C3 Contrast 2,812 5 ,562 ,040 ,999 ,202 ,056
Error 209,267 15 13,951
C4 Contrast 188,684 5 37,737 ,341 ,880 1,705 ,111
Error 1660,246 15 110,683
The F tests the effect of DEPARTMENT. This test is based on the linearly independent pairwise comparisons among the estimated marginal means.
166
4. TITLE
Estimates
Dependent Variable TITLE Mean Std. Error 95% Confidence Interval

C1 3,00 46,680(a,b) 7,599 30,482 62,877
4,00 37,781(a,b) 4,436 28,326 47,237
5,00 44,079(a,b) 2,599 38,540 49,617
6,00 40,236(a,b) 2,784 34,302 46,169
7,00 39,359(a,b) 1,671 35,797 42,921
C2 3,00 53,785(a,b) 9,810 32,876 74,695
4,00 35,097(a,b) 5,726 22,891 47,302
5,00 46,708(a,b) 3,354 39,558 53,857
6,00 42,584(a,b) 3,593 34,925 50,243
7,00 45,735(a,b) 2,157 41,137 50,333
C3 3,00 24,831(a,b) 5,224 13,696 35,965
4,00 25,774(a,b) 3,050 19,275 32,274
5,00 25,798(a,b) 1,786 21,991 29,606
6,00 23,320(a,b) 1,914 19,241 27,399
7,00 23,104(a,b) 1,149 20,655 25,552
C4 3,00 53,240(a,b) 14,715 21,877 84,603
4,00 65,420(a,b) 8,589 47,111 83,728
5,00 62,837(a,b) 5,031 52,112 73,561
6,00 54,903(a,b) 5,390 43,414 66,391
7,00 56,994(a,b) 3,236 50,097 63,892
167
Mean
Dependent Variable (I) TITLE (J) TITLE Difference (I-J) Std. Error Sig.(a) 95% Confidence Interval for Difference(a)
Upper Lower
C1 3,00 4,00 8,898(b,c) 8,904 1,000 -20,360 38,156
5,00 2,601(b,c) 8,142 1,000 -24,155 29,356
6,00 6,444(b,c) 7,750 1,000 -19,022 31,910
7,00 7,320(b,c) 7,830 1,000 -18,409 33,050
4,00 3,00 -8,898(b,c) 8,904 1,000 -38,156 20,360
5,00 -6,298(b,c) 5,360 1,000 -23,912 11,317
6,00 -2,454(b,c) 5,425 1,000 -20,282 15,373
7,00 -1,578(b,c) 4,613 1,000 -16,736 13,580
5,00 3,00 -2,601(b,c) 8,142 1,000 -29,356 24,155
4,00 6,298(b,c) 5,360 1,000 -11,317 23,912
6,00 3,843(b,c) 3,832 1,000 -8,749 16,436
7,00 4,720(b,c) 3,263 1,000 -6,003 15,442
6,00 3,00 -6,444(b,c) 7,750 1,000 -31,910 19,022
4,00 2,454(b,c) 5,425 1,000 -15,373 20,282
5,00 -3,843(b,c) 3,832 1,000 -16,436 8,749
7,00 ,876(b,c) 3,328 1,000 -10,059 11,811
7,00 3,00 -7,320(b,c) 7,830 1,000 -33,050 18,409
4,00 1,578(b,c) 4,613 1,000 -13,580 16,736
5,00 -4,720(b,c) 3,263 1,000 -15,442 6,003
6,00 -,876(b,c) 3,328 1,000 -11,811 10,059
C2 3,00 4,00 18,688(b,c) 11,494 1,000 -19,080 56,457
5,00 7,077(b,c) 10,511 1,000 -27,461 41,615
6,00 11,201(b,c) 10,004 1,000 -21,672 44,074
7,00 8,050(b,c) 10,108 1,000 -25,163 41,264
4,00 3,00 -18,688(b,c) 11,494 1,000 -56,457 19,080
5,00 -11,611(b,c) 6,920 1,000 -34,349 11,127
6,00 -7,487(b,c) 7,003 1,000 -30,500 15,525
7,00 -10,638(b,c) 5,955 ,942 -30,206 8,929
5,00 3,00 -7,077(b,c) 10,511 1,000 -41,615 27,461
168
4,00 11,611(b,c) 6,920 1,000 -11,127 34,349
6,00 4,124(b,c) 4,947 1,000 -12,132 20,379
7,00 ,973(b,c) 4,212 1,000 -12,868 14,814
6,00 3,00 -11,201(b,c) 10,004 1,000 -44,074 21,672
4,00 7,487(b,c) 7,003 1,000 -15,525 30,500
5,00 -4,124(b,c) 4,947 1,000 -20,379 12,132
7,00 -3,151(b,c) 4,296 1,000 -17,267 10,965
7,00 3,00 -8,050(b,c) 10,108 1,000 -41,264 25,163
4,00 10,638(b,c) 5,955 ,942 -8,929 30,206
5,00 -,973(b,c) 4,212 1,000 -14,814 12,868
6,00 3,151(b,c) 4,296 1,000 -10,965 17,267
C3 3,00 4,00 -,944(b,c) 6,121 1,000 -21,057 19,169
5,00 -,968(b,c) 5,597 1,000 -19,360 17,425
6,00 1,511(b,c) 5,327 1,000 -15,996 19,017
7,00 1,727(b,c) 5,383 1,000 -15,961 19,414
4,00 3,00 ,944(b,c) 6,121 1,000 -19,169 21,057
5,00 -,024(b,c) 3,685 1,000 -12,133 12,085
6,00 2,455(b,c) 3,729 1,000 -9,800 14,710
7,00 2,671(b,c) 3,171 1,000 -7,750 13,091
5,00 3,00 ,968(b,c) 5,597 1,000 -17,425 19,360
4,00 ,024(b,c) 3,685 1,000 -12,085 12,133
6,00 2,478(b,c) 2,634 1,000 -6,178 11,135
7,00 2,695(b,c) 2,243 1,000 -4,676 10,065
6,00 3,00 -1,511(b,c) 5,327 1,000 -19,017 15,996
4,00 -2,455(b,c) 3,729 1,000 -14,710 9,800
5,00 -2,478(b,c) 2,634 1,000 -11,135 6,178
7,00 ,216(b,c) 2,288 1,000 -7,301 7,733
7,00 3,00 -1,727(b,c) 5,383 1,000 -19,414 15,961
4,00 -2,671(b,c) 3,171 1,000 -13,091 7,750
5,00 -2,695(b,c) 2,243 1,000 -10,065 4,676
6,00 -,216(b,c) 2,288 1,000 -7,733 7,301
C4 3,00 4,00 -12,179(b,c) 17,240 1,000 -68,831 44,472
5,00 -9,596(b,c) 15,766 1,000 -61,402 42,210
6,00 -1,662(b,c) 15,006 1,000 -50,972 47,647
169
7,00 -3,754(b,c) 15,161 1,000 -53,574 46,066
4,00 3,00 12,179(b,c) 17,240 1,000 -44,472 68,831
5,00 2,583(b,c) 10,379 1,000 -31,524 36,690
6,00 10,517(b,c) 10,505 1,000 -24,002 45,035
7,00 8,425(b,c) 8,932 1,000 -20,926 37,776
5,00 3,00 9,596(b,c) 15,766 1,000 -42,210 61,402
4,00 -2,583(b,c) 10,379 1,000 -36,690 31,524
6,00 7,934(b,c) 7,420 1,000 -16,449 32,317
7,00 5,842(b,c) 6,318 1,000 -14,919 26,603
6,00 3,00 1,662(b,c) 15,006 1,000 -47,647 50,972
4,00 -10,517(b,c) 10,505 1,000 -45,035 24,002
5,00 -7,934(b,c) 7,420 1,000 -32,317 16,449
7,00 -2,092(b,c) 6,443 1,000 -23,265 19,082
7,00 3,00 3,754(b,c) 15,161 1,000 -46,066 53,574
4,00 -8,425(b,c) 8,932 1,000 -37,776 20,926
5,00 -5,842(b,c) 6,318 1,000 -26,603 14,919
6,00 2,092(b,c) 6,443 1,000 -19,082 23,265
170
Multivariate Tests
Noncent. Observed
Pillai's trace ,754 ,870 16,000 60,000 ,604 13,926 ,511
Wilks' lambda ,367 ,905 16,000 37,298 ,570 10,620 ,344
Hotelling's trace 1,408 ,924 16,000 42,000 ,550 14,780 ,503
Roy's largest root 1,152 4,320(b) 4,000 15,000 ,016 17,279 ,825
Each F tests the multivariate effect of TITLE. These tests are based on the linearly independent pairwise comparisons among the estimated marginal
means.
b The statistic is an upper bound on F that yields a lower bound on the significance level.
Univariate Tests

C1 Contrast 91,724 4 22,931 ,777 ,557 3,107 ,194
Error 442,832 15 29,522
C2 Contrast 243,629 4 60,907 1,238 ,337 4,952 ,295
Error 737,913 15 49,194
C3 Contrast 29,981 4 7,495 ,537 ,711 2,149 ,144
Error 209,267 15 13,951
C4 Contrast 237,521 4 59,380 ,536 ,711 2,146 ,144
Error 1660,246 15 110,683
The F tests the effect of TITLE. This test is based on the linearly independent pairwise comparisons among the estimated marginal means.
171
5. MARITALSTATUS * EDUCATION
Dependent Variable MARITALSTATUS EDUCATION Mean Std. Error 95% Confidence Interval
Lower Upper
C1 1,00 1,00 .(a,b) . . .
2,00 40,145(a,c
3,453 32,785 47,504
)
3,00 .(a,b) . . .
2,00 1,00 40,168(a,c
3,245 33,252 47,084
)
2,00 41,219(a,c
1,471 38,084 44,354
)
3,00 35,929(a,c
6,277 22,551 49,307
)
C2 1,00 1,00 .(a,b) . . .
2,00 46,256(a,c
4,457 36,756 55,756
)
3,00 .(a,b) . . .
2,00 1,00 44,891(a,c
4,189 35,963 53,818
)
2,00 44,410(a,c
1,899 40,363 48,457
)
3,00 39,734(a,c
8,102 22,465 57,004
)
C3 1,00 1,00 .(a,b) . . .
2,00 26,517(a,c
2,374 21,457 31,576
)
3,00 .(a,b) . . .
2,00 1,00 23,081(a,c
2,231 18,327 27,836
)
2,00 24,072(a,c
1,011 21,917 26,227
)
3,00 21,737(a,c
4,315 12,540 30,933
)
C4 1,00 1,00 .(a,b) . . .
2,00 64,860(a,c
6,686 50,609 79,110
)
3,00 .(a,b) . . .
172
2,00 1,00 57,970(a,c
6,283 44,578 71,361
)
2,00 57,559(a,c
2,848 51,489 63,629
)
3,00 53,405(a,c
12,153 27,501 79,308
)
b This level combination of factors is not observed, thus the corresponding population marginal mean is not estimable.
c Based on modified population marginal mean.
6. MARITALSTATUS * DEPARTMENT
Dependent Variable MARITALSTATUS DEPARTMENT Mean Std. Error 95% Confidence Interval
Upper
Lower Bound Bound Lower Bound Upper Bound
C1 1,00 2,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 40,145(a,c) 3,453 32,785 47,504
6,00 .(a,b) . . .
8,00 .(a,b) . . .
10,00 .(a,b) . . .
2,00 2,00 36,790(a,c) 6,450 23,042 50,537
4,00 38,069(a,c) 4,460 28,563 47,574
5,00 41,560(a,c) 1,940 37,425 45,695
6,00 40,132(a,c) 6,122 27,083 53,180
8,00 40,121(a,c) 2,808 34,136 46,106
10,00 41,244(a,c) 3,924 32,881 49,607
C2 1,00 2,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 46,256(a,c) 4,457 36,756 55,756
6,00 .(a,b) . . .
173
8,00 .(a,b) . . .
10,00 .(a,b) . . .
2,00 2,00 31,321(a,c) 8,326 13,574 49,067
4,00 47,665(a,c) 5,757 35,395 59,935
5,00 44,018(a,c) 2,504 38,680 49,356
6,00 43,555(a,c) 7,903 26,710 60,399
8,00 44,176(a,c) 3,625 36,449 51,902
10,00 48,205(a,c) 5,065 37,410 59,001
C3 1,00 2,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 26,517(a,c) 2,374 21,457 31,576
6,00 .(a,b) . . .
8,00 .(a,b) . . .
10,00 .(a,b) . . .
2,00 2,00 25,296(a,c) 4,434 15,846 34,747
4,00 23,584(a,c) 3,066 17,050 30,119
5,00 23,433(a,c) 1,334 20,590 26,275
6,00 23,518(a,c) 4,208 14,548 32,488
8,00 24,213(a,c) 1,930 20,098 28,327
10,00 23,261(a,c) 2,697 17,512 29,010
C4 1,00 2,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 64,860(a,c) 6,686 50,609 79,110
6,00 .(a,b) . . .
8,00 .(a,b) . . .
10,00 .(a,b) . . .
2,00 2,00 70,121(a,c) 12,489 43,503 96,740
4,00 56,854(a,c) 8,635 38,449 75,259
5,00 57,937(a,c) 3,757 49,930 65,944
6,00 52,122(a,c) 11,854 26,856 77,388
8,00 57,815(a,c) 5,437 46,226 69,404
10,00 53,445(a,c) 7,597 37,252 69,638
174
7. EDUCATION * DEPARTMENT
Dependent Variable EDUCATION DEPARTMENT Mean Std. Error 95% Confidence Interval
C1 1,00 2,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 40,293(a,c
3,120 33,644 46,943
)
6,00 .(a,b) . . .
8,00 .(a,b) . . .
10,00 39,793(a,c
7,081 24,701 54,885
)
2,00 2,00 36,790(a,c
6,450 23,042 50,537
)
4,00 38,069(a,c
4,460 28,563 47,574
)
5,00 41,722(a,c
1,893 37,687 45,756
)
6,00 40,132(a,c
6,122 27,083 53,180
)
8,00 42,217(a,c
2,758 36,338 48,096
)
10,00 41,970(a,c
4,479 32,423 51,517
)
3,00 2,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
8,00 35,929(a,c
6,277 22,551 49,307
)
175
10,00 .(a,b) . . .
C2 1,00 2,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 42,117(a,c
4,027 33,533 50,700
)
6,00 .(a,b) . . .
8,00 .(a,b) . . .
10,00 53,212(a,c
9,140 33,730 72,694
)
2,00 2,00 31,321(a,c
8,326 13,574 49,067
)
4,00 47,665(a,c
5,757 35,395 59,935
)
5,00 45,714(a,c
2,443 40,506 50,922
)
6,00 43,555(a,c
7,903 26,710 60,399
)
8,00 46,396(a,c
3,560 38,808 53,985
)
10,00 45,702(a,c
5,782 33,378 58,026
)
3,00 2,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
8,00 39,734(a,c
8,102 22,465 57,004
)
10,00 .(a,b) . . .
C3 1,00 2,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 22,354(a,c
2,145 17,783 26,925
)
6,00 .(a,b) . . .
8,00 .(a,b) . . .
10,00 25,264(a,c
4,867 14,889 35,639
)
2,00 2,00 25,296(a,c
4,434 15,846 34,747
)
176
4,00 23,584(a,c
3,066 17,050 30,119
)
5,00 25,000(a,c
1,301 22,227 27,773
)
6,00 23,518(a,c
4,208 14,548 32,488
)
8,00 25,451(a,c
1,896 21,410 29,492
)
10,00 22,260(a,c
3,079 15,697 28,823
)
3,00 2,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
8,00 21,737(a,c
4,315 12,540 30,933
)
10,00 .(a,b) . . .
C4 1,00 2,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 58,801(a,c
6,040 45,926 71,676
)
6,00 .(a,b) . . .
8,00 .(a,b) . . .
10,00 55,475(a,c
13,710 26,253 84,697
)
2,00 2,00 70,121(a,c
12,489 43,503 96,740
)
4,00 56,854(a,c
8,635 38,449 75,259
)
5,00 59,812(a,c
3,665 52,000 67,624
)
6,00 52,122(a,c
11,854 26,856 77,388
)
8,00 60,020(a,c
5,340 48,638 71,403
)
10,00 52,431(a,c
8,673 33,945 70,916
)
3,00 2,00 .(a,b) . . .
4,00 .(a,b) . . .
177
5,00 .(a,b) . . .
6,00 .(a,b) . . .
8,00 53,405(a,c
12,153 27,501 79,308
)
10,00 .(a,b) . . .
8. MARITALSTATUS * EDUCATION * DEPARTMENT
Dependent Variable MARITALSTATUS EDUCATION DEPARTMENT Mean Std. Error 95% Confidence Interval
C1 1,00 1,00 2,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
8,00 .(a,b) . . .
10,00 .(a,b) . . .
2,00 2,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 40,145(a,c
3,453 32,785 47,504
)
6,00 .(a,b) . . .
8,00 .(a,b) . . .
10,00 .(a,b) . . .
3,00 2,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
178
6,00 .(a,b) . . .
8,00 .(a,b) . . .
10,00 .(a,b) . . .
2,00 1,00 2,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 40,293(a,c
3,120 33,644 46,943
)
6,00 .(a,b) . . .
8,00 .(a,b) . . .
10,00 39,793(a,c
7,081 24,701 54,885
)
2,00 2,00 36,790(a,c
6,450 23,042 50,537
)
4,00 38,069(a,c
4,460 28,563 47,574
)
5,00 42,510(a,c
2,434 37,322 47,699
)
6,00 40,132(a,c
6,122 27,083 53,180
)
8,00 42,217(a,c
2,758 36,338 48,096
)
10,00 41,970(a,c
4,479 32,423 51,517
)
3,00 2,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
8,00 35,929(a,c
6,277 22,551 49,307
)
10,00 .(a,b) . . .
C2 1,00 1,00 2,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
8,00 .(a,b) . . .
10,00 .(a,b) . . .
179
2,00 2,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 46,256(a,c
4,457 36,756 55,756
)
6,00 .(a,b) . . .
8,00 .(a,b) . . .
10,00 .(a,b) . . .
3,00 2,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
8,00 .(a,b) . . .
10,00 .(a,b) . . .
2,00 1,00 2,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 42,117(a,c
4,027 33,533 50,700
)
6,00 .(a,b) . . .
8,00 .(a,b) . . .
10,00 53,212(a,c
9,140 33,730 72,694
)
2,00 2,00 31,321(a,c
8,326 13,574 49,067
)
4,00 47,665(a,c
5,757 35,395 59,935
)
5,00 45,444(a,c
3,142 38,746 52,142
)
6,00 43,555(a,c
7,903 26,710 60,399
)
8,00 46,396(a,c
3,560 38,808 53,985
)
10,00 45,702(a,c
5,782 33,378 58,026
)
3,00 2,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
180
6,00 .(a,b) . . .
8,00 39,734(a,c
8,102 22,465 57,004
)
10,00 .(a,b) . . .
C3 1,00 1,00 2,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
8,00 .(a,b) . . .
10,00 .(a,b) . . .
2,00 2,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 26,517(a,c
2,374 21,457 31,576
)
6,00 .(a,b) . . .
8,00 .(a,b) . . .
10,00 .(a,b) . . .
3,00 2,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
8,00 .(a,b) . . .
10,00 .(a,b) . . .
2,00 1,00 2,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 22,354(a,c
2,145 17,783 26,925
)
6,00 .(a,b) . . .
8,00 .(a,b) . . .
10,00 25,264(a,c
4,867 14,889 35,639
)
2,00 2,00 25,296(a,c
4,434 15,846 34,747
)
4,00 23,584(a,c
3,066 17,050 30,119
)
181
5,00 24,242(a,c
1,673 20,675 27,809
)
6,00 23,518(a,c
4,208 14,548 32,488
)
8,00 25,451(a,c
1,896 21,410 29,492
)
10,00 22,260(a,c
3,079 15,697 28,823
)
3,00 2,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
8,00 21,737(a,c
4,315 12,540 30,933
)
10,00 .(a,b) . . .
C4 1,00 1,00 2,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
8,00 .(a,b) . . .
10,00 .(a,b) . . .
2,00 2,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 64,860(a,c
6,686 50,609 79,110
)
6,00 .(a,b) . . .
8,00 .(a,b) . . .
10,00 .(a,b) . . .
3,00 2,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
8,00 .(a,b) . . .
10,00 .(a,b) . . .
2,00 1,00 2,00 .(a,b) . . .
182
4,00 .(a,b) . . .
5,00 58,801(a,c
6,040 45,926 71,676
)
6,00 .(a,b) . . .
8,00 .(a,b) . . .
10,00 55,475(a,c
13,710 26,253 84,697
)
2,00 2,00 70,121(a,c
12,489 43,503 96,740
)
4,00 56,854(a,c
8,635 38,449 75,259
)
5,00 57,288(a,c
4,714 47,241 67,335
)
6,00 52,122(a,c
11,854 26,856 77,388
)
8,00 60,020(a,c
5,340 48,638 71,403
)
10,00 52,431(a,c
8,673 33,945 70,916
)
3,00 2,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
8,00 53,405(a,c
12,153 27,501 79,308
)
10,00 .(a,b) . . .
183
9. MARITALSTATUS * TITLE
Std.
Dependent Variable MARITALSTATUS TITLE Mean Error 95% Confidence Interval
C1 1,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 45,585(a,c) 5,978 32,843 58,328
6,00 .(a,b) . . .
7,00 34,704(a,c) 3,062 28,176 41,231
2,00 3,00 46,680(a,c) 7,599 30,482 62,877
4,00 37,781(a,c) 4,436 28,326 47,237
5,00 43,326(a,c) 2,646 37,686 48,966
6,00 40,236(a,c) 2,784 34,302 46,169
7,00 40,024(a,c) 1,852 36,076 43,972
C2 1,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 48,726(a,c) 7,717 32,277 65,175
6,00 .(a,b) . . .
7,00 43,786(a,c) 3,953 35,360 52,212
2,00 3,00 53,785(a,c) 9,810 32,876 74,695
4,00 35,097(a,c) 5,726 22,891 47,302
5,00 45,699(a,c) 3,416 38,418 52,979
6,00 42,584(a,c) 3,593 34,925 50,243
7,00 46,013(a,c) 2,391 40,917 51,110
C3 1,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 28,880(a,c) 4,110 20,120 37,639
6,00 .(a,b) . . .
7,00 24,153(a,c) 2,105 19,666 28,641
2,00 3,00 24,831(a,c) 5,224 13,696 35,965
4,00 25,774(a,c) 3,050 19,275 32,274
184
5,00 24,258(a,c) 1,819 20,380 28,135
6,00 23,320(a,c) 1,914 19,241 27,399
7,00 22,954(a,c) 1,273 20,240 25,668
C4 1,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 72,211(a,c) 11,576 47,538 96,884
6,00 .(a,b) . . .
7,00 57,508(a,c) 5,930 44,870 70,147
2,00 3,00 53,240(a,c) 14,715 21,877 84,603
4,00 65,420(a,c) 8,589 47,111 83,728
5,00 58,149(a,c) 5,124 47,229 69,070
6,00 54,903(a,c) 5,390 43,414 66,391
7,00 56,921(a,c) 3,586 49,277 64,565
10. EDUCATION * TITLE
Dependent Variable EDUCATION TITLE Mean Std. Error 95% Confidence Interval
C1 1,00 3,00 .(a,b) . . .
4,00 38,773(a,c
6,638 24,624 52,922
)
5,00 49,146(a,c
5,142 38,185 60,107
)
6,00 .(a,b) . . .
7,00 36,377(a,c
4,387 27,025 45,728
)
2,00 3,00 46,680(a,c 7,599 30,482 62,877
185
)
4,00 36,790(a,c
6,450 23,042 50,537
)
5,00 41,545(a,c
3,504 34,078 49,013
)
6,00 41,671(a,c
3,097 35,071 48,271
)
7,00 40,353(a,c
1,766 36,588 44,118
)
3,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 35,929(a,c
6,277 22,551 49,307
)
7,00 .(a,b) . . .
C2 1,00 3,00 .(a,b) . . .
4,00 38,873(a,c
8,569 20,609 57,138
)
5,00 49,259(a,c
6,638 35,110 63,408
)
6,00 .(a,b) . . .
7,00 45,715(a,c
5,664 33,643 57,786
)
2,00 3,00 53,785(a,c
9,810 32,876 74,695
)
4,00 31,321(a,c
8,326 13,574 49,067
)
5,00 45,432(a,c
4,523 35,792 55,072
)
6,00 43,534(a,c
3,997 35,014 52,054
)
7,00 45,742(a,c
2,280 40,882 50,602
)
3,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 39,734(a,c
8,102 22,465 57,004
)
7,00 .(a,b) . . .
186
C3 1,00 3,00 .(a,b) . . .
4,00 26,253(a,c
4,563 16,526 35,979
)
5,00 24,928(a,c
3,535 17,394 32,463
)
6,00 .(a,b) . . .
7,00 20,572(a,c
3,016 14,143 27,001
)
2,00 3,00 24,831(a,c
5,224 13,696 35,965
)
4,00 25,296(a,c
4,434 15,846 34,747
)
5,00 26,233(a,c
2,408 21,100 31,367
)
6,00 23,848(a,c
2,129 19,310 28,385
)
7,00 23,948(a,c
1,214 21,359 26,536
)
3,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 21,737(a,c
4,315 12,540 30,933
)
7,00 .(a,b) . . .
C4 1,00 3,00 .(a,b) . . .
4,00 60,718(a,c
12,853 33,321 88,114
)
5,00 57,071(a,c
9,957 35,848 78,295
)
6,00 .(a,b) . . .
7,00 57,045(a,c
8,495 38,938 75,152
)
2,00 3,00 53,240(a,c
14,715 21,877 84,603
)
4,00 70,121(a,c
12,489 43,503 96,740
)
5,00 65,719(a,c
6,784 51,260 80,179
)
6,00 55,402(a,c
5,996 42,622 68,182
)
187
7,00 56,978(a,c
3,420 49,687 64,268
)
3,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 53,405(a,c
12,153 27,501 79,308
)
7,00 .(a,b) . . .
11. MARITALSTATUS * EDUCATION * TITLE
Dependent Variable MARITALSTATUS EDUCATION TITLE Mean Std. Error 95% Confidence Interval
C1 1,00 1,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
2,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 45,585(a,c
5,978 32,843 58,328
)
6,00 .(a,b) . . .
7,00 34,704(a,c
3,062 28,176 41,231
)
3,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
188
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
2,00 1,00 3,00 .(a,b) . . .
4,00 38,773(a,c
6,638 24,624 52,922
)
5,00 49,146(a,c
5,142 38,185 60,107
)
6,00 .(a,b) . . .
7,00 36,377(a,c
4,387 27,025 45,728
)
2,00 3,00 46,680(a,c
7,599 30,482 62,877
)
4,00 36,790(a,c
6,450 23,042 50,537
)
5,00 37,505(a,c
2,860 31,409 43,601
)
6,00 41,671(a,c
3,097 35,071 48,271
)
7,00 41,483(a,c
2,005 37,209 45,757
)
3,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 35,929(a,c
6,277 22,551 49,307
)
7,00 .(a,b) . . .
C2 1,00 1,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
2,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 48,726(a,c
7,717 32,277 65,175
)
6,00 .(a,b) . . .
189
7,00 43,786(a,c
3,953 35,360 52,212
)
3,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
2,00 1,00 3,00 .(a,b) . . .
4,00 38,873(a,c
8,569 20,609 57,138
)
5,00 49,259(a,c
6,638 35,110 63,408
)
6,00 .(a,b) . . .
7,00 45,715(a,c
5,664 33,643 57,786
)
2,00 3,00 53,785(a,c
9,810 32,876 74,695
)
4,00 31,321(a,c
8,326 13,574 49,067
)
5,00 42,138(a,c
3,692 34,269 50,007
)
6,00 43,534(a,c
3,997 35,014 52,054
)
7,00 46,133(a,c
2,588 40,616 51,650
)
3,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 39,734(a,c
8,102 22,465 57,004
)
7,00 .(a,b) . . .
C3 1,00 1,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
2,00 3,00 .(a,b) . . .
190
4,00 .(a,b) . . .
5,00 28,880(a,c
4,110 20,120 37,639
)
6,00 .(a,b) . . .
7,00 24,153(a,c
2,105 19,666 28,641
)
3,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
2,00 1,00 3,00 .(a,b) . . .
4,00 26,253(a,c
4,563 16,526 35,979
)
5,00 24,928(a,c
3,535 17,394 32,463
)
6,00 .(a,b) . . .
7,00 20,572(a,c
3,016 14,143 27,001
)
2,00 3,00 24,831(a,c
5,224 13,696 35,965
)
4,00 25,296(a,c
4,434 15,846 34,747
)
5,00 23,587(a,c
1,966 19,396 27,777
)
6,00 23,848(a,c
2,129 19,310 28,385
)
7,00 23,906(a,c
1,378 20,968 26,844
)
3,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 21,737(a,c
4,315 12,540 30,933
)
7,00 .(a,b) . . .
C4 1,00 1,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
191
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
2,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 72,211(a,c
11,576 47,538 96,884
)
6,00 .(a,b) . . .
7,00 57,508(a,c
5,930 44,870 70,147
)
3,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
2,00 1,00 3,00 .(a,b) . . .
4,00 60,718(a,c
12,853 33,321 88,114
)
5,00 57,071(a,c
9,957 35,848 78,295
)
6,00 .(a,b) . . .
7,00 57,045(a,c
8,495 38,938 75,152
)
2,00 3,00 53,240(a,c
14,715 21,877 84,603
)
4,00 70,121(a,c
12,489 43,503 96,740
)
5,00 59,227(a,c
5,538 47,424 71,031
)
6,00 55,402(a,c
5,996 42,622 68,182
)
7,00 56,871(a,c
3,882 48,596 65,147
)
3,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 53,405(a,c 12,153 27,501 79,308
192
)
7,00 .(a,b) . . .
12. DEPARTMENT * TITLE
Dependent Variable DEPARTMENT TITLE Mean Std. Error 95% Confidence Interval
C1 2,00 3,00 .(a,b) . . .
4,00 36,790(a,c
6,450 23,042 50,537
)
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
4,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 38,069(a,c
4,460 28,563 47,574
)
5,00 3,00 46,680(a,c
7,599 30,482 62,877
)
4,00 38,773(a,c
6,638 24,624 52,922
)
5,00 44,079(a,c
2,599 38,540 49,617
)
6,00 45,194(a,c
6,222 31,933 58,455
)
7,00 36,109(a,c
1,839 32,188 40,029
)
193
6,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 40,132(a,c
6,122 27,083 53,180
)
8,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 37,637(a,c
3,752 29,640 45,634
)
7,00 45,089(a,c
4,328 35,865 54,313
)
10,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 40,474(a,c
5,757 28,202 52,745
)
7,00 41,629(a,c
4,712 31,586 51,673
)
C2 2,00 3,00 .(a,b) . . .
4,00 31,321(a,c
8,326 13,574 49,067
)
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
4,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 47,665(a,c
5,757 35,395 59,935
)
5,00 3,00 53,785(a,c
9,810 32,876 74,695
)
4,00 38,873(a,c
8,569 20,609 57,138
)
194
5,00 46,708(a,c
3,354 39,558 53,857
)
6,00 40,811(a,c
8,031 23,693 57,929
)
7,00 42,348(a,c
2,374 37,287 47,409
)
6,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 43,555(a,c
7,903 26,710 60,399
)
8,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 43,085(a,c
4,843 32,762 53,409
)
7,00 46,356(a,c
5,586 34,449 58,263
)
10,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 43,356(a,c
7,432 27,515 59,196
)
7,00 50,630(a,c
6,083 37,666 63,595
)
C3 2,00 3,00 .(a,b) . . .
4,00 25,296(a,c
4,434 15,846 34,747
)
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
4,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
195
7,00 23,584(a,c
3,066 17,050 30,119
)
5,00 3,00 24,831(a,c
5,224 13,696 35,965
)
4,00 26,253(a,c
4,563 16,526 35,979
)
5,00 25,798(a,c
1,786 21,991 29,606
)
6,00 24,910(a,c
4,277 15,794 34,026
)
7,00 21,225(a,c
1,264 18,529 23,920
)
6,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 23,518(a,c
4,208 14,548 32,488
)
8,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 23,676(a,c
2,579 18,178 29,173
)
7,00 25,287(a,c
2,975 18,946 31,628
)
10,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 21,018(a,c
3,958 12,583 29,454
)
7,00 24,383(a,c
3,239 17,479 31,287
)
C4 2,00 3,00 .(a,b) . . .
4,00 70,121(a,c
12,489 43,503 96,740
)
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
196
4,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 56,854(a,c
8,635 38,449 75,259
)
5,00 3,00 53,240(a,c
14,715 21,877 84,603
)
4,00 60,718(a,c
12,853 33,321 88,114
)
5,00 62,837(a,c
5,031 52,112 73,561
)
6,00 58,392(a,c
12,047 32,715 84,069
)
7,00 58,139(a,c
3,562 50,548 65,730
)
6,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 52,122(a,c
11,854 26,856 77,388
)
8,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 54,649(a,c
7,265 39,164 70,134
)
7,00 64,147(a,c
8,380 46,286 82,007
)
10,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 51,921(a,c
11,148 28,160 75,681
)
7,00 54,208(a,c
9,124 34,761 73,654
)
197
13. MARITALSTATUS * DEPARTMENT * TITLE
Dependent Variable MARITALSTATUS DEPARTMENT TITLE Mean Std. Error 95% Confidence Interval
C1 1,00 2,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
4,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
5,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 45,585(a,c
5,978 32,843 58,328
)
6,00 .(a,b) . . .
7,00 34,704(a,c
3,062 28,176 41,231
)
6,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
198
7,00 .(a,b) . . .
8,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
10,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
2,00 2,00 3,00 .(a,b) . . .
4,00 36,790(a,c
6,450 23,042 50,537
)
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
4,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 38,069(a,c
4,460 28,563 47,574
)
5,00 3,00 46,680(a,c
7,599 30,482 62,877
)
4,00 38,773(a,c
6,638 24,624 52,922
)
5,00 43,326(a,c
2,646 37,686 48,966
)
6,00 45,194(a,c
6,222 31,933 58,455
)
7,00 36,811(a,c
2,319 31,867 41,755
)
6,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
199
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 40,132(a,c
6,122 27,083 53,180
)
8,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 37,637(a,c
3,752 29,640 45,634
)
7,00 45,089(a,c
4,328 35,865 54,313
)
10,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 40,474(a,c
5,757 28,202 52,745
)
7,00 41,629(a,c
4,712 31,586 51,673
)
C2 1,00 2,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
4,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
5,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 48,726(a,c
7,717 32,277 65,175
)
6,00 .(a,b) . . .
7,00 43,786(a,c
3,953 35,360 52,212
)
200
6,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
8,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
10,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
2,00 2,00 3,00 .(a,b) . . .
4,00 31,321(a,c
8,326 13,574 49,067
)
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
4,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 47,665(a,c
5,757 35,395 59,935
)
5,00 3,00 53,785(a,c
9,810 32,876 74,695
)
4,00 38,873(a,c
8,569 20,609 57,138
)
5,00 45,699(a,c
3,416 38,418 52,979
)
6,00 40,811(a,c
8,031 23,693 57,929
)
201
7,00 41,629(a,c
2,994 35,247 48,011
)
6,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 43,555(a,c
7,903 26,710 60,399
)
8,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 43,085(a,c
4,843 32,762 53,409
)
7,00 46,356(a,c
5,586 34,449 58,263
)
10,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 43,356(a,c
7,432 27,515 59,196
)
7,00 50,630(a,c
6,083 37,666 63,595
)
C3 1,00 2,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
4,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
5,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 28,880(a,c 4,110 20,120 37,639
202
)
6,00 .(a,b) . . .
7,00 24,153(a,c
2,105 19,666 28,641
)
6,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
8,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
10,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
2,00 2,00 3,00 .(a,b) . . .
4,00 25,296(a,c
4,434 15,846 34,747
)
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
4,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 23,584(a,c
3,066 17,050 30,119
)
5,00 3,00 24,831(a,c
5,224 13,696 35,965
)
4,00 26,253(a,c 4,563 16,526 35,979
203
)
5,00 24,258(a,c
1,819 20,380 28,135
)
6,00 24,910(a,c
4,277 15,794 34,026
)
7,00 19,760(a,c
1,594 16,362 23,159
)
6,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 23,518(a,c
4,208 14,548 32,488
)
8,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 23,676(a,c
2,579 18,178 29,173
)
7,00 25,287(a,c
2,975 18,946 31,628
)
10,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 21,018(a,c
3,958 12,583 29,454
)
7,00 24,383(a,c
3,239 17,479 31,287
)
C4 1,00 2,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
4,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
204
7,00 .(a,b) . . .
5,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 72,211(a,c
11,576 47,538 96,884
)
6,00 .(a,b) . . .
7,00 57,508(a,c
5,930 44,870 70,147
)
6,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
8,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
10,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
2,00 2,00 3,00 .(a,b) . . .
4,00 70,121(a,c
12,489 43,503 96,740
)
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
4,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
205
7,00 56,854(a,c
8,635 38,449 75,259
)
5,00 3,00 53,240(a,c
14,715 21,877 84,603
)
4,00 60,718(a,c
12,853 33,321 88,114
)
5,00 58,149(a,c
5,124 47,229 69,070
)
6,00 58,392(a,c
12,047 32,715 84,069
)
7,00 58,454(a,c
4,491 48,882 68,026
)
6,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 52,122(a,c
11,854 26,856 77,388
)
8,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 54,649(a,c
7,265 39,164 70,134
)
7,00 64,147(a,c
8,380 46,286 82,007
)
10,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 51,921(a,c
11,148 28,160 75,681
)
7,00 54,208(a,c
9,124 34,761 73,654
)
206
14. EDUCATION * DEPARTMENT * TITLE
Dependent Variable EDUCATION DEPARTMENT TITLE Mean Std. Error 95% Confidence Interval
C1 1,00 2,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
4,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
5,00 3,00 .(a,b) . . .
4,00 38,773(a,c
6,638 24,624 52,922
)
5,00 49,146(a,c
5,142 38,185 60,107
)
6,00 .(a,b) . . .
7,00 32,961(a,c
4,364 23,660 42,261
)
6,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
8,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
207
10,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 39,793(a,c
7,081 24,701 54,885
)
2,00 2,00 3,00 .(a,b) . . .
4,00 36,790(a,c
6,450 23,042 50,537
)
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
4,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 38,069(a,c
4,460 28,563 47,574
)
5,00 3,00 46,680(a,c
7,599 30,482 62,877
)
4,00 .(a,b) . . .
5,00 41,545(a) 3,504 34,078 49,013
6,00 45,194(a,c
6,222 31,933 58,455
)
7,00 37,683(a) 1,807 33,832 41,533
6,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 40,132(a,c
6,122 27,083 53,180
)
8,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 39,345(a,c 4,396 29,975 48,715
208
)
7,00 45,089(a,c
4,328 35,865 54,313
)
10,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 40,474(a,c
5,757 28,202 52,745
)
7,00 43,465(a,c
6,328 29,977 56,953
)
3,00 2,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
4,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
5,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
6,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
8,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
209
6,00 35,929(a,c
6,277 22,551 49,307
)
7,00 .(a,b) . . .
10,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
C2 1,00 2,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
4,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
5,00 3,00 .(a,b) . . .
4,00 38,873(a,c
8,569 20,609 57,138
)
5,00 49,259(a,c
6,638 35,110 63,408
)
6,00 .(a,b) . . .
7,00 38,218(a,c
5,633 26,212 50,224
)
6,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
8,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
210
6,00 .(a,b) . . .
7,00 .(a,b) . . .
10,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 53,212(a,c
9,140 33,730 72,694
)
2,00 2,00 3,00 .(a,b) . . .
4,00 31,321(a,c
8,326 13,574 49,067
)
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
4,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 47,665(a,c
5,757 35,395 59,935
)
5,00 3,00 53,785(a,c
9,810 32,876 74,695
)
4,00 .(a,b) . . .
5,00 45,432(a) 4,523 35,792 55,072
6,00 40,811(a,c
8,031 23,693 57,929
)
7,00 44,413(a) 2,332 39,442 49,383
6,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 43,555(a,c
7,903 26,710 60,399
)
8,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
211
5,00 .(a,b) . . .
6,00 46,436(a,c
5,675 34,341 58,531
)
7,00 46,356(a,c
5,586 34,449 58,263
)
10,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 43,356(a,c
7,432 27,515 59,196
)
7,00 48,049(a,c
8,169 30,637 65,460
)
3,00 2,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
4,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
5,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
6,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
8,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
212
5,00 .(a,b) . . .
6,00 39,734(a,c
8,102 22,465 57,004
)
7,00 .(a,b) . . .
10,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
C3 1,00 2,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
4,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
5,00 3,00 .(a,b) . . .
4,00 26,253(a,c
4,563 16,526 35,979
)
5,00 24,928(a,c
3,535 17,394 32,463
)
6,00 .(a,b) . . .
7,00 15,880(a,c
3,000 9,487 22,274
)
6,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
8,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
213
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
10,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 25,264(a,c
4,867 14,889 35,639
)
2,00 2,00 3,00 .(a,b) . . .
4,00 25,296(a,c
4,434 15,846 34,747
)
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
4,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 23,584(a,c
3,066 17,050 30,119
)
5,00 3,00 24,831(a,c
5,224 13,696 35,965
)
4,00 .(a,b) . . .
5,00 26,233(a) 2,408 21,100 31,367
6,00 24,910(a,c
4,277 15,794 34,026
)
7,00 23,897(a) 1,242 21,250 26,544
6,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 23,518(a,c
4,208 14,548 32,488
)
8,00 3,00 .(a,b) . . .
214
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 25,615(a,c
3,022 19,174 32,056
)
7,00 25,287(a,c
2,975 18,946 31,628
)
10,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 21,018(a,c
3,958 12,583 29,454
)
7,00 23,502(a,c
4,350 14,230 32,774
)
3,00 2,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
4,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
5,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
6,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
8,00 3,00 .(a,b) . . .
215
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 21,737(a,c
4,315 12,540 30,933
)
7,00 .(a,b) . . .
10,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
C4 1,00 2,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
4,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
5,00 3,00 .(a,b) . . .
4,00 60,718(a,c
12,853 33,321 88,114
)
5,00 57,071(a,c
9,957 35,848 78,295
)
6,00 .(a,b) . . .
7,00 58,614(a,c
8,449 40,606 76,623
)
6,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
8,00 3,00 .(a,b) . . .
216
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
10,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 55,475(a,c
13,710 26,253 84,697
)
2,00 2,00 3,00 .(a,b) . . .
4,00 70,121(a,c
12,489 43,503 96,740
)
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
4,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 56,854(a,c
8,635 38,449 75,259
)
5,00 3,00 53,240(a,c
14,715 21,877 84,603
)
4,00 .(a,b) . . .
5,00 65,719(a) 6,784 51,260 80,179
6,00 58,392(a,c
12,047 32,715 84,069
)
7,00 57,901(a) 3,498 50,446 65,357
6,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 52,122(a,c
11,854 26,856 77,388
)
217
8,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 55,893(a,c
8,512 37,751 74,036
)
7,00 64,147(a,c
8,380 46,286 82,007
)
10,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 51,921(a,c
11,148 28,160 75,681
)
7,00 52,940(a,c
12,253 26,824 79,057
)
3,00 2,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
4,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
5,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
6,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
218
8,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 53,405(a,c
12,153 27,501 79,308
)
7,00 .(a,b) . . .
10,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
15. MARITALSTATUS * EDUCATION * DEPARTMENT * TITLE
Dependent Variable MARITALSTATUS EDUCATION DEPARTMENT TITLE Mean Std. Error 95% Confidence Interval
C1 1,00 1,00 2,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
4,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
5,00 3,00 .(a,b) . . .
219
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
6,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
8,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
10,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
2,00 2,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
4,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
5,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 45,585(a) 5,978 32,843 58,328
220
6,00 .(a,b) . . .
7,00 34,704(a) 3,062 28,176 41,231
6,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
8,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
10,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
3,00 2,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
4,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
5,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
221
6,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
8,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
10,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
2,00 1,00 2,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
4,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
5,00 3,00 .(a,b) . . .
4,00 38,773(a) 6,638 24,624 52,922
5,00 49,146(a) 5,142 38,185 60,107
6,00 .(a,b) . . .
7,00 32,961(a) 4,364 23,660 42,261
6,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
222
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
8,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
10,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 39,793(a) 7,081 24,701 54,885
2,00 2,00 3,00 .(a,b) . . .
4,00 36,790(a) 6,450 23,042 50,537
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
4,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 38,069(a) 4,460 28,563 47,574
5,00 3,00 46,680(a) 7,599 30,482 62,877
4,00 .(a,b) . . .
5,00 37,505(a) 2,860 31,409 43,601
6,00 45,194(a) 6,222 31,933 58,455
7,00 40,662(a) 1,847 36,726 44,598
6,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
223
7,00 40,132(a) 6,122 27,083 53,180
8,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 39,345(a) 4,396 29,975 48,715
7,00 45,089(a) 4,328 35,865 54,313
10,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 40,474(a) 5,757 28,202 52,745
7,00 43,465(a) 6,328 29,977 56,953
3,00 2,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
4,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
5,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
6,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
8,00 3,00 .(a,b) . . .
224
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 35,929(a) 6,277 22,551 49,307
7,00 .(a,b) . . .
10,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
C2 1,00 1,00 2,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
4,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
5,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
6,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
8,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
225
6,00 .(a,b) . . .
7,00 .(a,b) . . .
10,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
2,00 2,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
4,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
5,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 48,726(a) 7,717 32,277 65,175
6,00 .(a,b) . . .
7,00 43,786(a) 3,953 35,360 52,212
6,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
8,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
226
10,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
3,00 2,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
4,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
5,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
6,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
8,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
10,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
227
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
2,00 1,00 2,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
4,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
5,00 3,00 .(a,b) . . .
4,00 38,873(a) 8,569 20,609 57,138
5,00 49,259(a) 6,638 35,110 63,408
6,00 .(a,b) . . .
7,00 38,218(a) 5,633 26,212 50,224
6,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
8,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
10,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
228
7,00 53,212(a) 9,140 33,730 72,694
2,00 2,00 3,00 .(a,b) . . .
4,00 31,321(a) 8,326 13,574 49,067
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
4,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 47,665(a) 5,757 35,395 59,935
5,00 3,00 53,785(a) 9,810 32,876 74,695
4,00 .(a,b) . . .
5,00 42,138(a) 3,692 34,269 50,007
6,00 40,811(a) 8,031 23,693 57,929
7,00 45,040(a) 2,384 39,959 50,121
6,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 43,555(a) 7,903 26,710 60,399
8,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 46,436(a) 5,675 34,341 58,531
7,00 46,356(a) 5,586 34,449 58,263
10,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 43,356(a) 7,432 27,515 59,196
7,00 48,049(a) 8,169 30,637 65,460
3,00 2,00 3,00 .(a,b) . . .
229
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
4,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
5,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
6,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
8,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 39,734(a) 8,102 22,465 57,004
7,00 .(a,b) . . .
10,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
C3 1,00 1,00 2,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
230
6,00 .(a,b) . . .
7,00 .(a,b) . . .
4,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
5,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
6,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
8,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
10,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
2,00 2,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
231
4,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
5,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 28,880(a) 4,110 20,120 37,639
6,00 .(a,b) . . .
7,00 24,153(a) 2,105 19,666 28,641
6,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
8,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
10,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
3,00 2,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
4,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
232
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
5,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
6,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
8,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
10,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
2,00 1,00 2,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
4,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
233
7,00 .(a,b) . . .
5,00 3,00 .(a,b) . . .
4,00 26,253(a) 4,563 16,526 35,979
5,00 24,928(a) 3,535 17,394 32,463
6,00 .(a,b) . . .
7,00 15,880(a) 3,000 9,487 22,274
6,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
8,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
10,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 25,264(a) 4,867 14,889 35,639
2,00 2,00 3,00 .(a,b) . . .
4,00 25,296(a) 4,434 15,846 34,747
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
4,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 23,584(a) 3,066 17,050 30,119
5,00 3,00 24,831(a) 5,224 13,696 35,965
234
4,00 .(a,b) . . .
5,00 23,587(a) 1,966 19,396 27,777
6,00 24,910(a) 4,277 15,794 34,026
7,00 23,640(a) 1,269 20,934 26,346
6,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 23,518(a) 4,208 14,548 32,488
8,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 25,615(a) 3,022 19,174 32,056
7,00 25,287(a) 2,975 18,946 31,628
10,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 21,018(a) 3,958 12,583 29,454
7,00 23,502(a) 4,350 14,230 32,774
3,00 2,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
4,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
5,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
235
6,00 .(a,b) . . .
7,00 .(a,b) . . .
6,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
8,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 21,737(a) 4,315 12,540 30,933
7,00 .(a,b) . . .
10,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
C4 1,00 1,00 2,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
4,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
5,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
236
6,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
8,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
10,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
2,00 2,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
4,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
5,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 72,211(a) 11,576 47,538 96,884
6,00 .(a,b) . . .
7,00 57,508(a) 5,930 44,870 70,147
6,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
237
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
8,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
10,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
3,00 2,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
4,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
5,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
6,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
238
7,00 .(a,b) . . .
8,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
10,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
2,00 1,00 2,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
4,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
5,00 3,00 .(a,b) . . .
4,00 60,718(a) 12,853 33,321 88,114
5,00 57,071(a) 9,957 35,848 78,295
6,00 .(a,b) . . .
7,00 58,614(a) 8,449 40,606 76,623
6,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
8,00 3,00 .(a,b) . . .
239
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
10,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 55,475(a) 13,710 26,253 84,697
2,00 2,00 3,00 .(a,b) . . .
4,00 70,121(a) 12,489 43,503 96,740
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
4,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 56,854(a) 8,635 38,449 75,259
5,00 3,00 53,240(a) 14,715 21,877 84,603
4,00 .(a,b) . . .
5,00 59,227(a) 5,538 47,424 71,031
6,00 58,392(a) 12,047 32,715 84,069
7,00 58,294(a) 3,575 50,673 65,915
6,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 52,122(a) 11,854 26,856 77,388
8,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
240
6,00 55,893(a) 8,512 37,751 74,036
7,00 64,147(a) 8,380 46,286 82,007
10,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 51,921(a) 11,148 28,160 75,681
7,00 52,940(a) 12,253 26,824 79,057
3,00 2,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
4,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
5,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
6,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
8,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 53,405(a) 12,153 27,501 79,308
7,00 .(a,b) . . .
241
10,00 3,00 .(a,b) . . .
4,00 .(a,b) . . .
5,00 .(a,b) . . .
6,00 .(a,b) . . .
7,00 .(a,b) . . .
242
7.3. ANOVA
7.3.1.ANOVA for CC and Marital Status
Warnings
Post hoc tests are not performed for CC because there are fewer than three groups.
Descriptives
CC
95% Confidence Interval for Maximu
N Mean Std. Deviation Std. Error Mean Minimum m
Lower Upper Upper Lower Upper
Bound Bound Lower Bound Bound Lower Bound Upper Bound Bound Bound
1,00 11 170,0909 35,30001 10,64335 146,3760 193,8058 84,00 201,00
2,00 78 168,1538 22,60334 2,55932 163,0576 173,2501 80,00 208,00
Total 89 168,3933 24,27055 2,57267 163,2806 173,5059 80,00 208,00
Test of Homogeneity of Variances
CC
Levene
Statistic df1 df2 Sig.
1,801 1 87 ,183
ANOVA
CC
Sum of
Squares df Mean Square F Sig.
Between Groups 36,173 1 36,173 ,061 ,806
Within Groups 51801,063 87 595,415
Total 51837,236 88
243
7.3.2.ANOVA for CC and Education
Descriptives
CC
95% Confidence Interval for Maxim
N Mean Std. Deviation Std. Error Mean Minimum um
Lower Upper Upper Upper Lower Upper
Bound Bound Lower Bound Bound Lower Bound Bound Bound Bound
1,00 198,0
14 171,7857 30,09262 8,04259 154,4108 189,1607 80,00
0
2,00 208,0
71 168,9577 23,10315 2,74184 163,4893 174,4262 84,00
0
3,00 194,0
6 157,8333 21,94007 8,95700 134,8086 180,8580 127,00
0
Total 208,0
91 168,6593 24,12662 2,52916 163,6347 173,6840 80,00
0

CC
Levene
,185 2 88 ,832
ANOVA
CC
Sum of
Between Groups 846,376 2 423,188 ,723 ,488
Within Groups 51542,064 88 585,705
Total 52388,440 90
Homogeneous Subsets
CC
Scheffe
Subset for
EDUCATION N alpha = .05
1 1
3,00 6 157,8333
2,00 71 168,9577
1,00 14 171,7857
Sig. ,376
Means for groups in homogeneous subsets are displayed.
a Uses Harmonic Mean Sample Size = 11,896. b The group sizes are unequal. The harmonic mean of the
group sizes is used. Type I error levels are not guaranteed.
244
7.3.3.ANOVA for CC and Department
Warnings
Post hoc tests are not performed for CC because at least one group has fewer than two
cases.
Descriptives
CC
95% Confidence Interval for Maximu
N Mean Std. Deviation Std. Error Mean Minimum m
Lower Upper Upper Lower Upper
Bound Bound Lower Bound Bound Lower Bound Upper Bound Bound Bound
1,00 1 170,0000 . . . . 170,00 170,00
2,00 2 187,0000 11,31371 8,00000 85,3504 288,6496 179,00 195,00
4,00 2 166,5000 31,81981 22,50000 -119,3896 452,3896 144,00 189,00
5,00 61 166,7049 25,82011 3,30593 160,0921 173,3178 80,00 201,00
6,00 1 151,0000 . . . . 151,00 151,00
8,00 11 166,2727 23,87924 7,19986 150,2304 182,3150 127,00 197,00
10,00 11 178,6364 14,28477 4,30702 169,0397 188,2330 160,00 208,00
Total 89 168,4382 24,13643 2,55846 163,3538 173,5226 80,00 208,00
CC
Levene
1,214(a) 4 82 ,311
a Groups with only one case are ignored in computing the test of homogeneity of variance for CC.
ANOVA
CC
Sum of
Between Groups 2381,994 6 396,999 ,666 ,677
Within Groups 48883,916 82 596,145
Total 51265,910 88
245
7.3.4.ANOVA for CC and Title
Descriptives
CC
95% Confidence Interval for
N Mean Std. Deviation Std. Error Mean Minimum Maximum
Lower Upper Upper Upper Lower Upper
Bound Bound Lower Bound Bound Lower Bound Bound Bound Bound
3,00 2 180,0000 21,21320 15,00000 -10,5931 370,5931 165,00 195,00
4,00 3 186,6667 10,01665 5,78312 161,7839 211,5494 179,00 198,00
5,00 21 173,9524 25,35050 5,53193 162,4130 185,4918 109,00 199,00
6,00 9 155,2222 16,82095 5,60698 142,2925 168,1520 127,00 178,00
7,00 51 166,5098 25,12319 3,51795 159,4438 173,5758 80,00 208,00
Total 86 168,1628 24,49099 2,64093 162,9119 173,4137 80,00 208,00
CC
Levene
,782 4 81 ,540
ANOVA
CC
Sum of
Between Groups 3657,801 4 914,450 1,565 ,192
Within Groups 47325,920 81 584,271
Total 50983,721 85
246
Post Hoc Tests
Multiple Comparisons
Dependent Variable: CC
Scheffe
Mean
Difference
(I) TITLE (J) TITLE (I-J) Std. Error Sig. 95% Confidence Interval
Lower Bound Upper Bound Lower Bound Upper Bound Lower Bound
3,00 4,00 -6,66667 22,06563 ,999 -76,2269 62,8935
5,00 6,04762 17,88736 ,998 -50,3409 62,4361
6,00 24,77778 18,89588 ,787 -34,7900 84,3456
7,00 13,49020 17,42388 ,963 -41,4372 68,4176
4,00 3,00 6,66667 22,06563 ,999 -62,8935 76,2269
5,00 12,71429 14,91909 ,947 -34,3170 59,7456
6,00 31,44444 16,11446 ,439 -19,3551 82,2440
7,00 20,15686 14,36012 ,741 -25,1123 65,4260
5,00 3,00 -6,04762 17,88736 ,998 -62,4361 50,3409
4,00 -12,71429 14,91909 ,947 -59,7456 34,3170
6,00 18,73016 9,63023 ,442 -11,6284 49,0887
7,00 7,44258 6,26727 ,842 -12,3145 27,1997
6,00 3,00 -24,77778 18,89588 ,787 -84,3456 34,7900
4,00 -31,44444 16,11446 ,439 -82,2440 19,3551
5,00 -18,73016 9,63023 ,442 -49,0887 11,6284
7,00 -11,28758 8,73929 ,796 -38,8375 16,2624
7,00 3,00 -13,49020 17,42388 ,963 -68,4176 41,4372
4,00 -20,15686 14,36012 ,741 -65,4260 25,1123
5,00 -7,44258 6,26727 ,842 -27,1997 12,3145
6,00 11,28758 8,73929 ,796 -16,2624 38,8375
Homogeneous Subsets
CC Scheffe
TITLE N Subset for alpha = .05
1 1
6,00 9 155,2222
7,00 51 166,5098
5,00 21 173,9524
3,00 2 180,0000
4,00 3 186,6667
Sig. ,389
Means for groups in homogeneous subsets are displayed. a Uses Harmonic Mean Sample Size = 4,942. b
The group sizes are unequal. The harmonic mean of the group sizes is used. Type I error levels are not
guaranteed.
247
7.4. MAC
7.4.1.MAC for CCC and Gender
Crosstabs
Case Processing Summary
Cases
Valid Missing Total
N Percent N Percent N Percent
GENDER * CCC 120 96,0% 5 4,0% 125 100,0%
GENDER * CCC Crosstabulation
Count
CCC Total
,00 1,00 ,00
GENDER 2,00 45 74 119
5,00 0 1 1
Total 45 75 120
Chi-Square Tests
Asymp. Sig. Exact Sig. Exact Sig.

Value df (2-sided) (2-sided) (1-sided)
Pearson Chi-Square ,605(b) 1 ,437
Continuity
,000 1 1,000
Correction(a)
Likelihood Ratio ,945 1 ,331
Fisher's Exact Test 1,000 ,625
Linear-by-Linear
Association ,600 1 ,439
N of Valid Cases 120
a Computed only for a 2x2 table
b 2 cells (50,0%) have expected count less than 5. The minimum expected count is ,38.
Symmetric Measures
Value Approx. Sig.

Nominal by Phi ,071 ,437
Nominal Cramer's V ,071 ,437
a Not assuming the null hypothesis.
b Using the asymptotic standard error assuming the null hypothesis.
248
7.4.2.MAC for CCC and Marital Status
Cases
Valid Missing Total
MARITALSTATUS * CCC 120 96,0% 5 4,0% 125 100,0%
MARITALSTATUS * CCC Crosstabulation
Count
CCC Total
,00 1,00 ,00
MARITALSTATUS 1,00 4 9 13
2,00 40 66 106
5,00 0 1 1
Total 44 76 120
Chi-Square Tests
Asymp. Sig.
Value df (2-sided)
Pearson Chi-Square ,826(a) 2 ,662
Likelihood Ratio 1,165 2 ,558
Linear-by-Linear
,022 1 ,881
Association
N of Valid Cases
120
a 3 cells (50,0%) have expected count less than 5. The minimum expected count is ,37.
Symmetric Measures
Value Approx. Sig.

a Not assuming the null hypothesis.b Using the asymptotic standard error assuming the null hypothesis.
249
7.4.3.MAC for CCC and Education
Cases
Valid Missing Total
EDUCATION * CCC 123 98,4% 2 1,6% 125 100,0%
EDUCATION * CCC Crosstabulation
Count
CCC Total
,00 1,00 ,00
EDUCATION 1,00 4 21 25
2,00 36 55 91
3,00 5 1 6
5,00 0 1 1
Total 45 78 123
Chi-Square Tests
Asymp. Sig.
Value df (2-sided)
Pearson Chi-Square 11,142(a) 3 ,011
Linear-by-Linear
5,296 1 ,021
Association
N of Valid Cases
123
Symmetric Measures
Value Approx. Sig.

a Not assuming the null hypothesis. b Using the asymptotic standard error assuming the null hypothesis.
250
7.4.4.MAC for CCC and Department
Cases
Valid Missing Total
DEPARTMENT * CCC 120 96,0% 5 4,0% 125 100,0%
DEPARTMENT * CCC Crosstabulation
Count
CCC Total
,00 1,00 ,00
DEPARTMENT 1,00 1 0 1
2,00 0 2 2
4,00 1 1 2
5,00 31 54 85
6,00 1 0 1
8,00 6 6 12
10,00 4 13 17
Total 44 76 120
Chi-Square Tests
Asymp. Sig.
Value df (2-sided)
Linear-by-Linear
,365 1 ,546
Association
N of Valid Cases
120
Symmetric Measures
Value Approx. Sig.

a Not assuming the null hypothesis. b Using the asymptotic standard error assuming the null hypothesis.
251
7.4.5.MAC for CCC and Title
Cases
Valid Missing Total
TITLE * CCC 114 91,2% 11 8,8% 125 100,0%
TITLE * CCC Crosstabulation
Count
CCC Total
,00 1,00 ,00
TITLE 3,00 1 1 2
4,00 0 3 3
5,00 6 24 30
6,00 8 4 12
7,00 29 38 67
Total 44 70 114
Chi-Square Tests
Asymp. Sig.
Value df (2-sided)
Linear-by-Linear
3,688 1 ,055
Association
N of Valid Cases
114
Symmetric Measures
Value Approx. Sig.

a Not assuming the null hypothesis.
b Using the asymptotic standard error assuming the null hypothesis.
252
7.4.6.MAC for CC and Age
Correlations
CC AGE
Kendall's tau_b CC Correlation Coefficient 1,000 ,002
Sig. (2-tailed) . ,985
N 93 60
AGE Correlation Coefficient ,002 1,000
Sig. (2-tailed) ,985 .
N 60 78
Spearman's rho CC Correlation Coefficient 1,000 ,001
N 93 60
AGE Correlation Coefficient ,001 1,000
N 60 78
7.4.7.MAC for CC and Total Years of Emplooyed
Correlations
TOTALYEA
ROFEMPL
CC OYEED
Kendall's tau_b CC Correlation Coefficient 1,000 -,001
N 93 87
TOTALYEARO Correlation Coefficient -,001 1,000
FEMPLOYEED Sig. (2-tailed) ,994 .
N 87 114
Spearman's rho CC Correlation Coefficient 1,000 -,007
N 93 87
TOTALYEARO Correlation Coefficient -,007 1,000
FEMPLOYEED Sig. (2-tailed) ,945 .
N 87 114
253
7.4.8.MAC for CC and Total Years of Emplooyement in Existing
Company
Correlations
TOTALYEARS
EMPLYEEMEN
TINEXISTING
CC COMPANY
N 93 89
TOTALYEARSEMP Correlation Coefficient ,038 1,000
LYEEMENTINEXIS Sig. (2-tailed)
TINGCOMPANY ,608 .
N 89 118
N 93 89
TOTALYEARSEMP Correlation Coefficient ,058 1,000
LYEEMENTINEXIS Sig. (2-tailed)
TINGCOMPANY ,590 .
N 89 118
7.4.9.MAC for CC and Monthly Salary
Correlations
MONTHLY
CC SALARY
N 93 78
MONTHLYSALARY Correlation Coefficient ,003 1,000
N 78 104
N 93 78
MONTHLYSALARY Correlation Coefficient ,006 1,000
N 78 104
254
7.5. Multiple Regression
Descriptive Statistics
Mean Std. Deviation N

CC 166,9529 24,90119 85
C5 40,3059 9,78826 85
C6 23,3882 8,63836 85
C7 8,5294 1,93088 85
C8 13,7412 3,95255 85
Correlations
CC C5 C6 C7 C8
Pearson Correlation CC 1,000 ,362 ,220 ,538 ,410
C5 ,362 1,000 ,791 ,428 ,836
C6 ,220 ,791 1,000 ,290 ,792
C7 ,538 ,428 ,290 1,000 ,497
C8 ,410 ,836 ,792 ,497 1,000
Sig. (1-tailed) CC . ,000 ,022 ,000 ,000
C5 ,000 . ,000 ,000 ,000
C6 ,022 ,000 . ,004 ,000
C7 ,000 ,000 ,004 . ,000
C8 ,000 ,000 ,000 ,000 .
N CC 85 85 85 85 85
C5 85 85 85 85 85
C6 85 85 85 85 85
C7 85 85 85 85 85
C8 85 85 85 85 85
Variables Entered/Removed(b)
Variables Variables
Model Entered Removed Method
1 C8, C7, C6,
. Enter
C5(a)
a All requested variables entered.
b Dependent Variable: CC
255
Model Summary(b)
Adjusted
R Std. Error of
Model R R Square Square the Estimate Change Statistics Durbin-Watson
R
R Square Sig. F Square
Change F Change df1 df2 Change Change F Change df1 df2 Sig. F Change
1 ,575(a) ,331 ,298 20,87069 ,331 9,894 4 80 ,000 2,049
a Predictors: (Constant), C8, C7, C6, C5
ANOVA(b)
Sum of
Model Squares df Mean Square F Sig.
1 Regression 17238,940 4 4309,735 9,894 ,000(a)
Residual 34846,872 80 435,586
Total 52085,812 84
a Predictors: (Constant), C8, C7, C6, C5
256
Coefficients(a)
Unstandardized Standardized
Coefficients Coefficients t Sig. Correlations Collinearity Statistics
Model B Std. Error Beta Zero-order Partial Part Tolerance VIF B Std. Error
1 (Constant) 99,458 11,902 8,357 ,000
C5 ,351 ,462 ,138 ,760 ,449 ,362 ,085 ,070 ,254 3,941
C6 -,621 ,480 -,216 -1,293 ,200 ,220 -,143 -,118 ,301 3,320
C7 5,306 1,395 ,411 3,805 ,000 ,538 ,391 ,348 ,715 1,399
C8 1,645 1,213 ,261 1,356 ,179 ,410 ,150 ,124 ,225 4,436
a Dependent Variable: CC
Collinearity Diagnostics(a)
Condition
Model Dimension Eigenvalue Index Variance Proportions
(Constant
(Constant) C5 C6 C7 C8 ) C5
1 1 4,867 1,000 ,00 ,00 ,00 ,00 ,00
2 ,081 7,749 ,12 ,00 ,19 ,10 ,01
3 ,026 13,626 ,67 ,00 ,04 ,50 ,07
4 ,016 17,404 ,00 ,18 ,76 ,35 ,31
5 ,010 22,271 ,21 ,82 ,00 ,04 ,62
257
Casewise Diagnostics(b)
Predicted
Case Number Std. Residual CC Value Residual Status
1 ,270 180,00 174,3733 5,62671
2 -1,691 144,00 179,2840 -35,28398
3 . . 179,8949 . M(a)
4 ,614 184,00 171,1905 12,80950
5 . 193,00 . . M(a)
6 . . 184,7022 . M(a)
7 . . . . M(a)
8 1,850 201,00 162,3895 38,61052
9 . . 181,4339 . M(a)
10 . . 161,0276 . M(a)
11 . . 166,5329 . M(a)
12 -,471 150,00 159,8206 -9,82060
13 ,580 189,00 176,9054 12,09462
14 ,367 183,00 175,3369 7,66313
15 -1,476 144,00 174,7949 -30,79488
16 -,193 157,00 161,0364 -4,03643
17 -2,203 84,00 129,9877 -45,98769
18 . . 173,1659 . M(a)
19 -2,508 80,00 132,3353 -52,33531
20 -,077 181,00 182,6069 -1,60688
21 . . . . M(a)
22 . . . . M(a)
23 ,904 200,00 181,1373 18,86270
24 ,670 193,00 179,0124 13,98755
25 ,694 195,00 180,5161 14,48391
26 -,760 157,00 172,8608 -15,86084
27 . . . . M(a)
28 -,951 149,00 168,8484 -19,84843
29 ,450 190,00 180,6016 9,39836
30 -1,006 134,00 155,0010 -21,00101
31 -1,073 156,00 178,3912 -22,39124
32 -,334 169,00 175,9803 -6,98026
33 -1,545 130,00 162,2435 -32,24346
34 ,456 184,00 174,4839 9,51608
35 . 186,00 . . M(a)
36 -,082 176,00 177,7155 -1,71547
37 . 195,00 . . M(a)
38 1,002 152,00 131,0807 20,91934
39 -,553 168,00 179,5437 -11,54371
40 . . 175,2406 . M(a)
258
41 ,492 190,00 179,7326 10,26741
42 1,072 197,00 174,6182 22,38177
43 -,496 142,00 152,3516 -10,35159
44 ,254 179,00 173,7016 5,29844
45 1,069 192,00 169,6880 22,31199
46 ,716 179,00 164,0613 14,93868
47 -2,564 119,00 172,5152 -53,51521
48 1,089 193,00 170,2669 22,73312
49 ,120 184,00 181,4973 2,50272
50 -,278 159,00 164,8109 -5,81094
51 . . 166,7499 . M(a)
52 -,536 170,00 181,1934 -11,19337
53 -,545 142,00 153,3668 -11,36683
54 ,743 192,00 176,4981 15,50186
55 . 168,00 . . M(a)
56 . . . . M(a)
57 -,327 173,00 179,8181 -6,81814
58 -,661 144,00 157,7961 -13,79608
59 -,098 148,00 150,0372 -2,03725
60 ,484 178,00 167,9011 10,09887
61 . 198,00 . . M(a)
62 . . . . M(a)
63 ,508 189,00 178,3971 10,60286
64 1,857 191,00 152,2354 38,76459
65 1,823 208,00 169,9595 38,04047
66 . . . . M(a)
67 ,141 179,00 176,0673 2,93269
68 . . 157,3092 . M(a)
69 ,061 183,00 181,7334 1,26658
70 . . . . M(a)
71 . . 136,6162 . M(a)
72 . 150,00 . . M(a)
73 . . . . M(a)
74 ,102 175,00 172,8708 2,12921
75 . . 172,4901 . M(a)
76 -,406 170,00 178,4739 -8,47389
77 -,119 157,00 159,4823 -2,48227
78 -,331 165,00 171,8984 -6,89840
79 -,194 161,00 165,0544 -4,05439
80 -,378 172,00 179,8949 -7,89488
81 ,974 143,00 122,6748 20,32518
82 -,921 152,00 171,2244 -19,22439
83 ,520 194,00 183,1425 10,85746
84 ,544 181,00 169,6375 11,36251
259
85 -,526 156,00 166,9837 -10,98366
86 1,783 164,00 126,7850 37,21498
87 . 170,00 . . M(a)
88 1,583 186,00 152,9585 33,04155
89 . . 172,9992 . M(a)
90 ,482 184,00 173,9483 10,05174
91 -1,635 109,00 143,1305 -34,13048
92 . . . . M(a)
93 1,558 199,00 166,4801 32,51986
94 -1,286 160,00 186,8359 -26,83590
95 . . . . M(a)
96 -,233 160,00 164,8611 -4,86111
97 1,176 178,00 153,4491 24,55087
98 -1,976 136,00 177,2359 -41,23588
99 . . 139,2620 . M(a)
100 . . 114,6544 . M(a)
101 . . 176,7431 . M(a)
102 . 168,00 . . M(a)
103 ,317 163,00 156,3806 6,61936
104 ,542 188,00 176,6885 11,31148
105 . . 181,1373 . M(a)
106 ,489 189,00 178,7912 10,20882
107 ,830 192,00 174,6854 17,31461
108 . . 164,9939 . M(a)
109 -,407 151,00 159,4930 -8,49300
110 ,596 191,00 178,5506 12,44936
111 -,857 140,00 157,8887 -17,88868
112 -,422 139,00 147,8169 -8,81690
113 1,243 194,00 168,0678 25,93217
114 -,697 165,00 179,5437 -14,54371
115 ,081 176,00 174,3120 1,68796
116 -,993 127,00 147,7203 -20,72026
117 . . 159,7336 . M(a)
118 -,645 159,00 172,4595 -13,45950
119 . . . . M(a)
120 -,212 163,00 167,4330 -4,43299
121 1,254 178,00 151,8197 26,18028
122 -,301 165,00 171,2728 -6,27280
123 ,607 148,00 135,3292 12,67079
124 . . 164,5453 . M(a)
125 . . 168,4261 . M(a)
a Missing Case
260
Residuals Statistics(a)
Minimum Maximum Mean Std. Deviation N

Predicted Value 122,6748 186,8359 166,9529 14,32569 85
Std. Predicted Value -3,091 1,388 ,000 1,000 85
Standard Error of
Predicted Value 2,486 10,135 4,845 1,475 85
Adjusted Predicted Value 115,2999 188,9189 166,8498 14,73353 85
Residual -53,51521 38,76459 ,00000 20,36771 85
Std. Residual -2,564 1,857 ,000 ,976 85
Stud. Residual -2,626 2,040 ,002 1,012 85
Deleted Residual -57,40438 48,70013 ,10315 21,94279 85
Stud. Deleted Residual -2,730 2,082 ,000 1,026 85
Mahal. Distance ,204 18,822 3,953 3,197 85
Cook's Distance ,000 ,257 ,016 ,035 85
Centered Leverage Value ,002 ,224 ,047 ,038 85
261
Scatterplot
Dependent Variable: CC
3
Regression Studentized Residual
-1
-2
-3
-4 -3 -2 -1 0 1 2
Regression Standardized Predicted Value
262
8. CONCLUSION
The result of this study confirms that the variables considered in the theoretical
framework are important individually.
As a result of reliability analysis the variable list of the proposed model modified.
In initial model there were 64 dependent and 30 indenependent variables in the model.
After consistency analysis 20 dependent variables and 5 independent variables are
exluded from the model. Specifically quality awareness, agreeable, influencing, friendly,
evaluate of alternative solution, evaluate of difficulties, problem solving, balance between
work&private life problems, risk taker, creative, conventional, innovative approach, action
oriented, result oriented, adaptable, situantional, adaptable to change are deleted from
dependent variable list. In addition to this economic crisis, stability, globalization,
techonological development and market competition is deleted from independent variable
list. In the revised model there are 44 dependent variables and 25 independent variables.
After consistency analysis total score of each items related with main components
gathered. As a result of total score of management competency item, specialties
competency item, entreperanuership competency item and personal competency item
core concept item gathered. The total score of individual compotencies gathered into 4
main component as company core competency, human resource management,
environmental management and work competencies. In the MANOVA analysis general
linear model designed including the core concept item, 4 individual competencies as
covariate and demographic variables as covariate and factors. In the MANOVA analysis
the interaction between groups and correlation between variables gathered.
After MANOVA analysis Multiple Regression Analysis performed. The result of

regression analysis showed that there is insignificant relationship between dependent and
independent variables. The total explanation of the core concept by independent variables
is 25%. Due to the very low adjusted R square value the residuals statistics are examined.
The scores for each respondent are checked by the statics.
263
9. LIMITATIONS
During the research study the main difficulties were that there was no
uniform concept and definition about core concept. Therefore searching the various
concepts and gathering different literature sources took several monlong period of
time to achieve a model.
In addition to this field survey for the reaserch study has some obstacles
as well. Some unhomogenous data in the source causes the limitation in the study.
264
10. APPENDICES
10.1. Description of The Competency List
No Competency Definition
1 Motivate others Understands how to get involved others into work to be able to
achieve successful business outcome by keeping their
contribution continuously. Motivation is the set of reason to
perform a specific action or certain behavior. Motivation is
present in every life function.
2 Taking Responsibility Focuses efforts and energy on successfully attaining

organizational goals and objectives. This includes making
difficult decisions and persisting even when confronted by
obstacles or adversity and may involve questioning status quo
assumptions. Assuming accountability for decisions, actions
and results follow through on issues to completion, point out
problems and ask questions others may have overlooked or
been reluctant to acknowledge.
3 Decision Making Independently takes action and responsibility for solving

problems. Makes decisions designed to achieve desired
outcomes. Challenges the status quo by taking calculated
actions in complex, ambiguous, contentious or hazardous
situations to force an issue or set a direction.
4 Flexibility The ability to adapt to and work effectively with a variety of

situations, individuals or groups to understand and appreciate
different and opposing perspectives on an issue, to adapt
one’s own approach as the requirements of a situation change
and to change or easily accept changes as the requirements
of a situation change, and to change or easily accept changes
in one’s own organization or job requirements. Accepts
changes as a healthy and normal part of growth. Receptive to
new information and recognizes the validity of various
265
viewpoints, sees situations objectively. Responds positively to
changes in direction and priorities, responsibilities and
assignments. Adjusts to multiple demands, priorities,
responsibilities or assignments. Adjusts to multiple demands,
priorities, ambiguity and change positively. Works effectively
within a variety of situations, individuals or groups.
5 Delegation Delegation is the assignment of authority and responsibility to

another person to carry out specific activities. The person who
delegated the work remains accountable for the outcome of the
delegate work. It allows a subordinate to make decisions; it is a
shift of decision-making authority from one organizational level
to a lower one. Delegation, if properly done, is not abdication.
The opposite of effective delegation is micromanagement,
where a manager provides too much input, direction, and
review of delegated work.
6 Independent A preference for proactive and anticipatory action based upon

taking calculated risks and making difficult decisions despite
ambiguity or adversity. Accepting responsibility for decisions,
actions, risks and results and being willing to ask difficult
questions and point out problems or issues others may have
overlooked or been reluctant to acknowledge.
7 Long Term View An individual who creates a clear and inspiring broad picture.
One, who moves, acts and communicates at the appropriate
time. Thinks openly about new possibilities. Keeps a long-term
and broad perspective. Displays a spontaneous and wide-
ranging imagination. Stays focused on the mission and goals
while considering future impact and opportunities.
8 Focus on Details Awareness of the each of particular for a job or a subject.

Carefully consider the details and evaluates.
9 Evaluative To examine and judge carefully. Evaluation is systematic

determination of merit, worth, and significance of something or
266
someone using criteria against a set of standards.
10 Committed - Precise Having determinate limitations. Realize the works on time and
required quality.
11 Time Management Recognizes or establishes the relative importance of multiple

issues, tasks and opportunities to maximize the productivity of
the organization. Plans the work, task and other
responsibilities effectively
30 Planning Define and create the activities steps by step for a process or
work carefully
31 Organizing Arranging people, source and things related with a subject in

order to achieve a specific target
12 Quality Orientating - Achieve excellent work result by attending to details,

Awareness standards and procurers. Demonstrates an appropriate level
of precision to complete projects successfully and to execute
job responsibilities in a timely manner.
13 Agreeable Having a manner tries to understand others opinions and

achieve common decisions.
14 Influencing Negotiates with convinces or influences others to take a

course of action which might not otherwise be taken in order to
achieve a specific result. Uses appropriate interpersonal styles
and communication methods to gain acceptance of an idea,
plan, activity or product. Bring conflicts and disagreements into
the open, when appropriate and attempts resolution
collaboratively through building consensus.
15 Strategic Conscious behavior arising among a small number of

competitors or players, in a situation where all are aware of
their conflicting interests and interdependence of their
decisions.
267
16 Friendly Being sympathetic and behaving warmly to the others
17 Conceptual - Theoretician Likes to study on the concept of an idea, formulation and theory
of a subject. Tries to understand the background of a subject
and make evaluation on the basis of theoretical data
18 Following Technical Follows all latest development on the expertise area. Makes
Development interpretation, apply and suggest the new technologies.
19 Evaluate by numerical data Uses reason and logic to identify and solve problems.
Understands cause and effect relationships, recognizes
similarities and differences in situations and applies numerical
data to help make effective decisions or to come up with new
ways to accomplish a task.
20 Open to development Likes to learn new things and improve the knowledge
continuously. Open to implement new ideas into work.
21 Self confidence Includes confidence in one’s own ability expressed in

increasingly challenging circumstances, confidence in one’s
own decisions or opinions and ability to handle failures
constructively. Believes in own capabilities and convictions.
Projects a positive self-image in the workplace. Addresses
challenges or other issues clearly and appropriately.
22 Evaluate of alternative Ability to think in broader aspect and seek for the new ways to
solutions find the most appropriate solutions to solve a problem and
make a plan including all possible alternatives
23 Evaluate of difficulties Defines and cares all obstacles with a realistic point of view at
the stage of planning
24 Problem Solving Finding potential problem and ability to analyze cause effects
of the problems and taking corrective action for the complex
situations
268
25 Verbal communication Express and presents thoughts and ideas clearly, succinctly
and in an understandable manner individually and in a group.
Adjusts language, delivery or terminology to meet the needs of
the audience. This competency includes any type of verbal
communication, such as giving presentations, providing
training, giving testimony, speaking in person or by telephone.
26 Speaking Thoughtfully Cares others opinions and feelings when emphasizing own
thoughts and acts strategic and empathetic
27 Outspoken Directly express thoughts when arguing a subject. Feels

confident about own thoughts and ideas and doesn’t hesitate
to express to others
28 Examine writing mistakes Cares writing rules and mistakes when reading or editing a
text and being more careful the meaning, appearance and
grammar of a text
29 Effective Writing Express and presents information and ideas in writing that is
clear, succinct and understandable. Adjusts the language,
writing style and terminology used to meet the need and level
of understanding of the reader. Utilize knowledge of the
structure and content of the language, including meaning and
spelling of words, rules of compositions, and grammar.
32 Presenting Communicate ideas to others effectively by using effective

presentation skills. Explain the concepts, methods and
contents clearly in a way to emphasis the strengths of that
subject
33 Competitive Ability to compete with others to achieve the targets. Likes to

achieve success by overwhelming the difficult situations and
never give up when facing any obstacles
34 Decisive Capable of making a swift and choice about an ambiguous

situation. Making fast decisions and reaches conclusions
269
quickly.
35 Customer Orientation Creates an atmosphere in which timely and high quality

information flows smoothly between self and customer.
Encourages open, honest and constructive expression of
ideas and opinions. Demonstrates active listening skills. And
uses appropriate body language when meeting with customer.
Seeks to understand others’ point of view. Analyzes the
customer needs and adjusts to the perspective of the
customer when appropriate.
36 Balance between work and Ability to balance workload and effectively manage social and
social life work life together. Try to eliminate the pressure effect of work
life on family life and opposite.
37 Creative Generates fresh, original or unconventional perspectives and

original approaches. Reexamines established ways of doing
things.
38 Conventional Generally accept the standards and public norms. Hesitate to

try new ways for a situation and feel comfortable to use valid
methods and thoughts
39 Risk Taker Ability to take the risk to achieve the goal and complete a task
on time. Being encourage to invest in a
40 Innovative Invent and thinks new ways and methods with an

unconventional point of view. Suggest add on values to the
existing services and products
41 Action oriented Ability to being proactive, acting on time, always keeping busy
and never giving up to achieve the goals. Prefer to the stage
as taking action instead of thinking and planning deeply
42 Goal and Result Orientated Achieve goals and brings projects to completion. Investigates,
calculates and proceeds through a project or task to bring
about a conclusion. Persists and stays focused when faced
270
with a series of challenging or uncertain situations.
Demonstrates a concern for working well or for competing
against a standard of excellence.
43 Team Worker Ability to contribute in the group effectively. Satisfying the roles
and functions as a team member and work in harmonious way
in the group. Produce successful performance output by
managing the conflicts and obstacle occurring during the team
work.
44 Loyalty Ability and willingness to align behavior with the needs and
goals of the organization and provide a visible role model for
others. Holds self accountable for organizational activities,
services, successes and failures. An employee with
commitment demonstrates an understanding of the link
between his/her own job responsibilities and overall
organizational goals and needs and subsequently performs
the job with broader goals in mind.
45 Optimistic Ability to sustain positive point of view when facing with

difficulties and obstacles. Believes in the things goes well and
manages the things lean way
46 Ambitious Eagerly desire to achieve goals and gather success in the life,
work and every situation. Focus always on target and results
47 Confident Having strong assurance and belief of self. Believe own

sources, knowledge and skills.
48 Visionary Having specific and clear targets and dreams about future,
belonging to this vision strongly
49 Strategic Acting Acting tactically and behaving according to a plan and

mission. Try every possibilities in a strategic way to achieve
own target
271
50 Supportive Ability to encourage others to execute their responsibilities.
Coaching others to aware of their potential and relapse these
potential for appropriate use.
51 Responsive Quick to react to people or events and to show emotions such

as pleasure and affection. Interact openly and honestly.
Encourages others to express viewpoint. Listens and respects
different view points. Addresses misunderstandings directly
with those involved. Maintain confidences. Demonstrate an
awareness of nonverbal as well as verbal communication.
Elicit from others by showing honesty, reliability and integrity.
52 Trust to Others Believe in others commitment, their promises and loyalty.

Behave transparent and trustworthy to the others.
53 Behavioral Analysis Try to understand the reasons of others behavior, carefully

analyze the people and situations. Observe the responses and
situational behaviors.
54 Adaptable Ability to have common understanding with others. Agree on

decisions by flexible and harmonious attitudes Having a
manner as win-win.
55 Situational Behaving Ability to act depending on the situation and people’s

competency level. Adjust own behaviors according to the
others to understand their expectation
56 Adapt to change Being flexible when it is necessary to change an attitude,

behavior and thought. Accepting the change as an
improvement and adjusting own abilities according to new
situation
57 Follow common decision Ability to accept common decisions even having different
opinions and thought. Align and act based on shared targets
58 Vigorous - Like various Likes to have various hobbies, tasks, responsibilities and
roles. Always interest in new actions to learn new things and
272
activities attend different events
59 Calm Ability to stay positive manner, peaceful and quite under the
high pressure and in the stressful environment. Don’t loose the
control and being always emotionally controlled.
60 Patient Ability to wait the people decisions and output of the

performance until it’s finalized. Being less stressful, stay calm
and having high moral under the conflict situation, difficulties
and obstacles.
61 Open to Critics Ability to accept the others feedback about own self and open
to get the opinions and comments on own behaviors and
performance.
62 Emotionally Stable Ability to control the emotions and feelings as behaving

professional under the different conditions.
63 Anxious Emotionally uncontrolled and being quickly panic at

unexpected and undesired situation
64 Energy Level Having full of energy to do activities. Not becoming tried or

loosing motivation in short period of time
65 Leadership in the Company Effective management in the organization. Defining, planning

and adjusting the company strategies and employees targets
based on the vision and mission with the realistic point of view.
Sustaining loyalty and commitment in the company under the
difficult situation
66 Company Flexibility Executing according to existing market conditions and taking

necessary corrective action and adjusting targets, plans,
products and services
67 Company Responsibility Being responsible for each of the outcome in the organization.
Taking the responsibility of the unsuccessful and successful
273
actions.
68 Company Vision&Mission Developing a clear, realistic and traceable mission and vision.
Create common purpose and culture in the organization
69 Company Profitability Controlling very kind of cost at each of the stages of the
business process and caring appropriate profitability to sustain
business continuity
70 Product&Service Produce high quality product and service
71 Company Innovation Create innovative product and service
72 Customer Relationship Achieve high customer satisfaction, understand and define the
Management customer request correctly and provide high quality service
73 Quality Orientation Meet and exceed the quality expectation of the customer and
provide high quality product and services at any conditions
with a standard level of quality
74 Equality Provide equal right and benefits to the each of the employees
in the company based on their contribution, positions and roles
75 Transparency Establish a open standards, procedures and rule into the

company that everybody understand the policies in the
organization
76 HR Strategy Align HR strategies with company core activities, targets and

strategies.
77 Crisis Management Create a crisis management strategy and announce it in the

company
78 Employee Support Program Provide employee assistance program in case to support

employees under the high stressful and conflict situations.
79 Recruitment Establish clear and easy to excite standards for search and
selection process and tie it with business plans and
274
requirements.
80 Performance Management Assess the employees performance with the objective

techniques and implement a trustful and measurable
performance management process
81 Individual Development Analyze and plan the training needs of employees and define
the gap between today competencies and future targets
82 Career Planning Plan a career map for the positions and share it with the
employees. Create a talent pool for each positions succession
planning
83 Firing Explain the reason for the downsizing and give adequate
support to manage the transition period for the employees
84 Economic Crisis Downturn in the economy and its negative effects to business
world and social life
85 Stability Sustaining economic, socio politic and business stability
86 Globalization Globalization is the process by which the people of the world

are unified into a single society and function together.
Globalization is often used to refer to economic globalization
87 Follow –up Technological Follow up new technology and implement new applications
development
into work
88 Social Life Balance Having a social and network, good rand supportive
relationship within
89 Family Life Balance Having good relationship with family members and supporting
each other
90 Market Competition Compete with other solution providers and provide added
value to the customers with key advantages in the product and
services
275
91 Work Content The general tasks, functions, and responsibilities of a work
and position. Includes the specifications, the qualifications and
the roles needed by the person
92 Business Process Business method collection of related, structured activities or

tasks that produce a specific service or product (serve a
particular goal) for a particular customer or customers. It often
can be visualized with a flowchart as a sequence of activities.
93 Work Load The amount of work assigned to or expected from an

employee in a specified time period. It can be consisted of
several tasks, projects and roles as assigned to a person
94 Work Responsibility Area Including the control function of projects, tasks, decisions,
teams and deliverables needs to completed the tasks and
works successfully
276
10.2. Questionnaire
10.2.1. Questionnaire in Turkish
Bölüm I – Kişisel Yetkinlikler
Mevcut Durum: Lütfen aşağıdaki aşağıda yer alan durumlarla ilgili normal
koşullarda sergilendiğiniz kişisel davranışlarınızı ve yetkinliklerinizi düşünerek
değerlendirme yapın
Kriz Durumu: Lütfen aşağıda yer alan durumlarla ilgili kriz dönemlerinde
sergileyeceğiniz kişisel davranışlarınızı ve yetkinliklerinizi düşünerek değerlendirme yapın
277
BÖLÜM I
278
Az Katılıyorum
Katılmıyorum
Katılıyorum
Katılıyorum
Katılıyorum
Katılıyorum
Kesinlikle
Oldukça
Çok Az
Çok
No Etiket No Durumlar
NORMAL
Ortak hedeflere ulaşmak için DURUM
1 Motive Etme
başkalarını motive ederim KRİZ
DURUMU
NORMAL
Bir işi sonuçlandırana kadar DURUM
Sorumluluk
2 üzerinde durur ve takip
Alma KRİZ
ederim
DURUMU
NORMAL
Bir konu hakkında hızlı DURUM
3 Karar Alma değerlendirme yapar ve en
doğru kararı veririm KRİZ
DURUMU
NORMAL
Esnek Karar verdiğim bir konuda DURUM
4 Davranma gerekiyorsa fikrimi değiştiririm
KRİZ
DURUMU
NORMAL
İşleri gerektiğinde başkalarına DURUM
Delegasyon
5 devrederim
KRİZ
DURUMU
NORMAL
Bağımsız DURUM
İşle ilgili konularda çoğunlukla
6 Hareket
kendi başıma hareket ederim KRİZ
Etme
DURUMU
NORMAL
Uzun vadeli DURUM
Uzun vadeli bir bakış açısı
7 bakış açısı
benimserim KRİZ
benimseme
DURUMU
NORMAL
Detaylara Bir işle ilgili detayları gözden DURUM
8
odaklanma kaçırmam KRİZ
DURUMU
NORMAL
Bir işi, olumlu ve olumsuz DURUM
Eleştirel
9 bütün koşulları göz önüne
bakış açısı KRİZ
alarak planlarım
DURUMU
279
Katılmıyorum
Katılıyorum
Katılıyorum
Katılıyorum
Katılıyorum
Katılıyorum
Kesinlikle
Oldukça
Çok Az
Çok
Az
NORMAL
Teslim DURUM
İşlerin söz verilen zamanda
10 tarihlerine
bitmesini sağlarım KRİZ
uyma
DURUMU
NORMAL
Zaman Acil işler nedeniyle önemli DURUM
11
Planlaması işlerimi aksatmam KRİZ
DURUMU
NORMAL
Organize İşleri en ince ayrıntısına kadar DURUM
12
Etme organize ederim KRİZ
DURUMU
NORMAL
Etkili Planladığım işler çoğu zaman DURUM
13
Planlama eksiksiz olur KRİZ
DURUMU
NORMAL
Kalite DURUM
İşleri yaparken bütün kalite
14 kurallarına
standartlarına uyarım KRİZ
uyma
DURUMU
NORMAL
Çoğunluğun kararlarına DURUM
15 Uzlaşmacı
uyarım KRİZ
DURUMU
Kendi NORMAL
Fikirlerimin başkaları DURUM
görüşlerini
16 tarafından benimsemesini çok
kabul KRİZ
önemserim
ettirme DURUMU
NORMAL
Anlayışlı ve Sempatik ve arkadaşça DURUM
17 Arkadaşça davranışların işleri
Davranma kolaylaştırdığına inanırım KRİZ
DURUMU
NORMAL
Teorik DURUM
İşimle ilgili teorik bilgilere ilgi
18 bilgilere ilgi
duyarım KRİZ
duyma
DURUMU
280
Katılmıyorum
Katılıyorum
Katılıyorum
Katılıyorum
Katılıyorum
Katılıyorum
Kesinlikle
Oldukça
Çok Az
Çok
Az
NORMAL
Teknik Uzmanlık alanımla ilgili teknik DURUM
19 gelişmeleri gelişmeleri yakından takip
takip etme ederim KRİZ
DURUMU
Sayısal NORMAL
verilerle Sayısal verilere göre DURUM
20
değerlendir değerlendirme yaparım KRİZ
me DURUMU
NORMAL
Gelişmeye Öğrendiğim yeni yöntem ve DURUM
21
açık olma teknikleri iş yerinde uygularım KRİZ
DURUMU
NORMAL
Bilgisine Yaptığım bütün işlerde başarı DURUM
22
Güvenen elde ederim KRİZ
DURUMU
Çözümleri Bir sorunu gidermek için NORMAL
değerlendir aklıma gelen ilk çözüm yerine DURUM
23
me alternatif çözümleri KRİZ
değerlendiririm DURUMU
Potansiyel NORMAL
zorlukları Bir işi yapmadan önce olası DURUM
24
değerlendir zorlukları belirlerim KRİZ
me DURUMU
Sayısal NORMAL
verilerle İşle ilgili bir problemin nedenini DURUM
25
problem detaylı olarak araştırırım KRİZ
çözme DURUMU
Bir grup içinde konuşma NORMAL
Etkili yapmam gerektiğinde DURUM
26
konuşma fikirlerimi etkili bir şekilde KRİZ
açıklarım DURUMU
NORMAL
Fikirlerimi belirtirken DURUM
Nazikçe
27 başkalarını incitmemeye
ifade etme KRİZ
dikkat ederim
DURUMU
281
Katılmıyorum
Katılıyorum
Katılıyorum
Katılıyorum
Katılıyorum
Katılıyorum
Kesinlikle
Oldukça
Çok Az
Çok
Az
NORMAL
Düşündüğü Herhangi bir olay hakkındaki DURUM
28 nü açıkça görüşümü açıkça belirtmekten
ifade eden hoşlanırım KRİZ
DURUMU
NORMAL
Etikili Bir konuyu sunarken kendimi DURUM
29
Sunum rahat hissederim KRİZ
DURUMU
NORMAL
Yazım DURUM
Okuduğum bir metinde yazım
30 hatalarına
hatalarına dikkat ederim KRİZ
dikkat etme
DURUMU
NORMAL
Yazılı olarak Yazılı iletişimde açık ve DURUM
31 etkili ifade anlaşılması kolay ifadeler
etme kullanırım KRİZ
DURUMU
NORMAL
Rekabet Başarıya ulaşmak için DURUM
32
etme gerektiğinde rekabet ederim KRİZ
DURUMU
NORMAL
Kararlı Çoğunlukla başladığım işten DURUM
33
davranma en son ben vazgeçerim KRİZ
DURUMU
NORMAL
Müşteri ihtiyaçlarına yönelik DURUM
Müşteri
34 satış aktivitelerinden
Odaklılık KRİZ
hoşlanırım
DURUMU
Ticari NORMAL
Profesyonelce davranmaya
sorunlarla DURUM
dikkat eder özel hayattaki
35 kişisel
sorunları iş hayatına KRİZ
sorunları
yansıtmam DURUMU
dengeleme
NORMAL
İşimi yaparken gerektiğinde DURUM
36 Risk Alma
risk alırım KRİZ
DURUMU
282
Katılmıyorum
Katılıyorum
Katılıyorum
Katılıyorum
Katılıyorum
Katılıyorum
Kesinlikle
Oldukça
Çok Az
Çok
Az
NORMAL
Yaratıcı Normalin dışında değişik DURUM
37
Olma fikirler öne sürerim KRİZ
DURUMU
NORMAL
Bir işi yaparken daha önce DURUM
Geleneksel
38 denenmiş yöntemleri tercih
davranma KRİZ
ederim
DURUMU
NORMAL
Yenilikçi yaklaşımların işe DURUM
Yenilikçi
39 farklılık ve değer kattığını
bakış açısı KRİZ
düşünürüm
DURUMU
Başkalarından yardım NORMAL
Harekete DURUM
beklemektense bir işe kendi
40 Geçme
başıma başlamayı tercih KRİZ
ederim DURUMU
NORMAL
Hedef odaklı Zorlayıcı hedeflerden DURUM
41
davranan hoşlanırım KRİZ
DURUMU
NORMAL
İşyerinde işler beklediğim gibi DURUM
42 Bağlılık gitmediğinde umudumu
yitirmem KRİZ
DURUMU
NORMAL
Bir işe başlarken o günün DURUM
43 Vizyoner gereklerinden çok geleceği
düşünerek hareket ederim KRİZ
DURUMU
Kendi düşüncelerimi NORMAL
belirtmeden önce diğer DURUM
44 Stratejik
insanların ne düşündüğünü KRİZ
bilmek isterim DURUMU
NORMAL
Takım Ortak bir hedefe ulaşmak için DURUM
45
çalışması başkalarıyla çalışmayı severim KRİZ
DURUMU
283
Katılmıyorum
Katılıyorum
Katılıyorum
Katılıyorum
Katılıyorum
Katılıyorum
Kesinlikle
Oldukça
Çok Az
Çok
Az
NORMAL
İhtiyacı olduğunda DURUM
46 Destekleyen başkalarının başarısı için
onları desteklerim KRİZ
DURUMU
NORMAL
Ortak çalışmalara katılımı DURUM
47 Teşvik eden artırmak için diğerlerini teşvik
ederim KRİZ
DURUMU
NORMAL
Başkalarının endişelerini anlar DURUM
48 Duyarlı ve onlara karşı duyarlı
davranırım KRİZ
DURUMU
Biri işi kontrol etmeme gerek NORMAL
Başkalarına kalmadan başkaları tarafından DURUM
49
güvenen başarıyla yapılacağına KRİZ
inanırım DURUMU
NORMAL
Başkalarının davranışlarının DURUM
Davranışları
50 nedenlerini merak eder ve
sorgulayan KRİZ
sorgularım
DURUMU
NORMAL
Çalıştığım insanlarla DURUM
51 Uyumlu arkadaşça ve sıcak ilişkiler
sürdürmeyi tercih ederim KRİZ
DURUMU
NORMAL
Durumsal Davranışlarımı çoğunlukla DURUM
52
davranan başkalarına göre ayarlarım KRİZ
DURUMU
NORMAL
Değişime DURUM
İşimle ilgili herhangi bir
53 uyum
konuda değişiklik yapmam KRİZ
sağlayan
DURUMU
NORMAL
İş yerinde yeni sorumluluklar DURUM
Çeşitlilikten
54 almaktan ve yeni insanlarla
hoşlanan KRİZ
çalışmaktan çok hoşlanırım
DURUMU
284
Katılmıyorum
Katılıyorum
Katılıyorum
Katılıyorum
Katılıyorum
Katılıyorum
Kesinlikle
Oldukça
Çok Az
Çok
Az
Önemli bir iş üzerinde NORMAL
çalışırken başkalarının işimi DURUM
55 Sakin
yarıda kesmesine nadiren KRİZ
sinirlenirim DURUMU
NORMAL
Kısa sürede sonuç DURUM
56 Sabırlı alamadığım bir konuda ilgimi
uzun süre canlı tutabilirim KRİZ
DURUMU
NORMAL
Eleştirilere Yaptığım işle ilgili eleştirilmek DURUM
57
karşı açık moralimi bozmaz KRİZ
DURUMU
NORMAL
Beklemediğim bir durum DURUM
Duygularını
58 karşısında nadiren tepki
kontrol eden KRİZ
gösteririm
DURUMU
NORMAL
Önemli bir toplantı öncesinde DURUM
59 Endişeli
çoğunlukla sakin olurum KRİZ
DURUMU
NORMAL
Enerji Yaptığım işte başarısız olsam DURUM
60
düzeyi dahi moralimi bozmam KRİZ
DURUMU
NORMAL
Çoğu kimseyi kaygılandıran DURUM
İyimserliğini
61 durumlarda bile genellikle her
koruyan KRİZ
şeyin iyi gideceğine inanırım
DURUMU
NORMAL
Karşıma çıkacak güçlükler DURUM
Başarma
62 yaptığım işten vazgeçmeme
azmi olan KRİZ
neden olmaz
DURUMU
NORMAL
Kendine Her türlü koşulda kendime DURUM
63
Güvenen güvenim çok yüksektir KRİZ
DURUMU
285
64
No
Hırslı
Etiket No
Durumlar
hedeflerim
Kariyerimde başarılı olmayı
286
Katılmıyorum
Çok Az
Katılıyorum
Az
Katılıyorum
Oldukça
Katılıyorum
Çok
Katılıyorum
Kesinlikle
Katılıyorum
KRİZ
DURUM
NORMAL
DURUMU
BÖLÜM II
287
Katılmıyoru
Katılıyorum
Katılıyorum
Katılıyorum
Katılıyorum
Katılıyorum
Kesinlikle
Oldukça
Çok Az
Çok
Az
m
NORMAL
Yönetimin alacağı kararlara DURUM
1 Liderlik güvenirim ve onları sonuna
kadar takip ederim KRİZ
DURUMU
Yönetim kurum hedeflerini, NORMAL
stratejilerini ve organizasyon DURUM
2 Esneklik
yapısını günün şartlarına KRİZ
uygun olacak şekilde değiştirir DURUMU
NORMAL
Yönetim elde edilen başarılı DURUM
Sorumluluk
3 veya başarısız her türlü
sonucu üstlenir KRİZ
DURUMU
NORMAL
Vizyon ve Kurum olarak amacımız ve DURUM
4
Misyon hedeflerimiz açıktır KRİZ
DURUMU
NORMAL
Kurumumuzda maliyetler her DURUM
5 Karlılık zaman kontrol edilerek karlılık
ön planda tutulur KRİZ
DURUMU
NORMAL
Ürün ve Sunulan ürün ve hizmeti DURUM
6
Hizmet herekese tavsiye ederim KRİZ
DURUMU
NORMAL
Kurum olarak yeni teknolojiler DURUM
7 Yenilkçilik
geliştirmede öncüyüz KRİZ
DURUMU
NORMAL
Müşteri Müşteri memnuniyeti her DURUM
8 ilişkileri zaman en yüksek seviyede
Yönetimi tutulur KRİZ
DURUMU
NORMAL
Ürün ve hizmet kalitesinin DURUM
Kalite
9 artırılmasına her zaman önem
Odaklılık KRİZ
verilir
DURUMU
288
Katılmıyorum
Katılıyorum
Katılıyorum
Katılıyorum
Katılıyorum
Katılıyorum
Kesinlikle
Oldukça
Çok Az
Çok
Az
NORMAL
DURUM
10 Eşitlik Çalışanlar eşit haklara sahiptir
KRİZ
DURUMU
NORMAL
Kurum içinde bütün DURUM
11 Şeffaflık
prosedürler açık ve şeffaftır KRİZ
DURUMU
NORMAL
İnsan kaynakları uygulamaları DURUM
12 İK Stratejisi kurum hedef ve statejileriyle
uyumludur KRİZ
DURUMU
Çalışma ortamında stres, NORMAL
Çalışan çatışma ve yaşadığımız diğer DURUM
13 Destek problemlerle ilgili
Programı danışabileceğimiz bir birim KRİZ
vardır DURUMU
NORMAL
İşe alımlar iş ihtiyaçlarına göre DURUM
14 İşe Alım
objektif ve adil olarak yapılır KRİZ
DURUMU
NORMAL
İşten İşten çıkarmalarda çalışanlara DURUM
15
Çıkartma önceden haber verilir KRİZ
DURUMU
NORMAL
Performans Performansım objektif, şeffaf DURUM
16 Değerlendir ve düzenli olarak
me değerlendirilir KRİZ
DURUMU
NORMAL
Bireysel İşimle ilgili gerekli eğitimleri DURUM
17
Gelişim alırım KRİZ
DURUMU
NORMAL
Kariyer Kariyer hedeflerim açık ve DURUM
18
Planlama objektif olarak planlanır KRİZ
DURUMU
289
Katılmıyoru
Katılıyorum
Katılıyorum
Katılıyorum
Katılıyorum
Katılıyorum
Kesinlikle
Oldukça
Çok Az
Çok
Az
m
NORMAL
Kriz durumlarında yapılacak DURUM
Kriz
19 uygulamalar ve alınacak
Yönetimi KRİZ
tedbirleri bilirim
DURUMU
Ekonomik belirsizliklerin NORMAL
Ekonomik olumsuz etkilerini azaltmak DURUM
20
Kriz için en etkin ve uygun tedbirler KRİZ
alınır DURUMU
NORMAL
DURUM
21 İstikrar İşlerin gidişatı nadiren değişir
KRİZ
DURUMU
NORMAL
Küreselleşme işlerin daha DURUM
Küreselleşm
22 kolay ve hızlı yapılmasını
e KRİZ
sağlar
DURUMU
NORMAL
Teknolojik Yeni teknolojiler takip edilir ve DURUM
23
Gelişmeler uygulanır KRİZ
DURUMU
NORMAL
Sosyal DURUM
Sosyal çevrem oldukça
24 Hayat
hareketlidir KRİZ
Dengesi
DURUMU
NORMAL
Aile İlişkileri Aile ilişkilerim olumlu ve DURUM
25
Dengesi destekleyicidir KRİZ
DURUMU
NORMAL
Çalıştığım sektörde rekabet DURUM
26 Rekabet
çok yüksektir KRİZ
DURUMU
NORMAL
İşim açık ve net bir şekilde DURUM
27 İşin İçeriği
tanımlanmıştır KRİZ
DURUMU
290
Katılmıyoru
Katılıyorum
Katılıyorum
Katılıyorum
Katılıyorum
Katılıyorum
Kesinlikle
Oldukça
Çok Az
Çok
Az
m
NORMAL
İş akışları işin hızlı ve rahat bir DURUM
28 İş Süreçleri
şekilde yapılmasını sağlar KRİZ
DURUMU
NORMAL
DURUM
29 İş Yükü İş yükü adil olarak dağıtılmıştır
KRİZ
DURUMU
NORMAL
İşin DURUM
Yaptığım işin sorumluluk alanı
30 Sorumluluk
çok kapsamlıdır KRİZ
Alanı
DURUMU
291
BÖLÜM III
292
No Sorular
1 Yaşınız
2 Cinsiyet Kadın Erkek
3 Medeni Durumunuz Bekar Evli
İlk Öğretim Üniversite Doktora

4 Öğrenim Dururmunuz
Lise Yüksek Lisans
5 Mesleğiniz
6 Toplam Çalışma Yılınız
7 Çalıştığınız Kurum Özel Sektör Kamu
Genel Müdürlük Operasyon
İnsan Kaynakları Lojistik
8 Bölümünüz Muhasebe Teknik Hizmetler
Satış ve Pazarlama Servis
Üretim Diğer
Müdür
Uzman
Formen
9 Ünavnınız İdari Personel
Tekniker /Teknisyen
Takım Üyesi
Diğer
10 Kaç Yıldır Bu Kurumda Çalışıyorsunuz
11 Kuruluşunuzda Kaç Kişi Çalışıyor
12 Aylık Gelir Düzeyiniz
293
10.2.2. Questionnaire in English
Section I – Individual Competencies
Current Situation: Please evaluate the below situations as considering your

individual behaviorus and competencies at normal conditions
Crisis Situation: Please evaluate the below situations as considering your

individual behaviorus and competencies at crisis conditions
294
SECTION I
295
Somewhat
Disagree
Definetly
Strongly
Slightly
Rarely
Agree
Agree
Agree
Agree
Agree
No Label Name Situations
NORMAL
Motivate I motivate others to achieve CONDITIONS
1
others common goals CRISIS
CONDITIONS
NORMAL
Taking CONDITIONS
I follow-up and control a work
2 Responsibili
until finalizing it CRISIS
ty
CONDITIONS
NORMAL
Decision I evaluate an issue quickly and CONDITIONS
3
Making take right decision CRISIS
CONDITIONS
NORMAL
I change my decision on a CONDITIONS
Flexibility
4 topic if it’s necessary
CRISIS
CONDITIONS
NORMAL
CONDITIONS
5 Delegation I delagte the tasks if it’s
necessary CRISIS
CONDITIONS
NORMAL
CONDITIONS
6 Independent I do the things by myself
CRISIS
CONDITIONS
NORMAL
Long Term CONDITIONS
7 I prefer long term view
View CRISIS
CONDITIONS
NORMAL
Detailed I don’t miss the details of a CONDITIONS
8
Focus work CRISIS
CONDITIONS
NORMAL
I plan a work with the all CONDITIONS
9 Evaluative advantages and
disadvantages CRISIS
CONDITIONS
296
Somewhat
Disagree
Definetly
Strongly
Slightly
Rarely
Agree
Agree
Agree
Agree
Agree
NORMAL
I finalize the works on time CONDITIONS
10 Committed
that I committed CRISIS
CONDITIONS
NORMAL
Effective I don’t postpone the important CONDITIONS
11 Time works because of urgent
Planning works CRISIS
CONDITIONS
NORMAL
I prefer to know other’s CONDITIONS
12 Organizing opinions before I explain my
thoughts CRISIS
CONDITIONS
NORMAL
Effective I make the plans step by step CONDITIONS
13
Planning CRISIS
CONDITIONS
NORMAL
Quality work I obey the quality standards CONDITIONS
14
Follow-up and rules when I’m working CRISIS
CONDITIONS
NORMAL
CONDITIONS
15 Agreeable I follow-up common decisions
CRISIS
CONDITIONS
NORMAL
Influencing I care to influence others with CONDITIONS
16
others my opinions CRISIS
CONDITIONS
NORMAL
I believe that friendly and CONDITIONS
17 Friendly sympathetic behaviors makes
the works easy CRISIS
CONDITIONS
NORMAL
I interest in conceptual CONDITIONS
18 Conceptual
knowledge about my work CRISIS
CONDITIONS
297
Somewhat
Disagree
Definetly
Strongly
Slightly
Rarely
Agree
Agree
Agree
Agree
Agree
NORMAL
Follows CONDITIONS
I follow-up the latest
19 Technology
technology about my work CRISIS
CONDITIONS
NORMAL
Numerical CONDITIONS
I prefer to evaluate based on
20 Evaluation
numerical data CRISIS
CONDITIONS
NORMAL
Open to CONDITIONS
I implement the new methods
21 Learn
and techniques that I learned CRISIS
CONDITIONS
Confident NORMAL
About I achieve success on every CONDITIONS
22
Knowledge work that I do CRISIS
CONDITIONS
Evaluate NORMAL
I evaluate the alternative CONDITIONS
Alternative
23 solutions instead of using first
Solutions CRISIS
idea that appeared in my mind
CONDITIONS
NORMAL
Evaluate I consider all obstacles and CONDITIONS
24 Difficulties difficulties before starting a
work CRISIS
CONDITIONS
NORMAL
Problem CONDITIONS
I search the cause effect of a
25 Solving
problem in detailed CRISIS
CONDITIONS
I explain my thoughts NORMAL
Effective CONDITIONS
effectively in a group when it’s
26 Speaking
need to talk about a topic CRISIS
CONDITIONS
NORMAL
Speaking I care others opinions while CONDITIONS
27
Thoughtfully I’m expressing my thoughts CRISIS
CONDITIONS
298
Somewhat
Disagree
Definetly
Strongly
Slightly
Rarely
Agree
Agree
Agree
Agree
Agree
NORMAL
I loose my attention on a text if CONDITIONS
28 Outspoken
there is writing mistakes CRISIS
CONDITIONS
NORMAL
I feel comfortable when I’m CONDITIONS
29 Presenting
making presentation CRISIS
CONDITIONS
NORMAL
Cares CONDITIONS
30 Writing I care writing mistakes
Rules CRISIS
CONDITIONS
NORMAL
Effective I prefer to use clear and lean CONDITIONS
31
Writing sentences when I’m writing CRISIS
CONDITIONS
NORMAL
I compete to achieve success CONDITIONS
32 Competitive
if it’s necessary CRISIS
CONDITIONS
NORMAL
I loose my attention on a text if CONDITIONS
33 Decisive
there is writing mistakes CRISIS
CONDITIONS
NORMAL
I like to sales activities to CONDITIONS
Customer
34 cover the customer
Orientation CRISIS
requirements
CONDITIONS
Balance NORMAL
Problem in private life doesn’t CONDITIONS
Between
35 reflects the work life even I
Work&Privat CRISIS
care to act professionally
e Life CONDITIONS
NORMAL
CONDITIONS
36 Risk Taker I take the risk if it’s necessary
CRISIS
CONDITIONS
299
Somewhat
Disagree
Definetly
Strongly
Slightly
Rarely
Agree
Agree
Agree
Agree
Agree
NORMAL
Creative I like to present CONDITIONS
37
unconventional ideas CRISIS
CONDITIONS
NORMAL
Conventiona CONDITIONS
I prefer to use valid methods
38 l
when I’m working CRISIS
CONDITIONS
NORMAL
I believe that innovative CONDITIONS
Innovative
39 approaches add diversity and
value to the work CRISIS
CONDITIONS
NORMAL
Action I prefer to start a work by CONDITIONS
40 Oriented myself instead of waiting a
support from others CRISIS
CONDITIONS
NORMAL
Result CONDITIONS
41 Oriented I like compelling targets
CRISIS
CONDITIONS
NORMAL
I don’t loose my belief when CONDITIONS
Loyalty
42 the works going to the way
that I’m not expected CRISIS
CONDITIONS
NORMAL
Visionary CONDITIONS
43 I act for the future
CRISIS
CONDITIONS
NORMAL
I prefer to know other’s CONDITIONS
Strategic
44 opinions before I explain my
thoughts CRISIS
CONDITIONS
NORMAL
I like to work with others to CONDITIONS
45 Team Work
achieve a common goals CRISIS
CONDITIONS
300
Somewhat
Disagree
Definetly
Strongly
Slightly
Rarely
Agree
Agree
Agree
Agree
Agree
NORMAL
I support others for their CONDITIONS
46 Supportive
success when it’s necessary CRISIS
CONDITIONS
NORMAL
I encourage others to increase CONDITIONS
47 Encouraging their contribution into co-
operation CRISIS
CONDITIONS
NORMAL
I understand others concern CONDITIONS
48 Responsive
and act responsive to them CRISIS
CONDITIONS
NORMAL
I rarely trust to others when a CONDITIONS
Trust to
49 work finalized without a
Others CRISIS
mistake
CONDITIONS
NORMAL
I wonder the reasons of others CONDITIONS
50 Behavioral
behaviours CRISIS
CONDITIONS
NORMAL
I prefer to have warm and CONDITIONS
51 Adaptable friendly relationship with my
colleague CRISIS
CONDITIONS
NORMAL
I adjust my behavior according CONDITIONS
52 Situational
to others behavior CRISIS
CONDITIONS
NORMAL
Adapt to I don’t change any subject in CONDITIONS
53
Change my work CRISIS
CONDITIONS
NORMAL
I like to take new CONDITIONS
54 Vigorous responsibilibilites and know
new people CRISIS
CONDITIONS
301
Somewhat
Disagree
Definetly
Strongly
Slightly
Rarely
Agree
Agree
Agree
Agree
Agree
It put out my patience if NORMAL

somebody disturb me when CONDITIONS
55 Calm
I’m working on an important CRISIS
subject CONDITIONS
NORMAL
I need to get quick result to CONDITIONS
56 Patient
keep my interest CRISIS
CONDITIONS
NORMAL
I don’t feel unhappy when CONDITIONS
Open to
57 somebody give negeative
Critics CRISIS
feedback about my work
CONDITIONS
NORMAL
Emotionally I don’t loose my control at CONDITIONS
58
Controlled unexpected sitiuations CRISIS
CONDITIONS
NORMAL
I don’t feel anxious before an CONDITIONS
59 Anxious
important meeting CRISIS
CONDITIONS
I don’t loose my moral and NORMAL
takes long time to recover CONDITIONS
60 Energetic
after an unsuccessful CRISIS
sitiaution CONDITIONS
NORMAL
I believe the things goes well CONDITIONS
61 Optimistic
even everybody worries CRISIS
CONDITIONS
NORMAL
I don’t quit when I facing with CONDITIONS
62 Achieving
any obstacles CRISIS
CONDITIONS
NORMAL
I am very confident at every CONDITIONS
63 Confident
situation CRISIS
CONDITIONS
302
Somewhat
Disagree
Definetly
Strongly
Slightly
Rarely
Agree
Agree
Agree
Agree
Agree
NORMAL
I target to be successful in my CONDITIONS
64 Ambitious
career CRISIS
CONDITIONS
303
SECTION II
304
Somewhat
Disagree
Definetly
Strongly
Slightly
Rarely
Agree
Agree
Agree
Agree
Agree
NORMAL
Leadership I trust management decisions CONDITIONS
1
and follow them CRISIS
CONDITIONS
Management adjust the NORMAL
targets, strategies and CONDITIONS
Flexibility
2 organization strutures
according to existing CRISIS
conditions CONDITIONS
NORMAL
Responsibili Management takes CONDITIONS
3 ty responsibility abut successful
and unsuccesfull results. CRISIS
CONDITIONS
NORMAL
Vission and CONDITIONS
Our corporate mission and
4 Mission
vision is clear CRISIS
CONDITIONS
NORMAL
In our cooperation there is CONDITIONS
Profitability
5 always cost control to be
profitable CRISIS
CONDITIONS
NORMAL
Product and CONDITIONS
I suggest product and sevice
6 Service
that our corporate provide CRISIS
CONDITIONS
NORMAL
Innovative Our cooperation is leader to CONDITIONS
7
develop new technologies CRISIS
CONDITIONS
Customer NORMAL
Relationship Our coperation always care CONDITIONS
8 Managemen high level of customer
t satisfaction CRISIS
CONDITIONS
NORMAL
Our coperation always cars to CONDITIONS
Quality
9 increase product and service
Focus CRISIS
quality
CONDITIONS
305
Somewhat
Disagree
Definetly
Strongly
Slightly
Rarely
Agree
Agree
Agree
Agree
Agree
NORMAL
CONDITIONS
10 Equality Employees have equal rights
CRISIS
CONDITIONS
NORMAL
Transparenc All procedures are clear and CONDITIONS
11
y transparent in the corporation CRISIS
CONDITIONS
NORMAL
HR application is compatible CONDITIONS
12 HR Strategy with corporation strategy and
targets CRISIS
CONDITIONS
There is a department to get NORMAL
Employee CONDITIONS
advise when a conflict, stress
13 Support
situation or other problems are CRISIS
Program
occurred CONDITIONS
NORMAL
Hiring is done with objective CONDITIONS
14 Recruitment and equal criteria based on
the work plans CRISIS
CONDITIONS
NORMAL
Employees are informed CONDITIONS
15 Firing
about downsizing before firing CRISIS
CONDITIONS
NORMAL
My performance are assesses CONDITIONS
Performanc
16 regularly with objective and
e Evaluation CRISIS
transparent criteria’s
CONDITIONS
NORMAL
Individual CONDITIONS
I gather the trainings related
17 Developmen
with my job and position CRISIS
t
CONDITIONS
NORMAL
Career My career targets are open CONDITIONS
18
Planning and planning objectively CRISIS
CONDITIONS
306
Somewhat
Disagree
Definetly
Strongly
Slightly
Rarely
Agree
Agree
Agree
Agree
Agree
Crisis NORMAL
All procedures and precaution CONDITIONS
Managemen
19 are clear when a crisis
t CRISIS
situation occurred
CONDITIONS
NORMAL
Economic To reduce the negative effects CONDITIONS
20 Crisis of economic uncertainty most
effective cautions are planned CRISIS
CONDITIONS
NORMAL
Stability The way of work changes CONDITIONS
21
rarely CRISIS
CONDITIONS
NORMAL
Globalisatio CONDITIONS
Effects of the globalisation is
22 n
positive in business life CRISIS
CONDITIONS
NORMAL
Technology Our corporation follows new CONDITIONS
23
technology and implement it CRISIS
CONDITIONS
NORMAL
Social Life CONDITIONS
My social life and environment
24 Balance
are very vigorous CRISIS
CONDITIONS
NORMAL
Family Life CONDITIONS
My family life is very positive
25 Balance
and supportive CRISIS
CONDITIONS
NORMAL
Competition The competitionb is very high CONDITIONS
26
in the sector that I work CRISIS
CONDITIONS
NORMAL
Job CONDITIONS
27 My job is defined very clearly
Description CRISIS
CONDITIONS
307
Somewhat
Disagree
Definetly
Strongly
Slightly
Rarely
Agree
Agree
Agree
Agree
Agree
NORMAL
Work flows in our corporation CONDITIONS
Work Flow
28 helps the works done fast and
easy CRISIS
CONDITIONS
NORMAL
Work Load CONDITIONS
29 Work load is equally organized
CRISIS
CONDITIONS
NORMAL
Work CONDITIONS
My work responsibility area is
30 Responsibili
very wide CRISIS
ty
CONDITIONS
308
SECTION III
309
No Questions
1 Your Age
2 Your Gender Female Male
3 Your Marital Status Single Married
Your Highest Completed Primary School University Doctorate

4 Level of Education
High School Master
5 Your Occupation
6 Total Years of Employed
7 Your Company Private Public
General Management Operation
Human Resouces Logistic
8 Your Department Finance Technical Services
Sales and Marketing Services
Manufacturing Other
Manager
Specialist
Formen
9 Adminisrative Personel
Your Position
Tecnihian
Team Member
Other
10 Years of Employement in Existing Company
11 Total Number of Employee in Existing Company
12 Monthly Salary
310
10.3. Outputs of Findings
Outputs of findings are listed in finding section.
311
11. REFERENCES
1. Scott Cooper, Eton Lawrence, James Kierstead, Brian Lynch and Sally Luce,
April 1998
2. David McClelland, (1973). Testing for competence rather than for intelligence,
American Psychologist
3. Spencer, L. M., & Spencer, S.M. (1993). Competence at Work
4. Andrew L. Klein, Validity and Reliability for Competency-Based Systems:

Reducing Litigation Risks, 1996, p. 31-37
5. Woodruff, C. What is meant by a competency? Leadership and Organizational

Development Journal, 1993 p 14
6. Shippman, J,S. Ash, R.A., Battista, M., Carr, L.D., Hesketh, B., Kehoe, J.,
Peralman, K., and Sanchez, J.I. (2000). The practice of competency modeling, Personnel
Psychology
7. Richard Boyatzis (1992). The competent manager, A model of effective

performance.
8. Dr. Stephen Schoonover, (1998). Human Resouce Competencies for the Year
2000: The Wake-Up Call, Society for Human Resouce Management
9. David Dubois (1993). Competency Based Human Resource Management
10. Robert A. Roe, Architectural model of competences
11. David Dubois, Competency-based performance improvement: A strategy for

organizational change, 1993
12. http://en.wikipedia.org/wiki/Skill
13. David D. Dubois, What are Competencies and Why are They Important?
312
14. http://www.careertrainer.com/Request.jsp?lView=ViewArticle&Article=OID%3A1
12397
15. Campbell, J. P., McCloy, R. A., Oppler, S. H., & Sager, C. E. A theory of
performance, 1993
16. http://en.wikipedia.org/wiki/Job_performance
17. A Guide to Integrating Competencies into human Resource Program, 2000
18. Source: http://www.intechenvironmental.com/competence_matrix.jpg
19. Lucia&Lepsinger, The Art and Science of Competency Model, 1999
20. Case Study On Training Needs Survey Using Competency-Based Approach

Eric Tseng, Human Resource & Services Center 1999 Asia Pacific Decision Sciences
Institute Conference, Shanghai, 1999.
21. http://en.wikipedia.org/wiki/Human_Resource_Management
22. http://humanresources.about.com/od/performanceevals/a/performancemgmt.ht
m
23. Ferdinand F. Fournies, Why Employees Don’t Do What They’re Supposed to

Do and What to Do About It, 1999
24. Rauf Nişel, Survey Methods Class Notes at Marmara University, Autumun 2006
25. Rauf Nişel, Multivariate Analysis Class Notes at Marmara University, Spring
2008
26. Uma Sekaran, Research Methods For Business, 2003
27. Joseph F. Hair, William C. Black, Barry J. Babin, Rolph E. Anderson, Ronalds
L. Tatham, Multivariate Data Analysis Sixth Edition, 2006
313

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Determination of Individual Competencies by Statistical Methods Yuksek Lisans Tezi Tulay Bozkurt 192215582006001

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T.C.

YÜKSEK LİSANS TEZİ

YÜKSEK LİSANS TEZİ

Danışman: Prof. Dr. RAUF NİŞEL

In today’s fast changing environmental conditions are transforming the ways of

Istanbul, 2009 Tülay BOZKURT

Formula 1: Observed and True Scores with Error ................................................................... 73

Today the functionality of HR activities are covering very wide range of

In the fourth section the methods of measuring a competency are explained. As

1.1. Definitions of Competency

Environment Socio-Economical level

Personal Personal level

Figure 1: Factors Influencing Individual Competencies in Business Life

Basically competency term is a sort of two-edge notion including the components

As a result of literature search there is no unique definition of competency. Although

In this study a number of definitions and methods will be examined to be able to

1.1.1. Historical Development of Competency Studies

1.1.1.1. Competency Studies by David McClelland

Studying in the competency area was initiated by David McClelland defined

McClelland's competency methodology can be summed up by two factors as

Gender, Race or Not

Figure 2: Competency Definition by David Mc Clelland

Superior Performing Person

Less Successful Person

Identifying Success Factors

Figure 3: Identifying Success Factors Offered by David McClelland

In the proposed model of this study, various competencies including personal

1.1.1.2. Competency Studies of Richard Boyatsiz

The McClelland approach and the concept of competencies as key drivers of

Boyatzis defines work competency as an underlying characteristic of a person

Underlying Characteristic of a Person Evidence of a Person Behaviors

Figure 4: Competency Definition by Richard Boyatsiz

According to Boyatsiz’ approach the set of characteristics of a person defines the

Self Concept Hidden Part

David Dubois defines competence as the employee's capacity to meet (or

He goes on to adapt Boyatzis' definition of competency and states that a job

Figure 6: Competency Definition by Dubois

1.1.1.5. Competency Studies of Kleins

Set of Underlying Competencies

Figure 7: Competency Definition by Klein

1.1.1.6. Competency Studies of Woodruff

Woodruff raised the issue of distinguishing between competence and competency

Competencies = Behaviours driving Competence = Performance Criterion

Figure 8: Competency Definition by Woodruff'

Table 1: Difference between Competence and Competency

No Term Main Focus Definition

Competence Competences are the tasks a person is

Competencies are the personal

On the other hand the competency term focuses on personal characteristic

The concept of competence is defined as ‘the acquired ability to adequately

Subcompetence / Basic competences

Figure 9: Architectural model of competences Robert A. Roe

Competences are based on sub competences and on knowledge, skills and

1.1.2. Evaluation of The Competency Definitions

Although there is lack of a uniform definition, there are three common

1. Knowledge, skills, abilities and other characteristics underlie effective or

2. Underlying attributes observable and measurable

3. Underlying attributes distinguish between superior and other performers

In this section of the study an evaluation of all definition is presented in table 2.

Table 2: Evaluation of Competency Approach and Definition

No Theory Definition Evaluation

1 David Mc  Determine the individuals  There are various factors

2 Richard  There are several underlying  Basically competencies

1 David Mc Determine the individuals There are various factors

2 Richard There are several underlying Basically competencies

3 Spencer&Spenc 5 characteristics as hidden and Iceberg model effectively

Competence can predict the External factors effecting

4 David Dubois Competency is the employee’s Competencies are not only

5 Klein Competencies the underlying Competencies include

6 Woodroof Competency is characteristic of a Competency term includes

7 Robert Roe Competencies include sub External factors can be

Selection Competency with definition

List of interview questions to elicit information about relevant behaviors