Investigate the Moderating Effect of Perceived Organizational Learning Culture on The Relationship between Protean Career Orientation and Intention to Stay among Millennial Workers in Vietnam

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(1)Investigate the Moderating Effect of Perceived Organizational Learning Culture on The Relationship between Protean Career Orientation and Intention to Stay among Millennial Workers in Vietnam. by Ly Thuy Linh Huyen. A Thesis Submitted to the Graduate Faculty in Partial Fulfillment of the Requirements for the Degree of MASTER OF BUSINESS ADMINISTRATION Major: International Human Resource Development. Advisor: Lin,Yi-Chun, Ph. D.. National Taiwan Normal University Taipei, Taiwan July 2020.

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(3) ACKNOWLEDGEMENT This thesis would not have completed without the support of some exceptional individuals. First, I would like to express my heartfelt thanks to my advisor, Dr. Lin Yi-Chun for her guidance and patience. It was not only about her support on my long period of thesis writing that she did not reject gave me a lot of her time no matter morning or evening, but also about her advices on my career ahead. I would also like to extend my appreciation to IHRD Professors – Dr. Rosa Yeh, Dr. Lu, Dr. Vera Chang, and Dr. Steven Lai for expertly providing me the insightful knowledge during these two years of studying. Specially, the advices from Dr. Yuhsuan Chang, Dr. Allan Lu and Dr. Rosa Yeh were deeply valuable for me to continue improve my research quality. Next, thank you for my friends - Sunny Pham, Justin Nguyen and Amy Tong – who together shared the happiness and encouraged me to overcome the obstacles during these two years in Taiwan. Lastly, my gratitude goes for myself. Thanks for believing in your strength, ability and dream that are necessary to complete all needed..

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(5) ABSTRACT According to the report about the workplace in Vietnam from Anphabe corporation, the turnover rate was alarmed to reach at 24 percent in 2019. The organizations in Vietnam have lost many resources which were calculated at least one-year or two-year salary for each employee leaving. Therefore, understanding employees’ insights and their orientation in the workplace is critically important to support them in their career development and to keep them staying in the organization. The research aspired to scrutinize protean career orientation and its influences on the employees’ intention to stay, examined to see if organizational learning culture moderated the relationship between protean career orientation and intention to stay. The study embraced the quantitative research method to collect the data in Vietnamese population, and millennial workers who were born in the years of 1981 - 2000 were the targeted participants of this study. To analyze the data, the confirmatory factor analysis, Pearson correlation and hierarchical regression were used by the SPSS and AMOS software. The results based on 253 millennial workers in Vietnam showed that protean career orientation was positively correlated with intention to stay, and the positive moderating effect of perceived organizational learning culture on the mentioned relationship was also supported. Keywords: protean career orientation, intention to stay, organizational learning culture, millennials, knowledge workers, Vietnamese worker. I.

(6) TABLE OF CONTENTS ABSTRACT ......................................................................................................... I TABLE OF CONTENTS .................................................................................... II LIST OF TABLES ...............................................................................................V LIST OF FIGURES ........................................................................................... VI CHAPTER I INTRODUCTION.......................................................................... 1 Background of Study ............................................................................................................. 1 Problem Statement ................................................................................................................. 3 Purpose of the Study .............................................................................................................. 5 Research Questions ................................................................................................................ 5 Significance of the Study ....................................................................................................... 6 Definitions of Terms .............................................................................................................. 6. CHAPTER II LITERATURE REVIEW ............................................................. 8 Protean Career Orientation .................................................................................................... 8 Intention to stay.................................................................................................................... 10 Protean Career Orientation and Intention to Stay ................................................................ 11 Perceived Organizational Learning Culture......................................................................... 15 The Moderation Effect of Perceived Organizational Learning Culture............................... 18. CHAPTER III METHODOLOGY .................................................................... 21 Research Framework ........................................................................................................... 21 Hypotheses ........................................................................................................................... 22 Research Procedure .............................................................................................................. 22 II.

(7) Sample.................................................................................................................................. 24 Measurement ........................................................................................................................ 24 Protean Career Orientation .............................................................................................. 24 Perceived Organizational Learning Culture..................................................................... 25 Intention to Stay ............................................................................................................... 26 Control Variables ................................................................................................................. 26 Age ................................................................................................................................... 26 Gender .............................................................................................................................. 26 Organizational Tenure ..................................................................................................... 27 Questionnaire Design ........................................................................................................... 27 Data Collection .................................................................................................................... 28 Pilot Test .............................................................................................................................. 29 Data Analysis ....................................................................................................................... 31 Common Method Variance (CMV) Analysis .................................................................. 31 Convergent Validity ......................................................................................................... 34 Cronbach’s Alpha ............................................................................................................ 36 Confirmatory Factor Analysis (CFA) .............................................................................. 36 Descriptive Analysis ............................................................................................................ 44 Pearson Correlation Analysis ............................................................................................... 46. CHAPTER IV FINDINGS AND RESULTS .................................................... 48 Hypothesis Testing............................................................................................................... 48 Summary of Analysis Results .............................................................................................. 51. III.

(8) CHAPTER V CONCLUSION AND SUGGESTION ....................................... 52 Conclusion and Discussion .................................................................................................. 52 Practical Implication ............................................................................................................ 54 Theorical Implication ........................................................................................................... 55 Limitation............................................................................................................................. 56 Suggestion of Future Research ............................................................................................ 57. REFERENCES .................................................................................................. 58 APPENDIX A .................................................................................................... 66. IV.

(9) LIST OF TABLES Table 3.1. Means, Standard Deviations, and Intercorrelations among study variables (n=59) ............................................................................................................................... 30 Table 3.2. Total Variance Explained (39 items) ..................................................................... 32 Table 3.3 CR and AVE values of Protean Career Orientation ................................................ 34 Table 3.4. CR and AVE values of Organizational Learning Culture and Intention to Stay .... 35 Table 3.5. Cronbach’s Alpha of Measurement (N=253) ......................................................... 36 Table 3.6. Summary of Goodness of Fit Indexes..................................................................... 37 Table 3.7. Descriptive Analysis (N=253) ............................................................................... 45 Table 3.8. Means, Standard Deviations, and Intercorrelations Among the Variables (N=253) ............................................................................................................................... 47 Table 4.1. Hierarchical Regression Analysis for Hypothesis 1 (N=253) ............................... 48 Table 4.2. Hierarchical Regression Analysis for Hypothesis 2 (N=253) ............................... 49 Table 4.3. Summary of Hypothesis Testing Results ................................................................ 51. V.

(10) LIST OF FIGURES Figure 3.1. Research framework .............................................................................................. 21 Figure 3.2. Research procedure ............................................................................................... 23 Figure 3.3. Confirmatory factor analysis of protean career orientation ................................... 38 Figure 3.4. Confirmatory factor analysis of perceived organizational learning culture .......... 39 Figure 3.5. Confirmatory factor analysis of intention to stay .................................................. 40 Figure 3.6. Confirmatory factor analysis of one factor measurement model .......................... 41 Figure 3.7. Confirmatory factor analysis of two-factor measurement model .......................... 42 Figure 3.8. Confirmatory factor analysis of three-factor measurement model ........................ 43 Figure 4.1. Interaction plot for the moderating effect of perceived organizational learning culture on protean career orientation and intention to stay ................................... 50. VI.

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(12) CHAPTER I INTRODUCTION The chapter one covers the overall picture of this research including the background of study, the problem statement, the study purpose, the research questions, the study significance and the definitions of key concepts.. Background of Study To date, the marketable competiveness and technology changes influencing organizations on the retaning and developing talents. Workforce mobility has become a common phenomenon. One of the typical reasons is the characteristic of the workforce generation changed from Gen X workers (1961-1980) to milleninal workers (1981-2000). The millenial workers, also known as Gen Y, are mostly the childrens of Baby boomers (1946 1960), and were grown up in the stage of globalization, speedy technological development and increasing diversity (Burke & Ng, 2006). Therefore, many previous researches revealed that the millennial workers are more side in demanding a variety of works, have less realistic career expectations (Ng, Schweitzer, & Lyons, 2010). The millennials were also reported as a lower rate of organizational commitment, and less intention to remain their work in the same organization while compared with other previous generation (D’Amato & Herzfeldt, 2008; Lyons, Ng, & Schweitzer, 2012). As a result, the turnover rate among the millennials is frequently higher than Gen X and Baby Boomers. In a study conducted by Deloitte (2018), 12,299 millennials across 36 countries were questioned. The report showed that 43 percent of the millennial workers will leave the company within two years which denotes the less of loyalty, and in an uncertain environment, turnover will likely remain high (Deloitte, 2018). In Vietnam, the major workforce is millennial workers. A report from Navigos Group (2017) published that millenial workers in Vietnam were equal to one-third of the population, and obtained fifty percent of the workforce (International Labour Organization, ILO, 2017).. 1.

(13) Therefore, belonging with the high turnover rate among millennial workers around the world, Vietnam’s turnover rate has been rocketed steadily. A report conducted by Anphabe about organizational working environment in 2018 asserted that voluntary employees’ leaves was 20 percent increasing 4% from 2017, and the turnover rate was forecasted to continuly reach to the higher alarming rate at 24% in 2019 (Anphabe, 2018). This trend raised concerns for organizations because no matter what employees’ leaves are voluntary or involuntary, it costs the organizations and has seriously negative consequences. The organization get big loss of organizational knowledge and relationships when employees leave. Besides, the company also needs to recruit and train new employees to fill the vacancy. The report from Anphabe (2018) showed that the total cost was equally up to one or two years of leaving employee’s salary to replace the position and to train a new one to be familiar with the job as the former, it yielded a huge cost burden for organizations. To eliminate these problems, it is needed to have a particular research to understand the employee’s orientation and strengthen the employee’s intention to stay. In Vietnam, the millennial workers also believe in the advantage of technology development in the industry 4.0 which brings the organizational changes and the market changes (Navigos Group, 2017). Owning those believes and internal characteristics, the millennial workers have modified their career attitude to ensure their career management. As a result, more and more millennial employees prefer managing their career by themselves and seeking for their career enhancement (Direnzo & Greenhaus, 2011). One of the evidences for these attitude types is protean career orientation. Protean career orientation emphasizes an individual’s career attitutes to which individuals self-directedly manage his or her own career and use instrinsic values to drive the career path (Hall, 2002). Hall (1976, 2002) introduced the protean career orientation having two dimensions of self-direction in career management, and value-driven orientation. Previous studies implied that protean employees have high level of. 2.

(14) organizational commitment (Fernandez & Enache, 2008; Rodrigues, Guest, Oliveira, & Alfes, 2008), which possibly turns to stay intention. Moreover, protean career orientation fosters employees to mastery their learning (Briscoe & Hall, 2006), motivates employees to obtain the psychological success (Hall, 2002). Besides, when individuals perceive that the organization support to their learning and pay attention on their career well-being, they feel happier and more attached with the organization (Eisenberger, Huntington, Hutchison, & Sowa, 1986), resulting in a tendency to stay longer (Naim & Lenkla, 2016). Thus, understanding the employee’s protean career orientation helps employers to support employees’ learning and attach to the organization. Moreover, as mentioned above that employees are likely to prolong their current organizational membership if they are cognizant of the learning chances provided from the organization. Hence, it is essential to have a learning supportive culture in the organization. Organizational learning culture has been taken into a key factor which not only helps the organizations retain the most talented employees (Joo & Shim, 2010), but also assist the organization surviving in the context of competitive market (Garwin, 1993). When organizations build their culture with learning-oriented development, they encourage their employees to enhance the protean career orientation (Park & Rothwell, 2009), and also motivate the employees to maintain their employing status with organization. In that sense, this study selects the perceived organizational learning culture as a moderator to test whether it plays as an important role to rocket the employees’ intention to stay.. Problem Statement The concept of “new career” referenced by boundaryless career and protean career has been studied recently. However, since these two concepts are somehow overlapped about the career attitudes which employees have their own values as a guidance and proactively seek for new opportunities in the career path (Briscoe & Hall, 2006; Briscoe & Finkelstein, 2009), many. 3.

(15) scholars have focused on the boundaryless career attitude, rather than protean career orientation (Gubler, Arnold, & Coombs, 2014; Supeli & Creed, 2016). Even implementing research on protean career, most of the studies on protean career orientation focus on the consequences such as career success (e.g. job satisfaction (Waters, Briscoe, Hall, & Wang, 2014), employability (De Vos & Soens, 2008; Lin, 2015), work-life balance (Direnzo, Greenhaus, & Weer, 2015)) but not on the employees’ intention to stay. The reason of this shortage is based on the assumption that protean career orientation brings the employees the mindset of selfmanagement and proactive personality (Briscoe & Hall, 2006), which results in mobility orientation (Briscoe, Hall, & DeMuth, 2006) and less in intention to stay in the organization (Briscoe & Finkelstein, 2009). However, the assumption comes from the studies mostly investigated in Europe and North America (Hall, Yip, & Dorion, 2018) which presents the Western culture, specifically individualism cultural context. Individualism refers to the indication of “I” and “everyone is expected to look after themselves and their immediate family” (Hofstede, Hofstede, & Minkov, 2005, p.53). In constrast, Vietnam has a particular culture which is considered as a mix culture of both individualism and collectivism. It has a particular history with different major cultural periods: (1) the local accient culture in the period of Stone Age to 208 Before Christ (BC), (2) the Confucius culture influenced by China from 208 BC till the present, and (3) the interaction with Western culture since the 16th century (Tran, 2006). According to Nguyen, Terlouw, and Pilot (2005), Vietnamese people were more indivualistic and the most collectivist comparing to China and the US. Based on these arguments, the researcher believes that the individualism might provide to Vietnam millenial workers a protean career orientation, but collectivism with its characteristics of “cohesive in-groups which continue to protect them throughout their lifetime in exchange for unquestioning loyalty” (Hofstede et al., 2005, p.53) will influence different behaviors among Vietnamese people in the workplace. Therefore, this study conducted in Vietnam context cultivates the field of. 4.

(16) protean career orientation in a mix culture and its influence on employee’s organizational behavior. Turnover intention was predicted from both organizational-related factors. and. individual factors (Allen & Meyer, 1990). In previous literature review, a huge amount of studies has proved that either individual factors such as autonomy (Stokes et al., 2013), career self-management (De Vos, Dewettinck, & Buyens, 2008), self-efficacy (Baruch, Humbert, & Wilson, 2016) or organizational-related factors (e.g. reward structure (Stokes, et al., 2013); competence development (Naim & Lenkla, 2016)) significantly affects employee’s career decision of staying or leaving, previous studies did not pay attention to combine both factors to predict employee’s willing or not willing to move out of an organization (De Vos, Dewettinck, & Buyens, 2008). This study which proposes both individual factor (protean careeer orientation) and organizational factor (organizational learning culture) influencing on empoyee’s intention fill the gap of the literature review.. Purpose of the Study Because of the importance of employee’s membership perpetuation in an organization, the researcher aims to investigate how employees’ protean career orientation affects the intention to stay. Besides, it is important to examine if the organizational encouragement and organizational resources motivating employees to learn and develop push employee’s tendency to hold their membership in the organization. Therefore, this research is to study whether perceived organizational learning culture significantly moderates the relationship between protean career orientation and intention to stay among the employees.. Research Questions In this study, two major research questions are addressed: 1. Will employees with high protean career orientation intend to stay in the organization? 5.

(17) 2. Will organizational learning culture positively moderate the relationship between protean career orientation and intention to stay?. Significance of the Study Both theorical and practical aspects are contributed in this research. Firstly, investigating the protean career orientation in the collective culture is rarely undertaken in previous studies (Sullivan & Baruch, 2009; Thomas & Inkson, 2007). Secondly, focusing on the investigation of organizational learning culture’s moderating impact on the connection of protean career orientation and intention to stay, the research provides both individual factor and organizational factor to a research of organizational behavior. Hence, the research adds more perspective and fulfill studies on organizational behavior research. In practice, an organization in general or human resource department specifically expect to find other strategies to create the learning environment for the purpose of keeping employees staying in organization. Practitioners can follow the recommendations proposed in this study to help their process of recruiting, enhancing and maintaining talents in an organization, and it may help lessen the intention to leave. Moreover, Hall (1996) asserted that an organization is neccessarily aware of creating the continuous learning culture to enhance employees’ protean career attitude and increase their intention to staying longer.. Definitions of Terms Protean Career Orientation Protean career orientation represents individuals’ career attitudes in which an individual aspires to manage the career by himself or herself directedly, and be navigated by intrinsic values in the career management (Hall, 2002).. Intention to Stay Intention to stay is the extent to which employees plan to prolong their current membership with an employer (Kim, Price, Mueller, & Watson, 1996). 6.

(18) Perceived Organizational Learning Culture Organizational learning culture is delineated as “a concept that reflects organizational behavior from the perspective of learning and development (Yang, 2003, p.152). It has been developed according to the concept of learning organization (Marsick & Watkins, 2003) which emphasizes the cultural viewpoint to measure the organizational learning activities (Yang, 2003).. 7.

(19) CHAPTER II LITERATURE REVIEW This chapter is to review the previous literature researches and provides the background knowledge of three focal variables in this study including protean career orientation, intention to stay and organizational learning culture. All of the hypotheses are presented afterward.. Protean Career Orientation Hall (1976) firstly mentioned the protean career in the book named Careers in Organizations, and conceived it as “a process which the person, not the organization, is managing” (p.201). “Protean” was adopted from god Proteus, a characteristic in Greek mythology with the ability to change his shapes freely. In essence, the protean career highlights the adaptability, flexibility and self-direction. Protean career orientation is the protean career concept’s progeny. It describes an individual’s career attitude to which a person’s inner value serves as a guide to action (Briscoe & Hall, 2006; Hall, 2002). According to Briscoe and Hall (2006), protean career orientation is the attitude with a set of components, including cognitive (individuals’ beliefs about their own career), evaluative (individuals’ conception about bad or good career), behavioral (individuals’ tendency to behave in some certain situations). As such, protean career orientation is preferable to understand as a mindset of a person about their career, which reflects their intrinsic motivation and self-direction (Briscoe & Hall, 2006). Self-direction represents an individual’s independence apart from external influences. Particularly, self-direction marks the degree to which an individual considers their responsibility in the career (Briscoe et al., 2006; Mirvis & Hall, 1996). Employees with selfdirection are fully responsible for making their own work-related decision and transfering the decisions in to actions by themselves (Briscoe et al., 2006; Segers, Inceoglu, Vloeberghs, Bartram, & Henderickx, 2008), rather than being relied on other decisions. Self-direction is a. 8.

(20) pivotal point of the protean career orientation and presents the self-controlling and selfmanagement of a person's career. Besides self-direction, the second factor of protean career orientation is the navigation of intrinsic value. Briscoe and Hall (2006) stated that intrinsic value plays a role as an instruction to make the career decision. In that sense, protean career orientation has two dimensions: self-direction which shows the independence and determination to achieve the personal goals, and value-driven orientation which motivates the employees to achieve the goals. Combining the two characteristics, four types of personal careerists are created including reactive, rigid, dependent and protean (Briscoe & Hall, 2006). Firstly, the individuals who only have self-direction, not value-driven are considered as the reactive people. For these ones, they are proactive in working, but it is easy to get lost in the career journey because they do not have a clear guide to navigate their career. Rigid people are those who contrast with reactive people. Despite having self-value to direct the career trajectory, these people hardly achieve their desirable goals due to not self-direction. Without self-direction, these people depend on other people and have lack of proactive behavior to adapt for the development. Thirdly, dependent careerists have neither self-direction nor value-driven. They are sidelined to set the priorities in their own career as well as be unable to manage their own career, but counting on others. Finally, individuals who own both self-direction and value-driven are full protean careerists. It means that they actively manage career by themselves and convey their value through the actions and decisions. Since protean career orientation provides employees a sense of independence in career, and pursue the meaning of working, protean careerists have a different defintion of career sucess from traditional career sucess (De Vos & Soens, 2008; Seibert, Kraimer, & Crant, 2001). In the traditional concept, career success was defined as vertical mobility in an organization (De Vos, Dewettinck, & Buyens, 2008). People think their success in traditional career. 9.

(21) regarding salary increase, job promotion and working power (Hall, 2002). However, career success, for protean careerists, can be defined in a very broad conception, for example the subjective career success (Hall, 2002). Subjective career success reflects an individual’s view whether she or he satisfies and accomplish the career goals in their career trajectory (Seibert, Crant, & Kraimer, 1999; Arthur, Khapova, & Wilderom, 2005). The subjective career success can be illustrated with various forms, for instance career satisfaction (De Vos & Soens, 2008; Herrmann, Hirschi, & Baruch, 2015), work-life balance (Direnzo et al., 2015), psychological well-being (Rahim & Siti-Rohaida, 2015), perceptions of employability (De Vos & Soens, 2008) and so on. Each protean careerist has their own definition and authentic pictures of succession they want to achieve (Hall, 2002). From that, protean careerists usually have proactive work behavior (Hermann et al., 2015; Gulyani & Bhatnagar, 2017), orient to goals of learning development (Briscoe & Hall, 2006; Lin, 2015) to reach their targets and goals in the career path.. Intention to stay Intention represents a psychological predictor of the actual behavior (Ajzen & Fishbein, 1980), and employee’s intention to leave or stay plays an important role of turnover propensity (Mueller & Price, 1990; Mueller, Boyer, Price, & Iverson, 1994; Tett & Meyer, 1993). In the norm of intention, the “intention to stay” and “intention to leave” are to sides of the same coin (Mueller et al., 1994; Nanncarrow, Bradbury, Pit, & Ariss, 2014). Intention to stay represents to the extent to which employees plan to prolong their current membership with an employer (Kim et al., 1996) while intention to leave refers to individuals’ propability to move out their current organization (Vandenberg & Nelson, 1999). In other words, intention to stay shows the employees’ determined plan to keep their role the organization (Mueller & Price, 1990, as cited in Kim et al., 1996).. 10.

(22) In the research of Mueller and Price (1990), the scholars provided a cassual model to investigate intention to stay. In the model, there were three sets of variables associated with intention to stay including individual variables, environmental variables and structural variables. Individual variables refer to the characteristic of the employees (Mueller & Price, 1990, as cited in Kim et al., 1996). In detail, characteristic of an employee could be represented by his or her positive or negative affectivity which is a dispositional tendency to experience pleasant or unpleasant emotional state (Kim et al., 1996) while facing a situation, or be explained as employee’s job motivation – the willingness an employee dedicate to their job, or even the expectation that is beliefs about “the nature employment corresponds to the facts of employment” (Kim et al., 1996, p.951). The second set of variables related to intention to stay is environmental variables which are features outside of the organization such as kinship responsibility and external-labor-market opportunities. The final variables which named structural variables are some of conditions of work inside the organization (Mueller & Price, 1990, as cited in Kim et al., 1996). The structural variables can be clarified by autonomy, professional growth, organizational support, and so on. For those variables exclude the external-labor-market opportunities, the higher positive side an employee gets, the higher intention to stay an employee has (Kim et al., 1996). In this perspective, an employee has an intention to stay or append themselves to organization when they perceive themselves as a part of an organization, and see the opportunities for their career development within organization.. Protean Career Orientation and Intention to Stay In the research of career mobility known as physically crossing organizational boundary, it was found that self-direction in career management, a dimension of the protean career orientation, did not essentially foresee the career mobility (Briscoe et al., 2006; De Vos et al., 2008) because it only shows an individual’s proactivity, adaptability (Hall & Moss, 1998;. 11.

(23) Briscoe et al., 2006). The linkage between protean career orientation and intention to leave among business graduated alumni and the bus drivers in New Zealand was nonsignificant (Baruch, 2014). Harrington and Hall (2007) also proposed that an individual with high protean orientation would commit to stay within a single organization if their values fits with that organization. In sum, these current studies of protean career orientation provide potential direction to believe that protean career orientation is related with intention to stay. Individuals who are actively responsible for their career management will achieve more success in the career path (De Vos et al., 2008). Protean career orientation people inherently proactively manage their career (Herrmann et al., 2015) and eagerly master their career skills (Briscoe et al., 2006), resulting in the success in the career journey. Prior supported the idea that protean career orientation has positively related with the subjective career success (Seibert et al., 2001; Baruch, 2014; De Vos & Soens, 2008). It means that the protean career orientation brings employees to higher beliefs in their achievement of subjective succession. The belief of success achievement leads protean talents act positively, and does not leave the organization (Baruch et al., 2016). Protean employees with self-directed career management are be able to deal with changes in the organization (Briscoe, Henagan, Burton, & Murphy, 2012) and be greater at self-awareness (Verbruggen & Sels, 2008). In the turnover intention research, Noe and his colleague (2003) denoted that employees have tendency to psychologically deattach themselves from the organization if they are not able to cope with the changed situation or changed the situation. It can broadly understood that the employees are comfortable and attach themsleves with the organization in case they cNoan manage the changes happening. Thus, the researcher expected that protean career orientation talents with their self-direction in career management have the adaptatibity to handle changes, which remains them to stay in the organization.. 12.

(24) De Vos, Dewettinck, and Buyens (2008) stated that individual career management is related in internal career moves. The individual career management is similar to self-directed character of protean career orientation as they all refer to individuals’ self-management of their own career. The scholars argued that when people have self-management of their career, they satisfy more in their career progression and favor with moving within an organization. In other words, employees with self-direction of career management has tendency to move within an organization nonvertically, and stay in the organization. Deci and Ryan’s (1985) self-determination theory proposed that the intention to act is reflected by the motivation. The motivation is divided into intrinsic one and extrinsic one. Intrinsic motivation illustriates the “inherent tendency to extent and exercise one’s capacities, to explore, and to learn” (Ryan & Deci, 2000, p. 70) while extrinsic motivation is the “performance of an activity in order to attain some separable outcome” (Ryan & Deci, 2000, p. 71). From intrinsic motivation and extrinsic motivation, an employee displays the different forms of regulation. Employees with extrinsic motivation is associated with controlled regulation (e.g. external regulation, introjection) while intrinsic motivation is related with autonomous regulation (e.g. integration, identification). The intrinsic values motivate the employees to be earger to gain personal goals and experess one’s values (Meyer, Becker, & Vandenberghe, 2004). With the intrinsic values, an employee seeks for the fullfilment and reaches the highest level of accomplishment. Building an integrative model between organizational committment and self-determination, Meyer et al. (2004) asserted that an individual with committed behavior “experience more autonomous forms of regualtion” because they are concerned about “advancements, growth and accomplishment” (p.996) in the organization. In other words, employees’ intrinsic motivation reflects the intention to commit to the organization. Furthermore, organizational commitment concept is overlapped with intention to stay (Robbins & Judge, 2013) because both focus on the employees’ willingness. 13.

(25) to be bound to the organization. It proposes that employees’ intrinsic motivation is more likely to be associated with the intention to stay. Other research of intrinsic motivation ascertained that there was a significant relationship between intrinsic motivation and positive behavioral outcomes since people who were motivated intrinsically to work were more enjoyable and interesting in the work itself (Deci & Ryan, 1985). Sheldon and Elliot (1999) suggested that an employees who have intrinsic motivation are more likely to attach the goals and experience longitudinal well-being, which leads them to be more willing to keep their current status in the organization. Organizational behavior research evokes that employees work in the organization with intrinsic reasons highly satisfy their work, perform better and experience to fit the organization stronger (Bono & Judge, 2003). Across culture, employees conquering the goals due to the intrinsic values prefer attaining to the goals, be more enjoyable in the process of achieving the goals and be happy even they cannot achieve the goals (Sheldon et al., 2004). The reason behind those psychological state of happiness is that the process of pursuing the goals itself is enjoyable, not the goals themselves. It is clearly stated that employees who started working with intrinsic values are more probable to be more motivated by their work and intend to stay longer with their employers (Van den Broeck, Ferris, Chang, & Rosen, 2016) Similarly, protean careerists are proposed to have a greater experience in work, be happier with their current organization as they are motivated by their intrinsic value. Consequently, protean career orientation is expected to be positively related with intention to stay. This study proposes the first hypothesis as bellowed: Hypothesis 1: Protean career orientation is positively associated with intention to stay. 14.

(26) Perceived Organizational Learning Culture The term “organizational learning” was firstly presented by Argyris and Schön (1978), but only became popular a decade later through Senge’s published book mentioned about learning organization named “The fifth disciplines: the art and practice of learning organization” (Segen, 1990). Learning organization was described as “where people continually expand their capacity to create the results they truly desire, where new and expansive patterns of thinking are nurtured, where collective aspiration is set free, and where people are continually learning how to learn together” (Segen, 1990). In this perspective, learning organization is where employees are supported for the learning to increase the capability to adapt and change. Since the book published, the concept of ‘learning organization’ and ‘organizational learning’ have been paid attention in the academic field (Yang, Watkins, & Marsick, 2004; Rebelo & Gomes, 2008). These two term has been used interchangable because both of these two terms commonly focus on the importance of employees’ learning within the organization (Örtenblad, 2001); however, some other scholars argued these two terms were different concept (Tsang, 1997; Örtenblad, 2001; Swanson, Holton, & Holton, 2001; Yang et al., 2004) clarified the differences between organizatioanl learning and learning organization. From his point of view, the former is to describe the learning activities which are conducted in a single organization, meanwhile the latter is a specific form of an organization where provides resources and supports their employees to learn. Stated broadly, a learning organization is the environment where organizational learning happens. To explain these terms more clearly, Örtenblad (2001) added another view about this distinction based on where the knowledge within the organization is located and who learns, and argued that organizational learning concentrates on individual learning and the knowledge is belonging to individual learners, whereas in the learning organization, all levels of the organization consisting of individual,. 15.

(27) team and organization take responsibility and benefit to learn. Thereby, the knowledge in learning organization stays in the organization itself. Yang, Watkins, and Marsick (2004) creating a construct of the learning organization also distinguished the difference between organizational learning and learning organization. Meanwhile learning organization covers all levels of learn in the organization (individual, team and organization), and is reflected by continuous learning with adaptive characteristics; the organizational learning refers to collect learning experience from each individual in their skill development in the organization. Organizational learning culture has been developed according to the concept of learning organization (Marsick & Watkins, 2003) which emphasizes the cultural viewpoint to measure the organizational learning activities (Yang, 2003). Learning culture refers to “a concept that reflects organizational behavior from the perspective of learning and development” (Yang, 2003, p.152). In other words, organizational learning culture is a type of the organization which promotes the role of learning in the working environment (Pantouvakis & Bouranta, 2013). In the research of organizational environment (e.g. organizational climate, organizational culture) and learning development, Watkins and Marsick (2003) denoted that top management and key employees are pioneers to create the organizational learning culture as they learn from their experience, support and inspire others to learn. An organizational culture endeavoring to support learning can bring to better performance both for employees and organization itself. In detail, supporting employees acquire information, share the knowledge and working experience, the organization itself also can gain better outcomes as employees with their continuous learning increase their capability to resolve problems, be more creative (Bates & Khasawneh, 2005). To demonstrate the value of the organizational learning culture, Marsick and Watkin (1997, 2003) developed a model of learning organization with seven characteristics in three levels: individual, team or group and organization. The individual level is reflected by. 16.

(28) continuous learning opportunities and promoting inquiry and dialogue. Creating continuous learning opportunities postulates the attachment between learning and working, in which employees gain the continuous education and growth from opportunities provided via the job. Secondly, promoting inquiry and dialogue shows “people gain productive reasoning skills to experess their views and the capacity to listen and inquire into the views of others; the culture is changed to support questioning, feedback and experimentation” (Marsick & Watkins, 2003, p.139). Encouraging collaboration and team learning is the third characteristic of organizational learning culture belonging to the team or group level. It refers to the work designed to gain the different views of team members, consequently fostering the teams working and learning together. For organizational level, there are four dimensions including empowerment, embedded system, environment connection and providing leadership for learning. The empowerment allows employees to establish, possess and implement the organization’s vision. Specifically, employees’ responsibilities are related closely to decision making so that employees are motivated to gain knowledge regarding their work. Embedded system refers to the technological system which supports the employees to share their working knowledge, experience, and all employees have permission to access the information for their learning. The sixth dimension is the environment connection. The employees are supported to understand the result of their work impact on the whole of the organization thus they can understand deeply their working environment and access the information to modify their work. Finally, leaders support employees to learn and learn themselves for the growth of business. This model of Watkins and Marsick (1997, 2003) has been applied in many empirical studies about the effects of learning culture on organizational performance, behaviors including organizational innovation (Bates & Khasawneh, 2005), organizational commitment (Joo & Shim, 2010), job satisfaction (Emami, Moradi, Idrus, & Almutairi, 2012), organizational citizenship behavior (Islam, Khan, & Bukhari, 2016). Watkins and Marsick’s model (2003) is. 17.

(29) used in many studies regarding organizational learning culture as it draws the construct of learning organization from the cultural standpoint explicitly and broadly, and it offers an effective measurement of organizational learning culture (Egan, Yang, & Bartlett, 2004). This model is also the only concept which comprehends almost all perspective of learning organization research (Örtenblad, 2002). Therefore, this study uses this framework to capture the organizational learning culture. In addition, this research extends the organizational learning culture in the term of perceived organizational learning culture, which represents the perceptions of employees about their learning organization, the place supports them to pursue their learning and development. The study concentrates to employees’ perceptions as it influences employees’ motivation and decision making.. The Moderation Effect of Perceived Organizational Learning Culture In the organizational environment, a well-known determinant model to explain the relationship between an employee and employer is social exchange theory. Social exchange theory defined a mutual relationship between employees and employers (Cropanzano & Mitchell, 2005). More speciffically, an employee enrolls to an organization, he or she will take the examination of his/her pros and cons in the interaction with the employee-employer relationship. Such that, employees beahave whether positive attitudes (e.g. organizational commitment, intention to stay, organization citizenship behavior) or negative attitudes (e.g. absentee, counterproductive behavior) depending on how they perceive the interactions from the organization. A positive exchange over time leads to a reciprocal and rewarding employement relationship; otherwise, negative outcomes happen when the exchange relationship is not mutual (Cropanzano & Mitchell, 2005). In a general perspective, social exchange theory describes how the provision of valued resources from organization brings employees to develop an obligation to react back with prosocial attitudes and engagement-. 18.

(30) related behaviors (Cropanzano & Mitchell, 2005). Therefore, a positive mutual relationship leads the positive outcomes for both employees and employers. Applying the characteristics of organizational learning culture in to the view of social exchange theory, a learning culture created by organization provides resources to their employees in the learning process (Marsick & Watkins, 2003) matching with the continuous learning characteristics of protean career orientation. Organizational learning culture encourages employees to mastery their learning abilities, support them to gain more skills needed in their career development. Organizational learning culture fulfills the learning demand of protean careerists as it equips them integrated tools to learn, explore the organizational resource, and motivate them to learn continuously (Hall & Moss, 1998). Drawing from the lens of the social exchange relationship, organizational learning culture responses a positive interaction of the organization to protean employees. Furthermore, protean employees value the autonomy and growth in their career (Hall et al., 2018), organizational learning culture empowers employees to make decision related to their work so that motivates them to gain more knowledge in regard of their work and career (Yang et al., 2004). The part of organizational learning culture offers a good response to show a mutual exchange relationship between employee and employer. Therefore, it is expected that the protean employees who are value-driven will reply this exchange relationship by acting positively as intention to stay. Additionally, Chay and Aryee (1999) denoted that one of the reason protean careerists preferring having self-management in their career is to assure their employability security. Employability security has been defined as the knowlege that employeees obtain at the present advance themselves in the future opportunities (Kanter, 1989), and the employability security can attain from the chance to accumulate human capital-skills during working in the organization. More clearly, perceiving higher career learning opportunities and career. 19.

(31) exploration opportunities lead employees to have a lower tendency to leave the company. However, when employees perceive low opportunities to their career, they are more likely to worry about their employability security and leave the organization to find other resources. Organization providing the chances for continuous learning for the employees will help them to create the employability or the sense of security in the career; and in turn, the organization values the continuing relationship with its employees (Hall & Moss, 1998). It is consistent with the social exchange relationship because organizational learning culture is the response from the organization to ensure employee’s employability security. Overall, perceived organizational learning opportunity is crucial in protean employees’ career choices and behaviors regarding stay or leave based on the social exchange theory because it plays as organizational interaction in the relationship between employee-employer. Therefore, this study proposes the second hypothesis as: Hypothesis 2: Protean career orientation and intention to stay is positively moderated by perceived organizational learning culture; this relationship is strengthened when perceived organizational learning culture is high.. 20.

(32) CHAPTER III METHODOLOGY This chapter describes detailly the methodology using in this research including: the research framework, hypotheses, target participants, instrumentation and data analysis. The study using quantitative research process to test the relationship among the variables.. Research Framework The research framework is presented below to provide the relationships among three main variables in this study. Based on the literature review, the independent variable was protean career orientation with two dimensions: self-directedness and value-driven orientation. The dependent variable was intention to stay, and perceive organizational learning culture was treated as a moderator. Protean Career H1 (+). Orientation. Intention to Stay. - Self-directness - Value-driven Orientation H2 (+) Control Variables Age Perceived Organizational Learning Culture. Gender Organizational Tenure. Figure 3.1. Research framework. 21.

(33) Hypotheses According to the purpose of the research, literature review in previous parts and research framework, this study proposed the hypotheses as following: Hypothesis 1: Protean career orientation is positively associated with intention to stay Hypothesis 2: Protean career orientation and intention to stay is positively moderated by perceived organizational learning culture; this relationship is strengthened when perceived organizational learning culture is high.. Research Procedure The research procedure in this study was demonstrated in seven stage. Firstly, the researcher found interests in talent retention in organization as it has been a critical problem in Vietnam during the observation for a long time working in Vietnam. After figuring out the topic of interest, the researcher studied more literature review in order to specify the topic. In particular, literature review of factors which lead to talent retention in organization. Secondly, research framework and hypotheses were developed after the literature review was conducted. Thirdly, the research methodology was designed to implement this study. In this study, the quantitative study with purposive sampling method was selected to be carried out. After the research method was designed, the next step was to employ a measurement scale for this research. The questionnaires were chosen based on the empirical studies relevant to the topic of this study. Appendix section provides the detail questionnaire used in this study. Data collection was implemented afterward. The target participants in this study were the millennial workers in Vietnam. Questionnaires were distributed through the online survey and were collected through the convenient sampling. Specific reasons for using this sample method were deliberated in the data collection part.. 22.

(34) As soon as the data collection was implemented successfully and the researcher collected enough data for the study, data was analyzed to find the results. In data analysis stage, the researcher firstly intented to code the data using Microsoft Excel, and used SPSS version 23.0 to analyze the data. At the same time, AMOS version 23.0 was used to analyze the confirmation factor analysis in this study. Finally, findings and discussion of the hypothesis results were demonstrated at the end of this study. The researcher also came with the conclusion and suggestion for future research about the relevant topics.. Research topic identification and relevant literature review. Research method design. Measurement instrument selection. Data collection implementation. Data analysis. Findings and final report. Figure 3.2. Research procedure. 23.

(35) Sample The research targeted to millennials and a part of generation Z, who were born from 1981 to 2000 (ages of 19-39) and are in Vietnam now. According to a report conducted by Navigos Group (2017), millennials and gen Z are the major workforce in Vietnam. They were calculated at 27 million people in Vietnamese population, equalling to thirty percent of the total population in Vietnam. It was accounted for 50% of Vietnmese workforce based on the research of Labour and Social Trends in Vietnam 2012-2017 carried out by International Labour Ogranization.. Measurement The measurement of this study was applied from the empirical researches related to protean career orientation, intention to stay, and organizational learning culture.. Protean Career Orientation As mentioned in the previous part, protean career orientation played the role as an independent variable in this study. In this study, the researcher applied the measurement of protean career orientation, including 14 items developed by Briscoe and Hall (as cited in Briscoe, Hall, & DeMuth, 2006). The measurement was built with the attendance of Hall, the owner of proetan career concept, so that there was a consistence through the research of protean career orientation. The measurement scale consisted of two dimensions. There were 8 items to measure self-directness and 6 items to measure value-driven orientation. The measurement was designed in five-point Likert scale in which 1 equal “strongly disagree” and 5 means “strong agree”. The participants responded their opinions following the scales to express their degree of protean career orientation. For self-directed career management, some sample items were “When development opportunities have not been offered by my company, I have sought them out on my own”. The 24.

(36) sample item of value-driven orientation was as “I navigate my own career, based on my personal priorities, as opposed to my employer’s priorities”. The Cronbach’s alpha for the protean career orientation was .82.. Perceived Organizational Learning Culture In this research, perceived organizational learning culture was the moderator. To measure organizational learning culture, Marsick and Watkins (2003) developed Dimensions of the Learning Organization Questionnaire (DLOQ). The original questionnaire obtained 43 items to assess 7 dimensions of organizational learning culture. However, Yang (2003) tested the validity and reliability of the original DLOQ measurement, and the scholar recommended to use a full version of this measurement only if “practitioners want to use the DLOQ as a diagnostic tool” (p.160); or it should use a short version of this questionnaire containing 21 items to investigate the relationship between organizational learning culture and other variables. In particular, the short version has 3 items in each dimension deleted from the original version. This short version has been validated through many previous studies (e.g. Egan et al., 2004; Park & Rothwell, 2009; Joo, 2010; Joo & Shim, 2010). According to Yang’s (2003) questionnaire version, the Cronbach’s alpha estimated for 21 items reached at .93. Therefore, this study employed the short version to assess perceived organizational learning culture. In this study, the Cronbach’s α coefficient for this scale was as high as .93. The samples of this measurement in individual, team and organizational levels were “In my organization, people are rewarded for learning”, “In my organization, teams/groups have the freedom to adapt their goals as needed”, and “My organization makes its lessons learned available to all employees”. Participants was questioned to clarify the degree to which they perceive whether their organization has learning culture or not (1 = almost never; 7 = almost always).. 25.

(37) Intention to Stay The measurement of intention to stay was derived from 4-item scale created by Kim, Price, Mueller, and Watson (1996). Respondents were asked to rate on a seven-point scale from 1 as not at all agree to 7 as strongly agree to express their opinion of stay intention. The sample item for this scale was “I would be reluctant to leave this organization”. In addition, the reliability of this scale proven by Cronbach’s alpha score was as .71.. Control Variables Following the empirical literature on the protean career orientation and intention to stay, some demographic variables such as age, gender, organizational tenure influenced on the intention to stay. Thus, this study controlled these variables to ensure the relationship among the main three variables that would not be impacted by these demographic variables.. Age The older workers had intention to stay longer than younger workers (Arnold & Feldman, 1982). Other researches of intention to stay also considered age as their control variables with the beliefs as age was related to stay intention (e.g. Chew & Chan, 2008; Huang, Lin, & Chuang, 2006), and the evidence showed that age had the negative effect on intention to leave (Sager, Futrell, & Varadarajan, 1989). Hence, age was treated as a control variable which was coded into a range as 1 for 19-25 years old, 2 for 26-30 years old, 3 for 31-35 years old, 4 for 36-40 years old.. Gender Price and Kim (1993) figured out that females manifested a significantly stronger intention to stay than males. Other studies about the intention to leave also argued that men less stick to their job or less stayed in a single organization than women (Stocks, 1997; Kanter, 2008). Therefore, gender was a control variable in this study and was coded as 1 for male and 2 for female. 26.

(38) Organizational Tenure The study from Price and Kim (1993) elicited that the longer employees worked in an organization, the much intention to stay with that organization employees had. It implied that organizational tenure affected employees’ tendency to leave or stay in a company. As this reason, the researcher put organizational tenure as a control variable in this study. An openended question was designed to collect the data of organizational tenure.. Questionnaire Design Initially, all measurements used in this research were well-developed to guarantee the validity of the research. The measurement of each variables had been applied in previous studies, and the measurement scale with high Cronbach’s alpha was applied to develop the questionnaire. In addition, Podsakoff, MacKenzie, Lee, and Podsakoff (2003) stated that one of the methods to reduce the biases was to develop a questionnaire with different scales among variables. Based on those ideas, the researcher built the questionnaire with five-point Likert scale for the independent variable and seven-point Likert scale for the dependent variable. For the moderator, seven-point Likert scale was utilized. Next, as the original scales were all developed in English, translating those questions into Vietnamese was necessary because of the targeted participants. To assure Vietnamese version accurate, and to maintain the right meaning from the original ones, several steps of back translation (Brislin, 1970) was implemented. First, all items in the questionnaire were translated to Vietnamese by an English teacher who are fluent in both English and Vietnamese academically. After English-Vietnamese translation was completed, the researcher asked for two Vietnamese students whose English ability is proficient, and their English level was demonstrated by the IELTS score at 7.0 or above, to translate back the Vietnamese version into English. By that way, it was possible to check whether the translated version keep the exactness of the terms of the original version.. 27.

(39) Although this research went with the different scales in the questionnaire to reduce the common method variance, it was argued that research purpose also guided the participant to answer and led to the bias (Podsakoff et al., 2003). Thus, in the questionnaire, the researcher did not reveal the purpose of the research. Finally, the reverse questions were brought into the survey aiming to prevent the random answers from the respondents.. Data Collection In the period of data collection, 288 samples were collected from the targeted employees working in Vietnam regardless of the industry, and there were 253 valid samples. The participants reported themselves in the questionnaire because the researcher targeted to the individual level in order to test the association among protean career orientation, intention to stay and perceived organizational learning culture. Moreover, the purposive sampling method and snow-ball sampling method were employed to collect the data. In the implementation of collecting data, the questionnaire was designed on an online survey platform, and the researcher started to distribute this survey. In the beginning, the researcher identified the potential candidates who were employees working in the office in Vietnam, and sent the survey to those targets through some social media platforms such as Facebook, Linkedin, Zalo, etc. The researcher also sent the targeted respondents an email to ask the assistance to fill the survey. Afterward, the participants forwarded to other people. In this way, the questionnaires were spread out the population. The process of data collection was operated within 1.5 months from the first questionnaire was disseminated since the mid-February, 2020.. 28.

(40) Pilot Test The studier collected a small group of 59 targeted participants to conduct a pilot test for the purpose of validating the reliability and consistency of this research before distributing the official questionnaire publicly. The analysis of pilot database was implemented in the earlier of February, 2020. In the first step, demographic information was analyzed by the SPSS software. Among the samples, there were 40 females and 19 males, and 79.7 percent of them are from 26 to 30 years old. Bachelor degree holder were 48 (81.4 percent), and the rest hold a master degree (18.6 percent). There were no people possessing a high school degree or getting a doctoral degree. As all of the respondents were working in full time but at a young age, most of them stayed at an executive position (38 people equals to 64.4 percent of the whole). For the organizational tenure, the average working years in the current organization was approximated to 2 years 4 months. Next, Cronbach’s alpha was investigated to assure the reliability for certain. Nunnally (1978) asserted that reliability was acceptable if the Cronbach’s alpha reached to .70. In this pilot test, Cronbach’s alpha score of protean career orientation was at .71, perceived organizational learning culture got .88 meanwhile the intention to stay reached the Cronbach’s value at .63. Although, the coefficient value of the intention to stay did not reach .70, the scale could be used according to Hair, Black, Babin, Anderson, and Tatham (2006). The scholars expressed that a scale could be accepted near of .60, especially when the factor had only few items. In this research, there were only four items in the scale of intention to stay, so that the result of Cronbach’s alpha was understandable. Following, Pearson correlation analysis was adopted to test the correlation among the variables. Table 3.1 reported detailly the analysis of Pearson correlation and Cronbach’s alpha coefficient values.. 29.

(41) Table 3.1. Means, Standard Deviations, and Intercorrelations among study variables (n=59) Variables. Mean. SD. 1. 2. 3. 4. 1. Gender. 1.68. .47. 2. Age. 2.03. .56. -.09. 3. Organizational Tenure. 2.28. 2.59. .057. .24. 4. Protean Career Orientation. 3.94. .36. -.04. 5. Organizational Learning Culture. 5.03. .65. 6. Intention to Stay. 4.6. .77. 5. .093. -.03. (.71). .11. -.05. .02. .08. (.88). -.12. .15. .08. .40**. .42**. 6. (.63). Note. Alpha internal consistency reliability coefficients appear on the main diagonal. Gender: Male = 1, Female = 2; Age: 19-25 = 1, 26-30 = 2, 21-35 = 3, 36-40 = 4 *p < .05, **p < .01 Protean career orientation positively correlated with intention to stay (r = .40, p < .01), and organizational learning culture also possitive associated with intention to stay (r = .42, p < .01). Besides, none of the control variables were related to protean career orientation, organizational learning culture and intention to stay. In general, the positive correlation among the variables was signified, which had brought an expectation of supported results in this research.. 30.

(42) Data Analysis As soon as the data collection was enough for the purpose of doing a quantitative research, the next step of the research was to analyze the database by the SPSS software version 23.0 and AMOS version 23.0. The data analysis section contained several parts as following:. Common Method Variance (CMV) Analysis Common method variance affected item reliabilities and validities (MacKenzie & Podsakoff, 2012). CMV has been known as a “systematic error variance due to characteristics of the specific method being employed which may be common to measures of other traits/constructs” (Campbell & Fiske, 1959, as cited in MacKenzie & Podasakoff, 2012, p.542). Therefore, Harman’s One-Factor Test was availed in order to detect whether the CMV existed in this study. According to Podsakoff and colleagues (2003), a study is considered to be affected by CMV when a single factor consists of over 50 percent of the sums of squared loadings. As such, the researcher entered all items of the whole variables to identify the existence of CMV. Table 3.2 displayed the result of Harman’s Test, 26.46 percentage of the first factor was estimated. It manifested that the CMV did not significantly get impact on this research.. 31.

(43) Table 3.2. Total Variance Explained (39 items) Total Variance Explained Component. Initial Eigenvalues. Extraction Sums of Squared Loadings. Total. % of Variance. Cumulative %. Total. % of Variance. Cumulative %. 1. 10.321. 26.46. 26.46. 10.32. 26.46. 26.46. 2. 3.710. 9.51. 35.97. 3.71. 9.51. 35.97. 3. 1.677. 4.29. 40.27. 1.67. 4.29. 40.27. 4. 1.487. 3.81. 44.08. 1.48. 3.81. 44.08. 5. 1.459. 3.74. 47.82. 1.45. 3.74. 47.82. 6. 1.312. 3.36. 51.19. 1.31. 3.36. 51.19. 7. 1.210. 3.10. 54.29. 1.21. 3.10. 54.29. 8. 1.112. 2.85. 57.14. 1.11. 2.85. 57.14. 9. 1.097. 2.81. 59.95. 1.09. 2.81. 59.95. 10. .939. 2.40. 62.36. 11. .928. 2.38. 64.74. 12. .885. 2.26. 67.01. 13. .867. 2.22. 69.23. 14. .838. 2.14. 71.38. 15. .788. 2.01. 73.40. 16. .712. 1.82. 75.22. 17. .700. 1.796. 77.02. 18. .648. 1.66. 78.68. 19. .635. 1.62. 80.31 (Continued). 32.

(44) Table 3.2 (Continued) 20. .603. 1.54. 81.86. 21. .584. 1.49. 83.36. 22. .549. 1.40. 84.76. 23. .509. 1.30. 86.07. 24. .476. 1.22. 87.29. 25. .456. 1.17. 88.46. 26. .452. 1.15. 89.61. 27. .427. 1.09. 90.71. 28. .396. 1.01. 91.73. 29. .391. 1.00. 92.73. 30. .380. .97. 93.70. 31. .341. .87. 94.58. 32. .321. .82. 95.40. 33. .308. .79. 96.19. 34. .298. .76. 96.96. 35. .273. .69. 97.66. 36. .265. .68. 98.33. 37. .239. .61. 98.95. 38. .210. .54. 99.49. 39. .199. .51. 100.00. 33.

(45) Convergent Validity This study examined the construct study with a convergent validity. Convergent validity refers to the degree to which different measures are related to each other (Campbell & Fiske, 1959). The convergent validity can be measured by two criteria including composite reliability (CR) and average variance extracted (AVE). From the research of Fornell and Larcker (1981), AVE measures the level of variance captured by a construct versus the level due to measurement error. The value of AVE is considered good if it is 0.7 and above; whereas 0.5 is considered as acceptance. For CR, value is acceptable as high as 0.6 (Fornell & Larcker, 1981). Therefore, convergent validity is determined if the variables of the study have CR values greater than 0.6. Table 3.3 CR and AVE values of Protean Career Orientation Variable. Protean Career Orientation. No.. Error variance. Factor Loading. T Value. 1. 0.63. 0.39. 10.770***. 2. 0.35. 0.58. 9.839***. 3. 0.30. 0.65. 9.284***. 4. 0.50. 0.57. 9.943***. 5. 0.20. 0.71. 8.598***. 6. 0.42. 0.54. 10.146***. 7. 0.46. 0.49. 10.428***. 8. 0.69. 0.31. 10.946***. 9. 0.59. 0.53. 9.820***. 10. 0.51. 0.53. 9.700***. 11. 0.46. 0.54. 9.664***. 12. 0.61. 0.50. 9.962***. 13. 0.50. 0.53. 9.721***. 14. 0.48. 0.46. 10.178***. 34. CR. AVE. 0.84. 0.52.

(46) Table 3.4. CR and AVE values of Organizational Learning Culture and Intention to Stay Variable. Perceived Organizational Behavior. Variable. Intention to Stay. No.. Error variance. Factor Loading. T Value. 1. 0.45. 0.69. 8.722***. 2. 0.48. 0.76. 7.298***. 3. 1.05. 0.64. 9.470***. 4. 0.44. 0.80. 7.500***. 5. 0.52. 0.80. 7.446***. 6. 0.55. 0.75. 8.212***. 7. 0.92. 0.64. 9.371***. 8. 0.78. 0.66. 9.119***. 9. 0.64. 0.72. 8.204***. 10. 1.45. 0.66. 9.312***. 11. 0.88. 0.76. 7.664***. 12. 0.87. 0.80. 6.575***. 13. 0.93. 0.72. 9.158***. 14. 0.82. 0.66. 9.758***. 15. 0.90. 0.69. 9.538***. 16. 0.76. 0.71. 8.813***. 17. 1.31. 0.65. 9.653***. 18. 1.02. 0.61. 9.357***. 19. 0.61. 0.73. 9.205***. 20. 0.54. 0.82. 7.559***. 21. 0.57. 0.79. 8.168***. No.. Error variance. Factor Loading. T Value. 1. 0.973. .78. 6.836***. 2. 2.225. .18. 11.148***. 3. 1.572. .70. 8.779***. 4. .802. .83. 5.297***. 35. CR. AVE. .96. .52. CR. AVE. 0.74. 0.45.

(47) The Table 3.3 and Table 3.4 above displayed the CR and AVE values of three main constructs used in this study. From the report, all AVE values stayed in an acceptable range which closed to 0.5, and the values of CR were above 0.7 confirming the convergent validity of this study.. Cronbach’s Alpha Cronbach’s Alpha coefficient was operated to examine how the stability and consistency of the measurements in this study were indicated. Alpha coefficient value ranges from 0 to 1. The higher the value is, the higher reliability of a measurement scale is (Santos, 1999). Also stated from Nunnally (1978), Cronbach’s alpha was at 0.7 which would prove an acceptable reliability. In this research, the protean career orientation was calculated at .82, referring to good enough for the scale’s reliability. For perceived organizational learning culture, the value was as high as .93, it meant that the scale had a good reliability. Intention to stay’s Cronbach’s Alpha also reached to an acceptable level at .71. The summary of Cronbach’s alpha values of each variable was displayed in the Table 3.5. Table 3.5. Cronbach’s Alpha of Measurement (N= 253) Variables. Cronbach’s Alpha. Protean Career Orientation. .82. Perceived Organizational Learning Culture. .93. Intention to Stay. .71. Confirmatory Factor Analysis (CFA) The implementation of confirmatory factor analysis was to test the validity of the questionnaire. Furthermore, the confirmatory factor analysis supported the researcher to confirm how well the data fit the hypothesized model through groups of participants and times (Brown, 2015). From the view of Newsom (2020), several catogories of fit indexes include. 36.

(48) absolute fit indexes, relative (or comparative) fit indexes, parsimony fit indexes. The evaluation of a model fit should report one of those fit indexes (Hair, Anderson, Babin, & Black, 2010) including one absolute fit index which was represented by standardized root mean square residual (SRMR) or root mean square rrror of approximation (RMSEA), one of relative fit indexes as incremental fit index (IFI) , normed fit index (NFI), comparative fit index (CFI). In order to assure a model fit, some standard of fit indexes have to be attainted (Hair et al., 2010). Hu and Bentler (1999) did work cutoff critea for fit indexes. In particular, they recommended to use one of the relative fit indexes (e.g. NFI, IFI) above .90 while comparative fit index (CFI) should be greater than .90, in addition to SRMS and RMSEA close to .06 or around .08. For the Chi-square, in spite of some arguments existed among the scholars as Chisquare depends on the amount of samples (West, Taylor, & Wu, 2012), the ratio of X2/df was introduced to indicate a good fit if a value of 5 or less (Jöreskog, 1969, as cited in West, Taylor, & Wu, 2012). The particular criteria of fit indexes were summarized in the Table 3.6. Table 3.6. Summary of Goodness of Fit Indexes Index. Threshold. References. X2/df. < 5.00. Jöreskog, 1969; West, Taylor, & Wu, 2012. SRMR. < .08. Hu & Bentler, 1999. RSMEA. < .08. Hu & Bentler, 1999. CFI. > .90. Hu & Bentler, 1999. IFI. > .90. Hu & Bentler, 1999. CFA result of Protean Career Orientation The confirmation factor analysis for the independent variables was conducted firstly by AMOS software. Protean career orientation with 14 items was divided into a second-order. 37.