Formal and informal learning as deterrents of turnover intentions: Evidence from frontline workers during a crisis

Abstract

Employee learning and development is critical to organizational success, particularly during times of crisis when increased volatility and demand necessitate adaptability and skill. We draw on theories of workplace learning and social exchange to investigate the unique influence of formal training, informal learning, and organizational support for training on the turnover intentions of frontline workers battling COVID-19. Survey data were gathered from a sample of Direct Support Professionals (N = 481) in New York state who continued their work supporting individuals with developmental and intellectual disabilities during the global coronavirus pandemic. The results support our predictions that employee engagement in formal training and, to a lesser extent, informal learning, as well as individuals’ perceptions of organizational support for training, explain unique variance in turnover intentions. Alternative predictors, including tenure and region, explained some unique variance in turnover intentions, but neither age nor learning goal orientation demonstrated meaningful effects. Relative weights analysis revealed that the strongest negative predictors of turnover intentions were organizational support for training and engagement in formal training. Altogether these findings identify possible methods of deterring turnover intentions, by highlighting the key role that organizations play in supporting continuous learning amongst their employees, even in times of crisis. Implications of this study are discussed for research and practice on workforce learning and development for frontline workers and others, more generally.