Competence Development and Turnover Intentions: The Mediating Effect of Perceived Employability Volume 8 - Issue 5

Teresa Bento and Ana Palma-Moreira*

• Faculty of Science and Technology, European University, Portugal

Received: June 16, 2025;   Published: June 24, 2025

Corresponding author: Ana Palma-Moreira, Faculty of Science and Technology, European University, Quinta do Bom Nome, Estr. da Correia 53, 1500-210 Lisbon, Portugal.

DOI: 10.32474/SJPBS.2025.08.000300

Abstract PDF

Abstract

The objective of this study was to relate the variables of organizational competence development practices and turnover intentions, thus explaining that the perception of internal employability mediates the relationship between the two variables mentioned above. The sample used in this study comprises 126 participants surveyed in two geographical areas: Portugal and Angola. The results indicate that training, job rotation and employability have a negative and significant effect on turnover intentions. Employability has a total mediating effect on the relationship between training as well as functional rotation, and turnover intentions. The study presented here demonstrates the importance of human resource managers promoting internal employability and good practices, thereby reducing turnover intentions. Empowering an employee increases their value to the organization and ultimately generates a competitive advantage.

Keywords: Organizational practices of competence development; turnover intentions; perception of employability and turnover intentions; quantitative study

Introduction to Force-based Nightmare

The constant changes that have been taking place in the world in recent times have given rise to several factors never before seen or experienced. Situations such as COVID-19, for example, have caused a significant turnaround in the lives of people and organizations, culminating in high levels of turnover. We know that turnover is the rate at which employees leave the company. It serves as a measure of the number of employees who leave the organization and the number of new talents who join it. One of the leading causes of this phenomenon is demotivation, i.e., low salaries, a lack of growth opportunities, poor management, and a lack of feedback and transparency on the part of managers. According to Reiche [1], high turnover in an organization causes more experienced employees to leave, resulting in high replacement costs, which is not at all positive for the organization. Therefore, it is essential to monitor this indicator closely. I consider this topic to be highly relevant for further development because it addresses, in a general way, how an organization should guide and develop the Competence of its employees to retain talent, enabling them to improve their performance and become more effective and productive, thus contributing to the organization’s success. In other words, its importance allows us to analyze recurring issues today, create improvement programs and, consequently, create reasonable expectations for both employees and the organization.

In turn, internal employability is a topic that we cannot overlook. De Cupyer and De Witte [2] considered that internal employability enhances affective commitment to the organization. In this way, human resources managers must promote internal employability through good practices and Competence development policies, which in turn will empower and increase the value of each employee to the organization and consequently generate competitive advantages [3]. When an organization is concerned with its organizational culture, it is attentive to the development of each employee’s Competence. The result is positive insofar as each employee perceives internal employability and consequently reduces their intention to leave. The main objective of this research is to study the relationship between organizational Competence development practices and turnover intentions the organization, as well as whether the perception of employability mediates this relationship.

Literature Review

Competences Development

Competency: According to McClelland [4], competence ‘is an underlying characteristic of a person that is related to superior performance in the accomplishment of a task or a given situation.’ Perrenaud [5] defines competence as ‘the ability to mobilize various cognitive resources to deal with a given situation.’ Jackson and Schuler [6] define competence as ‘Competence, knowledge and other characteristics that someone needs to perform a given task.’ For Levy-Leboyer [7], they are ‘sets of behaviours that some people and organizations master and that make them stand out from others in specific contexts.’ Fleury and Fleury [8] define competencies as ‘responsible and recognized know-how, which involves mobilizing, integrating and transferring knowledge, resources and Competence that add economic value to the organization and social value to the employee.’ The different definitions presented above enable us to see that, for McClelland, competencies encompass a set of characteristics that underlie a person. In contrast, for Perrenaud [5], competencies are a set of abilities to mobilize various cognitive means or resources to perform a given task. Jackson and Schuler [6] define competencies as a set of competence, i.e., knowledge that an individual possesses and that allows them to stand out within a given organization. According to Levy-Leboyer [7] and Fleury and Fleury [8], competence consists of a set of knowledge responsible for the economic value added to the organization and the social value conferred on the employee.

In this way, we can establish a logical and integrated relationship between the different definitions of competence in the business context presented by the five authors. A person’s underlying characteristics may refer to intrinsic traits, such as personality, values, attitudes or motivations, which form the basis of the individual’s competence. We can refer to this as ‘what the person is,’ and it concerns how they apply their Competence. For example, a proactive or resilient person will find it easier to mobilize resources and act more competently. The definition presented involves the ability to combine knowledge and experience to solve problems or make decisions directly related to characteristics such as creativity or emotional intelligence. According to Jackson and Schuler [6], the definition presented highlights the specific technical and theoretical Competence acquired by the person, such as mastering a tool, understanding a process, or knowing an area of business. These elements are tools that the person uses to mobilize their cognitive resources. The definition presented by Levy-Leboyer [7] highlights aspects of the set of behaviours. For this author, competencies encompass a set of behaviours that represent competence and its manifestation in practice, i.e., observable patterns of action (e.g., leadership, teamwork or communication). These behaviours are shaped by underlying characteristics, knowledge, and competence, forming a bridge between the internal, i.e., the person, and the external, i.e., what the person does. Finally, we have the definition presented by Fleury and Fleury [8]. For them, competence encompasses knowing how to act responsibly and recognizing that this adds economic value to the organization and social value to the employee. This is how competence manifests itself, integrating all the previously defined aspects, such as know-how, which generates measurable benefits for the company, including profit and efficiency, as well as the purpose for the employee.

The aspects presented form a chain of interrelationships between the different aspects, with the underlying characteristics being the foundation that supports the ability to mobilize cognitive resources. This ability, in turn, activates the knowledge and competencies that the person possesses. When these resources translate into observable behaviours in the workplace, they result in a way of acting that generates economic and social value when applied correctly. For example, in a practical business environment, a project manager must be naturally organized and empathetic (underlying characteristics), use their cognitive ability to plan and anticipate risks (resource mobilization), have project management knowledge and leadership competence (Competence/knowledge), and demonstrate behaviours such as delegating tasks and motivating the work team (behavior). The ability to complete the project on time is an economic value, and respect for the team is a social value. This interconnection demonstrates that competence in the corporate world is not just about possessing knowledge or competence but rather about combining them with personal and behavioural characteristics that have a positive impact on both the organization and the individual.

Competences development: Competence development is the process of improving the knowledge, abilities, behaviours and other necessary attributes that an employee possesses and that contribute effectively to their organizations. According to American psychologist McClelland [4], competencies are defined as ‘a set of knowledge, Competence and attitudes that are essential to the performance of the functions that people perform, to achieve the objectives of the institution’. Jones [9] emphasizes the relationship between competencies and the ability to make decisions and take responsibility in the organizational environment. ‘Professional development refers to the process of acquiring new competencies or improving existing ones in order to keep up to date in a constantly evolving work environment’ [10]. Competency development is an integral part of competency management [11,12].

Dimensions or components of competence proposed by different academics:

a) Technical and functional competencies; managerial competencies; human competencies; and conceptual competencies [13]

b) Essential competencies; leadership/managerial competencies; and functional competencies [14]

c) Cognitive competencies, emotional intelligence competencies, and social intelligence competencies [15]

d) Organization-based competencies; individual-based competencies; technical competencies; and behavioral competencies [16]

e) Perceptual motor Competence; cognitive factors; affective factors; personality traits; and social Competence [17]

f) Functional competencies, learning competencies, and career competencies [18]

g) Cognitive competencies; functional competencies; personal competencies; ethical/value competencies; and metacompetencies [19], Meta-competence; social competence; functional competence; and personal competence [20]

Knowledge encompasses all the learning an individual needs to perform their daily tasks and make informed decisions, which involves a set of specific and necessary information and experiences acquired over time.

Competence refers to the trained practices that an employee adopts to enhance their work performance.

Attitudes are related to an individual’s behavior, i.e., reacting in a certain way to other people, situations, or specific objects, such as taking initiative in situations that can improve the organizational environment.

This CHA process must be continuous within organizations because these are Competence that prepare employees for success throughout their professional careers. Believing more and more in your employees is important so that they can better develop their Competence. Boyatzis [21] studied this concept in greater depth and developed a competency model, defining competency as a set of individual characteristics that elevate employees to a higher level of performance. On the other hand, Fleury [8] relates the concept of competency to the ability to aggregate, combine, and integrate resources to produce results at the organizational level. Training is a practice regularly implemented for competence development, followed by other new organizational practices aimed at helping employees develop their Competence, such as job rotation, coaching or mentoring [12]. Organizational practices for competence development have a direct impact on employee attitudes and behavior (Paauwe & Richardson, 1997). An organization that invests in its employees and develops their competencies is one where we can see a reciprocal feeling towards the organization and the employee [22]. In this scenario, it is believed that the impact of the perception of these practices on employee attitudes and behaviours is highly significant. Gouldner [23] tells us that employees respond to positive actions on the part of the organization with further positive actions, thus developing a dynamic of mutual gains for both parties.

Turnover Intentions

Meyer and Allen [24] define turnover intention as the employee’s desire to leave their current position and sever their ties with the company. Tett and Meyer [25] reinforce this idea, stating that turnover is a deliberate and considered decision to leave the organization and is a clear indicator of job satisfaction and the organizational culture that influences it. In their study on voluntary turnover, Maertz and Campion [26] characterize this situation as one in which management recognizes that the employee had a real possibility of continuing with the company when they decided to terminate their contract. This definition suggests that the perception of available opportunities directly impacts turnover intentions. The literature identifies several causes for different types of turnover; in the case of voluntary turnover, factors such as a new position with more responsibility, returning to full-time studies or better salaries at another company can motivate employees to leave their position spontaneously, highlighting that motivational factors are essential in the decision to stay [27].

Competences Development and Turnover Intentions: The practice of developing employee Competence within an organization is of paramount importance, as such practices directly influence an employee’s decision to remain with or leave the organization. Competence not only promotes the professional growth and improvement of employees but also makes them feel more valued and recognized within the organizational environment. Alam e Shil. [28] defined the intention to leave as a worker’s plan to leave their current job and look for another job shortly. Different researchers and authors use different terms to describe job abandonment, such as “turnover”, “attrition”, “turnover”, “migration”, etc. According to Saeed et al. [29], workers’ intention to resign has been the subject of much attention from top management (senior executives). According to them, there are three sets of previous experiences with turnover intentions in companies: controlled, uncontrolled, and demographic. The results suggest that poor management practices are the primary source of workers’ intention to leave their jobs. Workers who have favourable experiences with human resource practices tend to have an optimistic perception of their adaptation to the organization and their respective positions. Thus, it is possible to establish several correlations between the intention to leave and the Competence development process. Almost whenever workers perceive that the company’s management is concerned about their personal development, they rarely express turnover intentions to the organization.

Hogan e Hogan [30] states that training and Competence development opportunities have an impact on turnover rates. One of the aspects that workers value most in their employers is the opportunity to improve their careers. Investing in career paths and professional development is an excellent return on investment for hard work and performance. Hassan et al. [31] states that effective T&D programs and practices within an organization can improve employees’ KSAs (Knowledge, Competence, and Abilities); however, the lack of T&D opportunities is one of the main reasons why highperforming employees leave the organization. According to Adams’ Social Comparison Theory [32], employees compare their input (what they offer to the company) and output (what they receive in return). When comparing themselves with their colleagues, perceptions of equity or inequity arise. When an organization invests in developing its employees’ competencies, its turnover intentions decrease [33]. The following hypothesis is therefore formulated:

Hypothesis 1: Competence development has a significant negative effect on turnover intentions.

Employability

Although there is no consensus on how employability should be defined, it can be generally stated that it reflects the opportunities available to individuals to secure employment. According to Gazier [34] and Lefresne [35], employability is defined as the probability and time it takes a given group to find a job, thus including labour market conditions. At the beginning of the 20th century, the concept of employability entered public debate in a way that can be characterized as simple and dichotomous. In this initial context, employability was defined as a person’s ability to work; therefore, they were judged on objective measures such as age, health, and the absence of dependents. The immediate context of the time, along with the need for an efficient reintegration of workers of all Competence into industry, led to the initial version of the concept taking shape. The term was introduced by Dearle e Beveridge [36], who used it specifically to describe the process of selecting unemployed people who were ready to enter the labour market immediately.

Perceived employability refers to an individual’s assessment of their ability to find a new job if they lose their current one. This concept has become even more relevant due to the increasing flexibility of the labour market, automation and globalization, factors that have reduced the stability of traditional jobs. The relevance of employability is often highlighted in the context of labour instability [37]. Employability, especially personal employability (PE), can help workers cope with this insecurity [38,39]. Previous studies have indicated that the relationship between PE and perceived job insecurity is unfavourable [38,40]. The Competence framework for employability comprises personal characteristics, essential Competence, and procedural Competence. Each category of competence covers various aspects (Department of Education, Science and Training, 2002).

Competences Development and Employability: The theoretical debate on competence and employability is closely linked to human capital theory and capabilities theory [41]. Human capital theory posits that education is a crucial element in the formation of the economy, treating it as a fundamental aspect of competence in global economic advances [42-45]. When examining employability from a business perspective, the competence and knowledge of future employees are being evaluated, emphasizing a human capital perspective about the Competence necessary for employability [41]. In turn, human capabilities or human development theory approaches employability from the perspective of available resources. However, human capital theory emphasizes education as the primary facilitator of economic growth and participation in the global economy [43]. Employers view a skilled workforce as a key factor in production and success.

Thus, we have a significant synthesis of the two main theoretical approaches that deal with employability: human capital theory and human development (or capabilities) theory. The connection between competence, employability, and education is consistent and well-grounded in the references cited, including the works of Becker [42] and Bridgstock [43]. An important point to highlight is the clear differentiation between the two approaches: while human capital theory values formal education as a productive investment that increases individuals’ economic potential and makes them more employable, capability theory broadens this perspective by considering the resources available to individuals, such as freedom, opportunities and social context, as enabling them to exercise their employability effectively. When an organization invests in developing its employees’ competencies, their perception of internal employability increases [46]. This leads to the following hypothesis:

Hypothesis 2: Competence development has a positive and significant effect on the perception of internal employability.

Employability and Turnover Intentions: Employability and turnover intentions are interlinked; when employees realise that they will not suffer significant losses by leaving the company, they are more likely to make that choice. This relationship can be explained by the fact that changing jobs has become a common practice rather than an exception. On the other hand, workers with low employability may feel pressured into leaving their jobs, which can lead to risks associated with job loss [2]. Employees are less likely to resign when they have opportunities to share their opinions. The literature suggests that employees’ sense of voice in organizations contributes to strengthening their identification as essential team members, as their knowledge is considered in the decision-making process [47, 48]. Thus, it is important to allow employees’ voices to influence their turnover intentions.

Withey & Cooper [49] demonstrate that workers are less inclined to leave their jobs when they believe they influence the expression of their will within the organization. The concept of Job Leaving Intention, as a subjective probability of change (i.e., individuals who are willing to leave are more likely to do so) [50], is relevant and helps professionals in the field understand the psychological process underlying voluntary termination behavior. These formulations clarify the extent to which employees’ perception of their employability impacts their tendency to leave a job. When an employee feels a high level of internal employability, their turnover intentions decrease [51]. This leads to the following hypothesis:

Hypothesis 3: The perception of internal employability has a significant negative effect on turnover intentions.

Competences Development, Employability and Turnover Intentions: Employability acts as a pivot in the relationship between workers’ qualifications and their turnover intentions, being a result of professional competence and a determinant of organizational behavior. The human capital theory, as discussed by Becker [42] and Jonck [41], focuses on formal education and competence training as strategic investments that enhance individuals’ earnings and their standing in the workforce. However, human capital alone is insufficient to determine whether to stay or leave a company. A sense of stimulation, feeling appreciated, and the opportunity to express oneself in the workplace are important psychosocial factors in this development. Specifically, the literature on turnover indicates that employees who feel they have a voice and participate in the organization are less likely to want to leave and take steps to do so [48, 49, 52]. It is, therefore, clear that, in addition to investing in technical training, organizations need to encourage environments that support dynamic engagement and the appreciation of their professionals as strategies at the core of talent management. The development of competence enhances the perception of employability, which in turn reduces turnover intentions [53]. The following hypothesis is therefore formulated:

Hypothesis 4: The perception of employability has a mediating effect on the relationship between competence development and turnover intentions (Figure 1).

Method

Data collection procedure

This study involved 126 participants from two geographical areas, specifically Angola and Portugal. The study is correlational, as it seeks to identify relationships between the variables of competence development and turnover intentions mediated by internal employability. For the questionnaire, we used the online platform Google Forms and distributed it via email and WhatsApp. Firstly, we informed participants that all the information collected in this questionnaire would be confidential and anonymous, thereby giving everyone, without exception, a vote of confidence. Additionally, we assured them that the data collected would be used solely for scientific research purposes. We obtained informed consent, whereby the respondent could choose to participate or decline. If they responded positively, they would have access to the questions, but if they responded negatively, they would not be able to participate. The questionnaire consisted of questions on competence development (12 questions), employability (8 questions), turnover intentions (6 questions), and sociodemographic characteristics (7 questions). We used the Likert scale.

Participants

The sample totalled 126 (one hundred and twenty-six) participants, aged between 19 and 58, with an average age of 36.66 and a standard deviation of 10.06, showing a certain dispersion about the average. In terms of gender, female participants comprised 64.3% (n = 81), while male participants accounted for 35.7% (n = 45). Of the 126 participants in this questionnaire, 86 had a bachelor’s degree, representing a valid percentage of 68%, with a prevalence of female participants. Education: Up to 12th grade: 7.9% (n=10), bachelor’s degree: 68.3% (n=86), master’s degree or higher: 23.8% (n=30). A high level of education is observed, with an emphasis on those with higher education. Of the 126 participants in this questionnaire, 86 hold a bachelor’s degree, representing a valid percentage of 68.3%, with a slight female predominance.

Regarding seniority/length of service at the company: Less than 1 year: 11.9% (n=15), 1 to 3 years: 24.6% (n=31), 4 to 6 years: 13.5% (n=17), 7 to 10 years: 13.5% (n=17), 11 to 16 years: 13.5% (n=17) and over 15 years: 23% (n=29). The distribution is relatively uniform, with a higher concentration at the extremes of length of service.

Type of contract: Indefinite term: 27.8% (n=35), Fixed term: 19.8% (n=25), No term: 46% (n=58), Others: 6.3% (n=8). Most participants have employment contracts with no fixed term.

Area of activity: Public: 29.4% (n=37), Private: 55.6% (n=70), Mixed: 15.1% (n=19). The private sector is the most representative among the survey participants, with 70 participants (55.6%).

The questionnaire was conducted in two geographical areas, as shown in the figure above:

Place of residence: Angola: 65.1% (n=82), Portugal: 34.9% (n=44). The majority of participants reside in Angola.

Data analysis procedure

After collecting the data, it was imported into SPSS Statistics 30 software. Data analysis began with descriptive statistics of sociodemographic variables. Next, the metric qualities of the instruments used in this study were tested. To test internal consistency, Cronbach’s alpha was calculated. For item sensitivity, measures of central tendency and shape were calculated. Descriptive statistics for the variables under study were tested using t-tests for a sample. The effect of sociodemographic variables on the variables under study was tested using t-tests for independent samples and one-way ANOVA tests. Pearson correlations were performed to study the association between the variables under study. The hypotheses formulated in this study were tested using simple and multiple linear regressions.

Instruments

To measure competence development, the Competence Development Practices instrument was used, developed by De Vos et al. [12]and translated and adapted for the Portuguese population by Moreira and Cesário [54]. This tool consists of 11 items, rated on a 5-point Likert scale (ranging from 1 to 5, with one indicating ‘Never’ and five indicating ‘Always’). These 11 items are divided into three dimensions: training, individualized support and job rotation. Perceived internal employability was measured using the eight items that make up the perceived internal employability dimension of the instrument developed by De Cuyper and De Witte [55], classified on a 5-point Likert scale (from 1 ‘Strongly disagree’ to 5 ‘Strongly agree’).

Turnover intentions were measured using the instrument developed by Bozeman & Perrewé [56], translated and adapted for the Portuguese population by Bártolo-Ribeiro [57], consisting of six items, classified on a five-point rating scale (from 1 ‘Does not apply at all’ to 5 ‘Applies completely’). All instruments have Cronbach’s alpha values above .70, the minimum acceptable in organizational studies [58]. No item has a response close to either extreme; all items have responses at all points, and their absolute values of skewness and kurtosis are below 2 and 7, respectively, indicating that they do not grossly violate normality [59].

Results

Descriptive statistics of the variables under study

perform descriptive statistics on the variables under study, t-tests were performed on the sample. The results indicate that the participants in this study have a low perception of all dimensions of organizational competence development practices, as the average for all of them is significantly below the midpoint of the scale (3) (Table 1). Turnover intentions are also low, as they are significantly below the midpoint of the scale (3) (Table 1). The perception of internal employability is slightly above the midpoint of the scale and does not differ significantly from it (Table 1).

Effect of sociodemographic variables on the variables under study

Next, we examined the relationship between two sociodemographic variables and the variables under study. The results indicate that there are only statistically significant differences between participants working in Portugal and those working in Angola in terms of their perception of training and internal employability (Table 2). Participants working in Angola have a significantly higher perception of training and internal employability compared to those working in Portugal (Table 2).

Male participants have a significantly higher perception of training, individualized support, job rotation and internal employability than female participants (Table 3).

Correlations

Training, individualized support and job rotation are positively and significantly correlated with employability (Table 4).

Turnover intentions are negatively and significantly correlated with training, functional rotation and employability (Table 4).

Hypotheses

Training has a negative and significant effect on turnover intentions (Table 5). The model explains 5% of the variability in turnover intentions and is statistically significant (Table 10, Appendix G). Individualized support does not have a significant effect on turnover intentions. Functional rotation has a negative and significant effect on turnover intentions (Table 5). The model explains 3% of the variability in turnover intentions and is statistically significant (Table 5).

Training has a positive and significant effect on employability (Table 6). The model explains 12% of the variability in employability and is statistically significant (Table 6). Individualized support has a positive and significant effect on employability (Table 6). The model explains 16% of the variability in employability and is statistically significant (Table 6). Functional rotation has a positive and significant effect on employability (Table 6). The model explains 20% of the variability in employability and is statistically significant (Table 6).

Employability has a significant negative effect on turnover intentions (Table 7). The model explains 13% of the variability in turnover intentions and is statistically significant (Table 7).

The procedures of Baron and Kenny [60] were followed to test the mediating effect. For this reason, only the mediating effect of employability on the relationship between two of the dimensions of organizational competence development practices (training and functional rotation) and turnover intentions were tested.

Employability has a total mediating effect on the relationship between training and turnover intentions (Table 8). When the mediating variable was introduced into the regression equation, training no longer had a significant effect on turnover intentions. The model explains 14% of the variability in turnover intentions and is statistically significant (Table 8). The increase in variability is statistically significant (Table 8).

Employability has a total mediating effect on the relationship between functional rotation and turnover intentions (Table 9). When the mediating variable was introduced into the regression equation, functional rotation no longer had a significant effect on turnover intentions. The model explains 13% of the variability in turnover intentions and is statistically significant (Table 9). The increase in variability is statistically significant (Table 9).

Discussion

The objective of this study was to relate the variables of organizational competence development practices and turnover intentions, explaining how the perception of internal employability mediates the relationship between these two variables.

Hypothesis 1 was partially confirmed. Only training and functional rotation have a negative and significant association with turnover intentions. These results confirm what the literature tells us. According to Hassan et al. [31], when employees feel that the company invests in them, their Competence and knowledge improve, and they are less likely to consider leaving. The lack of “personalized support” may be due to how employees perceive this support: if it is rare or poorly delivered, it may not generate sufficient gratitude.

The second hypothesis proved to be true: investing in professional competence development significantly increases one’s perception of their professional capacity within the company. This result reinforces the studies by De Cuyper & De Witte [2], which show that company actions focused on developing Competence make employees feel more valued, thereby increasing their sense of security and autonomy within the company. This means that employees see opportunities to learn and change roles within the company, feel more ‘employable’ there, and do not need to seek other opportunities outside the company.

The third hypothesis. This was also confirmed. It became clear that the perception of one’s professional ability has a negative and significant impact on the employee’s desire to leave the company. In other words, the more employable an employee feels within the company, the less they want to leave. These results support the conclusions of Berntson et al. [38] and Sousa-Poza & Henneberger [50], which show that employability psychologically protects against turnover, reducing career anxiety and increasing commitment to the company. The perception of professional ability acts as a ‘psychological buffer,’ reducing the desire to leave even when the company is going through unstable times.

Hypothesis 4 was also confirmed, showing that the perception of one’s professional ability influences the relationship between professional development and the desire to leave. This mediating effect confirms models proposed by De Vos et al. [12], which suggest that skill development does not directly affect the desire to leave but rather does so indirectly by strengthening one’s perception of one’s professional ability. This suggests that investing in technical and career Competence only helps retain employees if they feel they can utilize and develop these Competence within the company itself. The data indicates that professional development is not effective on its own; the positive impact depends on how employees perceive the opportunities within the company environment. The feeling of having internal opportunities emerges as crucial, binding employees to the company and reducing the idea of leaving. Regarding the descriptive statistics of the variables under study, the perception of organizational competence development practices (training, individualized support and functional rotation) is very low, below the midpoint of the scale. Practice with the highest average is training. These results align with those obtained by Moreira et al. [53]. It was also found that the participants in this study have low intentions of leaving the organization where they work.

Participants working in Angola have a significantly higher perception of training and internal employability compared to those working in Portugal. Male participants have a significantly higher perception of training, individualized support, functional rotation and internal employability than female participants. Participants working in the private sector have the highest turnover intentions.

Limitations and Future Research

It is important to be aware of certain limitations. First, we note that the population sample used in this study is not probabilistic and focuses on two countries, Angola and Portugal. This factor may undermine the validity of the results, making it challenging to apply them to other contexts. In addition, the results were collected through questionnaires completed by the research participants themselves. This may lead to responses influenced by the desire to make a good impression, which can affect the accuracy of the results obtained. Data collection at a single point in time makes it difficult to establish a causal relationship between the factors under study. The absence of organizational elements such as culture, leadership and organizational development or growth programs is another limitation we can identify. These elements can have a significant influence on the turnover intention of employees in the organization.

According to the limitations identified, we suggest the following for future research:

1. Use a larger, more diverse population and include more countries and organizations.

2. Focus on longitudinal research, which facilitates the assessment and correlation of the influence of employee competence development on turnover intention over time.

3. Conduct qualitative studies with focus groups to understand the influence of management decisions on employees.

4. Analyze the role of satisfaction and organizational support in employee turnover intentions.

Practical Implications

The findings of this research have practical applications for managing people in public and private companies, both in Angola and Portugal. The evidence that a link exists between competence development and the desire to leave the company highlights the importance of investing wisely in employee training. First, leaders need to understand that offering opportunities for learning, ongoing training and career growth goes a long way toward retaining talent. Employees who feel they are improving their Competence and advancing in their profession tend to show greater loyalty to the company and a lower desire to leave.

Furthermore, the results indicate that it is crucial to create personalized development policies that meet the needs and expectations of each employee based on frequent performance reviews and transparent career plans. Another important point is the retention of qualified professionals. Companies that do not invest in their staff are at greater risk of losing employees, which generates expenses and loss of important knowledge.

Theoretical Implications

This research broadens our understanding of talent management and behavior in companies, showing that improving Competence is crucial to influencing the opinion of an employee who intends to leave their job. Assessing how these factors relate to each other strengthens theoretical models that link professional appreciation to loyalty to the company. A theoretical highlight is the confirmation of the mediation model, which suggests that the desire to leave acts as a link between views on talent development and employees’ future actions. This model elucidates how individual characteristics (such as a sense of progress) manifest themselves in attitudes and choices within the company (such as staying or leaving). In addition, the study strengthens the perspectives of Human Capital Theory and Planned Behavior Theory by demonstrating that acquiring Competence and feeling valued are key elements in motivating and committing to the organization [62].

Conclusion

The general objective of this research is to analyze the relationship between competence development and turnover intentions among employees in an organization, considering the mediating role of organizations. We used a sample of 126 individuals and professionals working in Angola and Portugal. The results of the study indicate a close relationship between professional growth and appreciation and the employee’s intention to leave the company. This finding aligns with the principles of Human Capital Theory [42], which posits that investing in employees’ skill development not only enhances their productivity but also increases their perceived value within the company, thereby promoting their retention. The importance given to individual Competence, therefore, emerges as a crucial factor for engagement in the company. Similarly, the results are consistent with the Theory of Planned Behavior [61], showing that turnover intentions act as important indicators of future employee behavior. The perception of growth opportunities can directly affect employees’ attitudes, reducing their inclination to leave the company.

Furthermore, the suggested mediation model clarifies that the perception of developed Competence does not directly affect turnover but rather indirectly through turnover intentions, highlighting the complturnovery of the relationships between individual and organizational elements. Despite methodological limitations, such as the cross-sectional nature of the data and the use of self-reported measures, the results have relevant theoretical and practical implications. For future research, we suggest undertaking longitudinal and qualitative projects, as well as incorporating contextual elements such as company support, internal culture, and leadership styles. Finally, the research emphasizes the attitude of organizations that prioritize the growth and development of their employees, functioning as a talent retention strategy while enabling the creation of a healthy and productive work environment. By combining theory with practice, the study enables the expansion of scientific knowledge about the variables that influence and affect employee performance and motivation in the organization.

Conflict of Interest

No conflict of interest.

Acknowledgement

None.

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