MASTER THESIS

FROM EMPLOYER
ATTRACTIVENESS
TO EMPLOYER
BRANDING:
RESULTS OF A
MIXED METHODS
RESEARCH
Mireille ten Broek
s1424335

SCHOOL OF MANAGEMENT AND GOVERNANCE

MASTER OF BUSINESS ADMINISTRATION, HUMAN RESOURCE
MANAGEMENT

EXAMINATION COMMITTEE
Dr. Anna Bos-Nehles
Prof. Dr. Tanya Bondarouk

Supervisor Saint-Gobain Abrasives B.V.

Jeroen Diepenmaat

DOCUMENT NUMBER
MB – 66622

22-01-2015
ABSTRACT
Companies nowadays have to distinguish themselves from their competitors not only on
products or services, but also as an employer. Only when a company knows what their
competitive advantage as an employer is can they get the required employees. This study
explores job and organizational elements that make a company attractive to both potential
(students) and current workers (employees) and determines how a company can use employer
branding to communicate those elements. The concept of employer attractiveness is very well
known in human resource literature. However, the employer branding concept adds a new
dimension to this concept. In addition to knowing what makes a company attractive internally
(employer attractiveness), it also includes communicating both internally and externally what
makes the company attractive and desirable as an employer (employer branding). A research
using mixed-method designs was conducted: literature study, quantitative study and
qualitative study. The literature study resulted in an overview of how employer attractiveness
and employer branding can be distinguished. There are a few small differences between
employer branding and employer attractiveness. Employer attractiveness is a more static
concept, in which a company determines its attractiveness elements. Employer branding is
focused on communicating the elements that make the company attractive as an employer.
This makes both concepts complement each other. It became clear from the literature study
that a company should communicate those attractiveness elements through employer branding
and align this message with the internal situation. Questionnaires were conducted among
Master students of three different universities as well as employees in office functions of two
locations of 'Saint-Gobain Abrasives B.V.'. The results show that employees and students find
working environment, work-life balance, leadership style, task variety and decision making
autonomy important aspects for the attractiveness of an employer. However, employees are
significantly more interested in familiarity with the company and diversity, while students pay
more attention to training & development, flexibility in working hours and task significance.
A total of 14 Interviews (7 students and 7 employees) were conducted within the same target
group. The interviews confirmed the completeness of the questionnaire and added details
about some aspects of employer branding. The results of the interviews confirmed the
importance of alignment between the internal and external message. Moreover, it seemed that
the most important branding channel resulting from the interviews was the company website.
This website should be realistic, clear and vivid. Furthermore, although familiarity received
less attention in the results of the questionnaire, the results of the interviews show that
familiarity is a condition for students to be able to attract them to the company website and at
job markets. In conclusion, the company should determine what makes itself attractive as an
employer, align this with elements that are attractive for different groups, followed by a clear
and realistic internal and external branding message.

Keywords: employer branding, employer attractiveness, organizational attractiveness,

employer of choice, attractive employer.

2
PREFACE

This Master thesis is the final project in obtaining a Master of Science degree in Business
Administration, track Human Resource Management, at the University of Twente.
This thesis would not have been possible without the advice and support of some people.

My compliments as well as my gratitude to Dr. Anna Bos-Nehles my first supervisor,

continuous support, feedback and guidance throughout the whole process resulted in a
substantial better and more structured thesis. I would also like to thank Prof. Dr. Tanya
Bondarouk, my second supervisor for providing valuable comments that enabled me to
further strengthen this thesis.

Furthermore, I would like to thank Jeroen Diepenmaat HR director of Benelux & Northern
Europe of Saint-Gobain Abrasives for his time, effort and constructive feedback. I am also
grateful for the social support and feedback of the other HR colleagues of Saint-Gobain
Abrasives.

Finally, I would like to thank all interviewees and respondents to my questionnaire of Saint
Gobain Abrasives BV, University of Twente, Open Universiteit and Maastricht University.

Mireille ten Broek

3
CONTENT

ABSTRACT ...........................................................................................................................1

PREFACE ..............................................................................................................................3

SECTION 1. INTRODUCTION .............................................................................................5

SECTION 2. LITERATURE REVIEW ................................................................................ 11

SECTION 3. RESEARCH DESIGN ..................................................................................... 26

SECTION 4. RESULTS .......................................................................................................33

SECTION 5. DISCUSSION AND CONCLUSION .............................................................. 58

REFERENCES ..................................................................................................................... 70

APPENDICES...................................................................................................................... 77

APPENDIX I OVERVIEW CONCEPTS.............................................................................. 78

APPENDIX II OVERVIEW EMPLOYER ATTRACTIVENESS LITERATURE ................ 79

APPENDIX III QUESTIONNAIRES ................................................................................... 89

APPENDIX IV SUMMARY OF COMMENTS PRE-TEST ............................................... 112

APPENDIX V RESULTS OF QUANTITATIVE ANALYSIS ........................................... 114

APPENDIX VI INTERVIEW CHECKLIST ...................................................................... 141

APPENDIX VII RESULTS OF QUALITATIVE ANALYSIS ........................................... 151

4
SECTION 1. INTRODUCTION

1.1 INTRODUCTION
Without the right applicants, organizations are not able to develop the level of competitive
advantage necessary to compete in an unstable economy (Backhaus & Tikoo, 2004).
However, qualified up-and-coming talent is becoming scarce in many sectors (Pingle &
Sharma, 2013). This talent shortage is mainly driven by demographic changes (Stahl,
Björkman, Farndale, Morris, Paauwe, Stiles, & Wright, 2012). The current demographic
forecasts predict that the potential workforce in the Netherlands will decline between 2014
and 2040 (CBS, 2014). In addition, it is expected that the current generation of workers has
different work preferences than older workers (Cennamo & Gardner, 2008). These changes
require organizations to participate in the ‗war for talent' to attract highly desirable employees
(Chapman, Uggerslev, Carroll, Piasentin, & Jones, 2005). This war for talent forces
companies to distinguish themselves from their competitors. This study identifies how
companies can become and retain attractive employers by presenting themselves as an
attractive employer. First, through the determination of job and organizational elements that
make a company attractive to both potential workers (students) and current workers
(employees). In addition, this paper examines how a company can use employer branding to
communicate that they are different and desirable as an employer.

Organizational attractiveness is a competitive advantage for employers to get the appropriate

candidates (competence and skills) in their applicant pool (Cable & Turban, 2001). Moreover
companies want to be regarded as attractive employers because this has many benefits, such
as being more widely recognized, having products and services that are more well-known and
having good candidates (Lievens, Hoye & Schreurs, 2005). Fulmer et al.,(2003) found in a
longitudinal study that the 100 ‗best companies to work for‘ also performed better over the
broad market, and in some cases, over the matched group. Although the importance of
organizational attractiveness is clear, ―job seekers are often limited in their knowledge about a
potential hiring organization‖ (Rynes & Miller, 1983 as cited by Braddy, Meade & Kroustalis,
2006, p. 2) and the most talented job seekers will receive multiple job offers. They should be
convinced to allocate their energies and knowledge to a certain ‗attractive‘ company based on
the available information. The attractiveness of the organization is formed by job seekers‘
individual perceptions of available information, which they receive from job advertisements,
websites, brand advertising and theories from other people or employees related to the

5
organization (Elving, Westhoff, Meeusen & Schoonderbeek, 2012). In addition to identifying
elements that determine employer attractiveness, this study also examines how the available
information should be translated to effective employer branding.

1.2 PROBLEM STATEMENT

It is apparent that it is not possible to convince applicants in a later phase of recruitment, if
they are not attracted to an organization in the subsequent recruitment or selection phases
(Murphy, 1986). Attractiveness as an employer is the only concept that can be measured in
this early recruitment phase. This means that this first phase of attracting applicants is
extremely important. The only way to influence this primary phase is through employer
branding, therefore this study combines both employer branding and employer attractiveness
as two important concepts that should be combined in order to attract and retain the
employees which the company needs. Companies should become aware of the elements that
determine its attractiveness, since ―job choice intentions are influenced by job attributes‖
(Jurgensen 1978; as cited by Cable & Judge 1996, p. 297). However, possessing
characteristics alone is no guarantee for the attractiveness of a job and organization. When the
company is aware of its competitive benefits as an employer they should create effective
external and internal communication. This explains the increasing focus on employment
advertising and employment branding (Berthon, Ewing & Hah, 2005). This also explains why
employer attractiveness in literature is often linked to employer branding; it can be assumed
that the more attractive the organization is, the stronger its employer brand will be (Berthon et
al, 2005). However, the literature is ambiguous about the difference between the concepts of
employer branding and employer attractiveness. Although every organization would like to be
an attractive employer for potential and current employees, the literature is also not clear
about the elements that determine employer attractiveness. This study tries to clarify the
differences and similarities between both concepts, in order to describe how employer
attractiveness elements and employer branding can be combined to attract and retain both
employees and students.

6
1.3 RESEARCH OBJECTIVE AND RESEARCH QUESTION
Concluding from the problem statement, this will be the research question of the study:

Which job naar

Verwijzing and organizational
de TABEL 1. elements are perceived as important by employees and students
for the attractiveness of an employer, and in which way can companies brand these elements?

The research question results in several sub-questions as shown in table 1. Each sub-question
is related to a specific research method. This mixed-method design (Saunders et al., 2009) is
needed to answer the research question and create a comprehensive overview of the steps to
becoming an attractive employer.

Table 1.Sub-question and research method

Sub-questions Research Purpose of the research methods
method
What are the differences between the concepts Literature Create clarity in differences and similarities between the
of employer branding and employer study concepts of employer branding and employer
attractiveness? attractiveness and how they can strengthen each other.
Which job and organizational elements Literature Literature study: facilitate the quantitative data
determine the attractiveness of an employer? study and collection through a comprehensive overview of all
quantitative elements that determine employer attractiveness.
Data Quantitative data collection Complementarity:
collection Questionnaire among students and employees about
what makes an employer attractive in order to determine
the importance of the employer attractiveness elements.
What are the differences between Master Quantitative Complementarity: Overview of similarities and
students and employees in elements they find data differences between employees and students in what
important for employer attractiveness? collection they regard as important for the attractiveness of an
employer
Which steps should an employer take to brand Qualitative Aid interpretation: Insights in the completeness of
its employer attractiveness elements? data quantitative data
collection Complementarity: insights in how to brand the employer
attractiveness elements

This study makes use of the facilitation of quantitative data collection through literature
study, and the complementarity and interpretation of qualitative data through interviews
(Saunders et al, 2009). There is a lot of ambiguity between employer branding and employer
attractiveness, both concepts are often mixed up. Therefore, the concepts should first be taken
apart and compared, in order to create a comprehensive overview of the differences and
similarities of both concepts as well as how they can reinforce each other. The second sub-
question will be answered using both a literature study and quantitative results. The results of
different employer attractiveness studies will be combined in order to create a comprehensive
overview of all of the elements that determine employer attractiveness. The results of this
overview table will serve as the source for the concepts in the questionnaire. This
questionnaire tests which job and organizational elements are considered to be most

7
attractive. The results of the questionnaire also explore differences between students and
employees. At this point in the research, it will be known what makes an employer attractive.
The last part of the study tries to get some insight in underlying reasons for the attractiveness
elements. Questionnaires are limited in the ability to probe in-depth questions as a skilled
interviewer could do (Scholl et al., 2002). Because of this, after finishing the questionnaire,
this study includes interviews with employees and students to ensure completeness of the
questionnaire. The interviews also complement the study with insights on how the employer
should brand its employer attractiveness elements. In section 5, the master thesis will
conclude with answering the research question. This will be done by combining all results
from the literature review, quantitative data collection and qualitative data collection.

1.4 RELEVANCE
Theoretical
The concept of employer attractiveness is very well known but still relevant in human
resource literature. However, the employer branding concept adds a new dimension to this
concept. In addition to knowing what makes a company attractive internally (employer
attractiveness), it also includes communicating both internally and externally what makes the
company attractive and desirable as an employer (employer branding). Few studies (Berthon
et al., 2005; Tüzuner & Yüksel, 2009; Bondarouk, Ruel, & Weekhout (2012) paid attention
to combining these branding and attractiveness concepts in order to become an attractive
employer. Despite the growing attention to employer branding, empirical research is still
limited and there is a lot of ambiguity in the definitions of employer branding and employer
attractiveness. Bach and Edwards (2012) argue that employer branding is not clear because of
the broad range of HR activities involving the concept and the large number of intangible
assets it involves. Moreover, there is lack of structure and confusion with regard to definitions
(Sponheuer, 2009).This study attempts to clarify the concepts of employer branding and
employer attractiveness as well as the differences between both concepts. It creates an
overview of how the concepts are linked and how they can be used to strengthen each other.
A key difference of this study compared to other studies, is that it combines both internal and
external target groups in the same study. It also links HR literature with the communication
and marketing literature, because the employer attractiveness literature is combined with the
branding literature. Moreover, there are only a few academic papers incorporating
questionnaires to test employer attractiveness (Berthon et al. 2005; Corporaal, 2014). The

8
empirical part of the study contributes to generating measurement tools for the identification
of job and organizational attractiveness of both internal and external job seekers.

Practical
Like Brown, Duncan, Harris and Kelly (2003) mentioned: ―Unless an organization knows
what its competitive strengths were in originally winning talent, they will rarely be able to act
positively on the drivers of talent retention in the future (p. 22) ‖. This sentence shows that
understanding the job and organizational attributes that determine employer attractiveness is
essential to creating an effective employer brand in the recruitment and retention of
employees (Arachige & Robertson, 2013). Maxwell and Knox (2009) also argue that
managers need to identify the attributes of their own organization that employees find most
attractive within the categories of employment, organizational success, and product/service
characteristics. Many firms are increasing their budgets for recruitment and spend
approximately 31% of the HR budget on recruitment and retention (Leonard, 1999 as cited by
Turban, 2001, p. 293). However, when spending such resources, the effectiveness in
recruiting is a critical competence for organizations. Effective employer branding can
possibly reduce the cost for information to potential employees when the suitable message is
communicated to the employee market and the turnover intention decreases. However,
research with 2,186 job seekers and 436 HR professionals across Australia indicated a
difference between what job seekers were seeking for in an organisation and what HR
professionals thought made their organisation attractive to prospective employees (Chandler
& McLeod, 2007). This underlines the importance of precisely determining the dimensions of
employer attractiveness for different target groups. Employee satisfaction surveys are not
sufficient to determine employer attractiveness, since this instrument only measures the
satisfaction with the current employer. This does not tell us anything about the ideal situation
according to the employee. This study figures out what makes an employer really attractive as
well as how to communicate these elements. The practical value of employer branding is
mainly communicating the appropriate employer attractiveness message. Employer branding
is also an opportunity for HR to become more strategically focused. The field of employer
branding is situated between marketing and Human resource management. Communication
and HRM practitioners both emphasize employer branding as a significant and important
factor in the creation of successful organizations (Willock, 2005). Employer branding is part
of the strategic Human Resource Management field because it is focused on the strategic
goals of the entire company (Christiaans, 2012).

9
1.5 STRUCTURE OF THE THESIS
Section 2 will provide a literature review about the differences and similarities between
employer branding and employer attractiveness in order to answer sub-question 1 and 2. The
third section consists of the research methodology in which the quantitative and qualitative
research method will be described. Section 4 shows the results of both the quantitative and
qualitative study. Section 5 includes the discussion, conclusions, recommendations, and
limitations of the research.

10
SECTION 2. LITERATURE REVIEW
In this section, the literature analysis about the differences between employer branding and
employer attractiveness is presented. The first subsection describes the literature review
method. The second subsection discusses the concept of employer branding and employer
attractiveness. Subsection 2.3 describes the possible relationships between the concepts,
resulting in an overview of assumed relationships. The elements that determine employer
attractiveness are described in subsection 2.4, a literature map results in the measures for the
questionnaire of employer attractiveness.

2.1 LITERATURE REVIEW METHOD

The theoretical, quantitative and qualitative part of the study examine a different set of
subjects with a different methodology that complement each other, therefore they are
described as independent studies. The first part of the study consists of an extensive literature
review. This review provides a theoretical overview of the current literature on the concepts
of employer attractiveness and employer branding. It is important that repetition of this
research results in the same paper. Therefore this subsection describes the used sources in the
study. The preliminary literature sources are academic literature sources. Five article search
databases were used: Google Scholar, Science Direct, Emerald Insight, Web of Science and
Scopus in order to receive all the required literature for the study. First, the employer
branding concept was studied. Search terms such as employer branding, employer brand and
employer brand image were used. The employer attractiveness concept was studied with
keywords such as: employer attractiveness, employer attractiveness elements, employer of
choice and attractive employer. The concepts were also used in combination with each other,
since it was desirable to find links between them. Employer attractiveness and employer
branding keywords were used in combination with the keywords employee attraction and
employee retention. The intention was to use peer-reviewed academic journals (selection in
the search data bases) in the fields of marketing, human resource management and business
administration. Articles are checked for citation index, an overview of important articles for
this study and the times they were cited can be found at table 3 in section 2.4.

11
2.2 CONCEPTS OF EMPLOYER BRANDING AND EMPLOYER
ATTRACTIVENESS

2.2.1 EMPLOYER BRANDING

The ―demographic changes, high expectations and high self-interest attitude of Generation Y‖
(Arachchige & Robertson, 2013, p.35) resulted in the mid-1990s to a new organizational
branding concept called ‗employer branding‘. This concept is derived from relationship
marketing literature (Foster, Punjaisri, Cheng, 2010). It is not surprising that this topic also
received more attention in marketing because employees are seen as the interface between the
organization and customers (King, 1991; as cited by Foster, 2010). Employer branding
became more important for organizations because the presence of a strong employer brand
has positive effects on both the quantity and quality of applications (Collins & Han, 2004;
Collins & Stevens, 2002; Fulmer, Gerhant, & Scott, 2003). Ambler and Barrow first defined
the concept of the employer brand as "the package of functional, economic and psychological
benefits provided by employment, and identified with the employing company" (1996: p.187).
Another definition of the employer brand is: ‗‗company‘s image as seen through the eyes of
its associates and potential hires‖ (Martin & Beaumont, 2003, p. 15). In this definition,
employer branding is related to the ‗‗employment experience‘‘ which includes ‗‗what it is like
to work at a company, including tangible benefits such as salary and intangible such as
company culture and values‘‘ (Ruch, 2002; p. 3). Barrow and Mosley (2007) argue that
employer branding can contribute to enhanced recruitment, retention, and employee
commitment. Employer branding, both internal and external, promotes the aspects of the
employer that differentiate the company from competitors (Backhaus & Tikoo, 2004). The
employer branding strategy should be aligned with a company‘s overall corporate brand and
customer brand strategy (Hieronimus et al., 2005; Wheeler et al., 2006; Mark and Toelken,
2009; as cited by Arachchige & Robertson, 2013). The employer branding concept has the
same characteristics as consumer and corporate branding; the brand has to be noticeable,
relevant, resonant and unique (Moroko & Uncles, 2008). Ambler and Barrow (1996) also
argued that the employer brand: "has a personality and may be positioned in much the same
way as a product brand" (p.9). This means that the employer brand should be consistent with
its personality as seen by other parts of its business network and employees. Furthermore,
both the employer brand and the consumer brand are about the perceptions of customers and
employees (Knox & Freeman, 2006). There are also some important differences between
branding and employer branding. ‗Branding‘ is used to differentiate people, places and firms

12
while ‗employer branding‘ is used to separate a firm from other firms. Employer branding
includes working aspects (Mandhya & Shah, 2010). Employer branding affects the same
stakeholders (i.e. employees, customers, and shareholders) as consumer and corporate
branding, however the target group is different. Establishing an employer brand also requires
an organisation to "build an image in the minds of the potential labour market that the
company, above all others, is a great place to work (de Bussy et al., 2002, p. 12)". However,
Barrow and Mosley (2011) state that the concept of employer branding is often only used to
sell the benefits of the employer as a ‗great place to work‘ (p. xvi). These authors advocate
that there should be more attention to 'the reality' of the employment experience (p. xvi).
According to the definition of de Bussy et al., (2002), employer branding seems to be about
building an image. An employer image can be defined as ‗potential applicants‘‘ perceptions
of overall corporate image as a place to work (Highouse et al., 1999). We could not identify
the exact difference with the employer brand image, which is defined as the image associated
with an organization uniquely in its role as an employer (Balmer, 2003). The study of Rynes
et al. (1991) showed that the employer brand image is primarily shaped by employees, instead
of the recruitment activities and material of the company. This means that the employer image
is largely dependent on the experiences of employees. The employer brand image consists of
attitudes, and perceived attributes or beliefs about the brand-specific features that are relevant
to the purchase decision (Keller, 1993). Like the similarities between the consumer brand and
employer brand, there are also similarities between the consumer brand image and employer
brand image. Consumer brand image refers to information about the meaning of the brand for
consumers, while employer brand image refers to the content of the beliefs held by a job
seeker about an employer (Cable & Turban, 2001). The consumers in this comparison are the
potential applicants and the ‗brand‘ is the expansion of recruitment services provided by
recruiters.

2.2.2 PHASES OF EMPLOYER BRANDING AND ITS LINK WITH EMPLOYER

ATTRACTIVENESS
The employer branding concept consists of several steps. According to Backhaus and Tikoo
(2004), the employer brand should first be marketed externally, subsequently the employer
brand should be marketed internally and become part of the organizational culture. It is
important that the external employer branding message is in line with the internal branding
strategy. Moreover, the first step in the employer branding process is to determine the
employer value proposition or employer brand proposition of the company, to define what
makes working for the specific company a ‗unique and desirable experience‘ (Sullivan 1999,

13
2002; Backhaus & Tikoo, 2004). "The employer brand proposition needs to show what
prospective and current employees can expect from the organization in terms of rational and
emotional benefits" (Mosley, 2007, p.131). It should show what the organization expects from
the employee as well. This value of the employer brand, is also called its employer brand
equity, which is created by the signals which are sent out by the organization (Oladipo, 2013).
The attractiveness of an employer plays an important role in this employer branding process.
An employers‘ value proposition is perceived and evaluated based on the attractiveness of an
organization. The more attractive an employer is perceived by potential employees, the
stronger that particular organizations‘ employer brand equity (Berthon et al., 2005, p. 156).
Employer attractiveness is also seen as an antecedent of the more general concept of
‗employer brand equity‘ (Berthon et al., 2005; Ewing & Michington, 2006). Yuzuner and
Yuksel (2009) call this ‗first step of employer branding‘ or ‗pre-phase of employer branding‘
the ―employer attractiveness‖ phase. They argue that the third step of employer branding
involves carrying the brand ―promise‖ made to recruits into the firm. In other words, this last
step consists of internally marketing the employer brand (Lievens, 2007).

2.2.3 PHASES OF EMPLOYER ATTRACTIVENESS

The concept of employer attractiveness is seen as a multidimensional construct consisting of
job and organizational characteristics (Cable & Judge, 1979). The attractiveness of an
organisation is related to the perception of the job and organisation characteristics (Judge &
Cable, 1997; Turban et al., 1998; Cober et al., 2003; Ehrhart & Ziegert, 2005 as cited by
Podnar & Balmer, 2014, p. 92). These job and organization characteristics influence the job
attitudes and behaviours of organizational members (Porter & Lawler, 1965; as cited by
Turban & Keon, 1993). Employer attractiveness, in the definition of Hedlund, Andersson and
Rosén (2009) has three different phases: "the work/organization is attractive if a person is
interested to apply for it, wants to stay and is engaged in it" (p.3). The theoretical base of
Behling, Labovitz and Gainer (1968) advocates three theoretical perspectives to explain how
job seekers determine the attractiveness of a job and organization. These three perspectives on
how a job seeker makes the decision to join an organization are: (1) the objective factor
theory, based on weighing of advantages and disadvantages, (2) the subjective factor theory,
based on the fit between the personal emotional needs and the subjective image of the firm
and the (3) critical contact theory, based on the difference in treatment during the recruitment
process (Behling et al, 1968 as cited by Corporaal & van Riemsdijk, 2013). The last theory is
based on the inability of job seekers to find real differences, because of the limited contact

14
with the company. This paper focuses on the aspects of the objective factor theory, in which
objective assessment of tangible factors such as location and career growth leads to the choice
for an organization. Moreover, Barber (1999) created a model in which there were three
phases of recruiting: convince to apply for positions, keeping the applicant interested,
influencing the job choice intention. The first phase can be considered as the employer
attractiveness phase, while in the second and third phase employer branding is important to
keep the applicant interested. The outcomes of recruitment can be divided into job pursuit
intentions, job-organizational attractiveness, acceptance intentions and job choice (Chapman
et al., 2005). Job- and organizational attractiveness are not directly linked to the recruitment
process of the company. However, according to Gomes and Neves (2011) perceptions of
attractiveness predict job application intention (e.g. Carless, 2005; Porter et al., 2004), job
pursuit intentions (e.g. Saks et al., 1995), and the intention to apply for a job vacancy (e.g.
Saks et al., 1995; Robertson et al., 2005). Therefore, in this study we assume that there is a
link between the perceptions of organizational attractiveness and eventually applying for a
function.

In conclusion, both employer branding and employer attractiveness consist of several steps.
One of the first steps of employer branding is also called the employer attractiveness phase
and can be seen as a pre-phase of employer branding, or a part of the employer brand equity.
The link between the attractiveness of the employer and applying for a function in the
company will be assumed in this study while focusing on the objective factors of the
employer.

2.3 RELATIONSHIPS BETWEEN THE CONCEPTS

2.3.1 EMPLOYER BRANDING, EMPLOYER ATTRACTIVENESS AND

EMPLOYER BRAND IMAGE
The small differences between the concepts suggest that there is a strong association between
branding, employer attractiveness, the employer brand and employer brand image (Lievens &
Highouse, 2003; Berthon et al., 2005; Moroko & Uncles, 2009). However, empirical evidence
for these expected relationships is scarce. The only empirical evidence for this relationship
was found in the study of Bondarouk et al.(2012). These authors actually found a significant
direct relation between employer branding elements and organizational attractiveness. The
model cited most often (445 times cited) on employer branding and attractiveness is from
Backhaus and Tikoo (2004). They proposed in their model, that employer brand associations
affect employee attraction and that the employer image mediates the relationship between

15
employer brand associations and employee attraction. Mandhanya and Shah (2010) created a
similar model related to talent management, they split the employer branding process into
employer attraction and retention and employer productivity. Employer branding helps to
create brand associations and the employer brand associations shape the employer image that
in turn affects the attractiveness of the organization to the potential employees. Employer
branding impacts organizational culture and organizational identity, which in turn contributes
to employer branding loyalty. This loyalty in turn retains employees and helps the
organization in managing their talent. Cable and Judge (1997) gave some clues for such. They
proposed that employer branding associations result in an employer image, which the
potential employees compare to their own identity. Arachchige and Robertson (2013)
advocate a model in which external employer branding results in higher employer
attractiveness and the internal employer brand results in employee productivity. Employer
attractiveness, in their model, is the outcome of the external branding process, and as such,
represents a significant component of the value of the brand, its equity. Moroko and Uncles
(2008) define attractiveness as a dimension of the employer brand. Their qualitative study on
the characteristics of employer branding success showed two dimensions of success for an
employer brand: attractiveness and accuracy. The importance of accuracy emphasizes the
need for consistency between the employer brand and the employment experience.

The literature shows that there is still a lot of disagreement on how the concepts are related
due to the lack of empirical evidence. In order to create some clarity, the definitions are
summarized in table 2. and the assumed relationships are shown in figure 1. in section 2.3.3.
In the following subsections the difference between internal and external branding and
attractiveness will be specified.

2.3.2 INTERNAL AND EXTERNAL EMPLOYER BRANDING AND

ATTRACTIVENESS
In marketing literature it is clear that the image of a brand is perceived differently internally
and externally (Knox & Freeman, 2006). However, little studies pay attention to this
difference in employer branding and employer attractiveness. Maxwell, Knox (2009) and
Lievens (2007) indicated that current and potential employees also tend to perceive an
organization‗s brand in different ways. The research of Knox and Freeman (2006) tested the
conceptual model of Dutton and Dukerich (1991). Their conceptual model assumed that there
is an internal employer brand image (recruiters perception of the firm) an external image
(potential recruits perception of the firm), and a construed employer brand image (employees

16
reflection of the external image). The construed image is further specified by Knox and
Freeman as "the image which employees think external audiences have of the firm and is not
necessarily the same as the image which external audiences actually have of the firm‖ (p.
699). Knox and Freeman (2006) showed that internal and external perceptions of employer
brand image were significantly different. The recruiters (internal) and potential recruits
(external) had significantly different perceptions of an organization‘s image. Arachchige and
Robertson (2010) also advocate that the employer brand image perceived by potential
employees is often less positive than expected by recruiters of the company. In contrast to
other researchers, Lievens (2007) highlights employer brand beliefs of different groups of
individuals, capturing both potential and current employees. Barber (1998) also defines the
employer brand image as the general impression of the organization, inside and outside the
organization. The internal employer brand image can be described as the actual employment
offer perceived by the employees. In contrast, the external brand image represents the
perceived employer brand image by current and potential employees based on the employer‘s
‗identity projection‘ on the labour market (Vaijayanthi & Shreenivasan, 2011). The concept of
employer attractiveness has been studied in the context of both internal and external
attractiveness elements, more specifically as a tool for retention and recruiting (Pingle &
Sharma, 2013). Internal attractiveness expresses perceptions of existing employees and
external attractiveness the perceptions of external applicants (Jian & Iles, 2011 as cited by
Lydeka, Bendaravičienė, Krištolaitis & Bakanauskienė, 2011). In other words, internal
employer attractiveness is the degree of attractiveness among the company‘s current
employees. External attractiveness is attractiveness in the eyes of prospective employees
(Pingle & Sharma, 2013). External employer attractiveness can also be seen as the view of
experts with experience in the field as well as from the viewpoint of novices, mostly students
(Colomo-Palacios, 2012).

In conclusion, there is probably a strong relationship to be expected between employer

branding and employer attractiveness. However, most of the models that predict this
relationship were not empirically tested. Based on the consumer branding literature, it is
expected that the employer brand and employer attractiveness is experienced differently
inside and outside of the organization by students and employees. The next subsection will
further address the ambiguity of the concepts.

17
2.3.3. OVERVIEW OF THE CONCEPTS
The differences between the discussed concepts are combined into a table in Appendix I. The
most important definitions are selected and included in table 2. The definition of the employer
brand is almost identical to the definition of employer brand image. Both concepts are about
the image of the employer or organization in different groups. The employer brand
proposition and the employer brand equity are also similar concepts. Both concepts are
defined as the balance between employees‘ performance and what the employee receives in
return. The definitions of organizational attractiveness and employer attractiveness are almost
the same. The only difference is that the employer attractiveness definition sometimes
incorporates job aspects. Furthermore, both employer attractiveness and organizational
attractiveness are about benefits of an employer or organization that determine applicants‘
attraction to an organization. The mentioned ‗benefits‘ in the definitions are conceptualized
by Lievens and Highouse (2003) into instrumental and symbolic features. Instrumental
attributes are objective, concrete and factual elements, while symbolic attributes are
subjective, abstract and intangible elements. Another term for instrumental attributes are
functional attributes (Cable & Turban, 2003). Especially symbolic attributes explain
incremental variance in a company‘s attractiveness as an employer (Lievens et al., 2007, p.
54). An example of symbolic attributes can be strategic and cultural attributes.
Table 2: overview of the concepts
Concept Used definition Difference with other concepts
Employer The "sum of a company‘s efforts to communicate to This concept focuses on explicit
branding existing and prospective staff that it is a desirable actions to create a stable employer
place to work"(Lloyd, 2002, p.64) brand.
Employer brand The "company‘s image as seen through the eyes of its This concept is related to the image
associates and potential hires" (Ruch., 2002, p.3); of the company/employer, similar
to the employer brand image
Employer brand "The image associated with an organizations This concept also focuses on the
image uniquely in its role as an employer" (Knox and image of the employer.
Freeman, 2006, p. 697);
Organizational "Individual‗s affective and attitudinal thought about This concept is focusing on the
attractiveness particular companies as potential places for attractiveness of overall
employment" (Highouse et al., 2003, p. 989). organizational aspects.

Employer "Overall evaluation of the attractiveness of a job and This concept is focusing on both
attractiveness organization" (Chapman et al, 2005, p. 929). organizational and job aspects.
Employer brand "The value or benefit an employee perceives to gain Focusing on what differentiates the
proposition/ or experience by serving as a member of the organization from other employers.
employer value organization, or from their employer" (Munsamy & Same as the employer brand equity
proposition Bosch. 2009 p.178)
Employer brand "The value of the employer brand"(Oladipo, Also focusing on the value
equity Lyamabo & Otubanjo ,2013, p. 57) provided by an organization to that
organization‘s employees (Ewing,
Pitt, de Bussy & Berthon, 2002)

18
 From table 2. we can conclude that employer attractiveness is a more static concept compared
to employer branding. Employer branding is about communicating and managing the
employer brand and the efforts a firm puts in the employer branding process. Employer
attractiveness can be seen as a pre-phase of employer branding. It determines what makes the
employer attractive, while the employer branding process includes specific elements to
communicate the employer brand message.

Figure 1 combines and illustrates the relationships between the different concepts based on
the found literature. These relationships are largely not empirically tested. However, the
model shows the expected relationships from different authors and tries to create an overview
of the different ideas that authors have about these relationships.

Literature mindmap assumed

Employer brand equity
relationships

Black= assumed relationship

8
Green = antecedent or pre-phase
9
Blue = similar concept
Employer value Orange= element
proposition

7
External
Employer brand

Employee attraction/
Employer Attractiveness 1 Employer Branding 2 3&4 retention

Internal
Employer brand

5 10a 10c

6
Employer brand
Employer brand Employer brand
Employer brand Image
Organisational Image Image
Attractiveness
associations (Feeling 11 External (potential
10B (Combination of 11 Internal (recruiters
about a brand) perceptions or
recruits perception) perception)
construed image)

12 12

Functional/
Symbolic
instrumental
Benefits
Benefits

Figure 1. Assumed relationships based on literature

This model is a minemqp of how we interpret the assumed relationships. (1) Employer
attractiveness is a pre-phase of employer branding (Yuzuner & Yuksel, 2009). (2) Employer
branding is about communicating and managing the employer brand and the efforts a firm

19
puts in the employer branding process. The branding process results in an internal brand and
external brand. (3) In this study internal and external branding are assumed to both influence
attraction and retention and internal branding to influence organizational outcomes like
productivity. (4) Ararichge and Robertson (2003) consider employer attractiveness as the
outcome of the external brand. (5) Employer attractiveness and organizational attractiveness
are similar concepts, however employer attractiveness sometimes incorporates job aspects. (6)
Bondarouk et al.(2012) found a significant direct relation between employer branding
elements and organizational attractiveness. (7) The first step in the employer branding process
is determining the employer value proposition. (8) The employer brand equity is a similar
concept, which also includes the value of the brand for employees. (9) On the other hand, the
general concept of ‗employer brand equity‘ is also mentioned as including employer
attractiveness as an antecedent (Berthon et al., 2009; Ewing & Michington, 2006). These
authors mention that the more attractive an employer, the stronger that particular
organization's employer brand equity (Berthon et al., 2005). In the model of Arariche and
Robertson (2003), employer attractiveness also represents a significant component of the
employer brand equity. (10) Backhaus, Tikoo (2004) and Mandhaya, Shah (2010) proposed in
their models that employer branding compose the (A) employer brand associations which
shapes the (B) employer image. This employer image moderates the (C) employee attraction
and retention. Cable and Judge (1997) also proposed that employer branding associations
result in an employer image, which the potential employees compare to their own identity.
(11) The difference between the internal recruiters‘ perception of the employer image and
external potential recruits‘ perception of the employer image is mentioned by Knox and
Freeman (2006). This is called the internal and external employer brand image. (12) The
‗benefits‘ in employer brand image can be divided into instrumental and symbolic (Lievens &
Highouse, 2003). Instrumental attributes are objective, concrete and factual elements.
Symbolic attributes are subjective, abstract and intangible elements. Another term for
instrumental attributes is functional attributes (Cable & Turban, 2003).

It can be concluded from figure 1. that employer branding is not a goal on its own, but a
method to attract and retain the needed employees. In this study we consider employer
attractiveness as a pre-phase of employer branding. Employer branding is essential in this
study, otherwise the attractiveness of a company is not known by current and potential
employees. This view is in line with a study of Kienbaum Communications (2009), which
described that the increase of employer attraction, familiarity as an employer and employee

20
retention were the most important objectives of employer branding. The process of how
employer branding ultimately leads to employee attraction and retention is still unknown, due
to the lack of empirical evidence. However, it is clear from the study of Knox and Freeman
(2006) that there will be some differences between the internal and external brand image of
the company. The internal and external aspects should be aligned to effectively communicate
the aspects of employer attractiveness. The next subsection will further explain which job-
and organizational elements determine employer attractiveness.

2.4 JOB AND ORGANIZATIONAL DIMENSIONS THAT DETERMINE

EMPLOYER ATTRACTIVENESS

2.4.1 EMPLOYER ATTRACTIVENESS ELEMENTS

This subsection of the report will explain which organizational characteristics are most likely
to influence the job and organizational attractiveness. One of the most influencing
publications in this field of Chapman, Uggerslev, Carroll, Kelly, Piasentin, and Jones (2005),
resulted in a meta-analysis of 70 studies. Chapman et al. (2005) found that type of work, work
environment, organization image, person-organization fit and perceptions of the recruitment
process had the highest correlation with job and organizational attractiveness. Work
environment was the element that had the highest correlation with job and organizational
attractiveness. Following the approach of Chapman et al. (2005), this study includes a table
that provides a basis for the quantitative study. In this table, existing scales from the academic
fields of employer attractiveness, employer branding and organizational attractiveness are
included. The studies that empirically found evidence for the attractiveness of certain
elements were included. The studies constituted of different dimensions of relevant job- and
organizational characteristics. The table in Appendix II gives an overview of all found
employer attractiveness studies, including empirical research, literature overviews and meta-
analyses. Table 3. shows how the results of the studies are converted to the chosen constructs
in this study.

21
 Table 3: Constructs based on literature

Author Times cited Elements that influence employer attractiveness Chosen constructs
(Google scholar)
Young, Rinehart, 53 Intrinsic and work context elements Atmosphere, work scheduling
Heneman (1993) autonomy, team cohesion
Intrinsic: Growing community, multicultural school and community, fit/teacher-
school, action-centered, active involvement, risk taking, innovative strategies
encouraged, students learn by doing, parent-teacher interaction, parent advisory
council, teacher contract parent, teacher to teacher interaction.
Work context: culture, recreation, professional sport team university, enrolment,
class size, support personnel, curriculum program support, working hours, lunch
time, conference period, planning time.
Turban & Keon 408 Reward structure and centralization Employment conditions ,
(1993) condition of the company,
atmosphere
Cable & judge 1153 location, promotion opportunity, pay level, benefits, company-image, co- Location/position, employment
(1996) workers, security, supervisor and type of work conditions, job security,
leaderships style, autonomy
Cable & Graham 212 The type of industry in which a firm operates, the opportunities Location/position of the company,
(2000) that a firm provides for employee development, and organizational culture training & development,
atmosphere.
Vann et al., (2000) - Significance of work Decision making autonomy,
Autonomy and responsibility training & development, work
Chance to use skills methods autonomy, task
Challenge of work significance
Backhaus, Stone, 403 Corporate social performance dimensions: environment, community relations, Corporate social responsibility
Heiner (2002) and diversity dimensions have the largest affect on attractiveness ratings
Lievens, Hoye & 128 Trait inferences (subjective, abstract, and intangible attributes) contributed most Familiarity with the company
Scheurs (2005) to the variance, followed by job
and organizational attributes, and employer familiarity
Berthon, Ewing & 326 Happy work environment, An above average basic salary and An attractive working environment,
Hah (2005) overall compensation package employment conditions
Lievens (2007) 101 social activities, physical activities, structure, job security, task variety
job security, educational opportunities,
task diversity, cheerfulness, competence,
and prestige
Lievens, van Hoye 202 Instrumental attributes: Employment conditions, task
& Anseel (2007) Opportunity for social/team activities, opportunity for sports, provision of good variety, job security
salaries, advancement opportunities, job security, task diversity, opportunity to
work in a structured (disciplined) environment and travel opportunities.
Symbolic attributes: Sincerity, excitement, competence, sophistication and
ruggedness
Maxwell & Knox 67 Employment related attributes (Work environment, workforce, Working environment, leadership
(2009) type of work, style of management, employee rewards, management workforce style, employment conditions,
relations), Organizational success, construed external image, product or service. organizational image, familiarity
with the company, team cohesion
Tetrick et al., 4 Salary, amount of vacation time, cost of health insurance, and type of retirement Employment conditions
(2010) plan
Nadler, Cundiff & 10 modified flexitour, variable day, and Flexibility in working hours &
Jackson, 2010) variable week programs. Flexibility in workplace, work
scheduling autonomy
Hoye and Saks 28 Instrumental: more social activities, more advancement opportunities, and less Training & development, decision
(2011) structure. Symbolic image: more sincere, more exciting, more prestigious, and making autonomy
less rugged
Alniacik & 3 social value of the possible employers : Leadership style, job security
Alniacik (2012) Gaining career-enhancing experience
Feeling good about yourself as a result of working for the organisation
Acceptance and belonging
Having a good relationship with your superiors
The organisation both values and makes use of your creativity
Good promotion opportunities within the organisation
Recognition/appreciation from management
Job security within the organisation
Ararchige & 18 Gaining experience to help career Future opportunities Promotes self-esteem, training & development, job
Robertson (2013) Job security , Happy environment Develops confidence , Appreciation from security, working environment,
management leadership style
Corporaal, 3 Development, clarity, the work environment and working conditions Training & development, working
Riemsdijk, environment, atmosphere
Kluijtmans & van
Vuuren (2014)

22
Concluding from the table, there were not many studies which made use of questionnaires.
Many studies included scenario research to study the constructs of employer attractiveness.
The employer attractiveness scale of Berthon et al. (2005) seemed the only validated scale
which was often used. The target group mostly only includes students (external). Only a few
studies included employees (internal) in their study. Students are usually studied because they
are seen as 'potential employees'. Furthermore, studies are focused on rating the attractiveness
of specific companies instead of measuring the general attractiveness elements of any
organization. This study will focus on general job and organizational elements that determine
the attractiveness for students and employees. The constructs in this study are chosen based
on the overview in table 3 and based on the criteria that they contain objective job and
organizational attributes. The following figure 2. gives an overview of the constructs in this
study. This figure includes all constructs that will be measured with a questionnaire and
interpreted with interviews as described in the research design of section 3.

Job and organizational characteristic

Location/position of the company
Condition of the company
Commitment/atmosphere
Organizational image
Corporate Social Responsibility
Training & development
Working environment
Leadership style
Diversity Employer attractiveness

Employer familiarity students (external)

Work-life balance
Employer attractiveness
Task variety
employees (internal)
Task significance
Task identity
Job security
Employment conditions
Teamcohesion
Work scheduling autonomy
Decision making autonomy
Work methods autonomy
Flexibility in working hours
Flexibility in workplace

Figure 2. Conceptual model

In conclusion, this study focuses on general attractiveness elements of any organization. The
attractiveness elements will be measured among employees and students to investigate

23
whether there are differences between internal and external employer attractiveness. The next
subsection will further specify which differences between groups are expected.

2.4.2 DIFFERENCE BETWEEN STUDENTS AND EMPLOYEES AND CONTROL

VARIABLES
Employee groups can be segmented based on age, seniority and job type (Bach & Edwards,
2012). This study tests whether there is a relationship between the job- and organizational
preferences and student or employee, gender, age and work experience. The outcomes of this
study will be compared to other studies among young job seekers and the few studies that also
studied employee preferences.

Employer attractiveness is "an important concept in knowledge-intensive contexts where

attracting employees with superior skills and knowledge comprises a primary source of
competitive advantage (Berthon et al., 2005, p. 151). However, within almost every
organization there are key functions where talented employees are necessary to achieve the
organizational goals. Maxwell and Knox (2009) found that specific attributes that were
considered most attractive by employees were different in each organization. However, the
categories of job attributes were almost identical: employment, organizational successes,
construed external image, and product or service characteristics. Lievens et al. (2007) also
showed that the image dimensions that determine organisational attraction are not the same
across groups. They observed that perceived educational opportunities significantly predicted
perceptions of attractiveness for applicants, but not for students and employees. Ararichchige
and Robertson (2013) show that there is a small difference between the Sri Lankan students
and more experienced workers in their perception of attractive attributes. Reputation
perceptions of senior undergraduate student job seekers were also found to be based on
different factors than those used by corporate executives (Cable & Graham 2000; as cited by
Ararchchige & Robertson, 2013). In the quantitative part of this study the results of
employees and students will be compared.

In the light of the war for talent, generation literature seems important to define the
preferences of the future workforce. Many studies advocate that the newest generation of
young and talented employees has different work preferences. Ritz and Sinelly (2011) for
example, argue that young and talented employees will be loyal when they get work tasks and
challenges that are attractive and contribute to their knowledge, career development and
future employability. Generation differences in work values are also studied by Cennamo &

24
Gardner (2008) who advocate that Generation X (1962-1979) and Y (1980-2000) had
different work values compared to the Baby boom generation (1946-1961).

For the present study, the classification of generations offered by Becker (1992) has been
adopted as it is compatible with data of other Dutch studies. This classification and the names
used for the groups of relevance to this research are: Protest generation 1940-1955,
Generation X 1955-1970, Pragmatic generation 1970-1985 and Screenagers, 1985-2000. It is
important to define what is meant with the term generations. Becker uses the following
definition: "a generation consists of a clustering of cohorts, which is characterized by a
specific historical location and common characteristics at the individual level, such as life
courses, value orientations and behavioural patterns and by common attributes system level,
such as generational cultural and generational organizations "(Becker, 1992, p. 23). However,
a recent publication of Corporaal (2014) found that work preferences of young job seekers
from VMBO, MBO and HBO do not differ from earlier generations. These job seekers all
prefer a regular, permanent and full time job, with variety and opportunities to develop. The
following section will explain how this study measures employer attractiveness among
generations.

25
SECTION 3. RESEARCH DESIGN

3.1 OVERVIEW RESEARCH METHODS

The empirical study methodology of this paper includes a structured literature review, a
quantitative method, the questionnaire and a qualitative research method of interviews. The
literature review facilitated the employer attractiveness elements that should be included in
the questionnaire. Table 4. shows that the next subsection includes the description of the
quantitative method and data analysis. Section 3.3. includes the complementary quantitative
data method through interviews. Followed by the method of data analysis, description of
reliability and validity aspects and a preliminary discussion of the method.

Table 4. Overview of research methods

Research question Research method Purpose Description of
research method
Which job and organizational elements Quantitative Data Determine employer attractiveness elements Section 3.2
determine the attractiveness of an collection:
employer? Questionnaire

What are the differences between Master Quantitative data Determine differences between groups in Section 3.2
students and employees on elements they collection: employer attractiveness
find important for employer attractiveness? Questionnaire
Which steps should an employer take to Qualitative data Aid interpretation: Insights in the completeness Section 3.3
brand its employer attractiveness elements? collection: of quantitative data
Interviews Complementarity: insights in how to brand the
employer attractiveness elements

3.2 QUANTITATIVE RESEARCH METHOD

3.2.1 SAMPLING TECHNIQUE AND CASE SELECTION

Within this research there are two target groups, one inside (employees) and one outside the
organization (students). Saunders et al. (2009) argue that in case of research involving
organisations, it is important to have an understanding of the organisation. Before starting the
empirical part of this study, publications, internet sites and informal interviews were
consulted. The organization of Saint-Gobain has over 200,000 employees globally. The
company operates in four major sectors: Building Distribution, Construction Products,
Innovative Materials, and Packaging. Saint-Gobain Abrasives produces engineered materials
and is world‘s largest manufacturer in Bonded Abrasives (resinoid and vitrified), Coated
Abrasives, and Diamond products. The internal study is only conducted within Saint-Gobain
Abrasives B.V. The plants of Eibergen and Born will be involved in the research. The goal of
Saint-Gobain Abrasives (SGA) is to become and stay a market leading company. Their
vision: ‗Be the global leader of reference in Abrasives, at the leading edge of innovation and
service‘ underlines the importance of talented employees. Within SGA the employees should
be able to provide the innovation and service needed. Turban (2001) describes that familiar

26
organizations are also perceived as more attractive employers. Moreover, Lievens et al.
(2005) found that familiarity with the armed forces was positively related to the perceived
attractiveness of this employer.

However, the plant of SGA in Eibergen seems unfamiliar to many potential employees. The
company is well-known in the area of their plants, Eibergen and Born, but at greater distances
from the business location, this multinational corporation is often not known. The company is
not yet struggling with attracting and retaining the right people. However, in the light of the
demographic changes and changing work preferences, the company expects problems in
attracting the right people. The type of sampling inside the organization is non-random
sampling (Saunders et al., 2009). 50 Employees of Saint-Gobain Abrasives B.V. were asked
to complete the online questionnaire. These employees are all operating as executives at
higher business levels. They are managers and officers from different departments: marketing,
HR, logistics, customer service, communication. This type of internal sampling is called
'typical case sampling' because it provides an illustrative profile using a representative case.
The probability of each case being selected from the total population is not known and it is
impossible to answer research questions or to address objectives that require you to estimate
statistically the characteristics of the population from the sample. This type of sampling
provides a range of alternative techniques to select samples based on subjective judgement
(Saunders et al., 2009). The purposive or judgemental sampling technique enables the use of
judgement to select cases that results in the best answer to the research questions (Saunders et
al., 2009). The external target group can consist of two different groups: applicant population
or applicant pool (Barber, 1998). The applicant population is the group from which the
organization attempts to recruit individuals (Barber, 1998); the applicant pool consists of
those individuals who choose to apply to the organization. In this study we include the
applicant population which consist of Master students from the University of Twente, Open
University Heerlen and the University of Maastricht. This includes Master students of the
faculty 'Management and governance' (UT), 'Managementwetenschappen'(OU) and 'School of
Business and Economics' (UM). These locations have been chosen based on purposive
sampling (Saunder et al., 2009). These universities include potential employees for SGA
based on their location and faculty that is related to the departments of marketing, HR,
logistics, customer service and communication. These Universities are chosen based on the
fact that they include potential employees for Saint-Gobain Abrasives based on their location.

27
3.2.2 RESEARCH DESIGN
The questionnaire is a structured research methodology for descriptive and explanatory
purposes. This study makes use of self-administered electronic questionnaires or so-called
‗internet-mediated questionnaires‘(Saunders et al., 2009) to measure the elements related to
employer attractiveness. The advantage of an online survey is the ease with which several
types of questions like dichotomous questions, multiple-choice questions, scales, questions in
a multimedia format, both single-response and multiple-response questions, and even open-
ended questions can be included (Evans & Mathur, 2005). A big disadvantage of online
surveys is the low response rate (Fricker & Schonlau, 2002). This potential problem,
however, can be caught by more actively stimulating employees to fill in the questionnaire or
attract them with ‗incentives‘ (Baarda, de Goede & van Dijkum, 2003).

Employees received a request to fill out the questionnaire by e-mail. An advantage of this
method is the high confidence that the right person has responded. Furthermore, this means
that the size of sample can be large and geographically dispersed (Saunders et al., 2009).
Obtaining a high response rate required a lot of researcher involvement. Program directors of
Twente University (UT) and OU Heerlen (OU) were not allowed to distribute the email
addresses of Master students. Many lecturers of both Universities were contacted and asked to
distribute the link of the questionnaire. However, most of the lecturers were not willing to co-
operate because the students already have a high workload. Lecturers of the courses
Managing Change and Human Resource Management (UT), SHRM (OU), and innovation
and change management (OU) were willing to distribute the questionnaire link to their
students. Students of OU could not be contacted in real life, because they do not attend classes
at the university. Therefore, Master students were requested to fill out the questionnaire via
Facebook, Linkedin and Twitter. To increase the response rate, flyers were handed out at the
UT and UM with the link to the questionnaire.

3.2.3 SCALE DEVELOPMENT

This study includes rating scales to collect opinion data about the dimensions of employer
attractiveness. Scales are a coherent set of questions or items that are regarded as indicators of
a construct or concept (Saunders et al., 2009). Rather than developing one‘s own scales, it
often makes sense to use or adapt existing scales (Schrauf & Navarro, 2005). Each question
can be answered on a seven point scale. Matell and Jacoby (1972) argue that an increased
number of answering question in the Likert scale reduces the likelihood that respondents
answer neutral. The concepts that will be measured in this study consist mostly of existing

28
scales, based on studies mentioned in the employer attractiveness table. Researchers can
generate scale items using either a deductive or an inductive approach (Hinkin, 1995). This
study includes development of a classification scheme prior to data collection and following
that, a thorough review of the literature (Berthon et al., 2005).

3.2.4 PRETEST OF THE QUESTIONNAIRE

To check the face validity (Saunders et al., 2009) of the questionnaire, a pilot questionnaire
was used for this self-administered questionnaire. 10 respondents (5 employees and 5
students) tested the questionnaire, their comments are included in Appendix IV. The students
and employees tested whether they could fill in the questionnaire without help. After the pre-
test of the questionnaire, several questions had to be changed because they were not clear to
the respondents. Some statements in the original English questionnaire e.g. ‗buying stock is a
good investment‘ had to be changed into ‗A company of which buying stock is a good
investment‘. There were also some questions which were lacking direction, e.g. ‗commute
time to work‘, this sentence was changed into ‗A company with a short commute time from
home to work‘. Especially the self-constructed questionnaires were changed after the Pre-test.

3.2.5 VARIABLES
All constructs of the questionnaire are measured on a 7 point Likert-style scale (1 =Not at all
important; 2 = Unimportant;3= Slightly unimportant; 4= Neutral; 5 =Moderately important; 6
=Very important; 7= Extremely important). Because this study intends to use series of
statements, the same order of response categories should be used to avoid confusing
respondents (Dillman, 2007; as cited by Saunders et al., 2009). For the employee
questionnaire, this study inquires standard demographical data as well as the employee‘s
duration of the affiliation with the company and the number of former employers. For
students we inquire type of study, age and gender and geographic dispersion. To ensure
validity of the questionnaire, items are translated from English to Dutch and translated back to
English by the researcher and first supervisor.

3.2.6 RELIABILITY AND VALIDITY

The internal validity and reliability of the data depends largely on the design of the questions
(Saunders et al, 2009). Important for avoiding biases and errors are clear definitions, data
collection and analysis through logical reasoning. The pre-test was a qualitative 'check' to see
if respondents were interpreting items in the way intended. This study uses a Cronbach's alpha
test to identify whether the questions together form a reliable scale (α> .70). Santos (1999)
found that .70 is the cut-off value for being acceptable. Table 5. gives an overview of the

29
 reliability of the scales from the analysis of the authors. There are also some threats to
external validity, also called the generalisability of the findings. One can doubt on the extent
that the research findings are applicable to other research settings because of the relatively
small company sample size. A number of key ethical issues arise across the stages and
duration of a research project (Saunders et al., 2009). Because of the control variables, we
cannot guarantee anonymity. The results should still be treated confidentially though (Babbie,
2010). However, we can assure confidentiality of data provided by individuals or identifiable
participants in this research and should communicate this to the respondents.
Table 5. Reliability of the scales
Name Author Cronbach’s alpha Number of
items
Location Self- developed 4
Condition Self-developed 4
Commitment/ Self-developed 4
Atmosphere
Corporate image Lemmink, Schuijf and Streukens (2003) The reliability of the first- 6
order constructs was
evaluated using composite
reliability (Joreskog, 1971; as
cited by Lemmink et al.,
2003).
Corporate social CSR consist according to Kim, Lee, Lee and Kim (2010) of two items: CSR Association 0.89 5
responsibility participation and CSR activities. CSR associations are defined as employees Participation 0.77
perceptions of the character of the company related to societal issues while
CSR participation is the degree to which employees share in the execution of
CSR activities or in decision making (Brown & Dacin, 1997; as cited by Kim,
Lee, Lee & Kim, 2010). Three association items were adapted from
Lichtenstein et al. (2004) Two participation items were adapted from
(Peterson, 2004), the other item was drawn from Smidts et al. (2001)
Work-Life-balance Hill, Hawkins, Ferris, Weitzman(2001) One item of the original scale was 0.83 3
removed: ‗When I take a vacation, I am able to separate myself from work
and enjoy myself‘
Training & development Corporaal (2013) 0.87.
Job security Lievens et al. (2005) 0.80
Working environment Items developed by Berthon et al. (2005), scale is self-developed. 0.91 2
Employment conditions Self-developed 5
Team cohesion Riordan & Weatherley (1999) 0. 81 4
Leadership style Huiskamp, de Jong & den Hoedt (2008) originally derived from the 0.91 4
Charismatic Leadership in Organizations Questionnaire (CLIO, de Hoogh et
al., 2004).
Diversity management Ko and Hur (2014) 0.81 3
Familiarity Self-developed 3
Autonomy Morgeson and Humphrey (2006) work scheduling 9
autonomy(α=.76) decision
making autonomy (α=.84)
work methods autonomy
(α=.79)
Tasks Morgeson and Humphrey (2006) task variety (α=.91) 12
task significance (α=.80)
task identity (α=.77)
Flexibility in working Corporaal (2014) 0.88 3
place
Flexibility in working Corporaal (2014) 0.70 4
time and working days

30
3.2.7 QUANTITATIVE DATA ANALYSIS
First, data is checked for errors and missing values. The group of students is not totally
heterogeneous. Because students of the Open University also often work part-time, the data
was checked for outliers. There were no outliers of Open University respondents in the
sample data (Appendix V). The scale score of each case was calculated by adding together the
scores of each of the items that were selected (de Vaus, 2002). The empirical part of the
research resulted in mostly descriptive outcomes. To arrange and display the data, different
matrices, charts and graphs are used to recognise patterns in the data.

3.3 QUALITATIVE RESEARCH METHOD

3.3.1 RESEARCH DESIGN

After conducting the qualitative data analysis, the results are interpreted by conducting and
analysing in-depth interviews. The interviews are semi-structured with the topics focused on
the results of the online questionnaire. The goal of the interviews is an interpretation of the
results combined with suggestions for recommendations about employer branding. The
interviews had a total length of 40-70 minutes each. The interviews are part of the inductive
approach to create theory based on the data collection and analysis (Saunders et al., 2009).
The interview checklist is included in Appendix V.

3.3.2. SAMPLING TECHNIQUE

The type of sampling for the interviews is heterogeneous sampling (Saunders et al., 2009). In
order to explain the key theme differences between students and employees, the small sample
represents students and employees from all locations. The students and employees will also be
from a various range of studies and ages. Table 6 shows the characteristics of the interviewees
from the sample.
Table 6. sample interviews
Respondent age gender Study/department Location Country
number
1 23 male Business Administration UT The
Netherlands
2 42 female Supply chain Born
3 27 male Export Born
4 26 female HR Eibergen
5 44 female Customer service Eibergen
6 51 male Finance Eibergen
7 22 male Business and economics UM Spain
8 24 male Business administration UT South
Africa
9 23 female Managementwetenschappen OU The
Netherlands

31
10 36 female R&D Eibergen
11 25 female Educational science and UT The
technology Netherlands
12 43 male Managementwetenschappen OU The
Netherlands
13 25 male Business administration UT The
Netherlands
14 44 male Warehouse Born

3.3.3. PRE-TEST OF THE INTERVIEWS

In order to test the interview checklist, two students from higher professional education were
interviewed and both students also reviewed the interview. The pre-test resulted in a revision
of the ranking assignment as described in the interview checklist in Appendix V. It seemed
that ranking all 20 items was too difficult. The ranking scheme was adapted to include only
the 11 items with the highest means. This cut-off point was made because the top eleven
items of the questionnaire scored between moderately important and extremely important.
The pre-test also resulted in including the following questions: Describe in five keywords an
attractive employer for you; which recommendations do you have for future employers to
attract you? ; Mention an employer of which you have a positive image, and employer of
which you have a negative image, what makes the difference. The interviews are transcribed
which resulted in a preliminary coding scheme for employer branding based on the research
questions. This coding scheme was further specified after all interviews were conducted and
can be found in subsection 4.4.3.

3.3.4 DATA ANALYSIS

An advantage of the audio-recording of the interview is that it allows the interviewer to
concentrate on questioning and listening (Saunders et al., 2009). The interviews are audio-
recorded and transcribed with permission of the interviewees. Personal details such as name
and function were anonymized. To check the exactness of the transcripts, the respondents
reviewed the transcribed interviews. However, none of the interviewees had comments on the
transcripts. To make sense of the qualitative data, the transcripts are analyzed and ordered
based on their meanings. The type of coding is called ‗open coding‘ and can be described as
coding without prior literature study (Saunders et al., 2009). The empirical data pieces were
first put in an overview based on their questions.

32
SECTION 4. RESULTS
In this section the empirical findings of the questionnaire and interviews are presented,
including a brief analysis. First the response results of the questionnaire are described,
thereafter the reliability of the scales are discussed and finally the differences in means and
correlations are described. The qualitative part of the study contains the results of the
interviews.

4.1 RESULTS OF QUANTIATIVE ANALYSIS

4.1.1 TOTAL SAMPLE

The total sample of the questionnaire consists of 378 respondents: 306 students and 72
employees of SGA. A total sample of 410 persons entered the online survey, 378 respondents
finished the survey. We could not assure that the 32 respondents who did not complete the
survey filled out the survey at another moment in time. Therefore, we excluded these students
from the results. An overview of the sample group can be found in table 7. The 31 students
and 1 employee who did not complete the questionnaire only answered the demographic
questions on the first page, or did not fill out this page seriously (e.g. age 110).
Table 7. Sample overview
Students (n=306) Employees (n=72) Total sample
(n=378)
Average Age 26 44 30
Gender 166 men(54,2%) 43 men (59,7%) 209 men (55,3 %)
140 women(45,8%) 29 women (40,3%) 169 women (44,7% )
.

4.1.2 STUDENT SAMPLE

The student sample consist of 171 students from University of Twente (UT), 55 students from
Open University (OU) and 80 students from Maastricht University (UM). Master students of
OU were older with an average age of 41, and are often studying part-time (84%).The
students are all Master students of the faculty 'Management and governance' (UT),
'Managementwetenschappen'(OU) and 'School of Business and Economics' (UM). The exact
total population is not known, because UM and OU are not willing to distribute the exact
numbers as shown in table 8. This table shows the master student population, the amount of
certificates in 2013 and the total student population.

33
Table 8. Student population 2013
University Master students Certificate Total student
Business studies Population
University Twente 806 337 Bachelor + Master
(2013-2014) 9.161
Open University Unknown 142 Bachelor+ Master
(2013) 48.941
University Maastricht Unknown Unknown Bachelor + Master
(2013) 16.229

Of the student sample, 244 Students were studying fulltime, 46 part-time and 16 other . The
student sample consist of 208 Dutch students and 98 international students. The distribution
of the nationality of international students is given in figure 4. International students were
asked where they currently live. 33,7% lives in Overijssel, 46,9% in Limburg and 10,2% still
lives abroad. This last group consisted of students from Germany or Belgium. Dutch students
were asked where they lived before studying at the university. The distribution of provinces
was 30,3% Overijssel, 18,3% Gelderland, 9,1% Noord-Holland, 8,7% limburg, 8,2% Noord-
Brabant.

International students
Germany
China
Greece
Spain
20% Bulgaria
2% Belgium
37% Portugal
2% 2% Brazil
2% Estonia
2% Indonesia
2% Italy
Mexico
2% 2% 10% Singapore
3% 5% USA
3% UK
3% 4%
Other

Figure 4. Nationality of international students

4.1.3 EMPLOYEE SAMPLE

Of the 85 employees from Saint-Gobain Abrasives BV who received the questionnaire via e-
mail, 73 started the questionnaire and 72 employees filled in the entire questionnaire. The
sample consist of 23 employees (69% response) of Saint-Gobain Abrasives Born and 49
employees (89% response) of Saint-Gobain Abrasives Eibergen. The education level
distribution was: MBO (34), HBO (24), WO (9) and other (5). Employees were asked how
many employers they had had between their finishing their studies and starting at Saint-

34
Gobain Abrasives. They were also asked for how many years they had been working for
SGA. The descriptive results of these questions are displayed in figure 5. And figure 6. The
graphs show that employees mostly had 3-7 former employers and 1-15 years of work
experience within Saint-Gobain Abrasives.

Former employers between study and SGA Years of employment

0% 3% 1 4% 3% <1
6% 2 5% 1 tot 5
5%
22% 8% 3 5-10
17%
4 11% 10-15
11%
5 15-20
10%
19% 6 20-25
21%
14%
7 10% 25-30

17% 8 14% 30-35

9 35-40

Figure 5. Amount of former employers Figure 6. Years of employment SGA

35
4.2. RELIABILITY OF THE SCALES

4.2.1 INTERNAL CONSISTENCY

For all scales, there was one common question measured on a 7-point Likert scale: „How
important are the following elements to you when you evaluate the attractiveness of an
employer ? (1= not at all important – 7 = extremely important). The internal consistency is
measured with the Cronbach‘s alpha test. The results of this test are given in table 9.
Table 9. Reliability of the scales
Variable Items Cronbach’s Item deleted Cronbach alpha Cronbach’s Cronbach’s alpha
alpha study after item deleted alpha students employees
Location/position 4 0.478 0,433 0,529
Condition 4 0,652 A company with 0,674 0,650 0,749
offices in several
countries
Commitment/At 4 0,638
mosphere
Corporate image 6 0,726 0,697 0,788
CSR associations 3 0,897 0,901 0,871
CSR 2 0,918 0,911 0,968
participation
Work-life balance 3 0,877 0,861 0,933
Training & 4 0,756 0,727 0839
development

Job security 4 0,832 0,825 0,836

Working 3 0,722 0,712 0,786
environment
Employment 5 0,766 0,747 0,790
conditions
Team cohesion 4 0,823 0,821 0,791
Leadership style 4 0,849 0,836 0,901
Diversity 0,837 Managers/supervisor 0,903 0,894 0,951
s/team leaders that
work well with
employees of
different
backgrounds

Familiarity 3 0,931 0,915 0,962

Works scheduling 3 0,850 0,846 0,854
autonomy
Decision making 3 0,861 0,850 0,917
autonomy
Work methods 3 0,873 0,868 0,902
autonomy
Task variety 4 0,911 0,905 0,936
Task significance 4 0,914 0,906 0,946
Task identity 4 0,900 0,905 0,888
Flexibility in 3 0,921 0,923 0,916
workplace
Flexibility in 4 0,847 0,846 0,858
working hours

4.2.2. UNRELIABLE SCALES

The scales of location/ position, condition and atmosphere/commitment in the company will
not be used in the analysis because they were unreliable scales based on their Cronbach's
alpha of <0.70. However, single items as shown in table 10. can indicate also the importance
of several aspects. Items about informal culture and layers of management did not match the

36
items about the commitment & atmosphere which scored much higher. For the
location/position of the company there are big differences in importance between a company
that is located near a large city, with multiple locations and offices in several countries and
the importance of a short commute time and motorways/public transport. The question about
committed employees scored 6 points on the 7 point Likert scale. This means that it is marked
as 'important' by the sample. Also, a friendly atmosphere, a growing number of employees, a
short commute time, appropriate motorways/public transport, informal culture and a growing
sector scored between moderately important (5) and important (6). The item: 'A company that
has multiple locations in Netherlands' was the only item in the questionnaire that scored
below neutral with a mean score of 3,44. This item scored between slightly unimportant (3)
and neutral(4). It seems that committed employees, a friendly atmosphere and a growing
number of employees are important for many respondents because they have a high mean
score as well as a high minimum score.

Table 10. Descriptive statistics items unreliable scales

Unreliable scale Descriptive Statistics
N Minimum Maximum Mean Std. Deviation
Commitment & A company with committed employees 378 3 7 6,02 ,794
Atmosphere
Commitment & A company with a friendly atmosphere 378 2 7 5,97 ,989
Atmosphere
Condition A company in which the number of 378 2 7 5,84 ,907
employees grows
Location/position A company with a short commute time 378 1 7 5,32 1,230
from home to work
Location/position A company that is well served by 378 1 7 5,26 1,344
motorways / public transport
Commitment & A company with an informal culture 378 1 7 5,10 1,237
Atmosphere
Condition A company in a growing sector 378 1 7 5,09 1,097
Location/position A company with offices in several 378 1 7 4,49 1,191
countries
Commitment & A company with few layers of 378 1 7 4,47 1,161
Atmosphere management
Location/position A company with offices in several 378 1 7 4,34 1,618
countries
Location/position A company that is located near a large 378 1 7 4,05 1,680
city (> 160,000 inhabitants)
Location/position A company that has multiple locations 378 1 7 3,44 1,510
in Netherlands
Valid N (listwise) 378

4.2.3. MEAN SCORES ON VARIABLES AND ITEMS

Table 11. gives an overview of the mean scores on all the constructs completed by all
respondents of the questionnaire. All items scored on average above neutral (4). Nine
constructs scored between neutral (4) and moderately important (5). Ten constructs scored
between moderately important (5) and important (6). Working environment was the most
important construct with a mean score between important (6) and extremely important (7).
The five highest means are scored for the constructs working environment (M=6.1; SD=0.74)

37
, work-life balance (M=5.92; SD=0.82), leadership style (M=5.88; SD= 0.77), task variety
(M=5.72;SD=0.82) and training & development (M=5.72; SD=0.797). The lowest means are
scored for CSR participation (M=4.4; SD=1.28) and CSR associations (M=4.21; SD= 1.30).
However, these constructs still score above neutral (4). The highest standard deviation of the
construct diversity (SD=1.51) indicates that the data is widely spread.

Table 11. Overview of means scales

Descriptive Statistics
N Minimu Maximu Mean Std. Varian
m m Deviation ce
Working environment 378 3,00 7,00 6,0908 ,73659 ,543
Work-life balance 378 1,00 7,00 5,9242 ,81657 ,667
Leadershipstyle 378 3,00 7,00 5,8810 ,77326 ,598
Taskvariety 378 2,00 7,00 5,7295 ,82207 ,676
Training & development 378 3,00 7,00 5,7282 ,79726 ,636
Decision making 378 3,00 7,00 5,7169 ,77013 ,593
Autonomy
Team cohesion 378 2,00 7,00 5,6104 ,80586 ,649
Work methods Autonomy 378 2,00 7,00 5,6093 ,78893 ,622
Work scheduling 378 1,00 7,00 5,5150 ,94495 ,893
Autonomy
Job security 378 1,00 7,00 5,4279 1,00245 1,005
Employment conditions 378 2,00 7,00 5,3630 ,80982 ,656
Organisational image 378 2,00 7,00 4,9250 ,81566 ,665
Taskidentity 378 1,00 7,00 4,8717 1,12972 1,276
Flexibility in working 378 1,00 7,00 4,8340 1,13132 1,280
hours
Tasksignificance 378 1,00 7,00 4,7116 1,17959 1,391
Flexibility in workplace 378 1,00 7,00 4,6596 1,33883 1,792
Familiarity 378 1,00 7,00 4,6305 1,27046 1,614
Diversity 378 1,00 7,00 4,5026 1,51123 2,284
Corporate social 378 1,00 7,00 4,4378 1,28477 1,651
responsibility participation
Corporate social 378 1,00 7,00 4,2063 1,30034 1,691
responsibility associations
Valid N (listwise) 378

When we look at the top ten of individual items in table 12., it confirms that the working
environment aspect scores relatively high. Commitment & atmosphere and leadership style
aspects also seem to be very important. There was no reliable scale for commitment and
atmosphere, however this results indicate that the single items are important. It is also
remarkable that these elements include some 'symbolic' elements although the focus in this
study was mainly on objective elements.

38
 Table 12. Top ten of individual items
N Minimum Maximum Mean Std. Deviation
A fun working environment 378 2 7 6,19 ,801
A working environment where I feel (like at) home 378 2 7 6,05 1,064
Working in an exciting environment 378 1 7 6,04 ,870
A company with committed employees 378 3 7 6,02 ,794
Ability to maintain adequate work and personal/family 378 1 7 6,00 ,879
life balance
A job where I can grow to functions with more 378 3 7 5,98 ,843
independence
A company with a friendly atmosphere 378 2 7 5,97 ,989
A manager who encourages me to develop my talents 378 2 7 5,96 ,885
A job where I can grow into functions of greater 378 2 7 5,95 ,897
responsibility
A manager who encourages me to come up with my 378 2 7 5,95 ,869
own initiatives
The constructs that were studied included several items with some remarkable differences in
means. The organizational image includes six items with some big differences as shown in
table 13. The item of: 'A company of which buying stock is a good investment' is neutral to
the respondents while 'A company where the management is committed to the organization' is
between moderately important and important. This result emphasize that in addition to the
committed employees, committed management is also important.
Table 13. Organizational image items
N Minimum Maximum Mean Std.
Deviation
A company of which buying stock is a good 378 1 7 4,03 1,451
investment
A company that often introduces innovations 378 1 7 5,01 1,325
A company where the management is committed to 378 2 7 5,80 ,974
the organization
A company with appealing advertising for products 378 1 7 4,24 1,448
and services
Heard/experienced positive things about the company 378 1 7 5,31 1,041
A company that is first choice for high quality 378 1 7 5,17 1,210
products/services

The employment condition construct includes different types of employment benefits as

shown in table 14. Differences in means show that the salary is most important item, followed
by extra benefits. Flexible salary is less important for the attractiveness of an employer.
Table 14. Employment condition items
N Minimum Maximum Mean Std.
Deviation
Level of the primary wage (salary and holiday pay) 378 1 7 5,64 ,905
Level of flexible salary (i.a. bonus scheme) 378 1 7 4,86 1,321
Benefits (including training) 378 1 7 5,62 ,970
Number of Holidays 378 1 7 5,32 1,081
Retirement System 378 1 7 5,37 1,293

39
The job security construct includes one item about 'a job that offers people a job for life'
which scored remarkably lower than the other items as displayed in table 15.
Table 15. Job security items
N Minimum Maximum Mean Std.
Deviation
A job that offers the possibility to hold a 378 1 7 5,75 1,155
permanent position
A job that offers job security 378 1 7 5,82 1,064
A job that offers people a job for life 378 1 7 4,46 1,548
A job that offers prospects for a certain future 378 1 7 5,68 1,088

The first item of the diversity construct was managers/supervisors/team leaders that work well
with employees of different backgrounds as shown in table 16.. This item scores one point
higher than the other items in the scale. In order to improve the reliability of the scale, this
item is removed from the scale.

Table 16. Diversity items

N Minimum Maximum Mean Std.
Deviation
Managers/supervisors/team leaders that work well with 378 1 7 5,51 1,168
employees of different backgrounds
Policies and programs that promote diversity in the 378 1 7 4,56 1,551
workplace (for example, recruiting minorities and
women, training in awareness of diversity issues,
mentoring).
Supervisor/team leaders that are committed to a 378 1 7 4,44 1,613
workforce representative of all segment of society

Concluding from the results of the means of constructs and items that the working
environment, work-life balance, leadership style, task variety and training & development are
the most important constructs. The constructs of Corporate social responsibility associations
and participation are the least important but still score above neutral. Within the construct of
organizational image, the item about buying stocks is less important than committed
management. The salary is the most important item of the employment conditions and within
the job security construct, the job that offers people a job for life is less important.

40
4.3 DIFFERENCES IN THE RESULTS BETWEEN GROUPS

4.3.2. DIFFERENCES BETWEEN STUDENTS AND EMPLOYEES

The independent sample t-test showed that there are no significant differences in means
between students and employees in the constructs of working environment, work-life balance,
work methods autonomy, task identity, flexibility in workplace, corporate social
responsibility participation and associations. The graph in figure 5. shows the scores of
students and employees on all constructs. CSR associations scored the lowest value and
working environment the highest value for both students and employees.

6,5

5,5

4,5

4 Students (N=306)
Decision making …

Work scheduling …
Taskvariety
Work-life balance

Familiarity
Job security
CSR participation

Diversity
Leadership style
Flex workplace

Taskidentity
Tasksignificance

Team cohesion

Organisational image
Work methods Autonomy
Flex workhours

CSR associations

Working environment
Training development

Employment conditions

Employees (N=72)

Figure 5. Scores of students and employees

Figure 6. shows the significant differences between students and employees on organizational
image (F=.556, p=0.00), training & development (F=3.652, p= 0.011) , job security
(F=5,.365, P=.00), employment conditions (F=3.211, p=0.00), team cohesion (F=6.677,
p=0.00), diversity (12.646, p=0.00), familiarity (F=.277, p=0.00), work scheduling autonomy
(F=12.984, p=0.00), decision making autonomy (F=12.137, p=0.06), task variety (F=6.006,
p=0.012), task significance (F 3.595,p=0.003), leadership style (F=.244, p=0.030) and
flexibility in working hours (F=.285, p=0.029).

41
 Leadership style 6,1
5,8

Training&development 5,5
5,8

Taskvariety 5,9
5,7

Decision making Autonomy 5,9

5,7

Team cohesion 5,9

5,5

Work scheduling Autonomy 5,8

5,4

Job security 5,8

5,3 Employees (n=72)
5,8 Student (n=306)
Employment conditions 5,3

Flexibility in working hours 4,6

4,9

Organizational image 5,3

4,8

Tasksignificance 4,3
4,8

Familiarity 5,4
4,4

Diversity 5,2
4,3

1,0 2,0 3,0 4,0 5,0 6,0 7,0

Figure 6. Significant differences in means between employees and students

The results of the differences between employees and students show that employees assign
more value to almost every aspect. However, students are more interested in training &
development, flexibility in working hours and task significance. The biggest differences
between employees and students are found on the variables familiarity and diversity. Students
score between neutral (4) and moderately important (5), while employees score between
moderately important (5) and important (6).

42
4.3.3 OTHER DIFFERENCES IN MEANS
Due to the exploratory nature of this study, we also checked for significant differences in
other groups we could demonstrate. Moreover, because the sample of students is
heterogeneous with also some students that study part-time we have to check whether
differences between students and employees can also be caused by other characteristics.
Therefore, we would check whether there are differences between men and women,
generations, education level and nationality.

The independent sample t-test showed that between men and women the largest significant
(p<0.05) difference in means is also for variable diversity (F=5,332, p=0,21): men (M=4.04;
SD=1.55) women (M=5.07;SD=1.25). There was also a large significant difference in means
on the variables CSR participation (F=4.316, p=0.038) and leadership style (F=4.635,
p=0.032). To test the variances between Eibergen and Born in both groups, independent t-
tests are conducted. There were no significant differences (p<0.05) in means between
Eibergen and Born.

Differences in age and generations

There are significant (p<0.05) differences in means for age at the variables: Training &
development (F=1.630, p=0.009), work scheduling autonomy (F=1.555, p=-.016) and
decision making autonomy (F=1.467, p=-.032). To find the differences, the employees and
students are divided into categories based on the generation categories of Becker (1992) as
mentioned in subsection 2.4.2. Table 17 shows the classification based on generations.

Table 17. Generations

Generation Year born Age in October 2014 Frequencies
Protestgeneration 1940-1955 59 till 74 12
Generation X 1955-1970 43 till 59 62
Pragmatic Generation 1970-1985 28 till 43 64
Screenagers 1985-2000 13 till 28 240

The variables of work-life balance (F=2.919, p=0.034), training & development (F=7.923,
0.000), working environment (F=6.633, 0.000), diversity (F=2.841, 0.038), familiarity
(F=2.904, p=0.035), work scheduling autonomy (F=9.588, p=0.000), decision making
autonomy (F=7.545, 0.000), work methods autonomy (F=2.731, 0.044), taskvariety (F=4.712,
p=0.003), flexibility in workplace (F=4.902, p=0.002), flexibility in working hours (F2.880,
p=0.036) showed significant differences between generations. There are no significant

43
differences in leadership style, team cohesion, job security, employment conditions,
organizational image, task identity, task significance, corporate social responsibility
associations and participation. The differences in means show that the pragmatic generation is
more interested in flexibility and work-life balance aspects, while the screenagers are
especially interested in training & development. For the oldest generation, training &
development, work-life balance and flexibility is less important, this group is more interested
in autonomy in decision making and work methods. However, this results should be
interpreted cautiously, because the protest generation group consist of only 12 respondents.

Working environment

Work-life balance

Training & development

Taskvariety

Decision making autonomy

Protestgeneration (59 till 74)
Work methods autonomy Gen x (43 till 59)
Pragmatics (28 till 43)
Work scheduling autonomy
Screenagers (13 till 28)
Flexibility in working hours

Flexibility in workplace

Familiarity

Diversity

1,0 2,0 3,0 4,0 5,0 6,0 7,0

Figure 7. significant differences between generations

Differences in student sample

In the group of students, there are significant differences in means between universities on
organizational image (F=4.458, p=0.012), CSR associations (F=3.984, p=0.020) and
participation (F=3.984, p=0.020), training & development (F=3.908, p=0.021) working
environment (F=4.693, p=0,010), employment conditions( F=5.505, p=0.10), diversity
(F=8.888, p=0.000), familiarity (F=3.690, p=0.026), work scheduling autonomy (F=8.303,
p=0.000), decision making autonomy (F=10,996, p=0,000), work methods autonomy

44
(F=7.752, p=0.001), task significance (F=4.621, p=0,011), flexibility in workplace (F=4,403,
p=0,013) and flexibility in working hours (F=7.588, p=0,001). The biggest difference in
means is between UT (M=4.06; SD=1.64) and UM (M=4.93; SD=1.40) on diversity. There
are no significant differences in work-life balance, leadership style, task variety, training &
development, team cohesion, job security, and task identity.

Flexibility in working hours

Flexibility in workplace

Tasksignificance

Work methods Autonomy

Decision making Autonomy

Work scheduling Autonomy

UM (n=80)
Familiarity
OU (n=55)
Diversity
UT (n=171)
Employment conditions

Working environment

Corporate social responsibility participation

Corporate social responsibility associations

Organisational image

1 2 3 4 5 6 7

Figure 8. Significant differences between Universities

It seems that students of OU find flexibility and autonomy aspects more important. While
students at UT are more interested in familiarity, organizational image and diversity aspects.

There are also significant (p<0.05) differences between Dutch and Non-Dutch students on the
variables organizational image (F=.129; p=0.000), CSR associations (F=.842; p=0.000), CSR
participation (F=3.614; P=0.000), work-life balance (F=1.724; p=0.001), working
environment (F=7.764; p=0.000), employment conditions (F=2.936; p=0.000), team cohesion
(F=2.936; p=0.000), diversity (F=4.428; p=0.000), familiarity (F=.000; p= 0.001), decision
making autonomy (F=2.248; p=0.003), task variety (F=7.657; p=0.018), task significance
(F=4.197; p=0.000), task identity (F=4.384; p=0.003). There are no significant differences in
leadership style, training & development, work methods Autonomy, work scheduling
Autonomy, job security, flexibility in working hours, task significance and flexibility in
workplace.

45
 Taskidentity
Tasksignificance
Taskvariety
Decision making Autonomy
Familiarity
Diversity
Team cohesion Dutch students (n=208)
Employment conditions Non-dutch students (n=98)
Working environment
Work-life balance
CSR participation
CSR associations
Organisational image

1,00 2,00 3,00 4,00 5,00 6,00 7,00

Figure 9. Significant differences between Dutch and Non-Dutch

The results show that diversity is more important for non-Dutch students (M=5.01;SD=1.33)
than for Dutch students (M=4.02; SD=1.56). Non-Dutch students are also far more interested
in CSR participation and associations. The working environment, task variety and decision
making autonomy are more important for Dutch students. The results of the ANOVA test
(Appendix V) showed significant (p<0.05) differences between education level on
organizational image (F= 8.758, p=0,000), job security (F=6.313, p=0,000), employment
conditions (F=9.529, p=0,000), team cohesion (F=5.895, p=0.001), diversity (F=7.,254,
p=0,000), familiarity (F=15,639, p=0.000), leadership style (F=2,675, p=0.047) work
scheduling autonomy (F=3.185, p=0.024), task significance (F=3.581, p=0,014) and training
& development (F=2.762, p=0.042). There are no significant differences in working
environment, work-life balance, task variety, decision making autonomy, work methods
autonomy, task identity, flexibility in working hours, flexibility in workplace, corporate social
responsibility participation, and corporate social responsibility associations.

46
 Training & development

Leadership style

Tasksignificance

Work scheduling Autonomy

Familiarity Other (n=5)

University (n=315)
Diversity
HBO (n=24)
Team cohesion MBO (n=34)

Employment conditions

Job security

Organisational image

0 1 2 3 4 5 6 7

Figure 10. Significant differences between education levels

The results show that students of MBO and other studies are more interested in employment
conditions and job security. Students of the university are more interested in task significance
and training & development however. There is a big difference between University and tether
students in how important they find familiarity and diversity aspects. University students find
this far less important than students from other education levels.

4.3.4 CORRELATION OUTCOMES

The correlation coefficient quantifies the strength of the linear relationship between two
ranked or numerical variables. The values of the correlation coefficient are: -1= perfect
negative, -0.7= strong negative, -0.3= weak negative, 0 = perfect independence, 0.3 = weak
positive, 0.7= strong positive, 1 = perfect positive (Saunders et al., 2009).

The Pearson correlation test (Appendix V) showed that there are negligible significant
(p<0.05) positive correlations between age and: organisational image (r=.101, p=.049),
leadership style (r=. 104, p=0.044), diversity (r=.136, p=0.008), familiarity (r=.123, p=0.009),
work scheduling autonomy (r=.173, p=0.001), decision making autonomy (r=.223, p=0.00),
work methods autonomy (r=.142, p=0.006) and task variety (r= .121, p=0.018). There is a
negligible significant negative correlation with training & development (r=.-236, p=.000).

47
The Pearson correlation test (Appendix V) also showed a significant (p<0.05) negligible
negative correlation (r=.-233, p=0.049) between the length of employment within SGA and
training and development and a negligible negative correlation with task variety (r=.272,
p=0.021). There is also a weak positive correlation between the amount of former employers
and decision making autonomy (r=.336, p=0,004) and a negligible positive correlation with
work methods autonomy (r=.268, p=0,024).

The results of this correlation analysis show that there are some significant correlations
between attractiveness elements and age and length of employment. The biggest finding was a
weak positive correlation between the amount of former employers and decision making
autonomy.

48
4.4 RESULTS OF QUALITATIVE ANALYSIS
Interviews are conducted in order to specify, clarify and supplement the results of the
quantitative analysis. All findings of the interviews are displayed in Appendix VII. This
subsection mentions remarkable results of this analysis starting with a check of the
completeness of the questionnaire.

4.4.1 CHECK OF COMPLETENESS OF QUESTIONNAIRE

The first step of qualitative analysis was to check whether all elements of employer
attractiveness included in the questionnaire were mentioned on the question: „Which elements
determine the attractiveness of an employer?‘ It can be concluded from table 18. that the
mentioned aspects are mostly the same as the aspects measured in the questionnaire. The
aspects that are not mentioned in the questionnaire are: responsibilities within the function
and type of customers. The other items are included in the questionnaire. This check
confirmed the completeness of the questionnaire.

Table 18. Mentioned items 'Which elements determine the attractiveness of an employer?'
Mentioned item Amount of
respondents
mentioned the item
Employment conditions 4
Functional growth 4
Autonomy in decisions 3
Training 3
Travel distance 3
Company size 2
Environmental policies 2
Familiarity 2
Leadership 2
Responsibilities 2
Working environment 2
Colleagues 1
Type of customers 1
Job description 1
Job security 1
Management support 1
Multinational 1
Not have to work on different locations 1
Positive image in the news 1
Rating as an employer 1
Reputation of the company 1
Task variety 1

49
A similar question checking the most important elements of employer attractiveness:
„Describe in 5 words an attractive employer‟ The overview of all 70 mentioned words is
included in Appendix VII. Table 19. gives an overview of the aspects that were mentioned
most often as elements for the attractiveness of an employer. The results confirmed the
completeness of the questionnaire, all items were also included in the questionnaire.

Table 19. Mentioned items 'Describe in 5 words an attractive employer'

Mentioned aspect Times mentioned
Development opportunities 9
Employment conditions 8
Work-life balance 4
Travel distance 3
Informal culture 2
Variety 2
Environmental aspects 2
Autonomy 2
Responsibilities 2
Multinational 2
Leadership style 2
Atmosphere 2
Collegiality 2
Freedom/Independency 2
Stability 2

The last step to check the completeness of the quantitative results, and to verify the ranking of
the quantitative results was a ranking assignment among interviewees. Interviewees had to
rank the top 11 of the questionnaire constructs in what they find most important. The results
of table 20. show that almost all aspects of this top eleven are relevant to the interviewees.

Table 20. Ranking of the interviews

Variable Mean ranking Interviews
(1= most important; 11 =
least important)
Training & Development 4,1
Working environment 4,2
Decision making autonomy 4,5
Task variety 5
Team cohesion 5,1
Work methods autonomy 6,1
Leadership style 6,5
Work-life balance 7
Work scheduling autonomy 7,1
Employment conditions 8,1
Job security 9

50
Only job security was sometimes mentioned as unimportant, the reason can be illustrated by
the following quote of respondent 12:

 'I do not believe in the myth to work for the same employer for 40 years. It still
happens, but I do not believe that it is likely. '

It seems that working your entire life for the same employer is not desirable. This was also
what we found from the questionnaire in which the: 'a job that offers people a job for life'
scored remarkably lower than the other items. Erlenkaemper, Hinzdorf and Priemut (2005)
argue that asking at the preference regarding employer attractiveness does not portray the
decision-making process of potential applicants in their selection process. Therefore, we
asked the interviewees whether there was a difference in the elements of employer
attractiveness and elements they would select an employer on. There were three types of
answers given:

 Some interviewees mentioned that there is a difference between what organizations

mention and what is really present in the company like respondent 8: 'One could say
that the company has a good leadership style, there are plenty of companies that
included it in their policies, they say they have a transformational leadership style
however, there is a difference between what is real and what is intended.'
 Other interviewees mentioned that several elements are conditions for them to apply
for a job, such as respondent 6: 'I would be able to apply in Utrecht but I would not
consider it because of the commute time.'
 Final, interviewees mentioned that it depends on your personal situation whether you
are in the position to critically select on elements like respondent 12: 'That depends a
bit from what situation I should look for another job. Looking back at the last 20+
years I have always had the luck that I came from a position where I already had a
job. I can imagine that if you're in a situation where you are unemployed, you would
be less demanding.'

It can be concluded from the interviews that almost all aspects are measured in the
questionnaire. This implies that the questionnaire was quite complete, except for
cultural/commitment aspects. The employer attractiveness elements are mostly the same as
the elements interviewees would select an employer on.

51
4.4.2 CHECK OF COMPLETENESS OF CONSTRUCTS
This subsection focuses on some constructs of the questionnaire which were further examined
through interviews. The quantitative results showed that the construct of ‗working
environment‘ scored the highest mean on importance for the employer attractiveness.
However, it was not clear what explicitly influenced a ‗fun‘ working environment and an
‗exiting‘ environment. Therefore, interviewees were questioned on what they consider to be a
fun and exciting working environment as shown in table 21. From the following table, we can
conclude that there are two main aspects that influence the working environment: colleagues
and the office. Regarding the office the respondents often mentioned that the working
environment is influenced by a combination of all other aspects mentioned in the
questionnaire.

Table 21. Working environment aspects

Respondent Interviewees Working environment aspects

ranking of
Working
environment
Resp. 4 1 Ability to be yourself
Resp. 5 7 Colleagues
Resp. 7 1 Colleagues
Resp. 9 2 Office
Resp. 10 1 Colleagues
Resp. 11 8 Office
Resp. 12 4 Is created when other aspects like team cohesion are fulfilled
Resp. 13 2 Colleagues, office and canteen

Work-life balance was the second most important element of the questionnaire results.
However the constructs of ‗flexibility in working hours‘(mean score 4,8) and ‗flexibility in
workplace‘(mean score: 4,6) scored much lower on the questionnaire. This result made us
curious as to what exactly was meant by 'work-life balance'. Several interviewees explicitly
mentioned the aspects of work-life balance that are important to them. From table 19. it can
be concluded that work-life balance is experienced different by the interviewees. Work-life
balance is considered as freedom to organize your work in place and time but also as support
from family and your partner.

52
Table 22. Work-life balance aspects
Respondent Interviewees Work-life balance aspects
ranking of
Work-life
balance
Resp. 3. 5 Flexibility in working hours.
Flexibility If you have to arrange or organize something personal.
Resp. 4 9 Flexibility in working hours
Resp. 5 4 Flexibility in working hours
Support of your family and support at work
Resp. 6 10 In consultation with your partner
Resp. 9 5 Flexibility in workplace (ability to work at home in the weekends)
Not have to work in your leisure time
Resp. 10 2 Part-time work
Flexibility in working hours
Resp. 11 7 Taking work home
Resp. 12 1 Working at home, flexibility in working times, ability to combine
work with study

The results of the interviews shed light on the ambiguity of working environment and work-
life balance. It seemed that working environment basically consist of colleagues and office
elements, and work-life balance of flexibility and social support. It can be concluded that
those constructs should be further specified in following studies, focusing on several different
aspects in order to determine what is most important for the attractiveness of an employer.
Moreover, it seems that working environment, work-life balance and familiarity are a
condition to consider an employer as attractive.

53
4.4.3 EMPLOYER BRANDING STRATEGY
The second part of the interviews included questions about employer branding. Students and
employees were asked which channels they used to get the necessary information about the
employer and which information they needed to determine the attractiveness of an employer.
Open coding resulted in the following coding scheme in table 23.

Table 23. Coding scheme

Category (Channel) Sub-category Description
(Type of
information)
Google [GO] [GO-T] Google and internet information

Website [W] [W-T] Website information Textual

[W-V] Website information Videos
[W-PI] Website information Pictures
[W-PE] Website information Personal contact
[W-L] Website Lay-out
Meeting [M] [M-PE] Company diner/lunch meetings

Guest lecture[GU] [GU –PE] Guest lectures

Company visit[C] [C-PE] Company visits

Job market [J] [J-PE] Job markets

Network [N] [N –PE] Network contacts
Vacancy[V] [V-T] Vacancies
LinkedIn[L] [L-T] LinkedIn information
Social media [S] [S-T] Twitter and Facebook
Newspaper[N] [P-T] Vacancies or adverts in newspapers
Advertisement [A] [A-PI] Pictures/videos as advertisement

To be able to conclude about the robustness of the findings about employer branding
(Saunders, 2009), the data has been classified based on confirming or contradicting data
pieces of similar or different interviewees. This results in a table in Appendix VII with all
data pieces about employer branding. Contradicting data was indicated by a (-) sign, while
confirming data pieces are indicated by a (+) sign.

54
Data pieces that had two or more confirming (++) data pieces were about the lay-out of the
website (W-L) and the information on the website (W-T). The first and most often mentioned
comment on employer branding is about the website that had to look professional:

 'If it is very unprofessional it would scare me off' (Respondent 5; Data piece 30).
 „The site looking bad in terms of layout would disappoint me as well, as if they cannot
even make a good-looking site' (Respondent 11; Data piece 62).
 ' What the web page looks like, whether it is professional or if it is just put together'
(Respondent 14; Data piece 82).

The other comments are about the information on the website on what the company offers.
There should be clear information instead of information about the informal working
atmosphere.

 'If it is fuzzy about what they offer, like growth, I think yes ok, that is not necessary for
me. I can estimate, whether it is informal / formal and whether or not it is a good
working environment' (Respondent 13; Data piece 75).
 'You do not have to write down everything, like the fuzzy information about the
informal working environment and things like that‟ (Respondent 13; Data piece 78).
 'You always read: “we have a good working atmosphere, we have good benefits.” You
can only really determine this when you're actually there.' (Respondent 14; Data piece
84).

Data pieces that had two or more confirming (++-) and one contradicting data pieces were
about videos on the website (W-V).
 'Videos about people that are laughing and not working like a robot. I think that's a
good point. Everything can be written down, but just as we are communicating right
now you can see my reactions (Respondent 3.; Data piece 18).
 ' I also like videos, not the slick stuff but when they also show vulnerability.'
(Respondent 4; Data piece 19).
 'I really like videos, info graphics, and maybe PowerPoint presentation.' (Respondent
7; Data piece 39).
 I like the website of Allianz.com. The website shows true Employee testimonials, you
can feel that this is real. That it is not made up. It should be real, just behind the desk,

55
 not on location. It also shows someone's interests, travelling, rugby, normal things.
(Respondent 8.; Data piece 44).
 'I thought that was rather nice, people who tell what they do themselves. You
immediately get the idea when they show the office that it seems credible. It also
indicates that they have put in a bit of effort, which is important' (Respondent 13;
Data piece 79).

One interviewee contradicts these findings:

 'I never take it seriously, because it is always on paper, it is pre-recorded. You can
present yourself in any way you want.' (Respondent 9; Data piece 50).

Many interviewees mentioned things about the job vacancies (V-T). Data pieces that had one
confirming data piece are mentioned below. Some interviewees mentioned the vision of the
company and background information for new employees.

 What is their vision for the organization. Why did they set up the logistics in the way
that they have. Why are they looking now, why is there a development now
(Respondent 2; Data piece 10).
 The organization, why they look for people (Respondent 14; Data piece 85).

Information about the function is also important to get a complete picture of the company.

 A little bit of information about the company, but also about the particular function.
(Respondent 9; Data piece 27).
 What are the responsibilities, what are you going to do, if it fits with what I want,
which is important of course. What are the possibilities, what can a company offer you
in the field of education and appreciation and those sorts of things (Respondent 10;
Data piece 85).

One interviewee mentioned the importance of creativity and clearness in job vacancies several
times.

 'I always find it nice when an employer mentions: we ask this of you, and we offer you
this' (Respondent 9; Data piece 54).

56
  'If I find an interestingly formulated job description, I would apply sooner then when
there is a fairly standard job description, moreover, they should react quickly if you
have a question' (Respondent 9; Data piece 55).

Guest lectures are also mentioned by three respondents. Some remarkable data pieces are
given below (GU-PE).

 'Almost every time I have a guest lecture from a company, I also find the company
interesting, there are hardly any uninteresting companies but you have to know that
they are interesting' (Respondent 8; Data piece 46).
 'Guest lectures also ensure that I will be very positive about that company and that I
want to learn more about the company' (Respondent 11; Data piece 64).

The importance of using your social networks was contradictory (N-PE). One interviewee
mentioned:

 'It doesn‟t really happen anymore that you ask locally, like family and friends‟
(Respondent 2; Data piece 8).

However, other interviewees mentioned that they do make use of their social contacts to
determine attractiveness of an employer.

 'What helps too, is when you hear from people in your own network about their
experiences with different companies'(Respondent 9; Data piece 41).
 'I still think I would first look in my surroundings, that I would look within my
network.(Respondent 13; Data piece 74)'
 'First let's talk to some of the people within the family, my brother, my father'
(Respondent 13; Data piece 77).

Concluding, the results of the interviews show that the website lay-out and information on
the website are very important for the attractiveness. Information about the company and
the function is needed but also about the strategic decisions of the recruitment of new
employees. The information has to be presented in a clear but creative way, through
videos, pictures and text. Moreover, guest lectures are useful to create familiarity with the
company. A positive image of the company within people's social network is important.
Many interviewees asked their family and friends what they think of a company, this
underlines the importance of familiarity with the company.

57
SECTION 5. DISCUSSION AND CONCLUSION
This subsection includes the discussion of the findings based on literature, it also includes an
overview of lacks of the study and its methodology and recommendations for further research.

5.1 DISCUSSION
This mixed-method study explored the complex process of becoming an attractive employer
through an extensive literature review, quantitative study and qualitative attempt to explain
the results. The first step was a literature study in which the concepts of employer branding
and employer attractiveness were thoroughly examined. This study contributes to existing
research by summarizing and analyzing existing literature to find the differences between
employer branding and employer attractiveness and paying attention to the difference between
internal (employees) and external (students) attractiveness.

Difference between employer branding and employer attractiveness

The study first examined the difference between employer branding and employer
attractiveness through an extensive literature review. It can be concluded that employer
attractiveness and employer branding are closely related. The study of Bondarouk et al.(2012)
showed that, as assumed in this and many other studies (Berthon et al. 2005; Lievens, 2007;
Lievens & Highhouse, 2003; Lievens et al., 2005; Lievens et al., 2007), there is a direct
relationship between employer branding and organizational attractiveness. There was still
ambiguity in the literature about the content of the concepts. Employer attractiveness can be
considered as the 'Overall judgement of the attractiveness of a job and organization (Chapman
et al, 2005)'. This concept focuses on both organizational and job aspects, while employer
branding is about the ‗Sum of a company‘s efforts to communicate to existing and prospective
staff that it is a desirable place to work‘ (Lloyd, 2002). This concept focuses on explicit
actions to create a stable employer brand. We found that employer branding was a more
dynamic concept than employer attractiveness. Employer branding complements the well-
known employer attractiveness concept by adding the communication aspect to the process.
Employer attractiveness is in fact a pre-phase of employer branding in which the needed
attractiveness elements will be determined. Employer attractiveness focuses on the elements
that make an employer attractive for employees and students, while employer branding is
about the process of communicating those elements.

After conducting the literature analysis, it was clear that in addition to employer
attractiveness, employer branding is needed to communicate elements that make working for

58
its specific company a unique and desirable experience. Sullivan (1999, 2002), Backhaus and
Tikoo (2004) also called the employer value proposition. This proposition needs to show what
prospective and current employees can expect from the organization in rational and emotional
terms (Mosley, 2007). It should also show what the organization expects from the employee
though. From the interviews it became clear that the company has to communicate a clear and
realistic image of the employer. This underlines the importance of the theory of Backhaus and
Tikoo (2004), who argue that the external employer branding message has to be in line with
the internal branding strategy. Moreover, Rynes et al. (1991) showed that the employer brand
image is primarily shaped by employees, instead of the recruitment activities and material of
the company. Not only the employer branding should be aligned, but also the consumer
branding strategy. Employees are also consumers, when their experience with the company as
a consumer is negative, it will be hard to convince them to apply as a future employee.
Mosley (2007) argues that the employee experience is more difficult than customer
experience because you need to ensure that your employer brand attracts the right kind of
people. The group of students and employees that was studied in this paper can be considered
as the 'right people' for Saint-Gobain Abrasives because they are either already working in the
company, or are potential future talents for the company. However, following studies should
consider that there is a difference between marketing and employer branding in the fact that
employer branding only has to attract and retain the 'right people'.

Elements of a job and organization that determine the employer attractiveness

The differences between both concepts having been investigated, the second purpose of the
literature study was defining which job and organizational elements determine the
attractiveness of an employer. A comprehensive overview of employer attractiveness studies
resulted in a list of 23 variables that influence employer attractiveness. The second part of this
research question is answered through questionnaires among Business Master students from
universities and employees of Saint-Gobain abrasives. The quantitative analysis resulted in a
grouping of all measured elements for employer attractiveness as shown in table 24. The
results show that all elements are relevant for the attractiveness of an employer. Due to the
broad 7-point likert scale, three broad categories can be determined. This study did not test
whether there is a difference between the job- or organizational aspects that influence
employer attractiveness. It only tested which aspects influence employer attractiveness in
general. However, the outcome is in line with the important employer attractiveness study of

59
Chapman et al. (2005) which found that aspects of the working environment were the most
important for employer attractiveness.

Table 24. Overall attractiveness elements

Important (6) -Extremely Moderately important(5)- Neutral(4)-Important(5)
important (7) Important(6)
Working environment Work-life balance Organisational image
Leadership style Task identity
Task variety Flexibility in working hours
Training & development Task significance
Decision making Autonomy Flexibility in workplace
Team cohesion Familiarity
Work methods Autonomy Diversity
Work scheduling Autonomy Corporate social responsibility
Job security participation
Employment conditions Corporate social responsibility
associations
Another gap in the literature was the measurement of employer attractiveness through
questionnaires. There are only a few academic papers incorporating questionnaires to test
employer attractiveness (Berthon et al. 2005; Corporaal, 2014). Most of the studies use
scenario research. This study further added to the existing literature by developing scales for
location, condition, commitment, employment conditions and familiarity with the company.
Despite pre-testing the scales of the questionnaire, three self-constructed scales resulted being
unreliable. This indicates that elements about location, such as being situated near a big city
and commute time cannot simply be put together in one scale. The contribution of this study
also consists of the ability to create more specific items for the scale of working environment
and work-life balance through the conducted interviews. According to the interviews, the
working environment was mostly related to colleagues, and the office and the work-life
balance was mostly related to flexibility and social support. Moreover, this study shows that
the attractiveness concepts that were tested all scored above neutral. This means that they are
all relevant for employer attractiveness. Based on the single item measures, it could also be
concluded that committed employees, committed management and an informal working
atmosphere are important indicators of employer attractiveness. However, in this study we
were not able to develop a reliable scale for commitment/atmosphere indicators. Another
remarkable finding from the interviews was the relatively low score on ‗a job that offers work
for life‘. These findings are in line with the message of Rosethorn(2009, p.8) who advocates
―Job security is a thing of the past as companies grow and shrink, hire and fire.‘‘

60
Differences between students and employees
The results of the study of Knox and Freeman (2006) showed that there may be a difference
between the employer image among internal and external groups. However, many studies
included only students as prospective employees in their sample. This study shows that there
are significant differences between students and employees, however. The quantitative study
resulted in an analysis of differences between groups on what they find important for
employer attractiveness. Employees attach more value to almost all aspects than students,
except for training & development, flexibility in working hours and task significance. This
can be explained by the fact that employees are more aware of what they find important due
to their broader experience. The biggest differences between employees and students are
found on the variables familiarity and diversity. Employees attach more value to both
constructs. However, diversity is also more important for women than for men and for non-
Dutch students, the standard deviation of this construct also indicates that the data is widely
spread. Two autonomy aspects (decision making and work methods) are more important for
older age groups, while work scheduling is more important for younger ages. The construct of
work-life balance and aspects related to the work-life balance like flexibility in working
hours/workplace are especially important between the age of 28 -43. This could be explained
due to combining work-life with young children in this age group. The construct of training &
development is found more important at younger ages, which is probably the result of their
need to grow further in their function. Future studies should also include both internal and
external groups to further define which different approaches are necessary. We would
strongly recommend to conduct a longitudinal study to follow the students before and after
entering the company. This way, the brand promise that was made by the company can be
verified. All differences between groups in employer attractiveness elements can be used in a
segmented approach of branding by emphasizing the elements that are most important.
Therefore table 25. displays an overview of the top five attractiveness elements for different
groups and significant differences between groups. The first column shows all elements based
on their mean score among all respondents. The second column shows the differences
between students and employees. Decision making autonomy was significantly more
important for employees than for students. Autonomy aspects also become more important as
the person‘s age increases. Employees and students who are older have more need for
freedom in how they do their tasks but are less interested in the flexibility in planning their
tasks and their work in general. Training & Development was significantly more important
for students. Training & development opportunities are also more important for employees

61
and students with an age under 28. Decision making autonomy is significantly more important
for Dutch students compared to Non-Dutch ones. While team cohesion and diversity are
significantly more important for Non-Dutch students. This could be explained by the
relatively low Power Distance score and high Individualism score of The Netherlands on
Hofstede (1983) his well-known cultural dimensions. The third column shows that team
cohesion is important to women and is also significantly different from men. The fourth
column shows that there are significant differences in job security and team cohesion between
education levels. Employees with an educational level of MBO find job security and team
cohesion more important. Employees and students, as well as employees with a university
education level are especially interested in training & development. It was expected that the
current generation of workers has different work preferences than older workers (Cennamo &
Gardner, 2008). The last column shows that work-life balance is important for all generations
except for age 59+. Between 28 -43, an employer should pay extra attention to work-life
balance. However, results from the qualitative analysis show there are some differences in
what people perceive as distortion of the work-life balance. Some interviewees are interested
in flexibility in working hours, while other interviewees consider work-life balance as not
taking your work home. Therefore, a customized and personal approach would be most
suitable. Work methods and decision making autonomy are especially important for
employees and student of the age of 59+ while work scheduling autonomy is less important
for this group. Information table 25 provides an indication to HR managers about elements
that are important for attracting specific groups in their employer branding strategy.

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Table 25. Segmented elements of employer attractiveness
All respondents Students and employees Gender Education level Generations
Significant differences: Significant Significant differences: Significant differences:
organizational image, differences: CSR organizational image, job work-life balance, training
training & development , associations, CSR security, employment & development , working
job security, employment participation, conditions, team environment, diversity,
conditions, team work-life balance, cohesion, diversity, familiarity, work
cohesion, diversity, job security, familiarity, leadership scheduling autonomy,
familiarity, work employment style, work scheduling decision making
scheduling autonomy, conditions, team autonomy, task autonomy, work methods
decision making cohesion, significance and training autonomy, task variety,
autonomy, task variety, leadership style, & development. flexibility in workplace,
task significance, diversity, work No significant flexibility in working
leadership style, and scheduling differences working hours.
flexibility in working autonomy, task environment, work-life No significant
hours. significance. balance, task variety, differences: leadership
No significant decision making style, team cohesion, job
differences: working No significant autonomy, work methods security, employment
environment, work-life differences: autonomy, task identity, conditions, organizational
balance, work methods training & flexibility in working image, task identity, task
autonomy, task identity, development, hours, flexibility in significance, corporate
flexibility in workplace, working workplace, corporate social responsibility
corporate social environment, social responsibility associations and
responsibility familiarity, participation, corporate participation.
participation and decision making social responsibility
associations. autonomy, work associations.
methods autonomy,
flexibility in
working hours,
flexibility in
workplace, task
identity,
organizational
image.
1. Working Employees Men MBO (employees only) Age -28
environment 1. Working 1. Working 1. Working 1. Working environment
2. Work-life environment environment environment 2. Work-Life balance
balance 2. Leadership style 2. Leadership 2. Leadership style 3. Leadership style
3. Leadership 3. Work-life balance style 3. Job security 4. Training &
style 4. Task variety 3. Work-life 4. Team cohesion Development
4. Task variety 5. Decision making balance 5. Work-life balance 5. Task variety
5. Training & autonomy 4. Decision
Development Students making HBO (employees only) Age 28-43
6. Decision 1. Working autonomy 1. Working 1. Working environment
making environment 5. Training & environment 2. Leadership style
Autonomy 2. Work-Life balance development 2. Leadership style 3. Work-life balance
7. Team cohesion 3. Leadership style 3. Task variety 4. Task variety
8. Work methods 4. Training & Women 4. Team cohesion 5. Decision making
Autonomy development 1. Working 5. Work-life balance autonomy
9. Work 5. Task variety environment
scheduling 2. Work-life University Age 43-59
Autonomy balance 1. Working 1. Working environment
10. Job security Dutch students 3. Leadership environment 2. Leadership style
11. Employment 1. Working style 2. Work-life balance 3. Work-life balance
conditions environment 4. Team 3. Leadership style 4. Work scheduling
12. Organisational 2. Leadership style cohesion 4. Training & autonomy
image 3. Work-life balance 5. Training & Development 5. Team cohesion
13. Task identity 4. Task variety development 5. Task variety
14. Flexibility in 5. Decision making Age 59+
working hours autonomy Other (employees only) 1. Decision making
15. Task Non-Dutch students 1. Task variety autonomy
significance 1. Work-life balance 2. Working 2. Work methods
16. Flexibility in 2. Leadership style environment autonomy
workplace 3. Training & 3. Employment 3. Job security
17. Familiarity development conditions 4. Leadership style
18. Diversity 4. Team cohesion 4. Work-life balance 5. Task variety
19. CSR 5. Working 5. Decision making
participation environment autonomy
20. CSR
associations

63
Familiarity with the company
It was assumed that familiar organizations are also seen as more attractive organizations
(Turban, 2001; Lievens et al., 2005). However, in this study we did not find that familiarity
was very important for employer attractiveness. Still, the interviews showed that familiarity is
a condition for employer attractiveness. The company first needs to be familiar in order to
become attractive, when there is no familiarity with the company potential employees will not
be reached by employer branding activities. Results of a study of Williamson, King, Lepak
and Sarma (2010) show that the information on the website was moderated by the familiarity
(reputation of the company). These so-called pre-recruitment beliefs can influence the
response to an organization. In their study among MBA students there was a three-way
interactive effect on attractiveness through the amount of company and job attribute
information provided on a recruitment website, the website‘s vividness (amount of text
divided by the number of pictures/animations), and the firm‘s reputation. For firms with good
reputations as employers, both vividness and information had an effect on attractiveness. The
reputation could compensate the low amount of website information. For employers with poor
or weak reputations, vividness did not have a significant effect on attractiveness. The results
of this study show that familiarity is a pre-recruitment belief that can influence the process.
Those pre-recruitment beliefs also seem to be important based on the interviews. Potential
recruits use their personal network to check familiarity and image among other people. This
means that familiarity among employees can strengthen the positive image among potential
employees. Next studies should further identify how the aspects of familiarity are related with
attractiveness to a company: either familiarity directly influences the attractiveness, or
familiarity with the company is a condition to get in touch with the employer branding
strategy, or familiarity influences how a potential employee perceives employer branding
elements.

Limitations
External validity is about the generalizability of research results (Saunders et al., 2009). The
generalizability of this study is limited as Maxwell and Knox (2009) found that specific
attributes that were considered most attractive by employees were different for each
organization. Respondents were students from three universities with different backgrounds,
this makes the group quite heterogeneous. The results show that there are differences within
the student groups between Dutch and Non-Dutch students, men and women and different
ages. However, this study did not examine in depth which cultural differences influenced the

64
results. The study of Alnıaçık, Alnıaçık, Erat, and Akçin (2014) showed that students
studying in Turkey attribute higher importance to attractiveness of employers compared to
Latvian students. This emphasizes the importance to further study the importance of cultural
differences that influence employer attractiveness.

Erlenkaemper, Hinzdorf and Priemut (2005) argue that asking for the preference regarding
employer attractiveness does not reflect the decision-making process of potential applicants in
their selection process. For example, someone who wants to earn a high salary will usually
also accept a higher workload. This makes scenario research more useful. However, we would
like to know what the ideal set of job- and organizational aspects would be, in order to
communicate this in the employer branding strategy. Therefore, we checked whether
interviewees ranked the employer attractiveness element differently than they scored in the
questionnaire. Some self-developed constructs that were unreliable included important items
that should be used to further develop employer attractiveness questionnaires.

The differences this study found between generations are based on the theory of Becker
(1992). However, there is criticism on this theory saying that differences can also be caused
solely due to age. In this study, we did not check whether personal characteristics were also
different between generational groups. Therefore, in future studies, researchers should
determine whether these differences are caused by generational differences or age differences.

The influence of symbolic attributes was underestimated in this study. Although the paper
was mainly focused on objective job- and organizational elements, the few that can be
considered as 'symbolic' like 'working environment' scored remarkably high. The results of
the questionnaire show that items of the unreliable scale of commitment and atmosphere
include social elements that seem to be important for attractiveness. Moreover, work-life
balance and working environment scored high in the results of the questionnaire. However,
the result of the interviews shed light on the ambiguity of the constructs. Therefore, in future
studies, researchers should pay more attention to symbolic elements as Lievens et al. (2007)
already mentioned.

65
5.2 RECOMMENDATIONS
This subsection includes an overview of recommendations for Saint-Gobain Abrasives and
companies in general in table 26. The recommendations for becoming and retaining an
attractive employer are related to the following figure 11. This process starts with determining
the employer attractiveness elements, followed by aligning the internal and external branding
strategy, the third step is creating a clear and vivid company website, followed by clear and
creative job vacancies, finally creating familiarity with the company. The last step of creating
familiarity with the company is also a starting point (especially for students) to get in touch
with the company and their employer branding strategy. The shape of the circle shows that it
is an ongoing process. Becoming and retaining an attractive employer is an ongoing process
of aligning the internal and external brand.

1. Determine
5.Create employer
familiarity
attractiveness
with the
elements of
company
the company

2. Algining
4. Use clear the external
but creative and internal
job vacancies branding
strategy

3. Create a
clear and
vivid
company
website

Figure 11. Recommendation circle

66
Table 26. Prioritised recommendations
Recommendation steps Advice
1. Determine employer attractiveness elements of the company Internal
The first step is finding out what makes the company unique and desirable as an employer Define what
(Backhaus & Tikoo, 2004) also called the employer value proposition. When the company is makes the
aware of these elements, they have to make a match with the elements that can be considered as company
important for different groups as shown in table 25. unique
2. Align the external and internal branding strategy Website,
The most important recommendation on employer branding is: communicate not only the networking,
desired message but also a realistic message. The study of Rynes et al. (1991) showed that the marketing
employer brand image is primarily shaped by employees, instead of the recruitment activities Be honest and
and material of the company. This means that the employer image is largely dependent on the create a
experience of employees. The interviewees also mentioned that they use their personal network realistic
to check their image of an employer. Therefore, the company should regularly check whether impression of
the external branding strategy is in line with the internal attractiveness elements. This study the company
showed that both students and employees prefer a realistic image of the employer. As one of in both text,
the employees mentioned: ‗ Our internal HR processes have to be in control before we can pictures and
brand the company as an attractive employer‟(Respondent 4.). Disappointment will probably videos
create a negative image of the employer. Moreover, not only the employer branding should be
aligned, but also the consumer branding strategy. Employees are also consumers, when their
experience with the company as a consumer is negative, it will be difficult to convince them to
apply as a future employee.
3. Create a clear and vivid company website Website,
This seems needless to say, but the interviews showed that students were always able to social media
mention confusing and unclear websites which they had come across. The results of the Realistic
interviews show that it is hard to actually attract people through your company website. The videos on the
website has to be clear, with a professional lay-out, in order to keep the applicants attracted to website
the company. Results of a study of Braddy et al. (2006) showed that perceptions about videotaped in
companies were directly related to the usability and attractiveness of their websites. Especially the office and
navigating through the website and the appearance of the website were important. Many production
respondents mentioned employee testimonials or videos of the company that could complete environment
the image of a company. One can imagine that, especially for university students, it is hard to
imagine what it is like to work for a company. Videos containing employee testimonials in
their office environment are recommended. Moreover, the company should show what projects
or products they are working on.
4. Use clear but creative job vacancies Website,
Job vacancies need to be easy to find on the website. Moreover, the job vacancies have to be social media,
clear in what a company offers and expects of the future employee. A vacancy text can attract LinkedIn
people according to the interviewees when it is unique and clearly explaining companies vision Easy to find,
and requirements for the function. Expressing the culture of the company can be done through clear and
videos and social media. Reacting via social media can be especially considered as real time creative job
and realistic information as one of the interviewees mentioned: 'There are companies that vacancies
respond very formal and distant, there are also companies that are very friendly and open to
you' (Respondent 9. Data piece 49).
5. Create familiarity with the company Guest
Familiarity with the company was not found to be very important in the quantitative analysis. lectures,
However, the qualitative analysis showed that when an employer is not familiar to students and Lunch/dinner
employees, they will also not be attracted by the positive elements of a company. Students and meetings,
employees who are not familiar with the company will less often look on the company website, company
LinkedIn, and they will skip these companies at job markets. One of the students mentioned visits
that almost all companies are attractive when you are familiar with them: 'Almost always when Create
I have a guest lecture from a company that I also find the company interesting, there are familiarity
almost no uninteresting companies but you have to know that they are interesting.' (Respondent and keep them
8; Data piece 46). Several respondents mentioned guest lecturers or other meetings as interested
important for attractiveness of the company. Therefore we would certainly advise to pay
attention to familiarity with the company in the form of: guest lectures, company visits or other
meetings. Especially students at the University are not very familiar with many companies but
they will remember the company when they are looking for future employers.

67
5.3 CONCLUSION
This final subsection provides the conclusion of this study and answers the research question.

This study has explored what students and employees find important in the attractiveness of
an employer and how an employer should brand these attractiveness elements. A mixed-
method of three types of research designs was conducted: a literature study, quantitative study
and qualitative study.

The final research question can be answered: Which job and organizational elements are
perceived as important by employees and students for the attractiveness of an employer, and
in which way can companies brand these elements? The results emphasize that working
environment, work-life balance, leadership style, task variety and decision making autonomy
are important elements for the attractiveness of an employer according to students and
employees. The employer should communicate these elements through employer branding
with the use of websites, vacancies and guest lectures and align this message with the internal
situation.

WHAT ARE THE DIFFERENCES BETWEEN THE CONCEPTS OF EMPLOYER BRANDING AND
EMPLOYER ATTRACTIVENESS? According to literature, there are a few small differences
between employer branding and employer attractiveness. Employer attractiveness is a more
static concept in which a company determines its attractiveness elements. Employer branding
is a more dynamic concept focused on communicating the elements that make the company
attractive as an employer. This makes both concepts complement each other.

WHICH JOB AND ORGANIZATIONAL ELEMENTS DETERMINE THE ATTRACTIVENESS OF AN

EMPLOYER? The working environment, work-life balance, leadership style, task variety and
training & development can be considered as most important for employer attractiveness from
the results of this study. However, decision making autonomy, team cohesion, work methods
autonomy, work scheduling autonomy and job security can also be considered as moderately
important till important.

WHAT ARE THE DIFFERENCES BETWEEN STUDENTS AND EMPLOYEES IN ELEMENTS THEY FIND
IMPORTANT FOR EMPLOYER ATTRACTIVENESS? There are significant differences between
student and employees on the constructs: organizational image, training & development, job
security, employment conditions, team cohesion, diversity, familiarity, work scheduling
autonomy, decision making autonomy, task variety, task significance, leadership style, and

68
flexibility in working hours. Employees attach more value to almost all aspects, except for the
significant differences on training & development, flexibility in working hours and task
significance. The biggest differences are found on the variables familiarity and diversity.

WHICH STEPS SHOULD AN EMPLOYER TAKE TO BRAND ITS EMPLOYER ATTRACTIVENESS

ELEMENTS? The company should first determine what makes it attractive as an employer. The
company should determine the employer value proposition to find the elements that make the
company unique. This proposition needs to make clear what prospective and current
employees can expect from the organization, but also what the organization expects from the
employee. Next is determining what type of employee is needed for the company. The
external employer branding can communicate these elements and align them with the
elements that are present in the company. The internal employer branding should be aligned
with the external message to make it a part of the organizational culture. The most important
branding channel resulting from the interviews is the company website. This website and job
vacancies should be clear and vivid. Finally, it is especially important to create familiarity
among students to be able to attract them to your company website and at job markets.

69
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76
APPENDICES
 APPENDIX I OVERVIEW CONCEPTS
Concept Employer brand Employer brand Employer Employer Organizational attractiveness
image Branding attractiveness
Definitions the package of ‗potential applicant's the ‗ sum of a the envisioned A positive affective attitude
functional, economic attitudes and company‘s efforts to benefits that a toward an organization which is
and psychological perceived attributes communicate to potential employee associated with the motivation to
benefits provided by about the job or existing and sees in working for a build a relationship with this
employment, and organization prospective staff that specific organisation organization and to enter its
identified with the (Collins and Steven, it is a desirable place Berthon, Ewing & employment (Turban & Keon,
employing company 2002); to work‘ (Lloyd, Hah (2005); 1993);
(Amber & Barrow, 2002)
the image associated ‗the power that draws applicants
1996) an attitude or
with an attention to focus on an employer
a firm‘s efforts to expressed general
organizations brand and encourages existing
the ―company‘s image promote, both positive affect
uniquely in its role employees to stay‘ (Jiang and
as seen within and outside toward an
as an employer Iles, 2011; as cited by Lydeka,
through the eyes of its the firm, a clear organization and
(Knox and Freeman, Bendaravičienė, Krištolaitis, &
associates and view of what makes toward viewing the
2006); Bakanauskienė,(2011);
potential hires‖ (Ruch., it different and organization as a
2002); the content of the desirable as an desirable entity with Company attractiveness is
beliefs held by a job employer ‘ ( which to initiate reflected in individual‗s affective
‗potential applicant's seeker about an Backhaus & Tikoo, some relationship and attitudinal thought about
attitudes and perceived employer (Cable and 2004, p. 501 ). Aiman-Smith et al. particular companies as potential
attributes about the job Turban, 2001); (2001). places for
or organisation' employment‖(Highouse et al.,
is formulated based overall judgement of
(Collins and Stevens, 2003, p. 989).
on the organisation‘s the attractiveness of
2002).
intent statements to a job and Applicants‘ willingness to pursue
attract prospective organization jobs and to accept job offers in
employees (Judge (Chapman et al, an organization (Tsai and Yang ,
and Cable, 1997). 2005). 2010: 49)
External/ internal current and potential Potential existing and potential employee applicants attention and existing
employees applicant‘s, job prospective staff, employees, individual
seekers within and outside
the firm
Goal increase productivity job or organization, communicate that it build a relationship with this
and improve organization is a desirable place organization and enter
recruitment, retention uniquely in its role to work, different employment, applicants focus on
and commitment as an employer and desirable as an an employer brand and
employer encourages existing employees to
stay
Activity provide a coherent efforts to promote,
framework for efforts to
management to communicate
simplify and focus
priorities
Perception attitude, attributes, envisioned benefits, a positive affective attitude, the
image, content of attitude or expressed power that draws applicants
the beliefs, intent general positive attention, individual‘s affective
statements affect, overall and attitudinal thought
judgement

78
 APPENDIX II OVERVIEW EMPLOYER ATTRACTIVENESS
LITERATURE
Authors Study Specific Attractiveness Internal/ Attractiveness Results Most important Scale
characterist focus external dimensions dimensions of development
ics of the included employer
research attractiveness
Young, The present study cross- job attributes, A total of Economic: Results of the Intrinsic and Cross-impact
Rinehart, examines the impact applicant job 48 persons Salary growth, present study work context matrix
Heneman effects of Job matrix. In experience, role played extracurrula indicate that elements
(1993) Attribute total, 18 recruiter sex the part of salary, reward applicants
Categories, different job training, life differentiated
Applicant Job videotapes applicant insurance, between the
Experience, and of for an health three
Recruiter Sex on simulated elementary insurance, categories of
applicant recruitment school major-medical, attributes in
attraction to an interviews teacher's prescription terms of their
elementary school were made, job in a drug, dental attractiveness.
teaching position. and each school insurance, sick On average, the
The specific recruiter district leave, severance economic
variables role played pay, personal category of
investigated and all three leave, vacation attributes was
the hypotheses scripts. periods, rated as
underlying their Within retirement significantly
choice are each system. less attractive
discussed next. recruiter than the
sex Intrinsic: intrinsic and
condition, Growing work context
applicants community, categories.
were multicultural Moreover, these
assigned at school and attractiveness
random to a community, differences
specific fit/teacher- occurred
experiment school, action- regardless of
al centered, active applicant job
treatment. involvement, experience and
risk taking, interviewer sex.
innovative
strategies
encouraged,
students learn
by doing,
parent-teacher
interaction,
parent advisory
council, teacher
contract parent,
teacher to
teacher
interaction.

Work context:
culture,
recreation,
professional
sport team
university,
enrolment, class
size, support
personnel,
curriculum
program
support,
working hours,
lunch time,
conference
period, planning
time.
Turban Study on how Two points organizational Students in Reward Reward Reward self-
and Keon personality in time characteristics managemen structure, structure and structure and constructed
(1993) characteristics of t classes centralization, centralization centraliziation scenario
self-esteem and organization influenced the
need for size, attractiveness of

79
 achievement geographical the
moderated the dispersion. organization.
influence of Students with
organizational low Self-esteem
characteristics on were more
individuals attracted to
attraction to firms. decentralized
and larger firms,
students with
high need for
achievement
were attracted
to organizations
that rewarded
performance
rather than
seniority
Ambler Inductive exploratory Benefits of no Developmental no empirical no empirical no empirical
and delineation of EB to empirical and/ or useful results results results
Barrow‘s three dimensions employees study activities
(1996) (functional, (functional) ;
psychological and material or
economic). monetary
rewards
(economic);
feelings such as
belonging,
direction and
purpose
(psychological)
.
Cable To investigate job Three Job attributes 96 active location, Each of the location, Jurgensen,
and seekers‘ and new points in Job seekers promotion factors promotion 1978; Locke,
Judge employees‘ time opportunity, representing the opportunity, pay 1976; Turban,
(1996) subjective person– pay level, attractiveness of level, benefits, Eyring, &
organization (P- Respondent benefits, the job company- Campion,
O) fit perceptions, s reported company- attributes image, co- 1993
Cable and Judge the image, co- positively and workers,
answered the attractivene workers, significantly security,
questions: What ss of these security, predicted supervisor and
are the job supervisor and applicants job type of work
determinants of attributes type of work choice
job seekers and when they intentions.
new employees P- were
O fit perceptions seeking
and how jobs (Time
important are P-O 1 data
fit perceptions in collection)
job choice and for the
decisions and organizatio
work attitudes ns they
relative to job eventually
attraibutes? joined
. (Time 3)

(Cable Explore the The study Job seekers Study 1: 14 Study 1: Results from The type of Study 1: Our
and factors that job utilizes reputation upper-level Industry three very industry in parse
Graham, seekers consider verbal perceptions undergradu Opportunities different which a firm categories
2000) when evaluating protocol ate students for growth methodologies operates, the were drawn
employers' analysis Study 2: Organizational suggested that opportunities from the
reputations Sixty-six culture job seekers' that a firm recruitment
undergradu Organizational reputation provides for and job
ate job familiarity/previ perceptions are employee search
seekers ous exposure based on development, literatures
enrolled in History/age different and (e.g., Barber,
two Endorsement factors than organizational 1998;
different Size culture affect Breaugh,
those used by
southeaste Legitimacy job 1992;
corporate
rn Global seekers' Gatewood et
executives.
universities Financial/profit reputation al.,
ability The type of perceptions 1993; Rynes,
Study 3: industry in
One Study 2: 1991; Turban
Organizational which a firm and Keon,
hundred operates, the
reputation 1993) and the
twenty-six opportunities
Opportunities literature on
junior, that a firm

80
 senior, and for growth provides for organizationa
masters- Industry employee l reputation
level job Organizational development, (e.g.,
seekers culture and Fombrun,
Organizational organizational 1996;
profitability culture affect Fombrun and
Pay level job Shanley,
Organizational seekers' 1990;
familiarity reputation Garbett,
Study: perceptions 1988;
Familiarity McGuire et
Opportunities al., 1988;
Industry Suchman,
Culture 1995; Talbott,
Profitability 1996;
Pay level Wartick,
1992).
Vann et This paper No Job No Significance of Listed in
al., demonstrates how empirical attractiveness empirical work declining order
(2000) an results study Autonomy and of importance
adaptation of an responsibility as rated by
opportunity Chance to use employers
evaluation scheme skills Adapted from
used in business Challenge of Fink, Bauer,
(Aaker, 1998) can work and Campion
be used by the job Physical work (1994, p. 34).
seeker. The environment Adapted from
purpose of this Compensation Pritchard and
paper is to present and benefits Fidler (1993, p.
and explain the Job security 48).
use of the Career
matrix in the job- advancement
search setting, to opportunities
provide examples Co-workers
of how it can Boss/Managem
be used, and to ent
offer it as a tool Geographic
for individuals location
involved in a Size of town,
personal city, community
job search or for Commute time
career counselors Company
or advisors in policies/practice
assisting job s/reputation
seekers. Company's
financial
position
Lifestyle
possible outside
of
work
Backhaus Building on Corporate data were Employee Using signaling environment,
, Stone, existing studies social collected relations, theory and community
Heiner, suggesting that performance from 297 natural social identity relations, and
2002 corporate social dimensions undergradu environment, theory, the diversity
performance ate business product quality, authors dimensions
(CSP) is important students treatment of hypothesize
in the job choice women and differences in
process, the minorities, effects of CSP
authors community data on ratings
investigate job relations of employer
seekers‘perception attractiveness
s of importance of and find that
CSP and explore environment,
effects of CSP community
dimensions on relations, and
organizational diversity
attractiveness. dimensions
have the largest
affect on
attractiveness
ratings.
Lievens This study adds a . Job/organizati Two groups Pre-study 1: In both samples,
and new marketing- onal of pay, trait inferences
Highouse based angle to the characteristics prospective advancement, about

81
(2003) study of the applicants job security, organizations
attractiveness of (275 final- task demands, accounted for
organziations in year location, and incremental
the early stages of students working with variance over
the recruitment and 124 customers. Pre- job and
process. Drawing bank study 2: organizational
on the employees) advancement attributes in
instrumental- and predicting an
symbolic development, organization's
framework from job security, perceived
the marketing task demands, attractiveness as
literature, we benefits and an employer.
expected that the flexible Moreover, it
meanings (in working hours. was easier to
terms of inferred differentiate
traits) that among
prospective organizations on
applicants the basis of trait
associate with inferences
employing versus
organizations traditional job
would play an and
important role in organizational
applicants attributes.
attractiveness to Practical
these implications for
organizations. image audit and
image
management are
discussed

Job/organizatio
nal
characteristics:
Pay

Trait inferences:
competence,
sincerity,
advancement.
The authors Organizationa 305 Attraction, Analyses of the
(Highhou empirically l attraction Undergradu Intentions, item responses
se, distinguishing ates Prestige suggested that
Lievens items assessing three
& Sinar attractiveness, components of
2003) prestige, organizational
and behavioural attraction can be
intentions and by reliably
modelling their distinguished
effects on and that their
organization relation to
pursuit organization-
pursuit
behavior
corresponds to
Fishbein and
Ajzen‘s theory
of reasoned
action.
Lievens, This study uses job/organizati (576 high- Trait inferences, Results show Relative Self-
Hoye & Cable and onal school familiarity, job that gender, importance constructed,
Schreurs Turban‘s (2001) characteristics seniors). and familiarity with analyses interviews
(2005) employer organizational military showed that
knowledge characteristics organizations, trait inferences
framework as (social/team perceptions of contributed
a conceptual activities, job and most to the
model to physical organizational variance,
formulate activities, attributes (task followed by job
hypotheses about structure, diversity and and
a broad range of advancement, social/team organizational
possible factors travel activities), and attributes, and
affecting the opportunities, trait inferences employer
attractiveness of pay and (excitement, familiarity
an organization benefits, job prestige, and
(i.e. armed forces) security, cheerfulness)

82
 among potential educational explained
applicants opportunities, potential
task diversity). applicants‘
attraction to
military
organizations.
Berthon, Identifying and exploratory organizational A total of Extended the The study Happy work Self-
Ewing operationalizing attractiveness six focus perspective of resulted in an environment, constructed,
and Hah the components of groups Ambler and employer An above inductive
(2005) organizational were Barrow (1996) attractiveness average basic approach. 25
attractiveness. conducted (Interest value) scale total of 25 salary and An items
in all, using and (Social items Happy attractive
final-year value) capture work overall
(finalsemes their environment, compensation
ter) ‗psychological An above package
graduate benefits‘; average basic
and (Development salary and An
undergradu value) and attractive
ate business (Application overall
school value) expand compensation
students at on package had the
a large their ‗functional highest means.
Australian benefits‘; and,
university both
operationalisati
ons
have an
economic
dimension.
Chapman Relationships In this Job and job Attributes Results showed
, between various study, the organizational applicants that are specific that applicant
Uggersle predictors with authors characteristics or to a job (e.g., attraction
v, Carrol, job-organization meta- participants pay, benefits, outcomes were
Piasentin, prediction, job analyzed role playing type of work) predicted by
2005 pursuit intentions, 667 as and job–
acceptance coefficients applicants, those attributes organization
intentions and job from 71 that are more characteristics,
choice. studies broadly recruiter
examining reflective of the behaviors,
relationship organization perceptions of
s between (e.g., company the recruiting
various image, size, process,
predictors work perceived fit,
with job– environment, and hiring
organizatio location, expectancies,
n attraction, familiarity). but not recruiter
job pursuit demographics
intentions, or perceived
acceptance alternatives.
intentions, Path
and job analyses
choice. showed that
applicant
attitudes and
intentions
mediated the
predictor–job
choice
relationships.

Lievens This study Job and Potential Social/team In the actual social activities, Self-
(2007) conceptualizes organizational and actual activities applicant physical constructed:
employer brand as characteristics applicants, Physical sample, the activities, semistructure
a package of military activities significant structure, d interviews
instrumental and employees Structure predictors were job security, with actual
symbolic Advancement social activities, educational applicants
attributes. The Travel physical opportunities, and military
authors examine opportunities activities, task diversity, employees
the Pay and structure, cheerfulness, were
relative benefits job security, competence, conducted,
importance of Job security educational and prestige respondents

83
 instrumental and Educational opportunities, were asked to
symbolic opportunities task diversity, state various
employer brand Task diversity cheerfulness, reasons for
beliefs competence, joining the
across different and prestige. Army.
groups of Finally, in the
individuals: military
potential employee
applicants, actual sample,
applicants, structure,
and military sincerity, and
employees (with competence
less than three predicted the
years of tenure). Army‘s
attractiveness
as an employer.
Lievens, This study aims to . Instrumental Two Instrumental Results show Instrumental Instrumental
van bridge two & symbolic samples attributes: that both attributes: attributes:
Hoye, & research streams attributes are used: Opportunity for instrumental Opportunity for semi-
Anseel that have evolved a sample social/team and symbolic social/team structured
(2007). relatively apart of 258 activities, perceived image activities, interviews
from Army opportunity for dimensions opportunity for and focus
each other, applicants sports, predict sports, groups with a
namely the and a provision of applicants‘ provision of number of
research streams sample of good salaries, attraction to the good salaries, military
on organizational 179 advancement Army advancement employees,
identity and on military opportunities, opportunities, prompting
employer employees job security, job security, them to
branding task diversity, task diversity, describe the
(employer image). opportunity to opportunity to Army
In particular, we work in a work in a as an
posit that it is structured structured employer (see
crucial to examine (disciplined) (disciplined) Lievens, Van
which environment environment Hoye and
factors company and travel and travel Schreurs,
outsiders opportunities. opportunities. 2005).
(applicants) as symbolic
well as company Symbolic Symbolic attributes:
insiders attributes: attributes: adapted
(employees) Sincerity, Sincerity, version of
associate with a excitement, excitement, Aaker‘s
given employer. competence, competence, (1997) scale
To this end, this sophistication sophistication for measuring
study uses the and ruggedness and ruggedness symbolic
instrumental– attributes
symbolic related to
framework to brands.
study factors
relating to both
employer image
and organizational
identity
of the Belgian
Army
Maxwell The objective of Comparativ Employer Employees Employment: Employment, Employment No scales,
and Knox the study is to e case brand selected by Work Organizational related open-ended
(2009) know what makes study, 5 attractiveness the environment, success, attributes, questionnaire
an organization companies. manager workforce, construed Organizational
attractive to its Open- type of work, external image, success,
current employees ended style of product or construed
questionnai management, service. external image,
re employee product or
rewards, service.
management
workforce
relations,
organizational
success, product
of service,
construed
external image.
Tetrick, A study to A mixed Benefits Seventy-six Salary level, Salary, amount Salary, amount Self-
Weathing examine the effect experiment students in amount of leave of vacation of vacation constructed
ton, Da of salary level, al design a large per year, extent time, cost of time, cost of scenario
silva,Hut amount of leave urban of costsharing health health research

84
cheson per year, extent of university for health care insurance, and insurance, and
(2010) cost-sharing for in the insurance type of type of
health care United coverage, type retirement plan retirement plan
insurance States of retirement predicted the
coverage, type of plan likelihood that
retirement plan on individuals
individuals job would apply for
choice within the a position as
US employment well
context. as accept the
position if it
were offered to
them.
Nadler, The purpose of Scenario Organizationa Participants Seven proposed The study found Modified self-
Cundiff this paper is to research l were categories of significant flexitour, constructed
& empirically attractiveness college flextime are: differences in variable day, scenario
Jackson, demonstrate the students flexitour, organizational and
(2010). relationship with a modified attractiveness variable week
between different limited flexitour, based on the programs.
flexible work work gliding eight types of
schedules and experience schedule, work schedule
employee modified flexibility. The
perceptions of gliding study‘s results
organizational schedule, supported
attractiveness. variable day, categorizing
variable week, flextime
and crediting programs
schedule as
(Nadler and heterogeneous
Cundiff, 2007; constructs.
Rubin, 1979).

Tuzuner The purpose of a Employer Potential ―integrated

& Yuksel the study is to questionnai attractiveness employees employer
(2009) determine the re of were branding‖ :
components of employer grouped in Possibilities for
employer attractivene two clusters advancement/pr
attractiveness ss scale and according omotion, tasks
from the demographi to that mean
perspective of c their bigger
potential questions. expectation challenges, a
employees. dimensions good reference
called for
―integrators your future
‖ and carrier,
―challenger innovative
s.‖ solutions,
strong clear
Undergradu company
ate culture, good
Business ethic,
administrati good
on students leadership/mana
gement, market
success, internal
further
education,
inspiring
collogues,
dynamic
organization,
balance
between private
life and carrier,
environmental
friendly policy,
international
carrier

85
 opportunities,
good reputation
and highly
thought of, safe
employment,
project based
work,
continuous
reconnection
and follow-up
of your work,
varying work,
attractively
geographically
situated,
employees with
varying
background,
only recruiting
the
best, few hours
overtime,
exciting
products and/or
services,
flexible
working
hoursand

―competitivenes
s.‖:
employer that
provides
competitive
work
environment
that provides
competitive
working
environment,
competitive
compensation
package and
possibilities to
work from
home.
Hoye & This study organizational Potential Instrumental Instrumental: Instrumental: Scale consists
Saks investigates image and applicants image: more social more social of seven
(2011) perceptions of attractiveness Social activities activities, more activities, more instrumental
organisational Structure advancement advancement and five
image and Advancement opportunities, opportunities, symbolic
attractiveness Travel and less and less image
among 200 Pay structure. structure. dimensions
potential Job security Symbolic Symbolic (Lievens et
applicants for the Education image: more image: more al., 2005,
Belgian Defense sincere, more sincere, more 2007
and the person Symbolic exciting, more exciting, more
(e.g. image: prestigious, and prestigious, and
friend, parent) Sincerity less rugged less rugged
accompanying Excitement
them to a job fair Competence
Prestige
Ruggedness

86
Alniacik This study Employer 600 The 'employer Respondents importance to Berthon,
& attempts to attractiveness participatns attractiveness' attributed the social value Ewing &
Alniacik, identify the , Half of scale has 25 highest (M= 4,46) of Hah, (2005)
(2012) dimensions of them were items importance to the possible 25 items
attractiveness in employed corresponding social value employers :
employer and the the functional, (M= 4,46) of Gaining career-
branding, to other half economic and the possible enhancing
examine their were un- psychological employers experience
perceived employed benefits when seeking Feeling good
importance levels college delineated by for about yourself
and to contrast students at Ambler and employment. as a result of
perceptual the time of Barrow (1996). They attributed working for the
differences (if data Labeled as the least organisation
any) regarding the collection social value, importance to Acceptance and
age, market value, market value belonging
gender and current economic value, (M = 3,82) of Having a good
employment application the potential relationship
status of the value, employers. with your
respondents. cooperation superiors
value, working The
environment organisation
both values and
makes use of
your creativity
Good promotion
opportunities
within the
organisation
Recognition/app
reciation from
management
Job security
within the
organisation

Arachige This study the 25 of which Ararchige and Graduating Berthon,

and expands on an dimensions of Sri Lankan were drawn Robertson students: Ewing & Hah
Robertso earlier survey in attractiveness undergradu from the EmpAt found that Gaining (2005) 25
n, (2013) Sri Lanka of the to a preferred ate scale developed Gaining experience to items
employer employer Business/C by Berthon, experience to help career*
attributes most ommerce Ewing and Hah help career* Future
important in students in (2005) An Future opportunities*
attracting job- their final examination of opportunities* Promotes self-
seekers, drawing semester other literature Promotes self- esteem* Job
on the perceptions before on the topic esteem* Job security* Happy
of Sri Lankan graduation suggested that security* Happy environment
undergraduate and there were environment Develops
Business/Commer comparing additional Develops confidence* ,
ce students in those organizational confidence* MBA students:
their final findings factors that were most Promoting self-
semester before with the could impact on important for esteem*
graduation and results of a attractiveness. graduating Gaining career
comparing those similar These included students, while experience*
findings with the survey of profitability, Promoting self- Appreciation
results of a similar MBA publicity, size, esteem* from
survey of MBA students type of product Gaining career management,
students who have who have or service experience* Develops
had varying had varying (Cable and Appreciation confidence* Job
periods of periods of Graham, 2000), from security* Future
employment employmen the quality of management, opportunities*
experience. t the Develops
experience. management, confidence* Job
honesty and security* Future
fairness and opportunities*
personal were most
respect. important for
MBA students.

Corporaa First and foremost Job seekers Generation challenge The strongest development,
l, in this research, preferences Y alternation preferences of clarity, the work
Riemsdij young jobseekers‟ autonomy and young people environment
k, preferences have clarity are primarily and working
Kluijtma been established colleagues linked to conditions.
ns& van very precisely. In leadership development,
Vuuren(2 addition, we have Training & clarity, the work

87
014) investigated the Development environment
extent to which physical and working
there is a match workplace conditions.
between those flexibility Clarity and
preferences and working
the kind of work conditions are
that is offered by particularly
organisations in striking because
the manufacturing those
industry, characteristics
healthcare and are not
government. generally
Hence, our study associated with
makes an the newest
important generation of
scientific jobseekers in
contribution on publications
the one hand, about
namely how to Generation Y.
better
operationalise the
preferences of
young jobseekers,
and an important
practical
contribution on
the other, namely
by identifying job
and organisation-
related
characteristics
which should be
given priority in
order to increase
the appeal of
organisations
when trying to
recruit young
jobseekers.

88
APPENDIX III QUESTIONNAIRES

Students

1.Wat is uw geslacht? *

Man

Vrouw

2.Wat uw leeftijd? *

3.Aan welke Universiteit studeert u? *

Utwente (Enschede)

OU Heerlen (Heerlen)

4.Welke opleiding volgt u op dit moment? *

*
5.Volgt u deze opleiding in voltijd of in deeltijd?

Voltijd

Deeltijd

Overig (licht toe)

*
6.In welke provincie heeft u gewoond voordat u ging studeren aan de huidige universiteit?

Friesland

Groningen

Drenthe

Gelderland

Utrecht

Flevoland

Overijssel

Noord-Brabant

Limburg

Zeeland

Noord-holland

Zuid-Holland

Hoe belangrijk zijn de volgende onderwerpen voor u bij het beoordelen van de aantrekkelijkheid van een werkgever?

1= Zeer onbelangrijk

89
2= Onbelangrijk
3= Tamelijk onbelangrijk
4= Neutraal
5= Tamelijk belangrijk
6= Belangrijk
7= Zeer belangrijk

7.Locatie/ligging van het bedrijf

Zeer Tamelijk Tamelijk

Onbelangrijk Neutraal Belangrijk Zeer belangrijk
onbelangrijk onbelangrijk belangrijk
Een bedrijf dat is
gevestigd in de buurt
van een grote stad
(>160.000 inwoners)
Een bedrijf met een
korte reistijd van huis
naar het werk
Een bedrijf dat meerdere
locaties in Nederland
heeft
Een bedrijf dat goed
bereikbaar is via
snelwegen/openbaar
vervoer

8. Staat van het bedrijf

Zeer Tamelijk Tamelijk

Onbelangrijk Neutraal Belangrijk Zeer belangrijk
onbelangrijk onbelangrijk belangrijk
Een bedrijf in een
groeiende sector
Een bedrijf met een
gezonde financiële
situatie
Een bedrijf waarin het
aantal medewerkers
groeit
Een bedrijf met
vestigingen in meerdere
landen

9.Betrokkenheid/sfeer

Zeer Tamelijk Tamelijk

Onbelangrijk Neutraal Belangrijk Zeer belangrijk
onbelangrijk onbelangrijk belangrijk
Een bedrijf met weinig
managementlagen
Een bedrijf met een
informele cultuur
Een bedrijf met
betrokken medewerkers
Een bedrijf met een
gemoedelijke sfeer

10.Organisatorisch beheer

Zeer Tamelijk Tamelijk

Onbelangrijk Neutraal Belangrijk Zeer belangrijk
onbelangrijk onbelangrijk belangrijk
Een bedrijf waarvan het
kopen van aandelen een
goede investering is
Een bedrijf dat vaak
nieuwe innovaties
introduceert
Een bedrijf waar het
management is
toegewijd tot de
organisatie

90
11.Korte-termijn ervaring

Zeer Tamelijk Tamelijk

Onbelangrijk Neutraal Belangrijk Zeer belangrijk
onbelangrijk onbelangrijk belangrijk
Een bedrijf met
aansprekende reclame
voor producten en
services
Een bedrijf waar ik
positieve dingen over
heb gehoord en ervaren
Een bedrijf dat de eerste
keuze voor kwalitatief
hoogwaardige producten
/ diensten is

12.Verbondenheid met Maatschappelijk Verantwoord Ondernemen (MVO)

Zeer Tamelijk Tamelijk

Onbelangrijk Neutraal Belangrijk Zeer belangrijk
onbelangrijk onbelangrijk belangrijk
Een bedrijf dat is
toegewijd om een deel
van haar winst te
gebruiken om non-
profitorganisaties te
helpen
Een bedrijf dat winst
terug geeft aan de
gemeenschappen waarin
het bedrijf zaken doet
Een bedrijf dat een
bijdrage aan
liefdadigheid in zijn
zakelijke activiteiten
integreert

13.Deelname aan Maatschappelijk Verantwoord Ondernemen (MVO)

Zeer Tamelijk Tamelijk

Onbelangrijk Neutraal Belangrijk Zeer belangrijk
onbelangrijk onbelangrijk belangrijk
Samenwerken als een
team aan MVO-
activiteiten
Ruimschoots de
gelegenheid om MVO-
activiteiten voor te
stellen

14.Werk-privé balans

Zeer Tamelijk Tamelijk

Onbelangrijk Neutraal Belangrijk Zeer belangrijk
onbelangrijk onbelangrijk belangrijk
Balans tussen eisen van
werk en
privé/gezinsleven
Kunnen onderhouden
van de balans tussen
werk en
privé/gezinsleven
Makkelijk werk en
privé/gezinsleven
kunnen combineren

15. Opleidings- en ontwikkelingsmogelijkheden

91
 Zeer Tamelijk Tamelijk
Onbelangrijk Neutraal Belangrijk Zeer belangrijk
onbelangrijk onbelangrijk belangrijk
Een baan waarin ik door
kan groeien naar functies
met meer
zelfstandigheid
Een baan waarin ik door
kan groeien naar functies
met meer contact met
mensen buiten de
organisatie
Een baan waarin ik door
kan groeien naar functies
met meer
verantwoordelijkheid
Een baan waarin ik door
kan groeien naar een
leidinggevende functie

16. Baanzekerheid

Zeer Tamelijk Tamelijk

Onbelangrijk Neutraal Belangrijk Zeer belangrijk
onbelangrijk onbelangrijk belangrijk
Een baan die de
mogelijkheid tot een
vaste positie biedt
Een baan die
werkzekerheid biedt
Een baan die mensen
een werk voor het leven
biedt
Een baan die de
vooruitzichten voor een
zekere toekomst biedt

17. Werkomgeving

Zeer Tamelijk Tamelijk

Onbelangrijk Neutraal Belangrijk Zeer belangrijk
onbelangrijk onbelangrijk belangrijk
Een werkomgeving waar
ik plezier ervaar
Werken in een boeiende
omgeving
Een werkomgeving waar
ik me thuis voel

18. Arbeidsvoorwaarden

Zeer Tamelijk Tamelijk Zeer

Onbelangrijk Neutraal Belangrijk
onbelangrijk onbelangrijk belangrijk belangrijk
Hoogte van het basis salaris
(maandsalaris en
vakantietoeslag)
Hoogte van flexibele salaris
(eventuele bonusregeling)
Secundaire
arbeidsvoorwaarden
(o.a.opleidingsmogelijkheden)
Aantal vakantiedagen

92
Pensioensysteem

19.Teamcohesie

Zeer Tamelijk Tamelijk

Onbelangrijk Neutraal Belangrijk Zeer belangrijk
onbelangrijk onbelangrijk belangrijk
Een team waarin mensen
weten dat ze van elkaar
afhankelijk zijn
Een team waar mensen
echt belangstelling voor
elkaar hebben
Een team waarin mensen
veel met elkaar samen
werken
Een team waar mensen
ook echt als team
werken

20.Stijl van leidinggeven

Zeer Tamelijk Tamelijk

Onbelangrijk Neutraal Belangrijk Zeer belangrijk
onbelangrijk onbelangrijk belangrijk
Een leidinggevende die
mij stimuleert om mijn
talenten te ontwikkelen
Een leidinggevende die
mij aanmoedigt om
onafhankelijk te denken
Een leidinggevende die
uitdagende
verantwoordelijkheden
aan mij delegeert
Een leidinggevende die
mij stimuleert om met
eigen initiatieven te
komen

21.Diversiteit

Zeer Tamelijk Tamelijk

Onbelangrijk Neutraal Belangrijk Zeer belangrijk
onbelangrijk onbelangrijk belangrijk
Managers/leidinggevenden
/teamleiders die goed
werken met medewerkers
van verschillende
achtergronden.
Beleid en programma's die
de diversiteit bevorderen
op de werkvloer
(bijvoorbeeld het werven
van minderheden en
vrouwen, de opleiding in
het bewustzijn van
diversiteit kwesties,
mentoring)
Supervisor/teamleiders die
zich inzetten voor een
personeelsbestand dat
representatief is voor alle
segmenten van de
samenleving

22. Bekendheid met het bedrijf

93
 Zeer Tamelijk Tamelijk
Onbelangrijk Neutraal Belangrijk Zeer belangrijk
onbelangrijk onbelangrijk belangrijk
Bekendheid met het
bedrijf
Bekendheid met merken
van het bedrijf
Bekendheid met
producten van het bedrijf

23. Werkplanning autonomie

Zeer Tamelijk Tamelijk

Onbelangrijk Neutraal Belangrijk Zeer belangrijk
onbelangrijk onbelangrijk belangrijk
Een baan die me in staat
stelt om zelf te bepalen
hoe ik taken plan
Een baan die me in staat
stelt om de volgorde van
mijn werkzaamheden te
bepalen
Een baan die me in staat
stelt om te plannen hoe
ik mijn werk doe

24.Autonomie in beslissingen nemen

Zeer Tamelijk Tamelijk

Onbelangrijk Neutraal Belangrijk Zeer belangrijk
onbelangrijk onbelangrijk belangrijk
Een baan die me de kans
geeft om persoonlijk
initiatief te nemen of
zelf te oordelen over de
uitvoering van het werk
Een baan die me in staat
stelt om veel
beslissingen zelf te
nemen
Een baan die mij een
aanzienlijke mate van
vrijheid biedt in het
maken van beslissingen

25. Autonomie in werkmethoden

Zeer Tamelijk Tamelijk

Onbelangrijk Neutraal Belangrijk Zeer belangrijk
onbelangrijk onbelangrijk belangrijk
Een baan die me in staat
stelt om beslissingen te
nemen over de methode
die ik gebruik om mijn
werk uit te voeren
Een baan die mij
geruime gelegenheid
geeft voor
onafhankelijkheid en
vrijheid in hoe ik mijn
werk doe
Een baan die me in staat
stelt om zelf te beslissen
hoe ik mijn werk doe

26. Taakvariëteit

Zeer Tamelijk Tamelijk

Onbelangrijk Neutraal Belangrijk Zeer belangrijk
onbelangrijk onbelangrijk belangrijk

94
Een baan die een hoge
mate van taak variëteit
bevat
Een baan die het doen
van een aantal
verschillende dingen
omvat
Een functie die vraagt
om de uitvoering van
een breed scala aan
taken
Een baan die het
uitvoeren van diverse
taken omvat

27.Taaksignificantie

Zeer Tamelijk Tamelijk

Onbelangrijk Neutraal Belangrijk Zeer belangrijk
onbelangrijk onbelangrijk belangrijk
Resultaten van het werk
die waarschijnlijk
significante invloed
hebben op de levens van
andere mensen
Een baan die zelf zeer
belangrijk is en
belangrijk is in een
ruimer spectrum van
dingen
Een baan die een grote
impact op mensen buiten
de organisatie heeft
Werkzaamheden in een
baan die een significante
invloed hebben op
mensen buiten de
organisatie

28.Taakidentiteit

Zeer Tamelijk Tamelijk

Onbelangrijk Neutraal Belangrijk Zeer belangrijk
onbelangrijk onbelangrijk belangrijk
Een baan waarin het
werk een begin en einde
bevat
Een baan die zo wordt
ingericht dat ik een heel
stuk van het werk kan
doen van begin tot eind
Een baan die mij de kans
biedt om het werk
helemaal af te maken
waaraan ik begin
Een baan waarin ik werk
dat ik begin kan
voltooien

29. Flexibiliteit in werkplek

Zeer Tamelijk Tamelijk

Onbelangrijk Neutraal Belangrijk Zeer belangrijk
onbelangrijk onbelangrijk belangrijk
Een baan waarin ik niet
verplicht ben om al mijn
werkuren fysiek
aanwezig te zijn op mijn
werk

95
Een baan waarin ik zo
nu en dan thuis kan
werken
Een baan waarin ik zelf
mag bepalen wanneer ik
thuis werk

30. Flexibiliteit in werktijden

Zeer Tamelijk Tamelijk

Onbelangrijk Neutraal Belangrijk Zeer belangrijk
onbelangrijk onbelangrijk belangrijk
Een baan waarin ik zelf
kan bepalen wat de
begin- en eindtijden zijn
van mijn werkdag
Een baan waarin ik de
vrijheid heb om met
collega's te wisselen van
werkdag
Een baan waarin ik zelf
kan bepalen wanneer ik
pauze neem
Een baan waarin ik veel
flexibiliteit heb voor het
opnemen van vrije uren

Vul hier uw e-mailadres in, als u kans wilt maken op één van de cadeaubonnen.

96
1.What is your gender? *

Man

Woman

2.What is your age? *

3.At which University are you studying? * *

Utwente (Enschede)

OU Nederland (Heerlen)

Universiteit Maastricht

4.What are you studying at the university? *

5.Is this a full-time or part-time study? *

Fulltime

Part-time

Other (explain)

6.What country are you from? *

7.In which Dutch province do you currently live? *

Friesland

Groningen

Drenthe

Gelderland

Utrecht

Flevoland

Overijssel

Noord-Brabant

97
 Limburg

Zeeland

Noord-holland

Zuid-Holland

I live abroad

How important are the following elements to you when you evaluate the attractiveness of an employer

1= Not at all important

2= Unimportant
3= Slightly unimportant
4= Neutral
5= Moderately important
6= Very important
7= Extremely important

8.Location/position of the company

Not at all Slightly Moderately Extremely

Unimportant Neutral important
important unimportant important important
A company that is
located near a large city
(> 160,000 inhabitants)
A company with a short
commute time from
home to work
A company that has
multiple locations in
Netherlands
A company that is well
served by motorways /
public transport

9.Condition of the company

Not at all Slightly Moderately Extremely

Unimportant Neutral important
important unimportant important important
A company in a growing
sector
A company with a sound
financial situation
A company in which the
number of employees
grows
A company with offices
in several countries

10.Commitment/Atmosphere

Not at all Slightly Moderately Extremely

Unimportant Neutral important
important unimportant important important
A company with few
layers of management

98
A company with an
informal culture
A company with
committed employees
A company with a
friendly atmospher

11. Organisational management

Not at all Slightly Moderately Extremely

Unimportant Neutral important
important unimportant important important
A company of which
buying stock is a good
investment
A company that often
introduces innovations
A company where the
management is
committed to the
organization

12.Short-term experience

Not at all Slightly Moderately Extremely

Unimportant Neutral important
important unimportant important important
A company with
appealing advertising for
products and services
Heard/experienced
positive things about the
company
A company that is first
choice for high quality
products/services

13.Corporate Social Responsibility (CSR) associations

Not at all Slightly Moderately Extremely

Unimportant Neutral important
important unimportant important important
A company that gives
profits back to the
communities where the
company does business
A company that
integrates charitable
contributions into its
business activities
A company that is
committed to use a
portion of its profits to
help nonprofits

14.Corporate Social Responsibility (CSR) participation

Not at all Slightly Moderately Extremely

Unimportant Neutral important
important unimportant important important
Work together as a team
on CSR activities
Have ample opportunity
to suggest CSR activities

15.Work-Life-Balance

Not at all Slightly Moderately Extremely

Unimportant Neutral important
important unimportant important important
Ability to balance the
demands of your work

99
and your personal/family
life
Ability to maintain
adequate work and
personal/family life
balance
Ability to easily
combine work and
private/family life

16.Training & development

Not at all Slightly Moderately Extremely

Unimportant Neutral important
important unimportant important important
A job where I can grow
to functions with more
independence
A job where I can grow
to functions with more
contact with people
outside the organization
A job where I can grow
into functions of greater
responsibility
A job where I can grow
into a leadership role

17.Job security

Not at all Slightly Moderately Extremely

Unimportant Neutral important
important unimportant important important
A job that offers the
possibility to hold a
permanent position
A job that offers job
security
A job that offers people
a job for life
A job that offers
prospects for a certain
future

18.Working environment

Not at all Slightly Moderately Extremely

Unimportant Neutral important
important unimportant important important
A fun working
environment
Working in an exciting
environment
A working environment
where I feel (like at)
home

19.Employment conditions

Not at all Slightly Moderately Extremely

Unimportant Neutral important
important unimportant important important
Level of the primary
wage (salary and holiday
pay)
Level of flexible salary
(i.a. bonus scheme)
Benefits (including
training)
Number of Holidays

Retirement System

100
If you have completed all the questions, proceed to the next page.

20.Teamcohesion

Not at all Slightly Moderately Extremely

Unimportant Neutral important
important unimportant important important
A work group in which
group members know
that they can depend on
each other
A work group in which
members take interest in
one another
A work group in which
group members are very
cooperative with one
another.
A work group in which
group members work as
a team.

21.Leadership style

Not at all Slightly Moderately Extremely

Unimportant Neutral important
important unimportant important important
A manager who
encourages me to
develop my talents
A manager who
encourages me to think
independently
A manager who
delegates challenging
responsibilities to me
A manager who
encourages me to come
up with my own
initiatives

22.Diversity

Not at all Slightly Moderately Extremely

Unimportant Neutral important
important unimportant important important
Managers/supervisors/team
leaders that work well with
employees of different
backgrounds
Policies and programs that
promote diversity in the
workplace (for example,
recruiting minorities and
women, training in
awareness of diversity
issues, mentoring).
Supervisor/team leaders
that are committed to a
workforce representative
of all segment of societ

23.Familiarity with the company

Not at all Slightly Moderately Extremely

Unimportant Neutral important
important unimportant important important

101
Familiarity with the
company
Familiarity with the
brands of the company
Familiarity with the
products of the company

24.Work Scheduling Autonomy

Not at all Slightly Moderately Extremely

Unimportant Neutral important
important unimportant important important
A job that allows me to
make my own decisions
about how to schedule
my work
A job that allows me to
decide on the order in
which things are done on
the job.
A job that allows me to
plan how I do my work

25.Decision-making autonomy

Not at all Slightly Moderately Extremely

Unimportant Neutral important
important unimportant important important
A job that gives me the
chance to use my
personal initiative or
judgement in carrying
out the work
A job that allows me to
make a lot of decisions
on my own
A job that provides me
with significant
autonomy in making
decisions

26.Work methods autonomy

Not at all Slightly Moderately Extremely

Unimportant Neutral important
important unimportant important important
A job that allows me to
make decisions about
what methods I use to
complete my work
A job that gives me
considerable opportunity
for independence and
freedom in how I do the
work
A job that allows me to
decide on my own how
to go about doing my
work

27.Task variety

Not at all Slightly Moderately Extremely

Unimportant Neutral important
important unimportant important important
A job that involves a
great deal of task variety
A job that involves
doing a number of
different things
A job that requires the
performance of a wide
range of tasks

102
The job involves
performing a variety of
tasks

28.Tasksignificance

Not at all Slightly Moderately Extremely

Unimportant Neutral important
important unimportant important important
The results of my work
that significantly affect
the lives of other people
A job itself that is very
significant and important
in the broader scheme of
things.
A job that has large
impact on people outside
then organization
The work performed on
the job that has a
significant impact on
people outside the
organization

29.Taskidentity

Not at all Slightly Moderately Extremely

Unimportant Neutral important
important unimportant important important
A job that involves
completing a piece of
work that has an obvious
beginning and end
A job arranged so that I
can do an entire piece of
work from beginning to
end
A job that provides me
the chance to completely
finish the pieces of work
I begin
A job that allows me to
complete work I start

30.Flexibility in workplace

Not at all Slightly Moderately Extremely

Unimportant Neutral important
important unimportant important important
A job in which I am not
required to have all my
hours at work physically
present
A job in which I can
work occasionally at
home
A job in which I can
decide when I work at
home

31.Flexibility in working hours

Not at all Slightly Moderately Extremely

Unimportant Neutral important
important unimportant important important
A job in which I can
determine the start and
end times of my
working day itself
A job in which I have
the freedom to switch
working days with

103
colleagues
A job in which I can
decide when I take
breaks
A job in which I have a
lot of flexibility for the
inclusion of free hours

104
Employees
1.Wat is uw geslacht? *

Man

Vrouw

2.Wat uw leeftijd? *

3.Wat is uw hoogst genoten opleiding? *

MBO

HBO

WO

Overig

4.Bij hoeveel bedrijven heeft u gewerkt tussen uw studie en in diensttreding bij Saint-Gobain?

5.Wat is de duur van uw dienstverband bij uw huidige werkgever (in jaren)?

Hoe belangrijk zijn de volgende onderwerpen voor u bij het beoordelen van de aantrekkelijkheid van een werkgever?

1= Zeer onbelangrijk
2= Onbelangrijk
3= Tamelijk onbelangrijk
4= Neutraal
5= Tamelijk belangrijk
6= Belangrijk
7= Zeer belangrijk

7.Locatie/ligging van het bedrijf

Zeer Tamelijk Tamelijk

Onbelangrijk Neutraal Belangrijk Zeer belangrijk
onbelangrijk onbelangrijk belangrijk
Een bedrijf dat is
gevestigd in de buurt
van een grote stad
(>160.000 inwoners)
Een bedrijf met een
korte reistijd van huis
naar het werk
Een bedrijf dat meerdere
locaties in Nederland
heeft
Een bedrijf dat goed
bereikbaar is via

105
snelwegen/openbaar
vervoer

8. Staat van het bedrijf

Zeer Tamelijk Tamelijk

Onbelangrijk Neutraal Belangrijk Zeer belangrijk
onbelangrijk onbelangrijk belangrijk
Een bedrijf in een
groeiende sector
Een bedrijf met een
gezonde financiële
situatie
Een bedrijf waarin het
aantal medewerkers
groeit
Een bedrijf met
vestigingen in meerdere
landen

9.Betrokkenheid/sfeer

Zeer Tamelijk Tamelijk

Onbelangrijk Neutraal Belangrijk Zeer belangrijk
onbelangrijk onbelangrijk belangrijk
Een bedrijf met weinig
managementlagen
Een bedrijf met een
informele cultuur
Een bedrijf met
betrokken medewerkers
Een bedrijf met een
gemoedelijke sfeer

10.Organisatorisch beheer

Zeer Tamelijk Tamelijk

Onbelangrijk Neutraal Belangrijk Zeer belangrijk
onbelangrijk onbelangrijk belangrijk
Een bedrijf waarvan het
kopen van aandelen een
goede investering is
Een bedrijf dat vaak
nieuwe innovaties
introduceert
Een bedrijf waar het
management is
toegewijd tot de
organisatie

11.Korte-termijn ervaring

Zeer Tamelijk Tamelijk

Onbelangrijk Neutraal Belangrijk Zeer belangrijk
onbelangrijk onbelangrijk belangrijk
Een bedrijf met
aansprekende reclame
voor producten en
services
Een bedrijf waar ik
positieve dingen over
heb gehoord en ervaren
Een bedrijf dat de eerste
keuze voor kwalitatief
hoogwaardige producten
/ diensten is

12.Verbondenheid met Maatschappelijk Verantwoord Ondernemen (MVO)

Zeer Tamelijk Tamelijk

Onbelangrijk Neutraal Belangrijk Zeer belangrijk
onbelangrijk onbelangrijk belangrijk

106
Een bedrijf dat is
toegewijd om een deel
van haar winst te
gebruiken om non-
profitorganisaties te
helpen
Een bedrijf dat winst
terug geeft aan de
gemeenschappen waarin
het bedrijf zaken doet
Een bedrijf dat een
bijdrage aan
liefdadigheid in zijn
zakelijke activiteiten
integreert

13.Deelname aan Maatschappelijk Verantwoord Ondernemen (MVO)

Zeer Tamelijk Tamelijk

Onbelangrijk Neutraal Belangrijk Zeer belangrijk
onbelangrijk onbelangrijk belangrijk
Samenwerken als een
team aan MVO-
activiteiten
Ruimschoots de
gelegenheid om MVO-
activiteiten voor te
stellen

14.Werk-privé balans

Zeer Tamelijk Tamelijk

Onbelangrijk Neutraal Belangrijk Zeer belangrijk
onbelangrijk onbelangrijk belangrijk
Balans tussen eisen van
werk en
privé/gezinsleven
Kunnen onderhouden
van de balans tussen
werk en
privé/gezinsleven
Makkelijk werk en
privé/gezinsleven
kunnen combineren

15. Opleidings- en ontwikkelingsmogelijkheden

Zeer Tamelijk Tamelijk

Onbelangrijk Neutraal Belangrijk Zeer belangrijk
onbelangrijk onbelangrijk belangrijk
Een baan waarin ik door
kan groeien naar functies
met meer
zelfstandigheid
Een baan waarin ik door
kan groeien naar functies
met meer contact met
mensen buiten de
organisatie
Een baan waarin ik door
kan groeien naar functies
met meer
verantwoordelijkheid
Een baan waarin ik door
kan groeien naar een
leidinggevende functie

16. Baanzekerheid

Zeer Tamelijk Tamelijk

Onbelangrijk Neutraal Belangrijk Zeer belangrijk
onbelangrijk onbelangrijk belangrijk

107
Een baan die de
mogelijkheid tot een
vaste positie biedt
Een baan die
werkzekerheid biedt
Een baan die mensen
een werk voor het leven
biedt
Een baan die de
vooruitzichten voor een
zekere toekomst biedt

17. Werkomgeving

Zeer Tamelijk Tamelijk

Onbelangrijk Neutraal Belangrijk Zeer belangrijk
onbelangrijk onbelangrijk belangrijk
Een werkomgeving waar
ik plezier ervaar
Werken in een boeiende
omgeving
Een werkomgeving waar
ik me thuis voel

18. Arbeidsvoorwaarden

Zeer Tamelijk Tamelijk Zeer

Onbelangrijk Neutraal Belangrijk
onbelangrijk onbelangrijk belangrijk belangrijk
Hoogte van het basis salaris
(maandsalaris en
vakantietoeslag)
Hoogte van flexibele salaris
(eventuele bonusregeling)
Secundaire
arbeidsvoorwaarden
(o.a.opleidingsmogelijkheden)
Aantal vakantiedagen

Pensioensysteem

19.Teamcohesie

Zeer Tamelijk Tamelijk

Onbelangrijk Neutraal Belangrijk Zeer belangrijk
onbelangrijk onbelangrijk belangrijk
Een team waarin mensen
weten dat ze van elkaar
afhankelijk zijn
Een team waar mensen
echt belangstelling voor
elkaar hebben
Een team waarin mensen
veel met elkaar samen
werken
Een team waar mensen
ook echt als team
werken

20.Stijl van leidinggeven

Zeer Tamelijk Tamelijk

Onbelangrijk Neutraal Belangrijk Zeer belangrijk
onbelangrijk onbelangrijk belangrijk
Een leidinggevende die
mij stimuleert om mijn
talenten te ontwikkelen

108
Een leidinggevende die
mij aanmoedigt om
onafhankelijk te denken
Een leidinggevende die
uitdagende
verantwoordelijkheden
aan mij delegeert
Een leidinggevende die
mij stimuleert om met
eigen initiatieven te
komen

21.Diversiteit

Zeer Tamelijk Tamelijk

Onbelangrijk Neutraal Belangrijk Zeer belangrijk
onbelangrijk onbelangrijk belangrijk
Managers/leidinggevenden
/teamleiders die goed
werken met medewerkers
van verschillende
achtergronden.
Beleid en programma's die
de diversiteit bevorderen
op de werkvloer
(bijvoorbeeld het werven
van minderheden en
vrouwen, de opleiding in
het bewustzijn van
diversiteit kwesties,
mentoring)
Supervisor/teamleiders die
zich inzetten voor een
personeelsbestand dat
representatief is voor alle
segmenten van de
samenleving

22. Bekendheid met het bedrijf

Zeer Tamelijk Tamelijk

Onbelangrijk Neutraal Belangrijk Zeer belangrijk
onbelangrijk onbelangrijk belangrijk
Bekendheid met het
bedrijf
Bekendheid met merken
van het bedrijf
Bekendheid met
producten van het bedrijf

23. Werkplanning autonomie

Zeer Tamelijk Tamelijk

Onbelangrijk Neutraal Belangrijk Zeer belangrijk
onbelangrijk onbelangrijk belangrijk
Een baan die me in staat
stelt om zelf te bepalen
hoe ik taken plan
Een baan die me in staat
stelt om de volgorde van
mijn werkzaamheden te
bepalen
Een baan die me in staat
stelt om te plannen hoe
ik mijn werk doe

24.Autonomie in beslissingen nemen

Zeer Tamelijk Tamelijk

Onbelangrijk Neutraal Belangrijk Zeer belangrijk
onbelangrijk onbelangrijk belangrijk

109
Een baan die me de kans
geeft om persoonlijk
initiatief te nemen of
zelf te oordelen over de
uitvoering van het werk
Een baan die me in staat
stelt om veel
beslissingen zelf te
nemen
Een baan die mij een
aanzienlijke mate van
vrijheid biedt in het
maken van beslissingen

25. Autonomie in werkmethoden

Zeer Tamelijk Tamelijk

Onbelangrijk Neutraal Belangrijk Zeer belangrijk
onbelangrijk onbelangrijk belangrijk
Een baan die me in staat
stelt om beslissingen te
nemen over de methode
die ik gebruik om mijn
werk uit te voeren
Een baan die mij
geruime gelegenheid
geeft voor
onafhankelijkheid en
vrijheid in hoe ik mijn
werk doe
Een baan die me in staat
stelt om zelf te beslissen
hoe ik mijn werk doe

26. Taakvariëteit

Zeer Tamelijk Tamelijk

Onbelangrijk Neutraal Belangrijk Zeer belangrijk
onbelangrijk onbelangrijk belangrijk
Een baan die een hoge
mate van taak variëteit
bevat
Een baan die het doen
van een aantal
verschillende dingen
omvat
Een functie die vraagt
om de uitvoering van
een breed scala aan
taken
Een baan die het
uitvoeren van diverse
taken omvat

27.Taaksignificantie

Zeer Tamelijk Tamelijk

Onbelangrijk Neutraal Belangrijk Zeer belangrijk
onbelangrijk onbelangrijk belangrijk
Resultaten van het werk
die waarschijnlijk
significante invloed
hebben op de levens van
andere mensen
Een baan die zelf zeer
belangrijk is en
belangrijk is in een
ruimer spectrum van
dingen

110
Een baan die een grote
impact op mensen buiten
de organisatie heeft
Werkzaamheden in een
baan die een significante
invloed hebben op
mensen buiten de
organisatie

28.Taakidentiteit

Zeer Tamelijk Tamelijk

Onbelangrijk Neutraal Belangrijk Zeer belangrijk
onbelangrijk onbelangrijk belangrijk
Een baan waarin het
werk een begin en einde
bevat
Een baan die zo wordt
ingericht dat ik een heel
stuk van het werk kan
doen van begin tot eind
Een baan die mij de kans
biedt om het werk
helemaal af te maken
waaraan ik begin
Een baan waarin ik werk
dat ik begin kan
voltooien

29. Flexibiliteit in werkplek

Zeer Tamelijk Tamelijk

Onbelangrijk Neutraal Belangrijk Zeer belangrijk
onbelangrijk onbelangrijk belangrijk
Een baan waarin ik niet
verplicht ben om al mijn
werkuren fysiek
aanwezig te zijn op mijn
werk
Een baan waarin ik zo
nu en dan thuis kan
werken
Een baan waarin ik zelf
mag bepalen wanneer ik
thuis werk

30. Flexibiliteit in werktijden

Zeer Tamelijk Tamelijk

Onbelangrijk Neutraal Belangrijk Zeer belangrijk
onbelangrijk onbelangrijk belangrijk
Een baan waarin ik zelf
kan bepalen wat de
begin- en eindtijden zijn
van mijn werkdag
Een baan waarin ik de
vrijheid heb om met
collega's te wisselen van
werkdag
Een baan waarin ik zelf
kan bepalen wanneer ik
pauze neem
Een baan waarin ik veel
flexibiliteit heb voor het
opnemen van vrije uren

111
APPENDIX IV SUMMARY OF COMMENTS PRE-TEST

Questions Remarks

What do you think of the All respondents answered that it was a clear letter, no additional remarks
clarity of the instruction
letter?
How much time it took to Respondents answered between 10-20 minutes. 10 minutes was most often mentioned (7 times)
complete the
questionnaire?
What did you think of the  Sometimes there is no direction in the questions (in / not stable / unstable, etc.).
questions?  Propositions are not uniform (I like it <degree of importance> important that the travel time
to my work / company financially healthy / etc short).
 Indicate why you have chosen a 7-point scale in your thesis, and not for a 5-point
 Monotonous, but clearly because they are all the same .. misinterpretation can hardly happen
..
 Put the questions in a table
 The question of: ‗How many years have you worked at Saint-Gobain Abrasives?‘ -> I can
not specify a month here

Were there any questions  Questions are all very similar to each other so you have to keep looking at what's good at a
that were unclear or given moment
susceptible to multiple  The question numbers are mixed up
interpretations? If so,  Explain what CSR means
which?  Me and Mij are used interchangeably in the questions

Are there any questions All respondents answered that it was very clear, however some respondents mentioned that the
which are important to concentration was halfway gone. They recommended to: display the questions in tables and several
assess the attractiveness of pages.
an employer but which are
not included in the
questionnaire? If so,
which?
What do you think of the Work with several pages and a timebar how many questions you still have to fill in
layout?
What do you think of the Mention the answer options instead 1,2,3 etc
answer options?

Additional remarks  The indicators you use for the variables are correct
 Change ‗Hoe belangrijk zijn de volgende elementen voor u wanneer u de
aantrekkelijkheid van een werkgever beoordeelt?‟ in to ‗Hoe belangrijk zijn de
volgende onderwerpen voor u bij het beoordelen van de aantrekkelijkheid van een
werkgever?‘
112
Remarks at specific These questions are vague and need to be changed:
questions 1. Locatie van het bedrijf -> it is not clear whether this question is about accessibility or
attractiveness of the location
4. Financiële situatie van het bedrijf-> Is this about a healthy Financial situation?
5. Sector waarin het bedrijf opereert-> Is this about a expanding sector?
6. Aantal medewerkers binnen het bedrijf
7. Aantal management lagen binnen het bedrijf-> add limited number
8. ‘Het kopen van aandelen is een goede investering‘ Do you mean to accept that it is important that
the company buys shares?
12 t/m 18: Ik heb positieve dingen gehoord en ervaren-> Add that it is about the company: een
bedrijf waar ik positieve dingen over heb gehoord en ervaren.
19: Balanceren van vragen door werk en privé situatie / gezinsleven-> not clear

113
APPENDIX V RESULTS OF QUANTITATIVE ANALYSIS

Outlier analysis students

114
Mean scores of all items

Descriptive Statistics
N Minimum Maximum Mean Std. Deviation
A fun working environment 378 2 7 6,19 ,801
A working environment where I feel (like 378 2 7 6,05 1,064
at) home
Working in an exciting environment 378 1 7 6,04 ,870
A company with committed employees 378 3 7 6,02 ,794
Ability to maintain adequate work and 378 1 7 6,00 ,879
personal/family life balance
A job where I can grow to functions with 378 3 7 5,98 ,843
more independence
A company with a friendly atmospher 378 2 7 5,97 ,989
A manager who encourages me to 378 2 7 5,96 ,885
develop my talents
A job where I can grow into functions of 378 2 7 5,95 ,897
greater responsibility
A manager who encourages me to come 378 2 7 5,95 ,869
up with my own initiatives
Ability to balance the demands of your 378 1 7 5,94 ,936
work and your personal/family life
A work group in which group members 378 2 7 5,88 ,932
work as a team.
A manager who delegates challenging 378 2 7 5,87 ,899
responsibilities to me
A company in which the number of 378 2 7 5,84 ,907
employees grows
Ability to easily combine work and 378 2 7 5,83 ,919
private/family life
A manager who encourages me to think 378 2 7 5,83 ,975
independently
A job that offers job security 378 1 7 5,82 1,064
A company where the management is 378 2 7 5,80 ,974
committed to the organization
A job that involves doing a number of 378 2 7 5,79 ,915
different things
A job that involves a great deal of task 378 2 7 5,78 ,952
variety
A job that gives me the chance to use my 378 3 7 5,77 ,869
personal initiative or judgement in
carrying out the work
A job that offers the possibility to hold a 378 1 7 5,75 1,155
permanent position
A job that provides me with significant 378 3 7 5,72 ,856
autonomy in making decisions
The job involves performing a variety of 378 2 7 5,72 ,908
tasks
A job that offers prospects for a certain 378 1 7 5,68 1,088
future
A job that gives me considerable 378 2 7 5,67 ,873
opportunity for independence and
freedom in how I do the work
A job that allows me to make a lot of 378 2 7 5,66 ,888
decisions on my own
Level of the primary wage (salary and 378 1 7 5,64 ,905
holiday pay)
A work group in which members take 378 1 7 5,64 ,976
interest in one another
A job that requires the performance of a 378 2 7 5,63 ,927
wide range of tasks
Benefits (including training) 378 1 7 5,62 ,970

115
A job that allows me to decide on my 378 2 7 5,61 ,880
own how to go about doing my work
A job that allows me to plan how I do my 378 1 7 5,61 1,030
work
A job where I can grow into a leadership 378 1,0 7,0 5,558 1,2837
role
A job that allows me to make decisions 378 2 7 5,54 ,898
about what methods I use to complete my
work
A work group in which group members 378 1 7 5,54 1,053
are very cooperative with one another.
Managers/supervisors/team leaders that 378 1 7 5,51 1,168
work well with employees of different
backgrounds
A job that allows me to make my own 378 1 7 5,50 1,064
decisions about how to schedule my work
A job that allows me to decide on the 378 1 7 5,44 1,134
order in which things are done on the job.
A job where I can grow to functions with 378 1 7 5,42 1,114
more contact with people outside the
organization
A work group in which group members 378 1 7 5,39 1,024
know that they can depend on each other
Retirement System 378 1 7 5,37 1,293
Number of Holidays 378 1 7 5,32 1,081
A company with a short commute time 378 1 7 5,32 1,230
from home to work
Heard/experienced positive things about 378 1 7 5,31 1,041
the company
A company that is well served by 378 1 7 5,26 1,344
motorways / public transport
A company that is first choice for high 378 1 7 5,17 1,210
quality products/services
A job in which I have a lot of flexibility 378 1 7 5,10 1,302
for the inclusion of free hours
A company with an informal culture 378 1 7 5,10 1,237
A company in a growing sector 378 1 7 5,09 1,097
A job that allows me to complete work I 378 1 7 5,01 1,250
start
A company that often introduces 378 1 7 5,01 1,325
innovations
A job that provides me the chance to 378 1 7 4,96 1,305
completely finish the pieces of work I
begin
A job in which I can decide when I take 378 1 7 4,92 1,385
breaks
Level of flexible salary (i.a. bonus 378 1 7 4,86 1,321
scheme)
The results of my work that significantly 378 1 7 4,85 1,306
affect the lives of other people
A job itself that is very significant and 378 1 7 4,84 1,223
important in the broader scheme of
things.
A job arranged so that I can do an entire 378 1 7 4,76 1,285
piece of work from beginning to end
A job that involves completing a piece of 378 1 7 4,76 1,309
work that has an obvious beginning and
end
A job in which I can work occasionally at 378 1 7 4,75 1,420
home
A job in which I can determine the start 378 1 7 4,71 1,387
and end times of my working day itself
A job in which I am not required to have 378 1 7 4,69 1,421
all my hours at work physically present

116
Familiarity with the products of the 378 1 7 4,68 1,355
company
Familiarity with the company 378 1 7 4,68 1,353
A job in which I have the freedom to 378 1 7 4,61 1,392
switch working days with colleagues
The work performed on the job that has a 378 1 7 4,59 1,370
significant impact on people outside the
organization
A job that has large impact on people 378 1 7 4,57 1,385
outside then organization
Policies and programs that promote 378 1 7 4,56 1,551
diversity in the workplace (for example,
recruiting minorities and women, training
in awareness of diversity issues,
mentoring).
A job in which I can decide when I work 378 1 7 4,54 1,478
at home
Familiarity with the brands of the 378 1 7 4,53 1,359
company
A company in which the number of 378 1 7 4,49 1,191
employees grows
A company with few layers of 378 1 7 4,47 1,161
management
A job that offers people a job for life 378 1 7 4,46 1,548
Work together as a team on CSR 378 1 7 4,45 1,340
activities
Supervisor/team leaders that are 378 1 7 4,44 1,613
committed to a workforce representative
of all segment of societ
Have ample opportunity to suggest CSR 378 1 7 4,43 1,332
activities
A company with offices in several 378 1 7 4,34 1,618
countries
A company with appealing advertising 378 1 7 4,24 1,448
for products and services
A company that integrates charitable 378 1 7 4,23 1,410
contributions into its business activities
A company that is committed to use a 378 1 7 4,19 1,396
portion of its profits to help nonprofits
A company that gives profits back to the 378 1 7 4,19 1,476
communities where the company does
business
A company that is located near a large 378 1 7 4,05 1,680
city (> 160,000 inhabitants)
A company of which buying stock is a 378 1 7 4,03 1,451
good investment
A company that has multiple locations in 378 1 7 3,44 1,510
Netherlands
Valid N (listwise) 378

Difference between students and employees

Group Statistics

Student

or
employe

e N Mean Std. Deviation Std. Error Mean

Organisational_image 1 306 4,8301 ,80650 ,04610

117
 2 72 5,3287 ,73103 ,08615

Job_security 1 306 5,3374 1,01380 ,05795

2 72 5,8125 ,85760 ,10107

Employment_conditions 1 306 5,2627 ,81187 ,04641

2 72 5,7889 ,65080 ,07670

Team_cohesion 1 306 5,5458 ,83467 ,04771

2 72 5,8854 ,60067 ,07079

Diversity 1 306 4,3399 1,55674 ,08899

2 72 5,1944 1,05669 ,12453

Familiarity 1 306 4,4412 1,20245 ,06874

2 72 5,4352 1,24425 ,14664

WS_Autonomy 1 306 5,4423 ,98833 ,05650

2 72 5,8241 ,65236 ,07688

DM_Autonomy 1 306 5,6710 ,79340 ,04536

2 72 5,9120 ,63046 ,07430

Taskvariety 1 306 5,6830 ,84130 ,04809

2 72 5,9271 ,70641 ,08325

Tasksignificance 1 306 4,7998 1,18778 ,06790

2 72 4,3368 1,07317 ,12647

Training_development 1 306 5,7786 ,76408 ,04368

2 72 5,5139 ,89981 ,10604

Leadership_style 1 306 5,8399 ,77633 ,04438

2 72 6,0556 ,74009 ,08722

Flex_workhours 1 306 4,8954 1,11312 ,06363

2 72 4,5729 1,17817 ,13885

Independent Samples Test

Levene's Test
for Equality of
Variances t-test for Equality of Means

95% Confidence
Interval of the
Difference

118
 Sig. (2- Mean Std. Error
F Sig. t df tailed) Difference Difference Lower Upper

Organisational_image Equal ,556 ,456 -4,802 376 ,000 -,49864 ,10384 -,70283 -,29445
variances
assumed

Equal -5,103 115,289 ,000 -,49864 ,09771 -,69219 -,30509

variances
not
assumed

Job_security Equal 5,635 ,018 -3,678 376 ,000 -,47508 ,12918 -,72908 -,22108
variances
assumed

Equal -4,078 122,289 ,000 -,47508 ,11651 -,70571 -,24445

variances
not
assumed

Employment_conditions Equal 3,211 ,074 -5,124 376 ,000 -,52614 ,10269 -,72806 -,32422
variances
assumed

Equal -5,869 128,506 ,000 -,52614 ,08965 -,70352 -,34877

variances
not
assumed

Team_cohesion Equal 6,766 ,010 -3,259 376 ,001 -,33967 ,10423 -,54462 -,13471
variances
assumed

Equal -3,979 143,284 ,000 -,33967 ,08537 -,50841 -,17092

variances
not
assumed

Diversity Equal 12,646 ,000 -4,422 376 ,000 -,85458 ,19325 -1,23456 -,47459
variances
assumed

Equal -5,583 152,760 ,000 -,85458 ,15306 -1,15697 -,55218

variances
not
assumed

119
Familiarity Equal ,277 ,599 -6,269 376 ,000 -,99401 ,15855 -1,30577 -,68225
variances
assumed

Equal -6,138 104,459 ,000 -,99401 ,16195 -1,31514 -,67287

variances
not
assumed

WS_Autonomy Equal 12,984 ,000 -3,120 376 ,002 -,38181 ,12236 -,62241 -,14120
variances
assumed

Equal -4,002 157,689 ,000 -,38181 ,09541 -,57025 -,19336

variances
not
assumed

DM_Autonomy Equal 12,137 ,001 -2,404 376 ,017 -,24101 ,10024 -,43812 -,04391
variances
assumed

Equal -2,769 129,585 ,006 -,24101 ,08705 -,41324 -,06879

variances
not
assumed

Taskvariety Equal 6,006 ,015 -2,279 376 ,023 -,24408 ,10708 -,45464 -,03352
variances
assumed

Equal -2,539 123,107 ,012 -,24408 ,09614 -,43439 -,05377

variances
not
assumed

Tasksignificance Equal 3,595 ,059 3,029 376 ,003 ,46303 ,15286 ,16247 ,76360
variances
assumed

Equal 3,226 115,593 ,002 ,46303 ,14355 ,17870 ,74736

variances
not
assumed

Training_development Equal 3,652 ,057 2,553 376 ,011 ,26471 ,10367 ,06085 ,46856
variances
assumed

120
 Equal 2,308 96,489 ,023 ,26471 ,11469 ,03707 ,49234
variances
not
assumed

Leadership_style Equal 1,001 ,318 -2,140 376 ,033 -,21569 ,10081 -,41390 -,01747
variances
assumed

Equal -2,204 110,795 ,030 -,21569 ,09786 -,40961 -,02176

variances
not
assumed

Flex_workhours Equal ,285 ,594 2,187 376 ,029 ,32251 ,14745 ,03258 ,61243
variances
assumed

Equal 2,112 102,899 ,037 ,32251 ,15274 ,01959 ,62543

variances
not
assumed

121
Differences between men and women

Independent Samples Test

Levene's Test for

Equality of

Variances t-test for Equality of Means

95% Confidence

Interval of the

Difference

Sig. (2- Mean Std. Error

F Sig. t df tailed) Difference Difference Lower Upper

CSR_associations Equal variances ,869 ,352 - 376 ,000 -,62207 ,13082 -,87930 -,36483
assumed 4,755

Equal variances - 368,739 ,000 -,62207 ,12981 -,87733 -,36680

not assumed 4,792

CSR_participation Equal variances 4,316 ,038 - 376 ,000 -,79736 ,12657 -1,04624 -,54848

assumed 6,300

Equal variances - 374,225 ,000 -,79736 ,12467 -1,04249 -,55223

not assumed 6,396

Work_life_balance Equal variances 3,037 ,082 - 376 ,000 -,35833 ,08254 -,52064 -,19603

assumed 4,341

Equal variances - 374,286 ,000 -,35833 ,08129 -,51817 -,19849

not assumed 4,408

Job_security Equal variances ,025 ,874 - 376 ,012 -,26148 ,10296 -,46393 -,05903

assumed 2,540

Equal variances - 357,276 ,012 -,26148 ,10313 -,46430 -,05866

not assumed 2,535

Employment_conditions Equal variances 1,452 ,229 - 376 ,004 -,24036 ,08297 -,40349 -,07722

assumed 2,897

Equal variances - 372,738 ,004 -,24036 ,08193 -,40145 -,07926

not assumed 2,934

Team_cohesion Equal variances 2,607 ,107 - 376 ,001 -,28450 ,08218 -,44608 -,12291

assumed 3,462

Equal variances - 374,060 ,000 -,28450 ,08096 -,44370 -,12530

not assumed 3,514

Leadership_style Equal variances 4,635 ,032 - 376 ,010 -,19935 ,07735 -,35144 -,04726

assumed 2,577

122
 Equal variances - 374,010 ,009 -,19935 ,07622 -,34921 -,04949

not assumed 2,616

Diversity Equal variances 5,332 ,021 - 376 ,000 -1,03329 ,14720 -1,32272 -,74387

assumed 7,020

Equal variances - 375,999 ,000 -1,03329 ,14393 -1,31630 -,75029

not assumed 7,179

WS_Autonomy Equal variances ,011 ,918 - 376 ,004 -,27789 ,09683 -,46829 -,08749

assumed 2,870

Equal variances - 362,841 ,004 -,27789 ,09659 -,46784 -,08794

not assumed 2,877

Tasksignificance Equal variances ,273 ,602 - 376 ,011 -,31017 ,12114 -,54836 -,07198

assumed 2,560

Equal variances - 367,812 ,010 -,31017 ,12032 -,54677 -,07357

not assumed 2,578

123
Differences between universities

Descriptives

95% Confidence Interval

for Mean

Std. Std. Lower Upper

N Mean Deviation Error Bound Bound Minimum Maximum

Organisational_image 1 171 4,7865 ,68796 ,05261 4,6827 4,8904 2,50 6,50

2 55 4,6545 ,90202 ,12163 4,4107 4,8984 2,67 6,83

3 80 5,0438 ,92995 ,10397 4,8368 5,2507 1,50 6,83

Total 306 4,8301 ,80650 ,04610 4,7393 4,9208 1,50 6,83

CSR_associations 1 171 4,0195 1,35844 ,10388 3,8144 4,2246 1,00 7,00

2 55 4,4909 1,32537 ,17871 4,1326 4,8492 1,00 6,67

3 80 4,4458 1,42900 ,15977 4,1278 4,7638 1,00 7,00

Total 306 4,2157 1,38478 ,07916 4,0599 4,3715 1,00 7,00

CSR_participation 1 171 4,2251 1,31302 ,10041 4,0269 4,4234 1,00 7,00

2 55 4,5091 1,34884 ,18188 4,1444 4,8737 1,00 7,00

3 80 4,7625 1,31442 ,14696 4,4700 5,0550 1,00 7,00

Total 306 4,4167 1,33567 ,07636 4,2664 4,5669 1,00 7,00

Training_development 1 171 5,7822 ,72385 ,05535 5,6729 5,8914 3,50 7,00

2 55 5,5545 ,93255 ,12575 5,3024 5,8066 3,25 7,00

3 80 5,9250 ,68943 ,07708 5,7716 6,0784 4,25 7,00

Total 306 5,7786 ,76408 ,04368 5,6926 5,8645 3,25 7,00

Working_environment 1 171 6,0897 ,72564 ,05549 5,9801 6,1992 3,33 7,00

2 55 6,2667 ,66481 ,08964 6,0869 6,4464 4,33 7,00

3 80 5,8750 ,83754 ,09364 5,6886 6,0614 3,00 7,00

Total 306 6,0654 ,75537 ,04318 5,9804 6,1503 3,00 7,00

Employment_conditions 1 171 5,1778 ,83552 ,06389 5,0517 5,3039 2,00 7,00

2 55 5,1564 ,63560 ,08570 4,9845 5,3282 3,80 6,40

3 80 5,5175 ,82290 ,09200 5,3344 5,7006 3,40 7,00

Total 306 5,2627 ,81187 ,04641 5,1714 5,3541 2,00 7,00

Diversity 1 171 4,0643 1,64011 ,12542 3,8167 4,3119 1,00 7,00

2 55 4,3364 1,26949 ,17118 3,9932 4,6796 1,00 7,00

3 80 4,9313 1,39562 ,15603 4,6207 5,2418 1,00 7,00

Total 306 4,3399 1,55674 ,08899 4,1648 4,5150 1,00 7,00

124
 ANOVA

Sum of Squares df Mean Square F Sig.

Organisational_image Between Groups 5,671 2 2,836 4,458 ,012

Within Groups 192,715 303 ,636

Total 198,386 305

CSR_associations Between Groups 14,986 2 7,493 3,984 ,020

Within Groups 569,890 303 1,881

Total 584,876 305

CSR_participation Between Groups 16,310 2 8,155 4,682 ,010

Within Groups 527,815 303 1,742

Total 544,125 305

Training_development Between Groups 4,478 2 2,239 3,908 ,021

Within Groups 173,584 303 ,573

Total 178,062 305

Working_environment Between Groups 5,229 2 2,614 4,693 ,010

Within Groups 168,797 303 ,557

Total 174,026 305

Employment_conditions Between Groups 7,049 2 3,524 5,505 ,004

Within Groups 193,986 303 ,640

Total 201,035 305

Diversity Between Groups 40,962 2 20,481 8,888 ,000

Within Groups 698,192 303 2,304

Total 739,154 305

Multiple Comparisons

Bonferroni

95% Confidence Interval

(I) (J) Mean Difference

Dependent Variable University University (I-J) Std. Error Sig. Lower Bound Upper Bound

Organisational_image 1 2 ,13200 ,12363 ,859 -,1656 ,4296

3 -,25720 ,10803 ,054 -,5173 ,0029

2 1 -,13200 ,12363 ,859 -,4296 ,1656

*
3 -,38920 ,13969 ,017 -,7255 -,0529

3 1 ,25720 ,10803 ,054 -,0029 ,5173

*
2 ,38920 ,13969 ,017 ,0529 ,7255

125
CSR_associations 1 2 -,47142 ,21259 ,082 -,9832 ,0404

3 -,42634 ,18577 ,067 -,8735 ,0209

2 1 ,47142 ,21259 ,082 -,0404 ,9832

3 ,04508 ,24022 1,000 -,5332 ,6234

3 1 ,42634 ,18577 ,067 -,0209 ,8735

2 -,04508 ,24022 1,000 -,6234 ,5332

CSR_participation 1 2 -,28394 ,20459 ,499 -,7765 ,2086

*
3 -,53735 ,17878 ,009 -,9677 -,1070

2 1 ,28394 ,20459 ,499 -,2086 ,7765

3 -,25341 ,23119 ,822 -,8100 ,3031

*
3 1 ,53735 ,17878 ,009 ,1070 ,9677

2 ,25341 ,23119 ,822 -,3031 ,8100

Training_development 1 2 ,22762 ,11733 ,160 -,0548 ,5101

3 -,14284 ,10252 ,494 -,3896 ,1040

2 1 -,22762 ,11733 ,160 -,5101 ,0548

*
3 -,37045 ,13258 ,017 -,6896 -,0513

3 1 ,14284 ,10252 ,494 -,1040 ,3896

*
2 ,37045 ,13258 ,017 ,0513 ,6896

Working_environment 1 2 -,17700 ,11570 ,381 -,4555 ,1015

3 ,21467 ,10110 ,104 -,0287 ,4581

2 1 ,17700 ,11570 ,381 -,1015 ,4555

*
3 ,39167 ,13074 ,009 ,0769 ,7064

3 1 -,21467 ,10110 ,104 -,4581 ,0287

*
2 -,39167 ,13074 ,009 -,7064 -,0769

Employment_conditions 1 2 ,02141 ,12403 1,000 -,2772 ,3200

*
3 -,33972 ,10838 ,006 -,6006 -,0788

2 1 -,02141 ,12403 1,000 -,3200 ,2772

*
3 -,36114 ,14015 ,031 -,6985 -,0237
*
3 1 ,33972 ,10838 ,006 ,0788 ,6006

*
2 ,36114 ,14015 ,031 ,0237 ,6985

Diversity 1 2 -,27204 ,23531 ,746 -,8385 ,2944

*
3 -,86692 ,20562 ,000 -1,3619 -,3719

2 1 ,27204 ,23531 ,746 -,2944 ,8385

3 -,59489 ,26589 ,078 -1,2350 ,0452

126
 *
3 1 ,86692 ,20562 ,000 ,3719 1,3619

2 ,59489 ,26589 ,078 -,0452 1,2350

*. The mean difference is significant at the 0.05 level.

127
Differences between education level

Descriptives

95% Confidence Interval for

Mean
Std.

N Mean Deviation Std. Error Lower Bound Upper Bound Minimum Maximum

Organisational_image 1 34 5,4510 ,76819 ,13174 5,1829 5,7190 4,00 7,00

2 24 5,3333 ,62939 ,12847 5,0676 5,5991 4,00 6,67

3 315 4,8328 ,80849 ,04555 4,7432 4,9224 1,50 6,83

4 5 5,2000 ,36132 ,16159 4,7514 5,6486 4,83 5,67

Total 378 4,9250 ,81566 ,04195 4,8426 5,0075 1,50 7,00

Job_security 1 34 6,0662 ,98916 ,16964 5,7210 6,4113 2,50 7,00

2 24 5,6250 ,62554 ,12769 5,3609 5,8891 4,00 7,00

3 315 5,3373 1,00809 ,05680 5,2255 5,4491 1,00 7,00

4 5 5,8500 ,22361 ,10000 5,5724 6,1276 5,50 6,00

Total 378 5,4279 1,00245 ,05156 5,3265 5,5293 1,00 7,00

Employment_conditions 1 34 5,8941 ,59541 ,10211 5,6864 6,1019 4,20 7,00

2 24 5,6583 ,66327 ,13539 5,3783 5,9384 4,20 6,60

3 315 5,2705 ,80933 ,04560 5,1808 5,3602 2,00 7,00

4 5 6,1600 ,74027 ,33106 5,2408 7,0792 5,20 7,00

Total 378 5,3630 ,80982 ,04165 5,2811 5,4449 2,00 7,00

Team_cohesion 1 34 5,9559 ,50554 ,08670 5,7795 6,1323 4,75 7,00

2 24 6,0208 ,53627 ,10947 5,7944 6,2473 4,75 6,75

3 315 5,5516 ,82935 ,04673 5,4596 5,6435 2,00 7,00

4 5 5,0000 ,82916 ,37081 3,9705 6,0295 4,00 5,75

Total 378 5,6104 ,80586 ,04145 5,5289 5,6919 2,00 7,00

Diversity 1 34 5,1471 1,04105 ,17854 4,7838 5,5103 3,00 7,00

2 24 5,5000 ,88465 ,18058 5,1264 5,8736 4,00 7,00

3 315 4,3476 1,54722 ,08718 4,1761 4,5191 1,00 7,00

4 5 5,1000 1,43178 ,64031 3,3222 6,8778 3,50 7,00

Total 378 4,5026 1,51123 ,07773 4,3498 4,6555 1,00 7,00

Familiarity 1 34 5,6765 1,35459 ,23231 5,2038 6,1491 1,33 7,00

2 24 5,4722 ,90044 ,18380 5,0920 5,8524 4,00 7,00

3 315 4,4423 1,19792 ,06749 4,3095 4,5751 1,00 7,00

4 5 5,3333 1,64992 ,73786 3,2847 7,3820 2,67 7,00

128
 Total 378 4,6305 1,27046 ,06535 4,5020 4,7590 1,00 7,00

Leadership_style 1 34 6,1397 ,69954 ,11997 5,8956 6,3838 4,25 7,00

2 24 6,1458 ,69124 ,14110 5,8539 6,4377 4,75 7,00

3 315 5,8611 ,75341 ,04245 5,7776 5,9446 2,75 7,00

4 5 5,5500 1,00623 ,45000 4,3006 6,7994 4,00 6,75

Total 378 5,9001 ,75327 ,03874 5,8240 5,9763 2,75 7,00

WS_Autonomy 1 34 5,9020 ,64890 ,11129 5,6755 6,1284 4,67 7,00

2 24 5,8056 ,61319 ,12517 5,5466 6,0645 4,33 7,00

3 315 5,4519 ,98074 ,05526 5,3431 5,5606 1,00 7,00

4 5 5,4667 ,96032 ,42947 4,2743 6,6591 4,00 6,33

Total 378 5,5150 ,94495 ,04860 5,4194 5,6106 1,00 7,00

Tasksignificance 1 34 4,2868 1,19363 ,20471 3,8703 4,7032 1,00 6,75

2 24 4,6250 ,87228 ,17805 4,2567 4,9933 3,50 7,00

3 315 4,7825 1,18255 ,06663 4,6514 4,9136 1,00 7,00

4 5 3,5500 1,25499 ,56125 1,9917 5,1083 1,50 4,50

Total 378 4,7116 1,17959 ,06067 4,5923 4,8309 1,00 7,00

Training_development 1 34 5,4191 ,95687 ,16410 5,0852 5,7530 3,00 7,00

2 24 5,6563 ,85597 ,17472 5,2948 6,0177 4,00 7,00

3 315 5,7746 ,76263 ,04297 5,6901 5,8591 3,25 7,00

4 5 5,2500 1,08972 ,48734 3,8969 6,6031 3,50 6,25

Total 378 5,7282 ,79726 ,04101 5,6475 5,8088 3,00 7,00

ANOVA

Sum of Squares df Mean Square F Sig.

Organisational_image Between Groups 16,464 3 5,488 8,758 ,000

Within Groups 234,357 374 ,627

Total 250,821 377

Job_security Between Groups 18,260 3 6,087 6,313 ,000

Within Groups 360,588 374 ,964

Total 378,848 377

Employment_conditions Between Groups 17,557 3 5,852 9,529 ,000

Within Groups 229,685 374 ,614

Total 247,241 377

129
Team_cohesion Between Groups 11,054 3 3,685 5,895 ,001

Within Groups 233,773 374 ,625

Total 244,826 377

Diversity Between Groups 47,347 3 15,782 7,254 ,000

Within Groups 813,650 374 2,176

Total 860,997 377

Familiarity Between Groups 67,825 3 22,608 15,639 ,000

Within Groups 540,681 374 1,446

Total 608,506 377

Leadership_style Between Groups 4,493 3 1,498 2,675 ,047

Within Groups 209,425 374 ,560

Total 213,917 377

WS_Autonomy Between Groups 8,385 3 2,795 3,185 ,024

Within Groups 328,252 374 ,878

Total 336,637 377

Tasksignificance Between Groups 14,648 3 4,883 3,581 ,014

Within Groups 509,921 374 1,363

Total 524,569 377

Training_development Between Groups 5,194 3 1,731 2,762 ,042

Within Groups 234,438 374 ,627

Total 239,632 377

130
Differences in country: Dutch vs. Non-Dutch

Independent Samples Test

Levene's Test for

Equality of

Variances t-test for Equality of Means

95% Confidence

Interval of the

Difference

Sig. (2- Mean Std. Error

F Sig. t df tailed) Difference Difference Lower Upper

Organisational_image Equal variances ,129 ,719 - 304 ,000 -,35008 ,09692 -,54080 -,15936

assumed 3,612

Equal variances - 179,933 ,001 -,35008 ,09911 -,54565 -,15451

not assumed 3,532

CSR_associations Equal variances ,842 ,359 - 304 ,000 -,67347 ,16550 -,99914 -,34780

assumed 4,069

Equal variances - 199,770 ,000 -,67347 ,16231 -,99352 -,35342

not assumed 4,149

CSR_participation Equal variances 3,614 ,058 - 304 ,000 -,73808 ,15836 -1,04970 -,42646
assumed 4,661

Equal variances - 212,728 ,000 -,73808 ,15156 -1,03684 -,43932

not assumed 4,870

Work_life_balance Equal variances 1,724 ,190 - 304 ,001 -,33896 ,09663 -,52910 -,14882
assumed 3,508

Equal variances - 223,322 ,000 -,33896 ,09076 -,51782 -,16010

not assumed 3,735

Working_environment Equal variances 7,764 ,006 5,628 304 ,000 ,49647 ,08822 ,32287 ,67007

assumed

Equal variances 5,080 149,971 ,000 ,49647 ,09773 ,30337 ,68957

not assumed

Employment_conditions Equal variances ,013 ,911 - 304 ,000 -,37306 ,09731 -,56455 -,18157
assumed 3,834

Equal variances - 184,407 ,000 -,37306 ,09852 -,56743 -,17869

not assumed 3,787

Team_cohesion Equal variances 2,936 ,088 - 304 ,000 -,42057 ,09955 -,61648 -,22467
assumed 4,225

131
 Equal variances - 224,250 ,000 -,42057 ,09336 -,60456 -,23659

not assumed 4,505

Diversity Equal variances 4,428 ,036 - 304 ,000 -,98617 ,18249 -1,34526 -,62707

assumed 5,404

Equal variances - 220,829 ,000 -,98617 ,17216 -1,32545 -,64689

not assumed 5,728

Familiarity Equal variances ,000 ,986 - 304 ,001 -,46684 ,14512 -,75240 -,18127

assumed 3,217

Equal variances - 189,046 ,002 -,46684 ,14546 -,75377 -,17990

not assumed 3,209

DM_Autonomy Equal variances 2,248 ,135 2,987 304 ,003 ,28663 ,09597 ,09778 ,47548

assumed

Equal variances 2,864 171,698 ,005 ,28663 ,10008 ,08909 ,48417

not assumed

Taskvariety Equal variances 7,657 ,006 2,637 304 ,009 ,26923 ,10209 ,06834 ,47012
assumed

Equal variances 2,399 152,405 ,018 ,26923 ,11224 ,04749 ,49097

not assumed

Tasksignificance Equal variances 4,197 ,041 - 304 ,000 -,51214 ,14278 -,79310 -,23118
assumed 3,587

Equal variances - 225,961 ,000 -,51214 ,13351 -,77522 -,24906

not assumed 3,836

Taskidentity Equal variances 4,384 ,037 - 304 ,005 -,38054 ,13558 -,64734 -,11375

assumed 2,807

Equal variances - 222,412 ,003 -,38054 ,12756 -,63192 -,12917

not assumed 2,983

132
Differences between generations

Descriptives

95% Confidence Interval for

Mean
Std.

N Mean Deviation Std. Error Lower Bound Upper Bound Minimum Maximum

Work_life_balance 1,00 240 5,9264 ,75843 ,04896 5,8299 6,0228 3,67 7,00

2,00 64 6,0312 ,70952 ,08869 5,8540 6,2085 4,00 7,00

3,00 62 5,9301 ,93920 ,11928 5,6916 6,1686 2,00 7,00

4,00 12 5,2778 1,43431 ,41405 4,3665 6,1891 1,67 6,67

Total 378 5,9242 ,81657 ,04200 5,8416 6,0067 1,67 7,00

Training_development 1,00 240 5,8271 ,72232 ,04663 5,7352 5,9189 3,50 7,00

2,00 64 5,7930 ,74609 ,09326 5,6066 5,9793 4,25 7,00

3,00 62 5,4073 ,97849 ,12427 5,1588 5,6557 3,00 7,00

4,00 12 5,0625 ,80570 ,23258 4,5506 5,5744 4,00 6,75

Total 378 5,7282 ,79726 ,04101 5,6475 5,8088 3,00 7,00

Working_environment 1,00 240 5,9972 ,76657 ,04948 5,8997 6,0947 3,00 7,00

2,00 64 6,3281 ,56809 ,07101 6,1862 6,4700 4,67 7,00

3,00 62 6,2903 ,61102 ,07760 6,1352 6,4455 5,00 7,00

4,00 12 5,6667 ,98473 ,28427 5,0410 6,2923 4,00 7,00

Total 378 6,0908 ,73659 ,03789 6,0163 6,1653 3,00 7,00

Diversity 1,00 240 4,3750 1,59464 ,10293 4,1722 4,5778 1,00 7,00

2,00 64 4,5391 1,49152 ,18644 4,1665 4,9116 1,00 7,00

3,00 62 4,9919 1,12166 ,14245 4,7071 5,2768 2,50 7,00

4,00 12 4,3333 1,24924 ,36063 3,5396 5,1271 2,00 7,00

Total 378 4,5026 1,51123 ,07773 4,3498 4,6555 1,00 7,00

Familiarity 1,00 240 4,4944 1,23032 ,07942 4,3380 4,6509 1,00 7,00

2,00 64 4,7708 1,16515 ,14564 4,4798 5,0619 1,00 7,00

3,00 62 4,9892 1,39210 ,17680 4,6357 5,3428 1,33 7,00

4,00 12 4,7500 1,62757 ,46984 3,7159 5,7841 1,00 7,00

Total 378 4,6305 1,27046 ,06535 4,5020 4,7590 1,00 7,00

WS_Autonomy 1,00 240 5,3431 ,93657 ,06046 5,2240 5,4621 2,67 7,00

2,00 64 5,8646 ,80938 ,10117 5,6624 6,0668 2,67 7,00

3,00 62 5,8763 ,74226 ,09427 5,6878 6,0648 4,00 7,00

4,00 12 5,2222 1,59756 ,46117 4,2072 6,2373 1,00 7,00

133
 Total 378 5,5150 ,94495 ,04860 5,4194 5,6106 1,00 7,00

DM_Autonomy 1,00 240 5,5778 ,76867 ,04962 5,4800 5,6755 3,00 7,00

2,00 64 5,9635 ,68524 ,08565 5,7924 6,1347 3,67 7,00

3,00 62 5,9462 ,74216 ,09425 5,7578 6,1347 3,67 7,00

4,00 12 6,0000 ,76541 ,22096 5,5137 6,4863 5,00 7,00

Total 378 5,7169 ,77013 ,03961 5,6390 5,7948 3,00 7,00

WMA_Autonomy 1,00 240 5,5264 ,76064 ,04910 5,4297 5,6231 2,00 7,00

2,00 64 5,7500 ,82509 ,10314 5,5439 5,9561 2,67 7,00

3,00 62 5,7204 ,79432 ,10088 5,5187 5,9221 4,00 7,00

4,00 12 5,9444 ,95170 ,27473 5,3398 6,5491 4,33 7,00

Total 378 5,6093 ,78893 ,04058 5,5296 5,6891 2,00 7,00

Taskvariety 1,00 240 5,6167 ,84427 ,05450 5,5093 5,7240 2,00 7,00

2,00 64 5,9648 ,78789 ,09849 5,7680 6,1617 3,00 7,00

3,00 62 5,9355 ,68792 ,08737 5,7608 6,1102 3,00 7,00

4,00 12 5,6667 ,80716 ,23301 5,1538 6,1795 4,50 7,00

Total 378 5,7295 ,82207 ,04228 5,6464 5,8126 2,00 7,00

Flex_workplace 1,00 240 4,5889 1,27029 ,08200 4,4274 4,7504 1,00 7,00

2,00 64 5,1563 1,33593 ,16699 4,8225 5,4900 2,00 7,00

3,00 62 4,5806 1,42184 ,18057 4,2196 4,9417 2,00 7,00

4,00 12 3,8333 1,61746 ,46692 2,8057 4,8610 1,00 6,33

Total 378 4,6596 1,33883 ,06886 4,5242 4,7950 1,00 7,00

Flex_workhours 1,00 240 4,7938 1,08944 ,07032 4,6552 4,9323 1,50 7,00

2,00 64 5,1719 1,18512 ,14814 4,8758 5,4679 1,25 7,00

3,00 62 4,7298 1,17809 ,14962 4,4307 5,0290 2,00 7,00

4,00 12 4,3750 1,16043 ,33499 3,6377 5,1123 2,00 6,00

Total 378 4,8340 1,13132 ,05819 4,7196 4,9484 1,25 7,00

ANOVA

Sum of Squares df Mean Square F Sig.

Work_life_balance Between Groups 5,751 3 1,917 2,919 ,034

Within Groups 245,630 374 ,657

Total 251,382 377

Training_development Between Groups 14,319 3 4,773 7,923 ,000

Within Groups 225,313 374 ,602

Total 239,632 377

134
Working_environment Between Groups 10,333 3 3,444 6,633 ,000

Within Groups 194,215 374 ,519

Total 204,548 377

Diversity Between Groups 19,182 3 6,394 2,841 ,038

Within Groups 841,815 374 2,251

Total 860,997 377

Familiarity Between Groups 13,854 3 4,618 2,904 ,035

Within Groups 594,652 374 1,590

Total 608,506 377

WS_Autonomy Between Groups 24,041 3 8,014 9,588 ,000

Within Groups 312,596 374 ,836

Total 336,637 377

DM_Autonomy Between Groups 12,761 3 4,254 7,545 ,000

Within Groups 210,839 374 ,564

Total 223,601 377

WMA_Autonomy Between Groups 5,030 3 1,677 2,731 ,044

Within Groups 229,617 374 ,614

Total 234,647 377

Taskvariety Between Groups 9,278 3 3,093 4,712 ,003

Within Groups 245,500 374 ,656

Total 254,779 377

Flex_workplace Between Groups 25,565 3 8,522 4,902 ,002

Within Groups 650,194 374 1,738

Total 675,759 377

Flex_workhours Between Groups 10,896 3 3,632 2,880 ,036

Within Groups 471,625 374 1,261

Total 482,521 377

135
Correlation with age

Correlations

Organisati

onal_imag Leadership Diver Famili WS_Auto DM_Auto WMA_Aut Taskva Training_devel

Age e _style sity arity nomy nomy onomy riety opment

* * ** ** ** ** ** * **
Age Pearso 1 ,101 ,104 ,136 ,134 ,173 ,223 ,142 ,121 -,236
n

Correl

ation

Sig. (2- ,049 ,044 ,008 ,009 ,001 ,000 ,006 ,018 ,000

tailed)

N 378 378 378 378 378 378 378 378 378 378

* ** ** ** ** ** ** ** **
Organisational Pearso ,101 1 ,306 ,370 ,497 ,190 ,148 ,159 ,212 ,250

_image n

Correl

ation

Sig. (2- ,049 ,000 ,000 ,000 ,000 ,004 ,002 ,000 ,000

tailed)

N 378 378 378 378 378 378 378 378 378 378

* ** ** * ** ** ** ** **
Leadership_st Pearso ,104 ,306 1 ,236 ,127 ,258 ,326 ,269 ,360 ,279

yle n

Correl

ation

Sig. (2- ,044 ,000 ,000 ,014 ,000 ,000 ,000 ,000 ,000

tailed)

N 378 378 378 378 378 378 378 378 378 378

** ** ** ** ** * **
Diversity Pearso ,136 ,370 ,236 1 ,313 ,183 ,104 ,043 ,165 ,077

Correl

ation

Sig. (2- ,008 ,000 ,000 ,000 ,000 ,043 ,403 ,001 ,136

tailed)

N 378 378 378 378 378 378 378 378 378 378

** ** * ** *
Familiarity Pearso ,134 ,497 ,127 ,313 1 ,105 ,075 ,027 ,076 ,046

Correl

ation

136
 Sig. (2- ,009 ,000 ,014 ,000 ,041 ,145 ,596 ,140 ,376

tailed)

N 378 378 378 378 378 378 378 378 378 378

** ** ** ** * ** ** ** *
WS_Autonomy Pearso ,173 ,190 ,258 ,183 ,105 1 ,588 ,558 ,290 ,114

Correl

ation

Sig. (2- ,001 ,000 ,000 ,000 ,041 ,000 ,000 ,000 ,026

tailed)

N 378 378 378 378 378 378 378 378 378 378

** ** ** * ** ** ** **
DM_Autonomy Pearso ,223 ,148 ,326 ,104 ,075 ,588 1 ,650 ,385 ,190

Correl

ation

Sig. (2- ,000 ,004 ,000 ,043 ,145 ,000 ,000 ,000 ,000

tailed)

N 378 378 378 378 378 378 378 378 378 378

** ** ** ** ** ** **
WMA_Autono Pearso ,142 ,159 ,269 ,043 ,027 ,558 ,650 1 ,367 ,149

my n

Correl
ation

Sig. (2- ,006 ,002 ,000 ,403 ,596 ,000 ,000 ,000 ,004
tailed)

N 378 378 378 378 378 378 378 378 378 378
* ** ** ** ** ** ** **
Taskvariety Pearso ,121 ,212 ,360 ,165 ,076 ,290 ,385 ,367 1 ,216

n
Correl

ation

Sig. (2- ,018 ,000 ,000 ,001 ,140 ,000 ,000 ,000 ,000

tailed)

N 378 378 378 378 378 378 378 378 378 378

** ** ** * ** ** **
Training_devel Pearso -,236 ,250 ,279 ,077 ,046 ,114 ,190 ,149 ,216 1
opment n

Correl

ation

Sig. (2- ,000 ,000 ,000 ,136 ,376 ,026 ,000 ,004 ,000

tailed)

N 378 378 378 378 378 378 378 378 378 378

*. Correlation is significant at the 0.05 level (2-tailed).

137
**. Correlation is significant at the 0.01 level (2-tailed).

138
Correlation with employment length

Correlations

Wat is de duur van

uw dienstverband

bij uw huidige

Training_developm werkgever (in

Taskvariety ent jaren)?

* *
Taskvariety Pearson Correlation 1 ,266 -,272

Sig. (2-tailed) ,024 ,021

N 72 72 72
* *
Training_development Pearson Correlation ,266 1 -,233

Sig. (2-tailed) ,024 ,049

N 72 72 72

* *
Wat is de duur van uw Pearson Correlation -,272 -,233 1

dienstverband bij uw huidige Sig. (2-tailed) ,021 ,049

werkgever (in jaren)?
N 72 72 72

*. Correlation is significant at the 0.05 level (2-tailed).

139
Correlation with former employers

Correlations

Bij hoeveel

bedrijven heeft u

gewerkt tussen uw

studie en in

DM_Autonomy WMA_Autonomy diensttreding ...

** **
DM_Autonomy Pearson Correlation 1 ,526 ,336

Sig. (2-tailed) ,000 ,004

N 72 72 71
** *
WMA_Autonomy Pearson Correlation ,526 1 ,268

Sig. (2-tailed) ,000 ,024

N 72 72 71

** *
Bij hoeveel bedrijven heeft u Pearson Correlation ,336 ,268 1

gewerkt tussen uw studie en in Sig. (2-tailed) ,004 ,024

diensttreding ...
N 71 71 71

**. Correlation is significant at the 0.01 level (2-tailed).

140
APPENDIX VI INTERVIEW CHECKLIST
Thank you for filling in the questionnaire and participating in this interview. The
questionnaire for the interviews was developed from the results of the online survey. The
drivers of employer attractiveness will be analyzed with the interviews in depth. This
interview will take approximately 40-60 minutes. Is it allowed to record the interview? Is it
also allowed to notate some personal information?

English Dutch
Q 1: What determines the attractiveness of an employer for Wat is voor u een aantrekkelijke werkgever?
you?

Q2: Which elements represent the constructs you mention ? Welke elementen vallen onder de constructen die jij nu
noemt?

Q3: Is there a difference between an attractiveness elements Is er een verschil tussen elementen die de
and elements you would select an employer? aantrekkelijkheid van een werkgever bepalen en
elementen waar u op selecteert?
Q 4: Describe in 5 words an attractive employer for you? Beschrijf in 5 woorden een aantrekkelijke werkgever voor
jou?
Q5: Mention an employer of which you have a positive image, Noem een werkgever waar u een positief beeld bij heeft
and employer of which you have a negative image? en een werkgever met een negatief beeld, wat maakt het
What makes the difference? verschil?

Q6: Please rank the following 11 items and describe your Dit zijn de punten die het belangrijkst worden gevonden
ranking. vanuit de vragenlijst, zou u dit willen ranken? Waarom is
dit voor u belangrijk

Q7: Please look at the outcomes of the questionnaire constructs Wat valt u op aan de resultaten van de gemiddelde scores
and items, what are your remarks? en per item?

Q8: What is remarkable if you compare this to your own list? Wat valt je op als u dit vergelijkt met je eigen scores?
Q9:Which channels do you choose to inform yourself about Welke kanalen gebruikt u om te bepalen of een werkgever
attractiveness of potential employers? aantrekkelijk is als potentiele werkgever?

Q10: What relevant information do you need to inform you Welke informatie heb je nodig van een werkgever om te
about the attractiveness of a potential employer? bepalen of het een aantrekkelijke werkgever is?

Q11: How should an employer present itself? Hoe moet een werkgever zich presenteren aan u?

Q12:How should an employer approach you? Hoe zou de werkgever u moeten benaderen?

Q13:How can the employer convince you to apply? Hoe kan een werkgever u overtuigen om te solliciteren?

Q14: Which steps would you take when you find the employer Welke stappen zou u nemen wanneer je een werkgever
attractive? aantrekkelijk vindt?

Q15: Which recommendations do you have for employers to Welke tips heeft u voor een werkgever om jou aan te
attract you? trekken?
Q16: Any questions/remarks left? heb je verder nog tips of vragen?
Table 1. Items measured in questionnaire

Concept Bijbehorende vragen/items

Organizational image Een bedrijf waarvan het kopen van aandelen een goede investering is
Een bedrijf dat vaak nieuwe innovaties introduceert
Een bedrijf waar het management is toegewijd tot de organisatie
Een bedrijf met aansprekende reclame voor producten en services
Een bedrijf waar ik positieve dingen over heb gehoord en ervaren
Een bedrijf dat de eerste keuze voor kwalitatief hoogwaardige producten / diensten is
Een bedrijf dat is toegewijd om een deel van haar winst te gebruiken om non-profitorganisaties te helpen
CSR associations Een bedrijf dat winst terug geeft aan de gemeenschappen waarin het bedrijf zaken doet
Een bedrijf dat een bijdrage aan liefdadigheid in zijn zakelijke activiteiten integreert
CSR participation Samenwerken als een team aan MVO-activiteiten
Ruimschoots de gelegenheid om MVO-activiteiten voor te stellen
Work-life balance Balans tussen eisen van werk en privé/gezinsleven
Kunnen onderhouden van de balans tussen werk en privé/gezinsleven
Makkelijk werk en privé/gezinsleven kunnen combineren
Training & development Een baan waarin ik door kan groeien naar functies met meer zelfstandigheid
Een baan waarin ik door kan groeien naar functies met meer contact met mensen buiten de organisatie
Een baan waarin ik door kan groeien naar functies met meer verantwoordelijkheid
Een baan waarin ik door kan groeien naar een leidinggevende functie
Job security Een baan die de mogelijkheid tot een vaste positie biedt
Een baan die werkzekerheid biedt
Een baan die mensen een werk voor het leven biedt
Een baan die de vooruitzichten voor een zekere toekomst biedt
working environment Een werkomgeving waar ik plezier ervaar
Werken in een boeiende omgeving
Een werkomgeving waar ik me thuis voel
Employment conditions Hoogte van het basis salaris (maandsalaris en vakantietoeslag)
Hoogte van flexibele salaris (eventuele bonusregeling)
Secundaire arbeidsvoorwaarden (o.a.opleidingsmogelijkheden)
Aantal vakantiedagen
Pensioensysteem

Teamcohesion Een team waarin mensen weten dat ze van elkaar afhankelijk zijn
Een team waar mensen echt belangstelling voor elkaar hebben
Een team waarin mensen veel met elkaar samen werken
Een team waar mensen ook echt als team werken
Leadership style Een leidinggevende die mij stimuleert om mijn talenten te ontwikkelen
Een leidinggevende die mij aanmoedigt om onafhankelijk te denken
Een leidinggevende die uitdagende verantwoordelijkheden aan mij delegeert
Een leidinggevende die mij stimuleert om met eigen initiatieven te komen
Diversity Managers/leidinggevenden /teamleiders die goed werken met medewerkers van verschillende
achtergronden.
Beleid en programma's die de diversiteit bevorderen op de werkvloer (bijvoorbeeld het werven van
minderheden en vrouwen, de opleiding in het bewustzijn van diversiteit kwesties, mentoring)
Supervisor/teamleiders die zich inzetten voor een personeelsbestand dat representatief is voor alle
segmenten van de samenleving
Familiarity Bekendheid met het bedrijf
Bekendheid met merken van het bedrijf
Bekendheid met producten van het bedrijf
Work planning autonomy Een baan die me in staat stelt om zelf te bepalen hoe ik taken plan
Een baan die me in staat stelt om de volgorde van mijn werkzaamheden te bepalen
Een baan die me in staat stelt om te plannen hoe ik mijn werk doe
Decision making autonomy Een baan die me de kans geeft om persoonlijk initiatief te nemen of zelf te oordelen over de uitvoering
van het werk
Een baan die me in staat stelt om veel beslissingen zelf te nemen
Een baan die mij een aanzienlijke mate van vrijheid biedt in het maken van beslissingen

Work methods autonomy Een baan die me in staat stelt om beslissingen te nemen over de methode die ik gebruik om mijn werk uit
te voeren
Een baan die mij geruime gelegenheid geeft voor onafhankelijkheid en vrijheid in hoe ik mijn werk doe
Een baan die me in staat stelt om zelf te beslissen hoe ik mijn werk doe
Taskvariety Een baan die een hoge mate van taak variëteit bevat
Een baan die het doen van een aantal verschillende dingen omvat
Een functie die vraagt om de uitvoering van een breed scala aan taken

142
 Een baan die het uitvoeren van diverse taken omvat
Tasksignificance Resultaten van het werk die waarschijnlijk significante invloed hebben op de levens van andere mensen
Een baan die zelf zeer belangrijk is en belangrijk is in een ruimer spectrum van dingen
Een baan die een grote impact op mensen buiten de organisatie heeft
Werkzaamheden in een baan die een significante invloed hebben op mensen buiten de organisatie
Taskidentity Een baan waarin het werk een begin en einde bevat
Een baan die zo wordt ingericht dat ik een heel stuk van het werk kan doen van begin tot eind
Een baan die mij de kans biedt om het werk helemaal af te maken waaraan ik begin
Een baan waarin ik werk dat ik begin kan voltooien
Flexibility in workplace Een baan waarin ik niet verplicht ben om al mijn werkuren fysiek aanwezig te zijn op mijn werk
Een baan waarin ik zo nu en dan thuis kan werken
Een baan waarin ik zelf mag bepalen wanneer ik thuis werk
Flexibiliteit in working hours Een baan waarin ik zelf kan bepalen wat de begin- en eindtijden zijn van mijn werkdag
Een baan waarin ik de vrijheid heb om met collega's te wisselen van werkdag
Een baan waarin ik zelf kan bepalen wanneer ik pauze neem
Een baan waarin ik veel flexibiliteit heb voor het opnemen van vrije uren

143
Table 2. Ranking scheme

Concept Items Ranki

ng (1-
11)
Working environment Een werkomgeving waar ik plezier
ervaar
Werken in een boeiende omgeving
Een werkomgeving waar ik me thuis voel
Training & development Een baan waarin ik door kan groeien naar functies met meer zelfstandigheid
Een baan waarin ik door kan groeien naar functies met meer contact met mensen buiten de organisatie
Een baan waarin ik door kan groeien naar functies met meer verantwoordelijkheid
Een baan waarin ik door kan groeien naar een leidinggevende functie
Work-life balance Balans tussen eisen van werk en privé/gezinsleven
Kunnen onderhouden van de balans tussen werk en privé/gezinsleven
Makkelijk werk en privé/gezinsleven kunnen combineren
leadership style Een leidinggevende die mij stimuleert om mijn talenten te ontwikkelen
Een leidinggevende die mij aanmoedigt om onafhankelijk te denken
Een leidinggevende die uitdagende verantwoordelijkheden aan mij delegeert
Een leidinggevende die mij stimuleert om met eigen initiatieven te komen
Task variety Een baan die een hoge mate van taak variëteit bevat
Een baan die het doen van een aantal verschillende dingen omvat
Een functie die vraagt om de uitvoering van een breed scala aan taken
Een baan die het uitvoeren van diverse taken omvat
Decision making Een baan die me de kans geeft om persoonlijk initiatief te nemen of zelf te oordelen over de uitvoering
autonomy van het werk
Een baan die me in staat stelt om veel beslissingen zelf te nemen
Een baan die mij een aanzienlijke mate van vrijheid biedt in het maken van beslissingen

Team cohesion Een team waarin mensen weten dat ze van elkaar afhankelijk zijn
Een team waar mensen echt belangstelling voor elkaar hebben
Een team waarin mensen veel met elkaar samen werken
Een team waar mensen ook echt als team werken
Work methods Een baan die me in staat stelt om beslissingen te nemen over de methode die ik gebruik om mijn werk uit
autonomy te voeren
Een baan die mij geruime gelegenheid geeft voor onafhankelijkheid en vrijheid in hoe ik mijn werk doe
Een baan die me in staat stelt om zelf te beslissen hoe ik mijn werk doe
Job security Een baan die de mogelijkheid tot een vaste positie biedt
Een baan die werkzekerheid biedt
Een baan die mensen een werk voor het leven biedt
Een baan die de vooruitzichten voor een zekere toekomst biedt
Employment conditions Hoogte van het basis salaris (maandsalaris en vakantietoeslag)
Hoogte van flexibele salaris (eventuele bonusregeling)
Secundaire arbeidsvoorwaarden (o.a.opleidingsmogelijkheden)
Aantal vakantiedagen
Pensioensysteem
Work scheduling Een baan die me in staat stelt om zelf te bepalen hoe ik taken plan
autonomy Een baan die me in staat stelt om de volgorde van mijn werkzaamheden te bepalen
Een baan die me in staat stelt om te plannen hoe ik mijn werk doe

144
Figure 1. Mean scores on variables

Working Environment 6,09

Work-Life balance 5,92
Leadership style 5,90
Taskvariety 5,73
Training & Development 5,73
Decision making autonomy 5,72
Team cohesion 5,61
Work methods autonomy 5,61
Work scheduling autonomy 5,51
Job security 5,43
Employment conditions 5,36
Organizational image 4,93
Taskidentity 4,87
Flexibility in working hours 4,83
Tasksignificance 4,71
Flexibility in workplace 4,66
Familiarity with the company 4,63
Diversity 4,50
Corporate social responsibility participation 4,44
Corporate social responsibility associations 4,21

1 2 3 4 5 6 7

Mean score on scale 1= not at all important; 4= neutral; 7= extremely important

How important are the following elements to you when you evaluate the attractiveness
of an employer ? (1= not at all important – 7 = extremely important)

145
Table 3. Means on items

Organizational
image A company of which buying stock is a good 378 1 7 4,03 1,451
investment
A company that often introduces innovations 378 1 7 5,01 1,325
A company where the management is 378 2 7 5,80 ,974
committed to the organization
A company with appealing advertising for 378 1 7 4,24 1,448
products and services
Heard/experienced positive things about the 378 1 7 5,31 1,041
company
A company that is first choice for high 378 1 7 5,17 1,210
quality products/services

CSR A company that gives profits back to the 378 1 7 4,19 1,476
associations communities where the company does
business
A company that integrates charitable 378 1 7 4,23 1,410
contributions into its business activities
A company that is committed to use a portion 378 1 7 4,19 1,396
of its profits to help nonprofits

CSR Work together as a team on CSR activities 378 1 7 4,45 1,340

participation Have ample opportunity to suggest CSR 378 1 7 4,43 1,332
activities
Work-life Ability to balance the demands of your work 378 1 7 5,94 ,936
balance and your personal/family life
Ability to maintain adequate work and 378 1 7 6,00 ,879
personal/family life balance
Ability to easily combine work and 378 2 7 5,83 ,919
private/family life
Training & A job where I can grow to functions with 378 3 7 5,98 ,843
development more independence
A job where I can grow to functions with 378 1 7 5,42 1,114
more contact with people outside the
organization
A job where I can grow into functions of 378 2 7 5,95 ,897
greater responsibility
A job where I can grow into a leadership role 378 1,0 7,0 5,558 1,2837
Job security A job that offers the possibility to hold a 378 1 7 5,75 1,155
permanent position
A job that offers job security 378 1 7 5,82 1,064
A job that offers people a job for life 378 1 7 4,46 1,548
A job that offers prospects for a certain 378 1 7 5,68 1,088
future
Working A fun working environment 378 2 7 6,19 ,801
environment Working in an exciting environment 378 1 7 6,04 ,870
A working environment where I feel (like at) 378 2 7 6,05 1,064
home
Employment Level of the primary wage (salary and 378 1 7 5,64 ,905
conditions holiday pay)
Level of flexible salary (i.a. bonus scheme) 378 1 7 4,86 1,321
Benefits (including training) 378 1 7 5,62 ,970
Number of Holidays 378 1 7 5,32 1,081

Retirement System 378 1 7 5,37 1,293

Teamcohesion A work group in which group members 378 1 7 5,39 1,024
know that they can depend on each other
A work group in which members take 378 1 7 5,64 ,976
interest in one another
A work group in which group members are 378 1 7 5,54 1,053
very cooperative with one another.
A work group in which group members work 378 2 7 5,88 ,932
as a team.
Leadership A manager who encourages me to develop 378 2 7 5,96 ,885
style my talents
A manager who encourages me to think 378 2 7 5,83 ,975
independently
A manager who delegates challenging 378 2 7 5,87 ,899
responsibilities to me
A manager who encourages me to come up 378 2 7 5,95 ,869

146
 with my own initiatives
Diversity Managers/supervisors/team leaders that work 378 1 7 5,51 1,168
well with employees of different
backgrounds
Policies and programs that promote diversity 378 1 7 4,56 1,551
in the workplace (for example, recruiting
minorities and women, training in awareness
of diversity issues, mentoring).
Supervisor/team leaders that are committed 378 1 7 4,44 1,613
to a workforce representative of all segment
of society
Familiarity Familiarity with the company 378 1 7 4,68 1,353
Familiarity with the brands of the company 378 1 7 4,53 1,359
Familiarity with the products of the company 378 1 7 4,68 1,355
Work A job that allows me to make my own 378 1 7 5,50 1,064
scheduling decisions about how to schedule my work
autonomy A job that allows me to decide on the order 378 1 7 5,44 1,134
in which things are done on the job.
A job that allows me to plan how I do my 378 1 7 5,61 1,030
work
Decision A job that gives me the chance to use my 378 3 7 5,77 ,869
making personal initiative or judgement in carrying
autonomy out the work
A job that allows me to make a lot of 378 2 7 5,66 ,888
decisions on my own
A job that provides me with significant 378 3 7 5,72 ,856
autonomy in making decisions
Work methods A job that allows me to make decisions 378 2 7 5,54 ,898
autonomy about what methods I use to complete my
work
A job that gives me considerable opportunity 378 2 7 5,67 ,873
for independence and freedom in how I do
the work
A job that allows me to decide on my own 378 2 7 5,61 ,880
how to go about doing my work
Taskvariety A job that involves a great deal of task 378 2 7 5,78 ,952
variety
A job that involves doing a number of 378 2 7 5,79 ,915
different things
A job that requires the performance of a 378 2 7 5,63 ,927
wide range of tasks
The job involves performing a variety of 378 2 7 5,72 ,908
tasks
Tasksignificanc The results of my work that significantly 378 1 7 4,85 1,306
e affect the lives of other people
A job itself that is very significant and 378 1 7 4,84 1,223
important in the broader scheme of things.
A job that has large impact on people outside 378 1 7 4,57 1,385
then organization
The work performed on the job that has a 378 1 7 4,59 1,370
significant impact on people outside the
organization
Taskidentity A job that involves completing a piece of 378 1 7 4,76 1,309
work that has an obvious beginning and end
A job arranged so that I can do an entire 378 1 7 4,76 1,285
piece of work from beginning to end
A job that provides me the chance to 378 1 7 4,96 1,305
completely finish the pieces of work I begin
A job that allows me to complete work I start 378 1 7 5,01 1,250
Flexibility in A job in which I am not required to have all 378 1 7 4,69 1,421
workplace my hours at work physically present
A job in which I can work occasionally at 378 1 7 4,75 1,420
home
A job in which I can decide when I work at 378 1 7 4,54 1,478
home
Flexibility in A job in which I can determine the start and 378 1 7 4,71 1,387
working time end times of my working day itself
A job in which I have the freedom to switch 378 1 7 4,61 1,392
working days with colleagues
A job in which I can decide when I take 378 1 7 4,92 1,385
breaks
A job in which I have a lot of flexibility for 378 1 7 5,10 1,302
the inclusion of free hours

147
 Single items of non-reliable scales about location, position, commitment.

N Minimu Maximum Mean Std. Deviation

m
A company with committed employees 378 3 7 6,02 ,794
A company with a friendly atmosphere 378 2 7 5,97 ,989
A company in which the number of 378 2 7 5,84 ,907
employees grows
A company with a short commute time 378 1 7 5,32 1,230
from home to work
A company that is well served by 378 1 7 5,26 1,344
motorways / public transport
A company with an informal culture 378 1 7 5,10 1,237
A company in a growing sector 378 1 7 5,09 1,097
A company with offices in several 378 1 7 4,49 1,191
countries
A company with few layers of 378 1 7 4,47 1,161
management
A company with offices in several 378 1 7 4,34 1,618
countries
A company that is located near a large 378 1 7 4,05 1,680
city (> 160,000 inhabitants)
A company that has multiple locations in 378 1 7 3,44 1,510
Netherlands
Valid N (listwise) 378

148
Figure 2. significant differences between employees and students

Leadership style 6,1

5,8

Training&development 5,5
5,8

Taskvariety 5,9
5,7

Decision making Autonomy 5,9

5,7

Team cohesion 5,9

5,5

Work scheduling Autonomy 5,8

5,4

Job security 5,8

5,3 Employees
Student
Employment conditions 5,8
5,3

Flexibility in working hours 4,6

4,9

Organizational image 5,3

4,8

Tasksignificance 4,3
4,8

Familiarity 5,4
4,4

Diversity 5,2
4,3

1,0 2,0 3,0 4,0 5,0 6,0 7,0

How important are the following elements to you when you evaluate the attractiveness
of an employer ? (1= not at all important – 7 = extremely important)

149
Figure 3. Significant differences between generations

Working environment

Work-life balance

Training & development

Taskvariety

Decision making autonomy

Protestgeneration (59 till 74)

Work methods autonomy Gen x (43 till 59)
Pragmatics (28 till 43)
Work scheduling autonomy Screenagers (13 till 28)

Flexibility in working hours

Flexibility in workplace

Familiarity

Diversity

1,0 2,0 3,0 4,0 5,0 6,0 7,0

How important are the following elements to you when you evaluate the attractiveness
of an employer ? (1= not at all important – 7 = extremely important)

150
APPENDIX VII RESULTS OF QUALITATIVE ANALYSIS

Difference between selection and attraction

'That you also look at aspects of attraction that you cannot select or take insufficient.
Eg leadership style.' (Respondent 1.)'

'In daily activities do you have to look at whether the employer thinks with my
personal situation.' (Respondent 2.)

'Culture of course, that you experience during interviews with the employer, or you
find out how the manager is inside.' (Respondent 4.)

'yes, because if distance is important, I would be able to apply in Utrecht, but that is
not it. You will have to define first what do you make over, to far to drive.'
(Respondent 6.)'

'You could say that the company has a good leadership style, there are plenty of people
who have included it in their policies they say have transformational leadership style
and that it turns out to be wrong at all but it will be in the policy, then there is a
difference between what is real.' (Respondent 8.)

'Yes, I think one difference is in there. Look, there's always a dream business, which I
find really a very nice name to update or a nice feature. But if, for example two or
three hours to travel than it falls off. Then you let some things fall into what you want.
Then you rather look for a kind of compromise in what you very much and what is
feasible. I think that always plays a role.' (Respondent 9.)

'Then working part-time was a condition.' (Respondent 10.)

'I think so, because you select still often on the outside, so what you know and where
you can find out through your network. But I think at first I was not going to ask about
the management style or type of culture. I would still have a look at the mission and
vision and stuff. So for me there is not a big difference.' (Respondent 11.)

That depends a bit from what situation I should look for another job. Looking back at
the last 20+ years. I have always had the luck that I from a position where I had a job
and not something for some time could involve a different function. I can imagine that
if you're in a situation where you have no employer, that you have smoother
mistreated. So from the situation I am now, I would the points I mentioned. That
would certainly weigh heavily in the search for a new employer. (Respondent 12.)'

'I select what initially seems like a fun job. Then, when you say I want to be a
production manager, I can still choose again at three companies, you then go look at
attractiveness.' (Respondent 13.)

151
Describe in five words an attractive employer
Responden Words
t
1 Purposeful Innovative Focused on Outlook Employment
talent (professional/for conditions [2]
mal)
2 Multinational High turnover Work-life Reputation Development
[10] balance [3] opportunities[1]
3 Employment Stability [15] Travel Atmosphere Fair assesment
conditions[2] distance[4] [12]
4 Informal Training Employment Leadership Work-life
culture[5] &developmen conditions[2] style[11] balance [3]
t opportunities
[1]
5 Variety[6] Freedom [14] Leadership Career Autonomy [8]
(good opportunities [1]
relationship)
[11]
6 Job content Responsibiliti Travel Employment Colleagues [13]
es [9] distance[4] conditions[2]
7 Growing Motivational Inspirational Involvement Successful

8 Matching Working Development Employment Autonomy [8]

education environment opportunities[ conditions[2]
1]
9 Informal [5] Loyal Approachable Collegiality [13] Work-life
balance[3]
10 Development Department Independency Responsibilities Employment
opportunities[1 [14] [9] conditions[2]
]
11 Honest Environmenta Development Multinational Flexible
l awareness[7] opportunities [10]
[1]
12 Environmental Development Work-life Competitive
contributions opportunities[ balance [3] salary[2]
[7] 1]

13 Variety [6] Professionalis Challenge Appreciation Development

m opportunities[1]

15 Atmosphere Stability in Traveling Development Employment

[12] work and distance[4] opportunities [1] conditions[2]
future of the
company [15]

152
Check of completeness of the data

Respondent Ranking of Data piece Working environment

Working aspects
environment
Resp. 4 1 Ik vind het heel belangrijk dat ik mezelf kan zijn in de Ability to be yourself
organisatie. Dat je het gevoel hebt dat je geen
toneelstukje de hele dag hoeft op te voeren. Dat je
gewoon kunt zeggen wat je wil, grapjes kunt maken, dat
je gewoon je zelf kunt zijn eigenlijk.
Resp. 5 7 Wat heel belangrijk is de collega's waar je mee Colleagues
samenwerkt, dat is ook een heel belangrijk punt. In dit
geval zou ik ook zeggen de collega's. De omgeving zelf
natuurlijk ook de ruimte waarin je zit is natuurlijk ook
heel belangrijk, omgeving. Dat vind ik ook wel een
punt van aandacht.
Resp. 7 1 It is really the same I said before. A work environment Colleagues
which is positive and challenging me to improve
myself. I understand working environment in the sense
that is stressful and related to work but in a positive
way. Feeling like at home is like you feel you are with
your family, just believe and trust all your colleagues.
Resp. 9 2 Als je een prettige werkomgeving hebt, waar licht is, Office
omgeving waar je je prettig in begeeft, waarin je je op
je gemak voelt. Dan voel je je dus fijner op je werk.
Resp. 10 1 Collegialiteit, denk ik dat heel belangrijk is. Dat is weer Colleagues
een veelomvattend woord. Het gaat er meer om, hoe de
mensen met elkaar omgaan, geen achterbaks gebeuren
maar open en eerlijk communiceren en geen ellebogen
werk. Het is meer het sociale gedrag van de mensen.
Resp. 11 8 Hier denk ik aan hoe mijn kantoor eruit zou zien. Ik Office
vindt het belangrijk dat er planten zijn op de werkplek
en dat er veel daglicht is. Maar ook dat het een plek is
waar je makkelijk mee in contact komt met collega's,
dus geen hokje achter maar makkelijk bereikbaar voor
collega's. Dus ook de inrichting van het kantoor is voor
mij van belang.
Resp. 12 4 werken in een boeiende omgeving, ik denk dat dat voor Is created when other
mij de belangrijkste is, dat kan vanalles zijn, dat kan aspects like
zijn dat je met een team een spannende uitdaging teamcohesion are
aangaat, belangrijke processen probeert te vernieuwen fulfilled
en veranderen, targets meekrijgt, het kan vanalles zijn.
Maar dat je de mensen die in die werkomgeving zitten
prikkelt, ik denk dat dat erg belangrijk is. Dan krijg je
vanzelf als je dat goed organiseert als werkgever dingen
als team cohesie en andere dingen.
Resp. 13 2 Ik dat het, het pas eigenlijk zodra je er gaat zitten, het Colleagues, office and
moeten prettige collega's zijn, vaak ook collega's van canteen
hetzelfde niveau. Ook wel een stukje over het kantoor
dat je binnenkomt dat het een net kantoor is met
fatsoenlijke stoelen. Als ik wil kan ik een lekker
broodje eten, en niet iedereen zit achter zijn laptop snel
een boterham pindakaas weg te eten.

153
Responde Interviewe Data piece Work-life balance aspects
nt es ranking
of Work-
life
balance
Resp. 3. 5 Niet echt, alhoewel de flexibility in working hours, zou ik Flexibility in working hours.
bijvoegen bij de work-life balance. Flexibility If you have to arrange or organize
something personal.
Nee ik begrijp deze werk-privé balans als de werkgever
flexibel is, als je iets persoonlijks moet arrangeren of
regelen. Dan is hij flexibel en dan ben je natuurlijk ook
flexibel richting de werkgever als je meer moet werken.
Die balans moet er wel zijn

Resp. 4 9 De work-life balance vind ik ook heel belangrijk. Dat het Flexibility in working hours
goed te combineren valt, dat je de mogelijkheid hebt om
eventueel later te beginnen of eerder weg te gaan, dat
soort dingen.
Resp. 5 4 De work-life balance vind ik ook heel belangrijk. Dat het Flexibility in working hours
goed te combineren valt, dat je de mogelijkheid hebt om Support of your family and support at work
eventueel later te beginnen of eerder weg te gaan, dat
soort dingen.

Als het privé leven niet goed is dan neem je het mee naar
je werk en andersom ook. Ik denk dat je daar de juiste
balans in moet zien te vinden. Op het moment dat dat
goed functioneert sta je ook sterker want je hebt
draagvlak, zowel op werk als op privé gebied. Zolang dat
in balans is kun je ook je werk goed uitvoeren.

Dan versta ik er meer over de juiste balans, daar bedoel ik

mee dat als zich wat voordoet, dat je het bespreekbaar
kunt maken. Dus dan kom ik weer op een stukje
maatwerk. Dus op het moment dat de balans er gewoon is
tussen werk en privé dan bedoel ik werk, het moet. Werk
kan ook werkdruk kan teveel zijn, dus dat moet je kenbaar
kunnen maken naar je werkgever. Ik zou eerder zeggen op
het moment dat daar een knik in de kabel komt dat je dat
met de werkgever moet bespreken. Dus in dat geval per
individu.

Resp. 6 10 een goede balans, kan best zijn als ik drie dagen in de In consultation with your partner.
week weg ben, dat ik een prima balans heb tussen werk en
gezin. Terwijl iemand anders kan zeggen, als ik al één dag
weg ben, dan is mijn balans totaal verstoord. Die grenzen
leg je zelf. Niet alleen zelf maar in overleg met je partner.
Resp. 9 5 Dat ik dat gewoon goed kan combineren met mijn werk. Flexibilty in workplace (ability to work at home
Dat ik bijvoorbeeld een bruiloft heb dat ik een dag zou in the weekends)
kunnen wisselen of dat ik een keer een dag in het weekend
thuis zou mogen werken bijvoorbeeld. Dat ik dat goed kan Not have to work in your leasure time
combineren en dat er ruimte voor is. Dat vind ik prettig.

Niet zo zeer werkuren en werkplek, maar op de momenten

waarop ik vrij ben, dat ik daadwerkelijk vrij ben en de
dingen kan doe die ik wil.
Resp. 10 2 Voor mij een soort no-go. Ik werk nu part-time, had dat Part-time work
niet gekund bij Saint-Gobain dan was het waarschijnlijk Flexibility in working hours
voor een reden geweest om hier niet te werken.
Die flexibiliteit denk ik in werkuren. Maar dat is ook weer
die work-life balance.

Resp. 11 7 Dus ik neem zelf snel het werk mee naar huis, dit wil ik Taking work home
verkomen. Hiermee bedoel ik niet de flexibiliteit in de
start/eindtijd van het werk zelf
Resp. 12 1 Voor mij is een aantrekkelijke werkgever een werkgever
waarbij privé en werk goed gecombineerd kunnen
worden. Er is veel geschreven over het nieuwe werken. Working at home, flexibility in working times,
Dat het niet zo zeer van belang is wanneer je iets doet ability to combine work with study
maar dat je afspraken maakt met leidinggevenden over de
kwaliteit van de uiteindelijk op te leveren producten. Dat
je dat naar eigen inzicht gebruikt, inzet, besteed. Daardoor
dus een ideale mix tussen privé en werk kunt krijgen.Maar
het zorgt er ook voor dat ik als één van de weinige vaders
naar de rapportbesprekingen kan op woensdagmiddag.
Dat is ook wel iets waar ik graag van de op de hoogte wil

154
zijn. Als mijn werkgever mij daar de mogelijkheid toe
geeft zonder dat het vrije dagen kost dan is dat top. Dat
stimuleert mij om deadlines, dat ik daar harder voor ga
werken.
Maar werk-privé gaat voor mij nog een stap verder. Het
zorgt er namelijk ook voor, of heeft ervoor gezorgd dat ik
de afgelopen jaren verschillende opleidingen heb kunnen
doen waaronder een master.

155
Labeled data of employer branding
Respondent Data Code Data piece Reliability Related data
piece piece
number
Respondent 1 GO- Als je een Vanderlande in zou tikken op google dan vind je heel veel + 3
1. T projecten waar ze mee werken.Je ziet gelijk van, wat ze doen en je kunt
zien wanneer dat gedaan is en of het recent is en of het al ouder is dus dat
zegt ook heel veel over de activiteiten van het bedrijf, hoe actief ze zijn
en waar ze actief zijn.
Respondent 2 GO- Nou hun gewoon intikken op internet en kijken wat je dan vind. Ook + 7
1. T eventueel om te kijken, wat je kunt vinden zeg maar, of daar gekke
dingen in staan, dat kunnen natuurlijk zowel positieve als negatieve
dingen zijn.
Respondent 3 GO- Hoe actief ze zijn, of ze dus, als je op internet gaat zoeken, hoeveel + 1
1. T recente projecten kun je bijvoorbeeld vinden van het bedrijf. Wat voor
soort klanten ze hebben
Respondent 4 D- Ook voor een bedrijf dat talent zoekt is het belangrijk om met de +-- 66
1. PE studenten in contact te komen met dat soort diners, lunches of wat ze ook
vaak doen is guest lectures met verschillende vakken op de universiteit en
daar luister ik ook vaak naar en het blijft hangen.
Respondent 5 GU- De naam natuurlijk, je kan het altijd terugvinden via internet. Dan blijft 0
1. PE een bedrijf bij studenten hangen zeg maar.
Respondent 6 C- middagje ofzo dat iemand wat uitleg komt geven, we weten dat jij met 0
1. PE ons bedrijf bezig bent, misschien dat je het leuk vindt om dat bij te
wonen, dus meer die interactie zeg maa. Af en toe mogelijkheden geven
om met het bedrijf in contact te komen als er leuke dingen worden
georganiseerd zeg maar.
Respondent 7 GO- dat je meer via linkedin en job sites dat je daar kijkt van goh wat staat + 2
2. T daar allemaal.
Respondent 8 N- Het is echt niet meer dat het lokaal is, en dat je familie en vrienden gaat -- 41,74,78
2. PE vragen
Respondent 9 V-T Geen 9 tot 5 mentaliteit, standaard dingen. Daar kan je niks mee. Of dat 0
2. ze zeggen van stuur een foto mee, dat zou ik ook niet doen, dat vind ik
helemaal niet relevant.
Respondent 10 V-T Wat is hun visie achter die organisatie. Waarom hebben ze de logistiek zo + 85
2. opgezet. waarom zijn ze nu op zoek naar, waarom is er nu een
ontwikkelin
Respondent 11 L-T Linkedin is nou het medium. - 38
2.
Respondent 12 GO- Niet via HR in ieder geval. Vaker zie je mensen van HR, of 0
2. T contactgegevens erbij staan. Maar dan heb je vaak zoiets van ja die
hebben geen idee wat er op de afdeling gebeurt.
Respondent 13 GO- Voor mij is het toch wel belangrijk dat je inderdaad niet verkeerd in het 0
2. T nieuws komt. Dat je in welk aspect dan ook, dat betekent nieuws ook dat
je op sites niet, in kennissenkring.
Respondent 14 GO- As je ziet dat die failliet gaan dan ga je niet solliciteren. Ik doe mijn 0
3. T research meer voor stabiliteit, arbeidsvoorwaarden kun je niet natrekken
Respondent 15 GO- Je probeert alle soorten informatie na te trekken. 0
3. T
Respondent 16 W- Dat vind ik wel goed als ze een site hebben waar de werknemers of het + 25
3. PI managment te zien is.
Respondent 17 W-T Als je bijvoorbeeld op de web page van een bedrijf ziet, de 0
3. sollicitatiemogelijkheden
Respondent 18 W-V mensen zijn aan het lachen en niet als een robot aan het werk. Dat vind ++- Strengthen:
3. ik wel een goed punt. Alles kan opgeschreven worden maar zoals we hier 19, 21, 39,44,
ook communiceren dan zie je mijn reacties 79; Weaken:
50
Respondent 19 W-V Ik vind het ook leuk als er filmpjes op staan, niet de gelikte dingen maar ++- Strenghten:
4. ook de kwetsbaarheid er soms opzetten. 18, 21, 39,
44, 79;
Weaken: 50
Respondent 20 W-T Dat je bijvoorbeeld aangeeft met wat voor een dingen je bezig bent, kijkt + 52
4. naar ontwikkelingen, meer praktische voorbeelden of succesfactoren, wat
je het afgelopen jaar hebt verbeterd.
Respondent 21 W-V Bijvoorbeeld een interview van een medewerker, de positieve dingen wil ++- Strengthen:
4. je natuurlijk benadrukken maar misschien ook dat er een paar 18, 19, 39,
verbeterpunten noemt. Dat je ook aangeeft we zijn continu in 44, 79;
ontwikkeling, we zijn altijd op zoek naar dingen die beter kunnen. Weaken: 50
Respondent 22 J-PE Dan denk je toch, laat ik die organisatie ook maar even gaan volgen. + 42
4. Wellicht komt daar nog een leuke vacature voorbij.
Respondent 23 J-PE Op zo'n banenbeurs is meer organisatie inderdaad, informele cultuur, 0
4. formele cultuur, hoe groot is het.

156
Respondent 24 W- hoe de organisatie is opgebouwd, geschiedenis vind ik altijd leuk om te + 83
4. PI lezen, flitsende plaatjes
Respondent 25 W- Dat je de producten kunt zien maar ook de mensen kunt zien en de + 16
4. PI werkomgeving
Respondent 26 W-T Door een realistisch beeld te geven en door die zaken te noemen die ik + 34
4. belangrijk vind.
Respondent 27 V-T Een klein beetje informatie over het bedrijf maar ook over de functie met + 58
4. name.
Respondent 28 V-T Wat mij hier bijvoorbeeld triggerde was dat ze altijd voor de a-status 0
4. gaan,
Respondent 29 W-T Website van het bedrijf zelf, om te kijken wat wordt er verteld over het + 68
5. bedrijf.
Respondent 30 W-L Als het echt heel onprofessioneel is dan zou het wel afschrikken in mijn ++ 82; 62
5. geval. Het moet wel een beetje professionaliteit uitstralen dat vind ik wel
belangrijk.
Respondent 31 GO- website, internet, googlen + 80
5. T
Respondent 32 N- Een beetje netwerken bij de vakvereniging dus FNV bondgenoten. 0
5. PE Vandaar kan ik ook kijken of er er mensen werkzaam zijn, dus een beetje
netwerken onderling, links en recht bij mensen die je kent. Om daar
eventueel informatie naar boven te hale
Respondent 33 W-T Historie van het bedrijf, hoe het zich ontwikkeld heeft. De mogelijkheden + 81
5. die het biedt. In welke branche ze werkzaam zijn natuurlijk. Dat het een
international is, arbeidsvoorwaarden is denk ik niet zo belangrijk.
Respondent 34 W-T Open en eerlijk wat het bedrijf te bieden heeft voor je + 26
5.
Respondent 35 GO- Ik zou bijvoorbeeld naar Michael page gaan, waarbij je heel duidelijk + 37
6. T naar bepaalde bedrijven kunt zoeken en de keuze zelf bepalen. Internet.
De krant of iets dergelijks, daar staan niet zoveel advertenties meer in.
Respondent 36 J-PE Maybe you will get a job or a job interview. 0
7.
Respondent 37 P-T The last one will be the newspaper, because the job verts are really shit. + 35
7.
Respondent 38 L-T But if your an candidate looking for an employer. It is not suitable. The - 11
7. employer may think that you desperate for a job if you are looking their
profiles.
Respondent 39 W-V I really like videos, infographics, and maybe powerpoint presentations. ++- Strengthen:
7. 18, 19, 39,
44, 79
Respondent 40 W-T Maar je kan bijna zeggen dat het eigenlijk alleen maar fout kan gaan met + 47
8. een website
Respondent 41 N- Dus uhm ok, ten eerste kijk je op de website, kijken welke bedrijven ++- Strenghtens:
8. PE afvallen, en wat ook zal helpen, is dan dat je echt in je eigen netwerk 77, 74;
hoort van kennissen wat hun ervaringen zijn met verschillende bedrijven Weakens: 8
en wellicht daar je keuze op baseren, uhm ja dus in je netwerk kijken en
rondvragen
Respondent 42 J-PE Een bedrijvendag is, en dat sprak me wel aan, het gaf me wel een + 22
8. incentive om meer aandacht te besteden aan het bedrijf dus het werkt wel.
Respondent 43 J-PE Dat medewerkers de tijd hebben om met je te praten, je hebt niet de tijd 0
8. om met allle bedrijven te praten dus je kiest het bedrijf waar je bekend
mee bent, dus als je niet bekend bent met een bedrijf dan ga je er ook niet
mee praten tenzij het echt in jouw interesse gebied ligt. Maar de kans is
groot dat je het dan al kent.
Respondent 44 W-V de website van Allianz.com dan vind ik die wel erg goed. Het zijn echt ++- Strengthen:
8. zeg maar employee testimonials op deze website, je kunt echt merken dat 18, 19, 21,
dit echt is. Dat het niet verzonnen is. Het moet echt zijn zeg maar, 39, 79
gewoon achter het bureau, niet op een locatie. Er staan zeg maar ook
iemands interesses, travelling, rugby, dat zijn zeg maar normale dingen.
Respondent 45 J-PE Dus als je dat doet zorg dan wel dat je interessante mensen er naartoe 0
8. stuurt. Er was zeg maar iemand van HR erbij, voor het sollicitatieproces.
Maar wat ik dan zeg maar hier leuk vond is dat iemand het werk doet van
het bedrijf.
Respondent 46 GU- Ik heb vrijwel altijd als ik een gastcollege van een bedrijf heb, dat ik het + 64
8. PE bedrijf ook interessant vindt, er zijn haast geen oninteressante bedrijven
maar je moet wel weten dat ze interessant zijn.
Respondent 47 W-T je kunt er niet op winnen maar wel op verliezen dus dat moet gewoon top + 44
8. zijn.
Respondent 48 W-T Maar heel veel bedrijven hebben tegenwoordig een pagina ook voor ons + 69
9. hebben, wie zijn wij, wat doen we, hoe staan we als bedrijf in het leven.
Ik vind het heel prettig om daar snel terug te kunnen. Sommige bedrijven
verstoppen het helemaal. Ik vind het prettig als dat een prominente plaats
inneemt op de website zelf
Respondent 49 S-T Waarom ik ook vaak naar twitter ga, omdat ze vaak op twitter + 51
9. medewerkers hebben die vanuit het bedrijf jou verder helpen. Ik vind het

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 heel leuk hoe bedrijven dat dan doen. Er zijn bedrijven die heel zakelijk
en afstandelijk reageren, er zijn ook bedrijven die heel vriendelijk en
open tegen je zijn.
Respondent 50 W-V Ik neem het eigenlijk nooit serieus omdat het altijd op papier is, dat het +-- Weaken: 18,
9. vooraf is opgenomen. Je kunt jezelf op internet zo presenteren als je wilt. 19, 21, 39,
44, 79.
Respondent 51 S-T Je kan op zulke kanalen niet lang nadenken. Het spiegelt voor mij + 49
9. gewoon beter af hoe het bedrijf echt is dan een website.
Respondent 52 W-T Je hebt wel bedrijven die dan zeggen van we hebben, we zijn een open + 20
9. bedrijf dat met klanten meedenkt. Dan vind ik het wel fijn om een casus
te zien van een klant waarmee ze gewerkt hebben en hoe ze dat dan
gedaan hebben.
Respondent 53 V-T de vacature was eigenlijk heel mooi maar toen kreeg ik vervolgens de 0
9. voorwaarde dat ik drie weken van 9 tot 5 training moest doen en maar 20
uur uitbetaald zou krijgen. Toen dacht ik al meteen van laat dan maar
zitten.
Respondent 54 V-T Wat ik altijd fijn vind, als werkgevers er neerzetten wij vragen dit van je + 55
9. en wij bieden je dit
Respondent 55 V-T Als ik een vacature leuk vind geformuleerd dan haalt mij dat meer over + 54
9. de streep dan een vrij standaard vacature en snel reageren als je een vraag
hebt.
Respondent 56 V-T Als zij mij vriendelijk en open benaderen en me niet het gevoel geven dat 0
9. ik belastend ben dat ik daar vragen over stel. Maar dat ze het juist fijn
vinden dat ik geïnteresseerd ben in mensen.
Respondent 57 W-T Dan ken je gewoon een aantal bedrijven, daar heb je een beeld bij, dan 0
10. ken je een aantal bedrijven, van die lijken je interessant en dan ga je toch
eerst kijken naar de bedrijven die je kent
Respondent 58 V-T Wat zijn de verantwoordelijkheden en dergelijke, wat ga je doen, past het + 27
10. bij wat ik wil, dat is natuurlijk belangrijk. Wat zijn de mogelijkheden, wat
doet een bedrijf voor jou op het gebied van opleiding en waardering en
dat soort zaken.
Respondent 59 V-T Vaak weet je pas wanneer als je een gesprek hebt, volledig afknappen op 0
10. een vacature heb je niet zo zeer.
Respondent 60 D- Ik vraag me altijd af wat levert het nou op. Het is natuurlijk wel goed dat + 61
10. PE het bedrijf laat zien dat ze interesse hebben maar aan de andere kant, als
ik weer verder wil dan doe ik dat wel vanuit mijzelf
Respondent 61 D- Je wordt al best wel veel benaderd via e-mails, telefoontjes, bedrijven die + 60
10. PE bijeenkomsten organiseren. Maar dat werkt voor mij niet echt.
Respondent 62 W-L Ook als de site er slecht uit zou zien qua layout, dat zou mij ook ++ 30; 82
11. teleurstellen als ze nog niet eens een mooie site kunnen maken. Het hangt
eraf hoe groot het bedrijf komt, en bijvoorbeeld kijk naar het bedrijf in de
krant.
Respondent 63 W-T Ik zou willen weten dat ik echt een eigen baas zou kunnen zijn. Ook 0
11. hoeveel medewerkers ze hebben, wat ze doen voor persoonlijke
ontwikkeling. Ook hoeveel er dan internationaal werken dus in
Nederlands vs andere plekken. Het gaat mij meer om de verdeling van het
aantal werknemers en niet het aantal werknemers ansich
Respondent 64 GU- Ook gastcolleges zorgen ervoor dat ik heel gemotiveerd wordt over dat + 46
11. PE bedrijf en dat wel een aanzet is om er meer over het bedrijf te weten te
komen
Respondent 65 A-PI Bijvoorbeeld het steunen van 3FM Seriuous Request, dan zou ik echt + 73
11. denken wow dat is tof! Ik kijk ook vaak naar schaatsen, en dan zie ik
sponsoren zoals KPN of Corendon en dan denk ik "goed zo!"
Respondent 66 D- Ook bijvoorbeeld via de Universiteit, dat ze in les komen of zelf een +-- 4
11. PE bijeenkomst plannen. Dan wordt het ook duidelijk dat ze op zoek zijn
naar mensen die net van school afkomen. En dan kan ik zelf gaan kijken
of ik dat bedrijf interessant vind.
Respondent 67 W-L Als grote tip zou ik geven een hele simpele maar wel duidelijke website. 0
11.
Respondent 68 W-T Als ik op zoek zou gaan naar een werkgever anders dan mijn huidige + 29
12. werkgever dan zou ik op de site als eerste gaan kijken. Op het moment
dat ik in mijn eigen tijd, op het moment dat het mij uitkomt, in mijn
tempo informatie kan zoeken en vergelijken.
Respondent 69 W-T Ik zou in ieder geval willen weten wat de strategie is van het bedrijf, wat + 48
12. de doelstellingen zijn, ik zou iets willen weten over omvang, hoe gezond
ze zijn. Dus dan zou ik iets van jaarcijfers bijvoorbeeld willen zien,
misschien een orderportefeuille, beetje afhankelijk van de branche, in
ieder geval iets om een inschatting te maken of het een gezond bedrijf is.
Respondent 70 V-T Er wordt veel gelogen in functies, het wordt altijd spannender gebracht 0
12. dan wat het in werkelijkheid is.
Respondent 71 N- Ik zou zelf proberen via headhunters informatie daarover los te peuteren. 0
12. PE Wat softere informatie zoals cultuur.
Respondent 72 W- een aantal ervaringen van medewerkers op hun site neergezet, met de 0
12. PE uitnodiging dat als je geïnteresseerd bent is met die mensen contact op

158
 kunt nemen en ook buiten de zakelijk omgeving van het bedrijf met hen
kan spreken over het bedrijf.
Respondent 73 A-PI Asn, die hebben korte reclamefilmpjes Het is geen reclamefilmpje van + 65
12. wordt nu klant bij ASN bank. Maar het is puur over normen, waarden,
doelen, de boodschap die ze willen brengen en dat scoort enorm. Dus
kennelijk is dat iets wat aanslaat en ook meetbaar is.
Respondent 74 N- Ik denk toch dat ik eerst in mijn omgeving zou kijken, naar mijn netwerk ++- Strenghtens:
13. PE zou kijken, familie, maar in je directe omgeving gaat kijken, wat vrienden 77,
die al aan het werk zijn, dat je zegt van nou daar eerst. 41;Weakens:
8
Respondent 75 W-T Al zetten ze drie pagina's neer van wat ze allemaal hebben, ik denk vooral ++ 78, 84
13. ook ze kunnen een klein stukje neerzetten van wat voor bedrijf ze zelf
zijn. Ik denk dat me vooral aanspreekt wat ze van mij verwachten, hoe ze
dat zien vind ik veel belangrijker. Als het zweverig is van wat bieden wij,
groei in werkomgeving, dan denk ik van ja ok, dat hoeven ze er voor mij
niet bij te zetten. Dat kan ik zelf wel een beetje inschatten, of het
informeel/formeel is en of het een goede werkomgeving is.
Respondent 76 W-T Je kijkt wel eerst naar de functie. Je hebt ongeveer een gevoel van deze 0
13. branche wil ik werken en daarbij de functie die je wilt gaan doen. Dan ga
je vervolgens kijken of ze dat ook echt nodig hebben, dat ze mensen
nodig hebben.
Respondent 77 N- Eerst eens een aantal bekende mensen spreken, met de familie, mijn broer ++- Strenghtens:
13. PE werkt, mijn vader werkt natuurlijk. Van joh wat vind je hiervan of wat zie 74, 41;
je hierin. Weakens: 8
Respondent 78 W-T Je hoeft niet alles uit te schrijven, wij zijn die en die een beetje dat ++ 84,75
13. zweverige over informele werkomgeving en dat soort dingen dan denk ik
al van mwha, dat zal allemaal wel. Daar lees je wel een beetje overheen.
Voor mij hoeft het niet zo nodig. Voor mij mag het iets gerichter zijn en
wat duidelijker wat ze van je willen.
Respondent 79 W-V dat vond ik wel aardig, mensen die zelf zeggen wat ze doen. Dat spreekt ++- Strengthen:
13. wel tot de verbeelding. Je krijgt gelijk een beetje het idee als ze het 18, 19, 21,
kantoor laten zien, het komt voor mij geloofwaardig over. Het geeft ook 39, 44, 79
aan dat ze er een beetje effort in hebben gestoken, dat is wel belangrijk. Weaken: 50
Respondent 80 GO- Internet, vacaturebanken, uitzendbureaus. In de huidige maatschappij + 31
14. T kom je al bijna nergens meer direct binnen. Kranten, Maar ik denk het
meeste op het digitale.
Respondent 81 W-T Dan zou ik wel op internet de naam van het bedrijf gaan zoeken om te + 33
14. kijken wat het inhoud. Wat de plannen zijn als het er al bijstaat. In
hoeveel landen dat ze zitten, dat is ook heel belangrijk, hoe meer landen
dat ze zitten hoe groter een bedrijf is.
Respondent 82 W-L Hoe de webpagina er uit ziet, of het professioneel is of dat het gewoon ++ 30; 62
14. maar in elkaar gezet is.
Respondent 83 W- Een combinatie van, met alleen maar tekst moet je zelf een beeld gaan + 24
14. PI schetsen. Als er hier en daar een plaatje staat van een warehouse, hoe het
er van binnen uitziet.
Respondent 84 W-T Je leest het altijd, we hebben een goede werksfeer, we hebben goede ++ 75, 78
14. secundaire arbeidsvoorwaarden. Dat zie je pas op het moment dat je er
daadwerkelijk bent.
Respondent 85 V-T Op de organisatie, waarom ze mensen zoeken, de functie staat er dan al + 10
14. bij.

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