Galih Wibisono, Hanif Mauludin

The Influence of Achievement Needs and Employee Competencies on Career Achievement

Introduction

The influence of achievement needs and employee competencies on career achievement. This study examines the influence of achievement needs and employee competence on career achievement among staff at a Malang correctional institution, extending McClelland's theory.

Abstract

This study examines the influence of achievement needs on career achievement and investigates the mediating role of employee competence among staff members of the Class I Correctional Institution in Malang. Employing an explanatory quantitative design, data were analyzed using the Partial Least Squares–Structural Equation Modeling (PLS-SEM) approach. The findings reveal that the need for achievement has a positive and significant effect on both employee competence and career achievement. Furthermore, employee competence exerts a significant positive influence on career achievement and mediates the relationship between achievement needs and career outcomes. These results indicate that employees’ intrinsic drive to excel not only enhances their career achievement directly but also indirectly through competence improvement. Theoretically, this study contributes to the extension of McClelland’s Achievement Motivation Theory by demonstrating its applicability in a high-stress, bureaucratic public organization such as a correctional institution. Practically, the findings highlight the importance of developing programs that simultaneously foster achievement motivation and enhance competencies through training, recognition, and structured career pathways. Strengthening these aspects can improve both individual career advancement and organizational performance within correctional settings.

Review

This study presents a compelling investigation into the intricate relationship between achievement needs, employee competence, and career achievement, specifically within the unique context of a Class I Correctional Institution. Employing a robust explanatory quantitative design and analyzed through Partial Least Squares–Structural Equation Modeling (PLS-SEM), the research clearly demonstrates that a high need for achievement positively and significantly influences both employee competence and career achievement. A key finding is the significant positive impact of employee competence on career achievement, along with its crucial role in mediating the relationship between achievement needs and career outcomes. These findings provide strong empirical evidence for the pathways through which intrinsic drive contributes to professional success. The theoretical contribution of this work is particularly noteworthy, successfully extending McClelland’s Achievement Motivation Theory by validating its applicability within a high-stress, bureaucratic public organization like a correctional institution. This specific context is a significant strength, offering valuable insights into motivational dynamics in an often-overlooked and challenging environment, thereby enriching our understanding of organizational behavior beyond conventional settings. Methodologically, the choice of PLS-SEM is appropriate for examining complex causal relationships, lending credibility to the statistical inferences drawn and the proposed model. The clear and concise reporting of the results in the abstract points to a well-structured and rigorous analysis. From a practical perspective, the findings offer actionable insights for human resource management and development within correctional institutions and potentially other public sector entities. The study effectively highlights the importance of developing integrated programs that simultaneously foster achievement motivation and enhance competencies through targeted training, effective recognition systems, and structured career pathways. Strengthening these aspects can significantly improve both individual career advancement and overall organizational performance in critical public service settings. This research provides a solid foundation for further exploration, potentially through qualitative studies to delve deeper into individual experiences or longitudinal designs to observe the long-term impact of such interventions.

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