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Chapter 6 122 Paradoxically, adverse turnover effects of potential assessment may also exist. First, favorable assessments may increase the career and developmental expectations employees have. Organizations that consequently provide insufficient opportunities break the psychological contract and may cause high potentials to explore alternatives (Gelens et al., 2014; Rousseau, 1995). Second, high potentials may (perceive to) become more valuable on the external labor market because of their status and the associated developmental programs, which makes them more likely to leave or be poached (De Cuyper & De Witte, 2011; Dries et al., 2014; Griffeth et al., 2000; Stahl et al., 2012). Although prior evidence favors a positive perspective, most studies have been cross- sectional and have disregarded important confounders such as performance evaluations (Björkman et al., 2013; Bethke-Langenegger, Mahler, & Staffelbach, 2011; De Cuyper & De Witte, 2011; Dries et al., 2012, 2014; Gelens et al., 2015; Ng & Feldman, 2008; Seopa, Wöcke, & Leeds, 2015). Hence, we pose the following hypothesis: Hypothesis 2b: Graduate trainees with more positive leadership potential ratings are more likely to turnover voluntarily. 6.3.3 Short-term International Assignment Increasingly, STIA functions as a less costly alternative to traditional, long-term expatriation (Baruch et al., 2016; BGRS, 2015; Meyskens et al., 2009). Lasting up to a year, STIA typically does not require or include family relocation. Additional cost efficiencies are realized by lesser compensation and administration as assignees often remain on home country salary, social security, and pension schemes (Collings, Scullion, & Morley, 2007; Kang et al., 2017; Tahvanainen et al., 2005). Consequently, STIA are faster and cheaper to deploy, administrate, maintain, and, potentially, terminate than traditional assignments (Tahvanainen et al., 2005). STIA may bind graduate trainees to their organization. STIA are frequently reserved for the most talented employees and can therefore be considered a reward (Tahvanainen et al., 2005). Furthermore, the cross-cultural, developmental nature of the international assignment may fulfill the psychological contract of the trainee and send a strong signal of organizational support (Haslberger & Brewster, 2009; Latukha, 2011; Shaffer et al., 2012; Stahl, Miller, & Tung, 2002; Tharenou, 2003). On top of this, the capabilities acquired during STIA are often requirements for progression to upper management (Spreitzer, McCall, & Mahoney, 1997; Stahl et al., 2009; Suutari & Brewster, 2003), and such favorable prospects may improve retention (Vroom, 1964). This resulted in the following hypothesis: Hypothesis 3a: Graduate trainees are less likely to turnover voluntarily as a result of STIA. Paradoxically, STIA may also put assigned employees at risk. Increased turnover rates are commonly reported during traditional assignments, due to (family) adjustment issues on the one hand, and unmet career expectations and high market value upon return on the other hand (e.g., Black, Gregersen, Mendenhall, & Stroh, 1999; Bossard & Peterson, 2005; Kraimer et al., 2009; Lazarova & Caligiuri, 2001; Shaffer et al., 2012; Stahl et al.,