MBA3A Nguyen Tien Dung JAMES (final)

8/7/2019 MBA3A Nguyen Tien Dung JAMES (final)

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IMPROVING THE EMPLOYEE RETENTION PROGRAM

AT HUNG VUONG UNIVERSITY

IN PHU THO PROVINCE

A Research

Presented to the Faculty of the Graduate School

Thai Nguyen University, Socialist Republic of Vietnam; and

Southern Luzon State University, Republic of the Philippines

In Partial Fulfillment of the Requirements

for the degree Master in Business Administration

By

Nguyen Tien Dung (James)

September, 2010


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APPROVAL SHEET

In partial fulfillment of the requirements for the degree of Master of Business

Administration, this research study entitled Improving the Employee Retention

Program at Hung Vuong University in Phu Tho Province has been submitted by

Nguyen Tien Dung (James), and is hereby recommended for oral examination.

Prof. Maria Corazon B. Abejo

Research Adviser

Approved by the Oral Examination Committee, in partial fulfillment of the

requirements for the degree of Master of Business Administration offered by Southern

Luzon State University, Republic of the Philippines in collaboration with Thai Nguyen

University, Socialist Republic of Vietnam.

Prof. Do Anh Tai Prof. N. Delsie M. Sabas

Member Member

Dr. Cecilia N. GasconChairman

Accepted in partial fulfillment of the requirements for the degree of Master of

Business Administration offered by Southern Luzon State University, Republic of the

Philippines in collaboration with Thai Nguyen University, Socialist Republic of Vietnam.

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____________ TERESITA V. DE LA CRUZ, Ed.D.

Date Dean, Graduate School

ACKNOWLEDGMENT

In grateful recognition and sincerest thanks for the encouragement, guidance and

unselfish sharing of their knowledge, time, effort and skills, and for the untiring

motivation that leads to the completion of this study, the Researcher acknowledges the

following:

DR. CECILIA N. GASCON, Ph. D., President of the Southern Luzon State

University in the Republic of the Philippines, for her untiring effort and belief that this

collaboration is possible thus enabling us to pursue the MBA degree;

DR. NGUYEN TUAN ANH, Ph. D., Director of the International Training

Center, Thai Nguyen University of the Socialist Republic of Vietnam, for his enormous

pursuit to provide the Vietnamese people an opportunity to grow through education;

PROF. MARIA CORAZON B. ABEJO(Adviser), for her selfless guidance and

assistance thereby making this paper a scholarly work;

PROF. DELSIE M. SABAS, PROF. DO ANH TAI, and DR. CECILIA N.

GASCON, who composed the Oral Defense Committee, for their suggestions, comments

and corrections to improve this study;

ITC STAFF, for providing the necessary research materials;

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ADMINISTRATORS, TEACHERS and EMPLOYEES of Hung Vuong

University in Phu Tho province, the Respondents, for their patience and cooperation in

answering the research questionnaire and for other data provided for the researcher;

HIS FAMILY and FRIENDS, for the love and support in one way or the other;

and TO ALL, who have contributed to make this study a success.

Nguyen Tien Dung

DEDICATION

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This piece of work is heartily dedicated to his ..........

PARENTS who brought him the biggest influence to enrol in this training

program and who has supported him financially and spiritually to

pursue this until the end;

to his .........

WIFE who gave him all the love, assistance and comfort all throughout the

conduct of this study;

and to his .........

SON who provided him joy and inspiration to pursue higher aspirations in

life.......

To ALL OF THEM, this scholarly endeavour is sincerely dedicated.

N.T. D.

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TABLE OF CONTENTS

Page

Title Page............................................................................................................. i

Approval Sheet......... ii

Acknowledgement.................................................................................................... iii

Dedication.... v

Table of Contents......... viii

List of Tables........... ix

List of Figures.......... x

Rating Sheet........................................................................................................... xi

Abstract............ xii

Chapter 1: PROBLEM AND ITS SETING.......................................................... 1

Introduction.................................................................................................. 1

Background of the Study.............................................................................. 2

Statement of the Problem............................................................................. 4

Hypothesis.................................................................................................... 5

Significance of the Study............................................................................. 6

Scope and Delimitation................................................................................ 6

Definition of Terms...................................................................................... 7

Chapter 2: REVIEW OF RELATED LITERATURE.......................................... 9

Review of Related Literature....................................................................... 9

Review of Related Studies........................................................................... 17

Conceptual Framework................................................................................ 28

Chapter 3: METHODOLOGY.............................................................................. 29

Research Design........................................................................................... 29

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Population, Sample size and Sampling Technique...................................... 29

Description of Respondents......................................................................... 30

Data Gathering Procedure............................................................................ 30

Research Instrumentation............................................................................. 31

Statistical Treatment..................................................................................... 32

Chapter 4: PRESENTATION, ANALYSIS AND INTERPRETATION OF

DATA....................................................................................................................35

4.1 Demographic Profile of the Respondents............................................. 35

4.2 Respondents Perception on the Existing Retention Program................ 38

4.3 Significant Difference Between Perceptions........................................ 47

4.4 Difficulties Encountered....................................................................... 48

4.5 Proposed Improvements........................................................................ 49

Chapter 5: SUMMARY, CONCLUSIONS AND RECOMMENDATIONS 52

Summary of Findings................................................................................... 52

Conclusions.................................................................................................. 54

Recommendations........................................................................................ 56

BIBLIOGRAPHY................................................................................................. 57

APPENDICES....................................................................................................... 59

CURRICULUM VITAE....................................................................................... 67

LIST OF TABLES

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Table Page

1: Statistical Methods.................................................................................... 32

2: Interpretation of Ratings and Weighted Mean.......................................... 33

4.2 Respondents Perception on the Existing Retention Program.............. 38

4.2.1Mean Distribution for the Respondents Perception in Termsof Strategy and Structure........................................................................... 38

4.2.2Mean Distribution for the Respondents Perception in Terms

of Personal and Professional Growth........................................................40


of Culture and Work Environment........................................................43


of Compensation and Benefits...................................................................45

4.3 Significant Difference Between Perceptions....................................... 47

4.3.1 Mean Summary for the Difference among Perceptions............................ 47

4.4 Difficulties Encountered...................................................................... 48

4.4.1Weaknesses of the Existing Retention Program as Revealed by the

Responses of the Employees and Administrators......................................48

LIST OF FIGURES

Figures Page1: Research Paradigm................................................................................... 28

4.1 Demographic Profile of Respondents................................................. 35

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4.1.1: Percentage Distribution of Respondents as Indicated by Age.................. 35

4.1.2: Percentage Distribution of Respondents as Indicated by Gender............. 36

4.1.3: Percentage Distribution of Respondents as Indicated byEducational Attainment............................................................................ 37

4.1.4: Percentage Distribution of Respondents as Indicated by

Length of Work Experience...................................................................... 37

RATING SHEET

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ABSTRACT

Title: Improving the Employee Retention Program at Hung Vuong University in

Phu Tho

Researcher: Nguyen Tien Dung (JAMES)

Degree: Master in Business Administration

Institution: Southern Luzon State University

Year: 2010

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Adviser: Prof. Maria Corazon B. Abejo

The cost of employee turnover can range between 1/2 to 4 times an employee's

annual wages and benefits. To improve employee retention and engagement, organization

must understand what the employees and stakeholders value most and adjust strategies

accordingly. The study focused on the evaluation of the existing employee retention

program at Hung Vuong University, find the difficulties encountered and propose

specific solutions to improve it. The researcher used the descriptive type of research

using a designed questionnaire to gather data from 45 administrators and 275 employees.

It was found out that the universitys employee retention program was rated average by

the respondents. The employees have seen some difficulties on factors related to

compensation and benefits, particularly problem on categorizing employees by job and

on factors of culture and work environment associated with poor risk tolerance and poor

controlled culture. The administrators on the other hand, have seen problems on structure

and strategy specifically connected to lack of appropriate framework and strong

administrative leadership, inexistent extra compensation for difficult task and poor

knowledge sharing among new and experienced teachers. While, those related to personal

and professional growth concerned with poor motivators for entry level of development.

The findings are indicative that the program still needs further improvement. Since most

of the problems were seen related to structure and strategies which concerned mainly on

framework, extra pay and knowledge-sharing, then these must be given priority by the

university. The proposed solutions generally are all factors of the management which

means that the key to successful implementation of the employee retention program is

dependent on them. It is recommended that the university must re-examine all their plans

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and programs for employees retention so that necessary updating, strategies and

modification can be done. It is also recommended that these programs must be regularly

evaluated and communicated clearly to the parties concerned. This study will guide

university administrators in building strategies on human resource development and in

improving policies on human resource retention.

CHAPTER I

PROBLEM AND ITS SETTING

Introduction

The importance ofretaining top organizational talent cannot be understated. With

the massive baby boomer cohort just starting to approach retirement age, more and more

jobs are going to become available in the near future. What this means for employees is

that it is now easier than ever to leave one's current position to find greener pastures

elsewhere. A more attractive market for job seekers means that the switching costs of

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seeking new employment are no longer a significant factor in deciding whether or not to

leave an organization. The days where a job seeker might spend six months to secure a

new job will soon be over. The implications for employers should be clear. It is now

more important than ever to retain the team members an organization currently has and to

choose the right team members when hiring decisions are made.

Employee retention and engagement is a growing concern for many businesses.

Though identifying, selecting and developing employees are all intricate stages of the

hiring process, employee retention is also critical to the success of your entire

employment process. Retention programs are custom designed to assist an organization in

employee retention and engagement, both have a profound impact on many other areas.

To improve employee retention and engagement, organization must understand what the

employees and stakeholders value most and adjust strategies accordingly. You need

accurate feedback, timely execution and objective communication.

Retention is critical for all organization. If you shore up your existing workforce,

ensure they understand your employer brand and develop their potential then recruitment

becomes easier. Existing employees are an organizations best advocates and can be a

cost-effective way of introducing new talent into the organization.

(http://www.grantthorntonibos.com/files/recruitmentretentionreportfinal72ndpi.pdf).

Some facts about employee retention revealed that the cost of employee turnover

can range between 1/2 to 4 times an employee's annual wages and benefits; 80% of

turnover can be attributed to mistakes during the hiring process (Harvard Business

Review). Employee retention has as much to do withwho you hire as what you do after

he or she is hired. Traditional methods of hiring employees only provide a 14%

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likelihood of a successful job hire (Michigan State University),

http://www.therainmakergroupinc.com/services/Item.asp?ID=22)

A good employee leaving the company does not only make production efficiency

declines significantly, the psychological impact of the work that other employees in the

service sector are also heavily influenced much. For companies providing services, best

employees keep leaving key positions will entail a series of relationships, client system,

even a combat unit of work. But that like most companies hardly have any measures to

prevent the departure of employees and almost the "boss" could not understand why good

employees leave again even if they pay salary - no less reward; benefits even as

promotion or education, nor much development work for the good employees when they

decided to leave.

Thus, according to experts Business Edge, keeping talented employees is a process

through, beginning from the attraction - recruitment - integration to work in jobs and

benefits. All these stages require professionally done away with that together with a

recognition and sharing confidential and emotional leader will make people think again

before deciding to run by attractive offers (http://vietbao.vn/Kinh-te/Lam-the-nao-giu-

chan-nhan-vien-gioi/20698483/87/).

Background of the Study

Phu Tho province is in the mountainous areas of midlands north. It is in the centre

of the system of road traffic, railway and river from the province of West - East - North

to Ha Noi. It is connected to economic exchange -culture - science and technology among

other provinces in the north delta provinces of the Northwest area.

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Hung Vuong University was established in 2003 on the foundation of the College

of Pedagogy in Phu Tho. The mission of the school is to develop and train quality human

resources for Phu Tho and other neighboring provinces. Its goal is to become an

interdisciplinary and multi-level venue for training high quality human resources. It also

aimed to be a center for scientific research and technology for socio-economic

development of the province and the mountainous region in the north.

A few years ago, the Ministry of Education and Training required the university

to improve their human resource training and development to meet the needed quality of

the workforce. When Hung Vuong University was established, goals for recruiting more

qualified lecturer and staff, as well as the means to keep them to work for the university

continuously, was part of their strategic development plan. After seven years, the

university has pursued on sending employees, both teaching and non-teaching, for higher

educational training such as master and doctorate degrees locally and abroad. Facilities

such as lounge and quarters were also provided. But it seemed that this effort to keep

them working in the university to serve as stable workforce is not quite effective.

According to the universitys records, there a number of employees who has left and

transferred to other organizations for several reasons such as poor working condition,

lack of appreciation, lack of opportunity for advancement, inadequate compensation,

shifts in career, family circumstances and for greener pasture.

This situation is alarming. The universitys goals and objectives will not be met

due to these problems on employees retention. If the university does not pay much

attention and make efforts to keep their employees stick to the organization, there will

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come a time that the university will just be a training ground for new and young teaching

professionals and employees, and the university will only benefit less from this.

With the scenario presented and with the pressing need to address this problem,

the researcher, as a member of the said organization, has conducted a research study

entitled Improving the Employee Retention Program at Hung Vuong University in Phu

Tho Province.

Statement of the Problem

The study was made to evaluate and improve the existing employee retention

program in Hung Vuong University. Specifically, it sought to answer the following

questions:

1. What is the demographic profile of the respondents as indicated by

1.1Age;

1.2Gender;

1.3Educational Attainment; and

1.4Length of Work Experience?

2. What is the existing employee Retention Program in Hung Vuong University as

perceived by the employees(teaching and non teaching) and administrators in

terms of

2.1 Strategy and Structure;

2.2 Personal and Professional Growth;

2.3Culture and Work Environment; and

2.4 Compensation and Benefits?

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3. Is there a significant difference between the perceptions of the employees and

administrators about the existing employee retention program in terms of strategy

and structure, personal and professional growth, culture and work environment,

and compensation and benefits?

4. What are the difficulties encountered by the university in their employee retention

program?

5. What improvements could be introduced to increase employee motivation and

retention?

Hypothesis

There is no significant difference between the perceptions of the employees and the

administrators about the existing employee retention program in terms of strategy and

structure; personal and professional growth; culture and work environment; and

compensation and benefits.

Significance of the Study

This study is beneficial to the following:

To the Province. The results serve as an overall picture of the factual situation of human

resources in the area. This provides basic considerations for employee evaluation in all

organizations in Phu Tho province.

To the University. The study gives the Hung Vuong University ideas on employee

retention strategies and motivation. The results can be used as bases for improvement of

their employee retention program.

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To the Administrators. This study can guide them for building strategy on human

resource development and policies on human resource retention.

To the Employees. Employees can be more motivated and satisfied with their jobs

which will lead to job involvement and later will result to organizational

commitment.

To the Researcher. As part of the universitys Human Resource Department, the study

can afford some assistance in performing his work function and in facilitating

efficient implementation of its retention program.

To Future Researchers. The study serves as reference for future researcher who will

research on topic related to this.

Scope and Delimitation

The study was conducted in Hung Vuong University in Phu Tho Province. It

focused on the evaluation of the existing employee retention program at Hung Vuong

university, find the difficulties encountered and propose specific solutions to improve it.

The existing retention program was evaluated with considerations on the following

factors such as Strategy and Structure, Personal and Professional Growth, Culture and

Work Environment, and Compensation and Benefits.

Definition of Terms

To ensure common understanding among the readers, the following terms were

defined conceptually and operationally:

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Administrators refers to the personnel hired by Huong Vuong University occupying

executive positions to perform administrative functions and was tasked to manage

the operation of the university.

Compensation- refers todirect and indirect monetary and nonmonetary rewards given to

employees on the basis of the value of the job, their personal contributions, and

their performance.

Culture - refers to the cumulative deposit of knowledge, experience, beliefs, values,

attitudes, meanings, hierarchies, religion, notions of time, roles, and spatial

relations.

Employee refers to teaching and non-teaching personnel hired by the Huong Vuong

University.

Employee Benefits refers to retirement plans, health life insurance, life insurance,

disability insurance, vacation, employee stock ownership plans, etc.

Employee Retention - involves taking measures to encourage employees to remain in

the organization for the maximum period of time.

Employee Retention Program refers torecruitment of brilliant employees capable of

initializing, developing, and sustaining your overall agenda and goals.

Strategy - refers to plan of action designed to achieve a particulargoal.

Structure refers to a fundamental and sometimes intangible notion covering the

recognition, observation, nature, and stability of patterns and relationships of

entities.

Personal Growth - refers toa process that produces personal change and progress

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Professional Growth refers to a salary increase based upon units earned subsequent to

employment for the purpose of improving job skills.

Work Environment refers to the environment around a person. It is your social and

professional environment in which you are supposed to interact with a number of

people.

CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter presents the ideas and studies culled from various references and

previous researches which have important impact on this study.

Review of Related Literatures

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The cost of employee turnover can range between 1/2 to 4 times an employee's

annual wages and benefits80% of turnover can be attributed to mistakes during the hiring

process(Harvard Business Review). Employee retention has as much to do with who you

hire as what you doafter he or she is hired. Traditional methods of hiring employees only

provide a 14% likelihood of a successful job hire (Michigan State University

http://www.therainmakergroupinc.com/services/Item.asp?ID=22).

Employee retention and engagement is a growing concern for many businesses.

Wonderlic has developed a solution to increase employee retention and engagement as

part of our comprehensive hiring process. Though identifying, selecting and developing

employees are all intricate stages of the hiring process, employee retention is also critical

to the success of your entire employment process. To improve employee retention and

engagement, you must understand what your employees and stakeholders value most and

adjust strategies accordingly. You need accurate feedback, timely execution and objective

communication. (http://www.wonderlic.com/hiring-solutions/employee-retention.aspx)

The importance ofretaining top organizational talent cannot be understated. With

the massive baby boomer cohort just starting to approach retirement age, more and more

jobs are going to become available in the near future. What this means for employees is

that it is now easier than ever leave one's current position to find greener pastures

elsewhere. A more attractive market for job seekers means that the switching costs of

seeking new employment are no longer a significant factor in deciding whether or not to

leave an organization. The days where a job seeker might spend six months to secure a

new job will soon be over.

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The implications for employers should be clear. It is now more important than

ever to retain the team members an organization currently has and to choose the right

team members when hiring decisions are made. The following is a short list of useful tips

and hints to help increase levels of employee retention in your organization: (a) Get the

right people on the bus; (b) Communication, communication, communication; (c)

Include employees in decision making; (d) Allow team members to share their

knowledge with others; (e) Shorten the feedback loop; (f) Offer a competitive

compensation package; (g) Balance work and personal life; (h) Provide opportunities for

growth and development; (i) Recognize team members for their hard work and let them

know they are appreciated; (j) Clearly define what is expected of team members; (k)

The quality of supervision and mentorship; and (l) Fair and equitable treatment of all

employees.

There are few if any issues that business leaders face today that are more

important than the effort to hire and retain good employees. An effective employee

retention program can have a dramatic impact on your organization's bottom line. As

employees grow so does your business. It might seem like common sense, but it can't be

understated: an organization is only as good as the people it employs (http://www.the

rainmakergroupinc.com/add.asp.?ID=66).

In today's scenario attrition has become the most dangerous alarm to all HR

employees' ears and Organization is facing troubles to fight it out. Suggested Retention

Tools for curbing attrition to a great extent are submitted herewith. These need not be

brainstormed and implementation strategy should be worked out immediately.

1. OFFER COMPENSATION ATTRACTIVE AND COMPETITIVE: Fair

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compensation alone does not guarantee employee loyalty, but offering below-market

salaries makes it much more likely that employee will look for greener pastures. Use of

Industry Surveys and other data tools to stay informed on wage trends.

2. BENEFITS NEED TO BE QUANTIFIED AND QUALITATIVE. Although benefits

are not a key reason why employees stick with a company, the benefits you offer can't be

markedly worse than those offered by your competitors and like minded industries.

Group Medi-claim Insurance Scheme and Personal Health Care (Regular medical check-

ups);Corporate Credit Cards and Discount Coupons; Cellular Phone/Laptop and other

latest technology on-board; Interest free loans for higher educations; Performance based

quarterly incentives; Flexi-time and Flexible Salary Benefits; Wedding Day and Birthday

Gift

3. TRAIN YOUR FRONT-LINE, MANAGERS AND ADMINISTRATORS. - Improve

managers' leadership, communication and interpersonal skills through coaching, training

and feedback. Rate these key skills in their evaluations, and tie compensation to

performance.Create a safe environment and process for employees to bring up concerns

with their managers.

4. ROLES AND RESPONSIBILITIES NEEDS TO BE DOVETAILED: Provide clear

vision, brawny and consistent communication, teamwork and respect for human capital'

efforts. Share the company vision/mission clearly and regularly.

5. ENHANCEMENT, ADVANCEMENT AND PROGRESSION OPPORTUNITIES: To

foster employee loyalty, implement a career ladder and make sure employees know what

they must do to earn and go in for progression. A clear professional development plan

gives employees an incentive to stick around. Assess employee's performance against the

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focus area's set in their performance agreement for the appraisal year and improves their

proficiency.

6. OFFER RETENTION BONUS: Employee longevity typically is rewarded with an

annual raise and mandatory vacation time after three, five or ten years. But why not offer

other seniority-based rewards such as a paid membership in the employee's professional

association after one year, a paid membership to a local gymnasium and clubs after two

years, and full reimbursement for the cost of the employee's formal dress.

7. RETENTION STRATEGIES IMPLEMENTATION NEEDS TO HAVE A PROCESS

OWNER: Measure your turnover rate and identify a process owner responsible for

containing it. The ability of the employee to speak his or her mind freely within the

organization is another key factor in employee retention.

8. GO IN FOR EMPLOYEE ENGAGEMENT PRACTICES: To check the pulse of your

organization, conduct employee satisfaction surveys on a regular basis. Go in for its

analysis and implementation.

9. TEAMWORK AND CROSS FUNCTIONAL TEAMS: It takes effort to build an

effective team, but the result is greater productivity, better use of resources, improved

customer service and increased morale. Give great emphasis on cross functional approach

as it endorses acceptance and accountability.

10. PAPERLESS ORGANIZATION: Convert paperwork to an electronic format; and

hire non- tech administrative staff to take over as much of the paperwork burden as is

allowed under legal or regulatory restrictions; Intranet facility; Centralized servers for

data storage.

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11. FUN IS MUST. - The companies organizes cultural program as and when possible

but most of the times, once in a quarter, in which all the employees are given an

opportunity to display their talents in dramatics, singing, acting, dancing and sports

programs such as Cricket, football, etc.

12. MISSION STATEMENT FOR EACH FUNCTIONAL AREA. Work with your

human capital to develop a departmental mission statement aligned with company's

vision, Make sure employees understand how their contribution is important.

13. ASSIGNMENTS FOR JOB ENRICHMENT: Identify your employees' talents and

then encourage them to stretch their abilities into new areas.

14. TRANSPARENCY IN COMMUNICATION. Employees are more loyal to a

company when they believe management or those at the helm of affairs keep them

informed about key issues.

15. ENCOURAGE HIGHER LEARNING. Create opportunities for your key performers

and technologists to grow and learn. Encourage every employee to learn at least one new

thing every week, and you'll create a work force that is excited, motivated and

committed.

16. FLEXIBILITY AND PRAGMATISM: Employees will be loyal to organizations that

make their lives more convenient by offering on-site childcare centers, on-site hair

styling and dry cleaning, flexible work hours, part-time positions, job-sharing or

involving spouses in CSR activities and promote ownership culture.

17. DEVELOP AN EFFECTIVE INDUCTION PROGRAM. Implement a formal

orientation program that's at least three weeks long and includes a thorough overview of

every area of your department and an introduction to other departments.

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18. WORKPLACE AMBIENCE. Provide employees with the highest quality supplies

you can afford.

19. NEVER, NEVER, EVER THREATEN AN EMPLOYEE'S JOB OR INCOME.

- Demonstrate a vibrant workplace that retains and promotes talents and at the same time

encourages development of non-performers to perform better and dissuade pink slips

20. VALUE YOUR EMPLOYEES. Recognize outstanding achievements promptly and

publicly, but also take time to commend on the many small contributions your staff

makes every day to the organization's vision, mission and growth.

Retaining employees and developing a stable work force involves a two-step

process -understanding why employees leave in the first place, and developing and

implementing strategies to get them to stay. Employees leave jobs for five main reasons

(1) Poor working condition; (2) Lack of appreciation; (3) Lack of support; (4) Lack of

opportunity for advancement; and (5) Inadequate compensation.

Overcoming these reasons requires the implementation of five distinct categories

of retention strategies: (a) Environmental strategies create and maintain a workplace

that attracts, retains and nourishes good people; (b) Relationship strategies focus on

how you treat your people and how they treat each other; (c) Support strategies involve

giving people the tools, equipment and information to get the job done; (d) Growth

strategies deal with personal and professional growth; and (e) Compensation strategies

cover the broad spectrum of total compensation, not just base pay and salary.

By focusing on key players who truly make or break your business, you can get

the most leverage from your employee retention efforts. Retaining key employees

requires a five-step process: (1) Identify key employees and positions; (2) Know what

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motivates your key employees on an individual level; (3) Provide a deferred

compensation plan; (4) Monitor and manage key employee performance; and (5) Review

key employees annually.

Employee benefits provide a powerful tool for attracting and retaining top-notch

employees. To design a retention-oriented benefits program, use the following steps:

(a)Create a benefits mission statement; (b) Identify your audience and their specific

benefits wants and needs Define a benefits budget that fits within the financial constraints

of the company. Give employees as much control as possible over their benefits.;

(c)Communicate the plan; (d) Creative Rewards and Recognition; (e) Reward people for

specific behaviors/results; (f) Make your rewards program simple and easy to understand;

and (g) Get employees involved in designing and running the program

(http://www.citehr.com/5632-employee-retention-strategies.html).

Ms. Le Hoai Giang - Director Thien Giang often sent overseas staff training to

improve learning and experience of foreign partners. However, after each had been

trained in foreign countries, many good employees that the company preferred to go back

to school with other businesses as partners or competitors.

When a good employees leave the company not only does production efficiency

decline significantly, but also the psychological impact of the work that other employees

in the service sector is also heavily influenced. For companies providing services, best

employees keep leaving key positions will entail a series of relationships, client system,

even a combat unit of work.But that like most companies hardly have any measures to

prevent the departure of employees and almost the "boss" could not understand why good

employees leave again ev en if they pay salary - no less reward; benefits even as

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promotion or education, nor much development work for the good employees when they

decided to leave. Keeping qualified staff is a process from recruitment, training,

treatment.

If businesses do not pay much attention to this story only revolves around

compensation, opportunities for advancement are also no different from other companies

and other companies will have preferential treatment, but better to take away good

employees. Besides, with a good employee, if the problem laid revenue without creating

environmental management professionals, the more depressed and made them go more

easily.

Thus, according to experts Business Edge, keeping talented employees is a

process through, beginning from the attraction - recruitment - integration to work in jobs

and benefits. All these stages require professionally done away with that together with

recognition and sharing confidential and emotional leader will make people think again

before deciding to run by attractive offers.

On that basis, the expert has worked out 3 tips for business reference. Most

companies wait until the employee applying for leave, find new ways "Foot binding" are

no results. Second, determine who is good and the staff what they need in us? Thereby

determining the criteria, the quantitative and qualitative help identify business needs to

keep good employees. Tuesday, use the right tools to keep good employees in order to

reduce the factors "discontent" and greater "satisfaction" of employees. Everything must

start from the source element is to attract and recruit other factors to encourage include:

rewards, training and coaching, creating attractive jobs and corporate culture

(http://vietbao.vn/Kinh-te/Lam-the-nao-giu-chan-nhan-vien-gioi/20698483/87/).

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Review of Related Studies

The Society of Human Resource Management (SHRM) and the Wall Street

Journal website completed the Job Recovery Survey in September 2003. The key

findings revealed 64 percent of employees said they were extremely likely to begin or

increase the intensity of their job search. An additional 19 percent said they were

somewhat likely to increase their search. The top six reasons they were going to shift to a

new job are as follows: (1) Better compensation, 54%; (2) Dissatisfaction with potential

career development, 35%; (3) Ready for a new experience, 32%; (4) Job security fears,

21%; (5) Looking for a career change, 21%; and (6) Poor management, 20%.

Worker Shortage - As the economy improves, no longer is there a bottom-less pit

of workers lined up knocking at employers doors. According to the Bureau of Labor

Statistics, by year 2010 there is going to be a 7-11 million shortfall of workers. The

shortage is partly due to the retirement of the Baby Boom generation and lower

birthrates.

There are seven critical factors that must be present in every workplace leading to

high job satisfaction and career success. These seven factors are based on my research

and experience as a retention expert who has worked with hundreds of businesses. By

understanding these factors, employers can begin shifting their priorities to stem the tide

of turnover: (1) Strategy and structure; (2) Challenging and interesting work; (3) Personal

and professional growth; (4) Work life balance; (5) Culture, coworkers and work

environment; (6) Masters and commanders; (7) Compensation and benefits

(highretention.com/index.html - Cached).

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Research on new teachers attitudes, values and responses to conditions found in

their first and second years of teaching conducted by Susan Moore Johnson and her

colleagues (2001) at the Project on the Next Generation ofTeachers has reported similar

findings by others in the field. These findings have indicated that new teachers make their

decisions to stay in teaching based on the level of support and acceptance they receive at

the building level. Research on why teachers leave the profession or migrate to another

district or state has indicated that addressing retention through professional development

activities that: 1) improve organizational structures and working conditions, and 2)

improve professional supports through targeted leadership preparation are most

effective in retaining high quality teachers. In addition, the Southeast Center for

Teaching Quality, http://www.teachingquality.org/, reported that districts that are

developinginduction and mentoring programs with well designed assessment andsupport

components are producing positive retention trends for all teachers (Berry, Hopkins-

Thompson, & Hoke, 2002). Therefore, this documentconcentrates on the following three

areas in assisting local school districts to reduce teacher attrition and improve

professional development for allteachers.

1. Building a Framework: Improving Working Conditions. Workforce conditions that

encourage the capabilities and emphasize the worth of individuals contribute to retention

(Council for Exceptional Children [CEC], 2001, p. 40). School climates and working

conditions that include teacher decision making practices regarding both instruction and

school governance issues, enforce student discipline policies, incorporate professional

development opportunities, strive for teaching assignments aligned with certification and

background, and provide extra compensation for difficult and time-consuming duties

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facilitate the sharing of knowledge and skills among new, mid-career and more

experienced teachers. The availability of material resources for all teachers, bute

specially special educators, impacts feelings of satisfaction and self-efficacy (Boyer &

Gillespie, 2000; Billingsley & Cross, 1992). These feelings play an important role in a

teachers decision to stay, move on to another assignment, or leave the field of teaching,

and special education in particular, altogether.

2. Building a Framework: The Role of the Administrator in Teacher Retention.

Research indicates that administrative leadership is the most important factor in

determining the climate of a school, and there are specific leader activities that allow all

teachers to feel supported in their work. Not only do these activities and supports

facilitate the maintenance of professional relationships within a school, they also provide

needed resources for effective teacher practice (Bateman & Bateman, 2001; Gerlach,

2001; Evans, 1999; Goor, Schwenn, & Boyer, 1997; DiPaola & Walther-Thomas, 2003;

CEC, 2001). The Philadelphia Education Fund study (2001) noted that schools that had a

low turnover of teachers had principals whom demonstrated the following skills and

management styles: (a) Implementing a strong induction program that reflected the

principals personal involvement in meeting with new teachers, having her/his office

open for conversations, assigning new teachers classroom rosters that were not heavily

weighted with challenging students, and providing mentors early in the school year;(b)

Overseeing a safe and orderly school environment with active support for teachers on

disciplinary issues;(c)Maintaining a welcoming and respectful administrative approach

toward all staff, the children, their parents and school visitors; (d) Providing materials

and supplies to all teachers in a consistent, timely and inclusive manner; and (e) A

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management style grounded in respect for all in the school environment, along with

strong communication and interpersonal skills.

3. Building a Framework: Induction and Mentoring Programs that Work. Successful

induction programs include mentoring or coaching that is individualized to the needs of

the teacher, the classroom and the subject/level assignment. Retention plans that

incorporate strategies for supporting the role of the administrator, improving working

conditions, and providing mentoring and induction programs require human and financial

resources. These resources are often in short supply in local districts. It is critical that the

planning, implementation and evaluation of retention initiatives be built on a permanent

data collection strategy or system than provides the contextual needs for personnel in the

state or in a local district.

A Career Stage Model for Professional Development

The Entry Stage

The entry stage corresponds to a time in one's career where the individual first

enters the profession or a new job within the profession. It is essential that all

professionals move out of this stage to attain career satisfaction. The entry stage is

characterized by psychological dependency where central motivators for professional

development include attaining the foundation skills required to do the job and

understanding the organization's structure, function, and culture at that point in the

organization's history. Motivators for Professional Development: (a) Understanding the

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organization's structure, function, and culture; (b) Attaining base level technical skills ;

(c) Giving relevancy to previous training; (d) Exercising directed creativity and

initiative; (e) Establishing linkages with volunteers, advisory groups, and community; (f)

Moving from dependency to independency; (g) Exploring personal/professional

dynamics; (h) Expanding knowledge regarding relevant issues; and(i) Building

relationships with professional peers. Developmental Opportunities: (a) Orientation

training; (b) "Mentor" relationship with a senior professional; (c) Periodic follow-up

training and administrative support; (d) Establishment of peer relationships; (e)

Experiences that foster trust, confidence and loyalty to Extension; and (f) Career

counseling.

The Colleague Stage

The colleague stage can be a satisfactory level for many professionals for a

number of years, as long as growth in expertise or responsibility continues. Some people

never need to move beyond this level, thriving on independent work (Simonson, 1986).

This stage is characterized by a rapid growth in professional knowledge, independence,

and autonomy. The Colleague seeks to build at least one area of expertise for which he or

she is noted and often shares that expertise on developmental committees and through

other special assignments. Motivators for Professional Development: (a) Developing

an area of expertise; (b) Becoming an independent contributor in problem solving; (c)

Developing a professional identity; (d) Sharing knowledge and information with others;

(e) Gaining membership in the professional community; (f) Increasing effectiveness and

efficiency; (g) Expanding creativity and innovation; (h) Moving from independency to

interdependency; and (i) Expanding knowledge regarding relevant issues.

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Developmental Opportunities: (a) Opportunities for development of a specialty

(graduate school, regional workshops); (b) Increased involvement in committees; (c)

Increased involvement in professional associations; (d) Opportunities to share

information and knowledge; (e) Writing for newsletters, journals, and other publications;

(f) Developing educational materials; and (g) Career counseling.

The Counselor Stage

Professionals who have reached the Counselor stage are ready to take on

responsibility, either formal or informal, for developing others in the organization. At the

same time, they must not neglect their own personal growth and development. To

accommodate personal development needs counselor-level professionals often seek to

develop additional areas of expertise beyond which they currently possess. Motivators

for Professional Development: (a) Acquiring broad-based expertise; (b) Attaining

leadership positions in professional circles; (c) Engaging in organizational problem-

solving;(d) Developing networks with other organizations; (e) Stimulating thought in

others; (f) Counseling other professionals; (g) Developing coaching and mentoring

relationships; (h) Initiating job enrichment and redesign; (i) Facilitating self-renewal and

rebirth; and (j) Expanding knowledge regarding relevant issues. Developmental

Opportunities: (a) Opportunity to serve as a formal or informal mentor; (b)

Opportunities to chair committees and coordinate projects; (c) Opportunities for self-

renewal and additional training; (d) Greater responsibility in decision-making and

problem-solving; (e) Opportunities to serve in formal training roles; (f) Job enrichment,

job redesign, varied assignments; (g) Career counseling; and (h) Temporary assignments

to special projects.

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The Advisor Stage

Individuals in the Advisor stage play a key role in shaping the future of the

organization by "sponsoring" promising people, programs and ideas. The sponsor has

often developed a distinct competence in several areas of expertise and often has a

regional or national reputation. Motivators for Professional Development: (a)

Becoming involved in strategic organizational planning; (b) Achieving the respect of

others in the organization; (c) Engaging in innovation and risk-taking; (d)

Understanding complex relationships; (e) Achieving a position of influence; (f)

Sponsoring individuals, programs, and people; (g) Increasing responsibility; and (h)

Expanding knowledge regarding relevant issues. Developmental Opportunities: (a)

Opportunities to utilize expertise and influence; (b) Complex and challenging

assignments; (c) Increased responsibility; (d) Involvement in strategic planning; (e)

Opportunities to represent the organization to internal and external groups; (f) Obtaining

resources; (g) Career counseling; and (h) Retirement planning.

Creating an Ethical Organizational Culture

Organizational structure is a mainly hierarchical concept of subordination of

entities that collaborate and contribute to serve one common aim. Organizational

structure allows the expressed allocation of responsibilities for different functions and

processes to different entities such as the branch, department, workgroup and individual.

(http://en.wikipedia.org/wiki/Organizational_structure). Culture is difficult to define, but

you generally know when you have found an employee who appears to fit your culture.

He just "feels" right. Culture is the environment that surrounds you at work all of the

time. Culture is a powerful element that shapes your work enjoyment, your work

xxxv
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relationships, and your work processes. But, culture is something that you cannot actually

see, except through its physical manifestations in your work

place.http://humanresources.about.com/od/organizationalculture/a/culture.htm.

Characteristics shaping high ethical standards include high in risk tolerance, low

to moderate in aggressiveness, focuses on means as well as outcomes, managers are

supported for taking risks and innovating, be a visible role model, communicate ethical

expectations, provide ethical training, visibly reward ethical acts and punish unethical

ones, and provide protective mechanisms.

Morgan proposes three essential strengths of the organizational culture approach:

(1) It focuses attention on the human side of organizational life, and finds significance

and learning in even its most mundane aspects (for example, the setup in an empty

meeting room); (2) It makes clear the importance of creating appropriate systems of

shared meaning to help people work together toward desired outcomes; (3) It requires

members-especially leaders-to acknowledge the impact of their behavior on the

organizations culture. Morgan proposes that people should ask themselves: "What

impact am I having on the social construction of reality in my organization?" "What can I

do to have a different and more positive impact?

(http://www.soi.org/reading/change/culture.shtml).

Work Environment

For employees this means understanding the type of work environment that the

organization offers and determining if this fits with their personal style and career goals.

Work environments vary greatly. They may be flexible or structured, reward creativity or

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promote the status quo, communicate from the top down or through the

grapevine(http://jobinterviewskills.suite101.com/article.cfm/recruitment_and_company_c

ulture).

Compensation and Benefits

Pay is not the central issue for attracting and retaining employees (although some

will argue that it is). Pay is still important, but so are other issues. People rarely leave a

job for money alone. Instead, they leave for career advancement, technical or career

challenge, communication reasons (lack of appreciation by company, inability to have an

impact at the company) or job security. Managing pay involves two main issues: (1)

Controlling costs; and (2) Leveraging pay (getting the most "bang for the buck").

Managing pay equity is managing employee perception. To do this, you need an agile

system. Listed below are the steps to creating such a system. (1) Categorize employees

by job; (2) Compare your pay to the labor market; (3) Manage internal equity; (4) Link

pay with job performance; and (5) Communicate how pay works.

Generally, employees leave a job because two major reasons. First, they were

professional knowledge about and active "fly" to an "open skies agreements" new.

Second, the use employee organization not good, backward, or not be efficient to the

highest level in the context of IT labor market are in the midst of global crises generally.

Results from the most recent survey by Computerworld magazine has shown that there is

too much uncertainty revolves around the story leave job of IT .

(http://my.opera.com/huyscorpion/blog/show.dml/2650745). Five reasons for "job

hopping" include: (1) Wages too low. Will not easy for CIOs want to raise the salaries of

staff is a little bit though, especially to discuss this issue with a chief financial officer

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(CFO), carefully calculated. Yet there is not no way out. With a limited salary fund,

rather than rise or bonus share style spread, you should accrue for a number of excellent

employees. Then, the numbers become much larger and deserve the word "bonus." There

will be no less staff disagreed with this plan. So you need to specify the eligibility,

categorical payoffs and most important is always the best opportunities for all employees

to strive. Never been to a "winning number Virulent" continuous;

(2) The work is too boring. When employees feel the work becomes, the instability will

appear. Also it may be because he chooses the wrong company. But it may be because

companies do not know how to exploit the capabilities of this. Please observe the

progress of his work. If the employee can complete the work assigned faster at all, it was

time for you to enjoy more traffic and new projects with higher levels of difficulty. Send

him to school more or assigning him the task training new employees is also an effective

method to increase motivation and challenge for staff; (3) Are not highly educated. Some

CIOs say they do not trim their "daring" for their employees to study more because

companies have to pay tuition fees and when completed, employees will soon leave to

find a better job and commensurate with knowledge and skills of their new. But if this

does not work, your staff also goes out alone because they do not want her jailed for life

with a constant job. Athletic solution is to let them all go to school, but they have to loan

the company money every month to cover everything involved. If later they want to

leave, they have to compensate and you will not find too surprising. Anyway, give money

to former employees better training to recruit a brand new staff; (4) No opportunities for

advancement. They did their utmost to fulfill the requirements for a higher position. But

once you do not recommend them. And they go about is inevitable; (5) Being "detained"

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liquid all day because of work. Some companies also manage the administrative staff by

the hour. Words easier to understand than an employee must be present throughout at the

desk. If they "disappear" in a few hours, whether going out to perform a duty arising,

they were viewed as being "cheat" labor hours. Many experts call this crazy policy

because it makes people lazy and working style (http://www.acro.vn/tin-tuc/quan-tri-

nhan-su/giu-chan-nhan-vien-cntt-thoi-khan-hiem-nhan-luc.aspx).

Conceptual Framework

xxxix

PERCEPTION OF

ADMINISTRATORS AND

EMPLOYEES ON THE

EXISTING RETENTION

PROGRAM

* Strategy and Structure;

* Personal and Professional

Growth

*Culture and Work

Environment;

*Compensation and Benefits

INCREASED

EMPLOYEE

MOTIVATION

AND

IMPROVED

RETENTION PROGRAM

ANALYSIS

AND

EVALUATIO

N

Independent Variables Dependent Variables


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Figure 1: Research Paradigm

The study considered the perception of administrators and employees about the

existing retention program of the university as the independent variables which focused

on several factors such as strategy and Structure, Personal and Professional Growth,

Culture and Work Environment, Compensation and Benefits. These are the causing

variables that were subjected under analysis to come up with the dependent variables or

outcome for improved retention program.

CHAPTER III

METHODOLOGY

This chapter discusses the research design, the population, sample size and

sampling technique, the description of respondents, the research instrument, the data

gathering procedures and statistical treatment of data used by the researcher.

Research Design

In this study, the researcher used the descriptive type of research since it was the

appropriate method for determining the perception about the existing employee retention

program at Hung Vuong University in Phu Tho province. Quantitative statistics using a

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designed questionnaire was also used to gather data from administrators and employees

for their perceptions and problems encountered on the existing retention program.

Population, Sample Size and Sampling Technique

The population was composed of 400 personnel which include the administrators

and employees (both teaching and non-teaching personnel), who were working in Hung

Vuong University in Phu Tho province

The sample size of 320 personnel was taken from the population using the

Slovinv formula and were sampled using the Stratified Random Sampling technique.

Description of Respondents

The sample respondents of 320 personnel were composed of forty-five (45)

administrators and two-hundred seventy-five (275) employees which include both the

teaching and the non-teaching employees, who were currently working at HungVuong

University Their responses evaluated the existing employee retention program at Hung

Vuong University, as well as the encountered problems and the necessary solutions to

improve it.

.

Data Gathering Procedure

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The study used a combination of questionnaires and interviews in acquiring

information from the respondents. Other needed information were taken from books,

published and unpublished local and foreign studies and from the internet.

In the conduct of the study, the researcher did the following steps:

First, the researcher consulted from own professor about the study that the

researcher wanted to conduct. Several titles had been proposed and the one approved was

Improving the Employee Retention Program in Hung Vuong University - Phu Tho

Province.

After the proposed title was approved, the researcher looked for the materials

needed in the study. Through reading, observation, and interview, the researcher gained

ideas on how to work out with the first three chapters of the study. The research

questionnaire was designed by seeking advice and guidance from own professor and

some experts to ensure the validity and reliability of the data gathering instrument.

The researcher then asked permission from the Board of Directors of Hung Vuong

University to start the data gathering process The collected data were then summarized,

and were further analyzed and interpreted to come up with the results and conclusions for

the study.

Research Instrument

The study used both primary and secondary data which was collected through the

use of survey questionnaire and historical records, respectively.

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The researcher employed the questionnaire as the main instrument for data

gathering. The questionnaires were collated and summarized based to interpret the

respondents perception .

To assure best outcomes of the data gathering process, and the validity of the

research instrument, some items on the questionnaire were based from published patterns

and were modified by including items that specifically fit the organization. The research

instrument was divided into two parts: Part I. Personal Information of the respondent

which include name, age, gender, family status, position, profession, educational

attainment and length of work experience; and Part II. Program Information containing

items categorized based from the variables considered, which assisted the respondents in

evaluating the existing employee retention program of Huong Vuong University.

In addition, the researcher sought other pertinent data from documents that were

provided by the departments or others relevant divisions of university .Unstructured

interview was also conducted by the researcher to the respondents while in the process of

administering the questionnaire.

Statistical Treatment of Data

Collected data were tallied and presented in a matrix. The variables for evaluation

of the existing employee retention program in Hung Vuong University - Phu Tho

province were analyzed using the methods enumerated as follows:

Table 1

Statistical Methods

Step MethodologyType of Data

Requirement

I. Evaluate the Human Weighted Arithmetic Survey

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Resource training program Mean

II. The significant differences

on the respondents

perception

One way ANOVA Survey

In order to evaluate the employee retention program of Hung Vuong University in

Phu Tho province, the weighted mean was utilized. To determine the significant

differences on the respondents perception on the employee retention program, one - way

analysis of variance (ANOVA) was used.

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Formula:

I. Weighted Arithmetic Mean

1 1 2 2 1

1 2

1

...

...

k

i i

k k i

k

k

i

i

f xf x f x f x

Xf f f

f

=

=

+ + += =

+ + +

where:

X = Weighted Arithmetic Mean

1

k

i i

i

f x=

= sum of all the products of f and x, where f is the

frequency of each option and x is the weight of each option

1

k

i

i

f=

= sum of all the subjects

The researcher adapted the five-point rating scale below and its descriptive

interpretation to translate the results from the questionnaire that was used in the survey.

Table 2

Interpretation on Ratings and Weighted Mean

ScaleWeighted Mean

ScaleChoice Description

DescriptiveInterpretation

5 4.20 5.00Strongly Agree

(SA)Excellent

4 3.40 4.19 Somewhat Agree(A)

Good

3 2.60 3.39Neither Agree nor

DisagreeAverage

2 1.80 2.59 Somewhat DisagreePoor

1 1.00 1.79 Strongly Disagree Very Poor

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III. One-Way ANOVA

a. Compute the mean for each group. 1 2 3total

X X XXN

+ +=

b. Compute the within-group sum of squares

SSw = x2

1 + x2

2 + x2

3 + x2

4

where x = a deviation score ( )X x

c. Compute the Between-group Sum of Squares

( )2

b tSS X X N =

where: X = mean of any group

t

X = mean of the total distribution

N = number of scores in any group

d. Compute the Total sum squares

SSt = SSb + SSw

e. Compute the Between-groups and Within-groups Degrees

dfb = k - 1

dfw = Nt - k

where: k = the number of groups

Nt = total number of score in all groups combined

f. Compute the F-Ratio

w

bMS

FMS

=

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Enter the computed data in the summary table for the ANOVA

CHAPTER IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF

DATA

This chapter exhibits the pertinent data and information gathered with regards to the

Employee Retention Program in Hung Vuong University. These data were then analyzed

to come up with relevant interpretation.

4.1 DEMOGRAPHIC PROFILE OF THE RESPONDENTS

Figure 4.1.1

Percentage Distribution of Respondents as Indicated by Age

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The figure above presents the majority of the respondents covering approximately

seventy percent (70%) were aged 30 to 35 years old, and only very few covering only

eight percent (8) were aged 41 to 45 years old.

Figure 4.1.2

Percentage Distribution of Respondents as Indicated by Gender

Figure 4.1.2 indicates that there are more females, comprising the sixty percent

(60%), than males who only comprised the forty percent (40%). The data implies that the

university is dominated mostly by female personnel.

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Figure 4.1.3

Percentage Distribution of Respondents as Indicated

by Educational Attainment

Figure 4.1.3 shows that majority of the personnel working in the university were

college level and very few has attained graduate studies.

Figure 4.1.4

Percentage Distribution of Respondents as Indicated

by Length of Work Experience

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The figure above presents that most of the respondents, covering twenty-eight

percent (28%) already have been working in the university for 6 to 10 years. There were

also those who have been there for 11 to 20 years, though the least percentage, covering

eight percent (8%) stayed for 25 years, there were also some who have been there for

more than 25 years. The data indicates that these personnel have been serving the

university for quite a number of years.

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4.2 RESPONDENTS PERCEPTION ON THE EXISTING RETENTION PROGRAM

Table 4.2.1Mean Distribution for the Respondents Perception in

Terms of Strategy and Structure

1. Strategy & Structure

Employees Administrators

MeanDescriptive

InterpretationMean

Descriptive

Interpretation

1.1. The university has an appropriate

organizational framework and strong

administrative leadership.

3.31 Average 2.20 Poor

1.2. It focuses on how to treat their

employees and how they treat each

other.

3.03 Average 3.20 Average

1.3 It provides support strategies by

giving people the tools, equipment

and information to get the job done.


1.4 The university grant personal and

professional growth.3.14 Average 2.90 Average

1.5 Compensation strategies cover the

broad spectrum of total

compensation, not just base pay and

salary.


1.6 The climate within the university andthe workforce conditions

encompasses as support for teacher

retention.


1.7 Workforce conditions encourage

capabilities and emphasize the worth

of individuals.


1.8 University climates and working

conditions include:

3.13 Average 3.70 Good

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a. teacher decision making practices

regarding both instruction and

school

b. governance issues

c. enforce student discipline

policies

d. incorporate professionaldevelopment opportunities

e. strive for teaching assignments

aligned with certification and

background

1.9 Provides extra compensation for

difficult and time-consuming duties.2.87 Average 2.10 Poor

1.10 Facilitates the sharing of knowledge

and skills among new, mid-career

and more experienced teachers.


Grand Weighted Mean 3.02 Average 2.74 Average

One-Way ANOVA

Degrees of Freedom 1

Critical RegionReject null hypothesis if p is 0.05

Computed p 0.052

Decision Accept null.

Table 4.2.1 reveals that universitys strategy and structure in creating and

maintaining a workplace that attracts and retains good people got the highest mean

response and an average rating from the employees while skills and knowledge sharing

got the lowest. On the other hand, the administrators gave their highest mean response to

the universitys climate and working condition and rated it good, but they gave a lowest

mean response to the strategy on skills and knowledge sharing and compensation for

difficult duties rated as poor. Though the respondents gave different numerical rating,

both have agreed that the universitys strategy in facilitating skills and knowledge sharing

needs special attention.

Both of the respondents have the same general perception about the strategy and

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structure of the universitys retention program, but the employees perceived a higher

rating than the administrators. This could be founded on lack of awareness about the real

requisites of retention program.

The test for non-significant difference between their perceptions resulted to a

computed p value which is greater than 0.05. This indicates that the null hypothesis is

accepted. The difference between perceptions is not significant.

Table 4.2.2Mean Distribution for the Respondents Perception

in terms of Personal and Professional Growth

2. Personal & Professional Growth


MeanDescriptive

InterpretationMean

Descriptive

Interpretation

2.1The university provides motivators for

entry level of development including:

a. Understanding the organization'sstructure, function, and culture

b. Attaining base level technical skills

c. Giving relevancy to previous

training

d. Exercising directed creativity and

initiative reestablishing linkages

with volunteers, advisory groups,and community.

f. Moving from dependency to

independency

g. Exploring personal/professional

dynamics

h. Expanding knowledge regarding

relevant issues

i. Building relationships withprofessional peers


2.2 The university provides motivators for

colleague level of development such

as:a. Developing an area of expertise

b. Becoming an independent

contributor in problem solving

2.60 Average Fair 2.70 Average

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c. Developing a professional identity

d. Sharing knowledge and

information with others

e. Gaining membership in the

professional community

f. Increasing effectiveness and

efficiencyg. Expanding creativity and

innovation

h. Moving from independency to

interdependency

i. Expanding knowledge regarding

relevant issues

2.3 The university provides motivators

for counselor level of development

such as:

a. Acquiring broad-based expertise

b. Attaining leadership positions in

professional circlesc. Engaging in organizational

problem-solving

d. Developing networks with other

organizations

e. Stimulating thought in others

f. Counseling other professionals

g. Developing coaching and

mentoring relationshipsh. Initiating job enrichment and

redesign

i. Facilitating self-renewal and rebirth

j. Expanding knowledge regarding

relevant issues


2.4 The university provides motivators

for advisor level of development suchas:

a. Becoming involved in strategic

organizational planning

b. Achieving the respect of others in

the organizationc. Engaging in innovation and risk-

taking

d. Understanding complex

relationships

e. Achieving a position of influence

f. Sponsoring individuals, programs,

and people

g. Increasing responsibilityh. Expanding knowledge regarding

relevant issues


Grand Weighted Mean 2.89 Average 2.72 Average

One-Way ANOVADegrees of Freedom 1


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Computed p 0.166

Decision Accept null.

The table above reflects that both the employees and administrators gave their

highest mean response and average rating for the universitys program of providing

motivators for counselor level of development. But the employees gave their lowest

mean response to program which provides motivators for entry level and rated it average

while the administrators gave their lowest mean response to program which provides

motivators for colleague level and rated it poor.

On the whole, even though the employees perceived a higher mean response than

the administrators on the universitys retention program for personal and professional

growth, they both have the same qualitative average rating.

The test for non-significant difference between the respondents perception gave a

p value of 0.166 which is also greater than 0.05. This implies the acceptance of the null

hypothesis. There is no difference between their perceptions.

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Table 4.2.3

Mean Distribution for the Respondents Perceptionin terms of Culture and Work Environment

3. Culture and Work Environment


MeanDescriptive

InterpretationMean

Descriptive

Interpretation

3.1 Work environment is a determining

factor in employee retention.2.90 Average 3.60 Good

3.2 Environmental to work create and

maintain a workplace that attracts,

retains and nourishes good people.

3.50 Good 3.50 Good

3.3 It focuses attention on the human side

of organizational life, and finds

significance and learning in even itsmost.


3.4 It makes clear the importance of

creating appropriate systems of shared

meaning to help people work together

toward desired outcomes.

3.00 Average 3.50 Good

3.5 It requires members, especially leaders

to acknowledge the impact of their

behavior on the organizations culture

3.60 Good 3.20 Average

3.6 The university has more controlled

culture which thrives on structure and

stability,

2.30 Poor 3.10 Average

3.7 It has a culture based on competition

needs to operate openly and be able toquickly adapt to change.


3.8 The culture foster innovation, risk-

taking, and individual initiative.3.00 Average 3.30 Average

3.9 The university has a high in risk

tolerance.

2.50Poor 3.30 Average

3.10 It focuses on means as well as

outcomes2.66 Average 3.11 Average

3.11 Employees are supported for taking 2.60 Average 3.10 Average

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risks and innovating

3.12 Leader serves as visible role model. 3.50 Good 3.00 Average

3.13 Communicates ethical expectations

and provide ethical training.2.70 Average 2.60 Average

3.14 It visibly reward ethical acts and

punish unethical ones.2.80 Average 3.00 Average

Grand Mean 2.94 Average 3.13 Average

One-Way ANOVADegrees of Freedom 1


Computed p 0.025

Decision Reject null.

Table 4.2.3 illustrates that the employees gave the highest mean rating for the

university

MBA3A Nguyen Tien Dung JAMES (final)

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