MBA3A Nguyen Tien Dung JAMES (Final)

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
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. Gascon

Chairman
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.
ii
____________ 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;
iii
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
iv
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.
v
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
vi
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

35
DATA....................................................................................................................
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
vii
Table Page
1: Statistical Methods.................................................................................... 32
2: Interpretation of Ratings and Weighted Mean.......................................... 33
4.2 Respondents Perception on the Existing Retention Program.............. 38
Mean Distribution for the Respondents Perception in Terms
4.2.1 of Strategy and Structure........................................................................... 38

4.2.2 40
of Personal and Professional Growth........................................................
4.2.3 43
of Culture and Work Environment........................................................
4.2.4 45
of Compensation and Benefits...................................................................
4.3 Significant Difference Between Perceptions....................................... 47
4.3.1 Mean Summary for the Difference among Perceptions............................ 47
4.4 Difficulties Encountered...................................................................... 48
Weaknesses of the Existing Retention Program as Revealed by the
4.4.1 48
Responses of the Employees and Administrators......................................
LIST OF FIGURES
Figures Page
1: 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 by
Educational Attainment............................................................................ 37
4.1.4: Percentage Distribution of Respondents as Indicated by
Length of Work Experience...................................................................... 37
RATING SHEET
ix
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
x
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 university’s 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
xi
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 of retaining 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
xii
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 organization’s 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 with who you hire as what you do after
he or she is hired. Traditional methods of hiring employees only provide a 14%
xiii
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.
xiv
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 university’s 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 university’s 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
xv
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
1.1 Age;
1.2 Gender;
1.3 Educational Attainment; and
1.4 Length 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;
2.3 Culture and Work Environment; and
2.4 Compensation and Benefits?
xvi
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.
xvii
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 university’s 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:
xviii
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 to direct 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 to recruitment of brilliant employees capable of
initializing, developing, and sustaining your overall agenda and goals.
Strategy - refers to plan of action designed to achieve a particular goal.
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 to a process that produces personal change and progress
xix
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
xx
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 do after 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 of retaining 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.
xxi
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
xxii
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
xxiii
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.
xxiv
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.
xxv
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
xxvi
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
xxvii
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/).
xxviii
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).
xxix
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 of Teachers 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
developing induction and mentoring programs with well designed assessment and support
components are producing positive retention trends for all teachers (Berry, Hopkins-
Thompson, & Hoke, 2002). Therefore, this document concentrates on the following three
areas in assisting local school districts to reduce teacher attrition and improve
professional development for all teachers.
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
xxx
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
teacher’s 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
principal’s 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
xxxi
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
xxxii
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.
xxxiii
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.
xxxiv
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
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
organization’s 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
xxxvi
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
xxxvii
(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"
xxxviii
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
PERCEPTION OF
ADMINISTRATORS AND
Independent Variables Dependent Variables
EMPLOYEES ON THE
EXISTING RETENTION
PROGRAM
* Strategy and Structure;

* Personal and Professional INCREASED
ANALYSIS EMPLOYEE
Growth
AND MOTIVATION
*Culture and Work
EVALUATIO
Environment; N AND
*Compensation and Benefits
IMPROVED
RETENTION PROGRAM
xxxix
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
xl
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
Slovin’v 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
xli
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.
xlii
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
Type of Data
Step Methodology
Requirement
I. Evaluate the Human Weighted Arithmetic Survey
xliii
Resource training program Mean
II. The significant differences One – way ANOVA Survey
on the respondents’
perception
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.
xliv
Formula:
I. Weighted Arithmetic Mean
f x + f x + ... + f k xk ∑
f i xi
X= 1 1 2 2 = i =1k
f1 + f 2 + ... + f k
∑f
i =1
i
where:
X = Weighted Arithmetic Mean

k
∑fx
i =1
i i = 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
∑f
i =1
i = 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
Weighted Mean Descriptive

Scale Choice Description
Scale Interpretation
Strongly Agree
5 4.20 – 5.00 Excellent
(SA)
Somewhat Agree Good
4 3.40 – 4.19
(A)
Neither Agree nor Average
3 2.60 – 3.39
Disagree
Poor
2 1.80 – 2.59 Somewhat Disagree
1 1.00 – 1.79 Strongly Disagree Very Poor
xlv
III. One-Way ANOVA
X1 + X 2 + X 3
a. Compute the mean for each group. X total =
N
b. Compute the within-group sum of squares
SSw = ∑x21 + ∑x22 + ∑x23 + ∑x24
where x = a deviation score ( X − x)

c. Compute the Between-group Sum of Squares
( )
2
SSb = X − X t N
where: X = mean of any group
X t = 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
MSb
F=
MS w
xlvi
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
xlvii
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.
xlviii
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
xlix
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.
l
4.2 RESPONDENTS’ PERCEPTION ON THE EXISTING RETENTION PROGRAM
Table 4.2.1
Mean Distribution for the Respondents Perception in
Terms of Strategy and Structure
Employees Administrators
1. Strategy & Structure Descriptive Descriptive
Mean Mean
Interpretation Interpretation
1.1. The university has an appropriate
organizational framework and strong 3.31 Average 2.20 Poor
administrative leadership.
1.2. It focuses on how to treat their
employees and how they treat each 3.03 Average 3.20 Average
other.
1.3 It provides support strategies by
giving people the tools, equipment 3.14 Average 2.90 Average
and information to get the job done.
1.4 The university grant personal and
3.14 Average 2.90 Average
professional growth.
1.5 Compensation strategies cover the
broad spectrum of total
compensation, not just base pay and
salary.
1.6 The climate within the university and
the workforce conditions
encompasses as support for teacher
retention.
1.7 Workforce conditions encourage
capabilities and emphasize the worth 2.77 Average 3.30 Average
of individuals.
1.8 University climates and working 3.13 Average 3.70 Good
conditions include:
li
a. teacher decision making practices
regarding both instruction and
school
b. governance issues
c. enforce student discipline
policies
d. incorporate professional
development opportunities
e. strive for teaching assignments
aligned with certification and
background
1.9 Provides extra compensation for
2.87 Average 2.10 Poor
difficult and time-consuming duties.
1.10 Facilitates the sharing of knowledge
and skills among new, mid-career 2.70 Average 2.10 Poor
and more experienced teachers.
Grand Weighted Mean 3.02 Average 2.74 Average
One-Way ANOVA
Degrees of Freedom 1
Reject null hypothesis if p is <0.05 or accept null hypothesis if or p
Critical Region
is > 0.05
Computed p 0.052
Decision Accept null.
Table 4.2.1 reveals that university’s 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 university’s 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 university’s strategy in facilitating skills and knowledge sharing
needs special attention.
Both of the respondents have the same general perception about the strategy and
lii
structure of the university’s 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 4.2.2
Mean Distribution for the Respondents Perception
in terms of Personal and Professional Growth
2. Personal & Professional Growth Descriptive Descriptive
Mean Mean
2.1 The university provides motivators for
entry level of development including:
a. Understanding the organization's
structure, 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, 2.70 Average 2.20 Poor
and community.
f. Moving from dependency to
independency
g. Exploring personal/professional
dynamics
h. Expanding knowledge regarding
relevant issues
i. Building relationships with
professional peers
2.2 The university provides motivators for 2.60 Average Fair 2.70 Average
colleague level of development such
as:
a. Developing an area of expertise
b. Becoming an independent
contributor in problem solving
liii
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
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 circles
c. Engaging in organizational
problem-solving
d. Developing networks with other
organizations 3.30 Average 3.00 Average
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
j. Expanding knowledge regarding
relevant issues
2.4 The university provides motivators
for advisor level of development such
as:
a. Becoming involved in strategic
organizational planning
b. Achieving the respect of others in
the organization
c. Engaging in innovation and risk-
taking 3.00 Average 3.00 Average
d. Understanding complex
relationships
e. Achieving a position of influence
f. Sponsoring individuals, programs,
and people
g. Increasing responsibility
h. Expanding knowledge regarding
relevant issues
One-Way ANOVA
Critical Region
is > 0.05
liv
Computed p 0.166
The table above reflects that both the employees and administrators gave their
highest mean response and average rating for the university’s 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 university’s 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.
lv
Table 4.2.3
in terms of Culture and Work Environment
3. Culture and Work Environment Descriptive Descriptive
Mean Mean
3.1 Work environment is a determining
2.90 Average 3.60 Good
factor in employee retention.
3.2 Environmental to work create and
maintain a workplace that attracts, 3.50 Good 3.50 Good
retains and nourishes good people.
3.3 It focuses attention on the human side
of organizational life, and finds
significance and learning in even its
most.
3.4 It makes clear the importance of
creating appropriate systems of shared
3.00 Average 3.50 Good
meaning to help people work together
toward desired outcomes.
3.5 It requires members, especially leaders
to acknowledge the impact of their 3.60 Good 3.20 Average
behavior on the organization’s culture
3.6 The university has more controlled
culture which thrives on structure and 2.30 Poor 3.10 Average
stability,
3.7 It has a culture based on competition
needs to operate openly and be able to 2.90 Average 2.80 Average
quickly adapt to change.
3.8 The culture foster innovation, risk-
taking, and individual initiative.
3.9 The university has a high in risk 2.50
Poor 3.30 Average
tolerance.
3.10 It focuses on means as well as
outcomes
3.11 Employees are supported for taking 2.60 Average 3.10 Average
lvi
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.
3.14 It visibly reward ethical acts and
punish unethical ones.
Grand Mean 2.94 Average 3.13 Average
One-Way ANOVA
Critical Region
is > 0.05
Computed p 0.025
Decision Reject null.
Table 4.2.3 illustrates that the employees gave the highest mean rating for the
university’s program of requiring leaders to acknowledge the impact of their behaviors on
organization’s culture. While gave their lowest mean rating for a more controlled culture
which thrives on structure and stability, On the other hand, the administrators laid their
highest mean rating to the importance of work environment as determining factor in
employee retention but gave the lowest mean rating for program on communicating
ethical expectations and providing ethical training.
The administrators, in general, perceived a higher rating of the university’s
program for culture and work environment than the employees, even though they have
similar qualitative equivalent. These can due to administrators’ familiarity about the
specific provisions in their program which they themselves designed and which they
believed were implemented.
Testing the non-significant difference between the responses resulted to a p value
of 0.025 which is less than 0.05. This signifies that the null hypothesis is rejected. The
difference in their perceptions is significant.
lvii
Table 4.2.4
in terms of Compensation and Benefits
4. Compensation and Benefits Employees Administrators

Mean Descriptive Mean Descriptive
4.1 Employees rarely leave a job
for money alone.
4.2 Employees are provided with
the following:
a. Career advancement
2.60 Average 2.50 Poor
b. Technical or career
challenge
c. Job security
4.3 The university compensation
and benefits system tracks costs 2.80 Average 2.70 Average
and ensures pay equity.
4.4 The university categorize
Poor
employees by job by creating a 2.40 2.70 Average
few levels for each
4.5 It compares pay to the labor
market by conducting salary 3.30 Average 2.80 Average
surveys.
4.6 It manages internal equity by
paying people within a salary 3.00 Average 2.90 Average
range.
4.7 The university’s compensation
system links pay with job 3.30 Average 3.10 Average
performance.
4.8 There is an adequate 2.80 Average 3.00 Average
performance appraisal system
lviii
and an established merit pay
system.
4.9 The university communicates
how pay works.
Grand Mean 2.84 Average 2.80 Average
One-Way ANOVA
Reject null hypothesis if p is <0.05 or accept null
Critical Region
hypothesis if or p is > 0.05
Computed p 0.655
Table 4.2.4 presents both the employees and the administrators agreed to give
their highest mean rating to the university’s program on compensation system that links
pay with job performance. Consequently, the employees gave the lowest mean rating to
provision relating to categorizing employees by job, while the administrators evaluated
them low for providing career challenge, advancement and job security.
Generally, both of the respondents have similar perceptions and equal average
rating about the retention program of the university on compensation and benefits.
The hypothesis testing showed a p value of 0.655 which is greater than 0.05. This
points to the acceptance of the null hypothesis. The difference between their perceptions
is not significant.
4.3 SIGNIFICANT DIFFERENCE BETWEEN PERCEPTIONS
Table 4.3.1
Mean Summary for the Difference among Perceptions
Employee Retention Program Employees Administrators

Indicators Mean Descriptive Mean Descriptive
1. Strategy and Structure 3.02 Average 2.74 Average
2. Personal and Professional
Growth 2.89 Average 2.72 Average
lix
3. Culture and Work
Environment
4. Compensation and Benefits
One-Way ANOVA
Reject null hypothesis if p is <0.05 or accept null
Critical Region
hypothesis if or p is > 0.05
Computed p 0.611
Table 4.3.1 shows that the highest mean rating has been given by the employees
to Strategy and Structure and the lowest to Compensation and benefits. While the
administrators gave their highest mean rating to Culture and Work Environment, and the
lowest to Personal and Professional Growth. But despite their contrasting perceptions,
and even if the four retention program indicators have different numerical mean values,
they all have the same qualitative rating. As a whole, the employees and the
administrators both rated the retention program average and both perceived that this
retention program has also been implemented fairly.
The test for the statistical significance of this resulted to a p value which is greater
than 0.05, thus, there is enough reason to accept the null hypothesis. Their perceptions
have no significant difference.
lx
4.4 DIFFICULTIES ENCOUNTERED
Table 4.4.1
Weaknesses of the Existing Retention Program as Revealed by the
Responses of the Employees and Administrators
Retention Program Indicators Difficulties Encountered

Lacks appropriate organizational framework and
strong administrative leadership
Poorly provides extra compensation for difficult and
Strategy and Structure time-consuming duties.
Poorly facilitates the sharing of knowledge

and skills among new, mid-career and more
experienced teachers
The university poorly provides motivators for entry
Personal and Professional level of development.
Growth
Compensation and Benefits Poor in categorizing employees by job
Poor risk tolerance
Culture and Work Environment Poor controlled culture based on structure and ability
Table 4.4.1 presents the specific areas under each indicator where difficulties
have been encountered and that were rated poor by the respondents. The respondents
evenly rated two factors each as separate and different areas from where they experienced
these difficulties. The administrators perceived that the university’s employee retention
program has some problems on strategy and structure which is specifically related to
lxi
workplace, extra compensation, and knowledge sharing, while for professional growth, it
also lacks motivators for entry level of development. On the other hand, the employees
have seen that the program has some weakness when it comes to compensation and
culture because of its failure to categorize employees by job and poor culture control,
respectively.
4.5 PROPOSED IMPROVEMENTS
Table 4.5.1
Proposed Solutions for Improving the Employees Retention
Program of Huong Vuong University
RETENTION DIFFICULTIES PERCEIVED PROPOSED IMPROVEMENTS

PROGRAM BY THE RESPONDENTS
INDICATORS
1. Establish specific leader activities that
allow all teachers to feel supported in
their work.
2. Support and facilitate the
maintenance of professional
relationships within a school,
3. Provide needed resources for
effective teacher practice
Lacks appropriate organizational 4. Oversee a safe and orderly school
framework and strong environment.
administrative leadership 5. Maintaining a welcoming and
respectful administrative approach
toward all staff, the children, their
parents and school visitors;
6. Providing materials and supplies to
all teachers in a consistent, timely and
inclusive manner.
7. Implement a management style
grounded in respect for all in the
school environment, along with
strong communication and
interpersonal skills.
8. Create a conducive workplace
Strategy and ambience.
lxii
Structure 1. Create a benefits mission statement.
2. Identify your audience and their
specific benefits wants and needs.
3. Define a benefits budget that fits
within the financial constraints of the
Poorly provides extra company.
compensation for difficult and 4. Give employees as much control as
time-consuming duties. possible over their benefits.
5. Establish creative rewards and
recognition.
6. Reward people for specific
behaviors/results.
7. Make the rewards program simple
and easy to understand. Get
employees involved in designing and
running the program. Communicate
the program.
1. Build peer relationships and

relationships with professional peers.
Create "Mentor" relationship with a
senior professional
Poorly facilitates the sharing of 2. Provide assignments for job
knowledge and skills among new, enrichment.
mid-career and more experienced 3. Encourage higher learning.
teachers. 4. Consider enhancement, advancement
and progression opportunities.
5. Create teamwork and functional
teams.
6. Offer retention bonuses.
1. Implement a strong induction
program.
2. Facilitate means in attaining base
level technical skills
3. Giving relevance to previous training
4. Establish linkages with volunteers,
Personal and The university poorly provides advisory groups, and community
Professional Growth motivators for entry level of 5. Exploring personal/professional
development. dynamics
6. Promote orientation training and
conduct periodic follow-up training
and administrative support.
7. Create an atmosphere that fosters
trust, confidence and loyalty to
Extension
8. Conduct career counseling.
1. Monitor, manage and review key
employees’ performance annually.
2. Provide a deferred compensation
Compensation and Poor in categorizing employees by plan.
Benefits job 3.Provide job security
4. Assure compensation that is externally
competitive.
5. Manage internal equity by linking pay
lxiii
with job performance.
1. Maintain high risk tolerance with low
to moderate aggressiveness.
2. Leaders must be a visible role model
Poor risk tolerance and must communicate ethical
expectations.
3. Provide protective mechanisms.
Culture and Work 1. Make sure that the work environment
Environment the organization offers fits with the
personal style and career goals of the
Poor controlled culture based on employees.
structure and ability 2. Create a flexible or structured work
environment
3. Reward creativity or promote the
status quo, communicate from the top
down.
Table 4.5.1 presents how the difficulties encountered could be specifically
addressed and eventually could help improve the employee retention program of the
university.
CHAPTER V
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
This chapter presents the summary of findings, conclusions and recommendations for
improving the employee retention program of Hung Vuong University.
Summary of Findings
Based from all the data presented, analyzed and interpreted, the following
findings were obtained:
lxiv
1. Majority of the working personnel in the university were composed of females,
aged 30 to 35 years old, with college level education and have been serving the
university for more than 5 years.
2. The existing employee retention program of the Huong Vuong University was
rated average by the employees in all specific areas of structure and strategy,
personal and professional development, as well as compensation and benefits. The
program on culture and work environment was also rated average but for them,
there are other areas particularly the workplace that attracts and retains people, the
members are required to acknowledge the impact of their behavior to the
organizations culture and the leaders serve as visible model, which were given a
good rating. On the whole, all the indicators of the university’s employee
retention program got an average rating from the employees.
The administrators, on the other hand, gave an average rating to the
majority of the items relating to personal and professional growth as well as
compensation and benefits. Consequently, they also gave the same rating to most
of the items on structure and strategy but the item about university climate and
working condition under this indicator was rated good. More so, three items under
culture and work environment linked to workplace that attracts and retains people,
work environment as a factor in employee retention and the importance of
appropriate system to help people work together were all rated good. In general,
all these indicators were rated average by the administrators.
3. Both the employees and the administrators of Huong Vuong University gave an
average rating to all the indicators used in this study, thus reflected their overall
lxv
average rating to the university’s employee retention program. Testing the
significant difference between their perceptions revealed a computed value that is
greater than 0.05 which means that the difference is not significant. Thus, the null
hypothesis is accepted. Both the respondents have the same perceptions.
4. The employees, comprised both of the teaching and non-teaching personnel, have
seen some difficulties in the existing retention program implemented by the
university 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. These specific items under each indicator were considered
difficulties since these are specific items rated poor by the respondents.
5. To increase employee motivation and improve the university’s retention program,
Structure and Strategy must be upgraded by implementing management style
grounded on trust and respect along with strong support and communication.
Personal and Professional Growth must be enhanced by providing motivation and
by building venue of opportunity for employee advancement. On Compensation
and Benefits, regular and efficient job evaluation must be conducted to arrive at a
fair and justifiable compensation. Create a flexible or structured work
lxvi
environment with elements of protection and control to enrich the university
culture and work environment. (Please see the details of these proposed
improvements on Table 4.5.1).
Conclusions
Based from all the findings of this study, the following conclusions were derived:
1. Employees are the ones involved and the ones utilizing the retention program, and
then they are the ones credible to evaluate the program that concerns them. Since
the employees have rated the retention program fair or average, it is indicative
that the program still needs further improvement in terms of structure and
strategy, personal and professional development, compensation and benefits and
culture and work environment.
2. The administrators are the creator and implementer of the retention program.
Though sometimes, they may find it difficult to assess and they might not admit
the loopholes of their creation, it is better to do it once in a while to determine
how it performs and get some feedback so they may update and modify. It is also
always fine to seek others evaluation to make it balance so that they will find the
weaknesses of the one being in used and that they can make the necessary
improvement. The administrators themselves also saw that their existing retention
program only played fair or average and that it requires updating and further
improvement, so that those personnel concerned and affected will benefit more
and the organizational objectives will be achieved.
lxvii
3. Since the two sets of respondents have evaluated the retention program, both of
them arrived to a common average rating of the program. The resulting evaluation
of the employees is the same as the evaluation of the administrators. At present,
all the working personnel believed and agreed that the university has only a
typical retention program and still has long way to go to reach an excellent means
of retaining their human resource.
4. The findings are indicative that the program still needs further improvement.
Since most of the difficulties identified 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.
5. 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. Management effort and initiative must be required to
efficiently put all their plans into action.
Recommendations
From the cited summary of findings and conclusions, the following are hereby
recommended:
1. Re-examine all the plans and programs for Employees Retention Program so that
necessary updating and modification can be done. Specific strategies for
implementing these plans must also be considered.
2. Communicate the programs efficiently to the parties concerned. Institute
transparency.
lxviii
3. Conduct regular evaluation of all the programs implemented.
4. Consider the possible solutions proposed by this study.
BIBLIOGRAPHY
A. Books
Nguyen Dieu Anh(2008). “Arts Retain Good Employees”
J. Leslie McKeown (2008). “Retening Top Employee”,
Gregony P. Smith “401 Proven Way To Retain Your Best Employee”
Gregony P. Smith: “ Here Today, Here Tomorrow”
C.B Memoria. “Human Resource Management”
B. Unpublished Materials
Christian Wallin, Ivan Stipic, 2008 “The Subtleties of Retention - A Human Resource
Management Perspective.”
Hedberg, Lisa, Helnius, Maria. 2007. “What Leaders Can Do To Keep Their Key
Employees - Retention Management?”

lxix
Ananya Dubey, 2010. “Employee Retention in Private Sector.”
C. On-Line Sources
(http://www.grantthorntonibos.com/files/recruitmentretentionreportfinal72ndpi.pdf).
(http://vietbao.vn/Kinh-te/Lam-the-nao-giu-chan-nhan-vien-gioi/20698483/87/).
(http://www.wonderlic.com/hiring-solutions/employee-retention.aspx)
(http://www.the rainmakergroupinc.com/add.asp.?ID=66).
(http://www.citehr.com/5632-employee-retention-strategies.html).
(http://vietbao.vn/Kinh-te/Lam-the-nao-giu-chan-nhan-vien-gioi/20698483/87/)
(http://en.wikipedia.org/wiki/Organizational_structure)
http://humanresources.about.com/od/organizationalculture/a/culture.htm
(http://www.soi.org/reading/change/culture.shtml).
(http://job-interview-skills.suite101.com/article.cfm/recruitment_and_company_culture)
(http://my.opera.com/huyscorpion/blog/show.dml/2650745)
(http://www.acro.vn/tin-tuc/quan-tri-nhan-su/giu-chan-nhan-vien-cntt-thoi-khan-hiem-
nhan-luc.aspx)
http://advice.vietnamworks.com/vi/hiring/giu-chan-nguoi-tai/chay-mau-chat-xam-phong-
benh-hon-chua-benh.html
lxx
APPENDICES
lxxi
APPENDIX A: Request Letter for Conducting the Study
Republic of the Philippines

SOUTHERN LUZON STATE UNIVERSITY
and Socialist Republic of Vietnam
THAI NGUYEN UNIVERSITY
GRADUATE SCHOOL OF BUSINESS
April 30, 2010
Dear Sir.
I am presently conducting my master’s thesis entitled: “Improving the Employee

Retention Program at Hung Vuong University in Phu Tho province”, which is a
requirement for the degree of Master in Business Administration.
In connection to this, I would like to ask permission from your university to allow me to
distribute survey forms to the personnel of your university. The data that will be gathered
from them will serve the purpose of the research. Attached herewith is the sample
questionnaire survey form for your reference.
I am hoping for your kind approval to this request.
Thank you very much.

lxxii
Respectfully yours,
NGUYEN TIEN DUNG (JAMES)

Researcher
lxxiii
APPENDIX B: Letter of Request to the Respondents
Republic of the Philippines

SOUTHERN LUZON STATE UNIVERSITY
and Socialist Republic of Vietnam
THAI NGUYEN UNIVERSITY
GRADUATE SCHOOL OF BUSINESS
April 30, 2010
Dear Respondent:
Greetings!
This survey questionnaire is in connection with my study in title “Improving the
Employee Retention Program at Hung Vuong University in Phu Tho province”, in
partial fulfillment of the requirements for the degree of Master in Business
Administration.
In view of this, I would like to request for your assistance by accomplishing the attached
questionnaires.
I shall highly appreciate the cooperation and assistance you may extend to me. Any
information will be treated with utmost confidentiality.
Thank you very much!
Sincerely yours,
NGUYEN TIEN DUNG (JAMES)

Researcher
APPENDIX C: Research Instrument

lxxiv
TITLE OF THESIS: “IMPROVING THE EMPLOYEE RETENTION PROGRAM
AT HUNG VUONG UNIVERSITY IN PHU THO PROVINCE”
Researcher – MBA Student: Nguyen Tien Dung ( James)
SURVEY FORM FOR ADMINISTRATORS AND EMPLOYEES
PART I. PROFILE OF RESPONDENTS: Please fill-up all the items in this

questionnaire and kindly tick the space that corresponds to your answer.
Name: ____________________Gender:______________Age:___________________
Family Status: _________ Position: ____________ Profession________________
Highest Educational Attainment: Length of Work Experience:
College Level 1 to 5 years
College Degree 6 to 10 years
Graduate Studies 11-15 years
16-20 years
21 to 25 years
Other Training, please specify Over 25 years
PART II. EXISTING RETENTION PROGRAM: Items on the table below intends to
evaluate the existing retention program of the university. Please rate each item based on
the given scale below. Please tick the box that corresponds to your answer.
SCALE DESCRIPTIVE INTERPRETATION

5 Strongly Agree (SA)
4 Moderately Agree (MA)
3 Neither Agree nor Disagree (NA)
2 Moderately Disagree (MD)
1 Strongly Disagree (SA)
lxxv
INDICATORS 1 2 3 4 5
1. Strategy and Structure

1.1The university has an appropriate organizational
framework and strong administrative leadership
1.2. It focuses on how to treat their employees and how
they treat each other.
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
1.5 Compensation strategies cover the broad spectrum of
total compensation, not just base pay and salary
1.6 The climate within the university and the workforce
conditions encompasses as support for teacher retention.
1.7 Workforce conditions encourages capabilities and
emphasize the worth of individuals.
1.8 University climates and working conditions include:
a. teacher decision making practices
regarding both instruction and school
b. governance issues
c. enforce student discipline policies
d. incorporate professional development
opportunities
e. strive for teaching assignments aligned
with certification and background
1.9 Provides extra compensation for difficult and time-
consuming duties.
1.10 Facilitates the sharing of knowledge
and skills among new, mid-career and more experienced
teachers.
2. Personal and Professional Growth
2.1 The university provides motivators for entry level of

development including:
a.Understanding the organization's structure,
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 with professional 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 lxxvi
c. Developing a professional identity
d. Sharing knowledge and information with others
e.Gaining membership in the professional community
f. Increasing effectiveness and efficiency
PART III. OTHER INFORMATION. Please fill-up the needed information.
1. Other problems encountered in the existing retention program of the
University._________________________________________________________
_________________________________________________________________
_________________________________________________________________
____________________
2. Further suggestions to improve the university’s retention
program.__________________________________________________________
_________________________________________________________________
____________
Thank you very much!
lxxvii
APPENDIX D: Curriculum Vitae
PERSONAL DATA
Name : NGUYEN TIEN DUNG
Date of Birth : DEC 30, 1981
Place of Birth : Viet Tri
Present Address : Viet Tri City, Phu Tho Province
Civil Status : Married
Nationality Vietnamese
Name of spouse : Ms. Nguyen Thi Ngoc Anh
Parents : Mr. Nguyen Tien Trinh
Mrs. Pham Thi Thu
EDUCATION BACKGROUND
Primary : Tien Cat Elementary School
Tien Cat District, Viet Tri City
1987 – 1992
Secondary : Tien Cat Secondary School
Tien Cat District, Viet Tri City
1992 – 1996
High School : Cong Nghiep High School
Thanh Mieu District, Viet Tri City
1996 – 1999
College : Press and Propaganda Sub – Institute Economic Political
2000 – 2004
WORK EXPERIENCES
2006 – 2010 Worker for Personnel Department,
Hung Vuong University, Phu Tho Province
lxxviii

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IMPROVING THE EMPLOYEE RETENTION PROGRAM

AT HUNG VUONG UNIVERSITY

In Partial Fulfillment of the Requirements

Nguyen Tien Dung (James)

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

Administration, this research study entitled “Improving the Employee Retention

Prof. Maria Corazon B. Abejo

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

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

University, Socialist Republic of Vietnam.

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

Dr. Cecilia N. Gascon

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.

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

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

assistance thereby making this paper a scholarly work;

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

and corrections to improve this study;

ITC STAFF, for providing the necessary research materials;

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

Nguyen Tien Dung

program and who has supported him financially and spiritually to

pursue this until the end;

conduct of this study;

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

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

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

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

Chapter 4: PRESENTATION, ANALYSIS AND INTERPRETATION OF

Chapter 5: SUMMARY, CONCLUSIONS AND RECOMMENDATIONS 52

Mean Distribution for the Respondents Perception in Terms

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

Degree: Master in Business Administration

Institution: Southern Luzon State University

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

and strategy specifically connected to lack of appropriate framework and strong

university administrators in building strategies on human resource development and in

improving policies on human resource retention.

PROBLEM AND ITS SETTING

The importance of retaining top organizational talent cannot be understated. With

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

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

accurate feedback, timely execution and objective communication.

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

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

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

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

Background of the Study

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.

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

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

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

shifts in career, family circumstances and for greener pasture.

Statement of the Problem

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

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

1.3 Educational Attainment; and

1.4 Length of Work Experience?

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