TABLE OF CONTENT

Page

ABSTRACT 1

LIST OF FIGURES 2

CHAPTER 1: INTRODUCTION 3

1.1 Background of the Study

1.2 Problem Statement

1.3 Research Questions

1.4 Research Objectives

1.5 Significance of the Study

1.6 The Organisation of the Study

CHAPTER 2: LITERATURE REVIEW 6

2.1 Theoretical Foundation

2.2 Empirical Research

2.3 Proposed Conceptual Framework

2.4 Hypothesis Development

2.5 Summary of Chapter 2

CHAPTER3: RESEARCH METHODOLOGY 11

 3.1 Introduction

3.2 Research Design

3.3 Study Population and Sampling Procedures

3.4 Data Collection Method

3.5 Data Analysis Techniques

3.6 Summary of Chapter 3

BIBLIOGRAPHY 16

Reference
Abstract

There has been significant research done for the past several years in terms of
exploring the outcomes of emotions focused training for employees in organisations.
The research proposed in this research proposal adds to this number by finding out
whether if providing employees with emotional focussed training impacts retention
rate and to what extent emotional intelligence, job satisfaction and job performance
mediates the relationship between emotional focussed training and retention.
Making use of an experimental methodology, this study will study the impacts of
emotional focussed training on retention rate as well as to what extent emotional
intelligence, job satisfaction and job performance mediates the relationship between
emotional focussed training and retention.

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List of Figures

Figure 1 : Proposed Conceptual Framework

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Chapter 1: Introduction

In any field the accomplishment of a company is vastly reliant on its human

resources practices. While there are several other factors which play a crucial part,
an organization should comprise efficient employees so that they can remain
financially well and economically competitive. For an organization to maintain this
important article of trade, they should be alert on their employee satisfaction as well
as retention. A lot of organizations do the error of assuming their employees
generally are on the lookout for financial perks in terms of their jobs. This assumption
forgets that the worth a lot of people put in the benefits of their careers.
Organizations need people who are able to evolve and adapt to world situation but at
the same time keep loyal to their company. Organizations invest a lot in on-going
employee development in order to both keep employees and be successful, however
it is evident that enhanced skill will lead to employability. Therefore, it may be
possible that training that is solely focussed on skill development will give mixed
results in term of turnover. Emotions focussed training on the other hand may be
able impact retention in a positive way.

1.1 Background of the Study

Employee retention is also defined as the methods taken by an organization to retain
its employees as well as to reduce their turnover. Scientifically written, the rate of
retention equals to the inverse of the rate of employee turnover. Retaining
employees normally is an vital goal regardless of industry, of every company. It
contributes in reducing wastage of elements like time, effort and money used up
while the recruitment process and not forgetting the training new employees and
integrating them into the company. Moynihan & Pandey (2007) have came to a
statement that employee turnover to be a companys loss of memory. The majority of
the companies are concerned with retaining the high performers. They are the ones
who had acquired relevant skills as well as knowledge that is essential to work for
the benefit of the organization. These are the ones that are not easy to be replaced.
Greenberg and Sweeney (2010) has highlighted so as to companies must put
together hard work to maintain their top talents regardless of difficult times. Cardy &
Lengnick-Hall (2011) on the other hand, say that if top talent cannot be retained, a
company can be negatively affected since the human capital is one of the little
resources that will be capable to provide a sustainable competitive advantage.
Efforts increase retention can be taken as a companys way to reduce or avoid a
cost. Training itself may not be enough to impact on employee retention. When the
emotions in a workplace is examined, the various perspective gives more details of
organisational behaviour such as change, performance as well as stress . In
workplace types of emotions experienced are many, such as jealousy, hate, anger,
love, happiness, enthusiasm and fear. The emotions managed carefully may result a
positive outcome on work performance. A lot of investment is made on training in
many organizations, however the employability factor that skill-based training provide
leads to employees leaving the organization. Research has predicted that individuals
with high emotional intelligence perform better in all aspects of their work. Emotional
intelligence although being something learnable, it in the hands of the management

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or leaders of the company to learn it and also construct the right kind of environment
for employees. However, it is notable that there are only little research and
information on trainings that deal specifically emotional intelligence at work and how
these emotions can improve performance.

1.2 Problem Statement

Factors that influences employee retention are varied. Apart from that, they have
been verified to an extent by equally varied models and theories. There is not
enough information whereby the strategies to adopt when dealing with knowledge-
intensive industries are discussed. The methods useful to keep the knowledge
worker might require to be attuned differently as companies provide ample training
for these people. There are incidences where the trained employees, refuse to take
up training or break the bond of training given and leave the organization. There is
great need to investigate to if emotional element in training programs can produce a
different outcome on retention, and to what extent emotional focused training
programs are successful in the retention of employees and if it plays an important
role in influencing emotional intelligence, job satisfaction and job performance of
employees.

1.3 Research Questions

This research proposal is based on the following research questions:

To identify to what extent emotional focussed training impacts employee

retention.

To identify the effect of emotional intelligence in mediating the relationship

between training and employee retention.

To identify the effect of job satisfaction in mediating the relationship between

training and employee retention.

To identify the effect of job performance in mediating the relationship between

training and employee retention.

1.4 Research Objectives

This research proposal is to meet the following research objectives:

To determine if there is a positive relationship between emotional focussed

training and employee retention.
To determine if there is a positive impact of emotional focussed training on
emotional intelligence of employees.
To determine if there is a positive impact of emotional focussed training on
job satisfaction of employees.

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 To determine if there is a positive impact of emotional focussed training job
performance of employees.

1.5 Significance of the Study

Employee retention is a worldwide issue and it can bring a big challenge to any
company globally. Not only is that it is influenced by the internal dynamics a certain
company but it is also affected by its external environment as well as the job market
factors. This study will be a good use for companies that are and concerned with
providing training to staff and keeping them instead of watching them leave the
company after a certain level of training is complete. Education institutes will benefit
from this study due to the group of people looked into are from this industry. This
study will be a useful resource for job retention and training field related researchers.

1.6 The Organisation of the study

This research proposal report comprises of 3 main parts, namely, the first chapter,
introduction chapter. Next, is the literature review section that gives the different
theories in terms of training and employee retention research. Most important
factors discussed in the theory section include emotional intelligence, emotion
focussed training ,job performance, job satisfaction. The review tries, to find the
impact of emotions focussed training to employee retention.
In the third section, the methodology of this research is discussed which comprises a
potential survey is conducted on a particular population. The population is taken from
a education institute which is a representation of knowledge-intensive industry as
well as consistently providing training for their employees as part of the employment.

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Chapter 2: Literature Review
2.1 Theoretical foundation
2.1.1 Issues Surrounding Employee Retention
Organizations incur significant financial burdens due to employee turnover (Lee &
Bruvold, 2003). Employee confidence and satisfaction may be correlated to the
length of time they stay with an organization; therefore, it is important for
organizations to create an environment that advances those feelings within an
employee. Finally, it is important that employees feel good about the work they are
doing. Sugrue (2004) explains the importance of learning. When an employee has
the chance to grow within an organization, feelings of attachment develop which
cause the employee to want to remain with that organization and contribute to its
success .L ee and Bruvold (2003) also believe that employee development leads to
employee commitment and satisfaction. Employee development is vital in
maintaining and developing the capabilities of both individual employees and the
organization as a whole. In fact, investing in employee development may create a
dynamic relationship where employees may work harder because they have a
greater sense of job satisfaction and commitment to the organization. Another of the
key findings of the previously mentioned study by Kamrneyer-Mueller and Wanberg
(2003) was that task mastery was unrelated to organizational commitment but was
related to reduced work withdrawal. That supports the argument for training, which is
often conducted to improve an employee's ability to perform their assigned duties.
The importance of training programs on employee retention rates is evident.
Employees will have a higher level of satisfaction and commitment when their
organization is committed to their development (Lee & Bruvold, 2003). This fact is
supported by the Society of Human Resource Management who also found in a
survey they conducted that employees are more likely to stay with their organization
if they are offered professional development opportunities .Similar results were noted
by Adarnson (2006) who found studies that showed training and development
programs impacted loyalty, self-esteem, and morale. When an organization is
committed to its employees' development, those employees will feel valued. Those
feelings will increase employee commitment and satisfaction, and decrease an
employee's desire to leave the organization.
2.1.2 Training and development
Investment on employee training is considered an important factor in employee
retention (Hsu et al., 2003). Organization has the incentive to make investment in
form of training and development only on those workers, from whom organization
expect return and give output on its investment. They suggest that firms and
individual made investment on human capital in the form of training. Beardwell and
Claydon (2007) mentioned that all employees want to be valuable and remain
competitive in the labor market at all times. This can only be achieved through
employee training and development. There is no doubt that a well trained and
developed staff will be a valuable asset to the company and thereby increasing the
chances of his efficiency in discharging his or her duties. Training and development
are activities that are used to maintain and promote the competencies and talents of
employees in relation to the developments inside and outside the organization.
When employees are hired to enhance the skill, organization needs to start training

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program (Goldstein, 2001). According to Noe et al., (2008) employees have
perception to acquire new knowledge & skills which they apply on the job and also
share with other employees. A well-planned training programme should result in
reduction in waste and spoilage, improvement in methods of work, reduction of
learning time, and reduction in supervisory burden, improvement in quality of
products, improvement of production rate, improvement of morale and reduction in
grievances, improvement in efficiency and productivity. Armstrong (2009) observed
that like any other business process, training can be very wasteful it if is not carefully
planned and supervised. Without a logical systematic approach, some training may
be given which is not necessary, and vice versa, or the extent of the training may be
too small or too great. Saxena (2010) explains that in todays competitive
environment feedback is essential for organizations to give and receive from
employees and the more knowledge the employee learn the more he or she will
perform and meet the global challenges of the market place. This will therefore
minimize the intention to leave. Training also reflects organization strategy that is
based on value adding rather than cost lowering. Leading firms of the industry
recognize that comprehensive range of training, skill and career development is the
key factor of attraction and retention the form of flexible, sophisticated and
technological employees that firms strategy to succeed in the computerized
economy. Organizations with greater productivity are likely to increase employees
wages beyond their expectation, thus help in employee retention. Training help to
lower turnover rate and is considered as important factor in employee retention.
Training is a process that attempts to provide an employee with information, skills
and an understanding of the organization and its goals (Wetland, 2003). In addition,
training is designed to help a person continue to make positive contributions in the
form of good performance.

2.1.3 Emotional intelligence development

A growing body of research indicates that Emotional intelligence development efforts
in the workplace often increase personal and professional effectiveness and
organisational productivity (Abraham, 2005). Based on the emerging links between
EI and effective teaching, it has been suggested that teachers who desire to become
more effective could benefit from professional opportunities to develop their
Emotional intelligence (Brackett et al., 2009). Furthermore, given the highly social-
emotional nature of the teaching profession (Gendron, 2008), Emotional intelligence
development programmes may benefit teachers more than other professionals.
Finally, several studies have demonstrated that it is possible to develop Emotional
intelligence at any age through training (Bar-On and Parker, 2000).

2.2 Empirical Research

2.2.1 Factors That Improve Retention
There are various factors that improve the retention of employees in the workplace,
this section attempts to analyse different works from various authors and
researchers. Hansknecht et al. (2009) analysed that retaining talent should be the
primary focus for many organisations. The concern for managers is on the

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knowledge, skills, competencies and attitudes which these employees bring to the
organisation as this promotes growth and competitive advantage. Employee
retention was defined as a situation whereby employees are encouraged to stay
with an organisation for the maximum period of time until the completion of a project.
A study by Armstrong (2010) identified that there are some strategies to enhance
productivity, engagement and to retain employees, the strategies are; mentor
creation, employee development investment, focus on morale, appreciation,
meaningful performance reviews and work load, management of employees.
Masibigiri and Niedaber (2011), who interviewed with eight Generation X workers
working in the South African public service, recognized content of the work,
professional success, skill utilization, work-life offset, compensation, leadership
behaviour and security needs as elements influencing employee retention. A study
investigation of 100 Managers and other staffs in five extensive Indian companies
found out that that a decent pay package, training opportunities and a careful
selection process enhanced job satisfaction and employee commitment, bringing
about enhanced employee retention (Mahal, 2012). Ovadje and Muogboh (2009),
analysing a sample of 62 Nigerian middle managers, found that the three most
imperative reasons to stay with an organisation were the advancement opportunities,
fulfilment with the content of the job and affiliation; and fulfilment with the
compensation was the forth. A survey was carried Thompson ( 2010) on employers
concluded that strong company culture which comes first at 51% of the employers
surveyed, 15% of the employers surveyed said that a suitable work/life balance is
important to retain employees, structured career progression was about 19%, 10% of
the employers surveyed said training and mentoring partnership were crucial and
10% identified that recognition and rewards are more important. Analysis by Gask
(2013) suggested that poor communication and leadership could lead to a reduction
in employee retention and engagement. Communication is crucial in building
relationships and it an essential element of leadership.
2.2.2 Job Satisfaction and Retention
In a qualitative analytical research conducted by Chirintr (2010) on hotel employees,
it was discovered that employees at management level will stay with the organisation
as long as they can accept the organisations culture and have high job satisfaction.
When employees are satisfied, they tend to stay. If employers engage in practises
that backs good working relationships, employee satisfaction tend to improve. A
good Manager knows the importance of communication and this is important in
relating and understanding employees better. The relationship between retention and
job satisfaction has been reliably found in numerous turnover studies (Lum et al,
1998). Mobley et al (1979) showed that general job satisfaction is adversely
connected to turnover and directly linked to retention yet clarified little of the
variability in turnover. Griffeth et al (2000) found that overall job satisfaction
unassumingly anticipated turnover. In a study in New Zealand, Boxall et al (2003)
discovered the major reason by a wide margin for individuals leaving their jobs was
for all the more intriguing work somewhere else. It is by and large acknowledged that
the impact of job satisfaction on retention is to be taken seriously by employers.
Fogarty et al (2014) research on satisfaction and intent to stay in Afghanistan and
Malawi identified findings which is consistent with past studies that job satisfaction of
medicinal services staffs in high-, middle- and low-salary nations. For respondents in
both Afghanistan and Malawi, those individuals who got training opportunities and
felt safe from damage at work and travelling to work were more inclined to report that

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they were paid a fitting compensation. Furthermore, study results in Malawi
demonstrated that training opportunities and compensation were both emphatically
connected to higher intent to stay and job satisfaction.
2.2.3 Emotional intelligence and training
According to study by Slaski & Cartwright (2003) based on on earlier work
examining the role of Emotional Intelligence as a moderator in the stress process. A
sample of UK managers (n = 60) were given training in emotional intelligence. Pre
and post measures were taken relating to EI, stress and health and management
performance. It was found that training resulted in increased EI and improved health
and well being. The study conducted in a single secondary school in Israel, and
employed an interpretive, qualitative framework and a mixed-methods approach
confirm links between EI and teachers effectiveness and indicate that EI
competencies in teachers can be developed through group-based EI coaching.
Stages in the EI development process and elements that supported it have been
identified here. It is suggested that dedicated EI development training programmes
have the potential to improve personal and professional effectiveness in teachers
and may lead to organisational, school-wide EI implementation. Accordingly,
development of personal EI competencies in teachers within school-based CPD
programmes should be favourably considered. (Dolev, N. ,2012)

2.3 Proposed Conceptual Framework

Figure 1: Proposed Conceptual Framework

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2.4 Hypothesis Development
Based on the literature review and conceptual framework the following hypothesis
are formed:
Participants in the emotion focused training program will have higher
emotional intelligence.
After attending the emotion focused training program, participants will be
more satisfied regarding their jobs.
After attending the emotion focused training program, participants will be
perform better at their jobs.
After attending the emotion focused training program, participants will reduce
their turnover intentions.

2.5 Summary of Chapter 2

This chapter was based on four sections and they are theoretical foundation,
empirical research, proposed conceptual framework and hypothesis development.

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Chapter 3: Research Method
The problem of this study is to analyze the significance of emotions focused training
program on employee retention as well as explore its link job satisfaction,
performance with as emotional intelligence. This chapter will be organized into six
sections and they are research design, study population and sampling procedure,
data collection method, data analysis techniques and summary of chapter three.

3.2 Research Design

According to Vogt (1993) research design can be done from the two available
research methods namely the qualitative research method and the quantitative
research method. Qualitative data according to Miles and Huberman (1984) is non
numeric data that mainly deals with words, images or sounds. The information
collected through the application of qualitative research method is highly subjective
in nature and it is quite useful in performing the collection of in-depth data. Whereas,
quantitative data is the numerical data whereby figures are involved in the data
collection process and the collected quantitative data are subjected to quantitative
analysis through diagrams and charts. The application of a particular research
method is dependent the nature of the research, as some researches require in-
depth data while others may only necessitate the quantitative data (Mujis, 2010).
This research however uses the quantitative research method and not the qualitative
research method. As the qualitative measure in research involves conducting
interviews with the managers of the company to get an in -depth information on
reducing the turnover of employees. However, this wont be done as it is difficult
getting access to the coordinators due to busy schedules. The quantitative measure
is used whereby the employees perspective about the company was observed and
the questionnaire as a data collective material was utilised to see the impact of
emotional focused training intervention.

3.4 Study population & Sampling Procedure

Base on Sekaran and Bougie (2010), there are basically having two types of
sampling techniques which are probability sampling method and non probability
sampling method. Probability sampling is where the component of the population are
being notice that having chances for being selected as sample. The types of
probability sampling such as simple random sampling, systematic sampling, stratified
random sampling, cluster sampling, area sampling, and double sampling. Simple
random sampling is used when the entire component in population is having equal
chance for being considered and selected as sample. For systematic sampling, each
of the nth components in the population is selected started from a random point in
the sampling structure. In term of stratified random sampling, initially, the population
will been allocate into meaningful segments. After that, sample is determined in
proportion to their original numbers in the population. Convenience sampling are
where the most easily been reached and available member are been selected as

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sample subjects. For our research, we use probability sampling method-simple
random sampling technique to conduct our survey.
3.5 Data Collection Method
For the purpose of this study, qualitative will not be applied and quantitative research
methods will be utilised so as to know the motivational factors which leads to
employee satisfaction at the workplace and also to know the retention strategies
been employed by the organisation. Qualitative research is a means for
understanding and exploring what groups or individuals ascribe to a social or human
problem (Bryman and Bell, 2003). This is concerned with a subjective assessment of
opinions, attitudes and behaviour. The techniques used are projective techniques
and depth interview. It wasnt applied however in this research due to the limitation of
getting the managers to actually conduct the interview. Quantitative research lays
emphasis on collecting, gathering numerical data and the generalizing it across
groups of people. It is also used to explain a specific phenomenon. This work will
focus on survey research which lays emphasis on objective measures and the
mathematical, statistical or numerical analysis of the collected data through
questionnaires and surveys. Primary quantitative research will also be conducted
whereby a descriptive research will be carried out using the survey method of
obtaining information. Structured questionnaires will be distributed to the employees
via emails. The purpose of quantitative research in this project is to try to get to as
many employees as possible in order to figure out the factors that drives employees
towards retention.

3.6 Data Analysis Procedures

This study uses quantitative research method. The primary data of the
questionnaires are received, the next step is to analyse and interpret the data.
Methods such as raw data via coding, tabulation and finally drawing statically these
data are taken (Bryman and Bell, 2003). Secondary data on the other hand can be
found from other sources like online journals and articles and from past studies. A
software or statistical tool is accessible from IBM which is known as SPSS (Myoung,
2008). It can be used to analyse the collected responses from the questionnaires to
understand the differences in leaving intent, job satisfaction, emotional intelligence
and job performance post and pre training intervention which is to also test the
hypothesis. The SPSS was used to compare variables; it can also be used as a
basic test for simple comparison (Bergh and Ketchen, 2009). It is a basic test yet
helpful for simple comparisons with the hypothesized mean which came about from
the collection of data. Not only that, frequency charts are used to find out the
median and mean factors in the data set which is valuable in identifying the median
and mean factors.

3.7 Summary of Chapter 3

In this chapter it is discussed will use an experimental design, with a single
experimental sample, with pre-test and post-test measurements. This is a
quantitative method. Variables will be measured with a questionnaire .The

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experimental intervention is a training program designed as a short-term
intervention. The program will last for three months, with weekly group meetings. The
intervention is structured on the following modules: general aspects regarding
emotions and emotion regulation and management. Each module will have several
different activities including reflective analysis of situations, reflective diary, role-
playing, scripts analysis, analysis of short-films. The sampling is simple random
sampling whereby the participants will be 30 teachers in between age of 25 to 35,all
female teachers from our primary year program to eliminate emotional level
differences between gender.

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Odubanjo, D. (2015). Employee retention strategies in Gauff Consultants (Nigeria)
Limited. A case study on Gauff Consultants Nigerial Limited(Doctoral dissertation,
Dublin Business School). Retrieved from
http://esource.dbs.ie/bitstream/handle/10788/2488/mba_odubanjo_d_2015.pdf?
sequence=1
Kaiser, S. M. (2006). An Examination of New Employee Orientation and Training
Programs in Relation to Employee Retention Rates (Masters Dissertation,The
Graduate School University of Wisconsin-Stout). Retrieved from
http://www2.uwstout.edu/content/lib/thesis/2006/2006kaisers.pdf
Paul, A. K., & Anantharaman, R. N. (2003). Impact of people management practices
on organizational performance: Analysis of a causal model. International Journal of
Human Resource Management, 14(7), 1246- 1266
Parrish, F. (2006). How to recruit, interview, and retain employees. Dermatology
Nursing, 18(2), 1 79- 1 80.
Lee, C. H., & Bruvold, N. T. (2003). Creating value for employees: Investment in
employee development . International Journal of Human Resource Management,
14(6), 98 1 1000
Kamrneyer-Mueller, J. D. & Wanberg, C. R. (2003). Unwrapping the organizational
entry process: Disentangling multiple antecedents and their pathways to adjustment.
Journal ofApplied Psychology, 88(5), 779-794.
Rollag, K., Parise, S., & Cross, R. (2005, Winter). Getting new hires up to speed
quickly [electronic version]. MIT Sloan Management Review, 2, 35-4 1. Retrieved
June 19, 2006, from Business Source Elite database. Sugrue, B. (2004, October).
Making the case for learning. T+D Magazine, 75-76.
Griffeth, R. W. 'A Meta-Analysis Of Antecedents And Correlates Of Employee
Turnover: Update, Moderator Tests, And Research Implications For The Next
Millennium'. Journal of Management 26.3 (2000): 463-488.
Fogarty, L, Young Mi, K, Hee-Soon, J, Tappis, H, Jin Won, N, Zainullah, P, & Rozario,
A 2014, 'Job satisfaction and retention of health-care providers in Afghanistan and
Malawi', Human Resources For Health, 12, 1, pp. 1-20,
Lum, Lillie et al. 'Explaining Nursing Turnover Intent: Job Satisfaction, Pay
Satisfaction, Or Organizational Commitment?'. J. Organiz. Behav. 19.3 (1998): 305-
320
Ovadje, F & Muogboh, O 2009, Exploring the Motivation to Stay and to Perform
Among Managers in Nigeria, International Journal of Business
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