The Influence of Compensation on Talent Retention at a TVET College

Mabaso, Calvin M.; Moloi, Kholeka Constance

doi:10.2139/ssrn.2851760

Cited by 4 publications

(8 citation statements)

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“…Üniversitelerin sağladığı yönetim desteği, gelişme olanakları, tanınma-takdir nitelikli akademisyenleri çekme ve tutmakta en önemli unsurlardır. Üniversitede yapılan bir araştırmaya göre de yürütülen işin sağladığı doyum, iş ortamında olumlu danışmanlık desteği, rekabetci bir ödeme ve gelir yapısının özellikle yüksek performanslı akademisyenlerin o kurumda kalmalarındaki en önemli faktörler olduğu sonucuna ulaşılmıştır (Maboso ve Moloi, 2016). Bir başka çalışmada ödeme ve tazminatlar, duygusal tanınma-takdir, performans yönetim sistemi, mentorluk, kariyer geliştirme olanakları (Theron, Barkhuizen ve du Plessis, 2014); teknoloji temelli özel üniversitelerdeki çalışmaya göre ise, performansın değerlendirilmesi, olumlu fiziksel çalışma şartları, iş güvenliği, iş zenginleştirme, arkadaşça bir çalışma kültürünün yetenek yönetimi uygulamalarında en yüksek etkiye sahip olduğu bulunmuştur (Salau ve vd., 2018).…”

Section: Discussionunclassified

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2015

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Self-study as a qualitative research methodology has gained importance in the last three decades in the western countries. Although it is a relatively new research methodology employing a wide range of qualitative methods, it has formalized its rules and ethics and is now accepted as a respectful teacher education research methodology. Self-study has its roots in reflective teaching and action research movements. However, putting the researcher's "self" at the center of the research study in different contexts with rather new and creative methods separates it from other approaches. The teacher conducting self-study takes a dual role as the researcher and also the subject of the research being studied. In this study, the researcher also studied his "self" from the perspectives of his students and his colleagues. The study aimed at revealing the strengths and weaknesses of the researcher as a teacher and to document whether the researcher teaches the way he preaches along with the opinions of the students towards his teaching practices. To this end, the researcher conducted a narrative self-study employing personal experience methods at the School of Foreign Languages, at Anadolu University in 2017-2018 spring term. The data analysis revealed some expected and surprising results regarding the "self" and the "teaching practices" of the researcher.

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Section: Discussionunclassified

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2015

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“…These rewards encompass financial facets (e.g. Ajmal, Bashir, Abrar, Khan, & Saqib, 2015;Hafiza, Shah, Jamsheed, & Zaman, 2011) as well as non-financial and less tangible components (Gkorezis & Petridou, 2012;Nujjoo & Meyer, 2012;Özutku, 2012;Wiese & Coetzee, 2013). Whilst financial rewards are provided directly by the organisation, non-financial rewards include indirect returns.…”

Section: Extrinsic Rewardsmentioning

confidence: 99%

“…Extrinsic financial rewards are transactional and consist of pay and benefits (Armstrong, 2010;Katz & Van Maanen, 1977;Nujjoo & Meyer, 2012;Thompson, 2002;WorldatWork, 2007). Together, these rewards encompass the total remuneration package (Armstrong & Murlis, 2009).…”

Section: Extrinsic Financial Rewardsmentioning

confidence: 99%

“…When work tasks enhance one's sense of responsibility, employees experience this as intrinsically and psychologically rewarding (Nujjoo & Meyer, 2012).…”

Section: Intrinsic-psychological Rewardsmentioning

confidence: 99%

“…The new world of work has brought many changes affecting almost every aspect of work and will, undoubtedly, also affect what workers value in the workplace (Scott, McMullen, & Larson, 2017;Willis Towers Watson, 2018). Furthermore, the study of intrinsicpsychological rewards is lacking and remains greatly underexplored within literature (Nujjoo & Meyer, 2012;Renard & Snelgar, 2016). The study of such rewards may assist managers and behavioural practitioners in understanding how jobs should be (re)designed to improve satisfaction levels and provide employees with more inherent meaning (Renard & Snelgar, 2016).…”

Section: Introduction Orientationmentioning

confidence: 99%

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Rejuvenating the rewards typology: Qualitative insights into reward preferences

Victor

Hoole

2021

SA Journal of Industrial Psychology

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Orientation: In order to drive desirable behaviour, employees need to feel valued. It is, therefore, important to identify which rewards motivate employees and satisfy their needs.Research purpose: The overarching aims of this study were to explore how South African employees feel rewarded at work and to develop a model depicting how rewards can be categorised.Motivation for the study: There is a dearth of qualitative research on reward preferences, especially on the psychological façade of this construct.Research approach/design and method: Using a phenomenological research approach and in-depth interviewing techniques, 47 South African employees participated in focus group sessions. To analyse the data, a deductive and constructionist thematic analysis was employed.Main findings: The rewards construct is perceived to be multidimensional. Rewards can be categorised into three main categories: (1) extrinsic financial rewards (consisting of the total remuneration package), (2) extrinsic non-financial rewards (inclusive of good relationships, learning and development opportunities, organisational culture, communication, recognition, the physical working environment, feedback and work-life balance) and intrinsic-psychological rewards (encapsulating autonomy, meaningful work, felt competence, task enjoyment and challenging work).Practical/managerial implications: Outdated reward strategies should be re-evaluated to include all three categories of rewards. This means that there should also be a more in-depth focus on intrinsic-psychological rewards in the workplace.Contribution/value-add: This study highlighted the importance of using extrinsic (financial and non-financial) as well as intrinsic-psychological rewards to motivate employees and satisfy their needs. The insights gained from this research study can be used by future researchers and practitioners to construct modernised rewards frameworks.

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The Contribution of Compensation in the Employee Retention of the Banking Institutions in Dar es salaam, Tanzania

Hanai¹,

Pallangyo²

2020

EJBMR

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This paper explores the influence of compensation on employee retention of the banking institutions in Tanzania. The stratified sampling technique was used to ensure representativeness of each bank category. Eleven banks were purposely selected and simple random sampling was applied to draw a sample of 370 employees. The quantitative data were collected using questionnaire and analyzed using Binary logistic regression. The results indicated that compensation is significantly influencing employee retention with a ‘p’ value of 0.001. It was further revealed that compensation attribute (fair salary) has significant influence on employee retention. The study recommends to the bank managers to develop and implement retention policies that contemplate fair salaries as this is a most valued compensation attribute. Furthermore, the bank managers need to pay great attention to right retention policies in order to improve retention of employees.

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The Influence of Compensation on Talent Retention at a TVET College

Cited by 4 publications

References 28 publications

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Rejuvenating the rewards typology: Qualitative insights into reward preferences

The Contribution of Compensation in the Employee Retention of the Banking Institutions in Dar es salaam, Tanzania

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