Hypothesis 3: Employee engagement inversely affects the intention to quit.

If employee
engagement is high, there are less chances of employee thinking to leave the organization.

The absence of hygiene factors of Hertzberg theory causes dissatisfaction among the
employees and increases the tendency to leave the organization. Salary and relationship with
boss, peers and subordinates are some of the hygiene factors which also appear as the critical
factors for employee engagement. Hence, low employee engagement should cause high
intention to quit. The inverse may also be true, i.e., high employs engagement will decrease
the intention to quit.

Literature Review:
The experience of engagement has been described as a fulfilling, positive work-related
experience and state of mind (Schaufeli and Bakker 2004), and has been found to be related
to good health and positive work affect (Sonnentag 2003). These positive experiences and
emotions are likely to result in positive work outcomes. An individual’s expressed intention
to leave their organisation is generally regarded as an important measure of how they are
feeling about their work. As noted by Schaufeli and Bakker (2004), engaged employees are
likely to have a greater attachment to their organisation and a lower tendency to quit. The
findings from Truss et al (2006) confirm this. They found that, overall, engaged employees
are less likely to leave their employer. However, the longer employees stay with an
organisation the less engaged they appear to become (Ferguson 2007). The findings of the
2006 CIPD survey on engagement confirm this also (Truss et al 2006). Such findings
emphasise the importance of continually advancing the understanding of engagement in the
workplace.
There are various factors of employee engagement. Some of the factors are linked to the
intention to quit in the present literature review. They are, i) expectations , ii) antecedent
materials iii) opportunity iv) recognition v) care vi) Opinions count vii) Mission viii)
emphasis on quality ix) peer group interactions x)performance xi) learn and grow.
Previous research (i.e.,Youngberg, 1963; Macedonia, 1969; Lyons, 1971; House & Rizzo,
1972; Gupta & Beehr, 1979; Jackson & Schuler, 1985; Buckingham & Coffman, 1999) has
indicated an inverse relationship between expectations and the outcome variable turnover
intent
Based on previous research (i.e., Gupta & Beehr, 1979; Buckingham & Coffman, 1999
Harter et al., 2002; Deal, 2007), an inverse relationship was expected between the antecedent
materials and the outcome variable turnover intent.
As a manifest variable of the construct employee engagement, opportunity simply measures
the extent the worker feels he or she is able to do what they do best in his or her current
position. Past research (i.e., Ferguson, 1958; Boyd, 1961; Mayeske, 1964; Gupta & Beehr,
1979; Buckingham & Coffman, 1999; Harter et al., 2002) has suggested an inverse
relationship between the manifest variable opportunity and the outcome variable turnover
intent
The lack of recognition and praise has been noted as a key driver for turnover intent
(International Survey Research, n.d.). Other research (Ross & Zander, 1957; General Electric
Company, 1964; Spector, 1985; Fields, 2002; Harter et al., 2002) further supports the inverse
relationship between recognition and turnover intent.
Researchers (Evan, 1963; Hulin, Roach, & Waters, 1971; Telly, French, & Scott, 1971;
Buckingham & Coffman, 1999; Harter et al., 2002) have demonstrated that there is sufficient
evidence to suggest that care is inversely related to turnover intent. Some researchers
(Harter et al., 2002; Strategic Finance, 2007) have suggested that development is inversely
related to turnover intent.
Research (Buckingham & Coffman, 1999; Harter et al., 2002) has supported a positive
relationship between opinions count and retention. For the current study, an inverse
relationship between the antecedent variable opinions count and the outcome variable
turnover intent was expected.
Research on the relationship between mission and turnover intent is rather limited. Harter et
al. (2002) found a positive relationship between Mission and retention.
Researchers (Karsh et al., 2005; Elçi et al., 2007) have demonstrated a negative relationship
between organizational quality improvement environment and quality culture with
turnover intent suggesting that quality work is inversely related to turnover intent. For the
current study, age was expected to have an impact on the inverse relationship between the
antecedent variable quality work and the outcome variable turnover intent.
While some researchers (Buckingham & Coffman, 1999; Harter et al., 2002) have not found
a significant relationship with best friend and turnover intent (or retention), others (The Segal
Group, 2007) have suggested that having friendly co-workers was important when
considering turnover and still others (Evan, 1963; Hulin; 1968; Farris, 1971; Telly, French &
Scott, 1971) have found a negative relationship between satisfactory peer group interactions
and turnover.
Research has demonstrated somewhat mixed results concerning progress/appraisal and
turnover intent with both Buckingham and Coffman (1999) and Harter et al. (2002)
reporting a lack of significant relationships between the two while The Segal Group (2007)
reported that 41% of respondents in higher education rated coaching and mentoring as
important when considering turnover.
Several researchers (Harter et al., 2002; International Survey Research, n.d.) have noted
either a strong positive relationship between learn and grow with retention or cited poor
individual development and career development as a key driver for turnover intent. An
inverse relationship is expected between the manifest variable learn and grow and the
outcome variable turnover intent

References:
1. Ajzen, I. (1985). From intention to actions: A theory of planned behavior. In J. Kuhl,
& J.Beckman (Eds.), Action control: From cognition to behavior (pp. 11-39).
Berlin:Springer-Verlag.
2. Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and
HumanDecision Processes, 50, 179-211.
3. Albarracín, D., Johnson, B. T., Fishbein, M., Meullerleile, P. A. (2001). Theories of
reasoned action and planned behavior as models of condom use: A meta-
analysis.Psychological Bulletin, 127(1), 142-161.
4. Alewweld, T., & von Bismarck, W. B. (2002/2003). Europe’s different levels of
employee ‘engagement’. EBF, 12, 66-69.
5. Ambrose, S., Huston, T., & Norman, M. (2005). A qualitative method for assessing
faculty satisfaction. Research in Higher Education, 46(7), 803-830.
6. Anderson, J. C., & Gerbing, D. W. (1988). Structural equation modeling in practice:
A review and recommended two-step approach. Psychological Bulletin, 103(3):411-
423.
7. Armenia, A., Gerstel, N. (2006). Family leaves, the FMLA and gender neutrality: the
intersection of race and gender. Social Science Research, 35(4), 871-891.
8. Arnold, H. J., & Feldman, D. C. (1982). A multivariate analysis of the determinants of
9. job turnover. Journal of Applied Psychology, 67, 350-360.
10. Ajzen, I. (1985). From intention to actions: A theory of planned behavior. In J. Kuhl,
& J. Beckman (Eds.), Action control: From cognition to behavior (pp. 11-39). Berlin:
Springer-Verlag.
11. Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and
HumanDecision Processes, 50, 179-211.
12. Albarracín, D., Johnson, B. T., Fishbein, M., Meullerleile, P. A. (2001). Theories of
reasoned action and planned behavior as models of condom use: A meta-analysis.
Psychological Bulletin, 127(1), 142-161.
13. Alewweld, T., & von Bismarck, W. B. (2002/2003). Europe’s different levels of
employee ‘engagement’. EBF, 12, 66-69.
14. Ambrose, S., Huston, T., & Norman, M. (2005). A qualitative method for assessing
faculty satisfaction. Research in Higher Education, 46(7), 803-830.
15. Anderson, J. C., & Gerbing, D. W. (1988). Structural equation modeling in practice:
A review and recommended two-step approach. Psychological Bulletin, 103(3): 411-
423.
16. Armenia, A., Gerstel, N. (2006). Family leaves, the FMLA and gender neutrality: the
intersection of race and gender. Social Science Research, 35(4), 871-891.
17. Arnold, H. J., & Feldman, D. C. (1982). A multivariate analysis of the determinants of
job turnover. Journal of Applied Psychology, 67, 350-360.
18. Pietrofesa, J. J., & Splete, H. (1975). Career Development: Theory and Research.
New York, NY: Grune & Stratton.Pope, S., & Stremmel, An. J. (1992).
Organizational climate and job satisfaction among child care teachers. Child & Youth
Care Forum, 21(1), 39-52.
19. Porter, L. W., & Steers, R. M. (1973). Organizational, work, and personal factors in
employee turnover and absenteeism. Psychological Bulletin, 80(2), 151-176.
20. Porter, L. W., Steers, R. M., Mowday, R. T., & Boulian, P. V. (1974). Organizational
commitment, job satisfaction, and turnover among psychiatric technicians.Journal of
Applied Psychology, 59(5), 603-609.
H2: Employee engagement is directly related to job satisfaction. The more satisfied the employee is
with his job, better are the chances of him being engaged with the job.
H4: Job Involvement and job satisfaction are interrelated. If an employee is engaged in his work, he
will be more satisfied at the successful completion of the job. Vice versa if an employee is satisfied
with the job conditions , he should be more engaged in his work.