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The path to satisfaction, connection, and persistence: implementing a strategic and structured employee onboarding program: an innovation study

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The path to satisfaction, connection, and persistence: implementing a strategic and structured employee onboarding program: an innovation study

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The Path to Satisfaction, Connection, and Persistence: Implementing a Strategic and
Structured Employee Onboarding Program
An Innovation Study
by
Maggie Conklin

Rossier School of Education
University of Southern California
A dissertation submitted to the faculty
in partial fulfillment of the requirements for the degree of
Doctor of Education

August 2021

© Copyright by Maggie Conklin 2021
All Rights Reserved

The Committee for Maggie Conklin certifies the approval of this Dissertation

Dr. Cathy Krop
Dr. Adrian Donato
Dr. Alexandra Wilcox, Committee Chair

Rossier School of Education
University of Southern California
2021

iv
Abstract
When an organization commits to a thoughtful and structured onboarding experience, it
demonstrates dedication to its people, culture, and future. When prolonged beyond a few months,
an onboarding experience allows sufficient time for an organization to integrate new talent by
allowing the new hires to learn systems and resources, establish belongingness, build knowledge,
understand policies, gain cultural insight, and learn through observation. Conversely, an
unstructured onboarding experience results in new hires who are ill-equipped to navigate team
relationships, organizational culture, or job expectations; resignation often follows. This study
examined onboarding through the Clark and Estes (2008) gap analytic framework by exploring
assumed knowledge, motivation, and organizational needs toward implementing a new
onboarding program. This study was conducted at a small consulting firm, focusing on new
hires, who make up the majority of the firm’s employee population. Because onboarding
literature geared specifically for small consulting firms was limited, a review of the literature
explored onboarding across a variety of industries. Still, much of the reviewed literature is
appropriately applied. Upon completion of the qualitative research through semi-structured
interviews, influences were either validated, partially validated, or not validated. Findings
revealed needs in areas of knowledge and organization. Following the findings, concrete and
actionable recommendations for each of the validated or partially validated influences are
presented, each rooted in research-based principles. Appropriate implementation and evaluation
models follow. The recommendations, implementation plan, and evaluation strategy are
harmonious and collectively seek to yield a more productive, socially supported, engaged,
equipped, confident, and satisfied workforce.

v
Acknowledgments
Thank you to Dr. Alexandra Wilcox, for your radical candor, grace, motivation, and
warm guidance. Thank you for diligently and thoughtfully reading every word, for being a
haven, and for providing the perfect balance of freedom and structure to write a dissertation that
represents the effort and enthusiasm I have for this program.
Thank you to the dissertation committee, Dr. Cathy Krop and Dr. Adrian Donato, for
your humble assistance, valuable input, and exceptional encouragement.
Thank you to Transitus for allowing me to conduct this study, and for supporting me in
implementing the project so that we can continue to cultivate an exceptional employee
experience and a thriving culture.
Thank you to Cohort 13, for being an indispensable part of this journey, for the laughs,
support, and friendship; I could not have asked for a more talented, brilliant, and ambitious group
of professionals with whom to Fight On! You made me think critically, reflect wholesomely, and
progress confidently.
Thank you to my incredible friends for your encouraging notes, sound advice,
unapologetic pushing, and comic relief.
Thank you to God for your grace, strength, countless blessings, and faithfulness.
Thank you to my wonderful, loud, and loving family, who instilled the value of hard
work, education, and resilience in me from the beginning.
Thank you to my mom, who has spent countless hours showing me that kindness costs
nothing but means everything, that life is about singing loudly, loving deeply, and dreaming
ambitiously. You are the epitome of positivity and the example that with hard work and hope,

vi
anything is possible. Thank you for filling my life with color, adventure, what-ifs, and
unwavering love.
Thank you to my dad, who has influenced me personally, professionally, and
academically over the years. This accomplishment is one I am proud to share with you; it is
because of what you instilled in me – persistence, grit, resiliency, and integrity – that I am here.
You taught me that great things hardly come from comfort zones. That sometimes, strength is
discovered through struggle. You taught me that life is tough, but I am tougher.
Thank you to my grandparents, who inspired me to pursue my interests from an early
age. You passed away too early, but not before infusing the values of knowledge, family, service,
and selflessness in me. I am grateful for you and miss you every day.
Thank you to James, my husband, friend, and pillar of strength, for pushing me toward
success, and for believing in me; for the unfailing and unconditional love, unabating
encouragement, incredible patience, unrelenting humor, and deep understanding while I pursued
my dream of earning this degree.

vii
Table of Contents
Abstract .......................................................................................................................................... iv
Acknowledgments........................................................................................................................... v
List of Tables ................................................................................................................................. xi
List of Figures .............................................................................................................................. xiii
Chapter One: Introduction .............................................................................................................. 1
Background of the Problem ................................................................................................ 1
Importance of Addressing the Problem .............................................................................. 2
Organizational Context and Mission .................................................................................. 4
Organizational Goal ............................................................................................................ 6
Importance of the Organizational Innovation ..................................................................... 6
Description of Stakeholder Groups ..................................................................................... 7
Stakeholder Group for the Study ........................................................................................ 8
Stakeholder Performance Goals .......................................................................................... 9
Purpose of the Study and Questions ................................................................................. 10
Overview of the Conceptual and Methodological Framework ......................................... 10
Definitions......................................................................................................................... 11
Organization of the Project ............................................................................................... 12
Chapter Two: Review of the Literature ........................................................................................ 13
History and Evolution of Onboarding as a Talent Management Strategy ........................ 13
Benefits of a Successful Onboarding Experience ............................................................. 14
Increased Employee Satisfaction ................................................................................. 15
Increased Employee Retention ..................................................................................... 15

viii
Increased Employee Productivity ................................................................................ 15
Research-Recommended Strategies for Structured Onboarding ...................................... 16
Effective Onboarding Experiences Require Preparation ............................................. 16
Establishing Connection is a Crucial Element for New Hire Onboarding................... 16
Exposure to Organizational Culture is Essential in the Onboarding Experience......... 17
Role Clarification is a Strong Indicator for Job Performance ...................................... 18
Effective Onboarding is Continuous ............................................................................ 19
Mentorships Meaningfully Contribute to New Employee Assimilation...................... 19
Potential Risks of Poorly Implemented Onboarding Programs ........................................ 21
Cognitive Overload and Confusion .............................................................................. 21
Loss of Trust ................................................................................................................ 22
Negative Impact on Team Dynamics ........................................................................... 23
Unnecessary Stress ....................................................................................................... 24
Resource Depletion ...................................................................................................... 24
Current Trends in Onboarding .......................................................................................... 25
Pre-Boarding ................................................................................................................ 25
Virtual Onboarding ...................................................................................................... 28
Assessing Onboarding .................................................................................................. 29
Onboarding Best Practices ................................................................................................ 30
Theoretical Frameworks of Employee Onboarding .......................................................... 31
Maslow's Hierarchy of Needs ...................................................................................... 32
Theory of Organizational Socialization ....................................................................... 33
The Clark and Estes Gap Analytic Framework ................................................................ 33

ix
Stakeholder Knowledge, Motivation, and Organizational Influences .............................. 35
Knowledge and Skill Influence .................................................................................... 35
Motivational Influences ............................................................................................... 39
Assumed Organizational Needs ................................................................................... 44
Conceptual Framework ..................................................................................................... 51
Conclusion ........................................................................................................................ 54
Chapter Three: Methodology ........................................................................................................ 55
Research Questions ........................................................................................................... 55
Overview of Methodology ................................................................................................ 55
Data Collection, Instrumentation and Analysis Plan ........................................................ 57
Credibility and Trustworthiness ........................................................................................ 65
Ethics and Role of Researcher .......................................................................................... 67
Chapter Four: Results and Findings .............................................................................................. 70
Participating Stakeholders ................................................................................................ 71
Thresholds for Validation ................................................................................................. 72
Results for Knowledge, Motivation, and Organizational Influences ................................ 74
Knowledge Findings .................................................................................................... 74
Motivation Findings ..................................................................................................... 83
Organizational Findings ............................................................................................... 90
Conclusion ...................................................................................................................... 105
Chapter Five: Recommendations and Discussion....................................................................... 108
Discussion of Findings and Results ................................................................................ 108
Recommendations for Practice ....................................................................................... 110

x
Knowledge Influences’ Recommendations................................................................ 111
Organizational Influences’ Recommendations .......................................................... 123
Integrated Knowledge, Motivation, and Organizational Recommendations ............. 133
Evaluation ....................................................................................................................... 136
Limitations and Delimitations ......................................................................................... 143
Recommendations for Future Research .......................................................................... 145
Conclusion ...................................................................................................................... 146
References ................................................................................................................................... 148
Appendix A ................................................................................................................................. 185
Appendix B ................................................................................................................................. 192
Appendix C ................................................................................................................................. 198
Appendix D ................................................................................................................................. 200

xi
List of Tables
Table 1 Organizational Mission, Global Goal and Stakeholder Performance Goals 9
Table 2 Assumed Knowledge Influences to Implementing Onboarding Program
Best Practices
39
Table 3 Assumed Motivation Influences to Implementing Onboarding Program
Best Practices
43
Table 4 Assumed Organizational Influences to Implementing Onboarding
Program Best Practices
49
Table 5 Summary of all Needs and Influences 50
Table 6 Data Sources 57
Table 7 Summary of Interview Participants 71
Table 8 Thresholds for the Evaluation of Assumed Knowledge, Motivation, and
Organizational Needs
73
Table 9 Summary of Presumed Knowledge Needs and Evaluation Result 74
Table 10 Participant responses regarding the conceptual framework 77
Table 11 Summary of Presumed Motivation Needs and Evaluation Results 83
Table 12 Participant responses regarding succeeding in the job 86
Table 13 Summary of Presumed Organizational Needs and Evaluation Results 90
Table 14 Participant responses regarding pre-boarding communication 91
Table 15 Responses regarding professional development 93
Table 16 Responses regarding clarify career pathways and progression
opportunities
97
Table 17 Responses regarding how the organization leads with value and behaviors 99
Table 18 Participant responses regarding how the organization fosters social
support and belongingness
102
Table 19 Summary of All Needs, Influences, and Evaluation Results 106
Table 20 Validated or Partially Validated KMO Influences 109

xii
Table 21 Influences driving recommendations 111
Table 22 Summary of Knowledge Needs and Recommendations 112
Table 23 Examples of experiential learning opportunities for Transitus employees 116
Table 24 Summary of reflection methods, purposes and descriptions 121
Table 25 Summary of Organizational Needs and Recommendations 123
Table 26 Summary of pre-boarding elements, purposes and descriptions 125
Table 27 Recommended elements of new employee portal 129
Table 28 Implementation Plan Table 134
Table 29 Three-stage cycle of Anderson's (2007) Value of Learning Model 137

xiii
List of Figures
Figure 1: Conceptual Framework 53
Figure 2: Creswell’s Model for Qualitative Data Analysis 64
Figure 3: Experiential Learning Cycle 117

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Chapter One: Introduction
This study addressed the problem of failing to onboard employees. Although used
interchangeably, there is a distinct difference between the processes of orientation and
onboarding. Whereas orientation is an administrative process focused on paperwork and
procedures (Bauer, 2010), onboarding is the process of “building engagement from the first
contact until the employee becomes established within the organization” (Viktorin & Downs,
2012, p. 1). Onboarding is not only about building engagement, but it also addresses retention,
which is the number one issue for CEOs around the world (Mitchell et al., 2018). Still,
companies often spend very little time onboarding new hires - in most organizations, onboarding
activities stop after the first week, which does not allow sufficient time to “orient, prepare, and
develop a new hire to be successful in their new position” (Filipkowski, 2016, p. 4). As a result,
employees are ill-equipped to navigate team relationships or company culture and are at risk of
leaving (Filipkowski, 2016). Conversely, organizations with a standardized onboarding program
experience 62 percent greater new hire productivity (Maurer, 2019), along with 50 percent
greater new hire retention (Lambardi, 2011). Accordingly, organizations that invest time and
effort in their new employees reap the benefits.
Background of the Problem
Schein (1968) first identified the concept of onboarding by defining socialization as “the
process by which a new member learns the value system, the norms, and the required behavior
patterns of the…organization” (p. 3). Bauer et al. (2007) further described socialization to
include strategies that allow employees to integrate into- and define themselves within- an
organization and linked effective socialization processes to outcomes, including organizational
loyalty, job satisfaction, job performance, and retention. Armstrong and Taylor (2014) referred
2

to onboarding and socialization as “induction,” and added relinquishing attitudes, learning about
effective job behavior and work rules to the definition. The onboarding process is an opportunity
for the organization to establish a foundation for the future (Goleman et al., 2013; McKee et al.,
2008). According to Dessler et al. (2015), the beginning days of employment are imperative as
the new hires needs are either satisfied or unfulfilled; employers have one opportunity to make
an impression that demonstrates commitment and investment.
During the onboarding process, both the organization and new hire determine if the
position description matches the job expectations, if there is a cultural fit, and if values align
(Anonymous, 2012). Organizations that demonstrate investment in human capital through new
hire development experience employees who feel supported, which leads to higher engagement
(Lee & Bruvold, 2003; Shuck & Rocco, 2014). Unfortunately, a 2017 Gallup study found that
many organizations dedicate too little time to employee onboarding because they want to see
productivity and contribution as quickly as possible. A 2008 Booz Allen Hamilton survey found
that effective organizations prolonging the onboarding program beyond a few months to include
sufficient time to integrate new talent and thoroughly provide the tools needed for success in and
beyond the first year of employment. The 2017 Gallup survey found that new employees
typically take about 12 months to experience the job in its totality, including observing others,
experiencing a range of situations, mastering systems, learning the culture, and adjusting to
teammates and customers.
Importance of Addressing the Problem
This problem was important to address because organizations that view their onboarding
program as an unnecessary expense rather than an important investment not only undermine the
hard work done by those who recruit and select employees, but experience significant
3

ramifications with employee retention, employee satisfaction, and financial growth. According
to the 2016 Human Capital Benchmarking Report by the Society for Human Resource
Management, the average amount spent on hiring an employee is $4,129, and the average time it
takes to fill a position is 42 days. In addition to financial and human capital expenses,
organizations often devote money to tuition and retirement. The 2016 Human Capital
Benchmarking Report found that 61 percent of American employers offered tuition assistance to
their employees with an average benefit of $4,000 per year and that an average of 66 percent of
employees participated in a 401(k) or similar retirement plan, with an average maximum
employer match of six percent.
Nearly 1 in 10 employees have left a company as a result of a poor onboarding
experience (State of Recruitment and Onboarding Report, 2018), yet only 32% of companies
have a structured program (Lahey, 2014). The way an organization commits to the new hire
onboarding experience demonstrates a dedication to its people, culture, and future (Caldwell &
Caldwell, 2016; Elsey & Riddle, 2015). While a successful onboarding experience can save time
and money, it also reflects how an organization values its employees and their success (Schein &
Schein, 2017). Although onboarding is only a part of the talent management strategy, it can
result in higher employee satisfaction, retention, and productivity, as well as financial savings
and a more engaged workforce.
While investing in an onboarding program requires a financial commitment, employee
turnover due to lack of onboarding can be just as detrimental in terms of profitability and
productivity. The cost of turnover varies by job level, but organizations that do not engage new
hires in a structured onboarding experience can expect to pay thousands of dollars each time an
employee is replaced (Boushey & Glynn, 2012). The cost of turnover for workers who earn less
4

than $30,000 annually is 16 percent of the employee’s annual salary, and the cost for workers
earning less than $75,000 annually averages 20 percent of salary. Disproportionately, the cost of
turnover for complex and highly paid jobs that require higher levels of specialized training, like
physicians or senior executives, can be up to 213 percent of the annual salary (Boushey & Glynn,
2012). In addition to the financial cost, organizations who experience turnover may also suffer
losses in areas such as productivity. When a new employee starts, it can take up to two years for
the new hire to reach the productivity level of the person who previously filled the position; new
employees take longer to complete tasks and are not as equipped to respond to issues as easily as
veteran employees (Begum, 2015). When an employee departs, the investment in hiring
(advertising, screening, and interviewing), onboarding (time with human resources personnel),
and training (professional development) goes too.
While onboarding is a holistic investment, the evidence highlights that an early
investment in onboarding can lead to long-term value for an organization. For example, research
identified a positive correlation between effective onboarding and employee retention (Cable et
al., 2013; Council, 2015; Mota, 2016; Strack et al. 2012). In addition to retention, effective
onboarding correlates to higher employee satisfaction (Mota, 2016; Snell, 2006). Employee
satisfaction is significant because satisfied employees report stronger desires to work harder
(Kammeyer-Mueller et al., 2013) and perform better (Melián-González et al., 2015; Oswald et
al., 2015). Given these benefits, onboarding should be a key factor in an organization's long-
term growth and strategic plan.
Organizational Context and Mission
Transitus (pseudonym) is a comprehensive higher education consulting firm that prides
itself on being the experts in working with independent colleges and universities. Starting in
5

1995, Tranitus’ team of interdisciplinary professionals continues to partner with presidents and
cabinet members around the United States to garner unprecedented access to, and trust with,
institutional leadership. Informed by best-practices and holistic approaches, the mission is to
help independent education thrive to positively impact the success of students (Organization
Website, 2020).
The Transitus team includes 32 project managers, consultants, event planners, marketing
coordinators, architects, and designers who primarily work out of an office in North Carolina.
However, a small team of campus planners, designers, and architects works from an office in the
Midwest. The Executive Leadership Team is represented at both locations, strategically working
to manage the firm’s integrity, evolution, and oversight of operations. The Operations Team is
responsible for implementing many of the firm’s processes, including orientation and
onboarding. The majority of people are New Hires. This group represents employees who do
not supervise others and have at least 6 months of full-time experience at Transitus. The
majority of the New Hires are Project Managers and Consultants. Project Managers are
responsible for organizing, planning, and directing numerous elements of specific projects while
ensuring these projects are on time, on budget, within scope, and meeting the needs of the client.
Consultants spend a significant amount of time in strategic advising sessions with college and
university presidents. During these sessions, consultants need to apply their factual, conceptual,
and procedural knowledge of the higher education landscape to the client's institutional needs,
which requires self-regulation. Through Strategic Planning and Implementation, Enrollment and
Financial Aid Services, Campus Planning and Architecture, Retention, Leadership Development,
Student Success, and Academic Programming, the Transitus team collectively strives to help
6

institutions transform their educational environments while embracing traditions, history, and
culture.
Organizational Goal
Transitus’ goal is that by January 2024, it will implement a new onboarding program to
achieve 100% engagement of all new hires. The chief operations officer, in collaboration with
the other executive team members, established the goal, agreeing that a structured onboarding
program should be part of the organization’s strategic and innovative initiatives. Progress
toward the goal will be measured through employee satisfaction surveys as it relates specifically
to the onboarding experience as well as employee turnover. Currently, Transitus does not collect
data related to employee satisfaction or turnover. However, an environmental scan that included
informal conversations and observations suggested an opportunity for the firm to increase
satisfaction and retention among employees. Moreover, the practice of collecting information
about employee satisfaction and turnover is one that needs to be formalized. It is important to
evaluate the organization’s progress and performance toward 100 percent engagement for a
variety of reasons. If the organization fails to implement a structured onboarding program, it
risks higher turnover, employee dissatisfaction, and loss of productivity.
Importance of the Organizational Innovation
The organization needs to integrate this strategic innovative onboarding initiative for a
variety of reasons. Without a structured and systematic onboarding experience, employers lose
the opportunity to establish a first impression with the new hire that launches a foundation for the
future. In addition, employers lose the opportunity to provide role clarification, which ensures
“that employees understand their new jobs and all related expectations” (Bauer, 2010, p. 2).
Researchers agree that role clarity is essential and serves as a reliable indicator for job
7

performance: a study of employees in the United States and the United Kingdom found that
businesses lose an estimated $37 billion each year as a result of employees not understanding
their jobs (Cognisco, 2010). New hires who gain role clarity through the onboarding program
report higher levels of confidence, and a greater sense of purpose (Vandenberghe et al., 2010).
Conversely, new hires with role ambiguity report uncertainty and confusion (Adkins, 1995;
Bauer et al., 2007; Kammeyer-Mueller & Wanberg, 2003). Overall, gaining role clarity during an
onboarding program is among the most reliable predictors of job satisfaction and organizational
commitment.
Description of Stakeholder Groups
A stakeholder group is a group of individuals who directly contribute to- and benefit
from- the success of the organizational goal. The primary stakeholder group considered for this
study was the New Hire group. The secondary stakeholder groups that supported the study were
the Executive Leadership Team and the Operations Team.
New Hires were a group of 19 employees who mainly held positions in project
management, business development, campus planning, and architecture. The recommended and
implemented onboarding program depends on the New Hires’ willingness to participate. The
Executive Leadership Team included four people - the president, a senior vice president, the
chief operating officer, and the chief brand officer. This group is responsible for making the
strategic, financial, and personnel decisions for the firm, so their contribution to this study was to
provide input on the ideal program and outcomes for the recommended onboarding structure.
The Operations team included an office manager, a representative from the marketing and events
team, the director of special projects, and a project manager. This group is ultimately
8

responsible for implementing the orientation and onboarding programs for the firm, so their
interest and motivation to help implement an effective onboarding program was essential.
Stakeholder Group for the Study
Although all stakeholder groups contributed to the achievement of the organizational goal
of implementing a new onboarding program to achieve 100% engagement of all new hires, this
study focused on one stakeholder group – New Hires. As the largest sub-population of
Transitus, New Hires offered a diverse perspective. Although the employees in this group are
professionals with master’s degrees, the majority of this group hold entry-level positions and are
susceptible to higher turnover. As the sub-population that circulates through the onboarding
program the most, seeking their input and determining their needs was highly valuable to
determine recommendations for the firm.
The New Hire stakeholders’ goal, supported by the chief operations officer and executive
leadership team, was to provide input on the ideal onboarding program for New Hires. The
process used to determine this goal included a conversation with the chief operations officer and
the operations team. As a team, this group concluded that New Hires, who have the highest
turnover rate, would have the most insight and recent experiences to inform the program best.
The chief operations officer and operations team agreed that engaging 100% of this sub-
population is feasible. The risk to the organization if the stakeholders do not meet this goal is
that employees may not gain role clarity, and they may not establish an affinity with the
organization, which may result in low engagement or low performance. As a result, retention
may suffer. The secondary stakeholder groups – the Executive Leadership Team and the
Operations Team – provided depth for the New Hire perspectives.

9

Stakeholder Performance Goals
Table 1

Organizational Mission, Global Goal and Stakeholder Performance Goals
Organizational Mission

The organizational mission is to help independent education thrive to positively impact the
success of students.
Organizational Performance Goal

By January 2024, Transitus will implement a new onboarding program to achieve 100%
engagement of all new hires.
New Hires

By January 2023, 100% of all New Hires will implement best practices from the new
onboarding program.
Operations Team

By September 2022, members from the Operations Team will mentor new hires regarding
daily activities from the onboarding program that could impact their performance and
knowledge of the organization.
Executive Leadership Team

By June 2022, the Executive Leadership Team will launch the approved pilot onboarding
program to enhance the welcoming experience for all New Hires. Upon launch, the Executive
Leadership Team will seek feedback from all new hires about needed adjustments to the
program.

10

Purpose of the Study and Questions
The purpose of this project was to explore the degree to which the organization is able to
meet its goal of implementing a new onboarding program to achieve 100% engagement of all
new hires. While a complete performance evaluation would focus on all stakeholders, for
practical purposes, the focused stakeholder group in this analysis was New Hires. The analysis
focused on Non-Supervisory knowledge, motivation, and organizational influences related to
their input and perspective on the onboarding program. The research questions that guided the
study included the following:
1. What are the knowledge, motivation, and organizational needs to develop an onboarding
program that will engage employees at Transitus?
2. What are the recommended knowledge and skills, motivation, and organizational
solutions to those needs?
3. What is required from Transitus to meet its organizational goal of creating a structured
onboarding program?
Overview of the Conceptual and Methodological Framework
The conceptual frame of this study was the Clark and Estes’s Knowledge, Motivation,
and Organizational (KMO) model. Clark and Estes (2008) theorized that a lack of knowledge
and skills, motivation, or organizational support can lead to gaps between organizational
performance and goals. Furthermore, all three factors must be “in place and aligned with each
other for successful goal achievement” (Clark & Estes, 2008, p. 43). Assumed knowledge,
motivation, and organizational influences that impact stakeholder capacity were generated based
on context-specific and general learning and motivation theory. The methodological framework
was a qualitative approach that involved interviews to explore and understand the experiences of
11

the stakeholders in areas of knowledge, motivation, and organizational resources to reach the
performance goal to engage 100% of New Hires in a new onboarding program by January 2024.
In addition to interviewing the New Hires, members of the Executive Leadership Team and the
Operations Team were interviewed to collect preliminary input into their needs regarding the
implementation of a structured onboarding program. After the interview process, the researcher
analyzed the transcripts by coding data into themes, which served as precursors to the findings.
Definitions
● Employee engagement: “the ability to capture the heads, hearts, and souls of your
employees to instill an intrinsic desire and passion for excellence” (Fleming & Aspund,
2007, p. 2)
● Employee productivity: “an assessment of the efficiency of a worker or group of
workers” (Hanaysha, 2016, p. 62)
● Employee retention: “holding, maintaining, continuation, and preventing from leaving”
and “securing employees in a company (Yamamoto, 2011, p. 3550)
● Employee satisfaction: “whether employees are happy, contended and fulfilling their
desires and needs a” work” (Sageer et al., 2012, p. 32)
● Executive Leadership Team: a full-time Transitus employee who serves on the executive
leadership team and actively participates in recruiting and hiring New Hires
● New Hire: a full-time Transitus employee who has been at the organization for at least
six months and does not supervise other employees
● Onboarding: the process of “building engagement from the first contact until the
employee becomes established within the organization” (Viktorin & Downs, 2012, p. 1)
● Operations Team: a full-time Transitus employee who serves on the Operations Team.
12

● Orientation: an administrative process focused on paperwork and procedures (Bauer,
2010)
● Role clarity: “presence or absence of adequate role-relevant information due either to
restriction of this information or to variations of the quality of the information” (Lyons,
1971, p. 100).
Organization of the Project
Five chapters were used to organize this study. This chapter provides the reader with an
overview of the Transitus organization, the problem of practice and key concepts, and
terminology commonly associated with onboarding. The organization’s mission, goals, and
stakeholders and the framework for the project were introduced. Chapter Two provides a review
of the current literature surrounding the scope of the study. Topics of employee engagement,
retention, outcomes of an onboarding program, and onboarding best practices are addressed.
Chapter Two also presents the Transitus staff’s knowledge, motivation, and organizational
influences that are explored through the study. Chapter Three details the methodology when it
comes to choice of participants, data collection, and analysis. In Chapter Four, the data is
assessed and analyzed. Chapter Five provides recommendations for practice and future research.

13

Chapter Two: Review of the Literature
This literature review examines employee onboarding. The chapter begins with a
historical context that explores the evolution of onboarding as a talent management strategy.
After describing the history and evolution, the chapter introduces the benefits associated with
structured onboarding programs including increased employee satisfaction, retention and
productivity. Research-recommended strategies follow. The chapter further evaluates the
potential risks of poorly implemented onboarding programs, including cognitive overload, loss
of trust, negative impact on team dynamics, unnecessary stress and resource depletion. Current
trends and best practices in onboarding are discussed, and the chapter concludes with a review of
the relevant research associated with the Clark and Estes’s (2008) gap analysis that will highlight
the numerous KMO influences affecting Transitus’ ability to implement a structured onboarding
program. Identification and acknowledgement of these KMO influences are pivotal in filling the
gaps to facilitate change within the organization’s onboarding program.
History and Evolution of Onboarding as a Talent Management Strategy
Although defined in the 1960s, the necessity for onboarding stems back to the decades
following the Civil War. Between 1850 and 1900, more than half of the American workforce
earned a living as farmers, managing crops, and animals (Ikerd, 1996). At the turn of the 20
th

century, as technological advances increased agricultural productivity, the number of workers in
the industry declined (Bureau of Labor Statistics, 2019). As America emerged as an industrial
giant, where and how the workforce worked radically changed; millions of people moved from
rural America to rapidly growing cities to manufacture steel, electrical power, railroads, and
steam-powered locomotives (Lewis, 1979). World War II introduced another demographic shift
in employment; approximately 350,000 women joined the Armed Services to fill factory and
14

other non-combat jobs (Goldin, 1991). Women in the workplace exponentially expanded with
the Civil Rights Movement: by 1950, 34 percent of women worked, which increased to 51.5
percent in 1980 and 57% in 2014 (Bureau of Labor Statistics, 2014). As organizations hired
women, the need for a system to socialize, educate, and advance increased. Organizational
restructure due to various events, including a shift from an agricultural to an industrial economy
and other demographic transitions, led to more frequent career changes in the 1980s; in 2015, the
Bureau of Labor Statistics estimated that baby boomers would change jobs 11.7 times on average
throughout their careers. Each time a baby boomer changed jobs, the need for socialization and
cultural indoctrination emerged. In addition to the introduction of women to the workforce and
an increase in job turnover, globalization demanded a need for onboarding. According to Allen
et al. (2017), “the globalization of work has increased the demographic diversity of the
workforce, bringing to the forefront issues such as the recruitment and retention of high-potential
employees from diverse backgrounds and the need to create an inclusive work environment” (p.
325). To retain these diverse and high-potential employees, organizations must consider the
onboarding program as part of the holistic talent management strategy that helps employees
transfer knowledge, assimilate to the culture, and find a purpose to contribute productively.
Benefits of a Successful Onboarding Experience
According to literature, a structured onboarding experience provides numerous benefits
to both new hires and the organization. The following pages will examine these benefits, which
include equipping new hires with materials, information, networks, and cultural insight, as well
as yielding specific results concerning employee satisfaction, retention, productivity, and
financial savings.

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Increased Employee Satisfaction
When implemented successfully, an onboarding experience can increase employee
satisfaction. Research affirms the importance of organizations immediately investing in
employee relationships (Goleman et al., 2013; McKee et al., 2008). A strong onboarding
program allows employees to engage with one another to build those relationships while learning
how their roles work together. These interactions can lead to office friendships, which can have
a positive effect on productivity and overall employee satisfaction (Allen & Shanock, 2013;
Baumann, 2018). Korte and Lin (2013) found that those “relationships have a huge influence
on…how [new hires] feel toward the organization” (p. 425).
Increased Employee Retention
Employees effectively assimilated into an organization through an organized onboarding
experience not only have higher job satisfaction and organizational commitment, they are more
likely to be retained. Sixty-nine percent of newly hired employees are more likely to stay with an
organization for three years if they underwent structured onboarding (Hirsch, 2019). Without a
holistic welcome experience, new hires pose a flight risk: twenty percent of new employees
leave a job for a different opportunity within the first 45 days of starting, forcing the recruitment
cycle to restart (Filipkowski, 2016). Conversely, organizations that engage new hires in a strong
onboarding program improve new hire retention by 82 percent and productivity by over 70
percent (Laurano, 2015).
Increased Employee Productivity
In addition to increasing employee satisfaction and retention, a structured onboarding
experience can also increase employee productivity. During a structured onboarding experience,
new hires gain clarity around job roles and expectations (Bauer, 2010). New hires who gain role
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clarity through the onboarding experience are more productive. Organizations with a structured
onboarding program experience 50 percent greater new-hire productivity (Hirsch, 2019).
Furthermore, 77 percent of employees who had a formal onboarding program hit their first
performance goal (Baumann, 2018).
Research-Recommended Strategies for Structured Onboarding
Although there are numerous approaches to successfully onboarding new hires, research
consistently affirms five consistent elements: preparation, connections, culture, clarification, and
continuation. The following pages outline each element.
Effective Onboarding Experiences Require Preparation
A successful onboarding experience starts well before the new hire's first day.
Organizations that embrace this philosophy arrange a series of touchpoints and check-ins to
ensure new hires feel welcome and confident before the first day in the office (Bierema & Hill,
2005; Caldwell & Peters, 2018). A 2016 study by the Society for Human Resource Management
found that another critical aspect of the preparation phase is providing clear and well-organized
information about employee benefits and allowing time to complete the required paperwork. A
final agreed-upon element is the new hire's physical and technological setup. By setting up a
computer, ensuring building and network access, and properly equipping the workspace,
employers demonstrate thoughtfulness around the new hire's arrival and assimilation (Bauer,
2010; Caldwell & Caldwell, 2016; Smith, 2013). A successful onboarding experience requires
organizations to plan.
Establishing Connection is a Crucial Element for New Hire Onboarding
Another research-recommended strategy is to prioritize social integration and connection.
Connection refers to the “vital interpersonal relationships and information networks that new
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employees must establish” (Bauer, 2010, p. 2). Research affirms that connection with peers
serves as a strong indicator for successful onboarding (Bauer et al., 2006; Kim et al., 2005;
Major et al., 1995; Wanberg & Kammeyer-Mueller, 2000). Researchers also found that new
employees are more likely to learn and internalize the key values of their organization's culture if
they spend time with peers (Bauer & Green, 1998; Morrison, 2002). While time with peers is
valuable, it is also important for new hires to connect with the respective supervisor. A 2019
Gallup survey found that new hires are 3.4 times as likely to strongly agree that the onboarding
program was exceptional when the direct manager took an active role. Successful onboarding
experiences entail opportunities for new hires to establish interpersonal relationships and create
information networks.
Exposure to Organizational Culture is Essential in the Onboarding Experience
Knowledge of— and fit within— the organizational culture is another aspect of
successful onboarding. New hires who establish work relationships have one of the most
prominent windows into organizational culture; the right person can provide pivotal insight into
dynamics and personalities of colleagues and groups (Chao et al., 1994; Fisher, 1986).
According to Bauer (2010), assimilating to culture involves “providing employees with a sense
of organizational norms” (p. 2). These norms may include politics, goals, organizational
language or values, and are critical indicators of employee adjustment (Chao et al., 1994). In
addition to these critical indicators, it is important for new hires to learn the organization’s
unique language (Chao et al., 1994). Understanding organization-specific language allows new
hires to comprehend information from others and communicate with colleagues (Manning,
1970). Adaption of the organization’s slang, jargon and acronyms are notable indicators of
employee adjustment and positively correlate to satisfaction and commitment (Chao et al., 1994).
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Researchers agreed that each organization maintains a unique culture and supporting new hires
to learn the culture and his or her place within it is essential (Cooper-Thomas et al., 2004; Kim et
al., 2005; Kirchmeyer, 1995; Vianen, 2000). Schein (1968) offered that learning the principles of
an organizational culture is part of maintaining organizational integrity. These principles are
often learned by observing and interacting with senior leaders: when organizational leaders
communicate a commitment to the values and demonstrate how to perform according to the
values, new hires gain important insight to culture and norms (Kouzes & Posner, 2012; Schein,
2010). Another way to integrate norms into an onboarding program is by telling stories of the
organization's traditions and customs (Fisher, 1986; Ritti & Funkhouser, 1987). New hires who
are cognizant of organizational history are more likely to understand what behaviors are
appropriate in various circumstances (Schein, 1968).
Role Clarification is a Strong Indicator for Job Performance
Another research-recommended strategy is to ensure role clarity for the new hire. In this
regard, clarification is “ensuring that employees understand their new jobs and all related
expectations” (Bauer, 2010, p. 2). Researchers agree that role clarity is essential and serves as a
reliable indicator for job performance: a study of employees in the United Kingdom found that
businesses lose approximately $37 billion each year as a result of employees not understanding
their jobs (Cognisco, 2010). New hires who gain role clarity through an onboarding program
report higher levels of confidence, and a greater sense of purpose (Vandenberghe et al., 2010).
Conversely, new hires with role ambiguity report uncertainty and confusion (Adkins, 1995;
Bauer et al., 2007; Kammeyer-Mueller & Wanberg, 2003). Korte and Lin (2013) offered that
“newcomers who remained unsure of their position indicated higher levels of disappointment and
anxiety because of feelings of isolation or neglect” (p. 416). Overall, gaining role clarity during
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an onboarding program is among the most reliable predictors of job satisfaction and
organizational commitment.
Effective Onboarding is Continuous
As new hires gain clarity and confidence, they start to work more independently and
proactively. As their responsibilities increase, so does the need for continued support (Lamb,
2017). To ensure the new employee is acting in alignment with the mission, meeting
expectations, and assimilating to organizational culture, researchers agree that bi-weekly or
monthly progress meetings are useful (Gallup, 2017; Smith, 2013). According to a 2018 study
conducted by the Society of Human Resource Management and Globoforce, 89 percent of HR
leaders surveyed agreed that ongoing feedback and check-ins have a positive impact on the new
hire experience. Still, 46 percent of organizations spend between one day and one week
onboarding new hires, which results in new hires feeling confused, unsupported and lacking
direction (Brandon Hall Group, 2017). As a result of an incomplete or insufficient onboarding
experience, organizations experience turnover; Brandon Hall’s 2017 Evolution of Onboarding
Study found that the highest rate of turnover occurred within the first six months. To improve
retention, research suggests that organizations should extend an onboarding program throughout
a new hire’s first year (Booz Allen Hamilton & Partnership for Public Service, 2008; Ellis et al.,
2015).
Mentorships Meaningfully Contribute to New Employee Assimilation
Assigning a team member who promotes the desired work ethic, drive and skill set will
help the new hire feel supported and connected after the “newness” of the job wears off (Gallup,
2017; Parnell, 1998; Rockoff, 2008). Mentors are people who help others through important
transitions, as well as professional growth and personal development (McKimm et al., 2007).
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Ostroff and Kozlowski (1993) discovered that new employees with mentors acclimate at faster
rates than employees without a mentor. Bauer (2010) offered that a mentor is a simple resource
that helps new hires transition from outsider to insider; someone to offer advice and provide
support in social and political arenas. One of the ways that mentors can help assimilate a new
hire is to share a written onboarding plan that will help with understanding the onboarding
timeline, goals, and responsibilities (Bauer & Elder, 2006). In addition, mentors should provide a
well-developed new employee booklet that includes information about organizational culture,
mission, history and values (Bauer, 2010). While a written copy of organizational values is
important, learning how to live out organizational values is more effectively done through
observation and interaction (Bauer, 2010). New hires with a mentor are more likely to
understand and internalize key values (Bauer & Green, 1998; Chatman, 1991; Green & Bauer,
1995). In addition to embracing organizational values, new hires are more likely to freely ask
questions: whereas a new hire may hesitate to ask their supervisor a question due to fear of
appearing incompetent, new hires with a mentor are more likely to seek and find the answers to
questions about intricacies of the organization (Allen et al., 2006; Chan & Schmitt, 2000). The
mentor and supervisor are an important partnership, as they can both identify knowledge gaps
and recommend resources (Bachkirova et al., 2011). Research recommends that supervisors
designate a trained mentor that will seamlessly guide the employee into, through and beyond the
onboarding experience; evidence shows that mentoring can be a meaningful contribution to new
employee socialization, attitude, and learning (Ragins et al., 2000; Van Dyne & Pierce, 2004).
Furthermore, a positive mentor-mentee relationship reduces role stress and burnout (Thomas &
Lankau, 2009). Eighty-seven percent of organizations that assign a buddy during the onboarding
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process agree that mentorship is an effective way for new hires to gain proficiency quickly
(Filipkowski, 2016).
Potential Risks of Poorly Implemented Onboarding Programs
While most organizational leaders embrace the idea of onboarding, downsides and
challenges can present themselves, particularly when onboarding lacks intention or structure.
As an onboarding program is crafted, piloted, and implemented, it is important to plan and assess
along the way. This section reviews the potential consequences of implementing a poorly
designed onboarding program, including cognitive overload, loss of trust, negative impact on
team dynamics, and unnecessary stress.
Cognitive Overload and Confusion
When a new employee receives too much information, the result may be unnecessary job
stress, superficial learning, or cognitive overload (Fan & Wanous, 2008; Shute, 2008).
Researchers found that overloading new employees with information that is disconnected, poorly
presented or inaccurate can be overwhelming and detrimental to the goal of strengthening
commitment to the organization; burnout or turnover may follow (Edmunds & Morris, 2000;
Hwang & Lin, 1999; Strother & Ulijn, 2012). Conversely, organized and clearly presented
information minimizes the prospect for confusion or an unpleasant experience. Providing time
for the new hire to reflect, process, and ask questions also helps to mitigate uncertainty.
Reflection, according to Barley (2012), is what allows a new hire to translate knowledge into
action. According to Turman (2013), failing to help new employees draw connections and
relevance from new information is detrimental to their ability to process, retain, and apply the
information. Rodgers (2002) offered that in addition to making sense of the information,
interaction is essential: “without interaction learning is sterile and passive, never fundamentally
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changing the learner….[it] is random and disconnected” (p. 847). Knowing how and when to
present information throughout the onboarding experience can either motivate or discourage a
new employee.
Loss of Trust
Failing to communicate clearly and effectively can result in a lack of trust between the
new hire and organization. According to Lakos & Phipps (2004), “trust is critical, yet difficult to
develop” (p. 359). Lencioni (2002) defined trust as “the confidence among team members that
their peers’ intentions are good” (p. 195). Mayer et al. (1995) defined trust as the “willingness of
a party to be vulnerable” (p. 712) and Gill (2002) offered that trust is the single organizational
element that unites people. Northouse (2016) described “concern for people” as the way a leader
provides for the people who are working toward organizational goals. Blake and Mouton (1964)
maintained that trust is a vital component for leaders who want to demonstrate concern for
people. To establish concern for people and build trust with new hires, employees should live up
to the brand promise, anticipate the informational needs, ensure that information is correct and
provide information in a timely manner. According to the 2017 Gallup State of the American
Workplace survey, new employees whose experience differs from what was promised are more
likely to publicize their unhappiness. Broken promises may result in new hires openly looking
for a new job or actively disengaging in ways that can undermine the organization’s progress
(Gallup, 2017). To elicit positivity and trust, Gallup (2017) encouraged employers to be honest
about the known opportunities for growth and offer ways in which the organization is working
on improvement. This honesty minimizes disappointment and attrition and increases trust
(Gallup, 2017). Another way to build trust is to anticipate the informational needs of new hires
and ensure that the information is correct and provided in a timely manner (Rousseau, 1995). An
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example of this would be to share a draft of the onboarding schedule to the new hire in advance
of the first day, or to provide information like health or family benefits ahead of the new
employee’s arrival, which demonstrates a commitment to facilitating a smooth transition and
establishing a positive environment (Kutch, 2018). Hosmer (1987) and Rousseau (1990)
asserted that human resource professionals who do not communicate information clearly and
correctly fail to meet a moral obligation. Baker (2014) identified that hiring managers and other
onboarding personnel are often effective in communicating factual knowledge like policies,
procedures, and tasks, but fall short in areas like culture, vision, mission, and values. Deliberate
conversations around the unspoken pulse of the organization are less straight-forward but equally
important.
Negative Impact on Team Dynamics
Bluestone (2011) noted the numerous difficulties associated with change, including the
introduction of a new person to a team. How a new employee is introduced and welcomed onto a
team can impact his or her sense of belongingness, ability to succeed, and retention at the
organization (Hewitt, 2016). While a new employee is likely excited to join the team, the change
can initiate stress or anxiety for the rest of the team; team members may sense a loss of control,
uncertainty around established practices, or decreased opportunity for promotion (Slattery,
2013). According to Harpelund and Harpelund (2019), collaboration is a significant aspect of
creating connections and plays a vital role in a new hire's transition. Morgeson et al. (2009)
recommended that team members are allowed to build connections in the hiring process, offering
that when team members have a strong voice in the selection of a new teammate, the impact on
team dynamics is positive.

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Unnecessary Stress
According to Wanous and Reichers (2000), employers often overlook the significance of
assisting employees in mitigating the stresses around a job transition. For some, assuming a new
role involves relocating to a new area, securing housing, finding new schools for children,
navigating new social networks and managing financial challenges, which all add to the stress of
joining a new organization (Ellis et al., 2015). Onboarding programs rarely address the personal
stresses, which can result in unnecessary stress, low productivity, and decreased morale for new
employees (Acevedo & Yancey, 2011; Arachchige, 2014). Alternatively, acknowledging the
importance of stress management, offering support, and including information and resources
about the community helps new employees mitigate feelings of frustration, stress, and
overwhelmingness (Arthur, 2000). At Transitus, employees are often expected to travel, which
can add an additional element of stress. Acknowledging that travel means time away from
family and routine is important to maintaining morale.
Resource Depletion
Organizations that “believe that the onboarding process represents just one small piece of
an employee's journey” may suffer financial consequences related to retaining employees
(Gallup, 2017, p. 37). A 2018 Glassdoor survey revealed that employers spend an average of
$4,000 and 24 days on a new hire. Once hired, a negative onboarding experience may drive new
employees to seek alternative employment. According to a 2018 Digitate survey, new employees
with a negative onboarding experience are twice as likely to look for other career opportunities,
which costs time and money. Furthermore, the loss of productivity due to new hire learning
curves can cost an organization anywhere from 1% to 2.5% of total business revenue (Baumann,
2018).
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Current Trends in Onboarding
Recent shifts in trends related to onboarding stem from the entry of millennials, born in
or after 1982, into the workforce (Howe & Strauss, 2000). A 2016 Gallup report on the
millennial generation found that half of millennials strongly agreed that they plan to be working
at a different organization within one year; half of the millennial workforce does not see a future
with their current employer. The same 2016 Gallup survey predicted that the United States
economy loses $30.5 billion each year from millennial turnover due to lack of employee
engagement. To appeal to the millennial generation and support employee retention,
organizations need to demonstrate a transparent work environment, authentically practice the
organization’s values and brand, and engage new hires in team building during the onboarding
program (Mitchell et al.,, 2018). Millennials want to engage in jobs that have meaning and
expect benefits that support development and flexibility (Gallup, 2016). Technology plays a
large role in the millennial generation; constant access allows them to quickly consume
information about everything, including their places of employment (Ciccotello & Yakoboski,
2014). According to Stimpson (2009), millennials are “generally…technically savvy” (p. 19).
Meister and Willyerd (2010) offered that millennials are not interested in “antiquated assembly-
line” processes that are void of a personalized experience (p. 71). This expectation translates to a
personalized onboarding experience that includes technology, which is increasingly in-demand
(Society for Human Resource Management, 2020). Pre-boarding, virtual onboarding and
assessment are the trends discussed in this section.
Pre-Boarding
The period between a job acceptance and job start date as “pre-boarding,” where
employers have the opportunity to engage and excite new hires by exposing them to company
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culture and immersing them in norms, etiquette and values (Lahey, 2014). Top performing
organizations are 35 percent more likely to kick-off the onboarding program before a new hire’s
official start date (Lahey, 2014). Through the pre-boarding experience, best-in-class
organizations demonstrate that engagement is a priority. Three ways to engage new hires in pre-
boarding include new employee portals (Perry, 2017), social media networking (Edwards, 2009;
Leidner et al., 2010) and personalized experiences (Cable et al., 2013).
New Employee Portal
Numerous advances in technology allow routine transactional and pragmatic tasks to be
completed electronically through online portals even before a new hire starts the job. A
customized portal specifically designed to welcome new employees provides a platform for new
employees to learn. In addition, customized portals provide a place for the employee and
employer to track progress through the onboarding experience (Perron, 2011). Within a portal,
microlearning allows learners to absorb information in short bursts of time at his or her
convenience (Perry, 2017). Microlearning can take numerous forms, including podcasts,
simulations, blogs, games, or videos (Zufic & Jurcan, 2015). For new employees, microlearning
can take shape in the way of a video about the employee handbook or an interactive quiz about
employee benefits (Perry, 2017). Additional content can include a walk through the
organization's history, a welcome message from leadership, or a virtual tour of the office (Fyock,
2009). To expedite the paperwork process, the employer can set up an electronic signing system
where documents like payroll, tax and insurance forms can be completed in advance (Ciccotello
& Yakoboski, 2014). The use of web-based portals allows both new hires and human resource
representatives to track progress, address questions, and provide additional resources as needed
(Bauer, 2010). In addition, automation of administrative tasks creates capacity for relationship
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building and establishing bonds (Bauer, 2010). Furthermore, the use of a portal increases the
capacity of human resource staff members, as they spend less time entering data (Wright, 2008).
Use of Social Media
In addition to the use of web-based portals to accelerate learning, social media platforms
such as LinkedIn allows new employees to create a network of colleagues between the candidacy
and employee stages of the hiring process (Edwards, 2009). Since social media is widely used
for personal reasons, new hires are more likely to use it as a recreational tool, leading to an
increased sense of belonging as connections are established (Leidner et al., 2010). Connecting
via social media allows new hires to network with current staff, learn more about the
organization, post excitement about joining the organization, connect with staff about common
interests, and seek advice (da Cunha & Orlikowski, 2008; Koch et al., 2012; Leidner et al.,
2010). In addition to connecting with peers, social media allows new hires to interact with senior
leadership, which aids in learning about organizational culture (Schein, 1971). Upon a new
hire's official start, an onboarding program can build off the information gained in the
microlearning courses and the relationships established via social media (Leidner et al., 2010).
Whereas employees would spend the first hours and days learning basic information, the use of
technology allows new employees to spend time understanding culture and deepening important
relationships before officially starting at the organization (Jucan et al., 2013).
Personalized Experience
According to Cable, Gino and Staats (2013), “people have a deep desire to behave
authentically and to have others acknowledge the true attributes of their identities” (p. 25).
Personalization before and during onboarding is an approach that deliberately considers new
employee preferences, interests, skills, and expertise in the creation of their welcome experience
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(Sommer, 1974; Sundstrom & Sundstrom, 1986). A supervisor might send the new hire a
personalized message, compile a series of messages from the team, or allow the new hire to
indicate technology or work environment preferences through an online survey (Filipkowski,
2016). The result of customized onboarding for new hires is a heightened sense of value,
purpose, and belongingness (Klein & Polin, 2012). Wells (2005) described personalization as
“providing guidelines, clarifying roles, setting up meetings with influential colleagues, and
fostering each newcomer's understanding of the company's cultural norms” (p. 56).
Virtual Onboarding
As organizations expand their geographical footprints and telecommuting becomes more
prevalent, teams increasingly fulfill job responsibilities from shared workspaces, home offices,
hotel rooms, and coffee shops. According to the 2018 Global Workplace Analytics report, 3.4
percent of the total United States workforce are remote workers, up from 2.9% percent in 2015.
Researchers at Global Workplace Analytics studied work-from-home trends and projected that
by 2021, 25-30 percent of the workforce would be working from home multiple days a week
(Messenger, 2019). During the 2020 Covid-19 pandemic, the number of employees working
from home increased exponentially. As a result, Global Workplace Analytics and Iometrics
published findings from the 2020 Global Work-from-Home Experience Survey, which shared
information about the effect of Covid-19 on the work-from-home culture and provided insights
into the impact on the future of the workplace. These insights included the following:
● Eighty-eight percent worked from home regularly during the pandemic;
● Sixty-eight percent of participants said they were very successful in their work-from-
home environment;
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● Seventy-six percent reported wanting to work from home at least one day per week after
the pandemic, noting benefits such as lower stress, fewer distractions and saving on
commute costs;
● Other benefits include an increase in productivity and employee well-being, a positive
impact on the environment, and a reduced need for office space
According to a survey of 317 Chief Financial Officers, 74 percent will move at least 5 percent of
their previously in-office workforce to permanently remote positions after the pandemic
(Gartner, 2020). As leaders and employees continue to acclimate to remote locations and virtual
environments, organizations will need to adjust procedures like onboarding. A 2020 Harvard
Business Review surveyed 125 business leaders and found that only 17 percent indicated that
their organization had an established program to onboard new leaders remotely (Driscoll &
Watkins, 2020). According to Hemphill and Begel (2011), issues like learning organizational
culture, building social relationships, fostering trust, and evaluating expectations, all from afar,
are necessary to explore to maximize global talent and minimize real estate costs.
Assessing Onboarding
While the meaning of “accountability” can vary depending on the context, Green (n.d.)
described it as a virtue or something to aspire to, intended to improve organizational
performance through control and transparency. Furthermore, Firestone and Shipps (2005)
asserted that professional accountability stems from a consensus about what “constitutes
effective practice” (p. 87). Paradise (2007) asserted that each year, organizations spend a
significant amount of time and money to onboard and train employees. Krasman (2015) offered
that onboarding, like all mission-centric and strategic initiatives, should be evaluated and
assessed regularly to continuously improve the organization. To ensure that improvement and
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investment in human and financial capital is maximized, accountability through assessment is
essential (Dubnick, 2014). In addition to justifying the dedication of resources, assessing the
onboarding experience demonstrates that the organization is committed to improving the process
of employee acclimation (Hacker, 2006). To assess an onboarding program, organizations need
to establish a benchmark to baseline measures (Stecher & Kirby, 2004). According to Ozcan
(2008), benchmarking “provides information for...organizations and illustrates how to improve
performance” (p. 3). Organizations also need to define the goals of the onboarding program
(Wilson, 2011). Assessment throughout the onboarding experience is also paramount, as it is an
opportunity to collect information on what is going well and what needs to be adjusted (Lamont
& Hampel, 2011). Bilotti (2011) offered that new hires want to talk about their welcome
experiences and emphasized the importance of writing a survey that included mostly closed-
ended questions but to allow for open-ended comments to best understand the new hire’s
thoughts. On an organizational level, assessing the onboarding experience can demonstrate
measures like reduction of employee turnover, fewer safety violations, faster time to first sale,
and job satisfaction (Hacker, 2006).
Onboarding Best Practices
Incorporating best practices into the onboarding program results in a more personalized,
integrated, and engaging experience for new hires. The below best practices allow an employer
to establish a positive first impression and affect a new hire’s future performance. These best
practices include reinforcing organizational branding and offering short training sessions to
engage and develop new hires.
During the recruitment and hiring processes, new hires gain a sense of organizational
branding (Davis, 2019). When a new hire arrives, organizations have the opportunity to create
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an exceptional first-day welcome experience while reinforcing branding messages by providing
company-branded merchandise. In addition to building brand loyalty, offering insight to culture
and establishing a sense of welcome, branded merchandise reinforcing the brand (Graybill et al.,
2013). The brand should be further fortified through meetings with chief branding leaders and
other image influences (Mauer, 2020).
Another opportunity for new hires to interact with colleagues and leaders is through
training. Researchers recommend that this best practice is implemented in short periods of one-
to-two days (Klein & Polin, 2012; Levit, 2008). Throughout these training sessions, new hires
should be engaged through a variety of methods such as on-the job training, classroom training
and online modules (Filipkowski, 2016). Facilitators should apply adult learning theories to
maximize learning (Westwood & Johnson, 2004). Klein and Polin (2012) asserted that training
should be “simple and interesting” and include “teachable moments” (p. 278). In addition to
covering job, organization and industry-related topics, onboarding leaders should also consider
hosting training sessions around identifying career goals and establishing profitable relationships
within the organization and industry (Lykins & Pace, 2013).
Theoretical Frameworks of Employee Onboarding
As established, a successful onboarding program positively affects employee satisfaction,
performance, and retention. Still, only one-third of companies have a structured plan in place
(Lahey, 2014). The literature identified several models and theories that allow for understanding
the process of onboarding and its various elements. This section outlines several frameworks
applicable to an onboarding program, including Maslow's Hierarchy of Needs and the Theory of
Organizational Socialization.

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Maslow's Hierarchy of Needs
In the 1940s, Maslow (1968) introduced the Hierarchy of Needs, a five-tiered model to
categorize five core motivations from basic survival needs to self-actualization. In the context of
onboarding, this model can help organizations understand what new employees need emotionally
and socially to ensure success in the workplace.
The foundation of the five-tiered pyramid is physiological and safety needs, which
includes securing a job and environmental security (Maslow, 1968). In addition to ensuring new
hires are comfortable with the new environment and culture, they must have a clear
understanding of expectations, resources, and security measures, both physically and
emotionally. These safeties include understanding health benefits and having a sense of
ownership over their workspace. Social and esteem needs include a strong sense of
belongingness, community, and accomplishment (Maslow, 1968). To fulfill a sense of social and
esteem throughout an onboarding program, onboarding facilitators should organize meetings
with colleagues with similar professional and personal interests. With a sense of belonging,
esteem enhances (Lambert et al., 2013). As a result of meeting physiological, safety, social, and
esteem needs, an individual can achieve self-actualization. According to Maslow (1968), the
need for self-actualization is a desire for self-fulfillment. New hires with self-actualization feel
positive, engaged, and enthused because they are aware of how their goals and values align with
organizational culture and opportunities (Caldwell & Peters, 2018). Furthermore, due to the
support and resources available, new hires with self-actualization feel challenged and motivated
to realize their potential within the organization (Caldwell & Peters, 2018). Maslow's (1968)
hierarchy can serve as a useful guide for understanding new hire behavior and facilitating
progression toward success.
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Theory of Organizational Socialization
As described above, when the American economy shifted from agrarian to industrial, the
American workforce switched occupations to meet economic demands. As the workforce
transitioned, researchers Van Maanen and Schein (1979) identified six dimensions that
represented ways in which different organizations onboard employees. These include: 1)
collective and individual socialization (all new hires receive the same training, i.e., boot camp);
2) formal and informal socialization (training occurs separately for new hires, i.e., new police
officer training); 3) sequential and random socialization (sequential: new hires follow a series of
steps to obtain a goal; random: steps are identified but not carried out in any particular order); 4)
fixed and variable socialization (pre-determining if onboarding should be fixed or varied based
on the new hire); 5) serial and disjunctive socialization (an experienced team member is assigned
to help onboard the new hire, i.e., mentorship); and 6) investiture and divestiture socialization
(investiture: the organization focuses on a new hire's pre-existing skills and values; divestiture:
the organization ignores the new hire's personal characteristics and focuses on the organization's
traits and needs to assimilate the new hire). The tactic influences the onboarding processes by
distinguishing the type of information, the source of information, and the timing of information
shared.
The Clark and Estes Gap Analytic Framework
The Clark and Estes (2008) framework theorizes that a lack of knowledge and skills,
motivation, or organizational support could lead to gaps between organizational performance and
goals. The framework offers an analytical approach to identify the gaps that negatively impact
the ability for an organization to achieve its goals. Steps in the gap analysis include defining the
34

measurable goal, determining the gap in performance, speculating potential causes for the gaps,
prioritizing those causes, developing solutions, and finally, evaluating the outcomes.
Understanding the causes is an essential step in the gap analysis framework, as
organizations often spend an unnecessary amount of time working under false or inaccurate
assumptions about the causes. As a result, applying a solution based on assumptions often leads
to falling short on meeting organizational goals. Often, frustration for those involved follows.
The gap analysis avoids such shortfalls and failures by forcing an examination of the potential
causes for performance issues. Based on a solid understanding of the causes and gaps, an
implementation strategy and evaluation plan formalize.
The analysis includes a comprehensive assessment of three fundamental elements.
According to Clark and Estes (2008), all three must be “in place and aligned” to achieve
organizational success (p. 43). Known as KMO, these include (1) knowledge and skills, (2)
motivation, and (3) organizational influences (Clark & Estes, 2008). Gaps in knowledge and
skills, motivation, and necessary organizational resources often result in a struggle to meet
organizational performance goals (Clark & Estes, 2008). It is critical to examine all three KMO
elements within Transitus, as the gap may be a singular and solitary insufficiency or a collection
of needs. This comprehensive examination will help ensure that the solutions implemented are
appropriate and support the successful creation, implementation, and sustainment of an
onboarding program.
This innovation study follows the general steps of a gap analysis. In exploring the
knowledge, motivation, and organizational influences, the study identifies the strengths and
needs that impact performance at Transitus.

35

Stakeholder Knowledge, Motivation, and Organizational Influences
The literature in this section focuses on the influences that are relevant to meeting the
stakeholder goal, which is that by January 2023, 100% of all New Hires will implement best
practices from the new onboarding program. The influences were based on the research-
recommended strategies and best practices discussed earlier in Chapter Two. Meeting this goal
will allow Transitus to persist toward meeting the organizational goal, which is that by January
2024, Transitus will implement a new onboarding program to achieve 100% engagement of all
new hires.
Knowledge and Skill Influence
There are four types of knowledge related to learning and meeting performance goals:
factual, conceptual, procedural, and metacognitive (Krathwohl, 2002; Rueda, 2011). Factual
knowledge, as described by Krathwohl (2002) includes facts and knowledge that are
foundational and contextualized to a specific subject. Conceptual knowledge incorporates the
principles, models, classifications, and theories that are pertinent to a particular discipline
(Rueda, 2011). Procedural knowledge is what enables action; it offers the how-to component of
knowledge (Rueda, 2011). Finally, metacognitive knowledge refers to “the process of reflecting
on and directing one's own thinking” (National Research Council, 2001, p. 78). An important
facet in metacognition is self-regulation, which is the ability to monitor and control emotions and
behaviors to achieve learning goals (Schunk, 2008).
New hires need a clear understanding of job expectations (factual knowledge). As
established as a research-recommended strategy, new hires need to know what their respective
roles and responsibilities are to meet them. Clear job roles and responsibilities are examples of
factual knowledge. As previously discussed, role clarity is essential and serves as a reliable
36

predictor of job performance, satisfaction, and organizational commitment (Cognisco, 2010).
Bauer et al. (2007) described role clarity as “resolution of role,” which refers to the job tasks,
priorities and time allocations related to the job (p. 708). Miller and Jablin (1991) offered that
seeking information is part of the adjustment period, during which new hires collect the set of
facts needed to function well on the job. Bauer (2010) offered that new hire performance suffers
when responsibilities are ambiguous. Without clarity, uncertainty, and confusion follow, which
negatively impacts confidence and performance (Adkins, 1995; Bauer et al., 2007; Kammeyer-
Mueller & Wanberg, 2003). In addition, new hires who are unclear about basic job functions
and responsibilities may hesitate to take initiative, demonstrate low self-determination and lose
confidence (Rizzo et al., 1970). Yukl (2010) further offered that even new employees who are
highly motivated and extremely competent may not meet performance goals if there is ambiguity
around foundational responsibilities. New employees who know and understand the roles and
responsibilities of the job are more likely to effectively perform tasks that align with the
organization's mission (Hassan, 2013; Kauppila, 2014).
New hires need a clear understanding of how the role impacts the organization's
mission (conceptual knowledge). The need for a new hire to understand the organization’s
mission and how his or her connection and contribution emerged from the literature as a
research-recommended strategy. The need to understand, connect, and contribute to mission are
examples of conceptual knowledge. The faster new hires understand the functions of the job, the
faster they can productively contribute to the organization’s mission (Bauer, 2010).
Understanding and alignment with the mission is essential, as employees are more likely to
invest in an organization's success if they feel aligned with the organization and its mission
(Brown & Yoshioka, 2003). When newcomers feel invested with the organizational goals and
37

mission, they are more likely to see a viable career trajectory for themselves (Pike, 2014). The
ability for a new hire to visualize him or herself as part of the organization’s future contributes to
the newcomer’s systematic and strategic understanding of the organization and how each
initiative and division contributes to the greater mission (Acevedo & Yancey, 2011). In turn,
teamwork increases and unhealthy competition decreases (Acevedo & Yancey, 2011). As new
hires settle into new roles, Brown and Yoshioka (2003) offered that organizations could use the
mission statements as a motivational tool to sustain a new hire’s investment in achieving the
organizational goals. The ability for a new hire to understand and connect to the mission is a
critical component to the success of new hires, as is the ability to review, analyze and weigh an
enormous amount of higher education information, including data, trends, and issues.
New hires need to know how to access information about appropriate workplace
conduct, behavior and social norms (procedural knowledge). Procedural knowledge is what
enables action; it offers the how-to component of knowledge and is essential in learning (Rueda,
2011; Schunk, 2012). Once a new hire understands the organization’s values and attitudes, the
research-recommended strategy of demonstrating the ability to behave in a manner that aligns
with the organization is next. Armstrong and Stepens (2005) offered that one way to understand
the expectations around behavior is through a psychological contract, which is a “system of
beliefs that encompasses the actions employees believe are expected of them and what response
they expect in return from their employer” (p. 85). A social contract is another source where
employees can learn about norms and appropriate behavior (Morrison & Robinson, 1997).
Within a psychological or social contract, Caldwell and Caldwell (2016) offered that new hire
behavior can range from immoral, where actions maximize self-interests, to virtuous, where
actions promote collective and individual value. Psychological or social contracts are tangible
38

resources where a new hire can find the framework for acceptable conduct, including
expectations around behavior in areas such as sexual harassment, anti-discrimination, substance
abuse, attendance, dress codes and social media usage (Monroy & Zwerling, 2014; Whitley,
2018). Clear policies set the tone for acceptable behavior and establish consequences for failing
to meet the expectations of the workplace culture (Whitley, 2018).
New hires need a strong sense of self-awareness and ability to incorporate self-
regulation to enhance performance (metacognitive knowledge). In addition to factual and
conceptual knowledge, the literature offered that new hires need to have self-awareness, which is
an example of metacognition. Flavell (1976) defined metacognition as “one’s knowledge
concerning one’s own cognitive processes” (p. 232). Self-regulation compels consultants to
establish an environment that is optimal for learning, which includes removing obstacles that
interfere with their learning (Seli & Dembo, 2019). Once situated in an optimum environment,
the consultant can engage clients in coaching conversations where the consultant is cognizant of
their actions, emotions, and biases (Rueda, 2011). The consultant is also equipped to engage in
self-reflection to gain a “deeper understanding of...relationships with and connections to other
experiences” (Rodgers, 2002, p. 845). Practicing self-reflection leads to awareness of attitudes
and emotions, which is an integral part of reflective thinking, or assessing what is known, what is
unknown and how to fill the gap (Dewey, 1933). A strategic advising session also requires the
consultant to plan the approach and the session's objectives, and continuously assess how the
meeting is going to adjust in real-time. Engaging in self-regulation and self-reflection to
improve self-awareness strengthens individual performances, which ultimately impacts
organizational performance (Krathwohl, 2002). Table 2 outlines the assumed knowledge
influences.
39

Table 2
Assumed Knowledge Influences to Implementing Onboarding Program Best Practices
Knowledge Type Assumed Knowledge Influence
Factual New hires need a clear understanding of job expectations
Conceptual New hires need a clear understanding of how the role
impacts the organization's mission
Procedural New hires need to know how to access information about
appropriate workplace conduct, behavior and social norms
Metacognitive New hires need a strong sense of self-awareness and ability
to incorporate self-regulation to enhance performance

Motivational Influences
In addition to knowledge, motivation is a significant influence on performance. This
section of the literature review focuses on motivation-related influences that are pertinent to
identifying and establishing a successful onboarding program. Mayer (2011) asserts that
motivation is generally an “internal state that initiates and maintains goal-directed behavior” (p.
302). Mayer (2011) further stated that even if a learner knows, he or she must want to engage in
cognitive processing. Learners need motivation to use and apply knowledge actively; motivation
is a necessary catalyst in learning. Clark and Estes (2008) highlight three facets of motivation
required in achieving a goal: active choice, persistence, and mental effort. Active choice is the
intentional pursuit of a goal. Persistence is a sustained focus on a goal. Mental effort is
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cognitive commitment and devotion of time to achieve the goal (Clark & Estes, 2008). In the
context of onboarding, motivation initiates and sustains a new employee's efforts to engage in the
cognitive processing required to make meaning of the knowledge. In addition to the extensive
research on the role of motivation in an individual's ability to learn, research on cognitive-
motivational theories are increasingly active. This study evaluates motivation as described by
Self-Efficacy Theory, Expectancy Value Theory, Self-Determination Theory, and Interest
Theory.
New hires need a strong sense of competence and confidence. The Self-Efficacy
theory focuses on one's self-perception of competency, positing that learners build confidence as
more difficult goals are achieved, and as a result, the learner will seek out increasingly
challenging goals (Pajares & Urdan, 2006). As such, the need for new hires to have competence
and confidence emerged as a research-recommended strategy. Using social cognitive theory,
Bandura (2000) offered that self-efficacy is an essential component of positive behavior that will
allow the learner to progress toward the goal. Several factors can affect a learner's sense of self-
efficacy, including the learner's evaluation of his or her experience, feedback from others,
observing others, and personal reactions (Pajares & Urdan, 2006). As Transitus is a multi-
faceted firm that offers a variety of services, employees are expected to apply their factual,
conceptual, and procedural knowledge of the higher education landscape to the client's
institutional needs, which requires self-awareness, self-regulation, and self-control. Engaging in
conversations requires employees to be cognizant of their actions, emotions, and biases, being
careful not to bring personal experiences or political opinions into the conversation (Rueda,
2011).
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A new hire with a high sense of self-efficacy believes he or she is competent and able to
fulfill his or her job responsibilities. A high sense of self-efficacy not only drives new
employees to believe that they are capable of doing the job; it also has a positive impact on
persistence as information evolves in complexity or the new hire faces obstacles (Bandura,
1977). Lastly, new hires with high self-efficacy serve as assets to other new hires who may be
struggling to adapt and learn. A high sense of self-efficacy promotes communal life in the sense
of the learner's willingness to cooperate, help, and support others (Bandura, 2000; Rueda, 2011).
New hires need to believe they can succeed in the job according to the role and
expectations. While self-efficacy theory concentrates on a learner's self-perception of
competency, Expectancy Value Theory focuses on the learner's internal processes and cognitive
predictions on whether he or she will achieve the goal (Wigfield & Eccles, 2000). The
Expectancy Value Theory posits that beliefs can explain an individual's choice, persistence, and
performance about “how well they will do on the activity and the extent to which they value the
activity” (Wigfield & Eccles, 2000, p. 68). According to Porter and Lawler (1968), the
perception of how well the individual can do and how much the activity is valued stems from an
individual's self-efficacy, previous experiences, and understanding of how difficult the
performance goal is to achieve. As such, the research-recommended strategy that new hires need
to believe that they can succeed in the job according to the role and expectations emerged as an
influence.
During a structured onboarding experience, employees learn what is necessary to perform
well and qualify for rewards. When employees have role and expectation clarity, they can better
determine the effort required to meet or exceed the expectations. Vroom (1964) posits that the
presence of clearly defined expectations impacts an individual's beliefs, which creates a
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motivational force that positively influences behavior. If the new hire believes that he or she can
succeed in the role, effort exerted will increase (Eccles & Wigfield, 2002). Furthermore, if the
onboarding program leads new employees to value the role, expectations, mission, and values of
the organization, effort will increase, as “value perceptions are the strongest determinant of
effort” (Estes & Polnick, 2012, p. 4).
New hires need stimulation and challenging activities. The need for stimulation and
challenging emerged as an influence based on the Self-Determination Theory, established by
Deci and Ryan (1985), which suggested that the need to learn, grow, and gain fulfillment drives
individuals. The theory offers two key components of motivation – extrinsic and intrinsic; both
are equally influential in shaping behavior (Deci & Ryan, 2008). While extrinsic motivation is a
drive to behave in particular ways based on external sources to earn external rewards such as
money, awards, or admiration, intrinsic motivation is what inspires individuals to behave in ways
that align with personal values, interests and moral compass (Deci & Ryan, 1985). Ultimately,
extrinsic motivation leads individuals to conform to the standards of others, while intrinsic
motivation derives from personal interest or appeal. According to Lepper (1988), an individual
who is intrinsically motivated takes on a given activity for enjoyment or feeling of
accomplishment, which results in processing information more deeply. Condry and Chambers
(1978) found that in the face of adversity, intrinsically motivated learners use logical and
decision-making strategies to overcome complexity and barriers.
Self-determination theory is applicable, as it helps organizational leaders understand the
motivational factors that drive new hires to persist in his or her position (Przybylski et al., 2010).
Examining the motivational factors that contribute to learning during the onboarding program
through the lens of self-determination theory will provide insight into the internal motivators. As
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the self-determination theory assumes that intrinsic motivation directs people to want to grow
and develop mastery, it will be important to understand what factors will help drive new hires at
Transitus to learn in deep and meaningful ways that will yield productivity. Table 3 outlines the
assumed motivation influences.

Table 3
Assumed Motivation Influences to Implementing Onboarding Program Best Practices
Motivation Construct Assumed Motivation Influence
Self-Efficacy New hires need a strong sense of competence and confidence
Expectancy Value New hires need to believe they can succeed in the job
according to the role and expectations
Self-Determination New hires need stimulation and challenging activities

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Assumed Organizational Needs
Even with the necessary knowledge and motivation, an organization will not meet its
performance goal without the appropriate organizational support and influences (Rueda, 2011).
For example, new employees may have basic knowledge of consulting in higher education and
be intrinsically motivated to help institutions advance their missions. Still, if the consultants are
not equipped with the necessary resources or trust to consult, frustration may overshadow efforts,
causing a detrimental effect on providing a high-quality service (Jacoby, 2014).
This section of the review focuses on the organizational influences necessary for
Transitus to accomplish the stakeholder goal, which is to launch the approved pilot onboarding
program for its new hires by January 2023. Examining these influences are an essential part of
accomplishing the organizational goal, which is that by January 2024, Transitus will implement a
new onboarding program to achieve 100% engagement of all New Hires. Examining
organizational components, including cultural models and cultural settings, will help determine
the barriers to successfully implementing an onboarding program (Gallimore & Goldenberg,
2001). According to Clark and Estes (2008), identifying these barriers is critically important in
the pursuit of achieving a performance goal. The cultural models, settings, and climate described
below represent potential barriers to meeting the goal of implementing an onboarding program.
Cultural Models
This section of the review focuses on the assumed organizational needs necessary for
Transitus to achieve the stakeholder goal, which is that by January 2023, 100% of all New Hires
will implement best practices from the new onboarding program. Cultural models and cultural
settings are types of influences that impact organizational performance. Gallimore and
Goldenberg (2001) defined cultural models as “shared mental schema or normative
45

understandings of how the world works, or ought to work” (p. 47). Rueda (2011) offered that
cultural models include the values, traditions, practices, policies, group beliefs, and incentive
structures of an organization.
Cultural Model 1: The organization needs to foster an environment of transparency
and authenticity for new hires. New hires entering a transparent and authentic environment
are more likely to experience quality employee-organization relationships that result in higher
trust, commitment, job performance and workplace happiness (Men & Stacks, 2014). In an
organizational or business context, transparency is an open and honest flow of information where
there is clarity around rules and decisions (Asian Development Bank, 1999; Holzner & Holzner,
2006; Piotrowski, 2007). According to Hood (2006), transparency is an important element in
every organization. Florini (2007) asserted that transparency is a pragmatic measure
organizational leaders can adopt to increase accountability and curb corruption. For decades,
researchers have been establishing transparency as a fundamental enabler of organizational
success (Argyris, 1964; Gambetta, 1988; Kent & Taylor, 2002; Zand, 1972).
Similarly, the notion of authenticity in the workplace is increasingly prevalent (Ménard &
Brunet, 2011; Reis et al., 2016). Ibarra (2015) defined authenticity as remaining true to oneself
and keeping a strong tie between what one feels and what one says or does. For organizations to
demonstrate authenticity, leaders must exhibit personal virtues and align words with actions
(Bennis & Nanus, 2007; Joseph & Winston, 2005). For a new hire, authenticity is demonstrated
when questions are answered with openness and honesty, and organizational challenges are
addressed without rationalization or justification (Wellemeyer & Williams, 2019). When new
employees experience transparency and authenticity, trust and organizational commitment
46

increase (Heald, 2006; Men & Stacks, 2014). As such, the need for the organization to foster an
environment of transparency and authenticity emerged as an organizational influence.
Cultural Model 2: The organization needs to lead with upstanding values, attitudes,
and behaviors for new hires. Each element of the onboarding experience should reflect and
reinforce the positive components that make up the organization's culture, from branding on the
walls to conduct in the halls. For new employees, understanding the organization's values and
norms will make navigating social scenarios easier, and it will help establish “congruence of
personal and workplace values” (Leiter & Maslach, 2017, p. 374). With value congruence,
employees are more likely to feel intrinsic and extrinsic satisfaction, as they are fostering
personal and professional values while progressing on goals prioritized by the organization
(Leiter & Maslach, 2017). New hires should also observe and adopt the preferred attitudes and
desired behaviors toward colleagues and clients. According to Brady and Walton (2017),
“affirmation helps promote positive relationships and a sense of belonging” (p. 285).
Leading with values is congruent with the Theory of Organizational Socialization (Van
Maanen & Schein, 1979), which includes the dimension of collective and individual
socialization, later categorized by Jones (1986) as institutionalized socialization. When
compared to individualized socialization, institutionalized socialization produces better results as
related to new hire adjustment, as the strategy considers personality, values, purpose, and
skillset, which can lead to a competitive advantage for organizations (Burbock et al., 2016).
Based on the work by Van Maanen and Schein (1979) and Jones (1986), the influence about the
organization needing to lead with upstanding values, attitudes, and behaviors for new hires
emerged.
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Cultural Model 3: The organization needs to encourage an environment of social
support and belongingness for new hires. As described earlier in this review, establishing a
connection is a critical element for new hire onboarding, as it allows employees to adapt
positively. In alignment with Maslow's social need, Leiter and Maslach (2017) agree that a
“sense of belonging at work fulfills people's core needs to be consequential in the utilitarian
sense of furthering careers and in the emotional sense of sharing existence with people of similar
interest and backgrounds” (p. 370). As such, encouraging an environment of social support and
belongingness emerged as an influence. Not only do new employees quickly learn and
internalize key values as a result of spending time with peers, but organizational outcomes are
also positively impacted (Bauer & Green, 1998; Morrison, 2002). According to a Gallup (2018)
survey, when new hires develop a “deep sense of affiliation with their team members, they are
driven to take positive actions that benefit the business” (para. 15). The survey also offered that
having a friend at work is a powerful predictor for workplace engagement.
The onboarding experience is a bridge-builder between the candidate experience and
employee experience. Transitus needs to recognize the importance of social connection and
belongingness as they catalyze employee satisfaction, engagement, and productivity.
Cultural Settings
While cultural models are extensively embedded within organizational structures and not
always prominent or visible, cultural settings tend to be visible indicators of cultural models
(Rueda, 2011). Rueda (2011) defined cultural settings as diverse social contexts where the
practice of policies and systems occur – where the “who, what, when, where, why, and how of
the routines which constitute everyday life” manifest within organizations (Rueda, 2011, p. 57).
48

Cultural Setting 1: The organization needs to provide new hires with timely and
substantive feedback. Another critical element for successful onboarding shared earlier in this
review is that onboarding should be a continuous process, not a pragmatic procedure. As such,
the need for the organization to provide new hires with timely and substavie feedback emerged
as an influence. As new employees establish purpose, affirm behavior, and gain a sense of
belonging, they start to work more autonomously (Lamb, 2017). As their autonomy grows, so
does the need for timely and supportive feedback. Performance management is a continuous
loop of feedback, goal setting, coaching, and affirmation (Mone & London, 2018). While
performance management focuses on measuring performance through a formal human resources
process that can lack humanity and personalization, performance enablement is rooted in
individual and organizational goal integration, straightforward and frequent feedback,
accountability and agility (Pryor, 2016). Ultimately, performance enablement is an approach
that allows for sustained focus on professional development (Armstrong, 2017). Performance
enablement aligns more closely with what employees want; research shows that employees do
not want to wait passively for feedback, so they are increasingly likely to seek input daily
(Ashford et. al., 2003; Crant, 2000; Grant & Ashford, 2008). Under the Jobs Demand-Resource
model, when employees receive confirmation that they are applying energy in the appropriate
places, engagement is fostered, followed by positive job performance outcomes (Schaufeli,
2013). Establishing a culture that fosters learning from feedback is essential, as it drives
engagement and allows employees to take responsibility for their actions and be accountable to
their goals (van der Rijt et al., 2013).
A culture of performance enablement that empowers people to do their best work through
ongoing and constructive feedback is an essential element to the new hire experience at
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Transitus. The organization needs to move away from episodic reviews and ratings into a culture
of continuous feedback that focuses on improvement and capitalizing on employee strengths.
Table 4 outlines the assumed organizational influences. Table 5 outlines the summary of all
needs and influences.

Table 4
Assumed Organizational Influences to Implementing Onboarding Program Best Practices
Organizational Influence Category Assumed Organizational Influences
Cultural Model Influence 1 The organization needs to foster an environment of
transparency and authenticity for new hires
Cultural Model Influence 2 The organization needs to lead with upstanding values,
attitudes, and behaviors for new hires
Cultural Model Influence 3 The organization needs to encourage an environment
of social support and belongingness for new hires
Cultural Setting Influence 1 The organization needs to provide new hires with
timely and substantive feedback

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Table 5
Summary of all Needs and Influences
Knowledge Type Assumed Knowledge Influence
Factual New hires need a clear understanding of job expectations
Conceptual New hires need a clear understanding of how the role
impacts the organization's mission
Procedural New hires need to know how to access information about
appropriate workplace conduct, behavior and social norms
Metacognitive New hires need a strong sense of self-awareness and
ability to incorporate self-regulation to enhance
performance
Motivation Construct Assumed Motivation Influence
Self-Efficacy New hires need a strong sense of competence and
confidence
Expectancy Value New hires need to believe they can succeed in the job
according to the role and expectations
Self-Determination

New hires need stimulation and challenging activities
Organizational Influence
Category
Assumed Organizational Influences
Cultural Model Influence 1 The organization needs to foster an environment of
transparency and authenticity for new hires
Cultural Model Influence 2 The organization needs to lead with upstanding values,
attitudes, and behaviors for new hires
Cultural Model Influence 3 The organization needs to encourage an environment of
social support and belongingness for new hires
Cultural Setting Influence 1 The organization needs to provide new hires with timely
and substantive feedback
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Conceptual Framework
According to Rocco and Plakhotnik (2009), the goal of a conceptual framework is to
describe a study’s relevant concepts and draw connections between them. Maxwell (2013)
provided that a conceptual framework offers a researcher the opportunity to focus an inquiry on
topics that can otherwise be too broad. Moreover, Robson (2011) offered that a conceptual
framework is a graphically or textually visual depiction that illustrates the relationship of the
fundamental concepts and theories within a study. Embedded throughout Chapter Two were
independent elements of knowledge and skill, motivation, and organizational influences. This
section will draw connections between these elements and the impact on onboarding. The
conceptual framework in Figure 1 presents a depiction of the relationships between the cultural
models and settings, knowledge, and motivation needs and influences relevant to the
organizational goal of implementing a structured onboarding program.
Interaction of Stakeholders’ Knowledge, Motivation and the Organizational Context
Clark and Estes (2008) asserted that an organization must acknowledge its knowledge,
motivation, and organizational needs to meet the identified goal. New hires equipped with the
necessary knowledge and motivation can still fall short of performance goals due to deficiencies
in the organizational culture (Clark & Estes, 2008). Values, attitudes and behaviors are
embedded in organizational culture and can affect how a new employee transitions from learning
to producing. The ability for a new hire to integrate to the organization’s culture is accelerated
with social support and a sense of belonging. Through the onboarding experience, new
employees gain valuable feedback that confirms or refutes that behavior aligns with the mission,
that they are meeting expectations and engaging appropriately. Ultimately, knowledge,
motivation and organizational influences affect the ability of a new employee to assimilate to
52

culture and perform well and the ability of a supervisor to effectively shepherd a new hire
through the onboarding program.
Conceptual Framework Details
Clark and Estes’s (2008) gap analysis is the principle framework that guided this study.
As such, knowledge, motivation and organization frame the conceptual framework illustration to
demonstrate that they are the foundation of the study. As foundational concepts, knowledge,
motivation and organization guided the study’s research questions and provided a focus for the
literature review. The organizational goal borders the image. The goal is affected by all the
knowledge (green), motivation (blue), and organizational (orange) elements. As identified in the
literature review, the knowledge types, motivation theories, and organizational elements are
necessary pieces of a structured onboarding program. As all elements of the gap analysis need to
be examined to completely and comprehensively to identify organizational problems and
solutions, the influences (gray) surround the components within the conceptual framework and
KMO gap analysis.

53

Figure 1
Conceptual Framework

54

Conclusion
The purpose of this research study was to examine the problem of failing to effectively
onboard new employees. In this chapter, a review of the related literature was conducted to
provide historical context and insight into the frameworks associated with organizational
onboarding. The review introduced benefits and best practices, followed by potential drawbacks
for poorly implemented onboarding programs and current trends in onboarding. The Clark and
Estes (2008) gap analysis framework was reintroduced in the context of exploring assumed
knowledge, motivation, and organizational needs toward the creation of a successful onboarding
program at Transitus. Chapter Three introduces the methodology, including research questions,
data collection plan, ethics, and limitations.

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Chapter Three: Methodology
This chapter presents the research design and methods used in the identification,
collection and analysis of the data relevant to helping Transitus implement a structured
onboarding program. Specifically, by January 2024, Transitus will implement a new onboarding
program to achieve 100% engagement of all new hires. While a complete needs’ analysis would
focus on all stakeholders, for pragmatic reasons, the focus for this analysis is New Hires.
Understanding the needs to implement a high-quality onboarding program was realized through
interviews with the New Hires at Transitus. The following pages provide the details concerning
the study sample, data collection procedures and instrumentation used in this qualitative
innovation study. Next, the chapter presents details around trustworthiness, credibility, and
ethics applicable to the study.
Research Questions
1. What are the knowledge, motivation, and organizational needs to develop an onboarding
program that will engage employees at Transitus?
2. What are the recommended knowledge and skills, motivation, and organizational
solutions to those needs?
3. What is required from Transitus to meet its organization goal of creating a structured
onboarding program?
Overview of Methodology
Qualitative research focuses on collecting data by talking to participants and then
building patterns through the process of organizing the data into themes (Creswell & Creswell,
2018, p. 296). Merriam and Tisdell (2016) define qualitative research as “inquiring into, or
investigating something in a systematic manner” (p. 3). Merriam and Tisdell (2016) further
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offered that qualitative researchers seek to understand how people interpret their experiences,
construct their worlds and develop meaning of those experiences. At Transitus, all employees
have experience joining the organization. Employee experiences range from quick and simple
welcome information to more elaborate orientation. According to Thomas (2016), qualitative
designs have an inductive approach. The purpose of an inductive approach is to establish strong
links between the research questions and the findings consequent of the raw data as well as
“establish a framework of the underlying structure of experiences...that are evident in the raw
data” (Thomas, 2016, p. 237). Instead of experimenting with onboarding practices, an inductive
approach produces theories of onboarding by analyzing the experiences of employees.
This qualitative study was designed to understand the onboarding needs of New Hires.
Conducting a gap analysis in the areas of knowledge, motivation, and organizational needs will
help Transitus reach the goal, which is that by January 2024, Transitus will implement a new
onboarding program to achieve 100% engagement of all New Hires. In addition to interviewing
the New Hires, members of the Executive Leadership Team and the Operations Team were
interviewed to collect preliminary input into their needs regarding the implementation of a
structured onboarding program. The research questions guiding the innovation study are
summarized in Table 6.

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Table 6
Data Sources

Research Questions Data Collection Method
What are the knowledge and skills, motivation, and
organizational needs necessary for all New Hires to implement
best practices from the new onboarding program and be
actively engaged in the business?
Interviews
What are the recommended knowledge and skills, motivation,
and organizational solutions to those needs?
Interviews
What is required from Transitus to meet its organization goal
of creating a structured onboarding program?
Interviews

Data Collection, Instrumentation and Analysis Plan
Participation in the interview process was solicited through email, which included
information about the study. Before interviews were conducted, participants learned the basic
premise of the study and understood the interview procedure. Participants had the opportunity to
ask questions and gave verbal consent before recording began. Upon completion of the
interviews, the researcher began analysis of the transcripts and analytics memos. According to
Huberman and Miles (2002) data analysis is “about detection, and the tasks of defining,
categorizing, theorizing, explaining, exploring and mapping” (p. 309). Analysis for this study
involved coding the written transcripts into themes, which served as precursors to the findings.
Interviews
Interviews were conducted to understand the knowledge, motivation, and organizational
needs of New Hires related to a structured onboarding program. Patton (2002) offered that the
purpose of interviewing is to welcome outsiders into another person’s perspective. Johnson and
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Christensen (2014) contended that the interview process is an interpersonal experience where the
researcher collects data from the research participant. Throughout the interpersonal experience,
participants share feelings, experiences, and intentions (Merriam & Tisdell, 2016). The
interview process affords the researcher the opportunity to “find out from [participants] those
things we cannot directly observe” (Patton, 2002, p. 340). The interview process allowed the
researcher to collect rich and detailed information about how the stakeholders understand and
explain experiences concerning the onboarding experience.
Participating Stakeholders
The stakeholders for this research included three groups: New Hires, members of the
Operations Team, and members of the Executive Leadership Team. Thirteen interviews were
conducted. Nine New Hires were interviewed. The New Hires represent positions in project
management, campus planning, account management, and consulting. Two members of the
Executive Leadership Team were interviewed. This group is responsible for making the
strategic, financial, and personnel decisions for the firm, so their contribution to this study was to
provide input on the ideal program and outcomes for the recommended onboarding structure.
Two members of the Operations Team were interviewed. This group is ultimately responsible
for implementing the orientation and onboarding programs for the firm, so their interest and
motivation to help implement an effective onboarding program was essential. Stakeholders from
the North Carolina and Midwest offices were represented.
Interview Sampling Criteria
According to Creswell and Creswell (2018), sampling is a group of people selected from
a larger population for data collection (Creswell & Creswell, 2018). The goal of sampling in
qualitative research is to select particular participants and understand them (Johnson &
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Christensen, 2014). Merriam and Tisdell (2016) offered that ideal sampling approaches enhance
insight and allow the researcher to gain palpable information about the research questions. This
study employed two sampling approaches. There were preselected criteria that were used to
determine if participants were appropriate for the study. All stakeholders meeting the criteria
were recruited through email solicitation.
New Hires. New Hires were selected through purposeful sampling where
“individuals...are selected that provide the information needed to address the purpose of the
research” (Johnson & Christensen, 2014, p. 269).
Criterion 1. New Hires who are full-time with at least 6 months of experience at
Transitus.
Criterion 2. New Hires who do not supervise other employees.
Executive Leadership Team members. The Executive Leadership Team was also
selected through purposeful sampling.
Criterion 1. Executive Leadership team members who actively participate in recruiting
and hiring New Hires.
Operations Team members. The sampling approach for the Operations Team was
voluntary response sampling, meaning each member of the Operations Team had the opportunity
to participate in the study (Murairwa, 2015).
Criterion 1. Full-time Transitus employees who serve on the Operations Team.
Interview Sampling Rationale
For the New Hires, six months was selected as a minimum employment period to ensure
the interview participants have institutional knowledge. Regarding the Executive Leadership
Team, while the president is actively involved in strategic decisions for the firm, the Chief
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Operations Officer, Chief Branding Officer, and Senior Vice President are more engaged in new
hire positions. As the Operations Team is small, all four members of the Operations Team were
invited to participate in the interview process.
Instrumentation
According to Jacob and Furgeson (2012), a solid interview protocol is essential to
collecting rich and detailed narrative from interviewees, as a protocol is not only a set of
questions; it guides the researcher through the interview process. Creswell and Creswell (2018)
offered that an interview protocol is “is a form used by a qualitative researcher for recording and
writing down information obtained during an interview” (p. 376). Bolderston (2012) described
an interview protocol as an outline that includes the purpose of the study, the process, personnel
involved, the list of interview questions, probes, information about confidentiality and consent
and a thank you statement. Each interview participant had a designated protocol, which was
created ahead of each interview, and it was followed for consistency. The name of each
interviewee, along with the date and time of the interview was noted. The protocol included
participant concerns regarding confidentiality, if relevant.
The interview protocol (Appendix A) includes five sections: a welcome message, an
introduction to the study, information on consent, the interview questions and closing remarks.
The welcome message included an introduction of the researcher and ensured that participants
felt comfortable and appreciated for their time, engagement and input. The introduction to the
study section included an overview of the study and the purpose of the interview. The researcher
created time for participants to ask questions about the purpose of the study. The discussion on
consent, confidentiality and privacy acknowledged that the participant consented to participation
in the study. The researcher assured participants that comments made during the interview would
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remain confidential and the study would not include references to individuals. The researcher
offered that the participant could remove any statement from the record upon completion of the
interview. The researcher shared the purpose of the study before sharing the overall structure of
the 60-minute interview. At that time, the researcher verified the participant’s willingness to
continue in the interview and verbally acknowledged that recording would begin.
The interview questions section of the protocol included open-ended questions. As
Patton (2002) recommended building rapport with participants, the first question will be an ice
breaker. Subsequent questions will be open-ended, as they yield descriptive information and
data (Merriam & Tisdell, 2016). Caldwell and Caldwell (2018) concluded that open-ended
questions elicit views and narratives that aid in the data-collection process. According to Patton
(2002), open-ended questions “minimize the imposition of predetermined responses” (p. 353).
The closing section included reminders to the researcher to thank the participant, remind the
participant of the confidentiality agreement and ask if the participant would like to withdraw any
statement(s) from the interview. The participant was given the opportunity to ask any questions
about the process or timeline, and then thanked again for the time, effort and input.
There were two attachments that accompanied the interview protocol. The first was a list
of probes, adopted from Johnson and Christenson (2014), to aid the researcher in getting the
participant to divulge more information, insight and perspective. As needed, the researcher
referenced the page during the interview to ensure continuity and to clarify vague responses
(Merriam & Tisdell, 2016; Weiss, 1994).
The second attachment was the knowledge, motivation and organizational influences list
that the researcher referenced to improvise questions for additional data collection. Each
influence had a designated code - for example, the conceptual knowledge influence was coded
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“K-C” and the third motivation influence was coded “M-3.” The interview questions were
labeled with the corresponding code to the influence that the question was exploring. The
Crosswalk of KMO Influences Across Data Resources (Appendix D) maps the relationship
between the KMO influences, the applicable code and relevant research question.
Data Collection Procedures
As previously stated, voluntary participation in the interview process was solicited
through email (Appendix B). The communication included the USC Information Sheet for
Exempt Research (Appendix C) to inform potential participants about the purpose of the study,
involvement and confidentiality. Stakeholders interested in participating in the interview process
responded directly to the email. The researcher provided available interview dates and times.
Due to COVID-19 travel and in-person restrictions, interviews were virtually conducted.
When interviews cannot be conducted in-person, Tuttas (2015) recommended the use of a Web
conference service with full-motion video to provide an authentic online environment. Salmons
(2012) contended that the “free-flowing, conversational characteristic of videoconferencing most
closely compares with face-to-face dialogue” (p.21). Interviews were conducted via Zoom,
which required participants to have a computer or smartphone and access to the internet.
Although Janelle and Hodges (2000) posited that people in different areas of the world have
restricted access to computer equipment and therefore have limited computer literacy skills,
Transitus employees are provided with laptop computers and routinely use Zoom to
communicate internally with colleagues and externally with clients. Transitus employees are
also familiar with the passcode feature of Zoom, which was enabled to prevent unwanted
participants from joining the interview.
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While a video interview would allow the researcher to observe participant engagement,
attentiveness and interest, participants who prefered a voice-only interview were accommodated.
In these cases, the participant could either turn the camera feature off or the researcher contacted
the participant by phone. Regardless, interviews were scheduled for 60 minutes, which is the
typical length of a qualitative interview (Loosveldt & Beullens, 2013). Each interview was
recorded with the participant’s permission and recordings are only accessible to the researcher.
Each participant was advised that the researcher would destroy the recording and associated
transcript upon completion of the study. To establish rapport and comfort the participant,
recording did not begin until permission was verbally provided by the participant and the
participant disguised the username for identity protection.
Regardless of format - video, audio-only, recorded or not recorded - the researcher took
notes. As recommended by Bogdan and Biklen (2007), notes were typed and stored, and back-
up copies were saved. Patton (2002) recommended capturing strategic and focused notes to
maintain the ability to interact with the participant and respond to interview needs and cues.
Strategic and focused notes might include key phrases or terms or prominent points, which may
be recorded using abbreviations and shorthand to accelerate the note-taking process (Patton
2002). Patton (2002) offered numerous benefits of taking strategic and focused notes, including
1) the interviewer can prepare new questions or indicate commentary that needs follow-up; 2)
expediting later data analysis to include identifying significant quotations; and 3) in the case of
technology or recording failure, notes serve as a back-up.
Upon completion of an interview, Merriam and Tisdell (2016) recommended that
researchers write up field notes as soon as possible to capture insights and observations about
verbal and non-verbal behavior. Merriam and Tisdell (2016) contended that the process of post
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interview note-taking allows the researcher to “monitor the process of data collection as well as
begin to analyze the information” (p. 131). The process of capturing reflections and analytic
memos also facilitates the development of codes and themes, and helps the researcher consider
how personal experiences might influence the interpretation of results (Caldwell & Caldwell,
2018). The researcher was diligent in writing up notes and analytic memos in a timely manner.
Data Analysis
According to Leech and Onwuegbuzie (2007), data analysis is one of the most important
steps in the research process. Bogdan and Biklen (1982) defined data analysis as a process that
systematically arranges interview transcripts and notes into themes by utilizing codes that are
subsequently built into a logical chain. Data analysis for this study involved qualitative
categorization of the interview data based on codes that aligned with the KMO influences. These
codes described themes that served as indicators to the findings. Creswell’s (2014) model for
qualitative data analysis was used in this study. Figure 2 represents the model.

Figure 2
Creswell’s Model for Qualitative Data Analysis

Organize
and
prepare
the data
Read
through
the data
for initial
Code
the data
Identify
themes
and
descriptio
Interpret
the data
Analyze
the data
with
coding
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For this study, written transcripts served as the main source of data. Bogdan and Biklen
(2007) asserted that transcripts are the primary source of data in qualitative studies while
McLellan et al. (2016) offered that transcriptions help researchers organize and analyze raw data.
When Zoom recordings are utilized, the researcher will capitalize on the transcription feature.
Upon completion of the interviews, the first step in the data analysis process was for the
researcher to organize the transcriptions into a secure document. As Merriam and Tisdell (2016)
submitted that the process of reviewing transcripts increases familiarity with the data, the second
step will be for the researcher to examine the transcriptions for accuracy. The researcher
reviewed the transcripts to gain general impressions. In addition, reviewing the researcher’s
analytic memos also served as a valuable data source, as these notes indicated her concerns, take-
aways, summations and suppositions about the developing data as related to the conceptual
framework and research questions. After the transcription and review processes, the third step
was for the researcher to code the transcripts based on the pertinent assumed knowledge,
motivation, and organizational influences. Fourth, the researcher began to identify emerging
concepts as the identified codes were rearranged and merged into conceptual themes. As a final
step, the data was interpreted to identify initial findings.
Credibility and Trustworthiness
When assessing a qualitative study for credibility and trustworthiness, reliability and
validity are criteria (Ryan-Nicholls & Will, 2009). As the researcher in this study was the
primary collector and interpreter of the data, ensuring credibility and trustworthiness surrounding
the researcher’s positionality was critical. Regarding interviews, reliability indicates how
consistent the researcher’s approach is across various researchers and throughout different
projects (Gibbs, 2007). Merriam and Tisdell (2016) defined reliability as “whether the results
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are consistent with the data” (p. 251). To increase reliability, Gibbs (2007) recommended
strategies such as checking transcripts for mistakes and ensuring continuity with coding.
In specific regards to interviews, validity is defined as “appropriateness of the tools,
processes, and data'' and relates to how well the research measures what it was intended to
measure (Leung, 2015, p. 325). Creswell and Creswell (2018) provided that validity is based on
whether the researcher, participant and readers of the study agree that the findings are accurate.
Terms that commonly address validity include trustworthiness, authenticity, and credibility
(Creswell & Miller, 2000). To validate the information captured in interviews, the researcher
conducted Interviewee Transcript Reviews (ITR), which is where interview participants receive
the verbatim transcript to verify accuracy, correct errors and provide clarity (Hagens et al.,
2009). While member checking is the process of testing interpretations and findings with
interview participants, the researcher determined that the study will not benefit from this
technique due to the limited timeframe for the study (Lincoln & Guba, 1985). While the
researcher did not conduct member checks, the researcher did triangulate by including the
perspectives of the three stakeholder groups. The secondary stakeholder group – the Executive
Leadership Team and the Operations Team – provided depth for the New Hire perspective, and
either validated or did not validate the New Hire’s perspectives.
According to Malterud (2001), “a researcher's background and position will affect...the
angle of investigation, the methods judged most adequate for this purpose, the findings
considered most appropriate, and the framing and communication of conclusions” (p. 483). To
mitigate bias, the researcher practiced reflexivity, which is the practice of self-reflection to
increase impartial analysis; it involves examining and conscious awareness of the assumptions a
researcher brings into the research and how those preconceptions might shape the outcomes
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(Dodgson, 2019). According to Malterud (2001), reflexivity is necessary at each step of the
research process. By practicing reflexivity, the researcher diminished the presence of personal
bias and therefore minimized the opportunity for data misinterpretation (Maxwell, 2013).
Ethics and Role of Researcher
Before conducting the study, the researcher completed IRB certification from the
Collaborative Institutional Training Institute to learn about fostering integrity and promoting
research that adheres to a code of ethics. Caldwell and Caldwell (2018) define a code of ethics
as the “ethical rules and principles drafted by professional associations that govern scholarly
research in the disciplines” (p. 373). According to Israel et al. (2006), researchers have an
obligation to follow a code of ethics to protect their research participants, including establishing
trust, promoting integrity, and protecting against misconduct. One strategy that protects research
participants is to obtain informed consent to confirm voluntary participation. The process of
obtaining informed consent also educates participants about the nature and purpose of the
research, the risks associated, and the option to refuse participation (Lie & Witteveen, 2005).
Via email, nineteen New Hires were solicited to participate in the study, with the goal of
scheduling between 12 and 14 total interviews. Nine New Hires responded, and all received
email invitations to interview. The three Executive Team Leaders and four Operations Team
members were invited to participate via email. Two Executive Team members and two
Operations Team members volunteered, and all four received email invitations to interview.
Each stakeholder email included information about the study’s purpose as qualitative research
for innovation in onboarding at Transitus. Participants were informed that participation in the
study was strictly voluntary and that the interview could be stopped at any time. As Rubin and
Rubin (2012) asserted that no harm should be done to interview participants, the researcher
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assured participants that published information would be anonymous and would not cause harm
to the participants.
Another tenant of ethics in qualitative research is ensuring privacy and confidentiality
(Frankel, 1999; Merriam & Tisdell, 2016). When an invasion of privacy occurs, meaning
participants lose control of the personal information they share, harm to human subjects can
happen (Frankel, 1999). Before recording began, each participant heard a description of the
study and an overview of interview procedures through a prepared script before having the
opportunity to ask questions and give verbal consent. Participant consent, along with aspects of
this research, aligned with the University of Southern California (USC) Institution Research
Board (IRB) guidelines, which adheres to the United States National Commission for the
Protection of Human Subjects of Biomedical and Behavioral Research (1978). As the ability to
withdraw from an interview at any time is a key ethical element to ensure no harm is done to
participants, the form reiterated that participation is strictly voluntary and that the decision to not
participate or stop the interview would not result in negative consequences (Glesne, 2011).
Lastly, the safe and secure storage of data is another key ethical consideration to ensure
participant privacy (Glesne, 2011). As such, the form assured participants that the information
shared would remain confidential and that research records, data, and notes would be securely
stored until they are destroyed upon completion of the study. The researcher ensured data
security by recording transcriptions, recordings, notes, and other associated materials in the
cloud-based system Google Drive, which has a security password and two-factor authentication.
This information about confidentiality and privacy provided participants with a sense of
protection against experiences that are harmful or unpleasant (Frankel, 1999).
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Villaverde (2008) defined positionality as “how one is situated through the intersection of
power and the politics of gender, race, class, sexuality, ethnicity, culture, language, and other
social factors” (p. 10). As a researcher, it is important to be aware of elements of positionality
and power. In regard to this study, the researcher acknowledges that she is not a member of the
Operations Team, and therefore needed to be careful about how the study might impact those
team members. As the Operations Team oversees processes like onboarding, the researcher
articulated the intention of guiding the organization on best-practices. To mitigate any
misinterpretation, the researcher communicated early in the research process about intentions.
The researcher also acknowledged that she does not supervise any of the stakeholders, which
minimized the risk of confusion and conflict. Finally, Maxwell (2013) asserted that researcher
bias is the influence of the researcher’s perspective, experiences, and beliefs that can pose a
threat to validity. A threat that could impact the validity of this study includes researcher bias.
In a previous job, the researcher held a position as the chair of the recruitment and hiring
committee, which oversaw orientation and onboarding for professional employees. As such, the
researcher was aware that internal bias may play a role in the study, so she practiced reflexivity
to minimize internal bias (Creswell, 2014).

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Chapter Four: Results and Findings
The purpose of this innovation study was to understand onboarding experiences to
identify, develop, implement and finalize a new onboarding program for all New Hires at
Transitus. The study investigates assumed KMO needs and influences of the New Hires, which
were identified as necessary in achieving the organization’s onboarding goals. These KMO
needs and influences were outlined in the literature review and conceptual framework in Chapter
Two. In addition, the study utilizes the Clark and Estes (2008) gap analysis to identify the
organizational performance needs obstructing the achievement of the onboarding goals. As
stated in Chapter Three, the methodology of this study was a qualitative design. Using
qualitative research in the form of semi-structured one-on-one interviews, the KMO influences
were validated, not validated, or partially validated. Interviews were conducted in adherence to
the Interview Protocol (Appendix A). Three research questions guided this study:
1. What are the knowledge, motivation, and organizational needs to develop an onboarding
program that will engage employees at Transitus?
2. What are the recommended knowledge and skills, motivation, and organizational
solutions to those needs?
3. What is required from Transitus to meet its organization goal of creating a structured
onboarding program?
Chapter Four will address the first research question, beginning with a description of the
stakeholder groups. The description is followed by a presentation of the results and findings
with an analysis of the interview data into knowledge, motivation, and organizational (KMO)
influences, which were identified and outlined in Chapter Two. Lastly, the analysis is organized
to establish priorities for meeting the organizational and stakeholder goals.
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Participating Stakeholders
This study focused on three stakeholder groups. The primary stakeholder group
considered for this study was the New Hire (NH) group. Supporting the study were the
Executive Leadership Team (ELT) and the Operations Team (OT). Employees in these three
stakeholder groups with at least six months of Transitus experience were invited to participate.
Ultimately, email invitations were sent to 25 Transitus employees. Thirteen individuals
responded to the invitation to participate in the survey – nine new hires, two Executive
Leadership Team members and two Operations Team members. All 13 individuals were sent
invitations to engage in the interview process; all 13 individuals accepted the invitation and
participated in the interviewing process. Due to COVID-19 restrictions, virtual interviews were
conducted via private video-conference. Interviews were conducted over a two-week period.
Interviews ranged in length from 47 minutes to 67 minutes with the average of 54 minutes.
Table 7 offers a description of the interview participants.

Table 7
Summary of Interview Participants
Participant Stakeholder Group Length of Interview
NH 1 New Hire 61 minutes
NH 2 New Hire 48 minutes
NH 3 New Hire 57 minutes
NH 4 New Hire 67 minutes
NH 5 New Hire 55 minutes
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NH 6 New Hire 52 minutes
NH 7 New Hire 54 minutes
NH 8 New Hire 47 minutes
NH 9 New Hire 49 minutes
OT 1 Operations Team 47 minutes
OT 2 Operations Team 49 minutes
ELT 1 Executive Leadership Team 57 minutes
ELT 2 Executive Leadership Team 47 minutes

Thresholds for Validation
The information presented in this section tracks the conceptual framework outlined in
Chapter Two and is guided by the research methodology identified in Chapter Three. To validate
the information collected in interviews, the researcher conducted Interviewee Transcript Reviews
to verify accuracy. All 13 participants verified that their respective transcript was accurate. The
researcher evaluated each interview transcript independently then comprehensively to determine
if assumed KMO influences were validated, not validated, or partially validated. Table 8
outlines the definition of each threshold.

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Table 8
Thresholds for the Evaluation of Assumed Knowledge, Motivation, and Organizational Needs
Assertion Threshold
Validated When 6 or more New Hires displayed evidence supporting the need
and when at least one Operations Team member and one Executive
Leadership Team member confirmed the finding.
Partially Validated When between 3-5 New Hires displayed evidence supporting the need
and at least one Operations Team member or one Executive Leadership
Team member confirmed the finding.
Not Validated When 6 or more New Hires displayed evidence supporting this was
already an asset and not a need, and when at least one Operations Team
member and one Executive Leadership Team member confirmed the
finding.

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Results for Knowledge, Motivation, and Organizational Influences
Each KMO results section starts with a summary of the findings and is supported by a
table that identifies the need correlated with specific assumed KMO influences. Following the
summary, the information that supports the researcher’s findings are outlined, including critical
data points and quotes obtained from the interviews. Chapter Four culminates with a synthesis
of aggregated findings correlated with KMO needs and influences. Chapter Five presents
recommendations associated with the validated performance barriers.
Knowledge Findings
This section identifies the validated influences and discusses the findings. Table 9
summarizes each assumed knowledge influence and respective result.

Table 9
Summary of Presumed Knowledge Needs and Evaluation Result
Knowledge type Assumed knowledge influence Result
Factual (K-F) New hires need a clear understanding of job
expectations.
Validated
Conceptual (K-C) New hires need a clear understanding of how
the role impacts the organization's mission.
Validated
Procedural (K-P) New hires need to know how to access
information about appropriate workplace conduct,
behavior and social norms.
Validated
Metacognitive (K-M) New hires need a strong sense of self-
awareness and ability to incorporate self-regulation
to enhance performance.
Validated

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New hires need a clear understanding of job expectations (Validated).
According to Yukl (2010), new employees who lack clarity and a foundational
understanding of responsibilities may fail to meet performance goals, even when highly
motivated and extremely competent. Overall, this influence is validated because six New Hire
responses demonstrated the need to understand job expectations and one member of the
Operations Team and one member of the Executive Leadership team confirmed the need. NH 8
commented, “When people ask, I can succinctly tell them what I do.” NH 8 was confirming an
understanding of their role within the firm. While all nine New Hires could articulate job
expectations at the time of the interview, six noted that they did not gain a clear understanding of
job expectations in the beginning of their employment experience. NH 9 stated that learning job
expectations was “definitely a gradual process because there was no concentrated conversation
or document.” NH 9 also used the term “catfished,” which is a term used to describe deception
or intentional misleading, when they realized the job expectations did not match the job
description or the way the job was discussed in the interview process, specifically around the
volume of administrative responsibilities. NH 9’s input highlights the discrepancy between job
descriptions and job expectations. NH 1 offered similar feedback: “reflecting back, I wish I had
a clearer understanding of what I was stepping into. I don’t know that I would have taken the
role if I knew what I know now.” NH 1’s statement highlights an observed pattern of responses
that indicate employee belief that Transitus job descriptions do not accurately reflect the day-to-
day or overall job, and as a result, employees feel less connected and engaged because of the
lack of connection to value contribution. NH 3 said that a colleague had “prepared a few
documents'' that included presentation templates with instructions on how to facilitate standard
workshops. NH 3 offered that the templates with how-to notes served as “better indicators than
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the job description itself.” NH 3’s comment provides further evidence that the official job
descriptions do not serve as true attestations of the positions. NH 3 additionally commented,
When I got here, I asked to talk about my role and how I could be successful and how I
could make an impact on the firm and it never happened. Eventually, I got pieces of that,
but it could have been so much more efficient in a shorter time frame.
NH 3 was expressing frustration with the lack of clarity around their role, despite explicitly
seeking to understand the connection between their work and the firm’s mission.
NH 2 acknowledged, “Because there is ambiguity in my role, I'm not sure that my work is
impacting [the organization] to the fullest extent that it could,” NH 2 was expressing that the
vagueness of their role limits the potential impact on the organization. OT 2 further underscored
the impact of vague role clarity: “It was a few months before I could really say or explain what
my role is at the firm.” Here, OT 2 was stating that they understood why the New Hires
struggled to articulate role and purpose because they experienced the same issue. Many also
noted that job expectations did not match the information listed in the job description. When
asked about what new hires needed to know at the end of the first 30 days, ELT 2 offered that
new hires should have a “solid narrative of what is expected.”
Overall, this influence is validated because six New Hire responses confirmed a need to
understand job expectations in the first few weeks as opposed to arriving at a clear understanding
around month six. Participants in all three stakeholder groups expressed a strong desire for more
immediate clarity that aligns with recruitment materials. The participants indicated that the
absence of updated job descriptions needed to more accurately describe positions for which they
were recruited and hired as well as the absence of immediate conversations about job
expectations in the first few weeks of employment.
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New hires need a clear understanding of how the role impacts the organization's mission
(Validated).
Transitus’ mission is to help private higher education thrive to positively impact the
success of students (Organization Website, 2020). For new hires to understand how their role
impacts the mission, they must understand what it means to “thrive.” This influence is validated:
six New Hires lacked an awareness and/or understanding of the thriving framework. One
member of the Operations Team and two members of the Executive Leadership team confirmed
the need for New Hires to understand the thriving framework as part of Transitus’ mission.
Table 10 outlines participant responses regarding familiarity with- but lack of understanding of-
the firm’s conceptual framework.

Table 10
Participant responses regarding the conceptual framework
Participant Statement Meaning
NH 2 “I had come across a PowerPoint during
my [file] exploration in my first
month…[no one] explicitly introduced to
it [me]. I do not know enough about it or
see its connections in my work.”
NH 2 was asserting that no one had
taken the time to explain the
elements or meaning of the
framework.
NH 8 “I was given the...book...I don’t recall
ever being asked about it. I don’t think I
have ever seen anyone present the
framework...I wouldn’t say I feel
particularly connected to it in my role.”
Here, NH 8 was reflecting back to
their experience as a new employee
and recalling a lack of importance
applied to learning or connecting the
thriving framework.
NH 3 “The book was given to me in my
interview, but no one told me I could or
should read it. It is not something I
connect to in my daily or weekly work.”
When asked about awareness or
understanding of the firm’s
conceptual framework, NH 3
expressed frustration that no one
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took the time to explain such an
important element of everyday work.
NH 9 “Maybe if I was leading a project I
would feel more connected to the
framework and then I would have read
the book.”
When asked if NH 9 felt connected
to the firm’s conceptual framework,
NH 9 provided that they were
somewhat connected but felt that
their current role did not require
more than a basic awareness that
their current role did not require
more than a basic awareness.
OT 2 “On my first day, I was given the book
[about the thriving elements], but it was
kind of like “read it if you want to. There
was no conversation to walk me through
it – not even the history of how it was
conceptualized or...here's what it means
for us - there was none of that.”
OT 2 acknowledged that the
nonchalant approach to ensuring that
new hires had an understanding of
the thriving concept existed because
their experience was equally
nonchalant. OT 2 was expressing
that despite working at Transitus for
over six months, they lacked
awareness and context surrounding
what it means to thrive - a key term
in Transitus’ mission and work.
ELT 1 “I have a worry that people who have
joined us in the last few years are not
very connected to [what it means to
thrive]. I think that's really important to
us. It is still what I would consider to be
our organizational framework - our
conceptual framework for how we think
about our work. It is still how we talk
about [our] identity in the marketplace
and how we define what is important for
institutions to be successful.”
The lack of awareness expressed by
the New Hires confirms ELT 1’s
concern that new hires do not have a
clear understanding or connection to
the thrive concept, even though it is
core to the mission of the
organization. ELT 1 was stressing
the relevance and significance of the
thriving elements and that Transituts
employees need to understand how
the organization talks about thriving
institutions. ELT 1 also provided
that understanding the conceptual
framework was so paramount that all
new hires needed to understand it
within the first 30 days of
employment.
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ELT 2 “The reason it's important is that no
matter what you do at a small business
like ours, the more important it is that we
connect you to our cause, the more buy
in you will have and the more impact
you will have. No matter what your role
is...if you feel like you're contributing to
something that's bigger than you
are…[there are] retention and
satisfaction outcomes.”
ELT 2 agreed with the New Hires
feedback that understanding the
conceptual framework is important.
ELT 2 was explaining that
employees who understand the
conceptual framework are more
likely to draw parallels between their
role in the firm and how that role
positively impacts the mission.

The input from interviews indicated a lack of understanding and connection to the
conceptual framework that drives the firm’s mission. Overall, this influence is validated - six
New Hires as well as members from the Operations Team and Executive Leadership Team
confirmed that new hires need more immediate connection to the mission, which includes
understanding how the firm defines “thrive.” This need is attributed to the inconsistent
presentation of the thriving framework upon arrival at the firm as well as the intentional
connection made between a new hire’s role, the framework, and the mission.
New hires need to know how to access information about appropriate workplace conduct,
behavior, and social norms (Validated).
According to Monroy and Zwerling (2014), a social contract is a resource that a new hire
can use to better understand acceptable workplace behavior. Of the nine New Hires interviewed,
all nine were aware of appropriate workplace behavior, but learning it was through observation.
Of the nine New Hires interviewed, zero expressed awareness of a resource where information
about appropriate workplace behavior was written. Instead, all nine offered that learning about
the organization’s appropriate workplace conduct, behaviors and social norms came from
observing others. Six New Hires expressed interest in having access to written information
about appropriate workplace conduct and behavior. NH 3 recollected, “there was no handbook
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or any document really given to me to prepare me for starting at [Transitus].” NH 2 agreed that
learning the Transitus culture was through observation: “it's more just the experience of working
with people and the emotion that's conveyed in the work that we do.” NH 2 was highlighting
that they picked up on acceptable behaviors through being in the same space with others and
taking note of the tones, language, and attitudes that others brought to the conversations. NH 2
added,
I would have liked something written down. Something as simple as definitions and
context about - for example - standing meetings - what they are, who attends, where to
meet, what to expect, how long they last, what the objective is. But not only give them
that piece of paper I would also run through it verbally in conversation.
NH 2 was highlighting a common request among interviewees, which was to have written
access to information about common events, language and expectations.
ELT 1 was the only one to mention a competency document that outlines expected
behaviors. ELT 1 offered, “we started really good work, five years ago, around this. It is about
how we express our vision and values through our decisions and behaviors.” ELT 1 described a
document that outlines how employees can and should behave with each other and with clients
and emphasized the importance of ensuring that Transitus employees are aware of this resource.
ELT 1 noted that the document outlines: “how new employees can learn about our mutual
expectations of how we interact with each other and with clients.” Like the competency
document, zero New Hires were aware of a company handbook. OT 1 offered, “We have a
handbook that is still in the works. I think if we had that…it would kind of reinforce
[expectations around behavior].” As a member of the Operations Team, OT 1 had awareness of
the drafted employee handbook that is not yet available to employees. OT 1 offered, “at some
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point, I feel like we just need to get it out there.” OT 1 was confirming the need to supply
employees with this resource. While ELT 1 was aware of the competency document that
outlined expected behaviors, and OT 1 was aware of an unpublished handbook that included
policies around behavior, the New Hires were not aware of either.
Overall, this influence was validated - six New Hires confirmed the need for the
organization to put information about acceptable workplace conduct and expected behavior in
writing, and one member of the Operations Team and one member of the Executive Leadership
Team confirmed the need.
New hires need a strong sense of self-awareness and ability to incorporate self-regulation to
enhance performance (Validated).
Krathwohl (2002) asserted that engaging in self-reflection strengthens individual
performance, which ultimately impacts organizational performance. Overall, six New Hires did
not feel that time to reflect on their experiences or performance was prioritized. One Executive
Leadership Team member and one Operations team member agreed that new hires need
designated time to reflect and gain self-awareness. The New Hires felt that self-awareness
related to their professional responsibilities had significant room for improvement. NH 5
offered, “it’s...important for folks to stop and reflect on what they've learned. We don’t really
prioritize that here.” NH 5 further asserted, “There’s gotta be time for folks to carve out time to
reflect – where people can stop periodically to reflect what they’ve learned and what they still
ought to learn.” NH 5 was highlighting that in their experience, time to contemplate values,
processes, goals and other onboarding information was not offered or provided. When asked if
NH 7 was given time during the first six months of employment to reflect on what they were
learning, they replied, “the short answer is no, and what’s more, it was clear that if I wanted that,
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it would be on my own time.” NH 7 responded that other responsibilities took priority over time
to reflect, which allows for articulating key lessons learned, making experiences more
meaningful and building confidence (Di Stefano et al., 2014). NH 1 agreed: “when it comes to
learning and reflecting, you can set up plans but anyone who works with clients knows that
reflecting gets put on the back burner.” NH 1 was expressing a desire to have protected time
around reflecting and processing both in and beyond the onboarding process.
ELT 2 agreed with the New Hire perspective that new employees need time to reflect on
prompts like, “here's why I was hired. I was hired to do this and here's how I’m going to
contribute...I know what [Transitus] needs, I know [how] my gifts...will contribute.” ELT 2 was
expressing that a new hire’s first weeks can be overwhelming, and without time to process,
reflect and understand how they fit into the organization, retention and satisfaction are at risk.
OT 2 added further depth to the NH perspective and agreed that time to reflect is paramount to a
new hire’s success, offering that needed time to think about “my role in relationship to the
mission...how [my] position [is] part of our strategic plan.” OT 2 offered that while their
colleagues shared information about their role and the strategic plan, OT 2 needed time to make
the cognitive connection on their own.
Overall, this influence was validated; six New Hires, one Operations Team member and
one Executive Leadership Team member expressed a need to increase self-awareness, and a
desire to incorporate self-regulation and self-reflection into their day-to-day practices to translate
experiences into knowledge to enhance performance. In reflecting on their experiences with the
onboarding process, the majority of interview participants provided that time to reflect and make
meaning of their experiences was not considered or included. The influence is validated,
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meaning the organization needs to consider providing time for employees to increase self-
awareness by incorporating self-reflection.
Motivation Findings
Participant interviews established that the three influences were not validated; the
organization provides the motivational support for employees to be successful in each influence.
Table 11 summarizes each assumed motivation influence and respective result.

Table 11
Summary of Presumed Motivation Needs and Evaluation Results
Motivation type Assumed Motivation Influence Result
Self-Efficacy (M-1) New hires need a strong sense of
competence and confidence.
Not Validated
Expectancy Value (M-2) New hires need to believe they can
succeed in the job according to the role and
expectations.
Not Validated
Self-Determination (M-3) New hires need stimulation and
challenging activities.
Not Validated

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New hires need a strong sense of competence and confidence (Not Validated).
Although one of the knowledge influences confirmed the need to clarify roles and
expectations for the new hires, the new hires provided evidence that they believe they can
succeed in the job regardless of role expectations. Overall, Transitus employees reported a
strong sense of competence and confidence. NH 4 remarked, “two things that have positively
affected my [confidence are] that I have…supervisors who trust that I can figure out how to get
the work done.” NH 4 was appreciating that they are not micromanaged, which is an
environment in which NH 4 works best. NH 4 also added that having “peers who are overly
gracious in entertaining my detailed questions” increases their confidence. NH 4 was expressing
that working with colleagues who create an environment where curiosities are welcome
improved their confidence. Even when presented with a difficult task or responsibility, NH 4
acknowledged that their confidence rarely decreases because they can
move into reframing the situation and approaching it with a grateful heart. Again it comes
back to the people. There is a drive to take a lift for the team because I care about each of
them. I also reach out to colleagues to find how they would approach the task and to
glean any insight from them.
NH 4 was underscoring that their colleagues largely contribute to their high confidence because
of the encouraging environment. NH 8 agreed that the Transitus team plays a significant role in
high confidence levels: “I do feel comfortable asking for help and feel supported by my team as I
learn.” NH 8’s statement emphasizes the comfortable learning environment established in the
Transitus workplace. While NH 1 did not offer as much detail about their level of confidence,
they did provide: “I am very confident in my ability to be successful in my role.” While succinct
and straight-forward, NH 1’s statement emphasizes that Transitus employees feel equipped to do
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the job. Regarding having the appropriate skills and expertise to do the job, NH 9 offered, “I
have what I need to be successful.” NH 9 further reflected that their confidence level recently
increased upon receiving a “strong performance review…year so that makes me feel good!”
Finally, NH 9 stated that their confidence is positively impacted because of their “wonderful
supervisor who helps me navigate [the job] and supports me through moments where I am
doubting myself. I am very thankful to have them.”
Perhaps one reason that New Hires feel confident and competent is because the Executive
Leadership Team values high confidence for new hires. ELT 1 offered that by the end of the
first 30 days, they want new hires to know “where to go when they need things” which includes
“how the team is structured...it feels like if they don't have that understanding, [they will go] into
their second month...going in circles.” ELT 2 further highlighted the importance of new hire
confidence, adding, “at the end of 30 days, I want them to know what to do with their time and
independently manage[] their work. So...at the end of a month, you ought to be able to say okay
next week, I know how to plan my schedule...what I’m going to do.” OT 1 emphasized their
goal to ensure new hires feel assured and confident: “I want them to know they made the right
decision to come here because they're surrounded by caring people that will support them...the
door’s always open if you need something.”
Overall, six New Hires as well as members from the Operations and Executive
Leadership team confirmed that employees feel supported and equipped, which leads to
competence and confidence. The affirmed mental belief that goals can be accomplished is an
example of motivational influence (Clark & Estes, 2008).

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New hires need to believe they can succeed in the job according to the role and expectations
(Not Validated).
Perception of how well an employee can do in a job is positively correlated with an
employee’s performance (Druckman & Bjork, 1994; Porter & Lawler, 1968). Overall, six New
Hires demonstrated evidence that they are acknowledged, accepted, and empowered, which
positively impacts their confidence. Furthermore, one Operations Team member and one
Executive Leadership Team member each provided an example of how colleagues fostered
confidence. Table 12 outlines ways in which colleagues at Transitus made interviewees feel
valued through acknowledgement, acceptance and empowerment.

Table 12
Participant responses regarding succeeding in the job
Participant Statement Meaning
NH 8 “My ideas are welcomed. They are
discussed and even if they don't work, I
feel comfortable sharing ideas. [My team]
spends a lot of time brainstorming...and I
appreciate that my ideas are given just as
much air time as someone who's been
here for [several] years.”
When asked what is needed to feel
valued in an organization, NH 8
submitted that the inclusive
environment allowed for an open
and comfortable exchange of ideas;
the team fostered an environment
where their ideas were valued
despite being a new employee.
NH 6 “Things I needed when I got here to feel
valued - I needed connection with
teammates and good, solid work to do. I
quickly felt valued when I got here right
because I had connections and I had good
work to do pretty quickly.”
NH 6recalled an instant sense of
affirmation due to immediately
establishing connection with others
and a sense of empowerment
because their skills were put to use
quickly.

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NH 3 “My team is really good about making me
feel like the work that I'm doing is
helping...so I do appreciate that and feel
like I am valued.”
NH 3 explained that their
confidence grows when the
immediate team expresses gratitude
and connects their work to the
success of a project.

NH 7 “You can rely on people. If you have
questions...we're here. I think that's the
number one thing. It empowers people
[to seek help and ask questions].”
When asked about what they
needed to feel valued in an
organization, NH 7 offered the need
to rely on colleagues; NH 7
reflected that others were present,
available and reliable in the
beginning of their employment
journey, which established
connection and confidence.

NH 5 “Getting appreciation for the differences I
bring – why I am here of all the
candidates for this job. I want to meet the
expectations and I know that through
recognition and legitimization and
affirmation for my presence and
performance.”
NH 5 recollected that upon arrival,
a colleague took the time to
acknowledge the reasons they were
hired, which empowered NH 5 to
employ the skills and perspectives
they brought.

OT 2 “I remember…[a colleague] reached out
[and] we found time for the two of us to
sit and [they] walked me through...things
and [they] left me...a little cute
[note]...that was just...nice. And so that
was...a moment that stuck out to me...one
of the few people...reaching out trying to
bring me in and make me feel like I was
part of the team.”

OT 2 was reflecting on an early
experience with a colleague who
took the time to meet with OT 2 to
go over pertinent divisional
information and provide insight to
Transitus culture, then left a note on
their desk to express excitement for
their presence at Transitus.
ELT 2 “Even though I [had] just started a week
ago, I’ve [was] amazed at how
empowered I [felt] as an employee at
[Transitus] when I walk[ed] onto a
campus where we've done the design
work.”

ELT 2 was reflecting on how their
level of confidence significantly
increased when they were invited to
join veteran team members to
deliver a presentation on a campus.

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Overall, six New Hires, one Operations Team member and one Executive Leadership
Team member provided multiple examples of ways in which colleagues fostered feelings of
competence. As a result, this influence is not validated; employees demonstrated belief that they
can succeed in the job due to messages and gestures of acknowledgement, acceptance and
empowerment.
New hires need stimulation and challenging activities (Not Validated).
Deci and Ryan (1985) established that extrinsic and intrinsic motivation are equally
influential in shaping behavior. Overall, six New Hires established the presence of stimulating
and challenging activities. Furthermore, members of the Operations and Executive Leadership
Team confirmed that new hires are challenged. As a result, the finding for this influence is Not
Validated.
An example that confirms the presence of stimulation and challenge arose when NH 7
was asked what continues to motivate NH 7 to do their best work: NH 7 replied, “My team - I
care about these people.” NH 7 was stressing that their relationships provided intrinsic
motivation to produce quality work. NH 2 reflected, “With experience…[my] skills have
evolved and as projects have evolved, the role has also evolved.” NH 2 was providing that
strengthening their skillset and taking on more advanced work is the intrinsic motivation that
inspires them to do their best work. NH 3 also spoke about intrinsic motivation:
I like that I am involved in multiple things [like] different committees. I am energized by
the exposure and getting to partner with other people in the organization aside from my
team - to be able to build relationships with others.
NH 3 was expressing that working with a variety of people on projects outside the division
provides a different and stimulating experience. NH 4 also spoke about being intrinsically
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motivated by offering that “accountability to clients and the students they serve” is what
stimulates them to do remarkable work. While NH 4 commented on intrinsic motivation, NH 4
also offered examples of extrinsic motivation, contributing that “a desire to be admired as a
forward thinker and connector” drives their behavior. In addition, OT 1 acknowledged that
stimulation and challenge comes not only from working with different people, and contributing
to a variety of projects while exercising different skill sets, but also from facilitating the projects
in a variety of modalities from virtual platforms to being on client sites. OT 1 offered that new
hires need “time to absorb” that travel, being away from home, and managing new environments
adds to the challenge of being a Transitus employee. ELT 2 agreed that travel and contributing
to a variety of projects was part of almost any Transitus position, and further offered when a new
person starts, gaining exposure to a campus project is a priority so a new hire can immediately
jump in, contribute to a project, and “stay up all night and craft” recommendations for the client.
ELT 2 recognized the challenge of that, calling the experience potentially “daunting,” but also
acknowledged the benefit of immediately being in the field: new hires instantly understand
pieces of the Transitus culture, like vocabulary and behavior. ELT 2 acknowledged that they
strive to set high standards for new hires immediately through field experiences and immersion
in a variety of projects. When asked what new hires should know at the end of 90 days, ELT 2
commented that they wanted new hires to reflect back something like “wow, [Transitus people]
have high expectations here but there's a ton of support….excellence is the standard.”
Overall, members from all three stakeholder groups demonstrated that stimulating and
challenging activities exist in the organization through both intrinsic and extrinsic motivation, so
the influence is not validated. The organization supports employees in providing challenging and
stimulating activities.
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Organizational Findings
This section identifies the organization influences and discusses the findings. Table 13
summarizes each assumed organizational influence and respective result.

Table 13
Summary of Presumed Organizational Needs and Evaluation Results
Organizational
Influence
Assumed Organizational Influences Result
Cultural Model
Influence 1
(O-1) The organization needs to foster an
environment of transparency and authenticity for
new hires.
Validated
Cultural Model
Influence 2
(O-2) The organization needs to lead with
upstanding values, attitudes, and behaviors for new
hires.
Not Validated
Cultural Model
Influence 3
(O-3) The organization needs to encourage an
environment of social support and belongingness for
new hires.
Not Validated
Cultural Setting
Influence 1
(O-4) The organization needs to provide new hires
with timely and substantive feedback.
Partially
Validated

The organization needs to foster an environment of transparency and authenticity for new
hires (Validated).
Interviews with the New Hires highlighted three elements where Transitus can improve
transparency and authenticity for new hires. These elements include improved pre-boarding
communication, defined professional development opportunities and clarity around career
opportunities at the firm.
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Regarding pre-boarding communication, of the nine New Hires interviewed, six
expressed a desire to know more about the onboarding process before Day One. In addition,
both Operations Team members and both Executive Leadership Team members confirmed the
need to offer structure and communication ahead of any new employee’s arrival. Table 14
outlines participant feelings toward the lack of pre-boarding communication.

Table 14
Participant responses regarding pre-boarding communication
Participant Statement Meaning
NH 2 “On the first day, I was shuffled around -
it was understandable to me - but I was
really just following people's orders
about where to go and who to talk to and
in between that, I was really just walking
around introducing myself.”

NH 2 was expressing desire for
more structure, noting that having
an idea of what to expect would
have helped them manage energy
and expectations.
NH 3 “For the first day, they told me what
time to show up and that I’d go to lunch
with others at noon. Very vague and not
really helpful. They gave me a rough
schedule of my first couple of days when
I got there. I remember that the first
couple of days were crazy.”

NH 3 was remembering the sense of
disorganization and confusion they
felt upon arrival because they were
unsure of what to expect.
NH 9 “I literally felt in the dark leading up to
my start day. My supervisor was pretty
good about keeping in contact about
paperwork, but I wanted more about
what I could expect on my first day and
in my first week.”
NH 9, while satisfied with the warm
welcoming messages and exchange
of formal paperwork, was
expressing a desire to know more
about the first few days of
employment to manage when they
needed to exert energy versus
having time to process.
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OT 2 “Out of the frying pan into the fire,” and
elaborated by reflecting, “When I look
back at my onboarding experience, I feel
like I was just kind of dumped into the
deep end.”
When asked to think about the first
day at [Transitus], OT 2
remembered being unsure about
what they could expect and the
feeling of chaos that accompanied
the lack of communication.

OT 1 OT 1 stated that the lack of a streamlined
process creates “a little bit of tension
between what...onboarding should look
like and what the division ultimately
provides.” OT 1 said that to provide
more structure and a schedule for the
new hires and to ultimately “do a really
good onboarding, we have to push back
a little bit on the department.”
OT 1 offered that while the offer
letter is handled by one individual at
the firm, respective divisions and
supervisors are responsible for
communicating information about
the first days and weeks of
employment, including an
onboarding schedule. OT 1’s
statement highlighted that the lack
of accountability leads to very
different onboarding experiences,
depending on the division.

ELT 2 “I think we have to come to an
agreement on [what onboarding looks
like], and then I think the division
leaders have to follow the template.”
ELT 2 agreed that the firm needs to
provide a streamlined and structured
process, regardless of which
division the new hire will report to.

ELT 1 “We used to have a much more sort of
coordinated and consistent approach to
onboarding broadly. Like there was one
person was truly to put together a
schedule for the first week and it made
sure that it included xyz or the first
month...and it was...one document that
had...all the things that [the new hire is]
going to do, all the people that [the new
hire is] going to meet with.”
ELT 1 was highlighting that as the
firm grew, onboarding
responsibilities spread to respective
divisions, but the lack of clarity and
consistent structure calls for the
team to reassess the people and
processes related to managing
onboarding for the firm.

Interview participants from all three stakeholder groups confirmed the need for Transitus
to streamline the onboarding experience and improve pre-boarding communication to ensure a
consistent experience for all new hires. Improved pre-boarding communication not only
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introduces new hires to the organization's culture and provides an opportunity for new hires to
acquire familiarity with the people and resources, it allows for early connection, elicits
excitement, and demonstrates commitment to the new hire’s employment. In addition, a new
hire who is immediately equipped and connected will be more productive.
The second element where New Hires identified a need is around professional
development. Six New Hires displayed evidence supporting the need to clarify professional
development in terms of what it means and what opportunities exist. In addition, one Operations
Team member and one Executive Team member confirmed the finding. Table 15 illustrates how
New Hires feel about the lack of clarity regarding professional development.

Table 15
Responses regarding professional development
Participant Statement Meaning
NH 2 “I think professional development is
somewhat lacking at [Transitus]. I think
people develop skills through experience
with the work and with the projects, but that
is not necessarily professional development. I
think employees at [Transitus] have to
express interest in certain opportunities and
then they have to be proactive to get them.”

NH 2 was distinguishing between
learning skills necessary for the
job and professional development,
expressing that to get professional
development at Transitus,
employees need to be proactive
and cannot count on the
organization to initiate
opportunities.

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NH 3 “It does not exist. There have been several
times that [Transitus] that I have been
offered the opportunity to do a task and it is
disguised as professional development, but
giving me another assignment that doesn’t
build on my skill set or interest areas is not
professional development. There's just no
time for professional development; there's no
time to sit and think about where I want to
go. It's not just me; it's just we're focused on
what we gotta do to deliver for the clients.”

NH 3 was also highlighting a
difference in how professional
development is defined, noting
that new assignments do not
necessarily equate to professional
development.
NH 5 “We have a tendency to associate growth
with adding more responsibility, and that's
not necessarily the same thing as growth.”
NH 5 continues to stress the need
to distinguish job responsibilities
and assignments from
professional development.

NH 7 “I think professional development is not
understood as a homogenous term. We just
haven’t defined the term in a company
handbook - is there a company handbook? I
think there are ongoing grassroot efforts
around professional development, but people
all approach it differently. There’s a lack of
clear execution on what it looks like - what it
could look like - we all do different stuff. It
doesn't look the same for everybody because
it isn’t coming from a continuing education
program or one place.”

NH 7 continues to underscore the
lack of definition around
professional development, noting
that a written document like a
handbook or employee manual
could help employees come to a
common understanding and
application of professional
development at Transitus.
NH 4 “When I was asked to submit my requests for
professional development this year, I didn’t
know what was appropriate - am I asking for
too much? Am I allowed to ask for this?
What do others ask for?”
NH 4 was further emphasizing the
need for clarity around
professional development,
including any limitations for cost
and opportunities that others are
asking about for inspiration and
context.

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NH 1 “I wish we had a designated HR department
and I wish we had a designated learning and
development person or department. We don't
have anyone who's in charge of ensuring our
people - who have very diverse roles and
they want to grow in diverse ways – are
growing. We need to have someone who's in
charge of learning and development, you can
set up plans and come up with things that are
going to happen. We try but anyone who also
works with clients prioritizes the clients and
our people sometimes get put on the back
burner.”
NH 1 was conveying a desire for
Transitus to have a person or
department dedicated to
developing its people, adding that
Transitus culture centers around
prioritizing client work; anyone
who interfaces with clients
prioritizes client work over
professional development.

In addition to the six New Hires who expressed a desire for the firm to add definition,
context and clarity around professional development, ELT 1 provided a different perspective
around professional development and confirmed the need:
We have the most extraordinary ongoing professional development, and that happens
when people interact with campuses and campus leaders. I don't think that that's fully
recognized or appreciated. There is so much more value in sitting in on a cabinet
meeting and hearing what they're talking about, then there is sitting in on sessions at a
conference. We have a lot of people who come from higher education backgrounds, who
come from campuses where you went to 15 conferences a year...but that's not necessarily
going to be the kind of development that's going to help people be better at the work
we're doing.
ELT 1 later stated the need for Transitus to add definition around professional development,
starting early in the employment journey: “I don't think we set those expectations [around
professional development] up front. We should talk about it early and then trickle [the
opportunities] through the employee experience.” ELT 2 concurred that professional
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development should be ingrained early in a new hire’s experience, and added that some of the
opportunities should revolve around experiential learning. ELT 2 offered,
Designing an experiential onboarding to me would just be [a] rockstar [move]...within the
first 90 days, we need to get them out on a campus to see an architectural project. That is
a huge mistake on our part with our firm, we have never done that, so we have to do
that...we have to get them there. And I think in the first 90 days they need to see a
strategy map. And in the first 90 days they need to see a [signature service] presentation
or a module.
OT 1 further confirmed the finding, stating that because “we do not have a formal feedback
process,” revolving around professional development, it is hard to gauge what employees need or
areas in which they want to grow. The impact of defining professional development is that new
hires will understand that the term “professional development” not only materializes through
conferences, workshops, and certifications, but also occurs in contexts such as conversations
with colleagues, individual reading, and experiential learning opportunities such as observing a
colleague in action. When new hires learn about the numerous opportunities to develop
professionally in the onboarding experiences, they feel valued, which improves morale and
productivity.
A final area where Transitus has the opportunity to foster an environment of transparency
is around career trajectory. Six New Hires displayed evidence supporting the need for the
organization to clarify career pathways and progression opportunities. One Operations Team
member and one Executive Leadership Team member confirmed the finding. Table 16 illustrates
how Transitus employees feel about the lack of clarity with regard to career opportunities.

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Table 16
Responses regarding clarify career pathways and progression opportunities
Participant Statement Meaning
NH 5 “In the absence of a clear progression –
in the absence of career milestones to
work toward – people...recognize there is
no place for them here and they might
leave because they’re worked to death
and there’s no clear progression path.”

NH 5’s statement highlights how the
lack of a clear career track
negatively affects employee morale
and retention.
NH 8 “That lack of direction for me personally
has just been a bit tricky because I’m not
sure what to prepare for. I don't want to
be at the same place talent-wise in a year.
I want to grow and learn. I need
[Transitus’] help in crafting a sense of
direction for my role. I need to have
stability and goals, so when there are
difficult days, there will be a direction
that helps me stay focused.”
While NH 5’s statement was a
general observation about how the
lack of career pathways impacts
employee morale and retention, NH
8’s statement personalizes the
impact; the statement underscores
that clear pathways allow employees
to recognize purpose, work toward
goals and muster motivation in
difficult or busy times.

NH 9 “There's a definite lack of what's next for
me at this firm. I am not sure what [all
my experience] adds up to.”
NH 9’s statement further solidifies
the personal impact that an
ambiguous pathway creates
uncertainty for employees.

NH 6 “Too many struggle with...what’s next.” NH 6 summarized the overall
sentiment that New Hires have with
their statement.

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ELT 1 “There's a lack of clarity about pathways
for growth in the organization. I think
that [clarity] is important in onboarding -
not to say “we don't have clarity about
pathways” but to say “things shift and
change really quickly in a small
organization and sometimes senior
positions might not open up for 20 years
and we can’t just build in new layers of
senior leadership. Instead, here are the
ways in which we can support people's
growth and career growth in all the right
ways. Let’s set expectations in the right
way in the onboarding process about
what growth could look like and have
more clarity about that.”
ELT 1 acknowledged that similar to
the lack of clarity around
professional development, there is
an absence of clarity around career
trajectory and career opportunities at
the firm. ELT 1 was acknowledging
the need for the organization to
develop language and identify
possible pathways that employees
can work toward during their time at
the firm.

Clarifying career pathways and progression opportunities is one way for Transitus to
demonstrate transparency and authenticity. The impact is that new hires learn the truth about
opportunities quickly; that swift upward movement on the organizational hierarchy is not likely
at a smaller organization like Transitus, but opportunities to take on increased responsibilities
and work across division lines are likely possibilities. Learning the realities in the onboarding
process allows new hires to better understand the opportunities ahead and plan accordingly.
Overall, input from the interviews confirmed the need for the organization to foster an
environment of transparency and authenticity. The areas in which the organization can establish
a culture of transparency and authenticity, as displayed by interview participants, include
improved pre-boarding communication, as well as clear information about professional
development and career opportunities.

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The organization needs to lead with upstanding values, attitudes, and behaviors for new hires
(Not Validated).
Throughout the interview process, nine participants - six New Hires, one Operations
Team member and two Executive Leadership Team members - provided numerous examples of
early experiences that allowed them to see the Transitus values in action. Table 17 outlines the
early experiences that allowed employees to see the Transitus values in action.

Table 17
Responses regarding how the organization leads with value and behaviors
Participant Statement Meaning
NH 6 “The website was great. There was a lot
of good information about values,
purpose, functions. The website seemed
to take a little more space on mission,
values, purpose than other places I had
seen, so that made me think that maybe
those were realer than the other places.
[The values] were a little more unique
than the other places too, so that made
them seem a little realer. I looked at our
values and realized I’m not going to find
that anywhere else, so there was the
uniqueness of the values immediately
communicated to me, and I sensed that
there was a higher likelihood that they
were more thought out and authentic.”
While most examples were active -
the employee witnessed behavior in
real-time - NH 6noted that exposure
to the organizational values was
through the firm’s website when
they were applying for the job.
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OT 2 “I came to learn about Transitus’ values
through the hiring process...I went on the
website. I asked folks questions about
how the values are lived out and gained
some insight to the values in real life.”
OT 2 also utilized the firm’s
website to learn more about the
organization’s values. Here, OT 2
was reflecting that he used the
website to learn about the values
and took the opportunity in the
interview process to see how
current employees interpret them
and use them to inform behavior
within and beyond the organization.
NH 4 “Everyone was excited to see me…in that
moment, I felt appreciated.”
NH 4 was expressing that the
positive energy and excitement
surrounding their arrival
immediately exemplified
collaborative behavior; the
organization immediately led with
congenial and embracing behavior.
NH 9 “Nothing really tells you more about the
[organization’s] culture [as much as
when] you get to that first project. I think
that's kind of where it hit me - seeing how
my colleagues interacted with
compassion, truth, confidence and all in a
collaborative spirit.”
NH 9 recalled one of the most
powerful and impactful ways they
gained insight to how Transitus
employees behave, speak, and
demonstrate the organization's
values was by traveling with their
team to a campus to facilitate an
event.
ELT 1 “Our values awards help our values
be...lifted up and a part of our culture in
an ongoing way.”
Participants also remarked on the
annual values awards ceremony,
where employees nominate one
another by providing a description
and examples of how the nominee
lives out a particular value. Here,
ELT 1 highlighted that the annual
values award ceremony is one way
that the organization emphasizes
and rewards value-based behavior
and attitudes.
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ELT 2 “[The values awards are a way to]
identify the values, lift them up [and]
recognize how individuals practice them.”
Here, ELT 2 was acknowledging
the importance of exemplifying and
rewarding behavior that aligns with
the organizational values.

The significance behind participants providing numerous examples of how the organization leads
with preferred values, attitudes and behaviors, is that new hires who immediately observe and
understand how to navigate social scenarios are more likely to feel more comfortable because
they are fostering personal and professional values. A new hire who can demonstrate personal
professional values that align with the organization’s values feel affirmed, which promotes
healthy relationships and a sense of belonging. For the organization, new hires who feel
affirmed and connected are more productive. Establishing affirmation and connection in the
onboarding process by leading with values is an important element of the onboarding process.
The organization needs to encourage an environment of social support and belongingness for
new hires (Not Validated).
Input from six Non-Supervisory, one Operations Team and one Executive Team
interviews yielded that Transitus fosters an environment where employees are socially connected
and feel a sense of belonging. Table 18 outlines the various ways in which employees felt
immediate connection and belonging at Transitus.

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Table 18
Participant responses regarding how the organization fosters social support and belongingness
Participant Statement Meaning
NH 3 “I liked having the...gift card [to the
company where I could order a clothing
item with the company logo on it], and I
think getting things like the red notebook
with the logo was good. Getting a couple
of things that are branded...shows that they
want you to be affiliated with the power of
the brand.”

NH 3 was offering that wearing
attire with a company logo allowed
them to form a bond and share an
identity early in their employment
experience, and having other
artifacts with the company logo
equated to pride and affinity.
NH 8 “The [divisional] team was really
welcoming and sent me a little care
package which was really thoughtful.”
NH 8 recalled that the welcome kit
was a fun introduction to the team,
but more importantly,
demonstrated insight to the
thoughtful culture.

NH 2 “As far as membership and acceptance
within this organization goes, just being
welcomed into different team meetings
and discussions was validating. Being
reached out to for various projects and
questions made me feel valued.”
NH 2 was noting that the
opportunity to collaborate with
others was a significant
contributing factor to creating
connections and a sense of
belongingness.

ELT 2 “And then I remember one of the best
ways I felt welcomed at a [Transitus] was
that I joined [one day] and I went on a
project [the next day]. That told me - in
the best way - that I was there to do the
job. It was like “we need your help” and
“can you roll up your sleeves, can you dive
in right away?” That automatically gave
me a place. That, I think, would have been
harder for me to find if they had said, “for
the first six weeks we want you to study
the firm’s values and services.” I got to
see the values in action and contribute to
the team right away.”
ELT 2 was adding depth to the NH
perspective, referring to the active
role they immediately took within
the organization; the opportunity to
experience colleagues in action and
contribute were powerful messages
of belongingness.

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OT 1 “I want them to know they made the right
decision to come here because they're
surrounded by caring people that will
support them.”
When asked what new hires should
leave their first week knowing, OT
1 expressed a desire for them to
know they are supported.

Overall, the interviews yielded a sense that employees quickly felt socially supported and
connected, whether through branded artifacts or attire, the invitation to collaborate with others,
immediately taking an active role on a project or receiving a welcome package. These examples
allowed new hires to establish an immediate sense of connection, which is a critical need for new
hires. As new hires shift from organizational “outsider” to “insider,” social connection and
belongingness will either help or hinder the transition. The faster a new hire establishes social
connection and belongingness in the onboarding experience, the faster the new hire will be
satisfied, engaged, and productive.
The organization needs to provide new hires with timely and substantive feedback (Partially
Validated).
Input from interview participants were mixed, resulting in a Partially Validated finding.
Three New Hires and one Operations Team member submitted evidence to support a lack of
feedback. Three New Hires and one Executive Leadership Team member displayed evidence
supporting the presence of feedback.
When asked what makes NH 3 feel valued at an organization, NH 3 replied: “Feedback.
Whether it is positive or negative. Value me enough to take the time to sit me down and give me
the feedback.” NH 3 furthered,
I’ve never had a roadmap review. For [several] years I’ve done my roadmap and I’ve
sent it to my supervisor and it's never made it past that. If [they] ever wrote [their]
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feedback response to mine, I never received a copy or had a conversation. With the
roadmap, I don’t even know why I do it.
NH 3 was expressing frustration that they took the time to write a self-evaluation (roadmap) but
it was not recognized; NH 3 felt disrespected for the lack of investment their supervisor
demonstrated around their progress. While NH 9 engaged in an evaluation conversation, it was
not until four months into the employment experience. NH 9 offered that they had “been on a
few projects.” NH 9 expressed a desire to receive more immediate feedback to affirm that their
efforts were meeting needs and fulfilling expectations. When reflecting back on the first six
months of employment, NH 6commented, “I don’t recall any formal feedback.” NH 6was
highlighting the lack of regular feedback during the onboarding process.
OT 2 further highlighted the lack of feedback, commenting, “nobody really told me when
I was doing something right. But they will very certainly tell you that you’re doing something
that they think is wrong, which is frustrating.” Here, OT 2 was substantiating the need for
balanced feedback, highlighting the negative emotional toll they experienced with receiving only
unconstructive criticism.
While four participants lacked early and regular feedback, four other interviewees
provided examples of receiving immediate and consistent feedback. NH 2 recalled,
part of my first week…with my direct supervisor [was] talking about the roadmap. We
talked through different responsibilities and goals and worked on what my roadmap
would look like that first year, so the first day was a lot of information, but it was very
positive and very informative.
NH 2 was recalling the immediate guidance they received to ensure their understanding of
success and participate in conversations about future goals. NH 1 had a similar experience,
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offering that their supervisor “does give regular feedback…to let me know when my work is
satisfactory or excellent.” NH 1 was acknowledging that the small and routine affirmations or
constructive pieces of feedback made them feel valued and increased their confidence.
Similarly, NH 8 offered that their supervisor is “great with giving me feedback.” NH 8 was
reflecting that feedback has been a consistent part of conversations with their supervisor since
starting at Transitus.
ELT 2 corroborated the presence of early and frequent feedback, reflecting, “in my early
experience...I got a lot of feedback, a lot of feedback on a regular basis.” ELT 2 was adding
additional understanding of the new hires’ experiences of receiving early and ongoing feedback,
commenting that the pieces of praise and constructive criticism in their initial days helped them
understand which practices to habituate and which to improve.
Overall, responses regarding feedback were mixed. Four interviewees - three New Hires
and one Operations Team member - submitted evidence to support either a lack of early
feedback or a lack of feedback altogether. Four other interviewees - three New Hires and one
Executive Leadership Team member - reported early and frequent feedback. Those who did not
receive early and frequent feedback expressed a desire for it, noting that feedback contributes to
new hires feeling valued and affirmed in their actions. As a result of the mixed experiences
regarding feedback, this influence is partially validated.
Conclusion
This research study assumed 11 knowledge, motivation, and organizational influences
which may affect the organization’s ability to achieve its goal of developing and implementing
an onboarding program for New Hires. Findings yielded six of the influences were a validated
need for improvement. Table 19 provides a summary of all needs, influences, and findings.
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Table 19
Summary of All Needs, Influences, and Evaluation Results
Need Category Result
Knowledge
Factual (K-F) New hires need a clear understanding of job
expectations
Validated
Conceptual (K-C) New hires need a clear understanding of
how the role impacts the organization's mission
Validated
Procedural (K-P) New hires need to know how to access
information about appropriate workplace conduct,
behavior and social norms
Validated
Metacognitive (K-M) New hires need a strong sense of self-
awareness and ability to incorporate self-regulation
to enhance performance
Validated
Motivation
Self-Efficacy (M-1) New hires need a strong sense of
competence and confidence
Not
Validated
Expectancy Value (M-2) New hires need to believe they can succeed
in the job according to the role and expectations
Not
Validated
Self-
Determination
(M-3) New hires need stimulation and challenging
activities
Not
Validated
Organizational Influence
Cultural Model
Influence 1
(O-1) The organization needs to foster an
environment of transparency and authenticity for
new hires
Validated
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Cultural Model
Influence 2
(O-2) The organization needs to lead with
upstanding values, attitudes, and behaviors for new
hires
Not
Validated
Cultural Model
Influence 3
(O-3) The organization needs to encourage an
environment of social support and belongingness
for new hires
Not
Validated
Cultural Setting
Influence 1
(O-4) The organization needs to provide new hires
with timely and substantive feedback
Partially
Validated

Chapter Five will present evidence-based recommendations of these findings toward
meeting organizational goals of developing and implementing an onboarding program for New
Hires.

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Chapter Five: Recommendations and Discussion
Chapter Four presented knowledge, motivation, and organizational (KMO) influence
findings pertaining to the study’s first research question:
1. What are the knowledge, motivation, and organizational needs to develop an onboarding
program that will engage employees at Transitus?
Based on those findings, Chapter Five seeks to answer the second and third research questions:
2. What are the recommended knowledge and skills, motivation, and organizational
solutions to those needs?
3. What is required from Transitus to meet its organizational goal of creating a structured
onboarding program?
Discussion of Findings and Results
Information attained during the interview process validated or partially validated several
assumed knowledge and organizational influences on performance and barriers to achievement
of the organization’s goal to implement a new onboarding program that achieves 100%
engagement of all new hires by January 2024. The findings from this study yielded that the
organization satisfies the needs of new hires in relation to the motivational influence. As such,
the study’s recommendations focus on knowledge and organizational needs. Table 20
summarizes the validated or partially validated influences.
To answer the third research question, Chapter Five will deliver concrete and actionable
recommendations for each of the validated or partially validated influences based on research-
based principles. For the purpose of Chapter Five, validated and partially validated influences are
treated as an organizational need and recommendations are presented accordingly. The section
following recommendations describes the integrated implementation plan and evaluation
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strategy, which is grounded in three frameworks - the Anderson Value of Learning Model, the
Nielsen and Randall (2013) model, and Kirkpatrick’s Four Levels of Learning Evaluation Model.
The recommendations, implementation plan, and evaluation strategy are harmonious and
collectively mitigate the validated and partially validated KMO influences. Next, the chapter
will discuss limitations and delimitations, as well as possible areas for future exploration.
Chapter Five will conclude with a succinct reflection on the potential value of this study for other
organizations seeking to implement an onboarding program.

Table 20
Validated or Partially Validated KMO Influences
Need Category Result
Knowledge
Factual (K-F) New hires need a clear understanding of job
expectations.
Validated
Conceptual (K-C) New hires need a clear understanding of how the role
impacts the organization's mission.
Validated
Procedural (K-P) New hires need to know how to access information
about appropriate workplace conduct, behavior and social
norms.
Validated
Metacognitive (K-M) New hires need a strong sense of self-awareness and
ability to incorporate self-regulation to enhance performance.
Validated
Organizational Influence
Cultural Model
Influence 1
(O-1) The organization needs to foster an environment of
transparency and authenticity for new hires.
Validated
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Cultural
Setting
Influence 1
(O-4) The organization needs to provide new hires with
timely and substantive feedback.
Partially
Validated

Recommendations for Practice
Each of the KMO recommendations are derived from principles examined in the
literature or discussed as best practices in the literature. The recommendations encompass a
broad range of actions, procedures, and best practices to facilitate and support an onboarding
program. This section begins with a discussion of evidence-based solutions associated with the
validated factual, conceptual, procedural and metacognitive knowledge influences before
progressing to a presentation of solutions designed to address the organizational barriers that
limit the achievement of the Transitus’ goals. Table 21 represents a list of the influences that
will drive recommendations.

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Table 21
Influences driving recommendations
Knowledge Influences
New hires need a clear understanding of job expectations.
New hires need a clear understanding of how the role impacts the organization's mission.
New hires need to know how to access information about appropriate workplace conduct,
behavior and social norms.
New hires need a strong sense of self-awareness and ability to incorporate self-regulation to
enhance performance.
Organizational Influences
The organization needs to foster an environment of transparency and authenticity for new
hires.
The organization needs to provide new hires with timely and substantive feedback.

Knowledge Influences’ Recommendations
All four knowledge types - factual, conceptual, procedural and metacognitive - were
explored by this study and all four were validated as an area to address to successfully implement
an onboarding program. This section presents recommendations for each knowledge influence.
Table 22 summarizes the knowledge influences, principles related to assumed influences and
respective context-specific recommendations designed to meet the identified needs.

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Table 22
Summary of Knowledge Needs and Recommendations
Knowledge Need Principle and Citation Context-Specific
Recommendation
New hires need a
clear understanding
of job expectations.
New employees who know and understand
the roles and responsibilities of the job are
more likely to effectively perform tasks
that align with the organization's mission
(Hassan, 2013; Kauppil, 2014). New
employees who have a strong sense of job
responsibilities and expectations
understand how their day to day and
overall efforts contribute to the
organization’s strategic goals, which
results in higher engagement (Grensing-
Pophal, 2018).

Update job
descriptions and align
with annual
performance
evaluations.
New hires need a
clear understanding
of how the role
impacts the
organization's
mission.
Understanding and alignment with the
mission is essential, as employees are
more likely to invest in an organization's
success if they feel aligned with the
organization and its mission (Brown &
Yoshioka, 2003).
Within the first 30 days
of employment,
provide new hires with
an experiential learning
opportunity that
exemplifies the
thriving framework
and mission in action.

New hires need to
know how to
access information
about appropriate
workplace conduct,
behavior and social
norms.
A social contract is a written document
where employees can read about norms
and appropriate behavior (Morrison &
Robinson, 1997). An employee handbook
is an essential communication tool that
“cover[s] all of the necessary and pertinent
information that an employee needs to
know about working at [the] company”
(Omer, 2018). Access to an employee
handbook allows employees to understand
their rights, policies, and resources, and
reduces potential time wasted resolving
conventional and unconventional human
resource issues, which is important for
small organizations” (Hilger, 2020).
Share the Core
Competencies
document and
Employee Handbook
with all employees.
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New hires need a
strong sense of
self-awareness and
ability to
incorporate self-
regulation to
enhance
performance.
New hires must understand how to self-
reflect and have ample opportunities to
engage in self-reflection to impact learning
and effectiveness (Baker, 2006). Self-
regulation is a type of metacognitive
knowledge that elevates self-awareness
(Rueda, 2011).
Train new hires on
how to practice self-
reflection and integrate
purposeful
opportunities for self-
reflection in the first 90
days of employment.

Knowledge Recommendation 1: Update job descriptions and align with performance
evaluations.
Hassan (2013) and Kauppila (2014) asserted that new employees who know and
understand the roles and responsibilities of the job are more likely to effectively perform tasks
that align with the organization's mission. Data analysis confirmed a lack of factual knowledge
of job responsibilities; interviewees largely discussed a disconnect between the advertised job
description and the responsibilities of the job. To mitigate, the recommendation is two-fold:
1) Update job descriptions to reflect the job responsibilities and expectations
2) Align job expectations to job performance evaluations/roadmap
Al-Marwai and Subramaniam (2009) asserted that a job description “provides the employees
with the structure they need to carry out their jobs” (p. 241). To accomplish the first element of
this recommendation - update job descriptions to reflect the job responsibilities and expectations
- Ndukwe (2020) recommended including the following components:
● Competencies, which include essential behaviors and skills necessary to perform the job
● Benefits, including culture and history to demonstrate organizational values and
environment
● Potential career paths showcase opportunities for growth
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● Clear terms to avoid misunderstandings around full or part time employment,
compensation and other conditions of employment
Dessler (2008) furthered that a job description typically includes the following elements:
● A job summary that contains general nature of the position, major functions and
responsibilities
● Decision-making and budgetary authority
● Relationships (supervisor, supervisees, and internal and external collaborators)
● The system of performance evaluation to demonstrate what the employee will be
evaluated on, the frequency of evaluation and the method by which the evaluation will
take place
Before posting a new position, Transitus should ensure that the above components are included
in the job description, and if possible, current employees in the position should verify that their
job description is an accurate reflection of the responsibilities and expectations.
The second element of this recommendation is to align the job responsibilities and
expectations with the performance evaluation. EL-Hajji (2011) offered that a job description is
the “foundation for job evaluation” (p. 7). Ndukwe (2020) contended that when employees
clearly understand what is expected of them, discussions surrounding performance are more
productive and impactful. Scott (2004) offered that defined job descriptions generate “more
accountability” because they “define the scope of work, what’s expected of the employee and
what...competencies are required” (para. 3). Connecting the job description to the employee
performance evaluation helps employees understand which responsibilities are considered
priority or essential, therefore owed more time and effort than responsibilities deemed less
important. Using the job description as a guide, the employee can confidently spend time and
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effort on the priority tasks, knowing the performance will be evaluated accordingly. In turn, this
increases engagement. Connecting the job description to the employee performance evaluation
not only increases engagement, it creates opportunity for the employee and supervisor to revisit
and review the job description during evaluations, so job expectations and responsibilities are
prevalent and enduring.
Knowledge Recommendation 2: Within the first 30 days of employment, provide new hires
with an experiential learning opportunity that exemplifies the thriving framework and mission
in action.
Understanding and alignment with the mission is essential, as employees are more likely
to invest in an organization's success if they feel aligned with the organization and its mission
(Brown & Yoshioka, 2003). The results of this study indicate that Transitus employees need a
better comprehension of the organization’s mission, including comprehension of- and connection
to- the thriving framework, to better understand how their role intersects with the mission. The
recommendation to help Transitus employees better understand and connect to the framework is:
within the first 30 days of employment, provide new hires with an experiential learning
opportunity that exemplifies the thriving framework and mission in action. Experiential learning
is the process of gaining knowledge through experience, whether that be observation, interaction,
or both (Lewis & Williams, 1994). According to Donnelly (2018), “simulation and experiential
learning are valid tools for use with newly hired [employees] to increase their
engagement...during the onboarding process.” Table 23 outlines examples of experiential
learning opportunities for Transitus employees, regardless of role within the firm.

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Table 23
Current Options of experiential learning opportunities for Transitus employees
Opportunity Outcome
Strategic Planning
Leadership Retreat or
Strategic Planning Board
Engagement
The new hire will observe an overview of the thriving
framework, including the research behind it before hearing
Transitus facilitators guide a deeper conversation about the
framework’s elements.

Campus Master Planning
Visit
The new hire will hear how Transitus connects elements of the
thriving framework to campus planning and architecture; the
new hire will observe how Transitus assesses atmosphere,
facilities, and campus needs with groups ranging from small
teams to large town-hall style gatherings. The new hire will
observe how Transitus employees engage with various campus
constituents, valuing every opinion, regardless of status or title.

Sales Presentation The new hire will understand how all Transitus services are
rooted in the thriving framework. In addition, the new hire will
observe how the sales team uses various branding tools,
practices active listening skills, and ends each call with a
summary of action items.

Admissions Assessment The new hire will understand how Transitus embodies the
mission through partnership with campuses to maximize
enrollment. The new hire will observe how colleagues leverage
the campus community to streamline services, improve
efficiencies, and empower leaders. The new hire will observe
how recommendations are always based in literature and best
practices and recommendations are presented in tandem with
support by way of additional campus visits and advising calls.

Any retreat or event held in
the office
The new hire will observe how Transitus colleagues value and
prioritize hospitality; when a guest is in the office, the
hospitality team takes measures to ensure comfort with a
personalized parking spot, welcome signage, preferred food and
beverage, comfortable seating and easy-to-access wifi. The new
hire will observe the guest being guided on an office visit,
where the mission and values of the firm are colorfully
displayed on a wall.

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As outlined in Table 23 above, there are numerous opportunities for new hires to observe
and interact with the thriving framework and mission at Transitus, however to qualify as
experiential learning, new hires must also take time to reflect on the experience. Kolb (1984)
offered that reflection is an essential element of the learning process, asserting that when a new
hire merely experiences an activity, the learning process is stunted; a new hire’s ability to reflect
on what they observed leads to a deeper understanding. Kolb and Kolb (2009), as part of their
experiential learning theory, presented four “bases” of learning - experiencing, reflecting,
thinking/conceptualizing, and acting - to portray the importance of reflecting to truly transform
an experience to knowledge. Figure 3 depicts the four stages of Kolb’s Experiential Learning
Cycle (Kolb & Kolb, 2009).

Figure 3
Experiential Learning Cycle

Note. Adapted from The SAGE handbook of management learning, education and development
(p. 44), by S. J. Armstrong & C. V. Fukami. SAGE. 2009.

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While an in-depth recommendation regarding self-reflection will be discussed in relation to a
motivation influence, new hires should rudimentarily have the opportunity to reflect on their
observations and learnings after experiencing an event. To learn how to self-reflect, Adodo
(2013), Curletto (n.d.), Dawson (n.d.) and Spalding (2020) encourage activities like:
● Mind mapping - the practice of writing down a central or core theme and then noting new
and related ideas that connect to the central or core theme. By identifying themes and
sub-themes and recognizing the relationships between them, information is visualized
and better understood.
● Journaling - the practice of noting thoughts, feelings, and reactions from the day’s
lessons. Suggested questions to address include “what is working,” “what is not
working,” and “what is next?” which encourages the new hire to make a conscious choice
to consider lessons learned and move forward with the new knowledge.
● Peer reflection - this practice involves inviting a peer to debrief events and process
experiences together. Reflective discussions are a way for new hires to talk about their
work, experiences and observations, share new knowledge and connect with colleagues.
Engaging in self-reflection fosters a growth mindset, which focuses on continuous change,
improvement and growth (Curletto, n.d.). Curletto (n.d.) furthered that self-reflection is a skill
that takes time and practice to develop. Regardless of reflection activity, new hires should have
the opportunity to engage in conversation with Transitus employees to share reflections and ask
questions. Processing observations and lessons allows for synthesizing new information and
connecting it to what they already know. To increase engagement and ensure that new
employees retain information on a deeper level and contextualize the firm’s conceptual
framework within the mission, Transitus should leverage the power of experiential learning.
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Knowledge Recommendation 3: Share the Employee Handbook and Core Competencies
document with new hires.
There are numerous ways that an organization can communicate information about
appropriate behavior, performance expectations, policies and benefits. One way for employees
to understand the expectations around behavior is through a psychological contract, which
outlines the beliefs that encompass the expected actions (Armstrong & Stephens, 2005). An
employee handbook is a landing place for organizational context (mission, vision, and values),
employee policies, expectations around behavior and employee benefits (Omer, 2018). New
Hire interviews revealed knowledge related to appropriate workplace conduct, behavior, and
social norms. However, members from all three stakeholder groups confirmed the need to have
the information in writing. As such, the recommendation to address this need is for Transitus
leadership to share the two documents that pertain to employee expectations via email: the Core
Competencies document and the Employee Handbook.
Although the Core Competencies document was crafted in 2016, it is not widely
circulated throughout the firm; zero New Hires were aware of the document but expressed
interest in having something like it. The document outlines the desired attitudes that drive
desired behaviors, which impact how the organization is perceived in the market.
In addition, Transitus leadership should circulate the employee handbook via pre-
boarding communication, which is an essential communication tool that “cover[s] all of the
necessary and pertinent information that an employee needs to know about working at [the]
company” (Omer, 2018). While Transitus has an employee handbook, it has not been shared -
organizational leaders continue to refine the content. As leadership works to finalize the content,
Perry (2017) recommended using microlearning in the form of interactive quizzes and videos to
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emphasize certain policies and benefits. In addition, Omer (2018) suggested including
animations and infographics to illustrate content. By providing the Core Competency document
and Employee Handbook, new and veteran employees will have access to written information
about appropriate workplace conduct, behavior, policies, and benefits. The document also serves
as an accountability tool for the employees and the employer. Accountability in the workplace
bolsters organizational culture, improves employee performance, and yields stronger adherence
to policies (Hall, 2019). An employee handbook serves as a vehicle for employee and employer
accountability, as the handbook outlines the actions, behaviors, and decisions each party is
responsible for upholding. Publishing a handbook, however, is not enough: employers must
consistently enforce the policies to maintain the document’s validity (Scott, 2017).
Knowledge Recommendation 4: Train new hires on how to practice self-reflection and
integrate purposeful opportunities for self-reflection in the first 90 days of employment.
The findings of this study indicate that Transitus employees need to incorporate self-
regulation to enhance performance and engagement. As asserted by Baker (2006), new hires
must have ample opportunities to engage in self-reflection to impact learning and effectiveness.
Whether an employee is a remote worker or not, reinforcing opportunities for reflection can help
new employees gain clarity on goals, roles and purpose. As established in the second knowledge
recommendation, gaining proficiency in self-reflection takes time and practice. To help new
hires learn how to self-reflect, new hires should practice the self-reflection activities outlined in
the second knowledge recommendation (mind mapping, journaling, peer reflection). To foster
an environment where new hires can gain a deeper understanding of the information shared
during the onboarding process, the researcher recommends building in purposeful reflection
times in the new hires’ first 90 days. These purposeful self-reflection opportunities should be
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integrated and consistent and should encapsulate a variety of methods. See Table 24 for a
summary of the recommended ways to foster self-reflection.

Table 24
Summary of reflection methods, purposes and descriptions
Method Purpose Description
Individual Self-
Reflection
Opportunities to engage in weekly
exercises that allow for processing
information is critical for the new
hire’s long-term success (Thiefels,
2009). Goal setting can increase
performance (Dembo & Eaton,
2000).
Intentional weekly blocks of time
for self-study, skills practice,
exploration, and reflection. A daily
journal prompt will help the new
hire reflect on lessons learned,
mistakes made, accomplishments
and opportunities to improve.

End-of-week Self-
Assessments
When a weekly self-assessment is
shared with the new hires
supervisor, the activity not only
allows the new hire to process
new information, it gives the
supervisor insight to what the new
hire understands and what the
new hire needs help
understanding (Renton, 2013).
The weekly assessment should
include a space for questions as
well as a focused prompt, such as
Adjectives (list three adjectives
about your job), Significant
Moments (list the most significant
moments of the week) or Ten
Minutes and Two Questions (quiet
reflect on “what went well?” and
“what can I do differently?”

30 Day
Retrospective
Meeting
Palatino (2016) recommended
avoiding the word “review,”
which implies a rating or analysis.
Instead, Palatino (2016)
recommended a 30 Day
Retrospective Meeting to engage
the new employee in a candid
conversation about the first 30
days; it is an opportunity for the
new hire to reflect on the
experience and an opportunity for
the supervisor to listen and offer
support.
This check-in meeting between the
new hire and supervisor includes a
review of the job expectations and a
conversation around whether the
new hire’s expectations were met,
and to fill any gaps accordingly.
This listening session is an
opportunity for the new hire to
reflect on the experiences, voice
concerns, and acknowledge
achievements.
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60 Day
Retrospective
Meeting
According to Gelhaus (2019), it is
important for supervisors to
acknowledge the emotions
associated with learning new
processes, culture, terminology
and accountability metrics, but
new hires who have a supervisor
that demonstrates care will be
more invested in learning.
This is an opportunity for the
supervisor to build off of the 30
Day Retrospective Meeting; to
follow up on expectation gaps and
voiced concerns. In addition the
supervisor should initiate a
conversation about performance
objectives, allowing the new hire to
reflect on the lessons and
experiences that can contribute to
their success. The new hire can
also reflect on interest areas so the
supervisor can facilitate
connections and opportunities to
collaborate.

90 Day
Retrospective
Meeting
This is an opportunity for the
supervisor to demonstrate care
around fit, reinforce values, and
celebrate the 90 day milestone
(Acree & de Leon, 2020). The
meeting is celebratory in nature
and is an opportunity for the
supervisor to continue building
trust with the new hire (Miranda-
Wolff, 2018).

Like the 30 and 60 day check-ins,
this is an opportunity for the
supervisor to continue learning
about the new hire’s concerns and
questions as they reflect back on the
first three months. In addition, the
supervisor can ask the new hire to
reflect on questions about fit, such
as “how would you describe
working here?” and “what have you
learned about the organization?”
Questions that connect the new hire
to the values include “which values
do you see as strengths for you?”

Employees who engage in reflection exercises achieve higher performance and are more
committed to their jobs than those who do not practice self-reflection (Shonk, 2020). By
allocating time in a new hire’s onboarding schedule, Transitus is demonstrating that it values its
employees and the practice of self-reflection and self-regulation.

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Organizational Influences’ Recommendations
Mitigating organizational influences that serve as barriers to achieving the organizational
goal is essential; even when individuals demonstrate and practice the necessary knowledge and
motivation, an organizational goal can impede success. Two cultural model influences and two
cultural setting influences were explored by this study. One cultural model influence and one
cultural setting influence were validated as areas to address to successfully implement an
onboarding program. The validated cultural model influence pertains to the organization’s need
to foster an environment of transparency and authenticity for new hires and the validated cultural
setting influence concerns the organization’s need to provide new hires with timely and
substantive feedback. This section presents recommendations for each validated organizational
influence. Table 25 summarizes the organizational influences, principles related to assumed
influences and respective context-specific recommendations designed to meet the identified
needs.

Table 25
Summary of Organizational Needs and Recommendations
Organizational Need Principle and Citation Context-Specific
Recommendation
The organization needs to
foster an environment of
transparency and authenticity
for new hires.
During the pre-boarding period,
employers have the opportunity to
engage and excite new employees by
exposing them to organizational culture
and establishing connection between
people while simultaneously fostering
an environment of transparency and
genuine interest in the new hire (Lahey,
2014). In addition, organizations who
invest in technology capital and
embrace virtual tools are creating an
Create a
personalized pre-
boarding
experience that is
consistent across
the firm and
establish a new
employee portal.
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authentic culture where employees can
connect and explore curiosities
(Kujanen, 2015).
The organization needs to
provide new hires with timely
and substantive feedback.
New hires need feedback to establish
purpose, affirm behavior, and gain a
sense of belonging (Lamb, 2017). As
new hires become more familiar with
the job and begin to work
autonomously, the need for timely and
substantive feedback increases;
employees who do not receive feedback
early in the process may form poor
habits or spend time inefficiently
(Wong, 2020).
Ensure that every
new hire has a 90-
day Retrospective
Meeting to support
autonomy,
mastery, and
purpose.

Organizational Recommendation 1: Create a personalized, pre-boarding experience that is
consistent across the firm.
As stated in Chapter Two, the period between job acceptance and job start date is defined
as “pre-boarding” (Lahey, 2014). During this time, employers have the opportunity to engage
and excite new employees by exposing them to organizational culture and establishing
connection between people while simultaneously fostering an environment of transparency and
genuine interest in the new hire (Lahey, 2014). Input from the interviews yielded an assortment
of pre-boarding experiences for Transitus employees, ranging from no communication to
receiving a care package and Day One schedule. To streamline experiences and demonstrate that
Transtitus values transparent and authentic environments, the first recommendation is to create a
personalized pre-boarding experience that is consistent across the firm. Table 26 outlines the
recommended elements of pre-boarding communication with all new hires.

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Table 26
Summary of pre-boarding elements, purposes and descriptions
Element Purpose Description
Email to new
hire from
supervisor
According to Plamondon (2018), “a
welcome email is the first and
smallest step to onboard your new
employee...giving your new
employee a positive impression”
(para. 11). In addition, the welcome
email ensures that the new hire
knows who their immediate
supervisor and point of contact is.
Establishing this relationship and
clear line of communication is
important to lessen insecurities.

A welcome email to the new hire is
the first milestone of the onboarding
experience; it acknowledges the
newfound relationship and elicits
excitement around the journey
ahead. In addition to demonstrating
enthusiasm, the welcome email
provides valuable information about
what to expect over the coming
weeks including touchpoints with
various team members, Lastly, the
welcome email solicits permission
from the new hire to make a firm-
wide email announcement,
recognizing that the new hire may
need time to share the news with
their network first.

Firm-wide email
announcement
The new hire is part of the
excitement elicited from the
announcement, they see some
reasons why they were hired, and
what communication went out
regarding their role within the firm.
According to Plamondon (2018), a
firm-wide announcement” strongly
confirms [the] company's dedication
to and delight with choosing this new
employee….[and] will make them
feel valued as a new member of the
team” (para. 13).

This email includes information
about the new hire’s background
info, a few reasons why they were
hired, what role they will serve, the
confirmed start date, and gratitude
toward the named members of the
search committee. The new hire is
blind carbon copied on the email
announcement.
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Care Package 1 According to Friedman (2006),
“most organizations spend
more energy on celebrating retirees
than they do celebrating the new
hires'' (p. 25). Sending this cookie
care package is a welcoming strategy
that demonstrates excitement,
thoughtfulness and pride in the
brand.
Immediately upon completion of
the formal employee agreement, the
hospitality team at Transitus orders
custom sugar cookies that are
decorated with the Transitus logo
and other colorful designs. The
package is professionally packaged
and contains a welcome note on
behalf of the Transitus team.
A request and a
resource
The purpose of the request is to
demonstrate to the new hire that their
preferences matter, and to use the
“information provided in the online
survey to build a custom onboarding
experience” (Zink & Curran, 2018,
p. 119).
The purpose of the resource is to
give the new hire insight to the
organizational culture by providing
information about common
terminology, appropriate behavior,
policies, and benefits. Whereas
employees used to spend the first
hours and days learning basic
information, the use of an online
employee portal allows new hires to
spend time understanding culture and
deepening important relationships
before officially starting at the
organization (Jucan et al., 2013).

In this email from the new hire’s
direct supervisor, the new hire is
requested to follow a link to a pre-
boarding survey. This survey
contains questions about
preferences - technology, food,
name and learning style. These
responses will help the Transitus
team prepare for the new hire’s
arrival. In addition, the firm seeks
to know the new hire’s
StrengthsFinder Top Five, if
available. If not, the supervisor
knows to order the StrengthsFinder
book with assessment code. In
addition, a resource is included - the
link to the employee portal.
Context is provided.
Care Package 2 A personalized care package is an
approach that deliberately considers
new hire preferences and interests
(Sommer, 1974; Sundstrom &
Sundstrom, 1986). The package
continues to elicit excitement about
the new hire’s membership on the
team and continues to reinforce the
Transitus brand.
The second care package contains
collateral, swag, branded journal,
both organizational books and the
StrengthsFinder book. In addition,
it includes the new hire’s preferred
snacks and favorite office supplies,
as indicated in the pre-boarding
survey. A personalized note from
the members of the new hire’s
respective division is added on top.

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Email from the
technology team
The purpose of this email is to
introduce the new hire to their
technology contact and to ensure that
the new hire will be equipped with
the preferred and necessary
equipment ahead of their first day.
According to Mackenzie (2020),
coordination to order and deliver
equipment ensures that the new hire
can be as productive as quickly as
possible.
This email includes a welcome and
introduction by the technology
representative handling the new
hire’s technology. The email will
confirm the new hire’s laptop
preference, provide information
about when the new hire can expect
delivery of their new technology
and express excitement about
spending time with the new hire
during onboarding.
Onboarding
schedule and
welcome video
Krumrie (2017) offered that
providing a detailed onboarding
schedule demonstrates that the
organization was thoughtful about
the new hire’s welcome experience
and is ready for the new hire’s
arrival. Filipkowski (2016)
recommended that supervisors send
the new hire a compilation of
messages from the team.
In this email, the new hire’s
supervisor includes the onboarding
schedule for the two weeks. In
addition, the email contains a link to
a video montage, which is a
compilation of welcome messages
submitted by the new hire’s
teammates in the respective
division.

The recommended elements of pre-boarding communication listed in Table 26
encompass a variety of communication methods and introduce numerous team members to the
new hire. In addition, the touchpoints offer a balance of information and excitement. Klein and
Polin (2012) submitted that a personalized pre-boarding experience heightens a new hire’s sense
of value, purpose, and belongingness. This recommendation is based on a theme that arose from
the literature: pre-boarding communication allows employers to establish connection, recognize
preferences, demonstrate values and manifest excitement (Cable et al, 2013; Perry, 2017; Wells,
2005).

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Organizational Recommendation 2: Establish a new employee portal.
Advances in technology provide ample opportunities for employers to electronically
communicate with new hires. According to Kujanen (2015), organizations who invest in
technology capital and embrace virtual tools are creating an authentic culture where employees
can connect and explore curiosities. One example of a virtual tool is an employee portal, which
offers a platform for new employees to absorb information about organizational language,
people, and values in a self-paced and convenient environment (Perry, 2017). Interview
participants frequently expressed a desire to have access to written information about
terminology, acceptable behavior, culture, professional development opportunities and career
pathway options within Transitus. As a result, the next recommendation is to establish a new
employee portal that serves as a single, comprehensive knowledge base. In the employee portal,
new hires can begin to familiarize themselves with the organizational terminology, processes and
other culture elements while existing employees may utilize the portal as a refresher or referral
resource. The employee portal is a pragmatic example of andragogy, which “focuses on the
adult learner and creation of an independent, adaptable individual (Forrest & Peterson, 2006, p.
113). As mentioned in the pre-boarding communication recommendation, access to the
employee portal should be included in pre-boarding communication. Table 27 outlines the
various elements that Transitus should consider including in the employee portal.

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Table 27
Recommended elements of new employee portal
Element Purpose
History and
evolution of the
firm
To provide new hires with background information about when and how
the firm was founded, and how the firm has evolved in terms of people,
divisions, philosophy, and impact. Fyock (2009) recommended that the
story of the firm’s history and evolution is captured in a welcome
message from a leader. For Transitus, one of the founders can record a
video.
Mission To provide new hires with context about the firm’s strategic goals and
insight to how the new hire’s role aligns with the firm’s bigger purpose.
Bauer (2010) offered that when new hires are aware of the mission, they
are better equipped to “successfully contribute” to it (p. 1).
Values To provide new hires with insight to the organization’s culture and to
demonstrate the importance of aligning behavior and language with the
core values. To illustrate values, Kiner (2019) recommended that
organizational leaders record videos: “stories stick, so rather than just
defining the values, describe a time when your values helped the
company make a hard decision” (para. 12).
Terminology To educate new hires on common language. For Transitus, examples
include “Ringing the Bell,” “Advance,” and “Standing Meeting.” Stibitz
(2015) suggested, “don’t assume [they] know the lingo of the
organization” (para. 3).
Virtual Office
Tours
To allow new hires to experience the Transitus office spaces, even if the
new hire is a remote employee. According to Deal (2020), new hires are
traditionally taken on an office tour as part of their first day (para. 5). In
an increasingly virtual world, employers need to contemplate how they
can use technology to positively impact their onboarding process
(Flanigan & Waldeck, 2004).
Employee
Handbook
To equip new hires with information about organizational policies,
benefits, and expectations. To engage new hires, Perry (2017)
recommended using microlearning in the form of interactive quizzes
about employee benefits. To add variety to a text-heavy document such
as an employee handbook, Omer (2018) suggested including animations
and infographics to illustrate content.
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Employee
Directory and
Organizational
Chart
To educate new hires on the organization’s structure and membership
within divisions. Access to this information will equip and empower
new hires to find and contact colleagues. Gopal (2021) offered that
access to an electronic organizational chart makes it easier for new hires
to “absorb all the new information” at their own pace and new hires can
“easily go back to the details...when required” (para. 3).
Professional
Development
Opportunities
To help new hires understand what professional development
opportunities exist at Transitus; to define professional development as
observing and participating in board engagements, cabinet meetings,
strategic advising sessions, campus master planning and architecture
workshops and other events facilitated by Transitus colleagues.
Transitus employees also have the opportunity to collaborate with other
divisions, participate in book clubs, and attend lunch and learn sessions.
In addition, Transitus employees can serve on committees, which include
focus areas such as diversity to employee care. This clarity and context
will support new hires to understand ways in which they can further their
skill sets, networks, and careers. Zufic and Jurcan (2015) recommended
including blog posts written by current employees to exemplify ways in
which the employee participated in- and grew from- a professional
development opportunity.
Career Trajectory
Opportunities
To assist new hires with imagining and planning for professional
development and promotion opportunities, which may look different at
Transitus than previous employment experiences. As a smaller
organization, promotions do not present themselves as frequently as they
may at larger organizations, however, Transitus can guarantee skill
development, networking opportunities and elevated responsibilities that
align with career goals. Just as a blog post was recommended to
underscore professional development opportunities, a video can
exemplify ways in which Transitus supported an employee’s promotion
or career growth (Zufic & Jurcan, 2015).

Plamondon (2018) provided that “most companies...fail to give new employees any idea about
their company's culture” (para. 1). For Transitus, a web-based employee portal serves as a single,
comprehensive platform where “new hires can conveniently access and download the
information whenever they wish” (D’Aurizio, 2007, p. 228).

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Organizational Recommendation 3: Ensure that every new hire has a 90-day performance
review.
Input from the interview process yielded that experiences with employee performance
evaluations ranged from no conversation to regular conversation. Regardless of experience, the
majority of interviewees expressed a desire for consistent feedback. The expressed desire aligns
with the literature, which offers that new hires need feedback to establish purpose, affirm
behavior, and gain a sense of belonging (Lamb, 2017). As new hires become more familiar with
the job and begin to work autonomously, the need for timely and substantive feedback increases;
employees who do not receive feedback early in the process may form poor habits or spend time
inefficiently (Wong, 2020). Palatino (2016) recommends that new hires receive informal
feedback at the 30- and 60-day milestones but provided that “there is little to review in terms of
performance” before the 90-day mark. After 90 days, the supervisor is more likely to have
numerous examples of how the new hire interacts with internal and external stakeholders,
facilitates workshops, applies organizational terminology, contributes to the mission and
demonstrates the values. In addition, since the supervisor initiated a conversation about
performance objectives in the 60 Day Retrospective Meeting, the new hire needs time to
formulate goals that align with the role and mission.
Given the significance of providing timely and substantive feedback, the
recommendation is to standardize a 90-day performance review as part of the onboarding
program at Transitus. Croswell (n.d.) and Smith-Looper (n.d) recommended questions such as:
● What has energized you in your role over the last 90 days?
● What has challenged you over the last 90 days?
● Do you know what is expected of you and do you have the resources to get that done?
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● Do you have a sense of belongingness in our division? In the organization?
● In what ways, if any, you feel encouraged and appreciated by our organization?
● What do you want to accomplish within the next 90 days?
These questions should help the supervisor understand if the new hire is engaged at work, if the
organization is meeting the new hire’s expectations, what support the new hire needs to succeed
in the role, and if the new hire is socially adjusting. These questions are examples. Once
Transitus determines which questions are appropriate, the same template should be used for all
new hires to ensure that new hires are receiving consistent follow-up and support. Smith-Looper
(n.d.) asserted that engaging a new hire in a conversation around these questions can be
“incredibly beneficial moving forward...this kind of radical candor can have a huge impact on
productivity and positivity” (para. 19). Smith-Looper (n.d.) furthered that having a performance
review in place by the end of the first three months is valuable for new hires for one main reason:
[it] lets your employee know that it’s okay to have hard and honest conversations and that
you are cultivating a safe space to...be able to speak their mind and talk about the things
that are important to them (para. 19).
Krasman (2015) corroborated by offering,
Near the end of the first 90 days, schedule a time for obtaining feedback from new
employees. Listen as much (or even more) than you talk and use it as an opportunity to
discover what new hires like or dislike about their jobs, and consider how you can help
them overcome any challenges they face (p. 13).
Establishing the practice of consistently engaging new hires in a 90 Day Performance Review
will allow Transitus to further streamline the onboarding program and help transition new hires
into key performers at the organization.
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Integrated Knowledge, Motivation, and Organizational Recommendations
The findings from this research are intended to support the organizational goal of
developing and implementing an onboarding program for New Hires at Transitus. Once support
for the onboarding program has been generated, a process to address the needs will be created,
based on the knowledge and organizational evidence-based recommendations. The first step in
this process is for the organization’s leaders to discuss and agree upon the recommendations set
forth, including consenting to decisions like publishing the employee handbook, investing in
microlearning experiences, approving financial support for care packages and sanctioning other
organizational resources. As Clark and Estes (2008) asserted, when organizational leaders
support the new initiative, new hires will achieve a “greater the level of transfer” and will
participate “more enthusiastically” (p. 75). In addition, performance increases when leaders are
included and invested in the development and implementation of an initiative (Clark & Estes,
2008). In other words, if stakeholders do not see endorsement for an initiative from leadership,
they may not be inclined to engage in a learning opportunity that provides the knowledge needed
to successfully complete the initiative. Table 28 outlines the action steps, addressed need and
timeframe to successfully develop and implement the onboarding program, therefore addressing
the study’s third research question: What is required from Transitus to meet its organizational
goal of creating a structured onboarding program?

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Table 28
Implementation Plan Table
Action Step Need Addressed Timeframe
Members of the Executive Leadership Team and
Operations Team compile resources for the pre-
boarding communication plan, including a welcome
email template, a firm-wide email announcement
template, a technology introduction email template,
items for all care packages, the link to the pre-
boarding survey, an onboarding schedule template,
and instructions on recording a welcome video.
Transparency and
authenticity
(Organizational-
Cultural Model)
September
2021
The Executive Leadership Team and Operations Team
compiles resources for the employee portal, and
records videos for the virtual office tour, welcome
messages from ELT, and stories from value award
winners.
Transparency and
authenticity
(Organizational-
Cultural Model)
October
2021
The Operations Team establishes a 90-day
Performance Review form and presents it to the
Executive Leadership Team for approval.
Feedback
(Organizational-
Cultural Setting)
November
2021
The Executive Leadership Team (ELT) finalizes and
publishes the employee handbook.
Transparency and
authenticity
(Organizational-
Cultural Model)
December
2021
The Operations Team adds interactive elements to the
employee handbook, including videos and short
quizzes, as well as infographics.
Access to information
about appropriate
workplace behavior
(Knowledge-
Procedural)
January
2022
The Executive Leadership Team reviews, adjusts, and
approves the list of experiential learning opportunities
that would allow new hires to see the values and
mission in action.
Understanding of
mission (Knowledge-
Conceptual)
January
2022
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The Executive Leadership Team facilitates a
conversation with supervisors about job descriptions,
resulting in updated documents that more accurately
reflect the job responsibilities.
Clear understanding of
job expectations
(Knowledge-Factual)
February
2022
The Operations Team compiles a series of reflection
resources, including reflection activities, exercises,
and prompts that can be integrated into an onboarding
program. Templates for the 30/60/90 Day
Retrospective Meetings should be established.
Self-awareness
(Knowledge-
Metacognitive)
February
2022
The Operations Team updates the current employee
performance review document to align with the
updated job descriptions.
Clear understanding of
job expectations
(Knowledge-Factual)
March
2022

Supervisors train on how to practice self-reflection and
how to facilitate self-reflection for direct reports.
Supervisors learn about the importance of self-
reflection, have the opportunity to practice self-
reflection, and learn about the resources available to
facilitate self-reflection for direct reports, including
the 30/60/90 Day Retrospective Meetings.
Self-awareness
(Knowledge-
Metacognitive)
April
2022
Supervisors update on the new onboarding program,
including the resources for pre-boarding
communication, demonstration of the new employee
portal, training on how to integrate self-reflection,
opportunities for experiential learning, and reveal of
the 90-day performance review.
Transparency and
authenticity
(Organizational-
Cultural Model)
May
2022
The Executive Leadership Team hosted a learning
session for all Transitus employees to learn about the
new resources that emerged as a result of the new
onboarding program. These include the new
interactive employee handbook, new employee portal,
new job descriptions, new employee performance
evaluation, and opportunities to engage in self-
reflection and experiential learning. This is also an
opportunity for the ELT to highlight the Competency
Document. The pilot onboarding program launches.
Transparency and
authenticity
(Organizational-
Cultural Model)
June
2022
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The Operations Team surveys new hires and collects
feedback from supervisors about the onboarding
program
Evaluation September
2022
The Operations Team analyzes the survey data and
supervisor feedback to determine areas for
improvement with the piloted onboarding program
Evaluation October
2022
100% of all New Hires engage in the new onboarding
program.
Implementation January
2023

Evaluation
Once the Executive Leadership Team endorses the onboarding program, the
implementation and evaluation plan should be established. An evaluation plan will “assess
whether…goals and objectives have been achieved” (Ebrahim, 2010, p. 14). The identified
evaluation plan is an adaptation of Anderson's Value of Learning Model combined with an
adaptation of a model presented by Neilsen and Randall (2013) and Level Three of Kirkpatrick’s
Learning Evaluation Model.
Anderson’s Value of Learning is based on research done in 2006 at the University of
Portsmouth. The research was published by the Chartered Institute of Personnel and
Development. The intention of Anderson’s Value of Learning Model is for application at the
organizational level (Anderson, 2007).
The Value of Learning Model addresses two challenges. The Evaluation Challenge
refers to the reality that many organizations struggle to evaluate training effectiveness
(Anderson, 2007; Rochelle, 2015). According to a 2015 study from Bersin by Deloitte, learning
and development leaders are increasingly requiring their organizations to use data to illustrate the
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impacts of learning and training activities (Downes, 2019). The Value Challenge centers on how
organizational leaders often require evidence demonstrating the value of learning and training in
addition to cost-effective and collaborative deployment of resources (Anderson, 2007). As
Anderson (2007) asserted, “There is an urgent need for HR professionals to be able to
demonstrate the value of learning to their organisation if senior decision-makers are to maintain
their commitment to investment in learning and training” (p. 3). For example, the learning and
development professionals at Canon utilizes the Anderson Value of Learning Model to assess
and report the impact of their learning and development activities and workshops (Anderson,
2007). The Innovation Group, which is a software and computer service organization that
quickly grew due to strategically merging and acquiring other businesses, used the Anderson
Value of Learning Model to measure the effect of several short-term learning activities as they
sought to integrate managers quickly but effectively with a variety of backgrounds and
experiences from other businesses (Anderson, 2007).
The Value of Learning Model is a three-stage cycle to address the evaluation and value
challenges. Table 29 outlines the three stages.

Table 29
Three-stage cycle of Anderson's (2007) Value of Learning Model
Stage Description
One: Determine
current alignment
against strategic
priorities
This stage evaluates strategic learning priorities and aligns learning
investments and processes with the organization’s strategic priorities.
Organizations that demonstrate close alignment are “clear about the
learning that is needed to achieve strategic objectives” (p. 6).
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Two: Use a range of
methods to assess
and evaluate the
contribution of
learning
This stage assesses the benefits of learning in the organization through
four areas of evaluation, which differ in importance depending on the
specific needs of the organization.
● learning function measures - how efficient the program is
within the organization
● return on expectation measures - if the training expectations
were met
● return on investment measures - cost of the training program
compared to the organization’s bottom line
● benchmark and capacity measures - how the organization is
doing in comparison to others
Three: Establish the
most relevant
approaches for your
organization
Although the most relevant approach for any given organization
depends on its goals and values, Anderson’s (2007) model suggests
four characteristics. Anderson (2007) suggested using the
combination of measures that will best fulfil the organization's needs.
The recommended measures are emphasis on the short-term benefits,
emphasis on long-term benefits, senior management trust in learning
contribution, and the organization requires learning value metrics.

According to Deller (2020), there are numerous advantages of the Value of Learning Model:
● Strategic alignment - the Model focuses on the overall learning strategy and the degree to
which the strategy is aligned with an organization’s strategic priorities
● Promotes a learning culture - because the Model ensures close alignment with the overall
learning strategy of the organization, a culture of learning likely ensues
● Widely applicable - the Model was developed on the hypothesis that no single training
activity will fulfil the needs of all employees; organizations need to explore and pilot a
variety of approaches to meet the needs of its employees
● Addresses challenges - the Model helps organizations address evaluation challenges
(many organizations struggle to evaluate training effectiveness) and value challenges
(many organizations struggle to produce evidence that learning and training are valuable).
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While there are numerous advantages to the Anderson Value of Learning Model, there are also
drawbacks. The main limitation of the Value of Learning Model is that it only gives an
organization a high-level evaluation of the effectiveness of their training programs. Deller
(2020) and Downes (2019) recommended combining the Value of Learning Model with a model
that evaluates individual learning activities to best demonstrate a comprehensive understanding
of the effectiveness of learning in an organization. Nielsen and Randall (2013) presented an
evidence-based process evaluation model that focuses on individuals and specific activities. In
their model, three overarching elements - initiation, intervention activities, and implementation
strategy - are evaluated through questions such as:
● Who initiated the program and for what purpose?
● Did the activities target the problems of the workplace?
● Did the program reach the target group?
● Who were/are the drivers of change?
● Did employees participate significantly in decision making and how many were
involved?
● What was the role of the senior leaders?
Nielsen and Randall (2013) asserted that in addition to communicating information about the
program, organizations should collect further information via interviews and surveys to “ensure
that [the] information actually reached participants and how it was perceived by recipients” (p.
612).
Evaluation Plan at Transitus
A combination of an adaptation of the Anderson Value of Learning Model and an
adaptation of the model presented by Neilsen and Randall (2013) is the recommended evaluation
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process for Transitus. This plan aligns with the current practices at Transitus, which include
prioritizing initiatives that support the organization’s strategic anchors. For example, upon
approaching the Executive Leadership Team for approval to conduct this study, support was
enthusiastically granted because the initiative aligns with Transitus’ recently developed strategic
anchor that focuses on ensuring that employees feel included, supported, and equipped to do
exceptional work. Similarly, Transitus currently conducts evaluations upon completion of a
specific learning experience. For example, at the conclusion of the 2021 firm-wide retreat,
employees were surveyed on the various elements of the program.
Members of the Transitus Executive Leadership Team should facilitate a conversation
around the Anderson Value of Learning Model. In addition, questions from the Nielsen and
Randall (2013) model can be adapted to evaluate the new onboarding program:
● Who initiated the onboarding program and for what purpose?
● Did the onboarding activities target the problems of the workplace?
● Did the onboarding program reach the target group?
● Who were/are the drivers of change?
● Did employees participate significantly in decision making and how many were
involved?
● What was the role of the Executive Leadership Team?
In addition, Nielsen and Randall (2013) recommended that organizations should administer
interviews and surveys to ensure that information shared in the onboarding program reached new
hires in an efficient and effective manner. The 30/60/90 Day Retrospective meetings
recommended earlier in this chapter serve as opportunities for supervisors to collect qualitative
feedback from new hires. To collect quantitative data, Kottke and Sharafinski (1988)
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recommended that new hires partake in a survey that evaluates perceived supervisory support
through a five-point Likert scale. Examples of survey items include “My supervisor treated me
with respect,” “My supervisor supported my efforts to manage my responsibilities outside of
work,” “The amount of feedback I received from my supervisor was appropriate,” “My
supervisor kept me well informed,” and “My supervisor valued my input.” To collect feedback
beyond supervisory support, Transitus should adapt the survey presented by Gupta et al. (2018),
which includes questions like:
● I was satisfied with the support and information I received before my first day on the job.
● The information sent to me before my first day helped me know what to expect, where to
go, and other key information needed on the day I reported to work.
● Someone from my work unit contacted me in advance of my first day and made me feel
welcome.
● I had a helpful, knowledgeable point of contact form questions before I reported to work.
● In the orientation session, clear information was provided.
● The information I received on benefits and policies on the first day of the job was helpful
and complete.
● The information I received on ethics and key personnel policies (e.g. equal opportunity,
sexual harassment, etc.) was clear and helpful.
● I knew where to go to get additional assistance on personnel matters, benefits, and
paperwork following my first day on the job.
● Security was prepared for my arrival and I received appropriate credentials for building
access on the first day of my job.
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● I was welcomed by my buddy/mentor. On my first day, my workspace was organized and
I had everything that I needed to start working (or knew where to get it).
● My supervisor quickly integrated me into the team.
● The performance management system was clearly explained to me.
● I received initial training to help me understand internal systems, general operating
practices, and other information needed to perform my job.
● My supervisor has provided on-going feedback about my performance.
● My supervisor checks with me regularly to answer any questions I may have.
● The job expectations as described in the job posting and interview process are consistent
with what I am currently doing.
● I am held accountable for my performance.
● The organization’s mission and my role in achieving mission accomplishment have been
reinforced throughout the orientation.
● I am satisfied with the overall orientation that I have received.
Because Transitus is a smaller organization that onboards new hires one or two at a time,
anonymous surveys are not possible. However, the benefit is that space for qualitative responses
can be included so new hires can ask lingering questions, request additional resources or identify
areas that require follow-up. Members of the Operations Team and/or the new hire’s supervisor
can provide custom and personalized follow-up accordingly.
Coupled, the Anderson Value of Learning Model works top-down, starting with the
organization’s strategic priorities while the Nielsen and Randall (2013) model works down-top,
starting with individual learning levels and specific training activities. Together, they can
evaluate the effectiveness of a new onboarding initiative that Transitus seeks to implement.
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While the Anderson Value of Learning Model and the Nielsen and Randall model assess
the knowledge and organizational elements of the study, Kirkpatrick’s Level Three addresses
motivation. The focus of Level Three is to determine how effectively new hires demonstrate
they have learned the knowledge and skills presented in the onboarding program (Kirkpatrick,
2006). One way to measure the differences in the new hire’s behavior in the work environment
after completing the onboarding program is to administer a survey to evaluate the new hire’s
ability to demonstrate the desired knowledge and skills learned throughout the onboarding
program. Another way to determine if the new hire acquired the skills, knowledge, and desired
behaviors is to assess whether the new hire can teach the skills, knowledge, and desired
behaviors to others (Kurt, 2018). While there are many techniques available to evaluate Level
Three, a final method is to conduct a 360-degree feedback assessment to better understand if the
new hire is exhibiting behavior changes in their daily work and activities. Kirkpatrick and
Kirkpatrick (2016) assert that collaborating with supervisors and colleagues is an effective
method to garner a more comprehensive understanding of the new hire’s behavior in a variety of
settings. In doing this, Transitus can evaluate the motivation of its employees as they move
through the new onboarding program.
Limitations and Delimitations
Limitations in research are the matters and influences that the researcher cannot control
(Creswell, 2014). One of the limitations of this study was that the researcher did not have
documents to examine. Furthermore, a survey did not make sense given the small population,
however, there were three groups within the Transitus population, so multiple data sources and
perspectives were collected. In addition, within the New Hire stakeholder group, participants
represented a variety of divisions, perspectives, and years of employment. While triangulation
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through collection of the three stakeholder groups to gather diverse perspectives helped to
mitigate limitations, certain aspects of qualitative studies cannot be controlled (Creswell, 2014;
Merriam & Tisdell, 2016). Aspects include respondent cognition, the dynamic between the
investigator and the interviewee, exaggeration, false responses, untrue willingness to participate,
and the mental state of the interviewee (Borg & Mohler, 1994; Iarossi, 2006). Another limitation
was that the researcher is currently a full-time employee at Transitus and knows the participants
well. As such, the interviews were structured to elicit honest answers from the participants.
Establishing an environment of comfort was also important to minimize self-reporting. This
limitation occurs when interviewees neglect to offer their true beliefs, experiences and
perspectives in fear that they are not socially or professionally acceptable (Creswell, 2014).
Another limitation is that the researcher carries a single perspective and represents one
worldview. As England (1994) asserted, “fieldwork is intensely personal, in that the
positionality and biography of the researcher plays a central role in the research process” (p. 87).
As the solo researcher who is also a Transitus employee, the researcher cannot speak for all new
hires, however, recommendations were based in literature and seek to benefit all new employees,
regardless of professional experience, job responsibilities, career aspirations and other
worldviews that other new hires will bring to the organization. Lastly, each division of Transitus
has a different welcome experience. While every employee receives an orientation from a
member of the Operations Team, the respective Vice President is responsible for onboarding the
New Hires. Interviews were structured to collect a variety of experiences.
Delimitations of a study are the influences that the research can control through
conscious decisions during the development of the research plan (Creswell, 2014). The scope of
this study was limited to Transitus due to convenience and easy access to conduct research. The
145

stakeholders were New Hires with onboarding experience and institutional knowledge. While
this was intentional to gain perspectives, the study does not include perspectives from all
Transitus employees and the results may not be generalizable. Furthermore, the interviews of
two Executive Leadership Team members and two Operations Team members provided insight
to onboarding program ideas but it may not be enough to be generalizable. The three stakeholder
groups selected for interviews were chosen because of their institutional knowledge and/or their
proximity and experience with onboarding Transtitus employees. Due to time limitations, other
stakeholder groups were not interviewed.
Recommendations for Future Research
This study focused on three stakeholder groups: New Hires, members of the Operations
Team and members of the Executive Leadership Team. Additional research involving the other
stakeholder groups, including Supervisory Employees, would leverage a deeper understanding of
how Transitus could apply the evidence-based recommendations to all stakeholder groups.
Furthermore, this study focused on full-time employees at Transitus, but there are part-time
employees, including members of the hospitality team and affiliates. This study also focused on
onboarding at a small consulting firm, however extending the study would provide a more
comprehensive perspective that could be applied to other consulting firms. Future research could
also examine how new hires are onboarded exclusively in a virtual environment, given that
remote work is increasing as a commonplace business practice. Lastly, future research could
study how onboarding impacts different demographic groups, given that all employees enter into
organizations with unique talents, skills, perspectives, and experiences, as well as different
racial, religious, sexual orientation, abilities and other demographic identities. The organizations
who understand where employees are coming from, what they need, and how to create an
146

environment of inclusion and belongingness in the onboarding experience will enjoy increased
productivity, retention, creativity, engagement, range of skill, and cultural insight.
Conclusion
The purpose of this project was to explore and identify the needs related to knowledge,
motivation, and organizational assets for Transitus to implement an onboarding program for New
Hires. The researcher conducted semi-structured interviews with nine New Hires, two
Operations Team members, and two Executive Leadership Team members. Once interviews
were complete, transcripts were coded, analyzed and used as the primary source of data, as the
organization did not have documents to review, and a survey was not feasible due to the small
population. Given these limitations, the focus was on data collected from the three stakeholder
groups. Upon data analysis, recommendations based on literature were presented. An
implementation plan to gain organizational support was introduced, followed by a timeline,
which confirmed the need to address organizational needs before knowledge needs.
The current onboarding program for New Hires does not meet the needs of the
organization. While the firm has grown in terms of physical locations, employees, divisions, and
services, it has not kept up with its growth in terms of providing a structured onboarding
experience. Although the firm continues to operate as a single organization, the multiplication of
divisions has created barriers to providing a structured and streamlined onboarding experience.
Transitus has the opportunity to reap the many benefits of implementing a structured onboarding
program, one of which is to establish a positive first impression between the new hire and the
organization. Implementing a structured onboarding program for new hires is compatible with
Transitus’ strategic anchor dedicated to ensuring that employees feel equipped and empowered
to do exceptional work. Given this strategic anchor, accompanied with Transitus’ growth
147

trajectory, investing in a structured onboarding program should be prioritized to advance the
mission and facilitate a thriving future.
Organizations, including Transitus, must consider what is needed to sustain a productive,
satisfied and loyal workforce. As a rising number of organizations increase their global
footprints, evaluate work-from-home arrangements, capitalize on technology to communicate
and deliver services, maintaining an engaged, and diverse and inclusive workforce will be
imperative. The way an organization commits to the new hire onboarding experience
demonstrates a dedication to its people, culture, and future. In a world that can become splintered
by differences, employee engagement must be an imperative, and it starts with the employee
onboarding experience. A structured, streamlined, collaborative and engaging onboarding
program reflects how an organization values its diverse employees and implements inclusive
practices. Onboarding is a critical opportunity for making employees feel included from the first
moments of interacting with an organization. Organizations with goals to have exceptional
employee engagement and soaring employee retention metrics start where new hires will notice
it most – on day one.

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Appendix A

Interview Protocol

Introduction - 10 minutes

Thank you for agreeing to meet with me to provide perspective and insight to my dissertation
study. I am grateful for the time you are taking to answer some questions about the onboarding
experience at Transitus. Did you receive the USC Information Sheet that was attached to the
email requesting your participation in the study? [answer]. Wonderful. Once recording begins, I
will ask you to state that for the record.

Before we start, I would like to provide you with some background information and answer any
questions you may have about the study or about participating in the study. My study is seeking
to implement a new onboarding program, and as such, I am looking at what factors would
productively contribute to engaging New Hires. My research will include interviewing members
of the Executive Leadership Team, the Operations Team, and New Hires. Today, we will be
exploring the knowledge, insights, beliefs, perceptions, and experiences regarding onboarding.
Do you have any questions about the purpose of this study?

The questions I have are prepared, open-ended questions, but I may ask probing questions or re-
direct our conversation to gain the most from our time together. There are no right or wrong or
desirable or undesirable answers. I would like you to feel comfortable with saying what you
really think and how you really feel. Everything we discuss today will be kept strictly
confidential and the findings for my study will be reported in the aggregate. No names will ever
be associated with the findings, and no one will ever see the transcripts of this conversation.
Upon completion of the interview, you may remove any statement from the record. Materials
related to this study will be deleted upon completion of the study. Do you have any questions
about the interview?

Before we get started, there are a few logistical items to cover. I would like to record today’s
interview to accurately capture what you share. While I will be taking some notes, the recording
will help me focus on our conversation. If you would like to turn off the recording at any time,
please just ask. Your participation in all aspects of this interview is completely voluntary. You
may skip questions or end the interview at any time without consequence. Do I have your
permission to record the interview?

I will begin recording now. The researcher will ask the participant if they received the USC
Information Sheet and if they have any questions. The researcher will record the date, time, and
stakeholder population (Executive Leadership Team, Operations team, or New Hire).

186

Interview Questions - 45 minutes

New Hires
Question Influence/Code RQ
Icebreaker: How long have you been at this organization and what is
your role?
N/A N/A
1. How did you learn about your job expectations? K-F 1
2. What is your understanding of the organization’s mission?
What experiences helped you understand how your role
impacts the organization’s mission?
K-C 2
3. How would you describe the organizational culture, language
and behaviors? When you think back, how did you come to
know what you know now?
K-P 1
4. What kind of information did you receive to help you learn
the culture, language, and behaviors of the organization? Was
any of it provided in writing?
K-P 1
5. What should be improved in the onboarding program , from
the day the contract is signed with the employee to the day
that the induction program is completed?
K-P 1
6. When you accepted the job offer, how did you know that your
skills and personality fit with the organization?
K-M 1
7. In what ways do you believe you have a positive impact on
the organization?
M-1 1
8. Write down the top five things that you need to feel valued
when starting at an organization.
M-2 2
9. In your first year, what motivated you to do your best work? M-3 1
10. How would you have liked to be welcomed on the first day? O-1, O-2, O-3 2
11. What is your understanding of the organizational values?
How were the organization’s values instilled in you?
O-2 1
187

12. When you think about your welcome experience at any
organization, what were the most useful activities that helped
you settle into the people and culture?
O-2, O-3 2
13. What opportunities did you have to gain a sense of
membership and acceptance within the organization?
O-3 1
14. How did the organization engage you in providing feedback
on your onboarding experiences?
O-4 1
15. When did you feel that you were successfully onboarded into
the organization, and how did you know? What can the
organization do to enhance the onboarding experience?
O-4 1

Operations Team
Question Influence/Code RQ
Icebreaker: How long have you been at this organization and what is
your role?
N/A N/A
1. Tell me about the best onboarding experience you had when
you joined an organization.
O-1, O-2, O-3,
O-4
2
2. When you think about your welcome experience at any
organization, what were the most useful activities that helped
you settle into the people and culture?
O-2, O-3 2
3. How do you facilitate social adjustment of new employees
into the organization?
O-3 2
4. What kind of information should be shared with new hires
before the first day at work, if any?
O-1, O-2, O-3 2
5. What should be improved in the onboarding program , from
the day the contract is signed with the employee to the day
that the induction program is completed?
K-P 1
6. What is your understanding of the organizational values?
How were the organization’s values instilled in you?
O-2 1
7. How can the leadership team support you in successfully
onboarding new team members?
K-P 3
188

8. What resources and support do you need from the leadership
team to successfully onboard new team members?
K-P 3

Executive Leadership
Question Influence/Code RQ
Icebreaker: How long have you been at this organization and
what is your role?
N/A N/A
1. When you think about your welcome experience at any
organization, what were the most useful activities that
helped you settle into the people and culture?
O-2, O-3 2
2. When you think about helping our new team members
transition from being an organizational outsider to
organizational insider, what is most important to you?
O-1, O-2, O-3 3
3. How were the organization’s values instilled in you? O-2 1
4. How should our organization’s values be instilled in
employees?
O-2 1
5. What do you want new hires to know at the end of their
first week? 30 days? 60 days? 90 days?
K-F, K-C, K-P,
K-M
3
6. What should be improved in the onboarding program,
from the day the contract is signed with the employee to
the day that the induction program is completed?
K-P 1
7. What are the most important goals of onboarding? K-F, K-C, K-P,
K-M, M-1, M-
2, M-3
3

Closing Remarks - 5 minutes
As we wrap up, is there anything you would like to add to this topic? Are there questions I did
not ask that I should have? Thank you for your engagement and participation in this study. Your
thoughts and answers will be useful in the next steps of the study. As a reminder, the
information that you shared today will be held securely and confidentially. Would you like to
remove any statement from the record? Do you have any questions? Lastly, may I contact you to
review some preliminary findings? Thank you again, and enjoy your day.

Attachment 1: Probes
189

● Anything else?
● How do you mean?
● Why do you feel that way?
● How was that information communicated?
● What stood out to you?
● Can you help me understand what you mean by that?
● Could you tell me more about your thinking on that?
● Can you give me an example to clarify the point?
● Any other reason?
● Would you tell me what you have in mind?
● Why do you feel that way?

190

Attachment 2: KMO Influences

Knowledge Influences
Knowledge Type Assumed Knowledge Influence Code
Factual New hires need a clear understanding of job
expectations
K-F
Conceptual New hires need a clear understanding of how the role
impacts the organization's mission
K-C
Procedural New hires need to know how to access information
about appropriate workplace conduct, behavior and
social norms
K-P
Metacognitive New hires need a strong sense of self-awareness and
ability to incorporate self-regulation to enhance
performance
K-M

Motivation Influences
Motivation
Construct
Assumed Motivation Influence Code
Self-Efficacy New hires need a strong sense of competence and
confidence
M-1
Expectancy Value New hires need to believe they can succeed in the job
according to the role and expectations
M-2
Self-Determination

New hires need stimulation and challenging activities
M-3

Organizational Influence
Organizational
Influence Category
Assumed Organizational Influences Code
Cultural Model
Influence 1
The organization needs to foster an environment of
transparency and authenticity for new hires
O-1
191

Cultural Model
Influence 2
The organization needs to lead with upstanding values,
attitudes, and behaviors for new hires
O-2
Cultural Model
Influence 3
The organization needs to encourage an environment
of social support and belongingness for new hires
O-3
Cultural Setting
Influence 1
The organization needs to provide new hires with
timely and substantive feedback
O-4

192

Appendix B

Communications

Email 1: Executive Team Leadership

To: Executive Team Leadership members

From: Maggie Conklin

Subject: Onboarding Research - Participation Request for ELT

Dear Executive Team Leadership,
I hope this email finds you healthy, safe, and thriving in these unconventional times. As
you know, I am engaged in a study about onboarding that will result in the identification,
development, implementation, and finalization of a new onboarding program for all New Hires.
As such, I am seeking participants for my dissertation research. I am excited about the topic, and
hope to interview as many of you as possible. This innovation study is following the general
steps of a gap analysis. In exploring the knowledge, motivation, and organizational influences,
the study will identify the strengths and needs that impact performance at our firm. Identification
and acknowledgment of these knowledge, motivation, and organizational influences will be
pivotal in filling the gaps to facilitate change within the organization’s onboarding program. As
members of the Executive Leadership Team, you possess intangible institutional knowledge that
can meaningfully inform this study.
Interviews are entirely voluntary, private and confidential; identifiable information will
never be revealed. If you are interested in participating, please review the attached USC
Information Sheet for Exempt Research. To volunteer as an interview participant, simply reply
to this email with your interest, and I will be in touch to schedule a 60-minute Zoom interview.
193

Thank you for your ongoing encouragement, support and consideration. Please let me
know if you have any questions about the Information Sheet, study or interview process.
Regards,
Maggie Conklin
Doctoral Candidate, Organizational Change and Leadership Program
Barbara J. and Roger W. Rossier School of Education
University of Southern California

Email 2: Operations Team
To: Operations Team members
From: Maggie Conklin
Subject: Onboarding Research - Participation Request for OT
Dear Operations Team members,
I hope this email finds you healthy, safe and thriving in these unconventional times. As
you know, I am engaged in a study about onboarding that will result in the identification,
development, implementation and finalization of a new onboarding program for all New Hires.
As such, I am seeking participants for my dissertation research. I am excited about the topic, and
hope to interview as many of you as possible. This innovation study is following the general
steps of a gap analysis. In exploring the knowledge, motivation, and organizational influences,
the study will identify the strengths and needs that impact performance at our firm. Identification
and acknowledgement of these knowledge, motivation and organizational influences will be
pivotal in filling the gaps to facilitate change within the organization’s onboarding program. As
194

members of the Operations Team, you possess intangible institutional knowledge that can
meaningfully inform this study.
Interviews are entirely voluntary, private, and confidential; identifiable information will
never be revealed. If you are interested in participating, please review the attached USC
Information Sheet for Exempt Research. To volunteer as an interview participant, simply reply
to this email with your interest, and I will be in touch to schedule a 60-minute Zoom interview.
Thank you for your ongoing encouragement, support, and consideration. Please let me
know if you have any questions about the Information Sheet, study, or interview process.
Regards,
Maggie Conklin
Doctoral Candidate, Organizational Change and Leadership Program
Barbara J. and Roger W. Rossier School of Education
University of Southern California

Email 3: New Hires
To: New Hires
From: Maggie Conklin
Subject: Onboarding Research - Participation Request for New Hires
Dear colleagues,
I hope this email finds you healthy, safe, and thriving in these unconventional times. As
you know, I am engaged in a study about onboarding that will result in the identification,
development, implementation, and finalization of a new onboarding program for all New Hires.
As such, I am seeking participants for my dissertation research. I am excited about the topic, and
195

hope to interview as many of you as possible. This innovation study is following the general
steps of a gap analysis. In exploring the knowledge, motivation, and organizational influences,
the study will identify the strengths and needs that impact performance at our firm. Identification
and acknowledgement of these knowledge, motivation and organizational influences will be
pivotal in filling the gaps to facilitate change within the organization’s onboarding program. As
employees with at least 6 months of experience at our firm, you possess intangible institutional
knowledge that can meaningfully inform this study.
Interviews are entirely voluntary, private and confidential; identifiable information will
never be revealed. If you are interested in participating, please review the attached USC
Information Sheet for Exempt Research. To volunteer as an interview participant, simply reply
to this email with your interest, and I will be in touch to schedule a 60-minute Zoom interview.
Thank you for your ongoing encouragement, support and consideration. Please let me
know if you have any questions about the Information Sheet, study or interview process.
Regards,
Maggie Conklin
Doctoral Candidate, Organizational Change and Leadership Program
Barbara J. and Roger W. Rossier School of Education
University of Southern California

Email 4: Interview scheduling
To: Interview Participant
From: Maggie Conklin
Subject: Scheduling an interview for onboarding research
196

Dear [first name],
Thank you for volunteering to participate in an interview related to my onboarding study.
I look forward to learning more about your experiences related to joining an organization for the
first time. Ahead of sharing information related to scheduling the interview, I would like to
provide some context. The interview will be a 60-minute one-one-one conversation with me over
Zoom. You do not need a Zoom account; you will simply click on the link in the calendar
invitation that I will provide. The Zoom account is in my name and is provided by the
University of Southern California. The interview will be completely confidential, including that
you participated. No identifying information will be revealed at any point of the research
project. Ideally, we will utilize the video feature of Zoom, but if you prefer an audio-only
interview, please let me know. With your permission, I would like to record the interview, but I
will not record until you consent. While I will be taking notes, recording will allow me to focus
more on our conversation and less on scribing detailed notes. The transcribing feature of Zoom
will capture the details. If you are not comfortable recording the interview, please let me know.
I will be conducting interviews between DATE and DATE. Once a date and time are
confirmed, I will send you a calendar invitation through my USC Gmail account. The invitation
will include the Zoom meeting link. If you are interested in volunteering for an interview, please
provide the following:
1) 3-5 dates and times that work for your schedule
2) if you prefer a video or audio-only interview
3) if you are comfortable recording the interview
4) any questions or concerns I can address ahead of the interview
197

In a previous email, you received the USC Information Sheet for Exempt Research, which
summarizes the purpose of the research and your rights as a research subject. If you have
questions about the Information Sheet, please let me know. In the coming days, I will be in
touch to confirm your interview date and time via a calendar invitation, which will come from
my USC email account and will include the secure Zoom link. If you have questions, please do
not hesitate to reach out. I look forward to speaking with you soon!
Regards,
Maggie Conklin
Doctoral Candidate, Organizational Change and Leadership Program
Barbara J. and Roger W. Rossier School of Education
University of Southern California

198

Appendix C

USC Information Sheet for Exempt Research

STUDY TITLE: The Path to Satisfaction, Connection, and Persistence: Implementing a Strategic
and Structured Employee Onboarding Program

PRINCIPAL INVESTIGATOR: Maggie Conklin, M.S.

FACULTY ADVISORY: Dr. Alexandra Wilcox

--------------------------------------------------------------------------------------------------------------------

You are invited to participate in a research study. Your participation is voluntary. This document
explains information about this study. You should ask questions about anything that is unclear to
you.

PURPOSE
The purpose of this study is to understand onboarding experiences that will result in the
identification, development, implementation and finalization of a new onboarding program for
all New Hires. In exploring the knowledge, motivation, and organizational influences, the study
hopes to identify the strengths and needs that impact performance at the firm. Identification and
acknowledgement of these knowledge, motivation and organizational influences will be pivotal
in filling the gaps to facilitate change within the organization’s onboarding program. About 21
participants will take part in the study. Participants in the study meet one or more of the
following criteria: (1) membership on the Executive Leadership Team, (2) membership on the
Operations Team or (3) employment status for at least 6 months.

PARTICIPANT INVOLVEMENT
This qualitative research study involves interviews with various stakeholders of the researcher’s
organization. The confidential interviews will be private video-conference conversations,
conducted via Zoom and lasting up to 60 minutes. The participant will choose a date and time of
your convenience. The participant may elect for an audio-only interview. The interview will be
recorded for transcription purposes to allow the researcher to focus on the conversation. The
participant may decline recording.

PAYMENT/COMPENSATION FOR PARTICIPATION
You will not be compensated for your participation in the interview. However, your participation
will add to the knowledge base on onboarding and developing a structured program.

CONFIDENTIALITY
The members of the research team and the University of Southern California Institutional
Review Board (IRB) may access the data. The IRB reviews and monitors research studies to
protect the rights and welfare of research subjects.

199

When the results of the research are published or discussed in conferences, no identifiable
information from the interviews will be used.

You may choose to hide your identity in the video recording via Zoom functionality that masks
your name in the participant name caption. At the end of the interview, you may strike any part
of your response from the record so that it is not considered in the research. The transcript is
generated automatically by Zoom. Only the Principal Investigator will have access to the
interview recordings and transcripts. You may request a copy of the interview recording and/or
the transcript. Interview recordings and transcripts are held securely and are deleted after the
study is complete—no later than August 31, 2021.

The results of the study will be shared with the study site. While no identifying information will
be shared, if you do not want your responses shared with the study site, please refrain from
participating in the study.

PARTICIPATION AND WITHDRAWAL
Your participation is voluntary. Your refusal to participate will not result in negative
consequences. You may withdraw your consent at any time and discontinue participation
without penalty. You are not waiving any legal claims, rights or remedies because of your
participation in this research study.

INVESTIGATOR CONTACT INFORMATION
Maggie Conklin is the Principal Investigator for this study, and the University of Southern
California faculty advisor is Dr. Alexandra Wilcox. If you have any questions about this study,
please contact Maggie Conklin (maggiegi@usc.edu) or Dr. Alexandra Wilcox
(amwilcox@usc.edu).

IRB CONTACT INFORMATION
This research has been reviewed by the USC Institutional Review Board (IRB). The IRB is a
research review board that reviews and monitors research studies to protect the rights and
welfare of research participants. If you have any questions about your rights as a research
participant, please contact the University of Southern California Institutional Review Board at
(323) 442-0114 or email irb@usc.edu.

200

Appendix D

Crosswalk of KMO Influences Across Data Resources

Knowledge Influences

Motivation Influences
Code Research Question Interview
Self-Efficacy
New hires need a strong sense of
competence and confidence
M-1 1 X
Expectancy Value
New hires need to believe they can
succeed in the job according to the
role and expectations
M-2 2 X
Self-Determination
New hires need stimulation and
challenging activities
M-3 1 X

Code Research Question Interview
Factual
New hires need a clear understanding
of job expectations
K-F 1, 3 X
Conceptual
New hires need a clear understanding
of how the role impacts the
organization's mission
K-C 2, 3 X
Procedural
New hires need to know how to
access information about appropriate
workplace conduct, behavior and
social norms
K-P 1, 3 X
Metacognitive
New hires need a strong sense of
self-awareness and ability to
incorporate self-regulation to
enhance performance
K-M 1, 3 X
201

Organizational Influences
Code Research Question Interview
Cultural Model Influence 1
The organization needs to foster an
environment of transparency and
authenticity
O-1 2 X
Cultural Model Influence 2
The organization needs to lead with
upstanding values, attitudes, and
behaviors
O-2 1, 2 X
Cultural Model Influence 3
The organization needs to
encourage an environment of social
support and belongingness
O-3 1, 2 X
Cultural Setting Influence 1
The organization needs to provide
timely and substantive feedback
O-4 1, 2 X

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Asset Metadata

Creator Conklin, Maggie (author)

Core Title The path to satisfaction, connection, and persistence: implementing a strategic and structured employee onboarding program: an innovation study

School Rossier School of Education

Degree Doctor of Education

Degree Program Organizational Change and Leadership (On Line)

Degree Conferral Date 2021-08

Publication Date 08/06/2021

Defense Date 05/25/2021

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag assessing onboarding,employee confidence,employee motivation,employee productivity,employee retention,employee satisfaction,employee support,human resources,OAI-PMH Harvest,onboarding,organizational culture,organizational immersion,People,pre-boarding,process improvement,social engagement,talent management strategy,virtual onboarding,workplace

Format application/pdf (imt)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Wilcox, Alexandra (committee chair), Donato, Adrian (committee member), Krop, Cathy (committee member)

Creator Email maggieconklin2@gmail.com,maggiegi@usc.edu

Permanent Link (DOI) https://doi.org/10.25549/usctheses-oUC15710829

Unique identifier UC15710829

Legacy Identifier etd-ConklinMag-10012

Document Type Dissertation

Format application/pdf (imt)

Rights Conklin, Maggie

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the author, as the original true and official version of the work, but does not grant the reader permission to use the work if the desired use is covered by copyright. It is the author, as rights holder, who must provide use permission if such use is covered by copyright. The original signature page accompanying the original submission of the work to the USC Libraries is retained by the USC Libraries and a copy of it may be obtained by authorized requesters contacting the repository e-mail address given.

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA

Repository Email cisadmin@lib.usc.edu