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Relevant bibliographies by topics / Onboarding practices

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Academic literature on the topic 'Onboarding practices'

Author: Grafiati

Published: 30 June 2021

Last updated: 4 February 2022

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Journal articles on the topic "Onboarding practices"

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Semenza, Jenny Lynne, Tania Harden, and Regina Koury. "Survey on onboarding practices in Carnegie research institutions." Library Management 42, no. 1/2 (January 15, 2021): 109–18. http://dx.doi.org/10.1108/lm-10-2020-0148.

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PurposeThe purpose of this paper is to describe survey findings on onboarding initiatives at the Carnegie Doctoral Research Institutions of Higher Education libraries. The findings would be helpful to libraries that are at the beginning of their own onboarding initiatives or that wish to compare ongoing efforts.Design/methodology/approachThe authors conducted a survey of Carnegie Doctoral Research Institutions of Higher Education libraries using Qualtrics, an online survey software. Link to the survey with a short explanation was e-mailed to the 319 identified contacts and 111 responses were received at the end of the survey.FindingsSurvey responses revealed that the most prevalent types of onboarding initiatives are an orientation to campus policies and procedures and meeting with human resources. Half of the respondents introduce new employees to the social/cultural norms of the library informally, with responsibility for onboarding falling on the supervisor. Surprisingly, diversity and inclusion have not been identified as formal components of the onboarding by those who engage in it.Originality/valueSpecific research into the onboarding initiatives of Carnegie Doctoral Research Institutions of Higher Education libraries does not exist.

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Sanchez, Mara, Lorraine Anglin, Rachel Rana, Rita Butterfield, Christine M. Everett, and Perri Morgan. "Emerging practices in onboarding programs for PAs." Journal of the American Academy of Physician Assistants 33, no. 9 (September 2020): 38–42. http://dx.doi.org/10.1097/01.jaa.0000694968.61482.e6.

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Anglin, Lorraine, Mara Sanchez, Rita Butterfield, Rachel Rana, Christine M. Everett, and Perri Morgan. "Emerging practices in onboarding programs for PAs." Journal of the American Academy of Physician Assistants 34, no. 1 (January 2021): 32–38. http://dx.doi.org/10.1097/01.jaa.0000723932.21395.74.

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Guangrong Dai, Kenneth P. De Meuse, and Dee Gaeddert. "Onboarding externally hired executives: Avoiding derailment – accelerating contribution." Journal of Management & Organization 17, no. 2 (March 2011): 165–78. http://dx.doi.org/10.1017/s1833367200001590.

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AbstractExecutive onboarding has become a popular technique in the business world during the past decade. However, the demonstrated success of traditional onboarding practices is mixed. We assert in this article that executive onboarding should be strategic, so that it not only prevents executive derailment, but accelerates contribution to optimize strategic achievement. We review the literature and identify six problematic areas externally hired executives often encounter when transitioning in to new organizations. It is recommended that effective onboarding should be tailored to the targeted organizations and executives to address specific transition issues. We propose a conceptual framework to implement onboarding on a strategic basis. It is hoped that such a review and conceptual discussion will enhance the effectiveness of onboarding experiences and increase the likelihood of success for executives hired from outside the organization.

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Guangrong Dai, Kenneth P. De Meuse, and Dee Gaeddert. "Onboarding externally hired executives: Avoiding derailment – accelerating contribution." Journal of Management & Organization 17, no. 2 (March 2011): 165–78. http://dx.doi.org/10.5172/jmo.2011.17.2.165.

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AbstractExecutive onboarding has become a popular technique in the business world during the past decade. However, the demonstrated success of traditional onboarding practices is mixed. We assert in this article that executive onboarding should be strategic, so that it not only prevents executive derailment, but accelerates contribution to optimize strategic achievement. We review the literature and identify six problematic areas externally hired executives often encounter when transitioning in to new organizations. It is recommended that effective onboarding should be tailored to the targeted organizations and executives to address specific transition issues. We propose a conceptual framework to implement onboarding on a strategic basis. It is hoped that such a review and conceptual discussion will enhance the effectiveness of onboarding experiences and increase the likelihood of success for executives hired from outside the organization.

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Kozák, Anita. "Examination of the connection between the theoretical framework and practice of workplace integration in the case of American concerns." Acta Agraria Debreceniensis, no. 58 (April 8, 2014): 119–23. http://dx.doi.org/10.34101/actaagrar/58/1983.

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The first part of this essay presents the definition of workplace socialization, workplace orientation, workplace integration and onboarding on the basis of English literature. It also illustrates the human resources and management tasks and responsibilities in the process of onboarding. Considering the literature I set up questions for a half-structured interview completed with American HR managers by the help of skype program. The results pointed out that the professionals refer only a few elements of definitions, and the onboarding term is used for other HR practices (recruiting, selection), too. Furthermore on the basis of the results the onboarding process in well-organized and managed, and also the related human resources and management tasks and responsibilities are correctly appointed within the examined companies. Additionally this examination verified our previous results which showed that there is a strong documentation and controlling in the process of onboarding within American enterprises.

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Morgan, Perri, Mara Sanchez, Lorraine Anglin, Rachel Rana, Rita Butterfield, and Christine M. Everett. "Emerging practices in onboarding programs for PAs and NPs." Journal of the American Academy of Physician Assistants 33, no. 3 (March 2020): 40–46. http://dx.doi.org/10.1097/01.jaa.0000654016.94204.2e.

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Klein, Howard J., Beth Polin, and Kyra Leigh Sutton. "Specific Onboarding Practices for the Socialization of New Employees." International Journal of Selection and Assessment 23, no. 3 (August 20, 2015): 263–83. http://dx.doi.org/10.1111/ijsa.12113.

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Graybill, Jolie O., Maria Taesil Hudson Carpenter, Jerome Offord, Mary Piorun, and Gary Shaffer. "Employee onboarding: identification of best practices in ACRL libraries." Library Management 34, no. 3 (February 22, 2013): 200–218. http://dx.doi.org/10.1108/01435121311310897.

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Cuaron, John J., Erin F. Gillespie, Daniel R. Gomez, Atif J. Khan, Borys Mychalczak, and Oren Cahlon. "From Orientation to Onboarding: A Survey-Based Departmental Improvement Program for New Radiation Oncology Faculty Physicians." JCO Oncology Practice 16, no. 4 (April 2020): e395-e404. http://dx.doi.org/10.1200/jop.19.00641.

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PURPOSE: To evaluate physician-reported assessments of an established faculty orientation program for new radiation oncology physicians at a large academic center and to prospectively analyze the effects of an onboarding improvement program based on those assessments. MATERIALS AND METHODS: An anonymous survey was designed and distributed to physicians new to the department who received onboarding orientation between 2013 and 2017. Survey questions addressed the comprehensiveness, effectiveness, and utility of various orientation activities. On the basis of the survey results, an improved onboarding program was designed and implemented for nine new faculty members between May 2018 and November 2018. A post-intervention survey querying topics similar to those in the pre-intervention survey was distributed to the new faculty members. Descriptive statistics were generated to compare the pre-intervention and post-intervention groups. RESULTS: The overall rate of survey completion was 85% (17 of 20). The intervention program markedly improved physician assessment of comprehensiveness and effectiveness of the onboarding process. Physicians strongly and consistently identified mentor shadowing, on-the-job training, and other faculty mentorship activities as the most important components of an effective onboarding experience. CONCLUSION: An enhanced, tailored, person-oriented, formal onboarding improvement program significantly increased physician assessment scores of comprehensiveness and effectiveness of the faculty onboarding process. This model can serve as a framework for increasing physician preparedness, encouraging early physician mentorship, and ensuring a universal standard of quality across large practices.

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Dissertations / Theses on the topic "Onboarding practices"

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Fogle, Elizabeth M. "Understanding instructor onboarding practices at career colleges." University of Dayton / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=dayton154187749441259.

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Viklund, Carolin. "Nyanställd på distans : Introduktion i en kunskapsorganisation med begränsad tillgång till fysiska möten." Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-194468.

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Föreliggande uppsats undersöker hur introduktionen av nyanställda, som under pågående Covid-19-pandemi till stor del genomförs på distans, påverkas vad det gäller utformning och kvalitet, samt hur den upplevs av den nyanställde. Studien är en kvalitativ intervjustudie med induktiv ansats. Urvalet består av personer som börjat ett nytt arbete i kunskapsorganisationer under perioden mars 2020 till januari 2021 och som huvudsakligen introducerats och arbetat på distans. Materialet har analyserats tematiskt och resultatet analyseras och diskuteras utifrån tidigare studier av introduktionsprocesser, lärande och socialiseringsprocesser på arbetsplatser. Resultatet visar att introduktionen i sina beståndsdelar liknar den som sker fysiskt, men att den med fördel kan anpassas mer till de förutsättningar som distansarbete och en mer digital interaktion medför. Moment som sker naturligt i en fysisk miljö upplevs som konstlade när de replikeras digitalt och relationsbyggande, som i tidigare forskning identifieras som den enskilt viktigaste beståndsdelen i en introduktion, tar längre tid, både med kollegor och med arbetsgivaren. Stort ansvar läggs på den nyanställde att själv bygga relationer, söka information, förstå sin uppgift och forma sin roll. Att från arbetsgivarens sida ge stöd genom att visa närvaro och förståelse för att detta sker och tar tid kan öka chansen att den nyanställde upplever sig som värdefull, sedd och därmed även som en del av företaget.
The purpose of this study is to investigate how the onboarding of new employees, which during the ongoing covid-19 pandemic is largely done remotely, is affected in terms of design and quality, and how it is experienced by the new employee. The study is a qualitative interview-based study with an inductive approach. The sample consists of people who have started a new job in knowledge-based organizations during the period March 2020 to January 2021 and who have mainly been onboarded and worked remotely. The material has been analyzed thematically and the results have been analyzed and discussed based on previous studies of introduction processes, learning and socialization processes in workplaces. The results show that activities in the digital onboarding are similar to those that take place physically, but that the activities would benefit from being adapted to the conditions that telework and more digital interactions entail. Elements that occur naturally in a physical environment are perceived as artificial when they are replicated digitally and relationship building, which in previous research is stated as the single most important variable in an introduction, takes longer, both with colleagues and with the employer. A large responsibility is placed on the new employees to build relationships, seek information, understand the tasks and shape the work by themselves. Giving support from the employer by showing presence, support and understanding for this time-consuming process can increase the chance that the new employee feels valued, seen and thus also as part of the company.

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Rowland, Beverly Dianne. "Conceptualization of factors that have meaning for newly licensed registered nurses completing nurse residency programs in acute care settings." Thesis, Indiana University - Purdue University Indianapolis, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10241295.

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Nurse residency programs (NRPs) have been identified as a means to promote transitioning of new nurses into the professional nursing role. Questions have arisen related to which elements within those programs are most meaningful to the development of new nurses. As the nursing shortage drives the need for quick transition and development of nurses to meet workforce needs, nursing must identify what is meaningful to nurses in their transition to practice. The purpose of this multi-site study was to explicate meaning from the experiences of newly licensed registered nurses (NLRNs) who have just completed NRPs. The research question was “What factors have meaning for NLRNs who have experienced transition to practice in nurse residency programs in acute care settings?”

Semi-structured interviews were used to collect data from six NLRNs from three different NRPs after completion of their programs. Using interpretative phenomenological analysis, themes and variations within those themes were derived from the descriptive narratives provided from participant interviews. Overarching themes identified were Relationships, Reflection, Active Learning, Resources and Organizational Systems. Findings have implications for practice and education as the nursing profession strives to find ways to transform nurses in an effective and efficient manner.

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CHUNG, CHENG-YU, and 鍾正祐. "A Case Study of Comprehensive Onboarding Management Practices." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/tpz3zy.

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碩士
輔仁大學
心理學系
107
Nowadays, as the work environment has been rapidly changing, a new challenge faced by young workers is to pursue an occupational setting that fits themselves. In such an environment, workers experience increasingly frequent job hunting, onboarding, resignation, and re-job hunting, thus leading to a growing importance of research on organizational socialization. Since both individuals and organizations will continuously repeat and experience this process, increasing attention should be paid to onboarding through which the organizations assist employees in the process of socialization. There are also many aspects of the study of onboarding; for example, exploring its individual influence on employees and discussing its strategies and dimensions from the organizational perspective. However, few studies combined these two aspects with actual organizational situations and practices to provide a comprehensive understanding of onboarding. This research summarized the time (phase), goal (4C model) and management practices as an onboarding template based on previous research, and employs this as a research basis for further template analysis of a large-scale enterprise’s onboarding system. In this study, an integrated onboarding map based on case enterprises was proposed, which can specifically demonstrate the four stages of its work and actual practices, and to explore the content in each stage. Meanwhile, this study examined the level of the onboarding strategy of the case enterprises through qualitative evaluation; in addition to the organization-oriented discussion in this study, it is proposed that the proactivity should be another important element in the onboarding system from the perspective of the individuals. This study also supplemented the I-W-G structure and entered the pre-heating stage from the theoretical perspective of pre-training intervention and proposes possible optimization directions.

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Books on the topic "Onboarding practices"

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Klein, Howard J., and Beth Polin. Are Organizations On Board with Best Practices Onboarding? Oxford University Press, 2012. http://dx.doi.org/10.1093/oxfordhb/9780199763672.013.0014.

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Buller, Jeffrey L. Hire the Right Faculty Member Every Time: Best Practices in Recruiting, Selecting, and Onboarding College Professors. Rowman & Littlefield Publishers, Incorporated, 2017.

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Buller, Jeffrey L. Hire the Right Faculty Member Every Time: Best Practices in Recruiting, Selecting, and Onboarding College Professors. Rowman & Littlefield Publishers, Incorporated, 2017.

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Fusaro, Jay D. From the other side of the desk: A practical guide to shortening your job search : networking, interviewing, creating your playbook, sharing job leads, negotiating, onboarding, and a great deal more ... 2015.

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Book chapters on the topic "Onboarding practices"

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Mancl, Dennis, and Steven D. Fraser. "COVID-19’s Influence on the Future of Agile." In Agile Processes in Software Engineering and Extreme Programming – Workshops, 309–16. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-58858-8_32.

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Abstract As a result of the global COVID-19 pandemic, the way the world works, collaborates, and plays has changed. Commerce has stalled with travel, hospitality, education, retail, and health sectors particularly affected. This paper is based on an XP 2020 panel organized by Steven Fraser and featuring Aino Corry, Steve McConnell, and Rachel Reinitz. The panel discussed the impact of COVID-19 on knowledge workers, the acceleration of digital workplace transformation, and anticipated long term effects from the pandemic in the context of agile practices. Four key observations emerged from the discussion: First, virtual collaboration between those working from home is enabled by a variety of communication tools – substituting for face-to-face interactions. Second, agile work practices are harder to perform given the virtual nature of meetings and interactions. Third, communication tools are not always adequate for high-bandwidth or informal interactions, such as brainstorming, side discussions, or hallway conversations. Fourth, forming new teams and onboarding staff is challenging in a virtual work environment.

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Babajide, Bunmi, Hassan Al Yagoub, and Matthew W. Ohland. "Exploring the Rotational Onboarding Programs for Early-Career Engineers in Practice." In Industry Integrated Engineering and Computing Education, 73–91. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-19139-9_6.

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"- Cloud Onboarding Best Practices." In Cloud Enterprise Architecture, 490–509. Auerbach Publications, 2012. http://dx.doi.org/10.1201/b13088-18.

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Espinet, Tamara, Phuong M. Vuong, and Robert A. Filback. "Beyond Onboarding." In Optimizing Higher Education Learning Through Activities and Assessments, 97–114. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-4036-7.ch006.

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The rise of online programs has led to growing awareness that effective online teaching requires specialized instructional knowledge and skills. However, most online programs emphasize technology onboarding in lieu of ongoing professional development designed to support faculty in improving their online instruction. This chapter reinforces the need for comprehensive professional development efforts focused on improving online teaching and highlights the latest practices based on studies by the authors of leading online graduate programs. Evidence-based recommendations for providing ongoing professional development to support faculty's online teaching success are also outlined and fall into four overarching categories: (1) align organizational goals to create a culture of continuous instructional improvement, (2) model online learning principles in professional development efforts, (3) distinguish technology training from instructional development, and (4) employ multiple strategies to create ongoing, sustainable professional development efforts to support online instruction.

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Sylte, Kelly A. "The Care and Feeding of Adjuncts." In Handbook of Research on Inclusive Development for Remote Adjunct Faculty in Higher Education, 85–97. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6758-6.ch008.

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Recruiting qualified adjuncts takes time and resources. Adjuncts need instructional, curricular, and professional support same as full-time professors receive. Putting a concerted effort into the onboarding (care) and training (feeding) of new staff members improves performance and retention. The purpose of this chapter is to give information that may reinforce what you are already doing for your adjuncts or may prompt you to think about your onboarding processes to improve how adjuncts are supported in their roles. The information is intended to be useful for administrators, deans, and program directors, as well as adjuncts themselves. Adjuncts might need to be advocates for their own sake—asking for professional development; becoming involved in activities; or seeking classroom support, training, and recognition. This chapter includes descriptions of onboarding practices and professional development efforts at various universities and provides comments from individuals describing their personal experiences as adjunct faculty members.

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Vasanthapriyan, Shanmuganathan, and Kuhaneswaran Banujan. "Knowledge Transfer Between Senior and Novice Software Testers." In Software Engineering for Agile Application Development, 266–81. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2531-9.ch012.

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Software testing is a sub-activity of software engineering, and it is also a knowledge-intensive activity. Software testing experts need to gather domain knowledge to be able to successfully test and deliver a software system. In particular, novice software testers, who have joined the company, need to acquire enough knowledge to perform their tasks. Since software development is an error-prone task, in order to achieve quality software products, validation and verification should be carried throughout the development. This means that knowledge transfer to novice software testers must be quickly and effectively performed to facilitate the onboarding process. One way to understand the knowledge transfer process is by analyzing the software development context and the involved team members. This study, using qualitative methods, investigates the current practice of knowledge transfer in software testing practices in one software company.

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Piedra, Daniel. "Experiential Learning Model for Online and F2F Programs in University Continuing Education." In Handbook of Research on Innovative Pedagogies and Best Practices in Teacher Education, 276–90. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-9232-7.ch016.

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Online learning continues to grow throughout the world of post-secondary education. However, the actual learning experience is becoming less and less about human interaction and more and more about the development of applications (“apps”) that rely more on technology than the interaction of instructor and learner. In an effort to enhance the level of student engagement, McMaster University's Centre for Continuing Education has turned to a model of online learning that leverages the benefits of experiential learning enabling students to work on authentic industry projects. The results of this one-year pilot are presented outlining the strengths, challenges, and areas for improvement and further research. While the experiential learning model received favorable reviews from learners, several areas for improvement were noted including, improving the onboarding process for both learners and instructors, redesigning courses to accommodate experiential learning, and improving the communication between corporate partners and those involved in each course.

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Dahling, Jason J., and Samantha L. Chau. "Moving Beyond “The Great Debate”." In Handbook of Strategic 360 Feedback, 149–58. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190879860.003.0009.

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The contention in this chapter is that the distinction between “administrative” and “developmental” 360 Feedback has become meaningless because it is rarely performed with developmental self-awareness as the only end goal. Almost all 360 systems use the data gathered to inform talent and performance management to some degree. However, these possibilities are likely overlooked when adopting an “either/or” viewpoint on how 360 Feedback can be leveraged in the workplace. First, the historical distinction between administrative and developmental 360 Feedback is reviewed. Highlighted is how this dichotomy has become outdated when thinking about the uses of 360 Feedback. Second, some of the ways that developmentally oriented 360 Feedback is used to strengthen strategic practices in talent management are explored, including individual and team training, employee coaching, succession planning, executive onboarding, and leader development. The chapter ends by using a continuum framework for 360 Feedback in organizations; noted are some future research and practice concerns that are evident from adopting this framework.

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Sprute, Katie MacDonald, and Marjaneh Gilpatrick. "Becoming One Faculty in Pursuit of Student Success." In Handbook of Research on Inclusive Development for Remote Adjunct Faculty in Higher Education, 16–30. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6758-6.ch002.

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Online adjunct faculty at an institute of higher education (IHE) in the Southwestern United States reside all around the world. Training, supporting, and fostering a sense of community among these faculty members can be challenging. In this chapter, College of Education (COE) administrators provide examples of various initiatives in the areas of training, development, collaboration, and engagement with the goals of becoming one faculty in the pursuit of student success. Each initiative is grounded in theory and best practices and has resulted in progress as well as areas for refinement. In this chapter, the authors describe several initiatives: faculty onboarding, faculty mentorship, faculty end of course surveys, faculty circles, online adjunct faculty focus groups, online webinar trainings, workshops, and the 5×5 online course review tool.

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Goulart, Mark. "Retention of Veteran Employees." In Military Veteran Employment, 287–304. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190642983.003.0014.

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Instead of viewing veteran employment as simply the state of having a job, this chapter posits thinking about the issue more holistically by examining the employment life cycle, including recruiting, hiring/onboarding, and retention. As military veteran unemployment numbers remain low, this chapter argues that the primary question has now shifted from whether or not veterans have a job to whether they have the right job and how long they remain in that job (i.e., retention or attrition). It next examines why veteran employees in civilian organizations leave their jobs; the reasons for their dissatisfaction; differences between veteran and nonveteran employees; how this impacts attraction; the difference between positive and negative veteran attrition; and how underemployment is defined and addressed. Best practices for retaining veteran employees are offered.

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Conference papers on the topic "Onboarding practices"

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Viviani, Giovanni, and Gail C. Murphy. "Reflections on Onboarding Practices in Mid-Sized Companies." In 2019 IEEE/ACM 12th International Workshop on Cooperative and Human Aspects of Software Engineering (CHASE). IEEE, 2019. http://dx.doi.org/10.1109/chase.2019.00027.

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Rodeghero, Paige, Thomas Zimmermann, Brian Houck, and Denae Ford. "Please Turn Your Cameras on: Remote Onboarding of Software Developers During a Pandemic." In 2021 IEEE/ACM 43rd International Conference on Software Engineering: Software Engineering in Practice (ICSE-SEIP). IEEE, 2021. http://dx.doi.org/10.1109/icse-seip52600.2021.00013.

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