Upload
others
View
3
Download
0
Embed Size (px)
Citation preview
JOHANNES KEPLER
UNIVERSITY LINZ
Altenberger Str. 69
4040 Linz, Austria
www.jku.at
DVR 0093696
Author
Anna Znidersic, BSc
Submission
Department of Organization
Science
Thesis Supervisor
a.Univ.-Prof. Dr. Werner
Auer-Rizzi
July 2018
ONBOARDING –
INTEGRATION OF
NEW EMPLOYEES:
A QUALITATIVE
INVESTIGATION OF
EMPLOYEES’ CONCERNS
BEFORE THE FIRST DAY
OF WORK
SWORN DECLARATION
I hereby declare under oath that the submitted Master’s Thesis has been written solely by me
without any third-party assistance, information other than provided sources or aids have not
been used and those used have been fully documented. Sources for literal, paraphrased and
cited quotes have been accurately credited.
The submitted document here present is identical to the electronically submitted text
document.
Ottensheim, 12.07.2018
___________________________
Anna Znidersic
ABSTRACT
Due to a constantly changing environment including increased international competition,
globalized markets, and so on, companies are more than ever challenged to attract and retain
qualified employees. Demographic changes, a growing mobility of employees as well as
changing values, needs and expectations trigger a so-called “war for talent” and indicate the
need to shift from traditional recruiting approaches to more customer-oriented approaches.
Permanent changes and developments result in elevated expectations on the part of companies
which puts high demands on today’s employees. Consequently, the following thesis aims at
revealing new employees’ underlying feelings, expectations and initial fears. Since it proofed
to be the least investigated, the focus here is on the phase prior to the first day of work and
how newcomers experience the overall integration process. More specifically, the
fundamental question that is to be critically analyzed throughout the thesis is “What
concerns do new employees have before their first day of work?” Referring to the initial
question, 10 interviews with new employees who are about to start their first day at work or
who are within their first week at a new company and position have been conducted. To
increase the richness of information, employees from diverse industries, companies, positions
and age groups have been interviewed. Overall, there has been a perceived uncertainty of
newcomers before the first day of work and people commonly describe the pre-boarding
phase as anxiety-generating and stressful. A lack of time devoted to newcomers as well as a
lack of formal onboarding programs lead to increased insecurity and confusion among new
hires. Uncertainty is also triggered by a lack of information, communication, sructure and
orientation provided to newcomers. What is more, less attention is paid to social integration of
newcomers. Insufficient company support as well as weak actions on relationship-building
and bonding prevent newcomers from developing trust. Rather, it creates tensions,
insecurities, fears and raises doubts by newcomers whether they took the right decision. By
comparing theoretical and empirical results, areas for improvement have been revealed and
future opportunities as well as changing expectations on the role of HR managers highlighted.
ABSTRACT GERMAN
Aufgrund der sich permanent ändernden Unternehmensumwelt, der verstärkten
internationalen Konkurrenz, Globalisierung, u.v.m., stellt die Aquirierung und Bindung von
hoch qualifizierten Mitarbeitern und Mitarbeiterinnen eine größere Herausforderung dar. Der
demografische Wandel, die steigende Mobilität von Arbeitskräften sowie sich ändernde
Werte, Ansprüche und Erwartungen von neuen Mitarbeitern und Mitarbeiterinnen, führen
zum sogenannten „Kampf um Talente“. Daraus lässt sich die Notwendigkeit einer
Verlagerung von traditionellen zu individualisierten Recruitingmaßnahmen ableiten.
Permanente Veränderungen und Entwicklungen führen zu höheren Erwartungen seitens der
Unternehmen und somit werden höhere Ansprüche an Qualifikationen der Arbeitnehmer und
Arbeitnehmerinnen gestellt. Im Rahmen dieser Arbeit sollen die Gefühle, Emotionen,
Erwartungen und anfänglichen Befürchtungen sowie Ängste von Mitarbeitern und
Mitarbeiterinnen aufgezeigt werden. Es liegen bereits zahlreiche Studien vor, die sich mit
dem ersten Arbeitstag beschäftigen bzw. mit der Phase danach, weshalb der Fokus dieser
Arbeit auf der Phase vor dem ersten Arbeitstag liegt und somit darauf, wie neue Mitarbeiter
und Mitarbeiterinnen den Integrationsprozess wahrnehmen. Dementsprechend lautet die
Forschungsfrage „Welche Befürchtungen und Ängste haben neue Mitarbeiter und
Mitarbeiterinnen vor dem ersten Arbeitstag?“ Zur Beantwortung der Forschungsfrage
wurden 10 qualitative Interviews mit Mitarbeitern und Mitarbeiterinnen durchgeführt, die sich
kurz vor ihrem ersten Arbeitstag bzw. in der ersten Arbeitswoche befanden. Um die Qualität
und Diversität der Antwortmöglichkeiten zu erhöhen, wurden Personen unterschiedlicher
Branchen, Unternehmen, Positionen und Altersgruppen befragt. Generell ist die Zeit vor dem
ersten Arbeitstag mit vielen Emotionen verbunden und ruft z.T. Angst und Besorgnis seitens
der neuen Mitarbeiter und Mitarbeiterinnen hervor. Ein Mangel an Unterstützung sowie
strukturierten Einführungsprogrammen führt zu Unsicherheiten, Verwirrungen und
Missverständnissen. Neuen Mitarbeitern und Mitarbeiterinnen fehlt es an Information,
Kommunikation sowie Struktur und Orientierung. Des Weiteren stellte sich heraus, dass der
sozialen Integration bislang zu wenig Aufmerksamkeit geschenkt wurde. Unzureichende
Unterstützung sowie schwache Maßnahmen hinsichtlich des Aufbaus von Beziehungen
erschweren es neuen Mitarbeitern und Mitarbeiterinnen Vertrauen gegenüber dem
Unternehmen aufzubringen und positive Gefühle zu entwickeln. Vielmehr löst es
Spannungen, Nervosität und Unsicherheit aus und lässt den Mitarbeiter/die Mitarbeiterin an
seiner/ihrer Entscheidung für das Unternehmen zweifeln.
ACKNOWLEDGEMENTS
The present thesis would not have been possible without the help and support of various
people to whom I would like to express my particular gratitude.
I would first like to thank my thesis advisor a.Univ.Prof. Dr. Werner Auer-Rizzi of the
Institute of Organization and Global Management Education. The door to Prof. Auer-Rizzi
was always open whenever I had a question about my research or writing. He gave me the
opportunity to explore the topic on my own but always offered advice as it was required.
Then I want to express my special thanks to Dr. Franz Dachs who supported me in the initial
phase of my master thesis. Due to his experience in the field scientific work and as supervisor,
he provided me with constructive ideas and helped me conceptualize the topic of my thesis.
This, in turn, enabled me to start working on my thesis effectively and systematically.
I would also like to acknowledge all my friends and study colleagues who have supported me
morally and intellectually during the process of writing. Exchanging ideas and thoughts with
colleagues have been especially helpful to keep my thesis moving forward.
Most importantly, I must express my very profound gratitude to my parents, my twin brother
and my boyfriend for providing me with continuous support and encouragement throughout
the process of writing. Whenever I felt the need of exchanging thoughts, opinions or I had to
face structural or technical challenges, they really helped me out. Therefore, this
accomplishment would not have been possible without you. Thank you so much!
TABLE OF CONTENTS
1. Introduction ....................................................................................................................... 1
1.1 Problem statement ....................................................................................................... 4
1.2 Motives and objectives ................................................................................................ 7
1.3 Research questions ...................................................................................................... 8
1.4 Structure of the thesis .................................................................................................. 9
2. Theoretical Foundations ................................................................................................. 11
2.1 Onboarding ................................................................................................................ 11
2.1.1 Definition and delimitation ................................................................................ 11
2.1.2 Challenges and impacts of failed onboarding .................................................... 14
2.1.3 Goals and benefits of successful onboarding ..................................................... 19
2.1.4 Elements of onboarding ..................................................................................... 23
2.1.5 Organizational socialization ............................................................................... 25
2.1.6 Phases of organizational entry ............................................................................ 28
2.2 Phase before the first day ........................................................................................... 32
2.2.1 Influencing factors .............................................................................................. 34
2.2.1.1 Behavior of supervisors .............................................................................. 34
2.2.1.2 Characteristics and behavior of new employees ......................................... 36
2.2.1.3 Role of the work group ............................................................................... 37
2.2.1.4 Role of the Human Resources department .................................................. 39
2.2.2 Concerns of new employees ............................................................................... 39
2.2.2.1 Time of heightened anxiety and stress ........................................................ 40
2.2.2.2 Lack of information .................................................................................... 42
2.2.2.3 Setting unrealistic expectations ................................................................... 43
2.2.3 Corporate actions to facilitate integration .......................................................... 45
2.2.3.1 Realistic Job Preview .................................................................................. 45
2.2.3.2 Maintain contact & provide information .................................................... 48
2.2.3.3 Announcement of the newcomer ................................................................ 51
2.2.3.4 Organization of the workplace .................................................................... 51
2.2.3.5 Initial training plan ...................................................................................... 52
2.2.3.6 Further preparations .................................................................................... 53
3. Methodology .................................................................................................................... 57
3.1 Data collection & analysis ......................................................................................... 57
3.2 Qualitative research method ...................................................................................... 57
3.3 The interview ............................................................................................................. 58
4. Empirical Study .............................................................................................................. 60
4.1 Perception of onboarding ........................................................................................... 60
4.1.1 Lack of information ............................................................................................ 61
4.1.2 Lack of communication and internal coordination............................................. 63
4.1.3 Lack of structure and support ............................................................................. 65
4.1.4 Successful onboarding practices ........................................................................ 67
4.2 Influencing factors ..................................................................................................... 69
4.2.1 Characteristics of new employees ...................................................................... 69
4.2.2 Behavior of the supervisor ................................................................................. 71
4.2.3 Role of the HR department ................................................................................. 73
4.2.4 Work group/team ................................................................................................ 75
4.2.5 Other factors ....................................................................................................... 76
4.3 Expectations and desires ............................................................................................ 78
4.3.1 Relationship-building and bonding .................................................................... 79
4.3.2 Employee orientation ......................................................................................... 81
4.3.3 Communication .................................................................................................. 82
4.3.4 Job opportunities ................................................................................................ 84
4.4 Concers and fears ....................................................................................................... 86
4.4.1 Phase of uncertainty ........................................................................................... 87
4.4.2 Inclusion into the work group ............................................................................ 88
4.4.3 Tasks and responsibilities ................................................................................... 89
4.4.4 Self-doubts ......................................................................................................... 91
4.4.5 Surprises ............................................................................................................. 94
4.4.6 Other concerns .................................................................................................... 96
4.5 Corporate actions ....................................................................................................... 97
4.5.1 Relationship-building ......................................................................................... 97
4.5.2 Maintaining contact ............................................................................................ 99
4.5.3 Providing information ...................................................................................... 100
4.5.4 Orientation and structure .................................................................................. 102
4.5.5 The first day(s) and week(s) ............................................................................. 103
5. Discussion of Results ..................................................................................................... 106
6. Managerial Implications and Outlook ........................................................................ 111
7. References ...................................................................................................................... 114
7.1 Books ....................................................................................................................... 114
7.2 Journals & Internet Sources ..................................................................................... 118
8. Appendices ..................................................................................................................... 123
LIST OF FIGURES
Figure 1: Onboarding success .................................................................................................... 4
Figure 2: Employee introduction within the staffing needs coverage process ......................... 13
Figure 3: The problem of reduced performance ....................................................................... 15
Figure 4: The attraction selection situation .............................................................................. 16
Figure 5: Success factors of onboarding new employees ........................................................ 22
Figure 6: Induction and integration of new employees ............................................................ 24
Figure 7: Model of newcomer adjustment during socialization ............................................... 26
Figure 8: A process of socialization as new employee learning and relationship-building ..... 27
Figure 9: Realistic Job Preview ................................................................................................ 46
Figure 10: Expectations of new employees .............................................................................. 79
Figure 11: Successful onboarding process ............................................................................. 111
LIST OF TABLES
Table 1: Types of newcomers .................................................................................................. 14
Table 2: Goals of onboarding ................................................................................................... 20
Table 3: Positive impacts of successful employee integration ................................................. 23
Table 4: Elements of onboarding ............................................................................................. 23
Table 5: Phases of organizational entry ................................................................................... 29
Table 6: Industry and position of interviewees ........................................................................ 59
Table 7: Concerns and fears of new employees ....................................................................... 87
Table 8: Checklist before starting work ................................................................................. 123
LIST OF ABBREVIATIONS
e.g. exempli gratia (for example)
et al. et alia (and others)
etc. et cetera (and so on)
HR Human Resource(s)
RJP Realistic Job Preview
u.v.m. und vieles mehr
bzw. beziehungsweise
z.B. zum Beispiel
z.T. zum Teil
1
1. INTRODUCTION
Due to a dynamic, constantly changing environment, companies are more than ever under
considerable pressure to adapt to these changes (Schreyögg & Koch, 2010, 370). The need for
change is based on several factors, such as innovations, crises, increased international
competition or globalized markets (Stolzenberg & Heberle, 2009, 2). Similarly, Arndt (2010,
8) stresses that ongoing globalization implicates significant changes and can be described as
rapidly advancing economic process of interdependence shaped by increased trade and capital
flows as well as by technological changes. This ongoing process entails advantages such as
learning curve effects, improved quality of products and services, and improved
competitiveness (Al-Laham & Welge, 2008, 652). However, there are also adverse effects of
globalization which has been especially challenging for companies. Quick reaction and
adaption to environmental changes, for instance, have emerged as substantial tasks. Due to the
massive exchange of goods and increased number of providers, competitive differentiation
has become rather difficult. Thus, companies have been focusing more on identifying and
developing benefits within the firm, hence, are paying greater attention to the importance of
human resources (Aigner & Bauer, 2008, 9).
Consequently, onboarding of new employees is becoming more and more challenging.
Especially in times of permanent transformation, high demands have been placed on today’s
employees which often leads to psychological stress and burden (Bal, Hofmans & Polat,
2017, 2). According to Lohaus and Habermann (2015, 9), changes in work and professional
life are resulting from the growing mobility of employees. This means, today’s employees
tend to change their workplaces more frequently. Consequently, the trend is towards fixed-
term contracts and the deployment of temporary employees. Based on a survey conducted by
Statistic Austria from December of 2016, approximately three quarters of all workers are
changing their job within two years.
The greater mobility of employees might result from a change in motivational factors. It has
been shown that today’s employees pursue less material goals such as salary and other
benefits but instead favor intangible factors such as a positive working atmosphere, the
behavior of the supervisor and an open information policy. This is accompanied by a change
in values, an increased need for sense-making and social orientation. Because of a higher
2
willingness to change, in times of skill shortages, companies must include and take care of
their personnel already at an early stage (Francke, 2015, 7 as cited in Wießner, N., 2016).
Besides, an increased fluctuation on the labor market can also be reduced to shortages of labor
triggered by demographic changes. Due to an ageing population and a falling birth rate, more
workers are leaving the labor market than entering it. Projections have shown that by 2050,
people in working age will decrease from 29 % to 22 %. A severe loss of knowledge may
accompany this change, wherein companies may be unable to transfer valuable knowledge
from the Baby-Boom generation to the active workforce (Ritz & Thom, 2010; Winkler, 2009,
2). In this context, Gloger (2001, 13) draws the conclusion that “employees are the scarce
commodity of the century.” The author stresses that nowadays it is more than ever difficult to
attract new employees and retain them.
Hence, employees constitute a valuable resource and are essential in leading companies to
success and in obtaining a sustainable competitive advantage (Bröckermann & Pepels, 2002,
2). Blum (2010, 3) agrees with the authors and states that human capital is, especially in an
increasingly competitive market, undoubtedly a crucial factor that helps ensure the long-term
success of a company. As claimed by Becker, (2009, 1) knowledge and human potential as
differentiating factors and core competencies have gained in importance. Unfortunately, some
employers are still not aware of the immense potential of employees. According to Bauer
(2016, 34), the essence of the problem lies in the fact that “[…] we over-inflate the
importance of financial metrics; and we under-inflate the importance of human beings […].”
The author indicates the need to shift this thinking to be successful in retaining the next
generation of new hires.
This leads to an intensified “war for talents”. Skilled workers or “high potentials” represent
the “engines” of today’s economy, and a shortage results in a slowing of economic
development. Through technological innovations and changes in the operational work
organization, expectations of employees’ qualifications are steadily increasing. Thus,
acquiring top-tier employees is essential for companies to survive (4 managers, 2018). Such
rivalry occurs on various levels, within acquisition, selection or integration of employees
(Aigner & Bauer, 2008, 10) and is associated with excessive costs and effort (Blum, 2010, 2).
This, in turn, might have a negative impact on the company’s innovativeness and flexibility
(Geighardth, 2007). Similarily, Jäger and Lukasczyk (2009, 17) stress that companies are
3
being forced to invest more time and money in becoming attractive and visible on the labour
market, hence successful over the long run. This can be achieved either by means of HR
marketing strategies or employer branding campaigns.
Blum (2010, 75) emphasizes that investing in the factor of personnel means investing in the
company’s future. Through significant savings in the selection process, companies might run
into danger of losing its attractivity on the labour market. Knoblauch (2010, 24) shares the
opinion of Blum (2010) and refers to a classification of A-, B- and C-employees. With this
differentiation, he demonstrates the existence of employees with a high, low or no emotional
attachment to the workplace and with this, a classification of “High Potentials, Top Performer
and Under Performer”. He (2010, 13-14) points to the fact that special attention needs to be
paid to C-employees, since they can be very expensive.
Consequently, onboarding, that is hiring and integrating new employees, represents a key
task and companies devote a lot of money and time to find “the right one”. Unfortunately,
new employees often have the impression that attention and interest towards them disappear
as soon as they start working (Kieser et al., 1990, 1). This entails negative consequences,
both, for the employer as well as the employee: Failed integration measures could activate a
vicious circle that is characterized by setbacks (Gruman & Saks, 2011, 419-427). It has been
shown that the first months are decisive for the long-term development and employee
adaptation takes place especially within the first four weeks (Cooper-Thomas & Anderson,
2005, 116-128).
Failed onboarding, however, can lead to a “mental resignation” of employees which results in
low work motivation and work effort (Lohaus & Habermann, 2015, 30). Dissatisfied and
unproductive employees, again, involve considerable costs. It is also costly if an employee
leaves the company within a short space of time due to failed integration measures (Blum,
2010, 24). Based on a survey of corporate onboarding practices conducted by the Society of
Human Resource Management, 50 % of all respondents stressed that due to a lack of time and
inadequate human-resources staffing, no formal onboarding programs were prevalent.
Additionally, around 19 % of involved companies lacked onboarding practices entirely
(Silverman, 2013, 10). The following chart by Bauer (2016, 34) confirms that there are no
formal onboarding programs within about a quarter of all companies.
4
Figure 1: Onboarding success
(own illustration based on Bauer, 2016, 34)
It has been shown that a bad or underwhelming start in a new job leads to higher rates of
quitting as most workers decide whether to leave or stick with a company in the early months
(Silverman, 2013, 10). Surprisingly, 80 % of all employees who quit their job already within
trial period, come to this decision on the very first day at work. Approximately 60 to 70 % of
all employees decide to quit their job within the first six months (Gabal, 2007, 4). The costs
are presently estimated to amount to 50 to 200 % of an annual income, depending on the
qualification. Other estimates amounting to around 17,500 € to 130,000 € (Berthel & Becker,
2007). Relating to this, Bauer et al. (2007, 710) found a link between uncertainty and
premature turnover. This implies that employees require special support and guidance,
especially in the initial phase of integration.
1.1 Problem statement
As previously outlined, due to globalization, a permanently changing environment and
increased competitive pressure, onboarding has become a key challenge for Human Resource
departments nowadays. This is often associated with inappropriate integration measures,
unproductive and dissatisfied employees, higher rates of quitting and, hence, with
considerable costs to the company. For this reason, employers need to be prepared, especially
in the initial recruiting phase. Onboarding already begins before the first day at work and
greatly influences ongoing collaboration and the future success of a company. Blum (2010,
46) highlights that more than two third of “best-in-class” firms usually start their onboarding
process before the employee’s first day at work.
5
According to Brenner (2014, 5-6), certain foundations need to be established before the first
day at work that help reduce difficulties during incorporation and integration of the
newcomer. Such preliminary work includes a description of the requirements profile,
comparison of requirements profile and candidate profile, communication of expectations,
involvement of the candidate in the onboarding process, maintaining contact, and a lot more.
In terms of the latter, Stein (2015) stresses the importance of staying in touch with the new
employee. In his article, he referred to the significance of positively influencing the first
impression of the employee and conveying a feeling of acceptance and appreciation. Also,
providing a schedule of actions helps to structure the first day and to avoid overstraining the
newcomer. A key role in this early stage of integration plays the appointment of a personal
mentor. This person of contact supports the employee in order to become well integrated into
the new working environment.
Based on literature, the first day in any workplace has special significance and represents a
milestone. It is critical for the employee but just as important for the company. The
impression a company makes on the newcomer’s first day considerably effects the
employee’s perception towards the firm over the next months (Krasman, 2015, 12). Brenner
(2014, 25) confirms that the way newcomers are welcomed and incorporated conveys the
employee a first impression of appreciation. Since new employees have prepared themselves
mentally and emotionally for weeks, they have elevated expectations regarding their first day.
Therefore, it is decisive that he or she feels accepted by the company and to organize the first
day as pleasant and memorable as possible (Krasman, 2015, 12). Also, Stein (2015) is
convinced that the newcomer’s first impression of the company plays an essential role as it
determines the direction in which the employee will develop within the upcoming weeks. It
also decides on the motivation, engagement and personal initiative the person is going to
show. Hence, special attention should be devoted to the reception of the newcomer. In
addition, research results have shown that typical new-hire orientations, such as paper work
and bureaucracy, are associated with employee dissatisfaction whereas autonomy, learning
and feeling productive contributed to employee satisfaction. Surveys have demonstrated that
immediately assigning tasks to new hires mostly results in positive outcomes because “it
helps you feel like you made an impact at day one”. (Silverman, 2013, 10)
However, it still happens that new recruits “jump ship” before day one, as there might be a
long lag time between hiring and the first day of work. In some cases, employees justify that
6
they have been offered another opportunity that is more in line with their long-term
professional aspirations (Garone, 2010). Despite this, there has been little research on why
people quit within this time frame. Since this gap represents an essential part of the recruiting
process, it will be elaborated comprehensively within the master thesis.
More often, it is not the professional incompetence that leads to a breakdown of an
employment relationship during trial period, but rather interpersonal tensions (Brenner, 2014,
6). An associate professor at Harvard Business School who has studied onboarding
highlighted the following sentence: “When we can stress the personal identity of people, and
let them bring more of themselves at work, they are more satisfied with their job and have
better performance.” (Silverman, 2013, 10)
This implies the importance of getting to know applicants, fostering relationship-building and
bonding before they officially start to work. It is essential to touch base, clarify first day
details and address open questions. Concerning this matter, experts recommend “pre-
boarding”, a process by which newcomers receive detailed information on internal policies,
corporate culture, responsibilities, etc., before their first day of work (Taube, 2014).
That’s what firms do to familiarise the employee with the company and its policies. But what
steps are taken to get to know the newcomer personally? What measures are initiated to get to
know more about the employee’s fears and concerns to be able to adjust company policies to
new employees’ invididual needs? This main aspect will be investigated within the thesis.
There is plenty of information concerning targeted integration activities but there exists barely
any literature on how to capture the emotional component of newcomers. However, pre-
information on the employee’s subjective perception and fears are highly relevant to be able
to successfully manage the new employee’s first day at work, to ensure effective collaboration
7
and the company’s long-term success. Consequently, the focus of this thesis is to figure out
concerns and fears new employees have before job entry. This will be helpful to guarantee
right employee support and to provide the newcomer with proper tools on his or her first day.
Such information would be highly significant for Human Resource departments to better
integrate employees in a new working environment. Hence, the proposed thesis can provide
relevant and interesting insights for research and practice.
1.2 Motives and objectives
The importance of onboarding is strongly represented in the literature. However, there are two
main motives that highlight the relevance of this research area:
Personal interest & experience: This choice of research subject partly reflects my personal
experience since I’ve already had contact with the research setting on which I am attending to
base my study. As intern at the Human Resource department of HYPO OÖ in Linz in the
summer of 2016, I was involved in the recruiting process. I have realized that understanding
and selecting the right people determines the success or failure of a company in the long-run
and it is essential to apply specific implementation tactics. Also, the challenge of adjusting
onboarding strategies to the particular needs and expectations of employees fascinated me.
By further reading the book “Die Personalfalle” by Knoblauch (2010), the topic has
increasingly gained in relevance.
Organizational problems: Based on the literature, there are still many companies who put
little emphasis on targeted onboarding or cannot keep pace with the changes triggered by
globalization. Consequently, fluctuation and low company commitment are the result. More
often, companies take weak actions to recognize inconsistencies especially on the first day(s)
or weeks of a person in his or her new position. This can be partly reduced to some
management issues and might lead to the recruitment of B-employees who develop low or no
emotional attachment to the workplace and cost the company a lot of money. Moreover, failed
onboarding is often reduced to a social problem. Frequently, employers fail in empathizing
with new employees, they lack social abilities, soft skills and, consequently, apply wrong
integration measures.
The relevant literature provides little information on how to counteract anxieties and concerns
of new employees and weak actions are taken to support the newcomer before the first day at
8
work. Therefore, the aim of this thesis is to capture subjective experiences of new employees
regarding their first day of work to facilitate a successful onboarding and ensure a company’s
long-term success. The development of a systematic interview guide will be helpful to collect
information with a quite personal component.
1.3 Research questions
Since companies are more than ever challenged to face environmental changes, their survival
and the generation of a sustainable value contribution are impeded. Complex changes in the
corporate environment correlate with altered demands in the tasks of Human Resource
managers and, with this, in the organization of targeted onboarding processes. This
emphasizes the importance of managers to address new onboarding requirements and seek
practical solutions.
The aim of the thesis is to analyze and process the above-mentioned problem statement.
General integration measures and onboarding activities of new employees have already been
explored by many researchers. Hence, the focus of this thesis will be on the emotional
element of onboarding before newcomers’ first day at work. With this, current onboarding
practices will be identified and required integration measures indicated to be able to derive
valuable recommendations.
Hence, the main research question of the thesis can be defined as follows:
“What concerns do new employees have before their first day at work?”
To be able to answer this question thoroughly, several sub-questions need to be investigated:
➢ How do new employees experience the phase prior to the first day of work?
➢ What are new employees’ concerns and fears?
➢ What company actions are successful to handle fears of new employees and facilitate a
smooth onboarding process?
➢ What company actions are required or appropriate to shape the phase before day one
to allay newcomers’ fears?
To answer the research questions, it will be proceeded as follows: The elaboration of the
theoretical part of the thesis is based on a vast and systematic literature search. The focus here
9
is on articles of scientific journals as well as specialised books. By means of appropriate tools,
e.g. EBSCO, LISSS, Google Scholar, etc., relevant information was gathered and processed
appropriately. To shape the empirical part of the thesis, various theories and concepts have
been applied. Besides, 10 interviews with new employees, who are about to start their first
day at work or who are in theirs first week at a new company and position, have been
conducted.
1.4 Structure of the thesis
This Master thesis can be divided into two main parts, the theoretical and the empirical part.
Within the theoretical part, fundamental definitions and concepts the thesis is based on, will
be explained. First, questions on what is onboarding in general, what are the challenges of
onboarding, and why onboarding plays a significant role today, will be briefly discussed.
After a brief introduction to the topic, negative impacts of failed onboarding processes as well
as goals and positive impacts of successful integration measures will be highlighted. Next
follows a description of the elements of onboarding, organizational socialization and the
phases of organizational entry. Regarding the phases of organizational entry and, with this,
referring to the initial question, the phase before the first day of work will be examined
carefully. In this context, influencing factors as well as concerns new employees have before
entering a new working environment, will be demonstrated and discussed. The last section of
the theoretical part deals with corporate actions that might facilitate the pre-boarding phase
and thereby the integration process of newcomers.
After elaborating the theoretical part of the thesis, the methodology, that is the approach to
answer the research questions, will be briefly addressed. Here, a special focus is directed on
data collection and data analysis.
The purpose of the empirical part of this Master thesis is to figure out concerns and fears new
employees have regarding their first day at work. Concerning this matter, 10 interviews with
new employees, who are about to start their first day at a new position, or who are in their first
week at a new company will be conducted. In this context, the development of a specific
interview guide is crucial to receive information with an individualized touch. By means of
empirical data, the aim is to establish interconnections to the topic “integration of new
10
employees”. In the discussion part, a comparison between theory and empirical findings will
be conducted to be able to draw conclusions and derive future expectations.
The concluding chapters managerial implications and outlook will, again, briefly demonstrate
the main outcomes of the empirical part and will highlight the limits of the thesis. Subjects
with the need for further research will be deduced but not addressed in greater detail.
11
2. THEORETICAL FOUNDATIONS
Nowadays, employee orientation has been redefined as “Employee Onboarding”. Onboarding
is no longer a single one-day event, but rather an ongoing process that continues at some level
for the entire length of employment. When implemented effectively, employee onboarding
can create value for the organization (Zaguri, 2016, 3). This requires supporting the
newcomer and providing realistic information of what can be expected of the new position
already before job entry. Since the phase before the newcomers’ first day at work is usually
experienced as time of heightened anxieties and uncertainties, companies need to take special
attention to this “pre-boarding phase” to ensure a smooth integration. There are several
measures companies can take to facilitate onboarding which will be explained in later
chapters. To get a general understanding of the topic, it is important to define onboarding.
2.1 Onboarding
2.1.1 Definition and delimitation
“Onboarding” is just one of many terms used to describe the integration of new employees to
the company. In literature and practice, the term is often used as synonym for “Integration”,
“Organizational entry” or “Introduction” of new employees. Within this thesis, the integration
of new employees covers both fields: the social and professional integration of newcomers.
To demonstrate the variety of its application, as a first step, various definitions of
“Onboarding” will be outlined and clearly distinguished.
Wanous (1992, 1) defines organizational entry as “wide variety of events occurring when new
members join organizations”. He emphasizes the fact that an entry process must be
considered from both perspectives, the individual and organizational.
According to Bauer and Erdogan (2011, 51),
“Organizational socialization, or onboarding, is a process through which new
employees move from being organizational outsiders to becoming organizational
insiders. Onboarding refers to the process that helps new employees learn the
knowledge, skills, and behaviors they need to succeed in their new organizations.”
McGuire (2013, 10) agrees with this statement and attaches significant importance to the
integration of newcomers, since “a company’s most valuable assets are its employees”.
12
Hence, it is crucial to provide the new employee with the capabilities, tools, knowledge and
information required to become effectively integrated into the new working environment.
Also, Cashman and Smye (2007, 5) underline the relevance of employee integration and view
onboarding as “process of learning, networking, resource allocating, goal-setting and
strategizing that ends with new hires quickly reaching maximum productivity.”
In addition, Brenner (2014, 1) summarizes onboarding as getting to know the “ground rules”
of an organization, to be able to make, as part of the system, a productive contribution. As
stated by the author, this phase of integration is characterized by unknown conditions and the
challenge to meet expectations the company has on its newcomers.
Bröckermann (2014, 158-165) refers to onboarding as sum of structured activities with the
purpose of integrating the newcomer into the corporate environment, on a professional as well
as social level. Regarding this point, Lange and Schmiank (2004, 9-44) are of the same view
when talking about onboarding and consider it as systematic integration process of
newcomers from a technical and social perspective.
Merkwitz and Peitz (2002, 146) highlight the importance of understanding onboarding as
process. The authors stress that integration can not be simply reduced to an aggregation of
various tools but rather as systematically structured instrument. In their judgement, the
integration phase of new employees must not be considered separately but as crucial part of
the personnel planning-, selection- and integration process.
Based on this statement and relating to the duration of onboarding, there are differing
opinions on when onboarding should begin from a Human Resource perspective. Usually,
signing the contract of employment is considered as start of the onboarding process by most
companies (Merkwitz & Peitz, 2002, 146). Since this is a quite narrow view, Berthel (1991,
176) underlines the need to set activities already at an early stage. The author perceives the
integration of new employees as vital part of the “staffing needs coverage process” which is
completed only if the newcomer is stably integrated into the new working environment.
In this context, Berthel and Becker (2013, 379) demonstrate that the integration of newcomers
already begins during recruitement by specifying job requirements and ends with the
employee being fully integrated in his or her area of responsibility and team. Subsequently,
the introduction of new employees needs to be considered as starting point for ongoing
13
personnel development. The following graph demonstrates the position of personnel
introduction within the staffing needs coverage process:
Figure 2: Employee introduction within the staffing needs coverage process
(own illustration based on Berthel & Becker, 2007, 246)
The thesis aims to illustrate onboarding as a process that begins far before the first day at a
new position, within the so-called “pre-boarding phase”. Since the period between hiring and
the first day of work is still neglected by many HR departments, onboarding will be mainly
limited to this phase of integration, as mentioned in the problem statement set out in point 1.1.
The relevance of the phase before the first day at work and its impact on further collaboration
and the future success of a company will be enlarged on in chapter 2.2.
According to Kieser et al. (1990, 5), the onboarding process is successfully completed only if
the employee has built strong emotional bonds to the company, as soon as he or she has
understood and controls the central tasks and is motivated to perform them. Besides, as
creative employee, the newcomer should be interested in ongoing improvements of corporate
processes. The distinct phases of onboarding will be introduced in later chapters.
As final distinction, the term “new employees” will be elucidated in more detail. Within the
integration process, all newcomers, such as people with job experience or beginners, require
special attention and support (Stein, 2015). The term “new employees” covers various groups
of people, who are about to be introduced to their new workplace or company. Hence, the
following table provides an overview about diverse types of newcomers:
14
Table 1: Types of newcomers
(own illustration based on Neuberger, 1991, 122; Brenner, 2014, 21-23)
To avoid exceeding the framework of this study, the specific needs of all target groups won’t
be explained in further detail. Within this Master thesis, the focus will primarily be on
externals that are to begin a new job at a new company. However, it can be assumed that
specific target groups need to be considered differently within the integration process and
require individually adapted onboarding measures.
The next section discusses the challenges of onboarding and the consequences of failed or
missing integration measures. It is alarming that still insufficient attention is being paid to
onboarding and hardly any planned actions are taken to successfully shape this phase of
integration (Kieser, 1992, 1).
2.1.2 Challenges and impacts of failed onboarding
“There is no second chance for a first impression.” (Watzka, 2014, 83). Nevertheless, many
organizations miss the chance of making a good first impression on its newcomers. However,
it is often the first day of work that decides on the new employees’ motivation to stay or leave
the company (Feige, 1991, 50ff). As soon as job interviews are done, the decision for a new
employee has been taken and the newcomer has signed the employment contract, many firms
consider the integration process as completed – but this is just wishful thinking (Brenner,
2014, 1; Senator für Finanzen, 2004, 1). The process of onboarding represents a challenge for
both, the new employee as well as the company/manager:
On the one hand, the newcomer struggles to get used to a new working environment, to meet
new expectations and to understand the rules and processes taking place within the company
(Brenner, 2014, 1). Krasman (2015, 9) emphasizes that the onboarding phase is even more
demanding if the new employee is relocating. In that case, they are confronted with logistical
issues such as securing new housing, with a new geography and, consequently, with family
15
issues which puts an increased burden on the newcomer. Hence, new employees need special
support to be able to start working efficiently. Usually, the integration into an existing
organization is a lengthy process that might result in the new employee being exposed to an
elevated level of stress and psychological burden. This is because the newcomer is confronted
with completely new circumstances including a new boss, colleagues, tasks and with new
behavior patterns and “rules” in dealing with each other (Senator für Finanzen, 2004, 1-2).
Therefore, it is crucial to support and integrate the newcomer properly to ensure motivation
and productivity (Dettmer & Hausmann, 2005 as cited in Pürstinger, 2016, 2). The graph
below depicts the impact of an increased level of stress on employee performance:
Figure 3: The problem of reduced performance
(own illustration based on Dettmer & Hausmann, 2005, as cited in Pürstinger, 2016, 2)
In addition, over- or underchallenging situations, unclear distribution of roles or the feeling of
not being integrated into the team could lead to uncertainties. Moreover, disorientation in the
first weeks might cause psychological burden and motivates newcomers to quit at an early
stage. Consequently, to avoid anxieties and unpleasant situations, it is significant to set
activities much earlier. The importance of dealing with employee concerns and fears,
especially within the pre-boarding phase, will be discussed in chapter 2.2.2 Concerns of new
employees.
On the other hand, the manager takes a key role, too. As supervisor, coach or advisor, he is
confronted with a variety of new tasks. He is responsible for the newcomer in terms of setting
goals and pursuing its accomplishment or in providing the new employee with tools and
information required to successfully manage the first day. It is his duty to ensure stability,
orientation, and with this, to reduce disorientation. The way newcomers are received greatly
influences their attitude towards work, colleagues, motivation and commitment to the
company over the long run (Senator für Finanzen, 2004, 2; Brenner, 2014, 1). According to
Brenner (2014), especially empathy, hence the ability to listen to the newcomer and
16
considering his or her individual needs, expectations and fears, is vital during this phase of
integration.
Another approach was developed by Porter, Lawler & Hackman (1975, 134) who have
identified four types of conflict during organizational entry. The authors stress that HR
managers need to pay special attention to four behavior patterns in organizations during
onboarding. Otherwise it might result in negative consequences for both, the newcomer as
well as the company. The graph below provides an overview of those conflicts:
Figure 4: The attraction selection situation
(own illustration based on Porter, Lawler & Hackman, 1975, 134)
Conflict 1 occurs because typical actions a firm uses to attract newcomers often do not give
complete and accurate information about an organization. Hence, the newcomer cannot make
a wise choice, one that matches individual job needs with organizational climates.
Conflict 2 emerges because of an individual’s desire to obtain the best job offer. This leads to
people hiding their own deficits and describing their desired job in terms of what they expect
from an organization rather than in terms of what they would actually prefer.
Conflict 3 shows that integration measures might impede an effective selection of
newcomers. Since the goal of any organization is to select and retain most suitable people,
targeted onboarding practices are used to emphasize information reduced only to the positive
aspects of the firm. This can result, again, in a mismatch of personal and organizational wants.
Conflict 4 occurs because of the individuals’ attempt to appear more attractive than they are.
They run risk of being offered a position that does not fit their personal abilities and needs.
17
This demonstrates that inappropriate or failed integration entails negative impacts. Basically,
the consequences of failed onboarding can be illustrated in two different scenarios. In the first
scenario, a lack of integration might lead to a dismissal during probation and the recruiting
process starts from the beginning. In the second scenario, the newcomer does not terminate
within probation and stays, despite large discontent, at the company. This, as a result, might
lead to a permanent state of demotivation and dissatisfaction. Both scenarios result in high
efforts in terms of time, loss of production and monetary loss. The following statements
highlight the impacts of both scenarios:
Scenario 1: Dismissal during probation
Research has shown that many employees leave the new company already within probation.
Approximately 80 % of all employees make such a decision on the very first day at work
(Senator für Finanzen, 2004, 1). More often, the newcomer leaves the company within the
first six months. It has been scientifically proved that the early turnover rate comprises around
30 to 60 % or even more (Berthel & Becker, 2007; Pürstinger, 2016, 1; Feige, 1991, 50ff).
Referring to this, Stopp (2006, 301) emphasizes the negative impacts that come with it such as
increased fluctuation. It further involves high costs, a damage of the company image, dealing
with loads of paperwork, additional burden on supervisors, and so on. Similarily, McGuire
(2013, 10) comes up with results demonstrating that some newcomers decide already within
the first ten days about whether they plan to stay with a company or start looking for another
job. Hence, it is indispensable for a firm to make a good impression from day one.
Early turnover, hence, involves significant costs that amount to approximately 50 to 200 % of
an annual income, depending on the qualification (Kieser, 1992, 1-2). Taube (2014) agrees
and states that “companies that don’t properly integrate new employees run the risk of losing
all the time and money they’ve spent on their wages, training, and benefits packages.” It has
been shown that a lack of engagement and communication within the first week lead to
disappointment among newcomers. This, again, might result in conflicts and early
terminations (Schulte, 2011, 25). Concerning this matter, Kieser (2003, 185) emphasizes that
early mistakes can not be reduced to a lack of qualification or motivation, but to a lack of
information. Despite this, early cancellations can also be reduced to false mutual expectations,
team conflicts or to a lack of professional competence (Schmidt, 2013, 4-6). Wanous (1992,
31-32) and Kieser (1992, 13) agree with Schmidt (2013) and stress that newcomers are
18
dissapointed when they realize that most of their expectations are not to be met. This, in turn,
results in the employee leaving the company.
Scenario 2: Newcomer remains at company
In the second scenario, the newcomer continues working at the company but performs an
inner resignation. Low job satisfaction implies low work motivation and work effort is
reduced to the necessary (Lohaus & Habermann, 2015, 30). In this context, Gallup (2011)
published a study on the issue of inner resignation. Within his study, the “Engagement Index
2010” was investigated which demonstrates that 21 % of 2,000 employees could not show any
emotional attachment to the company, which, in turn, can be reduced to a consequence of
failed integration measures. As a result, employees act destructively, are demotivated and
limit the company’s competitiveness. According to the survey, around 60 % of all employees
just “work to rule” and demonstrate low emotional bond to the company. This leads to high
productivity losses and to an economic damage that amounts to almost 120 billion euros.
Both scenarios indicate decreased staff loyalty to the company. Nowadays, hardly any
employees commit themselves to an employer for their entire working life. It has been shown
that employees are more loyal towards work rather than towards supervisors. This is
confirmed by past recruitment programs and high employee uncertainty. Newcomers,
however, require, more than ever, increased company support (Gloger, 2001, 46ff.; O’Malley,
2000, 1). Decreased employee commitment, however, impedes retaining motivated staff on a
long-term basis.
Finally, the worst scenario occurs if highly qualified and motivated employees quit their job
due to failed integration measures. This is particularly painful for companies. In that case,
newcomers are dissatisfied, demotivated and view their occupation more as a job rather than a
challenging task by which they can fulfill themselves (Kieser, 1992, 2). This might be reduced
to a lack of flexibility and employee orientation during onboarding (Neymanns, 2011, 33). In
any case, authors agree that failed onboarding can be extremely costly (Taube, 2014). The
chapter concludes with a quotation by Stein & Christiansen (2010, 51), to again highlight the
importance of onboarding: „Everybody is onboarded, but not all new hires are onboarded
particularly well.”
19
Creating an effective onboarding program appears now to be a daunting task. However, if
done right, the outcome are productive, motivated and satisfied employees who remain at and
benefit the organization. Successful onboarding is a key process that supports employees in
becoming high performers (Zaguri, 2016, 12). Hence, the following section will give
information on goals and benefits of a successful onboarding.
2.1.3 Goals and benefits of successful onboarding
Approximately 60 % of all companies do not set any concrete goals for new hires which takes
them an entire year to be able to start working at their full potential. Missing goals might
result in the employee performing lower than expected. Hence, defining performance goals is
crucial as it provides the newcomer a guideline to work towards (Zaguri, 2016, 6).
According to Aigner & Bauer (2008, 162), the goal of a systematic onboarding process is to
accompany and support the newcomer efficiently. In terms of integration, the authors
distinguish between a content and a relationship aspect. On the one hand, it is crucial to make
the new employee feel comfortable and ensure a rapid integration into the relational structure
and working group (relationship aspect). On the other hand, the newcomer needs to become
familiar and identify with the corporate culture and history, the company’s vision, structure,
products and markets (content aspect).
Zaguri (2016, 4) emphasizes that “the company’s end goal is to increase retention rates and
shorten the time it takes for a new employee to be truly productive.” Similar to the approach
by Aigner & Bauer (2008), the author stresses the importance of familiarizing the newcomer
with the organizational culture, of providing tools, resources and information required to
make him or her feel comfortable within the new working environment. Apart from that, it is
essential to clarify department goals and objectives as well as setting individual goals.
Whereas Böck (2002, 7) believes the primary goal of successful onboarding is to avoid early
fluctuation. He further states that an effective integration should accelerate the productivity of
newcomers and foster cooperation and relationship-building with colleagues. Another
approach by Christiansen (2010, 65) describes the aim of employee integration as achieving
fast power delivery by attaining the so-called “Break-Even-Point” as soon as possible.
Achieving this “win zone” can be associated with reaching full productivity. In addition, to
ensure engagement and motivation, the author underlines the importance of meeting the needs
20
of employees. Also, Pürstinger (2016, 1) devotes great attention to an effective onboarding
process. In his opinion, the main goals of onboarding are quickly becoming operational and
the employees’ long-term commitment.
Weiand (2011, 4) divides a systematic integration process in three main goals, namely:
➢ First, the newcomer should feel comfortable and welcome within the new organization.
The aim of attaining an emotional attachment to the company is accompanied by the aim
of not losing newcomers to other firms.
➢ Second, the newcomer needs to become familiar with the company’s products, services,
values, behaviors, processes and responsibilities to be able to identify with the
organization. Also, the new employee needs get socialized in terms of the company and
its culture.
➢ Third, the newcomer should be introduced to the working standards and must possess
crucial skills and the knowledge required to start working as fast and efficient as possible.
Moreover, it is important to give an impression of what behavior is expected.
Summing up the opinions and statements of various authors, the fundamental goal of
onboarding is the development of productive, engaged and integrated employees who can
identify with the organization. Hence, a systematic integration of new employees:
Table 2: Goals of onboarding
(own illustration based on Senator für Finanzen, 2004, 2)
According to Zaguri (2016, 3), successful onboarding greatly influences employee retention,
job performance, job satisfaction and might lead to positive employee relations, high
productivity and return on investment. Reports have shown that approximately 54 % of
companies confirm an increase in new hire productivity and around 50 % see higher retention
rates for newcomers due to standardized onboarding processes. A further report has shown
that successfully onboarding employees during their first year of work leads to higher
21
engagement, increases retention rates by around 25 %, improves performance and accelerates
productivity. Similarly, McGuire (2013, 10) emphasizes that
“successful onboarding helps the new employee feel connected and committed to the
organization, get up to speed faster and perform better. This results in greater job
satisfaction, higher employee retention and better overall success for the business.”
There exist various concepts and approaches on how to ensure new employees’ success. In the
article of White & White (2014), the authors refer to five steps that might help employees
succeed in the early phase of onboarding: First, it is necessary to make sure all expectations
are reasonable and the newcomer clearly understands what is to be expected. In addition, any
organizational roadblocks should be removed, such as providing the newcomer with resources
and information required to start working effectively. Furthermore, the company has to make
sure that the newcomer is trained appropriately and has had sufficient time for practicing the
new skills. Finally, it is vital to make sure that the employee is motivated to perform.
Regarding the desired results of a successful employee integration, Lohaus & Habermann
(2015, 26-28) summarize the statements of various authors in their book
“Integrationsmangement – Onboarding neuer Mitarbeiter” (Bauer et al., 2007, 707-721;
Feldman, 1981; 309-318; Gruman & Saks, 2011, 419-427; Kammeyer-Mueller & Wanberg,
2003, 779-794). The following success factors show the desired behavior and benefits of new
employees being integrated successfully:
➢ Role Clarity: New employees understand what kind of tasks with what priority and scope
relate to the new position and need to be fulfilled.
➢ Command of Tasks: New employees can complete tasks reliably from a quantitative and
qualitative point of view. Subsequently, an increase in intrinsic motivation is expected
(Feldman, 1981, 309-318).
➢ Integration into the Working Group: New employees create a positive relationship with
members of their work group. This has significant impact on the socialization of the
newcomer. He or she strives to win the group members’ confidence and get accepted by
the team. This, in turn, can be achieved through adopting group norms.
➢ Job Satisfaction: New employees can define job roles clearly and to their own ideas. The
newcomer is also able to reconcile work demands with the needs of private life.
22
➢ Commitment/Loyalty: The extent of company commitment is shaped at an early stage in a
new organization. The newcomer accepts and advocates for corporate norms and values.
Loyalty arises as soon as new employees are convinced that through belonging to the
organization they can achieve their individual goals.
➢ Engagement: It is assumed that the effects of “Command of Tasks” and “Integration into
the Working Group” influence the new employee’s engagement. High performance and
success in handling new tasks, collaborative working as well as active participation in
decision-making correlate with high engagement.
➢ Remaining with the company: Numerous studies have demonstrated a link between “Job
Satisfaction”, “Role Clarity” and remaining with the company.
➢ Political Skills: Knowledge on informal networks and power structures within the
company as well as clever handling them result in organizational commitment, promote a
positive salary development and lead to career satisfaction (Kammeyer-Mueller &
Wanberg, 2003, 779-794).
Figure 5: Success factors of onboarding new employees
(own illustration based on Lohaus & Habermann, 2015, 29)
Also, Haberkorn (1972, 7) lists positive impacts of a successful integration of new employees.
According to the author, successful onboarding of newcomers greatly influences the
following key points:
23
Table 3: Positive impacts of successful employee integration
(own illustration based on Haberkorn, 1972, 7)
Based on the previous chapter “Goals and benefits of successful onboarding”, one can see that
authors mainly distinguish between a social and a professional component of onboarding. On
the one hand, the newcomer should feel comfortable in the new working environment and get
along well with new colleagues and supervisors. On the other hand, the new employee needs
to identify with the company’s structure, processes and should be able to complete tasks as
efficient and fast as possible. This leads directly to the next chapter, which deals with the
“Elements of onboarding”.
2.1.4 Elements of onboarding
As mentioned above, authors usually differentiate between a social and technical integration
when it comes to onboarding new employees (Becker, 2004, 514-519; Dettmer & Hausmann,
2005 as cited in Pürstinger, 2016, 2). The following table provides a rough overview of the
main elements of onboarding:
Table 4: Elements of onboarding
(own illustration based on Becker, 2004, 514-519;
Dettmer & Hausmann, 2005 as cited in Pürstinger 2016, 2)
Whereas Brenner (2014, 7-8) divides onboarding of new employees in three elements, namely
technical, social and value-based integration. Those will be briefly discussed in the following:
24
➢ Regarding technical integration, the new employee needs to acquire an in-depth
knowledge of the company and especially of his or her field of work to become fully
operational as soon as possible (Pürstinger, 2, 2016). This knowledge and skillset
should then be applied by means of corporate goals. In addition, the new employee must
become aware of the organizational structure and should know key contacts of specific
departments. This form of integration can take place as “training on the job” or in the
context of external seminars, hence “trainings off the job” (Bröckermann, 2009, 132).
➢ The social integration primarily aims to ensure the inclusion into a new department or
working group as well as to foster relationship-building and bonding (Pürstinger, 2,
2016). The employee needs to become familiar with a new working environment, a new
boss, colleagues as well as with internal and external customers. Only if the newcomer
has been accepted as part of the community and developed a “sense of togetherness”, a
successful social integration can be assumed (Brenner, 2014, 7-8).
➢ Value-based integration is mediated by means of mission statements and lived values.
The new employee needs to become familiar with the company’s goals, values and
management principles. The “corporate identity” or the company’s self-image plays a
vital role in terms of value-based integration. Blum (2010, 9) adds that this form of
integration is often referred to as “cultural integration” and comprises a medium- to
long term process.
Figure 6: Induction and integration of new employees
(own illustration based on Brenner, 2014, 8)
Basically, a successful onboarding process covers all three aspects. Whereas technical
integration of new employees is rather an easy task, more severe difficulties arise from social
and value-based integration approaches. Hence, HR managers need to place special attention
to these two elements of onboarding. Otherwise, it might happen to the employee being
professionally fit but emotionally stunted which might lead to an “inner resignation”. A lack
25
of social and value-based integration practices could also result in the newcomer quitting
within probationary period. At this point, key statements of employees are “the chemistry
went bad” or “different perceptions about priorities could not be aligned” (Brenner, 2014, 4).
In this context, Pürstinger (2016, 2) adds that weak social integration often results in a lack of
motivation, commitment and represents the main cause for such high rates of employee
turnover these days. Reasons for this can be found in the absence or lack of onboarding
practices (technical and social), in the greater willingness of changing jobs, in the higher
sensitivity of employees to errors and deficiencies as well as in wrong expectations on the part
of the company and/or the employee.
As can be seen on the statements above, the social aspect of onboarding represents a vital part
of the integration process but is still neglected or underestimated by a considerable number of
companies. Organizational socialization should begin before the first day at work to reduce
uncertainties and fears on the part of new employees and to ensure a smooth integration.
However, the importance of onboarding before the first day of work will be discussed in later
chapters. The following section provides information on organizational socialization in
general and its relevance within the process of integration.
2.1.5 Organizational socialization
Research has shown that the socialization of new employees entails significant consequences
for organizations and individuals in a way that the quality of socialization greatly influences
employee satisfaction, stress, performance, commitment and turnover (Bauer et al., 1998,
149-214; Gerstner & Day, 1997, 827-844). According to Bauer et al. (1998), unsatisfactory
socialization may lead to stress, stalled careers and organizational loss such as lowered
productivity or turnover. This, in turn, is not only stressful for the new employee, it is
detrimental to the company as well. Hence, deepening the understanding of socialization
processes might help newcomers adapt to their work and organization more effectively. The
author has identified four major reasons that highlight the importance of socialization:
(1) Turnover is the outcome of unsuccessful socialization and involves significant costs.
(2) Socialization influences employee attitudes and behaviors over the long run.
(3) Socialization is the primary mode for organizations to transfer and maintain its culture.
(4) Socialization helps newcomers learn about social and political norms of the organization.
26
Also, Rehn (1990, 14) emphasizes that especially the first months at a new company are
considered as critical phase, since attitudes and behaviors of newcomers are shaped. This
initial time is also characterized by insecurities, fears, stress and unsolved conflicts within
probation might also result in the newcomer terminating prematurely (Lohaus & Habermann,
2015, 16). Thus, special attention should be given to organizational socialization.
Authors commonly define organizational socialization as the process through which an
individual acquires the attitudes, behavior and knowledge required to participate effectively in
an organization (Van Maanen & Schein, 1979, 209-264). Additionally, Van Maanen & Schein
(1979) view the process of socialization as crossing boundaries and adopting new roles.
Another approach by Bauer et al. (2007, 707) describes organizational socialization as
“process by which newcomers make the transition from being organizational outsiders to
being insiders.” Since individuals are more mobile and are undergoing organizational
socialization more often in their careers, the authors view new employee socialization or
onboarding as key issue for todays companies. Within their article, Bauer et al. (2007, 708)
introduce a model of newcomer adjustment during socialization:
Figure 7: Model of newcomer adjustment during socialization
(own illustration based on Bauer et al., 2007, 708)
The model demonstrates three indicators of newcomer adjustment, namely role clarity
(understanding job tasks), self-efficacy (learning new tasks, gaining confidence in the role),
and social acceptance (feeling accepted by peers). Regarding proposed antecedents of
newcomer adjustment, the model points to information seeking and organizational
socialization tactics. Since they represent means to reduce uncertainty, they will be discussed
in later chapters. Moreover, referring to the third box of the model, the outcomes of
newcomer adjustment can either be job satisfaction, organizational commitment, job
performance, intentions to remain or turnover (Bauer et al., 2007, 707-708). In terms of the
27
latter, the authors (as cited in Wanous, 1980) found a link between uncertainty and premature
turnover. This means, successful organizational socialization keeps new employees from
quitting at an early stage.
Another shared view of socialization is that it is a learning process. Unfortunately, many
companies assume socialization to be a passive, unilateral process and that it is the new
employee’s responsibility to learn how to fit into the organization (Korte, 2007). However,
this is a quite narrow understanding of the socialization problem (Moreland et al., 2001 as
cited in Korte, 2007). Rather, socialization should be recognized as “complex process
comprised of multiple actors and interactions”, since an increasing level of interaction was
found to accelerate the success of socialization. According to Korte (2007), “The assumption
that it is the responsibility of the individual to learn the norms and expectations of the
organization tends to overlook the importance of the social exchanges among members of the
workgroup.” As per Bauer et al. (1998, 149-214), it is just as important for the company to
realize that context and workgroup interactions, within which the newcomer socializes into
the company, greatly influences the individual’s learning process. Furthermore, companies
regard the socialization process as successfully completed as soon as the individual conforms
to the organization’s culture and remains within the organization. Socialization as learning
process assumes that the new employee obtains and internalizes norms and values expected to
his or her role.
As per Korte (2007), the interplay of the factors relationship-building and learning influences
the outcome of the socialization process. The following model describes socialization as
learning and exchange process involving interactions between the newcomer and the
supervisor and the newcomer and co-workers.
Figure 8: A process of socialization as new employee learning and relationship-building
(own illustration based on Korte, 2007)
28
Some researchers argue that learning and relationship-building by new employees already
begins before the first day at work within the recruitment and selection stage (Wanous, 1992
as cited in Bauer et al., 1998). Referring to this and to the initial question, newcomer
socialization before day one is vital to be able to reduce unnecessary fears and anxieties and
ensure a smooth onboarding. According to Bauer et al. (1998, 149-214), these early
experiences made by individuals during socialization greatly affect their attitude and
motivation in terms of work, workgroup and organization over the long run. Also, these first
impressions endure.
Lohaus and Haberman (2015, 16-17) conclude that both, organizational integration as well as
organizational socialization deal with the fit between organization and individual. However,
the authors stress that formal integration is mainly reduced to the initial phase at a new
position with fewer people being involved. Whereas, organizational socialization never ends,
extends across the entire period of employment and involves all organizational members. In
practice, integration and socialization go hand in hand and can be separated only
conceptually.
The socialization process can be divided into phases or sections. Within her longitudinal
analysis regarding the adaptation to norms and values of work groups, Rehn (1990, 18)
examined the integration of new employees and compared various models. All authors agree
that the initial phase at a new company is characterized by stressful situations, insecurities and
that newcomers are susceptible to significant influences. The next chapter briefly discusses
the phases of onboarding from different perspectives of various authors. Later, special
attention will be placed on one stage of integration - the phase before the first day at work.
“For today’s organizations,
a robust onboarding process isn’t just a good idea –
it’s a fundamental requirement
for business growth and sustainability.”
(Krasman, 2015, 11)
2.1.6 Phases of organizational entry
Depending on the approach, authors usually distinguish between three or four phases of
organizational entry. Those phases are named differently as various variables are included by
researchers. However, they resemble one another closely. Therefore, the process of
onboarding can be broadly divided into three main phases, namely the phase prior to the first
29
day of work (preparation), the first day or days at work (orientation) and the phase of
induction and probation (mastery) (Rehn, 1990, 18). The following table provides an
overview of some well-known concepts of organizational entry split into phases:
Table 5: Phases of organizational entry
(own illustration based on Rehn, 1990, 19)
The following section provides a summary view of the main phases of the onboarding
process. Within each phase, the ideas and models of various authors will be briefly discussed.
The process of onboarding already starts before the first day at work and represents phase
one. Models of organizational socialization or integration usually begin with anticipatory
socialization as preparatory phase for the future workplace (Porter et al., 1975). Anticipatory
socialization is the stage before entering the new company. Related to this, attitudes and
values of newcomers have already been shaped by various socialization processes during
infancy. Also, socially relevant values and norms have been conveyed by institutions such as
family or school. Within this pre-entry stage, newcomers with work experience usually have
concrete ideas of what is to be expected by the new position. Hence, the more prior
knowledge the new employee has, the smoother the onboarding process will be (Kieser et al.,
1990, 6-7). Whereas unexperienced workers typically develop unrealistic and exaggerated
expectations in terms of their future position (Kieser et al., 1990, 13).
30
The pre-entry phase can further be subdivided into recruitment and selection (Wanous, 1992,
2). In a first step, the company decides upon a candidate, who, in turn, must accept or reject
the new position. This decision greatly depends on three influencing factors, namely
voluntariness, irrevocability and the extent of public commitment (Kieser et al., 1990, 8-9).
Wanous (1992, 3) defines organizational recruitment as “the process of mutual attraction
between a potential job candidate and an organization”. Concerning this, a realistic
recruitment is required to avoid disappointing expectations of new employees. Wanous (1992,
58) adds that realistic recruitment lowers the initial rate of termination. Since realistic
recruitment plays a vital role to answer the research question, the topic will be further
discussed in chapter 2.2.3.1 Realistic job preview. Moreover, as second part of the pre-entry
phase, Wanous (1992, 4) defines selection as the process of mutual choice which aims at
defining the necessary knowledge, skills and abilities for the job as well as at designing
methods that reveal those qualities.
Whereas, the second stage of onboarding begins as soon as the newcomer enters the firm.
Authors commonly define the first day (s) as “Orientation” or “Encounter” (Porter et al.,
1975; Wanous, 1992, 3). The orientation phase is characterized by consistent or differing
expectations on the part of newcomers and companies. Hence, the encounter with the “reality
in organizations” can be quite shocking or surprising, and might lead to early conflicts (Rehn,
1990, 21). Kieser et al. (1990, 18-19) confirm that this “confrontation phase” is often
associated with early tensions, stress and surprises such as unfulfilled expectations, culture
shock, etc.
Referring to the idea of Kurt Lewin, old structures and behaviors of employees need to be
“unfreezed”, cognitive restructured or changed, and “refreezed” to be able to adjust to new
circumstances. Similarily, Wanous (1992, 3) describes the orientation phase as “process of
initial adjustment”. This phase is about how organizations support newcomers in dealing with
the considerable amount of stress when entering the firm. Concerning this main aspect, the
thesis aims at exploring concerns and fears employees have prior to entering the new firm.
This, in turn, should help reduce the initial pressure, stress and ensure a smooth and rapid
integration.
The third phase of integration can be described as induction and probation phase. According
to Kieser et al. (1990, 35), this stage of integration is reached as soon as the problems
31
occurred within confrontation have been solved successfully. At this stage, a so-called
psychological contract exists between employee and company. The authors stress that the
main component of such “contract” is the newcomer’s inner commitment to the company.
This means, the new employee accepts corporate goals, can identify with the new work and is
willing to perform tasks. This early bond is crucial, since it ensures increased employee
engagement. This engaged behavior, in turn, strengthens employee commitment.
Authors commonly name the third stage of integration “change and acquisition” (Porter et al.,
1975) or metamorphosis (Lohaus & Habermann, 2015, 75). At that point, employees should
be fully integrated into the company and work group, both, socially and professionally. They
accept as well as complete tasks largely without further support and are not considered as
“newcomers” anymore. Employees know how to act in their new role, understand the norms
and values of the firm, how to behave and they are able to realize organizational goals and
complete tasks. According to Caplow (1964, 170), newcomers must accomplish four goals.
These include developing a new self-image, building and maintaining new social
relationships, internalizing new values and learning new behavior patterns.
Moreover, Wanous (1992, 3) considers the onboarding process as completed as soon as
“socialization”, that is, “the process of mutual adjustment”, took place. This involves the
adjustment to a new work group and to the culture of the organization. Lohaus and
Habermann (2015, 75) stress that the duration of induction greatly depends on the work, the
features of newcomers as well as the company and on other members. However, all three
phases of organizational entry must be completed for the newcomer to be integrated steadily
and to be able to make a full contribution to the company.
This has been a brief overview of the main phases of onboarding. Since the purpose of this
thesis is to figure out concerns and fears newcomers have before their first day of work, the
next chapter primarily deals with the integration of new employees during prearrival.
32
“To streamline the process and
improve the accuracy of information,
ask your current employees to identify the things
they wished they had known before their first day.”
(Krasman, 2015, 12)
2.2 Phase before the first day
As soon as the employment contract has been signed and the starting date is certain, new
employees usually must wait several weeks or even months before the new work starts. This
period between signing the contract and the first day of work should be put to beneficial use.
Especially during this time, the demand for information is quite high on the part of new hires
(Blum, 2010, 55-56). Therefore, experts recommend “pre-boarding”, a process by which
newcomers are educated on internal policies, corporate culture and on their new
responsibilities before the first day. “Preboarding is your opportunity to really start to get
employees excited about the company, […]” (Taube, 2014).
Results of recent situation analyses have shown that most companies use the pre-entry phase
somehow (via telephone, E-Mail or in person) to get in touch with the new employee (Blum,
2010, 55-56). According to Smith (2013), it is primarily the employee’s direct supervisor who
is responsible for building and maintaining contact, and keeping employees engaged and up to
date. In particular, it is vital that this first contact person calls the newcomer periodically prior
to the first day of work. The supervisor’s role and influence during onboarding will be further
explained in chapter 2.2.1.1. Behavior of supervisors. For new employees, it is crucial to
receive information on who they will be reporting to or who their team members and
company leaders are (Taube, 2014). Smith (2013) points to the following:
“When a person is coming into a new environment, it can be overwhelming to leave
her old comfort zone to begin again; […]. Calling the new person to go over what to
wear on the first day, what the first day will look like, and letting her know how
excited you are to have her join your team really influences her initial perceptions.”
Stein (2015) shares the view of Blum (2010) and attaches significant importance to the phase
between signing the employment contract and starting to work. The author stresses that within
this period, it is essential to positively influence the newcomer’s first impression. Especially
in the initial phase, the newcomer should feel welcome, comfortable and accepted as team
member. Besides, to facilitate job entry, most administrative and organizational tasks should
33
be performed upfront (Taube, 2014). A promising idea would also be to involve the
newcomer in project meetings that relate to his or her future area of responsibility (Smith,
2013). Beyond that, company celebrations, department events or training measures, for
instance, represent a good opportunity to introduce the newcomer to the company and
working group (Brenner 2014, 6). Further preparations include preparing a time schedule,
assigning a mentor, and so on (Stein, 2015).
Zaguri (2015, 5) is also convinced that onboarding begins earlier than the official start date
and there are many actions companies can take upfront that might help newcomers to feel
more comfortable on day one. These include delivering a welcome package to new hires and
sending them key documents to complete before the first day (Silverman, 2013, 10). Besides,
companies might share an orientation plan with employees in advance. This could include a
list of targeted activities for the first week which would give new employees an overview of
what is to be expected (Osmundson, 2016, 16). What some companies also do is to send an
employee handbook with information regarding job responsibilities, corporate environment
and culture. This does not only save valuable time during the first week, it further allows
newcomers to arrive better prepared, informed and, more importantly, it reduces the amount
of stress in the early days (Zaguri, 2015, 5). Concrete company actions that might help
facilitate the onboarding process of newcomers will be discussed in more detail in section
2.2.3. Corporate actions to facilitate integration.
Long before job entry, new employees gather initial impressions of the new work place and
start forming an opinion that mainly influences their basic attitude towards the company. For
this reason, targeted onboarding should already begin within the selection process. As from
here, departments are in close contact with the applicants (Senator für Finanzen, 2004, 4).
New employees generally demonstrate a rather positive and optimistic attitude towards their
future work (Rehn, 1993, 143). Such optimistic behavior during pre-entry has a decisive
impact on the applicant’s open-mindedness towards colleagues and on future collaboration.
Hence, companies need to provide special support during pre-entry and contribute to the
newcomer’s well-being.
Additionally, during pre-entry, newcomers usually have differing expectations concerning the
new work. Referring to this, Lohaus and Habermann (2015, 69) emphasize the relevance of
providing newcomers with a realistic job preview. Raising unrealistic or wrong expectations
34
often leads to a real shock on the part of hires and might result in frustration or early
termination. The importance of raising realistic expectations and with this, the topic of
realistic recruitment will be expanded on in chapter 2.2.3.1 Realistic Job Preview.
As mentioned in earlier chapters, anticipatory socialization, which can be described as
lifelong preparation for work processes shaped by family and childhood, has significant
impact on the onboarding process and represents an essential part of the pre-entry phase. The
more specific knowledge the newcomer has gained during education and experienced
behavior patterns comply with required norms and standards, the less challenging the
integration process will proceed (Hilmbauer, 1995, 29).
This has been a brief introduction into the main chapter of the thesis which deals with the
phase before the first day of work. At this point it becomes obvious that the pre-phase of
onboarding lays the foundation for an effective integration of new employees. As there exist
various influencing factors that need to be considered to ensure a smooth integration, the most
significant ones are to be discussed below.
2.2.1 Influencing factors
In the last few years, numerous studies concerning onboarding have been conducted as well as
specific success factors for employee integration explored. According to Blum (2010, 14),
several factors exert influence on the integration process and, with this, on the new employee.
The ones relevant for the phase prior to the first day of work include, among others, the
behavior of supervisors, characteristics and behavior of new employees, the role of the work
group as well as the role of the Human Resource department.
2.2.1.1 Behavior of supervisors
On the part of new employees, a company is mainly represented by its direct supervisor. For
this reason, the perceived organizational support is usually experienced as support coming
from the leader or supervisor (Jokisaari, 2013, 96-104).
The supervisor holds a key position during onboarding as he or she can make a major
contribution to a successful integration of new employees. Usually, the leader is the first and
primary contact person of the newcomer. This person takes the final decision regarding
admission of the applicant, assigns tasks, defines the scope for action, and so on.
35
Unfortunately, only a few leaders are aware of their responsibility during onboarding
(Freimuth, 1986, 203).
Hence, the behavior of supervisors plays a leading role within pre-boarding. Since the leader
is mainly responsible for the newcomer, sets goals and controls its accomplishment, he or she
substantially determines the working environment of the new employee. It has been shown
that especially in the initial phase, when the newcomer feels insecure, systematic and concise
instructions are crucial (Blum, 2010, 14).
Significant importance is also attached to the supervisor’s basic attitude towards the
newcomer. In fact, the supervisor should look forward to meeting the new team member and
warmly welcome him or her. However, it might happen that supervisors develop prejudices
against new employees already prior to the first day at work which hampers targeted
incorporation. This can be reduced to the following reasons (Rischar, 1994, 29ff):
• The supervisor would have preferred another candidate
• The supervisor was not involved in the personnel selection procedures
• Supervisor and newcomer are not moving on the same “wavelength”
If the supervisor demonstrates aversions against the new employee already within pre-
boarding, serious problems might arise and the new employee can hardy prove his knowledge
and abilities. The leader’s rejection becomes noticeable and the newcomer responds with
insecurity and the fear of failure. This psychological pressure, in turn, has a negative impact
on the newcomer’s motivation and loyalty to the company. This implies the need of
supervisors to meet new employees with great sensibility and social competence as well as the
need to individually adjust to the newcomer and show respect (Blum, 2010, 15).
Additionally, it has been shown that the goodness of the relationship between supervisor and
newcomer is decisive for the identification of newcomers with their work and their perceived
suitability to the company (Sluss & Thompson, 2012, 114-125). Whereas negative behavior
patterns of supervisors correlate with negative emotions on the part of newcomers, who, in
turn, try to avoid direct contact with the leader (Nifadkar et al., 2012, 1146-1168).
Kieser et al. (1990, 24 &164) agree with Freitmuth (1986, 200-203) that the boss greatly
determines the successful integration of newcomers. The authors stress that especially at an
early stage, supervisors need to provide newcomers with special support and demonstrate
36
good social skills to make him or her feel comfortable. Fundamental criteria are providing
orientation in terms of communicating expectations, preparing individual induction programs
and giving feedback. Additionally, the supervisor is responsible for ensuring role clarity.
Besides, the way supervisors introduce newcomers greatly influences their attitude towards
work, colleagues as well as their commitment and motivation (Senator für Finanzen, 2004, 2).
For this reason, it could a promising idea providing seminars for supervisors to be able to
successfully integrate newcomers. This might support leaders in developing a sense for the
hurdles new employees must face before entering the new job. All in all, leaders need to
become aware that they take on a key role in terms of onboarding and that they can make a
real impact.
The focus of the last section was on the supervisor’s relevance within the process of
integration. However, it is not only the supervisor who shapes the onboarding process. Also,
characteristics and behavior patterns of new employees contribute to a smooth integration.
2.2.1.2 Characteristics and behavior of new employees
From the beginning, newcomers differ in their attitude in terms of how optimistic or
pessimistic they think of the new work or whether they look to the future with enthusiasm or
rather with fear. All those personality traits affect the mood and feelings of new employees
even before entering the new job. Personality factors that might have a positive or negative
impact on the integration of new employees include social competence, the ability to deal
with conflicts, extraversion, introversion or stress tolerance (Rehn, 1990, 244).
Blum (2010, 19) assumes that it is easier for optimistic and stress-tolerant individuals with a
high social competence to become well integrated into a new company than pessimists with
low stress tolerance and a lack of social competence. However, she perceives the relation of
personality factors and the implications for integration as not been adequately researched yet.
In this context, Harris et al. (2011, 4-13) distinguish between the influence of stable
personality traits such as creativity, consciousness or self-efficacy and behavior patterns of
new employees such as active search for information and networking. Curious employees, as
an example, will be more successful in obtaining information and in trying to interpret new
situations more positively.
37
Lohaus & Habermann (2014, 92 ff.) consider self-efficacy as taking a leading role in terms of
successful onboarding. Self-efficacy is the belief of individuals to mobilise motivation and
intellectual forces to be able to deal with new situations adequately and overcome challenges.
Apart from that, factors such as proactive behavior, emotional stability, openness against new
circumstances, the willingness to learn and higher flexibility turned out to influence
onboarding. Additionally, the authors emphasize the need of newcomers to take the
opportunity to participate in corporate activities, if possible before the official start date, to
establish first contacts and build early relationships with colleagues.
This directly leads to the next point which deals with the role of the work group as influencing
factor. The work group can make, as well, a key contribution to the successful integration of
newcomers. Already within pre-boarding, both, the newcomer and the work group should
start seeking contact.
2.2.1.3 Role of the work group
It is not only the supervisor and new employee who are confronted with fears, insecurities and
stress during onboarding. The working group is also encouraged to adapt to the new situation
and support the newcomer. They must deal with questions on whether the newcomer will
disrupt their sense of unity, whether the new employee will adhere to their rules or on how to
interact with the newcomer (Böck, 2002, 73).
According to Rosenstiel (1996, 141), it greatly depends on the group structure and cohesion
whether the newcomer is warmly accepted as team member. Groups with a strong cohesion
usually regard the newcomer as intruder. In that case, the new employee does not meet group
expectations, norms and can not identify with their goals. Consequently, he or she is
motivated to leave the company soon. On the contrary, groups with low cohesion and the
existence of various subgroups demonstrate more effort in including the new employee and in
accepting him or her as team member (Kratz, 1997, 15). Therefore, at the beginning,
newcomers worry less about meeting the professional requirements but rather about being
recognized by the work group (Blum, 2010, 18).
For this reason, the early involvement of the work group in personnel selection is of vital
importance to enhance future collaboration and foster team development (Moser & Schmook,
2001, 226). It has been shown that the work group greatly determines how the newcomer feels
38
and how good he or she copes with initial difficulties. Therefore, the work group should
actively participate in shaping the integration process as they represent a valuable source of
informal information for the newcomer. Long-term employees can support the new employee
in terms of providing orientation, in conveying the corporate culture and in exchanging
experiences. Additionally, the work group can teach newcomers some valuable “tricks” on
how to manage work, on how to get along with their supervisor and on how to find one’s way
in the complex organization. What is more, the work group can satisfy the new employee’s
need and desire of establishing new social contacts and of receiving social recognition (Kieser
et al., 1990, 24 ff.).
Regarding this point, a promising idea would also be using social media to start networking
with coworkers. Setting up a Facebook group for new employees, as an example, opens the
possibility to interact with each other and arrange in-person social meetings already before the
first day at work. Beyond that, early contact to team members reduces stress, fears and
insecurities on the part of newcomers and, hence, facilitates job entry (Taube, 2014).
Another approach by Kieser et al. (1990, 25 f.) shows that the more the group conveys the
impression that they are looking forward to meeting the new team member and the more
open-minded they are, the more successful the integration of the newcomer will be. In
addition, the authors assume that the new employee is more likely to receive support from the
work group if there exists a so-called “group spirit” and if they consider themselves as
community. On the contrary, existing conflicts within the group or noticeable aversions
against the supervisor might impede a smooth integration. This puts the newcomer in an
extremely delicate position and might entail a conflict of loyalties.
Lohaus & Habermann (2014, 90) conclude that the work group needs to be prepared in terms
of their contribution to the successful integration of the newcomer. They must perceive and
accept incorporation and support of new colleagues not as an optional or additional task but
rather as fixed component of their scope of work. The authors stress that an early involvement
of the work group in the onboarding process will have a noticeable effect on the long-term
economic and corporate success.
In addition to the above-mentioned influencing factors of onboarding, Blum (2010, 20)
highlights the significant role of a company’s HR department. It is not only the behavior of
39
the supervisor, work group and newcomer who determine the success of the onboarding
process. The HR department takes a key position as well, especially during pre-boarding.
2.2.1.4 Role of the Human Resources department
Prior to the first day of work, the Human Resource department has special responsibility
towards the new employee as well as towards the supervisor. Since the HR department
establishes first contact, conducts recruitment interviews and tasks new employees, the
personnel division substantially shapes their first impression (Senator für Finanzen, 2004, 9).
According to Blum (2010, 20), the key task of the HR department is providing information to
the new employee to facilitate incorporation. This mainly comprises general information
concerning working arrangements, vacation, corporate social benefits, safety regulations, and
a lot more (Senator für Finanzen, 2004, 9).
Apart from that, during pre-boarding, the supervisor and the HR department should work
together in close coordination. Whereas the supervisor’s main task is to provide the newcomer
with information concerning the new work and its related tasks, the HR department primarily
occupies an administrative and supportive role. Regarding this point, the personnel division is
mainly accountable for implementing the integration concept and for promoting and
monitoring the onboarding process. Their knowhow, experience and global overview of the
company can be of significant use (Senator für Finanzen, 2004).
The previous chapter attempted to show that there exist numerous influencing factors within
the process of onboarding that need to be considered. Summing up, it can be re-emphasized
that onboarding is a two-sided process involving both, the new employee as well as company
representatives (Saks & Ashforth, 1997, 234-279). What most influencing factors have in
common is the need to provide information and orientation to reduce insecurities and fears.
Nevertheless, the importance of providing sufficient information is still not taken seriously
enough. Concrete difficulties and challenges newcomers are facing during prearrival will be
discussed in the next chapter.
2.2.2 Concerns of new employees
“When someone starts a new job, they are often nervous, scared, etc. It’s almost like
switching schools as kid. They need to understand how they fit into the bigger picture. They
40
need to understand what the company does and what it prioritizes. They need more than the
new employee orientation “dog and pony show” to truly feel included in the company. You
need to help them to understand the company at an organic level.” (Bauer, 2016, 35)
This statement by Bauer (2016) clearly demonstrates that newcomers usually feel quite
insecure and less adequately supported before entering the new job. For this reason, and
according to the research question, the following subsections will illustrate challenges during
prearrival and show what exactly triggers increased stress and fears of newcomers.
2.2.2.1 Time of heightened anxiety and stress
At this stage of “separating from a familiar setting” and “finding one’s way in a new working
environment”, there is a strong need for orientation and support on the part of new hires. This
phase of uncertainty can be particularly stressful for new employees, on a physical,
psychological, social and emotional level and might entail conflicts (Senator für Finanzen,
2004, 2). Pürstinger (2016, 2) agrees with this point and adds that the psychological, and
partly physical, situation the new employee is exposed before job entry is frequently
misjudged by supervisors and HR managers. He emphasizes that stress, fear and insecurity are
by no means signs of weaknesses, they are rather normal reactions of every human being.
Wanous (1992, 168) has demonstrated that one reason why stress levels are so high during the
initial stage of onboarding is that the newcomer has just experienced considerable changes in
his or her life outside work. A college graduate, for instance, moving into a first full-time job,
experiences a dramatic “role change” from being a student to becoming a full-time employee.
Besides, the newcomer probably moves geographically, has a change in income, and so on.
These changes are what Wanous (1992) refers to as “stress values”, “a point value that
roughly indicates the severity of the stress associated with the type of change.” Furthermore,
research on stress and human performance has shown that there is a relationship between
stress and the stage of organizational entry. This means, the level of stress starts to rise
significantly during pre-entry and peaks at the point of entry into a new organization. Such an
immense level of stress, in turn, reduces performance and implies the need for organizations
to apply different strategies for stress management during pre-entry. This will be examined in
more detail in chapter 2.2.3 Corporate actions to facilitate integration.
41
In addition, an Australian research conducted by Oxenbridge & Evesson (2012, 40) about
“Young people entering work” investigated new employees’ concerns, expectations and needs
before job entry. It has been shown that young people usually perceive entering a new work as
“challenging and anxiety-generating”. According to Ashforth (2001, as cited in Oxenbridge &
Evesson, 2012), especially young people transitioning from school to work face more severe
challenges than those transitioning from one job to another job. However, Taylor (2003, 12)
postulates that this area has not yet been adequately investigated and emphasizes the need for
further research. That “niche” is exactly what this master thesis is going to focus on and will
be expanded on as follows and subsequently within the empirical part.
As mentioned above, many newcomers experience considerable anxiety and confusion when
entering a new job. Within their research, Oxenbridge & Evesson (2012, 4 f.) discovered that
especially young people perceived job entry as “intimidating, daunting and anxiety-provoking
and […] employers held unrealistic expectations of their skills and abilities given their lack of
experience”. For young people, it is often not the technical or soft skills they feel insecure
with, they rather lack confidence and face difficulties in dealing with interpersonal
relationships, primarily within hierarchies of authority and power. Regarding this point,
Taylor (2003, as cited in Oxenbridge & Evesson, 2012, 41) highlights the importance of
building young people’s “emotional intelligence” to alleviate the fears caused by their
inexperience in dealing with diverse social relations.
Furthermore, within a longitudinal study of young people’s transition from school to fulltime
work, Smith (2003, 17) adds that newcomers underestimated the degree of responsibility they
would have when entering the new job. Further key challenges the author has identified
include dealing with long working hours, understanding the norms, coping with complex
tasks, interacting with managers, and so on. Similarly, a study by Taylor (2005, 488)
illustrated that the role of self-confidence is often not given enough attention. Especially
young people, who can hardly demonstrate any reference points, are shy, anxious, reticent and
feel insecure and scared in experiencing these new workplace situations. Unfortunately, less
effort is put in preparing first-time workers to deal with new social settings and interpersonal
relations (Taylor, 2003 as cited in Oxenbridge & Evesson, 2012, 19). For this reason, it is
crucial to put the time between signing the employment contract and job entry to beneficial
use and stimulate enthusiasm among newcomers.
42
As Blum (2010) and Stein (2015) have demonstrated previously, the phase before the first
official start date has special significance and lays the foundation for further collaboration and
future success of a company. Within her article, Osmundson (2016, 16) emphasizes that
“those weeks between accepting a job and actually starting can be full of anxiety.” Similarly,
Krasman (2015, 10) describes the period between accepting the employment offer and first
day of work as “time of heightened anxiety”. According to the author, especially transferees
experience increased anxiety. They are not only concerned about what is expected on the first
day at work, they must plan relocation as well.
What is more, during prearrival, new hires usually have many questions regarding their new
job and the involved responsibilities (Krasman, 2015, 11). Pitman (2015, 29) agrees with this
statement and stresses that “New employees often have a hundred little questions that doesn’t
seem significant enough to ask a manager. Where’s a good place to buy lunch? Who do I ask
for help when the printer isn’t working.” Therefore, she suggests assigning “Rangers” to new
employees. These contact persons are responsible for providing basic information to
newcomers and for answering additional questions regarding their first day of work. The
support of “Rangers”, in turn, represents a major relief for managers and supervisors.
Unfortunately, as soon as the preferred candidate has decided to accept the job offer and has
signed the contract, the onboarding process is usually deemed completed and the goal is
considered as achieved. However, the integration process is by no means concluded and the
Human Resource department needs to take care of the newcomer as intensively as during the
application process. Since the employer usually “sets the bar high” during application, the
new employee has formed increased expectations. (The problem of raising unrealistic
expectations will be further explained in chapter 2.2.2.3 Setting unrealistic expectations)
However, if there is hardly any communication for a few months, new employees might
“jump ship” because of disappointments and perceived insecurities (Verhoeven, 2016, 110 f.).
This can be primarily reduced to a lack of support and information communicated during pre-
boarding.
2.2.2.2 Lack of information
The wealth of information by which the new employee enters the company is quite different
and fed by various sources. Job interviews usually represent the best opportunity to receive
valuable information concerning future job requirements and responsibilities. Unfortunately, a
43
sample of surveyed newcomers has shown that a lot of information has been withheld from
new employees before their first workday. Surprisingly, around 77 % of newcomers do not
know whether there will be an orientation or induction program and by whom they will be
incorporated. Additionally, more than two thirds do not know their future colleagues and
more than a third have not seen their future workplace or do not know with how many
colleagues they will be collaborating. A short percentage of respondents have not even been
introduced to their direct supervisor (Rehn, 1990, 143 fff.).
Since many executives have been working for years in a certain area, they can hardly imagine
the high demand of information on the part of newcomers. It has been shown that early
failures are related less to a lack of motivation, rather they are reduced to a lack of
information given to new employees during prearrival (Kieser, 2003, 185).
It might also happen that new employees receive biased information during pre-entry. In that
case, the positive aspects of the job, the development or career opportunities do not
correspond to reality. Or positive aspects will be depicted realistically but all negative
information are being kept secret. Such insufficient or distorted information inevitably leads
to newcomers taking the wrong decisions (Hilmbauer, 1995, 32). Based on incomplete or
inaccurate information, new employees, in turn, form too optimistic expectations (Kieser et
al., 1990, 13). The issue of setting wrong or biased expectations will be explained below.
2.2.2.3 Setting unrealistic expectations
The company tries to present itself from the best side in the recruiting process. During job
interviews, only advantages and benefits of the respective position are emphasized and
negative aspects are hardly touched or even hidden from newcomers. The applicant behaves
similarly and wants to present him- or herself in a positive light (Kieser, 1995, 150 f.)
However, company and individual efforts to appear attractive might result in highly
enthusiastic and excessive expectations on both sides (Kieser et al., 1990, 13). Such
unrealistic expectations, consequently, can lead to conflicts as depicted previously in figure 4
on page 14 and 15.
Research has shown that newcomers usually have exaggerated expectations and are too
optimistic when entering a new job. This might lead to the new entrant experiencing a real
shock after a brief period of time at the company. Unfulfilled expectations, in turn, entail
44
negative consequences such as lower satisfaction, lower commitment and a higher tendency to
quit (Rehn, 1990, 16; Kieser et al., 1990, 58). Especially the desire to establish new social
contacts, the need for social recognition and guidance are frequently overlooked (Rehn, 1990,
162). Similarly, Wanous (1992, 31) refers to the “theory of met expectations”. This theory
relates to two main aspects, that is unmet or unrealistic expectations cause low job satisfaction
and low job satisfaction, in turn, causes newcomers to quit.
The main reason for this is that positions publicly advertised, and as depicted during job
interviews, frequently deviate from actual positions. Within selection interviews, very often
only the positive aspects of the position and the company are presented. Additionally,
employers usually point to the interesting and diversified activities related to the job as well as
to career opportunities, whereas negative aspects, challenges, or “common early frustrations”
are not to be addressed (Kieser, 2003, 184 f.).
Hence, partly influenced by distorted selection interviews, newcomers form excessive
expectations concerning their future job (Kieser et al., 1990, 13). Company efforts to present
themselves as an attractive employer often result in positively distorted information. Based on
such information, newcomer expectations are over-optimistic and they get disappointed as
soon as they enter the new job (Kieser et al., 1990, 58). Confirmed by various empirical
investigations, Kieser et al. (1990, 67) assume that young professionals usually demonstrate
higher expectations than professionally experienced people. This, in turn, cause newcomers to
terminate at an early stage and leave the company already during probation (Kieser et al.,
1990, 13).
The fact that unfulfilled expectations lead to fluctuations demonstrates the need to involve
newcomers at an early stage. The foundation stone for a successful integration is lain already
in the recruitment process. Based on employment ads and information provided during
interviews, expectations are aroused on the part of newcomers. However, if companies do not
“openly place their cards on the table”, new employees are quickly disappointed and see no
alternative other than leaving the company (Pürstinger, 2016, 3).
As mentioned above, a lack of information and setting unrealistic or wrong expectations
during pre-entry considerably increases uncertainties and fears of newcomers. Some ways to
reduce uncertainty during pre-boarding as well as specific company actions will be explained
in the following.
45
“Treat new hires like they are a valuable part of the team,
and they will surprise you with their contributions.
They may even exceed your expectations.”
(Bauer, 2016, 35)
2.2.3 Corporate actions to facilitate integration
As mentioned previously, onboarding of new employees mainly comprises three phases,
namely the phase before the first day at work, the first day(s) and the induction and probation
phase. However, most authors agree that specific actions should already be taken at an earlier
stage, during recruitment. According to Blum (2010, 50-53) onboarding begins with
advertising a job. From that moment, the applicant seeks contact with the HR department and
starts forming expectations on the future position. Hence, it is significant to shape this early
phase of integration already as realistic and purposive as possible. This requires creating a
qualification profile as well as an accurate job description by the supervisor. The job
description should comprise of key success factors and specific competences an applicant has
to fulfill. Concerning this, not only professional competences, but also methodic and personal
skills such as the social behavior need to be considered. For one thing, well-defined criteria
and written requirements enable decision-makers a systematic preselection, on the other hand
specific requirements support newcomers in their decision for or against a position.
In addition, given realistic information prior to the first day at work prevents newcomers from
creating wrong or excessive expectations of the future position. This can be referred to as
“Realistic-Job-Preview (RJP)” approach and will be further explained in the following (Rehn,
1990, 16).
2.2.3.1 Realistic Job Preview
Realistic information before the first day at work provides initial orientation to newcomers. If
newcomers are informed comprehensively and accurately about future activities and the
organizational environment, they can specifically prepare themselves for the first day, form
realistic expectations and, hence, prevent unpleasant surprises (Louis, 1980, 226-251).
“Presenting realistic information is most typically done prior to organizational entry. When
this is done, it has been called the Realistic Job Preview.” (Wanous, 1992, 54) The author
stresses that a RJP or “Realistic Recruitment” does not solely create clarity for newcomers
46
and reduce uncertainties. Rather than “selling” the organization, it provides outsiders with all
relevant information without distortion (Wanous, 1992, 44).
Lohaus & Habermann (2015, 69-70) agree with the approach by Wanous (1992) and
underline the importance of presenting a realistic outline of activities to newcomers already
during recruitment. This includes informing the newcomer sincerely about the main contents
of the new work as well as the working conditions. Hence, not only positive, but also
unpleasant aspects should be discussed openly.
The following graph by Wanous (1992, 50) briefly summarizes the psychological effects of a
Realistic Job Preview. The author mainly distinguishes between the “vaccination” effect, the
“self-selection, matching” effect, the “personal commitment” effect and the “coping” effect.
These mechanisms are ment to be interlocked somehow, but their relationship won’t be
discussed in further detail.
Figure 9: Realistic Job Preview
(own illustration based on Wanous, 1992, 50)
47
➢ The “vaccination” effect
According to Wanous (1992, 48), another way to describe the effect of lowering job
expectations before job entry is to call realistic recruitment a “vaccination”. A “vaccination”
of the unpleasant or negative aspects of the new position might alleviate a potential reality
shock on the first day(s) at work. Realistic information prepares newcomers properly and
supports them in dealing with new circumstances and conditions at work more effectively
(Rehn, 1990, 16 f.). Whereas any “embellishment” would come to light as soon as the job
starts and could have a negative impact on motivation and satisfaction of the newcomer
(Schreyögg & Koch, 2010, 423).
➢ The “self-selection, matching” effect
Besides, turnover can be reduced by a better matching of personal job wants and
organizational climates. It is assumed that the more realistic information is given to
newcomers already during recruitment, the better self-selection they pursue. By this, their
organizational choice can be more effective, hence, they rather reject a position that does not
meet their personal needs and expectations. In addition, if the newcomer realizes already
before job entry that he or she is not qualified for the position, an early termination as well as
high fluctuation costs can be avoided (Kieser et al., 1990, 17; Wanous, 1992, 61).
➢ The “personal commitment” effect
This effect shows that individuals who believe that they decided for a job without distorted
information and coercion, are a lot more committed to this decision (Wanous, 1992, 51).
Whereas, perceived negative information can reduce interest and lower expectations of the
newcomer (Kieser, 2003, 186). However, research on the RJP has shown that realistic pre-
information can lead to a higher satisfaction, greater company commitment and, therefore,
result in lower rates of termination (Kieser et al., 1990, 15 & 58).
➢ The “coping” effect
The “coping” effect is another way in which realistic pre-information and, with this, realistic
expectations can facilitate job entry of newcomers. Since the new employee is also aware of
the negative aspects of the position, he or she can develop possible coping strategies already
before job entry to prevent failing in the new job. What is more, coping strategies help
newcomers to reduce uncertainty and anxiety in the initial stage (Wanous, 1992, 50-51).
48
This chapter has discussed the importance of pursuing a realistic recruitment to prevent
applicants from forming exaggerated expectations of their future position. Furthermore, it is
crucial to put the time between the employment decision and first day of work to beneficial
use to reduce uncertainties and fears of newcomers (Blum, 2010, 56; Krasman, 2015, 11).
According to Brenner (2014, 4), anxieties of newcomers during prearrival can be alleviated
through investments in the form of active support, provision of information and appreciation.
What is more, the author stresses the importance of conveying new employees the impression
that they are worth advocating for feeling comfortable and accepted as key player. This
requires keeping in touch with the newcomer and providing sufficient information.
2.2.3.2 Maintain contact & provide information
Maintaining contact to keep newcomers engaged and up to date is crucial to reduce initial
uncertainties. Osmundson (2016, 16) emphasizes that the employer is mainly responsible for
the effective integration of newcomers and can significantly influence the onboarding process
already before the first day. An example would be to bring together the department or
colleagues and the new employee before the official start date (Verhoeven, 2016, 112).
Invitations to company or department celebrations as well as to important meetings or
conferences represent good opportunities to introduce the newcomer to colleagues and the
new workplace (Blum, 2010, 56). In such way, the company demonstrates interest and shows
that they are looking forward to meeting the newcomer (Watzka, 2014, 83). Also, the better
newcomers are informed upfront, the more comfortable and secure they feel on their first day
of work (Blum, 2010, 56). Blum (2010) stresses that maintaining contact is also helpful for
the social integration. With this, newcomers get the impression that the company respects,
values and considers them already as part of the team and company.
Especially, establishing active contact such as by telephone can significantly reinforce the
first impression. However, research has shown that solely 40 % of new employees are
contacted directly by their supervisor (Verhoeven, 2016, 114). However, more attention
should be attributed to this and the initial curiosity and motivation of the newcomer should
rather be used to provide him or her with weekly information regarding the new job. This
might include general company information, job-specific information or HR related subjects
(Watzka, 2014, 83). This brings up another key point before job entry, that is, providing
sufficient information to newcomers.
49
Wanous (1992, 165) conducted research on how to reduce uncertainty during organizational
entry and compares medical patients with newcomers. In both cases, the person experiences a
level of stress that is quite high. When discussing several ways to manage stress, the author
particularly refers to providing information. He distinguishes between two types of
information. The first type concerns “what kind of event” and deals with providing realistic
information about what is going to happen, such as what will be done, when it will begin and
how long it will take. The second type of information deals with “how you will feel” relating
to the upcoming physical and emotional sensations (Miller, 1981 as cited in Wanous, 1992,
175).
According to the uncertainty reduction theory by Berger (1979, as cited in Bauer et al., 2007,
708), newcomers desire to increase the predictability of interactions between themselves and
others within the new organization. Concerning this and referring to the “model of newcomer
adjustment during organizational socialization” depicted in figure 7, there exist two
antecedents of newcomer adjustment that need to be considered, information seeking and
organizational socialization tactics:
First, new hires proactively seek information to help them adjust to the new working
environment, and with this, to reduce uncertainty. Saks and Ashforth (1997, 236) emphasize
that information need to be provided prematurely via various communication channels such as
social interactions with supervisors and peers. Regarding this, Miller & Jablin (1991, as cited
in Bauer et al., 2007, 709) highlight three types of information particularly sought by
newcomers during organizational entry. These comprise referent information, which includes
understanding what is needed to function on the job (role clarity); appraisal information,
which includes information on how well the new employee can function in terms of role
requirements (self-efficacy); and relational information, that is the quality of relationships
with organizational insiders (social acceptance).
Second, the degree of uncertainty experienced during early socialization can be reduced by
organizational socialization tactics (Saks & Ashforth, 1997 as cited in Bauer et al., 2007,
709). Bauer et al. (2007, 709) describe socialization tactics as “organizational approaches to
information dissemination to facilitate adjustment in new roles”. Socialization tactics shape
the type of information new employees receive, the source of this information, and the
easiness of getting information (Saks & Asforth, 1997). These tactics aim at reducing
50
uncertainty of newcomers resulting in a more positive attitude, as well as at facilitating
adjustment (Allen, 2006 as cited in Bauer et al., 2007, 709).
Besides maintaining contact, Blum (2010, 57) also recommends sending newcomers some
information material to give them a quick overview before work starts. This could include an
information brochure, the annual report or the latest staff magazine. Another possibility would
be to prepare a welcome folder and sent it to employees after they have signed the
employment contract. Such folder might comprise corporate goals, leadership principles, a
company organization chart, a list of opportunities for education, and a lot more. What is
more, newcomers should also be informed about important upcoming events and assigned a
key person of contact (Lohaus & Habermann, 2015, 127-128). Such pre-information as well
as materials are necessary to provide newcomers orientation, help them preparing mentally
and physically for the new work and reduce initial fears and uncertainties (Lohaus &
Habermann, 2015, 127; Blum, 2010, 57).
Nevertheless, studies have shown that the more complex the method used to incorporate
newcomers is, the more effective the results are. This means, “simply” providing information
to newcomers before the first day at work is often not sufficient and more specific trainings
and actions need to be taken by employers (Wanous, 1992, 177-178). According to Blum
(2010, 69), every organization needs to individually think of actions and measures that fit to
the company and that are in line with their conditions and values. This requires key persons
like the manager, HR department and selected groups of people to develop appropriate
success factors for integration measures. Success factors could include time and cost savings,
professional competence, commitment, acceptance, and so on. As a next step,
interconnections and relationships of those success factors need to be identified as well as a
target-actual analysis performed. After a cost-benefit analysis of integration measures, it can
be decided on what combination of integration actions fit to the corporate culture, is
reasonable and can deliver maximum benefits.
Hence, the selection of integration measures is very subjective and depends on the company
itself. In the following, some corporate actions will be briefly discussed which most authors
and researchers recommend and assume to be appropriate or required during pre-boarding.
51
2.2.3.3 Announcement of the newcomer
As soon as the date for the new employee’s first day at work is set, it is the supervisor’s task
to announce the newcomer to the workforce and future contact persons (Blum, 2010, 59). The
persons concerned should receive information about entry date, field of activity of the
newcomer as well as a description of tasks. What is more, it is purposive to provide team
members with information on qualifications, previous experience and knowledge of the new
employees in order to support and incorporate them appropriately in the initial phase. Besides,
as team members are familiar with the daily business, they should also be involved in
integration planning. With this, they should take responsibility for a successful and effective
onboarding (Lohaus & Habermann, 2015, 128).
The announcement of the newcomer can be done by E-Mail or by a notice on the company
Intranet. In small firms, the announcement might also take place on the “black board”. The
actual working team, however, should be informed in person by the direct supervisor, such as
during team meetings. Those meetings can further be used to think about and discuss how to
support the newcomer in the initial phase and who is responsible for what kind of tasks during
incorporation (Blum, 2010, 59).
2.2.3.4 Organization of the workplace
Alongside the functional use, the own workplace occupies an additional function for new
employees: It is their save haven, their own empire in which they can withdraw for any
reason. Therefore, supervisors must ensure that newcomers are provided a fully equipped
workplace available on their first day of work (Brenner, 2014, 16).
Blum (2010, 59-60) agrees with Brenner (2014), besides announcing the newcomer to the
team and organizational members, it is crucial to organize the workplace and arrange all
working equipment prior to the first day of work. The workplace should be arranged fully
functional to demonstrate that everybody is prepared and looking forward to meeting him or
her. If the new employee is part of a working team, his or her workplace should be located
close to them. By this, communication can be facilitated and a better sense of unity
established. Furthermore, the workplace needs to be organized quite individually according to
the newcomer’s tasks and responsibilities. Since some facilities such as a company mobile
phone is associated with lead times, it is recommended to start early with initial preparations.
52
Similarly, Lohaus and Habermann (2015, 131) stress the importance of carefully organizing
the newcomer’s workplace. According to the authors, an effective workplace preparation
includes the provision of all necessary furnishings as well as resources and working materials.
This comprises a telephone connection, access rights, an identification card, name tags, a
desk, a computer and further office equipment that is needed relating to the newcomer’s tasks
and responsibilities. As stated by the authors, an organized workplace can make an effective
contribution in terms of employee integration and promoting organizational commitment.
Already prior to the first day of work, it should be clear, where the new workplace will be.
Newcomers might get disappointed if the new workplace does not meet their expectations and
needs. What is more, a poorly organized workplace may create the impression that the new
employee is not welcome.
2.2.3.5 Initial training plan
A systematic integration of newcomers further requires the supervisor to come up with an
initial training plan in coordination with all persons involved. Such plan needs to be
individually adjusted to the new employees, their activities and qualifications. What is more,
an initial training plan should include the organizational procedure and consider professional
as well as personal aspects of the new employee. The length and scope of the initial training
plan basically depends on the position and the respective responsibilities and tasks of the
newcomer. Qualified jobs usually require an integration procedure that extends over several
months (Bröckermann, 2009, 130).
Lohaus and Habermann (2015, 128) add that the initial training plan should also contain
integration goals and priorities. Further, the plan should be used to specify the correct order in
which tasks need to be executed and completed. This, in turn, requires defining specific
criteria. To support the newcomer adequately and provide orientation, the training plan should
clearly demonstrate who is responsible for what aspect of the integration procedure. In this
context, it is useful to set concrete mile stones and arrange feedback meetings as soon as they
are reached. The authors also emphasize that all employees and other persons involved should
be included from the very beginning, hence in the creation of the initial training plan.
53
2.2.3.6 Further preparations
Even though pre-boarding actions such as maintaining contact, providing information,
announcing the newcomer, organizing the workplace and developing an initial training plan
are essential to reduce uncertainties and fears of newcomers, Brenner (2014, 17) also
recommends thinking one step ahead and planning the newcomer’s first day at work.
According to the author, the first day at work has special significance as newcomers associate
their “welcome” with the fundamental attitude of the company. This can be compared with an
interview, where the first minutes or even seconds are often decisive for mutual opinion
making. Hence, the first day at work plays a significant role for future collaboration.
For this reason, Stein (2015) recommends developing a schedule for the newcomer’s first day.
This schedule, in turn, should be communicated to them beforehand as it makes the first day
for new employees more transparent and provides orientation as well as a feeling of security.
Rischar and Brendt (1994, 18) agree with Stein (2015) and stress the importance of sending
the newcomer a welcome letter prior to the first working day. This welcome letter should
include information about where, when and with whom the newcomer will be collaborating. It
conveys the newcomer the impression that he or she is valued by the company and reduces
dissonance, early tensions as well as reinforces the newcomer’s feeling that he or she has
decided for the right company.
Besides developing a schedule for the first day at work, Osmundson (2016, 16) also
recommends assigning a key contact to the new employee. Since the supervisor, due to time
constraints, is usually not fully available for the newcomer, a key contact or mentor should be
in charge of or take care of the new employee in order to clarify open questions, provide
additional information, and so on. (Stein, 2015). Zaguri (2015, 5) refers to a key contact as
“[…] peer sponsor or “buddy”, that can help them feel they have a safe place to ask any
questions. It is recommended to pick a mentor who will interact with them on a relatively
equal level, like a member of the department, but not a manager.”
According to Osmundson (2016), a key contact should be a person the new employee can
contact throughout the time from being hired to starting to work. Most authors support the
idea of assigning a mentor for the initial time at an organization or even earlier. Lohaus and
Habermann (2015, 129) agree with Zaguri (2015) that a contact person could be an
54
experienced colleague, who supports the newcomer in terms of incorporating into daily tasks,
answering delicate questions or delivering political skills. They further should be responsible
for the social integration of the newcomer and for promoting informal networking. The
assistance of a mentor is significant to become fully accepted as team member and being able
to start working as quickly and successfully as possible (Blum, 2010, 64).
Another way to facilitate incorporation before the first day of work is to invite newcomers to
a trial day. On the one hand, a trial day serves as possibility to determine the motivation and
seriousness with which the future employee goes about solving tasks. Moreover, a trial day
can reinforce newcomers in their decision of working for a company. By the end of a trial
day, a comprehensive conversation should take place for discussing potential challenges and
certain areas of conflict. In the best case, it turns out whether the newcomer is suitable for the
position or whether her or she should follow a different path (Luthe & Weiskopf, 2010, 96).
On the other hand, a trial day can help reduce early uncertainties the newcomer might
associate with the new company, the workplace, the colleagues, and so on. A trial day aims to
provide the newcomer with comprehensive information regarding the company history, its
products, locations, areas of responsibility of the advertised position, personal development
opportunities, working conditions, etc. Also, the trial day should be used to introduce
newcomers to the future working team they would be part of (Böck, 2002, 74f.). By this, new
employees are confronted with reality already before the first day of work and get an idea of
what is to be expected of the position, and get the chance to prepare themselves mentally for
the new job (Rehn, 1993, 88).
To ensure a successful and effective integration of new employees within the whole
organization, a systematic and consistent approach is recommended. A checklist, for instance,
could serve as guideline for supervisors. This checklist should contain information
requirements and main facts about the newcomer (Neges & Neges, 2007, 15). During pre-
entry, all preparatory work should be completed on time to have everything ready for the first
day. For this reason, Lohaus & Habermann (2015, 131) suggest the use of checklists “before
job entry”. Appendix 1 gives an idea of how a prearrival checklist might look like.
Summing up, the newcomer’s first impression of the company is of decisive importance. If
the newcomer is looking forward to the first day of work, he or she will encounter new
surroundings and company members more confident and open-minded. Hence, if the
55
company prepares itself properly for the new employee, he or she will immediately have a
positive impression (Olfert & Steinbuch, 2001, 198).
A careful preparation, hence, lays the foundation for a successful integration of newcomers
and must be conducted conscientiously. As underlined in the previous chapter, specific
actions to facilitate the integration process should already be taken during recruitment. This
comprises creating a job description and qualification profile that outlines required
competences and key success factors. Such pre-information should contain both, negative as
well as positive aspects of the new job and should provide a realistic picture about what is
expected of the newcomer. Furthermore, to reduce uncertainties and fears of new employees
prior to job entry, it is crucial to maintain contact to keep them up to date and show interest.
The newcomer wants to feel welcome and accepted as team member. This, in turn, implies the
necessity to provide him or her with regular information on company events, responsibilities,
future working content, and son on.
However, according to Wanous (1992), “simply” providing information is often not sufficient
and the author refers to more specific company actions that need to be considered before job
entry. Blum (2010) agrees with the author and emphasizes that integration measures can not
be generalized but rather depend on the individual company and its core values and
conditions. However, the authors agree on some pre-boarding actions that were found to be
appropriate in any case. First, this includes announcing the newcomer. The announcement of
the new employee is the supervisor’s task and can be done via E-Mail, on the company
intranet or on the company’s blackboard. Whereas the actual working team need to be
informed personally about the newcomer, for instance during team meetings. Second, the
workplace should be organized before the newcomer’s first day. All necessary working
equipment need to be arranged upfront to enable the newcomer starting to work effectively
from day one. Also, a good organized workplace gives newcomers the impression that they
are welcome. Besides arranging the workplace, an initial training plan should be developed
and sent to the new employee upfront. Such plan should contain information on corporate
goals and priorities and should provide a good overview of what is to be expected of the
newcomer. Further pre-boarding actions might include developing a schedule for the first day
of work, inviting the new employee to a trial day and assigning a key contact such as a mentor
or “buddy”.
56
Finally, it is recommended to prepare a checklist that summarizes all important steps and
actions that need to be accomplished before the first day. Such preliminary measures are
crucial to ensure a smooth integration and reduce early anxieties of the newcomer.
57
3. METHODOLOGY
The methodology part of this thesis describes the process of answering the research questions
and providing solutions to the above-mentioned problem statement. The theoretical part is
based on a vast literature research whereas the empirical part comprises of interview findings.
3.1 Data collection & analysis
To answer the research question “What concerns do new employees have before their first
day at work?”, the following data collection and analysis methods have been applied.
Concerning the theoretical foundations of the thesis, a comprehensive literature search has
been conducted. The focus here was on articles of scientific journals as well as specialized
books. Well-known authors with a specialization on the integration of new employees
include, among others, Kieser, Rehn, Porter, Wanous, Lohaus & Habermann or Blum.
Selected tools have been applied to gather relevant data such as EBSCO, LISSS, Google
Scholar, and a lot more. The purpose of a systematic literature review was to receive valuable
information on the pre-boarding phase of the integration of new employees. In particular, key
factors have been investigated that trigger concers, fears, stress and uncertainty among
newcomers during the phase prior to the first day of work. The empirical part of the thesis is
based on qualitative interviews, which is to be explained in the following.
3.2 Qualitative research method
Since the thesis focuses on investigating people’s own views, perceptions and on capturing
new employees’ feelings and behaviours before the first day of work, a qualitative research
method seems to be appropriate. Qualitative research can be described as “[…] an approach
for exploring and understanding the meaning individuals or groups ascribe to a social or
human problem.” (Creswell, 2013, 32)
To answer the research questions and meet the objectives of the thesis, qualitative
interviewing is most suitable for this study. Qualitative interviews represent an excellent
technique for data collection, as significant information concerning the relevant topic can be
gathered. Interviews enable to get shown different perspectives, to stimulate narrations and to
receive detailed interpretations. Furthermore, hidden attitudes and feelings of interview
partners can be revealed (Froschauer & Lueger, 2003, 142). Moreover, qualitative
58
interviewing gives the interviewer a certain flexibility to adjust to the interviewee, to pick up
on points mentioned, ask arising sub-questions and, therefore, receive comprehensive and
valuable answeres.
3.3 The interview
Interviews have been conducted semi-structured, since an interview guide with key questions
was required (Bryman & Bell, 2007). In other words, an expert interview or PCI (problem-
centred interview) was applied. The aim of this interview type is to analyse subjective
interpretations and experiences of interview partners. Overall, the interview protocol was
structured as follows: During the initial phase of the interview, quite open, narrative questions
with minimal interviewer structuring have been asked in oder to create a positive
atmospehere, make the interviewee feel comfortable and, consequently, stimulate discussion.
This was followed by a semi-structured part allowing a greater focus set by the interviewer
(Scheibelhofer, 2008, 403-404). This part comprised of more specific, topic-related questions
as well as follow-up questions. Rather than a fully structured and standardized interview, the
interview protocol was more used as a rough guideline, that help structure the thoughts and
ideas of the interviewer, allowing a greater flexibility and adaptation of questions during the
interview. The role of the interviewer was rather passive, trying to pay special attention to the
behavior of the interviewee. Since the focus of the interviews was on the newcomers’
expectations, feelings and underlying concerns, it was of vital importance to individually
adjust the interview setting to the different personalities and use the questions wisely. Active
listening, no intervention in narrations and asking follow-up questions was important to earn
trust of the interviewee. A sample of an interview protocol can be found in Appendix 2.
To be able to draw conclusions from empirical data, in total, 10 interviews have been
conducted. As target audience, members of the Austrian workforce aged between 18 and 50
were interviewed. Since the focal point of this investigation was to capture concerns of new
employees regarding their first day at work, interviews were carried out with new externals,
who are about to start their first day as well as newcomers who are in the first week at a new
company and position. Besides, interviews have been conducted individually to prevent biases
from others. Contact was established by means of Human Resource departments of companies
in the region. The following table provides some key facts on industry and position of the
59
interview partners. As can be seen from the table, the aim was to shape the interview setting
as diverse as possible to be able to draw valuable conclusions.
Table 6: Industry and position of interviewees
(own illustration)
With full consent of the interviewees, after ensuring full anonymity, the interviews have been
recorded. Depending on the open-mindedness of the interview partners, the interviews lasted
between 15 and 30 minutes each. As a last step, the collected data had to be processed and
analysed. First, the recorded interviews have been transcribed by using a common
transcription syntax as well as anonymized. This means, all company, product or personal
names have been kept secret. Granting anonymity was of vital importance for most interview
partners in order to open up and share their experiences and feelings.
To be able to process data systematically, a qualitative data analysis instrument, called
MaxQDA, has been applied. By means of this instrument, the interviews have been coded.
Therefore, labels have been assigned to passages of texts as well as line numbers added. As
type of data analysis, topical structuring has been used. The main idea of topical structuring is
to code parts of the interviews into topical categories, from which inductive as well as
deductive categories could be derived. The purpose of assigning categories was to figure out
similarities and differences, and to show how these categories are interlinked. In the end, main
conclusions were drawn that can provide research and practice with useful insights. The final
aim was to link research findings with theory in order to generate new knowledge.
60
4. EMPIRICAL STUDY
Interviews with (prospective) employees from different industries, companies, departments,
positions, age groups and gender have shown that onboarding practices before the first day of
work can vary greatly. Even within companies and departments, HR managers apply diverse
integration measures.
The phase before the first day of work is shaped by an accumulation of positive and negative
emotions and feelings on the part of the newcomer. On the one hand, newcomers are excited
about and looking forward to a new challenge. On the other hand, they are nervous and
concerned about the overall change, the upcoming tasks as well as personal relations.
Frequently, they don’t know what to expect from the new position, company and are left in a
state of uncertainty. However, before taking a closer look at the concerns and fears of new
employees before their first day of work and, by this, referring to the initial question, the
employees’ general perception of the companies’ integration processes will be revelaed.
4.1 Perception of onboarding
Onboarding practices, hence companies’ efforts and actions on incorporating newcomers
effectively to the new position and team are perceived quite differently among employees.
Even though there seems to be a general satisfaction with the overall onboarding process,
some companies fail entirely and newcomers look to the first day of work with fear, insecurity
and confusion. The following statements highlight newcomers’ general perception and
emotional state.
“Jumping into cold water”
Five out of ten interview partners described their integration as a “jump into cold water”. This
means, no formal onboarding program was prevalent and employees were left in a state of
uncertainty before their first day of work. Employees had a general idea of what can be
expected and what is going to happen on day one at work. However, integration measures
were commonly perceived as “open” and unstructured which created tensions and insecurity
(I2_151-154, I3_98-99, I5_48-49, I10_109-110). What a company did, however, to prevent
these early tensions was to inform the newcomer beforehand that she will be introduced by an
experienced mentor during her first week. Such pre-information positively influences the
feelings, promotes motivation and a positive attitude of newcomers (I8_94).
61
“Keeping someone in the dark”
In particular, one employee was disappointed and furious about the company’s onboarding
process and felt like he was “kept in the dark”. Concerning this, the company withheld
information necessary for the new employee in order to start working at his full potential.
However, a lack of information concerning the first day of work impeded a fast and effective
incorporation. One week before the start of his trainee program, he did not even know where
to go on the first day, what department and team he will be assigned and whom he will be
reporting to. It was up to him to contact the HR department and ask for basic information
concerning the first day of work. This did not create a first, positive impression of the
company but rather feelings of insecurity and anxiety. This can be reduced to a lack of
information, communication, structure and support which is to be explained in the following
(I7_111-119).
4.1.1 Lack of information
Tasks and responsibilities stated on job advertisements give the applicant a rough idea of what
can be expected from the position and what skills and competencies are required to perform
tasks successfully. However, this is only a “small piece of cake” and requires further
explanation (I10, 175-184). Job interviews, for instance, represent a good opportunity to
receive detailed information on the company and clarify each others’ expectations. The more
companies cater to the individual needs of the employee and provide specific information, the
more secure and self-confident they feel and the more optimistic they can look forward to the
first day at work (I5_201-201, I6_97-101).
Unfortunately, it has been shown that companies commonly withhold significant information
from new employees which makes it difficult to prepare themselves properly, both mentally
and emotionally, for the first day or week at a new company and position. This includes a
rough action plan for the first day, information on trainings, seminars, assessments and other
important company events. Such behavior creates surprises and unmet expectations on the
part of the newcomer. Consequently, a lack of motivation as well as a loss of time and
productivity are the outcome (I3_249-255, I6_31-35, I8_113-118 & 180-189).
An employee of the industrial furnance sector, for instance, would have preferred more
information material on formulas, a description of the most significant applications or a list of
62
important tools prior to his first day of work. A simple “fact sheet” beforehand would have
helped him to understand processes better and get incorporated faster (I5_135-141).
Besides, it appeared that newcomers who were attracted by headhunters, generally feel less
adequately supported by the company itself. Even though the headhunting firm provides them
with basic information in terms of the position, they would have preferred more personal
contact with the actual firm in addition to the headhunting firm. From the company itself, they
would have asked for more company-specific information, clarify first day details and discuss
remaining questions (I5_161-171).
Besides, there is a strong need for newcomers to get shown the big picture of a company,
hence to know how departments, products and people relate to each other and how they are
interconnected. A deeper insight into the diverse departments and, with this, background
information on other products and people – even before the first day or during the first week -
would have helped newcomers to exercise individual tasks more successfully (I6_128-133).
Also, information on what are the newcomers’ diverse roles, functions and responsibilities,
related to other departments and key persons, would be of immense importance to reduce
complexity and ensure clarity (I10_175-184). In addition, many employees are long-term
oriented and demand information on tasks and responsibilities in the near future, in order for
them to plan and think ahead (I9_72-75).
Even simple information, like who will be your colleagues and where is your workplace
located, could reduce early tensions. Also, assigning a key contact or reference person before
the first day, can positively influence the attitude of the newcomer. (I7_165-173 & 191-193,
I10_180-181). In general, the more realistic and accurate the information the company
provides to the new employee is, the better the newcomer can prepare for the first day and
focus on relevant topics. This not only saves valuable time, it also reduces unnecessary stress
and concerns before the first day. The significance of a Realistic Job Preview will be
elaborated in more detail in later chapters (I9_263-268).
Unfortunately, it has been shown that after the first day of work, or even as soon as the
employment contract has been signed, the company and HR department do not feel as
responsible for providing the newcomer with information as they used to be at the beginning.
However, the integration process is by no means completed and newcomers demand further
information and support such as a tour throughout production facilities, to get to know more
63
about the processes taking place within the company (I7_219-231, I9_127-131).
Consequently, ongoing communication and support is crucial which is to be explained in the
following.
4.1.2 Lack of communication and internal coordination
Statements like “In general, there has been less and unclear communication. For me,
personally […], I would have wished things to work out differently”. (I/_204-205) or “The
HR department communicated with me in a way that I was not 100% sure whether I want to
take the job or refuse it.” (I7_76-77) demonstrate that the way a company communicates with
the candidate prior to the first day of work, can make a real impact and positively or
negatively influences the newcomer’s attitude towards the firm and the new position.
Many applicants get the impression that they are left with uncertainty during the application
process. Especially, if the time for the company to decide for an applicant takes longer than
expected, it is essential to communicate this to the candidate and keep him or her up to date.
Otherwise, the candidate gets nervous, feels insecure and the company risks losing a qualified
employee to the competition. Hence, a status update occasionally, an honest and open
communication and input on probability and chances within the application procees, are
crucial (I2_44-46 & 50-59, 210-213).
A lack of communication before the first day of work gives the impression that the company
“forgot” about the employee. “We are looking forward to meeting you and are excited about
your first day.” (I9_200-202) Unfortunately, simple words like these are barely used by
companies. However, regular communication and contact, not solely via telephone and E-
Mail, but also in person, can make a real impact (I7_48-49). Concerning the latter, sensitive
issues such as salary negotiations and future opportunities are preferred not to be discussed
via telephone (I7_148-152).
Besides, new employees are disappointed if they miss the chance of meeting their future team
in advance, having an informal chitchat or clarifying unanswered questions before the first
day (I9_67-71). In particular, if the new employee has just graduated and is not familiar with
the working environment, he is stressed and nervous anyways. Hence, early contact with his
future work place and team would reduce initial tensions (I7_122-131).
64
However, it is often the candidate who needs to take the initiative to maintain contact and
communicate with the company (I7_115-116). “There was not a lot of contact between us.
One week before the first day, I called them and made sure everything is clear for the first
day.” (I10_16-18) This brings the candidate in an extremely delicate position. One the one
hand, he does not want to convey the feeling of being unpatient or bother the company. One
the other hand, he wants to be prepared for the first day, show interest and communicate this
to the company.
“There was simply no coordination present. I would have wished the HR department to run a
clear communication line.” (I7_227-228) As can be seen from the statement, there is also the
problem of failed internal communication. Some employees get the impression that there is a
lack of coordination within the company. Examples are that the person responsible for the
applicant is not available or staff members, even managers, were not informed about the first
day of the newcomer, and their onboarding roles and responsibilities. In addition, newcomers
do not get assigned a direct person of contact, hence they feel like keeping the workforce from
doing their work when asking questions. This, in turn, leads to suprises on both sides and
makes the newcomer feel embarrassed, less taken care of and let the company appear in an
unflattering light (I7_131-139 & 212-216, I9_111-115 & 219-220 & 231-237, I10_121-130).
Besides, as mentioned earlier, as soon as the applicant gets acquired by a headhunting firm,
the company itself takes a different position. However, since the applicant usually demands
for more information and seeks personal contact with the firm, it is of immense importance
for the company to pursue an open and transparent communication line. Unfortunately, as
soon as a second party is involved, the company steps back and relys on the headhunter.
However, the candidate demands for more communication, interaction and seeks personal
contact with the firm (I5_172-184, I6_92-94, I9_194-197).
Not only a lack of communication might hamper the onboarding process, but having too many
people inovled can also increase complexity, lead to confusion on the part of the newcomer
and creates the wrong impression. It has been shown that applicants prefer one or at least two
persons of contact with whom they communicate during pre-boarding. As soon as more
people are involved, coordination and communication difficulties arise (I7_23-25 & 83-85).
As mentioned earlier, HR departments often regard the application process as completed as
soon as the employment contract has been signed and as soon as the employee has started to
65
work. By this, they don’t feel responsible for the newcomer anymore and forget about the
immense importance of ongoing communication, support and interaction with the new
employee, in parituclar within the first week.
4.1.3 Lack of structure and support
“It was a trainee program and I had the feeling that the whole program was not well planned
and structured”. In this case, the newcomer did not know what company departments he will
work for, what tasks he will be assigned, how long the program will last or where he, most
likely, will start to work after the program ends (I7_32-38 &111-120 & 219-231).
Another candidate, who was in his first week within the new company described the initial
phase as “chaos”. The workplace was not organized, important IT equipment, passwords and
other materials were missing. Here again, a lack of structure and support impeded a fast and
productive start (I7_139-141).
“The process itself has caused significant uncertainty […]. One gets an impression of
unorganization […] and of course it does not reflect well on the company itself. It was simply
not very professional.” (I7_71-74 & 89-90 & 93-95 & 252-254) There has been a perceived
unorganization and lack of structure regarding the overall onboarding process. This might be
due to a lack of information and communication as mentioned above. Examples include
letting the newcomer wait on his first day of work and not providing him with clear
instructions or a rough plan (I2_166-168). In particular, many newcomers would have
appreciated a company tour, “to have a rough plan, where everything is located.” (I2_19-20).
“I did not know what’s going to happen, it was more of a surprise.” (I3_254-255, I10_153-
155) Instead of a brief introduction by a key person, companies expect newcomers to work
independently from day one. Whereas some employees appreciate this sort of independence,
and perceive it as trust on the part of the company, others are concerned and do not feel
adequately prepared (I2_187-192, I9_275).
However, instead of improvisation and being in constant need of asking questions, most
newcomers would prefer having a handout or other information ready that help them
understand and structure new tasks (I9_222-224). One of the greatest concerns of newcomers
before their first day of work is to enter the work without having a rough plan and knowing
what’s going to happen. Hence, a concise introduction plan would not only facilitate work but
66
reduce initial anxieties and fears as well. Being productive from day one gives the candidate a
feeling of security and boosts self-confidence (I9_225-230). Also, for an employee who is
studying at the same time, receiving information on trainings and seminars in advance would
be helpful, to be able to organize private responsibilities properly (I3_249-255).
Especially during the first week, the new employee has difficulties prioritizing tasks and does
not have the routine and sense of how long processes should take and how much effort he or
she should dedicate to certain tasks. Usually companies do not provide newcomers with a
clear framework within which the employee can move freely. This results in additional
insecurities and tensions on the part of the newcomer (I3_228-235).
Besides, it is not solely about how well structured the onboarding process is but also how well
the team or contact person introduces the newcomer to the company and field of work. It has
been shown that some long-term employees who are responsible for incorporating the new
employee, perceive their task rather as a burden than significant part of their job. Obviously,
this feeling of “indifference” is transmitted to the newcomer and does not boost motivation
(I5_147-154).
“From the first day, I expected something like an introduction program to get to know the
company and further preparations to get an idea of what are the taks of a newcomer, but this
was not the case.” (I9_107-109) As can be seen from the statement above, there barely exists
any formal onboarding program or structure within the integration of newcomers. However,
in case there is a theoretical process or overall onboarding plan, it is not customized and
tailored to the individual needs and conditions (I7_168-173, I9_111-115).
This have been mainly negative experiences of new employees and one can get an idea of
how newcomers feel and perceive the pre-boarding or initial phase at a new company.
Obviously, most interviewed employees would have expected the company to dedicate more
time and effort in incorporating them. Consequently, the professionality of some companies
was questioned as well as a lack of support derived. This includes providing newcomer with
sufficient and relevant information before the first day of work, maintaining contact and
structuring the first day or week of the newcomer. However, there has also been some positive
onboarding practices of companies which resulted in newcomers being overall satisfied and
excited about the first day. Some positive experiences are to be demonstrated below.
67
4.1.4 Successful onboarding practices
“Considering the fact that I have been working for the company only for 2 weeks, I already
feel well integrated, everyone is easy going, there is nothing to complain about, it’s really
cool here.” (I2_87-80) “[…] Actually, this kind of start was perfect, I didn’t miss anything.”
(I1_230) “I am absolutely impressed and there is hardly anything I could complain about,
actually nothing. I mean, it’s a good company anyways. Therefore, I am very satisfied.”
(I2_221-223)
As can be derived from the statements above, there has also been some positive onboarding
experiences where employees perceived their integration process as well organized and
structured (I1_229-233).
Whereas a few employees complain about the duration of onboarding, others are surprised of
and delighted about a fast and efficient integration.1 “Everything has been really fast, which
I’ve never had before, that all worked out so fast, of course I was very happy about the fact
that I had a short span in between.” (I1_12-14) In this particular case, the onboarding
process, including job interview and receiving a positive answer was completed within one
and a half weeks (I1_9-10). Candidates value fast, open and transparent communication,
being it a response on acceptance or refusal within the application process or simply a status
update. The more interaction takes place and the faster newcomers receive concrete answers,
the higher their overall satisfaction and the better their perception of the company.
Conveying a feeling of safety during job interviews further contributed to satisfaction on the
part of the newcomer. The company has left a positive impression by providing the candidate
with a realistic picture of what can be expected from the position (I1_35-40). Not only during
job interviews, but also receiving support and detailed information on the first day on topics
such as employment contract, utilization of technical equipment, vacation or working hours
facilitated integration and contributed to a positive well-being. In particular, the HR
department plays a significant role, which will be elaborated in chapter 4.2 Influencing
Factors (I1_196-202).
“I have to say, what the company did, I was totally convinced and surprised, because I have
never experienced it in such a way. I thought “wow” they really care about newcomers, that’s
amazing.” (I4_263-265) Consequently, caretaking, offering additional support and
1 I1_16-20 & 80-84 & 91-95, I2_34-102, I3_37-56, I4_31-35, I5_7-19 & 50-55, I7_11-13 & 43-50 & 257-267,
I8_14-30, I9_41-57, I10_24-31
68
considering the indivudal needs of employees contributed to satisfaction and appreciation.
This includes maintaining contact and providing the new employee the opportunity to call or
meet with the company for clarifying remaining questions (I2_5-6, I4_275-276). A personal
call by the supervisor one week before the official start date or a handwritten letter reduces
initial concerns and keeps the new employee excited about the first day (I4_131-136, I10_51-
52).
Referring to another example, a supervisor arranged an additional meeting with the newcomer
during his vacation, as he got the feeling that the employee felt insecure and prefers talking to
him in person one more time to discuss remaining questions and potential obstacles. These
“additional efforts” make the difference and are highly appreciated by the candidate (I3_187-
201). It is often the simple things that help earn newcomers’ trust and commitment.
“[…] Expectations on the new job have been fulfilled entirely, you get included like you’ve
been with the company for years. […] Here, intial fears get alleviated right away. […] The
way newcomers are received is highly recommendable.” (I4_3-13) As can be seen from the
statement, including newcomers from day one and treating them like they have been part of
the company for years, does not only stimulate positive feelings but accelerates group
cohesion, too. For instance, getting invited to a colleague’s birthday party after one week
within the company makes the newcomer feel accepted and valued by team members and
allays initial uncertainties and fears (I2_227-230).
Creating this first, positive impression of the company is significant, and some firms are
already doing an excellent job in this regard. Involving the newcomer from day one,
introducing him or her to new colleagues, the company and conveying the feeling that he or
she can ask as many questions as needed to feel secure and stably integrated, can make a real
impact (I9_209-217).
The previous section concerning the overall perception of onboarding processes confirmed
that some companies fully prepare newcomers for their first day of work and succeed in
triggering excitement. Unfortunately, there still exist firms that fail entirely in terms of their
onboarding practices and newcomers complain about a lack of information, communication,
internal coordination as well as a lack of structure and support. Now one is wondering what
triggers certain emotions of newcomers. This is to be explained in the next section, that is
about influencing factors before the first day of work.
69
4.2 Influencing factors
Obviously, there exist a broad range of influencing factors that are decisive for a successful
integration of new employees and that have an impact on how he or she feels before the first
day of work as well as during the first week. Those include, among others, the behavior of the
new employee, the behavior of the supervisor, the role of the HR department, the work group
or team and other factors.
4.2.1 Characteristics of new employees
The behavior of newcomers mainly determines how they feel during the phase prior to the
first day of work and how successful their integration will be. In particular, a relation between
age and willingness to share information and open-mindedness could be determined. Whereas
some employees made a quite self-confident impression, have been more open and eager to
share their experiences, other, younger employees demonstrated a rather restrained behavior,
they have been more shy and careful in terms of what information they want to disclose.
Those comprise of newcomers at the age of around 20 to 23. Younger employees are usually
less experienced but very curious, excited about the new job, the team and motivated to
perform. At the same time, due to a lack of hands-on experience, they are worried and
concerned about all kinds of topics, they feel insecure and have self-doubts. Frequently, they
do not have the confidence to bond with colleagues right away or seek conversations which
impedes a successful integration (I9_140-142).
What stuck out, was the fact that newcomers at a younger age demonstrated a lack of trust,
not only in the interviewer but also in their own abilities. Consequently, they have been rather
careful in sharing personal information. Not solely age-related but depending on the
personality of the interviewees, some candidates have been more honest and provided
comprehensive answers whereas others did not feel as comfortable and kept overly personal
information private. Overall, younger employees have been calmer, a little nervous and gave
short and concise answers. Therefore, there was a strong need to ask follow-up questions and
adjust the interview guide appropriately (I5_2, I8_2, I9_2, I10_2).
In contrast, an elderly employee, at the age of 43, was clearly more open-minded and willing
to share her feelings, emotions and previous experience. She provided comprehensive answers
and personal stories which was highly informative and enabled a deeper insight into the actual
concerns and feelings of newcomers. A solid base of trust was already prevalent and topics
70
could be discussed quite openly (I4_2). Besides, it has been shown that experienced
employees are more aware of their strengths and weeknesses and know how to apply them in
order to make an effective contribution. Self-efficacy strengthens their self-confidence and
boosts motivation (I5_125-126).
Characteristics and personality traits of newcomers have an impact on their attitude towards
future work, colleagues and overall integration. An extrovertive person, for instance, is not as
concerned about the social integration, as he or she finds it easier to build a relationship and
approach new people as reserved employees (I2_124-126). Concerning the latter, employees
with low self-confidence require a different onboarding approach. More often, they compare
themselves with experienced employees, who have been with the company for years, and feel
intimidated by their skillset and knowledge (I5_63-65). Similar to younger employees, a basis
of trust, acceptance and appreciation needs to be established in advance, to stimulate positive
thinking and ensure productivity (I5_63-65).
Besides, candidates who conduct research prior to the first day of work and obtain
information about the company and its products, most likely feel more secure and,
consequently, ensure a rapid and successful integration. Such independent efforts and
proactive thinking accelerates the onboarding process significantly (I2_189 & 215-220,
I9_10-12 & 258-260). However, some candidates set ambitious standards for themselves and
start questioning whether they can fulfill company requirements. Even though early
preparation and weighing pros and cons of the position might facilitate integration, it is
helpful to leave “room for surprises” as not everything can be predicted (I3_161-162).
Otherwise, early tensios, a feeling of uncertainty or self-doubts are the outcome (I3_14-16 &
26 & 33-34). Therefore, it is recommended to “simply” keep an open mind, take things as
they come and do not create exaggerate expectations (I3_130-131, I4_122-125 & 180-182).
Newcomers with a proactive behavior, who demonstrate interest and show participation
during pre-boarding, get integrated earlier and more stably (I2_71-72, I7_115-116). This
includes asking task-related questions and whether it is desired to do some pre-work or go
through additional information material prior to the first day (I9_16-18 & 213-217).
Obviously, there is a higher success rate of employees approaching the company directly in
case there have been remaining questions. Even though this is ment to be the responsibility of
the company, such behavior does not only show that the employee cares about his future job,
but makes integration easier, too (I10_17-19).
71
Claims like these can not be generalized and it seems like everyone needs to find his or her
own way of coping with uncertainties during pre-boarding. There is no right or wrong way
and it totally depends on the company, position and many other factors. Whereas some
employees prefer doing prior research as it gives them confidence and a feeling of security,
others prefer clearing their head and using the time between signing the employment contract
and starting to work otherwise, such as spending time with the family to regain energy and
look forward to the first day with excitement, positive feelings and optimism (I4_280-286).
Similarly, whereas some employees demand clear instructions on their first day of work,
others do not want to execute a plan step by step but rather prefer a “learning by doing”
approach.
As can be seen from the statements above, the attitude or characteristics of newcomers mainly
determine the success or failure of integration. Besides personality traits, the supervisor takes
a key role too and mainly shapes the phase prior to the first day of work.
4.2.2 Behavior of the supervisor
Most supervisors are not aware of their responsibility towards newcomers and the key
position they take. However, if done right, they can significantly influence the onboarding
process and make the new employee get excited about and looking forward to the first day of
work. Statements of new employees such as “For me personally, it is very important that I
can enter the company and feel comfortable.” (I1_48-49) or “[…] The supervisor gave me the
feeling that he is convinced everything will work out well. And I could imagine it 100%.
Therefore, there was just a real comfort factor.” (I1_54-56) confirm that it is, first and
foremost, the supervisor’s responsibility to convey a feeling of acceptance, security and
appreciation (I1_46-49).
What newcomers desire is not only to get along well with their colleagues but also to enjoy a
good relationship with their supervisor. “I could get along well with person x right away. He
did not even make the impression of being my supervisor. He was really cool, chill and I
could call him by his first name right away […].” (I2_131-133) Newcomers prefer meeting
the supervisor at eye level and a rather colleagual relationship. Besides, they appreciate a
supervisor with whom they can discuss issues openly, to whom they can go and talk to
whenever the feel the need to. Hence, it is decisive for the supervisor to create a positive
atmosphere and an environment within which the new employee feels comfortable. Hence,
72
relationship-building and bonding early on is significant to establish a solid base for further
cooperation (I2_131-133, I8_126-139).
Besides, newcomers want the supervisor to be accessible, especially if there are remaining
questions during the pre-onboarding phase (I2_185-187). Additional efforts by the supervisor
such as giving the new employee the opportunity to call anytime or arranging another meeting
in person, are highly valued and appreciated. By this, initial concerns can be eliminated easily
and newcomers get even more committed to the firm (I2_5-6, I3_187-201 & 205-207). Not
only before the first day of work, but also during the first week, the supervisor should take
exceptional care of the newcomer. Surprisingly, it happens quite often that the person
responsible, most likely the supervisor, is not present on the newcomer’s first day. This leads
to confusion on the part of the newcomer and to a confusion of responsibilities within the
company (I9_111-115).
Maintaining contact and keeping ways of communication short is crucial in this early stage of
integration. A welcome letter, exchanging E-Mails and especially regular phone calls are
possibilities to keep in touch with the new employee. In particular, a personal call from the
supervisor one week before the official start date, for instance, represents a lovely gesture.
This gives the newcomer the opportunity to ask final questions, clarify expectations, discuss
first day details, etc. (I4_50-52 & 210-211, I9_17-18). “I really had the feeling that they are
looking forward to meeting me […] and that they actually care about me […] this is very
warm-hearted.” If the supervisor succeeds in creating an emotional bond with newcomers,
they can get integrated easier and more stable (I4_210-217).
In addition to maintaining contact and relationship-building, it is the supervisor’s task to
provide the newcomer with all information necessary to integrate him or her properly to the
company and new working environment. A Realistic Job Preview by the supervisor, including
a discussion of future tasks and responsibilities, a clarification of roles, opportunities for
training and development a well as salary negotiations, are crucial to give the newcomer an
idea of what can be expected from the position and to reduce initial uncertainties (I1_156-158
& 250-251, I9_33-36).
Besides, it is the supervisor’s responsibility to introduce the newcomer to the team and
company (I9_110-111). Usually, new emplyoees are very curious about their future
colleagues. Therefore, a first informal meeting, preferably before the first day of work,
73
arranged by the supervisor, can help reduce early tensions and insecurities (I1_158-159, 247-
248). “[…] general things such as having a company tour. It should have been the supervisor
who is responsible for providing an overwiew, enabling company insight and whom one can
ask and go to anytime.” As can be seen from the statement above, not only an introduction to
the team but also providing company-specific information is demanded and desired by
newcomers. Even though tasks like these fall in the supervisor’s scope of duties, they are
often unable to fillfill and execute them appropriately (I9_119-121).
In addition to the behavior of the employee and the behavior of the supervisor, the HR
department takes, as well, a significant role during pre-boarding and essentially determines
the success of the integration process. Some examples of how the HR department shapes the
onboarding process will be provided in the following.
4.2.3 Role of the HR department
The HR manager is not only the first reference person of the new employee during the
application process but represents the main person of contact within the entire onboarding
process. It is usually the HR manager who provides company-specific information,
information on the position itself and who acts as “intermediary” for supervisors. From the
very beginning, the HR department should strive for building a unique relationship and
conveying positive feelings. This initial feeling is decisive for ongoing communication and
collaboration and drives the entire integration process (I8_158-161).
“Where I have a high opinion on is the HR department, I got a welcome package, […].”
(I4_49-50) The more information newcomers obtain prior to their first day of work, the more
secure they feel and the better their first impression of the company is. Also, the more
accurate and detailed the information candidates receive is, not only during the application
process but later as well, the more likely misunderstandings or a lack of clarity can be
prevented, and the more authentic the newcomer experiences the company and its values
(I1_35-40). Besides, the newcomer should have the possibility to contact the HR department
anytime to clarify remaining questions (I3_205-207, I4_232-236, I7_131-135). In particular,
simple things such as a brief phone call by the HR department, once in a while, to
demonstrate interest and ask about the newcomer’s current state of feelings and whether
further clarification or explanation is needed, could significantly reduce initial fears (I7_216-
219, I8_152-156).
74
Transmitting fundamental knowledge about the organization is crucial in the initial
onboarding phase. It is the responsibility of the HR department to explain the company
structure, its history and provide the newcomer with further information necessary to help him
or her understand the company and its products (I2_166-172). This further includes discussing
the employment contract, work-related issues, documentation of working hours, etc. (I1_196-
200). Besides, offering additional support, being it a company tour, an introduction to key
people such as the work group or simply telling them where the common room with the
coffee machine is, reduces initial concerns and helps newcomers getting started (I2_174-178,
I7_128-131). Moreover, HR managers might provide newcomers with a rough action plan for
the next months, a preview or information on trainings and seminars to help them prepare
mentally for the upcoming challenges (I7_241-242, I8_106-107). Not only additional, but
ongoing support is highly valued by newcomers. Unfortunately, after the first day of work,
HR managers often do not feel responsible for the newcomer anymore (I7_102).
Whereas most interviewed persons have been satisfied with the actions taken by the HR
department, some employees perceived their role as not fulfilled. “I would have had a better
feeling if I got the chance to meet the HR woman in person. For 2-3 months, we’ve been
solely in contact via telephone and the process has been taken quite long already, […], this
was a little bit weird I have to say.” (I7_9-18). This statement cleary demonstrates that
regular and personal contact on the part of the HR department is significant, otherwise the
candidate feels like being left in a state of uncertainty (I7_43-46 & 147-154). In particular,
salary negotiations and other sensitive issues are strongly preferred to be discussed in person
(I7_148-149).
“The HR department communicated with me in a way that I was not 100% sure, if I really
want this job.” (I7_76-77) It’s not only about regular communication but also about giving
clear and transparent answers. It happened to new employees that they did not receive any
information by the HR department on the first day work including time, location or contact
person. This does not only let the HR department but the whole company appear in an
unflattering light (I7_114-118).
It can thus be concluded, if done right, the HR department can significantly steer things in the
right direction, positively influence the onboarding process and shape the phase prior to the
first day of work. Besides, also the future work group or team of the new employee plays a
key role during pre-boarding.
75
4.2.4 Work group/team
There are several ways how the work group can ease the intergration of the newcomer to the
team and company. First of all, they can arrange the newcomer’s workplace in a way that it is
fully equipped and located close to other members of the work group or team. In particular,
newcomers like the idea of sharing a workplace with an experienced colleague or team
member. It does not only help the new employee to undersand the work itself or the daily
routines but it makes it easier to get to know close colleagues and fosters networking and
relationship-building (I7_160-162).
Moreover, the work group should aktively seek dialogue with new employees. For instance, if
the newcomer has an appointment for an interview, another meeting, a company tour, etc.,
future colleagues should use this opportunity to introduce themselves to the newcomer. The
new employee is nervous and curious about the company, working environment and future
team anyways and would love having an informal chitchat with colleagues in advance. As can
be seen from the following statement, some companies succeed in involving their employees
already from the very beginning. “All colleagues have introduced themselves, which made it
easier for me, […]. It already created a very relaxed feeling and atmosphere.” (I5_155-158)
On the one hand, it gives the newcomer the chance to ask questions and get to know his or her
future work group. At the same time, it represents a good opportunity for the work group
itself to get to know the new employee and get a first impression of how future collaboration
might look like. This is crucial, as potential areas of conflict can be revealed early on and
misunderstandings prevented. Besides, it is also in the strong interest of the newcomer to
make sure the work group is looking forward having him or her in their team. The least he or
she wants is to represent a danger or be regarded as disruption within the existing team.
Hence, getting to know each other beforehand helps to make sure everyone is on the same
wavelength and can imagine working with each other. Consequently, the more people the new
employee meets before the first day of work, the easier integration will be and initial
insecurities and fears can be reduced. Since meeting the work group was found to be one of
the greatest stress factors among newcomers, it will be discussed later in more detail (I1_158-
162 & 247-249, I3_20, I9_26-28).
In particular, at the newcomer’s first day or week at a new company, the work group takes a
key role. They can mainly contribute to the newcomer getting stably integrated to the work
group and company by, for instance, arranging a short company tour and introducing him or
76
her to key people and departments. By this, the new employee gets a rough idea of the
company structure, hierarchy, communication channels and areas of responsibility (I1_187-
191). Also, including them not only in company events but also inviting newcomers to private
activities and ceremonies such as birthday parties or weekend activities represent great
opportunities to mingle and get to know each other. This, in turn, can mainly accelerate group
cohesion which, in turn, has a decisive impact on future collaboration (I2_227-230).
Also, conveying newcomers the feeling that they can approach group members and ask
questions anytime, gives them security and ensures clarity. Additionally, as newcomers are
obviously dependent on the help and support of their colleagues, in particular during the
initial phase, it is crucial to clarify each others’ roles and areas of responsibility. This makes it
easier for the new employee to approach the right people and start working as fast and
efficient as possible. Otherwise, the newcomer might get the impression to bother his or her
colleagues and prevent them from doing their actual work (I3_214-217, I4_175-178).
4.2.5 Other factors
Apart from characteristics of new employees, the behavior of the supervisor, the role of the
HR department and the work group or team, there exist many other other factors that can
significantly influence new employees’ feelings during pre-boarding and the way they
perceive the integration process. Some of them are to be briefly discussed in the following.
Family members and close friends, for instance, represent another main source of influence
before the new employee’s first day of work. It is usually the family and friends, newcomers
spend most time with besides work, and through active listening and mental support, they can
significantly encourage and motivate the newcomer (I4_42-45). Sometimes, a relative works
in the same industry or has experience working in or with the respective company. By this,
relevant and very specific information can be obtained in advance, such as information on the
working climate, corporate culture, etc. (I8_10-13 & 103-104 & 163-165).
Besides, it might be the case that a friend or a friend’s friend works for the same company or
even department. Having an informal chitchat with an established employee and getting the
possibility to ask questions and, by this, receiving “insider tipps”, might ease and facilitate
onboarding. “It was great that there was someone I already know privately […] and I knew
that I can ask questions anytime.” Consequently, having a contact person in advance can
reduce early tensions and insecurities (I10_133-145). “Since a close friend works in the
77
department next to me, I had an idea of how the new work will be like.” In this case, the
newcomer could go into the company with a more relaxed feeling as he had a quite realistic
picture of what can be expected from the company and position (I2_126-128 & 215-217).
It has been found that knowing a friend within the company is not only a “bonus” but
sometimes more of a necissity to receive significant company information. “Only because of
a friend, who works for the company, I knew with whom I must talk to on the first day and in
which department this person is located […], where my workplace will be and with whom I
will be collaborating.” Witholding information does not only put the whole company in a
negative light but makes it more difficult to win the newcomer’s trust and, thus, incorporate
him or her successfully (I7_112-114 & 165-167).
Consequently, relatives and friends, hence one’s own network, represent valuable sources of
information. By sharing their experiences, newcomers can get a more realistic picture of the
company. One might think this is the responsibility of the company – and it should be – but
nowadays it seems like it is more about conducting independent reseach, whereas companies
are more careful about what kind of information they want to share with newcomers.
On the other side of the coin, private responsibilities or a busy lifestyle of the newcomer can
make pre-boarding or the initial phase at a company even more frustrating. Feeling the “need”
to spend time with the family and friends, having a relationship, exercising an extreme sport,
studying on weekends and, at the same time, trying to find some “me-time”, represent all
factors that determine the emotional state of the newcomer (I3_158-166).
Not only family, friends, pre-information or private responsibilities represent influcing factors
during the phase prior to the first day of work. Also, the newcomers’ past experiences,
positive or negative, have an impact on their feelings and attitude towards work and company.
Some employees have had negative experiences with their former employer, supervisor or
work group. Often, a lack of trust, communication, support or an unhealthy relationship has
led to a termination of work. Negative experiences like these result in the newcomer being
more careful and biased in terms of the new work (I1_87-89 & 111-113, I5_34-38 & 83-88 &
113-114, I8_126-131). Therefore, they are even more positively surprised and happy if they
experience the pre-boarding phase in a totally unique way and feel included and welcome
from the beginning (I4_267-270).
78
Another factor that siginificantly impedes the integration process represent language
difficulties. “As a foreigner, it is very difficult, I have to deal with many things at the same
time. Being it the accommodation, the new work, the language, everything together, it needs
more time.” As can be seen from the statement, a foreigner is not only challenged to
communicate appropriately but to plan relocation as well. This requires a totally different
onboarding approach and treatment on the part of the company (I6_19-21 & 49-53).
This has been a rough overview of the main influencing factors before the first day of work of
a new employee. First, the behavior and characteristics of newcomers, whether they look to
the first day with excitement or fear, mainly determine the success or failure of onboarding.
Then, the role of the supervisor, that is not only providing information and maintaining
contact, but conveying newcomers the feeling that the company is looking forward to them, is
crucial. Also, the HR department represents a key influencing factor, as it is the first reference
point of the newcomer and should support the new employee throughout the entire
onboarding process, hence beyond the first day. Also, the work group and other factors such
as family and friends, pre-information or past experiences shape the pre-boarding phase.
Partly due to the above-mentioned influencing factors, new employees have an ideal picture
of how their first day of work should look like. Driven by their underlying values, anticipatory
socialization and previous experience, they have created certain expectations and desires on
their future job and company. The one’s relevant for the phase prior to the first day of work,
are to be presented in the next chapter, that is about expectations and desires of newcomers.
4.3 Expectations and desires
When it comes to expectations and desires of new employees before the first day of work, it
can be distinguished between a relationship aspect and a content aspect. One the one hand,
newcomers value intangible factors such as harmony, trust, empathy and a sense of well-
being. On the other hand, they have concrete ideas, perceptions and expectations on the
workplace and tasks themselves.
79
Figure 10: Expectations of new employees
(own illustration)
4.3.1 Relationship-building and bonding
When newcomers think of their first day at work, it is more the interpersonal factors they are
concerned about. They desire harmony, a sense of wellbeing and acceptance by their
colleagues and supervisor. Not only being warmly welcomed, but they want company
members to meet them with trust, appreciation, acceptance and in joyful anticipation.
Consequently, creating a positive working atmosphere and building meaningful relationships
is in the strong interest of newcomers.
Positive working atmosphere
What new employees obviously value the most is if the company can create this unique sense
of well-being. Newcomers simply want to go into a company and feel comfortable and
welcome. They hope for a good coexistence and want to get along well with their colleagues,
supervisor and other company members. They further desire to get accepted by their peers,
and they want their work to be appreciated and valued within the company (I1_51-56 & 58-61
& 91, I3_106-108, I4_242-245, I5_29-30 & 33 & 94-95, I8_36-38 & 45).
80
Besides their everyday tasks, they want to have fun at work and a feeling of “looseness”. This
is perceived as being an essential factor – enjoying work and going into the company with
positive feelings and excitement (I1_115-118, I3_106-107). “[…] that I can look forward to
working everyday and that I can enter the company with a good feeling, that’s what I hope for
[…].” (I8_98-99) “For me personally, it is very important that I can go into a company and
feel comfortable […].” (I1_48-49) In addition to a positive working environment, newcomers
want to be accepted and included by team members. This was to be found a decisive criterion
to either accept or refuse a job offer.
Work group/team
“What I desire most is, that I get along well with my colleagues, because I experienced it
completely different in my former company, where severe workplace bullying took place
[…].” (I1_87-89) “Since you spend most of your time at work, what matters most is the team
or colleagues.” (I4_142-144) “Establishing good relationships with colleagues, this was truly
the most important criteria, besides the field of work. Salary wasn’t even a decisive factor, I
just hoped for a good coexsitance and that I get along well with everyone from the
beginning.” (I9_104-107)
As can be seen from the statements above, employees strive for harmony, sympathy and good
relations among members of the work group (I1_91, I5_33 & 94-95, I7_64, I8_158-161).
Besides, newcomers hope for initial assistance and support, in a way that colleagues share
their workplace equipment and help the new employee get up to speed quickly (I1_178-179).
However, new employees do not only “hope” for a good together, they would highly
appreciate or even expect meeting their colleagues in advance, for instance by getting invited
to a short get-together one week before the official start date (I7_125-131).
Underlying values
In oder to establish good relationships, appreciation and trust represent essential prerequisites
for newcomers. This involves the supervisor’s and colleagues’ trust and believe in the new
employee’s abilities and strengths, for instance. Instead of control, hierarchy and overall
structure, newcomers value autonomy and appreciation of one’s individual work and overall
company contribution (I1_104-123, I2_136-146). “I was looking for a company, where I can
see that they are they are looking forward to and that they are pleased and happy about
having me working for them.” (I5_218-222) In particular, at the beginning of an employment
81
relationship, a basis of trust and empathy on which further collaboration and work can be
based on, is desired. “[…] I need trust and positive feelings […]. If someone has no
confidence in my abilities, I can not be positive, productive and fully exploit my potential.”
(I6_61-65) Newcomers want to get the impression that the company really tries to understand
their point of view and that they cater to their very individual needs and expectations (I3_194-
196 & 223-224). Besides, conveying a feeling of security accelerates bonding and
relationship-building. “A kind of security, that they accept me the way I am, and not looking
down on me, this was very important to me […].” (I1_58-61) A connection between sense-of
wellbeing, security and trust has been found. This means, the more comfortable newcomers
feel during pre-boarding, the earlier feelings of trust and safety can be developed (I1_48-49).
Therefore, newcomers desire meeting at least some of their future colleagues before the first
day of work. Early touchpoints facilitate integration of newcomers and give them a feeling of
safety (I1_171-175, I5_155-158).
4.3.2 Employee orientation
Besides efforts on relationship-building and bonding, new employees expect an onboarding
process specifically tailored to their individual needs, strengths or experience. This might
include an individualized action plan, an initial training plan or simply a personal welcome
letter or welcome package. Obviously, every newcomer wants to receive the best support
during integration and do not want to follow a standardized procedure as can be seen from the
following statement by a newcomer participating in a trainee program. “There has been a
theoretical procedure, […] however, this plan was not tuned individually to my
requirements.” (I7_169-170) New employees do not want to be thrown into one big pot or
execute a plan that has been successful at some point in the past. They want something up-to-
date, creative and adjusted to their expectations to get the impression that the company really
cares about the them (I7_176-177). Or even a personalized message one week before the first
day of work, via E-Mail or telephone saying that everyone is looking forward to meeting him
or her. Simple word like these can trigger excitement on the part of the newcomer and boost
motivation. “[…] There has been a company prospect and a really cute and personal letter
written by my supervisor and saying, ‘Welcome to Company X, we are so pleased to having
you in our team’ […].” (I4_203-204) Newcomers want indidivualization and the feeling of
not being forgotten by the company (I9_200-202).
82
What comes along with individualization is flexibility. In particular, concession on the part of
the company is highly appreciated by newcomers. This might involve letting the new
employee choosing the official start date, an agreement on working hours, arranging an
additional meeting for clarification and negotiation, a consent on planned vacation or making
other compromises in case the new employee is studying besides or living further away
(I2_97-102, I3_29-36 & 76-86 & 221-224, I7_267-271).
The last section has shown that indidivualization and flexibility on the part of the company
are highly valued and expected by newcomers. What is further decisive for the new employee
during pre-boarding is regular communication and interaction.
4.3.3 Communication
During the application or integration process, newcomers expect regular communication and
interaction with the company. This is desired in order to receive status updates, ensure clarity
and to get an idea whether the company actually cares about the newcomer. As can be seen
from the following statement, some companies are already doing a decent job in maintaining
contact with the newcomer. “A few weeks before my official start date, I received a phone call
from the HR department aksing me how I am and whether I am excited about the first day
[…] and that I should enjoy the rest of my vacation. I was really pleased about the phone
call.” (I8_152-156) Not solely via E-Mail or telephone but, in particular, when it comes to
salary negotiations, career opportunities and other key issues, newcomers seek personal
conversations and value joint decision-making power (I2_69-74, I5_186-192, I7_148-153).
Besides work-related reasons, newcomers perceive personal contact as the more effective way
of communication, as it gives all people involved the possibility to get to know and
understand each other better. “When talking to someone in person, one can get an idea, what
opinion this person has and whether he or she demonstrates interest or simply does not care
about the person […].” (I5_209-214) What is more, if the onboarding process takes longer
than expected, newcomers demand personal meetings periodically. Otherwise, if
communication only happens occasionally, it is difficult to build trust and start bonding
(I7_10-13).
It has been shown that shortly before the first day of work, such as one week or a few days,
newcomers hope for a personal meeting. As mentioned earlier, they feel the need of meeting
their colleagues, supervisor and exploring their future workplace in advance, to get a more
83
realistic picture of what can be expected. A personal meeting gives the company the
opportunity to keep newcomers excited about the new job and create a more relaxing an
intimate atmosphere (I7_125-131).
In addition to regular contact, newcomers expect professionality and short communication
channels. This facilitates the exchange of information and enables a more efficient onboarding
process (I10_2).
Obviously, newcomers want to be included in the overall onboarding process and expect the
company to share essential information with them. Sometimes, however, newcomers are kept
in the dark, in particular as soon as a headhunting firm is involved. “Everything happened in
the background. Actually, I had no decision-making power, which was a little bit
disappointing and sad […]. I wasn’t happy about it.” (I5_190-193)
Through regular and personal contact, the newcomer wants the company to demonstrate
interest and show that they are looking forward to the new employee (I4_210-217, I5_211-
214 & 218-222, I7_247-252, I8_151-156). “In a face-to-face conversation, one can see if
there is a person-organization fit.” (I5_223-225) The least newcomers want is to get the
impression the company forgot about them. Instead, they expect the company to offer
additional support, hence a key person to talk to (I3_109-112 & 187-201 & 221-224, I7_122-
124 & 217-219).
The first part of this chapter has shown that company efforts on relationship-building and
bonding are expected by newcomers before their first day of work. Driven by their underlying
values and experience, newcomers want to feel welcome and comfortable at work. Hence,
they desire a positive working atmosphere, getting along well with their colleagues and
supervisor and maintaining personal and regular contact with the company. They further want
to get involved in the overall integration process and want onboarding practices to be adapted
to their invididual needs and expectations. All these demands should be fulfilled by the
company in order to build a connection to newcomers. Besides the relationship aspect,
newcomers have certain expectations on the job and tasks themselves, hence the content
aspect becomes crucial.
84
4.3.4 Job opportunities
In addition to relationship-building and bonding, newcomers have concrete ideas and
expectations on the job and the respective tasks themselves. What newcomers hope for, is an
interesting, diversified, hence exciting and challenging working environment that fits to their
personal needs and interests. Here again, a fit between company and personal wants is
desired. This means, in addition to meeting company goals, newcomers want to succeed in the
job in a way that they can fulfill their personal needs and goals as well. What is more, sense-
making and identification with the product was found to be a decisive criterion for newcomers
as well as being able to apply the knowledge and skillset they have acquired in the past
(I5_95-98 & 115-118, I8_99).
A diversified working environment, for instance, includes international experience. New
employees, in particular Generation Y or Millennials, are curious and want to broaden their
horizon by working abroad for a predetermined period of time. “If I am young, I can afford
moving around.” (I10_75-78) More often, the prospect of international experience represents
a crucial factor for a new employee accepting a job offer. In particular, newcomers who have
had the possibility to gain international experience in the past, by means of studying or
working abroad, want to develop further and apply their language skills (I3_131-136). Apart
from this, newcomers want to develop within the firm and expect opportunities for
advancement, such as trainings and seminars offered by the company (I8_67-70).
What is more, newcomers demand flexible working hours. Due to private responsibilities or
leisure activities, employees want to utilize their time efficiently and to their own
requirements (I1_92-93). As some employees mentioned, a concession on working hours on
the part of the company was a decisive factor for them to take the job (I3_182-185). Smilarly,
another candidate particulary valued the large flexible time frame of the company. As he has a
one-hour drive to work, he can manage his time appropriately to avoid traffic (I10_2).
Whereas another employee prefers a convenient location over flexible working hours. As it
takes her only 10 minutes to reach the company by foot, the location was a key factor for her
to take the job. “That’s what I considered when applying for jobs […]. It is simply life quality
if it does not take too long to get home after work, considering all the traffic these days.”
(I1_94-100) Related to this, for some candidates, a bad location of the comanay would have
been the main reason for them to refuse the job offer (I9_81-84, I10_78-87).
85
As mentioned earlier, newcomers desire a working environment within which they can feel
comfortable and “themselves”. This includes an office with a well-prepared workplace, for
instance, or no specific dresscode. A newcomer explicitely mentioned, the fact that he could
choose the clothes he wanted to wear, was, among others, a key factor to decide for this
company. Being able to wear whatever he feels comfortable with contributed to his overall
well-being. What’s more, the privilege to call his supervisor and colleagues by their first
name after the second interview, which immediately resulted in more collaborative relations,
have been highly appreciated by the newcomer (I1_178-179, I9_61 & 86-94).
As final remark, new employees desire a working environment, not only within which they
feel comfortable, but especially within which they can contribute significantly to the overall
success of the company. Instead of sitting around and getting “bored” easily, they expect the
company to keep them busy, challenged as they really want to make an impact (I10_94-97).
Concerning tasks and responsibilities, as mentioned earlier, newcomers expect clarity. Clarity
before the first day during the application process, but then also in the further course of
onboarding. This involves clarity on scope of actions and on the process of executing them.
Hence, new employees want to know in advance, how detailed and with what priority tasks
must be completed, and within what “frame” they can move freely. Therefore, the more
accurate pre-information is, new employees receive prior to their first day of work, the
smoother integration will be (I2_71-72, I3_229-235, I4_82-88, I7_235-236, I9_76-77). The
significance of a Realistic Job Preview will be discussed in the chapter Managerial
Implications and Outlook. Newcomers want to succeed in their job and task-related
information ensures not only clarity but also security (I1_35-40, I9_254-256). Hence, clarity,
security and initial support are higly valued among new employees. They expect a person who
devotes him or herself to the new employee and incorporates the newcomer appropriately
(I3_109-112, I7_235-236, I9_238-244).
The last chaper has demonstrated that newcomers have a broad range of expectations
concerning the first day of work. Obviously, most of these desires are not so much content
focused but rather interpersonal. Even though newcomers hope for an exciting and diverse
scope of duties, what they really value and strive for is creating long-lasting relationships with
company members and being welcomed with open arms. They desire harmony, a sense of
wellbeing and trust, in particular in the initial phase of onboarding.
86
As can be seen from the above-mentioned statements of newcomers concerning their
perception of the overall onboarding process, influencing factors as well as expectations and
desires concerning the first day of work, they have been confronted with a variety of
conscious and unconscious feelings and emotions. Not only their underlying values and
hidden attitudes have been revealed but, in particular, intitial concers and fears. It has become
appearant that during pre-boarding, newcomers are exposed to an elevated level of stress and
uncertainty. Significantly depending on actions and measures initiated by the company,
newcomers are either excited or concerned about the first day of work. Referring to the latter
and, therefore, to the initial question, the next section deals with employees’ concerns and
fears during pre-boarding.
4.4 Concers and fears
The phase prior to the first day of work is commonly considered as time of heightened stress
and anxiety on the part of newcomers. For better depiction, concerns and fears of new
employees can be assigned into two main categories, namely social integration and technical
integration. This means, on the one hand newcomers are concerned about their inclusion into
the work group and whether they will be warmly welcomed and accepted by their peers and
other company members (Social Integration). On the other hand, newcomers question
whether they can accomplish tasks and responsibilities as demanded and whether they have
the required abilities and knowledge (Technical Integration).
Oveall, it has been proved difficult to assign certain fears and concerns to either one category
as they strongly correlate. When talking about expectations, as an example, a newcomer
might be concerned about expectations of the work group and, at the same time, he does not
know what is to be expected from the work itself, hence, what tasks need to be completed by
when. Referring to the interview results, concerns and fears of new employees that were
found to be most significant during the phase prior to the first day of work involve inclusion
into the work group, accomplishment of tasks, uncertainty, self-doubts, suprises, work-life
balance and language barriers. Each concern will be discussed individually and the respective
role of the social and technical integration highlighted.
87
Table 7: Concerns and fears of new employees
(own illustration)
4.4.1 Phase of uncertainty
New employees disclosed valuable information on how they feel or felt during the phase prior
to the first day of work or during their first day(s) or week within the new company, and how
they perceive the onboarding process. They commonly described this pre-phase as stressful,
anxiety-provoking, and shaped by insecurities, tensions and nervousness. Consequently, they
have been in a state of permanent uncertainty which is to be explained in the following.
“The days before, even if it wasn’t that long, […], I was nervous, what is to be expected from
me?” (I1_17-20) “The day before, I didn’t sleep well at all. This uncomfortable feeling,
knowing that you will be the newbie not unaware of what’s going to happen.” (I4_185-186)
As can be seen from the statements, newcomers usually experience this pre-boarding phase as
nerve-racking, since they don’t know for sure how things will develop and what is going to
happen (I1_22, I2_50-51 & 152).
“[…] Of course, there has been a certain insecurity, I mean if you don’t know the people and
the whole working environment.” (I4_4-8) “It is a new chapter that shouldn’t be
underestimated […]. Especially, the anxiety about the future, as you don’t know what can be
expected […].” (I4_10-11) Most candidates perceive the phase before the first day as state of
88
panic and anxiety within which they start questioning whether they did the right thing as
“[…] you don’t know anybody, you don’t know how everything works […].” (I4_18-24).
“On the first day, you enter the company and have no idea what comes next. You just stand
there and ask what you should do and where to go and the other person responds he is not
sure either.” This is the worst scenario a new employee can imagine, getting the impression
that the company is not prepared, has no plan, hence is not ready for the new employee
(I9_225-229).
“The insecurity of the first month, you don’t know if you can stay since they can fire you
anytime.” (I9_155-156) Adding to this statement, not only newcomers within probationary
period are concerned about an early termination. In particular, temporary employees are in a
state of permanent uncertainty. Depending on the order situation, they might or might not be
acquired after having worked for the company for a certain period (I9_158-173).
What is more, the integration process becomes even more stressful and insecure for
newcomers if they get the feeling that the company lacks communication, structure and
withholds information (I7_71-74 & 111-120). Hence, a lack of personal contact, where the
company would have had the chance to empathize with the newcomer, provide mental
support and discuss sensitive issues, leads to the newcomer remaining in a state of insecurity
(I5_186-193) In addition, the fact that the newcomer has not started bonding, building trust
and a connection to the company, makes it difficult to develop positive feelings and be
productive from the first day (I6_58-65).
4.4.2 Inclusion into the work group
As outlined in the introduction, when talking about concerns and fears, it can be distinguished
between a social and a technical perspective. Concerning the social integration, newcomers
feel insecure in terms of how they will be received by their future team, whether they will be
warmly welcomed or it will rather be a battle for power. “[…] you don’t know how the people
are and whether they accept you in their team. […]” (I4_175-177) Newcomers are concerned
about conveying long-term employees the feeling that they take away work from them and
trigger upheaval. Above all, they question whether their working style can be aligned with the
every day practices of established emloyees (I2_106-109 & 114-116). Interestingly, the
uncertainty about the future work group is perceived as being most stressful for newcomers,
89
in particular if the newcomer is not used to working in a team. “[…] I wonder how the new
colleagues will be like and whether I can collaborate with them successfully.” (I3_20-23)
Besides, newcomers are concerned about not getting well integrated to the company and team
as colleagues might be too busy with other responsibilities (I3_109-111). “[…] What if they
are not friendly and do not want to help me? At the beginning, you heavily depend on them.
Of course, I am anxious and concerned about that.” (I4_177-179) On the one hand,
newcomers fear asking colleagues for help as they do not want to put an additional burden on
them and keep them from doing their own work. On the other hand, newcomers know that
they depend on the colleagues’ support in the initial phase as they are not familiar with the
processes and tasks. Consequently, they have no chance other than asking many questions at
the beginning. However, it puts newcomers in an unpleasant situation since they fear that
colleagues do not show the patience and empathy they are hoping for (I4_149-153). “I kept
asking everyone but I was not 100% sure who is responsible for me getting stably integrated
into the team. Consequently, I always had the feeling to interrupt them […]” (I9_121-123)
Referring to the last statement, it has been shown that the attitude or personality of the
newcomer greatly determines how he or she handles uncomfortable situations. Overall, for
younger, unexperienced employees, it is more difficult to approach colleagues directly and
ask for help (I9_140-143). However, it has been shown that age is not the only factor that
drives insecurity. A new employee at the age of 27, for instance, demonstrated a very reserved
behavior as she got assigned to a group composed of only male colleagues (I6_69-70).
What is more, due to previous experiences, new employees are concerned about not getting
along well with their supervisor. Their fear that, instead of offering support, the supervisor
will look down on them and do not meet them with the desired respect and appreciation
(I8_126-130). Consequently, conveying positive feelings as well as providing a Realistic Job
Preview is crucial. This will be elaborated in section 5 Discussion of Results and 6
Managerial Implications and Outlook.
4.4.3 Tasks and responsibilities
In addition to the fear and uncertainty of getting included into the work group, new employees
are concerned about their new tasks and areas of responsibility, hence about the technical
integration. Usually, the only pre-information necomers receive before the first day of work is
90
a rough overview on the scope of activities as stated in job adverstisements and touched on
during job interviews (I1_127-144).
“I did not know at all what are my tasks and responsibilities. I mean, I was aware of the tasks
from the job ad, that I must do this and that but company-related, I did not know what can be
expected. Whether I need to produce exactly this product or […]. Detailed information was
missing.” (I10_175-180)
"[…] Even though I received some pre-information on areas of responsibility, I didn’t know
for sure what it means […].” (I1_19-20) As can be seen from the statements above,
newcomers usually have a rough idea about their future tasks, but a lack of clarity and details
impedes understanding and leads to uncertainty.
“It was not sure what will be my fields of activity, what departments I will be assigned to and
when the program ends.” This is a statement of a new employee participating in a trainee
program and reflecting upon the phase prior to the first day of work. Unfortunately, he didn’t
receive any job-related information in advance (I7_34-36).
It has been shown that with certain tasks, newcomers can identify from the outset, whereas
other tasks trigger severe insecurity on the part of the newcomer. Interestingly, tasks that
require a higher personal initiative and that are associated with more responsibility are most
feared by newcomers compared to tasks with shared responsibility. However, it can not be
generalized and often, the way new employees perceive and manage new tasks simply
depends on their personality and attitude towards work (I1_127-144).
As mentioned above, before the first day of work, there exists a strong fear of failure among
newcomers, since they only know roughy what tasks they need to fulfill and what skillset is
required. However, as the first week has just started and newcomers are confronted with
reality or even overstrained with new tasks, tension increases. At this point, newcomers often
realize that there are more fields of action than expected, in which they must catch up and
improve themselves (I3_142-151).
What is more, and by this referring to social integration, newcomers fear disappointing their
colleagues and supervisor as they don’t know how accurate and comprehensive tasks need to
be completed. What seems “normal” to and is everyday practice for established employees
still represents a challenge for newcomers, such as how to prioritize tasks, how to allocate
91
time appropriately, and so on. In particular, perfectionists struggle significantly if they are not
provided with information on how detailed and thoroughly tasks need to be fulfilled and
activities prioritized. “[…] In particular in the beginning, I find it very difficult since I don’t
know what, how and by when tasks need to be completed.” (I3_228-235)
Eventually, due to a lack of initial support and integration by colleagues and supervisors,
newcomers might not be able to complete tasks as demanded (I3_112-115). Added to that is
the fact that some employees are studying besides, which increases their stress level
immensely and results in additional tensions. That’s what a newcomer revealed who was in
his first week at work (I3_151-156). Another candidate felt insecure about whether the bank
sector is the right surrounding for her as she previously worked in the textile sector. In this
case, she was even more nervous since she is not familiar with the upcoming tasks (I8_8-9).
In addition, due to incomplete information, newcomers feel insecure about their future
responsibilities. An employee from the industrial furnance sector, for instance, knew in
advance, that it will be, among others, his task to work at the building site. However, he had
no information concerning when, where and with whom he will be working, which, in turn,
created additional tensions on the part of the newcomer (I9_72-75).
Similarly, a candidate wanted to be prepared for his first day of work and went through his
former school materials as he wanted to avoid getting embarrassed in front of his colleagues.
However, he did not know exactly what topic areas he should look at which resulted in the
newcomer being even more nervous and confused. In the end, the first week proofed to be
more of an introduction or overview of the company and departments rather than a “jump into
cold water”. If he would have known this in advance, the new employee had concentrated on
other things and prevented unnecessary stress an insecurity (I9_260-265).
4.4.4 Self-doubts
During the phase prior to the first day of work, newcomers are confronted with many
questions such as “Am I good enough?” (I2_110), “Am I really able to do this?” (I4_16) or
“What if it wasn’t the right decision?” (I4_160). Since they do not know for sure what can be
expected from the new position, they start questioning whether they can fulfill tasks and
responsibilities as required (I3_111-112, I4_17, I9_150-152_I3_12-14).
92
“[…] At my previous company, I’ve been only for one month. Therefore, I was more careful
and I kept myself saying that I do not want to repeat my mistakes and choose a company I am
not overall satisfied with.” Due to negative occurences at the former company, newcomers
are biased, skeptical and have doubts concerning the new position (I5_84-86).
“[…] Self-doubts, whether I can do a satisfactory job or whether I can manage the
pressure.” To continue the last statement, newcomers question whether they have been the
reason for the termination of the employment relationship or if it was the company’s fault.
Hence, a lack of self-confidence and believe in their own abilities prevents them from
developing trust in in the new company (I5_110-114).
“You don’t know where the path will lead you and, I mean, it will take time until I settled in,
[…], because the work I did before was actually easy and without any problems.” (I4_163-
165) As can be seen from the statement, newcomers often start to question and rethink their
decision and whether it is worth all the new effort. Since they have been working for the
previous company for more than 10 years and they did an acceptable job, there was no more
need to demonstrate their abilities and knowledge (I4_31-33).
The closer to the first day of work, the more insecure newcomers feel and the more they try to
justify their decision. They want to make themselves clear that this is the right way to go and
that it was the right decision to quit their previous job (I4_159-166). Here again, newcomers
are worried about both, the social and technical integration. As some employees did not have
a harmonious relationship with former colleagues or even experienced workplace bullying,
they have doubts whether they get along well with new colleagues and get accepted as team
member. “What if my colleagues are not nice or they do not want to help me? […] Obviously
this creates anxiety and doubts.” (I1_87-89, I4_176-179, I5_35-38)
In addition, newcomers start comparing themselves with long-term employees and ask
themselves why they do not understand tasks as fast and effective as they do (I3_149-151).
This, again, leads to the newcomer doubting their own abilties and strengths. What’s more,
since some newcomers have made bad experiences with their previous employer, they fear
having an unhealthy relationship with their future supervisor, as well. “In my last job, it was
very challenging to communicate with my boss as he usually looked down on his employees
and caused anxiety.” (I8_126-130) However, there has been the impression that newcomers
are rather doubtful about their technical integration which is to be explained as follows.
93
In particular, new employees have doubts when it comes to technical integration. Due to a
lack of experience or negative experiences with the former company, some employees lack
self-confidence on the one hand and are concerned about not being able to meet the
colleagues’, company’s and even their own expectations on the other hand. Let’s take a closer
look at some examples:
An employee who switched from the textile sector to the bank sector, for instance, doubts
whether she can pass the introductory test as she does not have the technical know-how and
experience (I8_103-110). “I don’t know anything from the bank sector, this is completely new
to me.” (I8_90-91) Another example is an employee who did competition bodybuilding in his
“previous life” and has just started to work as a sales manager. Due to this substantial
transition from “physical work” to “brain work”, the new employee questioned whether he
can fulfill the new tasks (I3_65-73).
Similarly, a young employee who has just graduated from a secondary technical school fears
that the company might has exaggerated expectations due to his technical background and
consequently, he might not be able to fulfill these. “I have the theoretical knowledge, but I am
not sure if I can put this knowledge into practice.” Concerning this aspect, the new employee
was worried about lacking self-efficacy, hence the ability of recalling significant information
and knowledge (I10_102-108).
“It’s a different situation if you just graduated from university or if you have years of hands-
on experience […]” This is a statement by a former student who has just started to work
(I3_120-122). Obviously, as soon as newcomers lack experience and knowledge in certain
areas, they do not feel comfortable and start doubting their abilities (I3_174-177, I4_149). In
particular, if the new task is connected to an elevated amount of responsibility and decision-
making power. “I will have the power to decide who is participating in the program and who
is not. This is a responsibility I have never had before. Concerning this, I have doubts
whether I am able to handle this sort of pressure.” (I1_130-138)
Consequently, newcomers have a variety of concerns and doubts before the first day of work.
One the one hand, they do not know what to expect from the new position and whether they
can meet company expectations. On the other hand, newcomers are truly concerned about
meeting their own expectations (I3_8-9 & 113-114, I4_11 & 17, I10_103). “Demands and
94
expectations of myself are very high and I didn’t know if I can fulfill them to my own
satisfaction.” (I3_33-34)
4.4.5 Surprises
In addition to self-doubts and a lack of experience, what further contributes to concerns and
fears on the part of new employees are surprises. Even though surprises can be of positive
nature, in the initial stage of integration, they can cause significant uncertainty among
newcomers. Surprises mainly relate to technical integration where new employees are
challenged by and confronted with new tasks and changes.
On the very first day of work, new employees usually experience a great deal of surprises.
They are confronted or rather overstrained with a variety of topics including appointments for
meetings, trainings, seminars, intoductions, and so on. This “jump into cold water” or
“confrontation with reality” might be one way to introduce the newcomer to the company.
However, expecting too much from day one might result in the adverse affect, that is
confusion and intimidation. “[…] On the first day of work I received a program of actions or
activities for the first week. If I would have known this in advance, I could have prepared
mentally. I was quite surprised.” (I3_254-255, I10_154)
Similarly, another candidate expected her first day at work to be more easy-going, general or
basic, to get smoothly introduced to the company. However, the company started at a very
fast pace and plunged right into the subject matter. For her to understand the overall
production line, she would have been interested in understanding interrelationships and
receiving some background information on the different departments and products. “[…] The
whole introduction was not very general. […] They could have waited for the second day to
get started with everything.” (I6_31-43)
In addition, there have been surprises regarding the social integration of newcomers. A young
employee participating in a trainee program got the impression that the company did not
expect the newcomer as they were surprised when he started his first day of work. The
employee was disappointed and complained about a lack of communication and overall
structure and organization. “When I think of the first day, people have been quite surprised
and they did not expect that I am already there. […] They have been completely unprepared.”
Consequently, a lack of internal communication puts the newcomer in an unpleasant situation
and causes uncertainty and confusion (I7_136-139). Similarly, what another newcomer
95
experienced in her previous company was that they have been introduced to a new employee
even though they did not receive any pre-information on her arrival. This is not only
embarrassing for the new employee but for established employees as it let the company
appear in a very poor light (I4_267-273).
In particular, when talking about the first day or days of new employees, they might be
surprised about the tremendous change and initial challenges that come with the new position.
A newcomer who started his work as sales manager, for instance, was surprised about the
high affinity with IT required to be able to complete tasks. As he realized in which areas or
subjects he is expected to perform well, uncertainty and enormous pressure to succeed has
built up. This might be reduced to incomplete or unrealistic information provided to the new
employee in advance. This, again, clearly shows the significance of a Realistic Job Preview
(I3_142-146).
Consequently, even though new challenges and changes are interesting and exciting on the
one hand, they can be intimidating on the other hand. “[…] This is something completely new,
which I’ve never had before, and that’s the challenge, yes […].” (I1_141-144, I5_116-118)
The transition from being a professional athlete to working as sales manager, as mentioned
before, resulted in a real change for the new employee, not only technically, but also mentally.
“I would say the greatest fear was that I didn’t know for sure whether I am up to the new
challenge or change.” (I3_12-14)
What further increases tensions on the part of newcomers are transitions from school or
university to work or switching from one industry or sector to a totally different one. “At
work, the daily routine is so much faster, that’s not comparable with studying, not at all.”
(I3_96-100) “This has been a point in time, where I was not sure whether I want to remain
this area or I want to change completely.” As some newcomers experience a significant
change in their lives, they need to be treated respectfully by companies and require individual
onboarding approaches (I3_74-76).
New challenges and changes also relate to the social integration, as new employees fear that
they do not receive the required support of their colleagues. “What I was most concerned
about was that there will be so much new things at once and no one stands by my side, no one
has time or considers taking time to help me.” (I3_109-110).
96
This has been an overview of some main concerns and fears of new employees before the first
day of work or during their initial phase at work. However, there are a variety of other topics
newcomers are concerned about within pre-boarding. Some of them are to be briefly
discussed in the following
4.4.6 Other concerns
Other concerns new employees have before their first day of work include a work-life balance
and language barriers. When talking about “Work-Life Balance”, more often, new employees
fear managing private and business life at the same time. Even though for most people work
has a high priority, it is at least as important for them to use their leisure time wisely and find
time for family and friends. “There is always the question how much time remains for a
relationship, family and friends. […] Is the work really worth sacrificing other important
things in life?” Such thoughts concern a new employee who is within his first week at work.
He is studying besides, practicing a time-consuming hobby and considers himself as family
man. Consequently, he is worried about fitting all responsibilities under one hat (I3_158-166).
Similarly, another newcomer mentioned that flexible working hours are a decisive factor for
her in order to balance private and business responsibilities. “[…] working hours are a big
point, because, of course, I like my spare time and want to have time for other activities as
well.” (I1_92-93) This leads to the importance of companies creating individual incentives.
Besides, languge barriers might impede a successful integration and cause uncertainty and
fears among newcomers. “It was very exciting and emotional. I am a foreigner and it is
difficult. There are so many things in my life I must deal with at the moment. Being it the
accommodation, the new work, the language or everything together.” (I6_19-21) On the one
hand, the newcomer is concerned about the social integration and, by this, whether she can
communicate properly with her new colleagues and whether they accept her as group
member. On the other hand, she fears technical integration. Due to language barriers, she is
concerned about fulfilling tasks and responsibilities as required (I6_49-53). Besides a proper
work-life balance and language barriers, newcomers are concerned about other topics such as
the company’s dress code, etc. However, this is not going to be discussed in further detail.
The last chapter has mainly contributed to answering the research question, that is “What
concerns do new employees have before their first day of work?” First of all, when talking
about concerns and fears of new employees, it is important to distinguish between concerns in
97
the field of human relations and concerns in the technical field. Even though newcomers can
either be concerned about the social or the technical integration such as being included into
the work group or the accomplishment of tasks, there exists a list of other concerns and fears
that involve a technical and social perspective. These include, among others, initial
uncertainties, anxieties, tensions, self-doubts, expectations, past experiences, surprises, new
challenges, changes, and further concerns and fears such as a proper work-life balance or
language barriers.
The next chapter gives a brief overview of companies’ current actions on reducing initial
concerns and fears of newcomers and, at the same time, on integrating them successfully and
stably into the work group and company. Those measures can be classified in three main
categories, namely relationship-building, providing information, maintaining contact, and
organization and structure. Concrete actions that relate to each of these categories are to be
discussed in the following:
4.5 Corporate actions
There are a variety of actions and measures companies initiate to reduce newcomers’ concerns
and fears before their first day of work. First is relationship-building, and by this, companies’
efforts on bonding, establishing a conncetion to newcomers and, consequently, on earning
newcomers’ trust.
4.5.1 Relationship-building
By arranging first touch points, companies can significantly facilitate the integration of
newcomers to the company and team. This can be a short get-together before the first day of
work, as an example. In particular, job interviews, meetings or other company invitations
represent good opportunities to introduce the newcomer to the company and work group,
provide him or her with valuable information and stimulate bonding (I5_155-158). “People
during the job interview have been really nice and I got the feeling that all employees are very
friendly […] I felt good here.” (I6_103-105)
An informal talk with supervisors and colleagues, for instance, make it easier to “break the
ice” and create a positive atmosphere (I1_46-48). “I could call my boss by his first name,
right after our second meeting, that’s what I really liked.” (I9_90-91) Similarly, another
candidate talked in glowing terms about his supervisor and appreciated his honesty and open-
98
mindedness. “I got along with my supervisor right away. He didn’t behave like he is my boss
[…]. It was not very formal since we were on a first-name basis from the beginning.”
(I2_131-133)
Besides, the future work group or colleagues can accelerate and positively influence
relationship-building and bonding. As mentioned earlier, newcomers desire to get along well
with colleagues and seek contact (I1_51-52). “My future colleagues have introduced
themselves, which made it easier for me. […] Walking around, getting to know each other and
having an informal chit chat. This created a relaxed atmosphere right away.” (I5_155-158)
As can be seen from the statement, early contact with colleagues significantly influences the
newcomer’s attitude towards the company and creates harmony (I1_155-162 & 247-248). The
way of announcing newcomers is not solely a sign of respect and appreciation but lays the
cornerstone for future collaboration and long-lasting relationships (I1_171-175, I4_92-95
I10_147-148).
Besides personal meetings, there are other ways to convey the new employee positive feelings
and make him or her enthusiastic about the first day of work. This might include a short
phone call or a personalized letter. “Person x from the HR department called me and ask how
am I doing, whether I am looking forward to the new work, […], and that I should enjoy my
vacation. I was really happy and surprised that she touched base with me one more time.”
(I8_152-156) Actions like these help companies establish good relationships from the outset
and reduce early tensions and insecurities. Similarly, another candidate received a phone call
by the HR department, saying “We hope to receive a positive answer from you soon, because
we really want to have you in our team.” (I7_247-252)
For most employees, a “sense of well-being” is fundamental to build relationships. Some
companies succeed in conveying this feeling by simple actions such as welcoming the
newcomer and integrating him or her to the new work group (I5_38-39). “I really had the
feeling they are looking forward to me and this was wonderful.” (I4_54-55 & 213-214)
“From the team, I couldn’t think of a better integration, I got warmly welcomed.” (I4_141-
142) In particular, treating newcomers not like “newbies” but instead if they have been with
the company for years, contributes to a better well-being (I4_242-245). “I felt comfortable
right away. They all gave me the feeling, that everything’s gonna work out well. […] This
definitely created a sense of well-being.” (I1_53-56) “This was the decisive factor, that I feel
comfortable and that I get accepted the way I am.” (I1_48-49 & 90-91)
99
Consequently, companies that aim at addressing the emotional side of new employees before
the first day of work, can substantially reduce early concerns and fears. The way companies
approach new employees and win their confidence can vary greatly. However, if done right,
by considering their individual needs, even small actions without much effort can make a real
impact and result in long-lasting relationships.
4.5.2 Maintaining contact
Obviously, without maintaining contact, there is no way for companies to establish
meaningful relationships with newcomers. New employees want the company to keep them
up to date during the entire integration process and receive a regular status update. There are
various sources of communication utilized by companies to stay in contact with the new
employee. This includes, among others, personal meetings, communication via telephone, E-
Mail, or personal letters (I1_212-221, I9_191-192, I10_12-13).
However, by far the preferred and most effective method of communication are personal
meetings. A new employee who has just started his job as sales manager in the medical
technology industry perceived the possibility of having additionl personal meetings as
privilege and goodwill on the part of the company. “What I must say is that my direct
supervisor arranged another meeting, even though he was on vacation and had other
responsibilities at the same time. It was important to him to understand my concerns.” This
mainly contributed to reducing initial fears and motivating the new employee to accept the job
offer (I3_187-201).
Right after personal contact comes communication via telephone. Newcomers want to keep
communication short and appreciate the opportunity of contacting the company anytime they
feel the need for further information and clarification. “In between, if there has been anything
unclear, I could have called anytime, even my supervisor, not just the HR department.” (I2_5-
6, I3_206-207). Not solely having the opportunity to call anytime but receiving regular phone
calls from the supervisor or other company members facilitates the onboarding process and
demonstrates interest (I8_152-156). “One day before my first day at work, my supervisor
called me and provided me with all information necessary to successfully start in the first
week.” (I4_50-52 & 135-136 & 210-211)
Besides communicating via telephone, some firms think of other creative ways to stay in
contact with the newcomer and reduce initial fears. A newcomer was delighted, for instance,
100
about receiving a personal letter before the first day of work in saying “Welcome to company
x, we are looking forward to welcoming you in our team.” Simple word like these can trigger
excitement and motivation on the part of the newcomer (I4_202-204).
As can be seen from the above-mentioned statements, it is usually not only one person that
feels responsible for maintaining contact with the new employee. Depending on the company,
position and candidate either the supervisor, the HR department, the secretary, a department
manager or a combination of them stays in contact with the newcomer. Newcomers usually
appreciate the possibility of getting to know and talking to key people of the firm prior to their
first day of work. However, in some cases, as outlined in previous chapters, this might lead to
a confusion of responsibilities.
Besides relationship-building and maintaining contact and by this, addressing the emotional
side of the newcomer, there are a range of actions initiated by companies to facilitate
integration, such as providing information. This includes, among others, a RJP, a welcome
package, a tour throughout company facilities, etc., which will be elaborated in the next
section.
4.5.3 Providing information
Overall, there has been a perceived lack of information provided to new employees before the
first day of work. However, newcomers obtained some basic information in advance and had
a general idea of what can be expected from the advertised position (I1_18-20, I3_138). “[…]
I received some paperwork, basic information but there have been no concrete measures that
would have eased my integration.” (I6_188-189)
From job ads and during job interviews, new employees received (comprehensive) company
and task-related information (I6_99). “From the job advertisement, I had a rough idea about
the tasks and responsibilities that relate to the position.” (I10_175-178) “During job
interviews, they told me simple things like how the work will be like […].” (I9_189-191) In
particular, one employee appreciated the transparency and honesty of her supervisor during
their meeting. Discussing positive as well as negative aspects of the position created a realistic
picture of how the job might look like. “I obtained detailed information on my future tasks
and responsibilities […]. This has made it easier and helped me a lot […].” (I1_155-165 &
249-251) As can be seen from the statement, a Realistic Job Preview results in more clarity
and transparency on the part of the newcomer and reduces initial concerns.
101
Another candidate described his second interview as rather informal as he could explore
offices, departments as well as take a first look at his future tasks. This hands-on information
and experience did not only give the newcomer a more realistic picture about his future work
place, but reduced initial concerns as well (I9_14-16). More like a short company tour, some
candidates got special insights into the company, departments and a brief introduction to some
of the production facilities and programs the company is dealing with (I9_24-28).
In addition, what some companies further do is to invite newcomers to a trial day before the
first day of work. This enables both parties, the company as well as the newcomer to
experience first-hand whether there exists a person-organization fit and, consequently,
whether the candidate can identify with the company, its products and get along well with
colleagues. Above all, it represents an excellent way to convey the organizational culture and
provide significant information (I10_43-48).
Besides job interviews and other personal meetings, newcomers receive information via
telephone. As mentioned earlier, supervisors, the HR department and other company
members, try to maintain contact with the newcomer and keep communication short. “They
called me in advance and told me what can be expected and explained everything to me […].”
(I4_49-52 & 222)
What is more, companies facilitate onboarding by sending newcomers some job-related
material via E-Mail or mail, such as the employment contract or a welcome package. This
gives the newcomer the possibility to go through and sign the employement contract in peace
and make some early preparations (I2_157-161, I4_50). A welcome package usually includes
information on the company, such as the company newspaper, some goodies as well as job-
related information (I4_91-92 & 200). It further provides information on when and where to
go on the first day, how the first day is organized and what are the main activities planned
(I4_192-194 & 211-215, I8_177-178).
Besides, another candidate exchanged E-Mails with his future boss before the first day of
work to receive information on how he can prepare himself best for the new job (I9_17-19).
Even knowing what to wear on the first day, where to go and further information (material) is
highly appreciated by newcomers as it makes them feel better prepared for and getting excited
about the first day of work (I8_142-146, I9_178-180).
102
This has been a summary of company actions on providing new employees with information
before the first day of work. Besides, companies take measures on ensuring orientation and
structure before the first day of work. Setting up a formal onboarding program or organizing
the workplace in advance, conveys the impression that the company is prepared and looking
forward to the new employee.
4.5.4 Orientation and structure
Even though desired by most newcomers, hardly any company can provide new employees
with a formal or personalized onboarding program before the first day of work. However,
firms usually make use of a rather general, theoretical integration procedure that applies to all
newcomers. This includes a plan with a rough timeline and key activities that aims at ensuring
a fast and efficient integration (I7_169-178, I9_107-109 & 238-244). Instead of prioritizing
tasks and providing newcomers with a framework within which they can move, companies
usually leave a lot of freedom regarding how and by when tasks are expected to be executed.
In particular, creative minds appreciate this kind of integration as they can complete tasks to
their own requirements (I3_228-235).
What further contributed to a better orientation on the part of the newcomer, has been a
preview on upcoming trainings, seminars and examinations (I8_103-112). “I knew in advance
that there will be trainings and that they will be quite time-consuming.” (I6_128) “I am really
excited about having trainings and seminars in the initial phase. […] Because my former job
has been quite boring lately and you just worked to rule […].” (I8_62-65) The more detailed,
structured and transparent trainings and developments are organized by companies, the more
excited newcomers get and the more they are looking forward to expanding their skillset
(I8_180-189).
Besides, an organized and fully prepared workplace before the first day of work ensures an
efficient and rapid integration. Also, it gives new employees a feeling of safety, appreciation
and makes them feel more comfortable. “Everything you need has been prepared in advance.
And you don’t sit anywhere but you have your own workplace and are seated next to your
colleagues.” (I1_181-186) Similarly, another candidate justified his delayed start at work with
the fact that important working materials had to be organized in advance. “[…] All the IT
equipment has been managed and prepared for me, to have everything ready for the first
day.” (I3_54-56) Also, an employee who works in the industrial furnance sector was
103
delighted about the company’s preliminary work. “The workplace was fully prepared. As
soon as I arrived, everything has been there, I didn’t have to wait for my computer […]. This
was really good because I had something to occupy right away.” (I10_114-121)
As can be seen from the statements, since newcomers are concerned and nervous about the
new work anyways, they appreciate company efforts on providing orientation and doing pre-
work. Even if it’s just conveying newcomers a realistic picture of what’s happening on the
first day, whether there will be meetings, they will receive further information material, or
whether other newcomers will start on the same day, reduces initial fears and helps structure
their thoughts (I8_43-45 &177-179).
These are actions companies take upfront to ensure a smooth integration. However, most
firms put their focus on the first day(s) or week(s) of work when it comes to providing
information, orientation and structure (I2_157).
4.5.5 The first day(s) and week(s)
It has been shown that it is commonly the first day or days (of work), where most company
actions and introductory work take place. On the first day, employees usually start in the HR
department, in case it hasn’t been taken care of in advance, to receive the employment
contract and discuss remaining questions and work-related details (I1_196-197, I5_161-162).
“That there exists a program of actions for the first week I got told on my first day of work.”
(I3_254-255). Information on trainings, seminars and other important appointments are
usually announced on the newcomer’s first day. (I3_249-250). Besides, an information map is
handed to newcomers as well as meetings arranged by the HR department to welcome the
newcomer, provide him or her with further company and task-related information and
introduce him or her to the work group and colleagues (I4_195-198, I6_83-85).
On the first day, the supervisor or HR department usually feels responsible for devoting some
time to the new employee. This includes arranging a short company tour, showing them their
new office and introducing them to key people (I9_110-111). “On my first day, I got picked
up from the reception. They showed me around, we took a quick look at the production
facilities, like a short tour where I got introduced to key activities.” (I10_147-152) More
often, the HR department takes on the task of receiving the new employee and providing him
or her with further instructions. “[…] Person x from the HR department welcomed me, we had
104
a friendly conversation, he perfectly explained the company structure and provided me with a
well-prepared plan and a map for newcomers.” (I2_169-172) What newcomers further value
is, not only getting introduced to colleagues but getting shown their workplace, getting
explained any technical equipment and told were to find office supplies, etc. (I10_114-121).
Another very effective way of introducing the newcomer to the company and team, that is
frequently used by company members, represent so-called “mentoring tours” within the first
week. Such tour is usually guided by an experienced employee who has been working for the
company for years and knows the company including all departments and people very well.
He or she can provide newcomers with unique insights and company-specific information.
Going from department to department and getting introduced to key people, significantly
helped newcomers to receive a good first impression of the company and orient themselves.
Being warmly welcomed by company members makes the beginning easier as it reduces early
concerns and stress on the part of the newcomer (I1_165-177).
The last section has demonstrated that the first days and weeks should be put to beneficial use
and companies attach even greater importance to the first day than to the phase prior to the
newcomer’s first day. Structuring the first day is perceived as essential in order to ensure
clarity, provide newcomers with an overall plan and make him or her feel comfortable and
secure. Whether this is the “right approach” and what impact it has on newcomers is to be
analyzed in the chapter 5 Discussion as well as 6 Managerial Implications and Outlook.
As can be concluded from the previous chapter, today’s companies initiate a variety of actions
before the newcomer’s first day of work to successfully incorporate the candidate to the
company and team. Key actions comprise in particular those addressing the emotional aspect
of the newcomer, hence that focus on relationship-building. This involves, among other
factors, conveying the newcomer a sense of well-being as well as feelings of appreciation and
trust. Ensuring a positive working atmosphere and creating opportunities to get to know each
other mainly contribute to overall satisfaction and promotes bonding. In order to create long-
lasting relationships, maintaining contact becomes pivotal during pre-boarding. Companies
apply different modes of communication to practice and open and transparent interaction with
newcomers. This includes personal meetings or regular contact via telephone, E-Mail or even
mail. Usually, companies hold more than one person responsible for staying in contact with
the newcomer. Besides maintaining contact, providing information to newcomers is crucial in
the early stage of integration. This can be in form of a Realistic Job Preview, sending
105
newcomers a welcome package, arranging a company tour or even a trial day. What further
contributes to the newcomer getting stably integrated to the new company is providing
orientation and structure. A rough introduction plan, pre-information on trainings and
seminars as well as organizing the newcomer’s workplace in advance, reduces initial concerns
of newcomers and makes them feel better prepared for the first day of work. Referring to the
last point, it has been shown that the first day(s) and week(s) are decisive and mainly shape
the integration process. The way newcomers are received by company members and the more
efforts firms make to integrate the new employee, the more likely concerns can be alleviated
and a sense of well-being and harmony established.
The purpose of the empirical part of the thesis was to answer the initial questions about how
new employees perceive the overall onboarding process, what concerns and fears new
employees have before their first day of work and what actions companies take upfront to
eliminate those fears. As a next step, by means of empirical data, the aim is to establish
interconnections to the topic “integration of new employees”. In the discussion part, a
comparison between theory and empirical findings will be conducted to be able to draw
conclusions and derive future expectations.
106
5. DISCUSSION OF RESULTS
Integration of new employees has become more challenging as can be derived from literature
and practice. Increased internationalization, globalized markets, innovations, etc. result in
permanent changes and, consequently, in altered demands, expectations and increased
concerns and fears on the part of new employees. The growing mobility of employees, an
increased “war for talents”, higher rates of quitting, and many other factors indicate the need
for HR managers to shift their way of thinking and adjust onboarding practices. Obviously,
many companies cannot keep pace with the permanently changing environment, and a lack of
time devoted to newcomers as well as a lack of professional and individualized onboarding
practices prevent them from acquiring and retaining top-tier employees. In the following,
main congruences and discrepancies of literature and practice are to be demonstrated and
critically examined.
Phases of onboarding
There has been a perceived incongruence when it comes to the phases of onboarding. Based
on theory, there exist mainly three phases of integration, including the phase prior to the first
day of work, the first day(s) and week(s), and induction and probation. Unfortunately, as can
be derived from empirical findings, companies underestimate the pre-boarding phase and pay
special attention to the newcomer’s first day of work. Even though the first day in any
company has special significance and must be put to beneficial use, the phase before the first
day of work greatly influences newcomers’ emotions, feelings and shapes their attitude
towards the company as well as foundations for future collaboration.
The phase before the first day
When it comes to concerns and fears, theory and practice agree in saying that the pre-
boarding phase is characterized by an elevated level of psychological stress and burden as
well as increased uncertainty on the part of the newcomer. As mentioned in the Senator für
Finanzen (2004) and as depicted in the empirical part of the thesis, new employees are
confronted with significant changes and new challenges. Concerning this aspect, Wanous
(1992) refers to college graduates, as an example, and points to the role change from being a
student to becoming a full-time employee, to newcomers that are relocating, or to foreigners,
as they are confronted with additional challenges such as housing or language barriers.
107
On the one hand, they are concerned about the social integration, hence about getting
included into the workgroup and building meaningful relationships with colleagues. On the
other hand, newcomers worry about the technical integration and, by this, they have self-
doubts whether they can complete tasks and responsibilities as required. It has been shown
that younger employees are less concerned about their professional incompetence rather than
about interpersonal relationships. Due to a lack of experience and self-confidence, they have
doubts whether they get along well with their work group and get accepted by their future
colleagues and supervisor.
Failed integration measures further contribute to increased uncertainty before the first day
of work. In this regard, theory strongly corresponds with empirical findings in a way that
companies lack flexibility and employee orientation. According to Kieser (1992) and
Neymanns (2011), instead of adjusting onboarding practices to circumstances and individual
needs and expectations of the employee, companies prefer a rather standardized procedure
that applies to all newcomers. This, in turn, leads to employees feeling less valued,
appreciated and adequately supported during pre-boarding. To ensure a systematic and rapid
integration, Bröckermann (2009) recommends an individually adjusted training plan or
checklist handed to employees before the first day of work. According to Lohaus and
Habermann (2015), such plan should not solely contain a list of required tasks but also
integration goals and priorities. In terms of the latter, empirical results confirm that
newcomers want to know in advance what kind of tasks need to be completed with what
priority and urgency. In the initial stage, newcomers feel insecure anyways and demand
clarity, orientation and structure.
Overall, it can be deduced from empirical findings that newcomers do not feel adequately
supported before the first day of work. Only in rare occasions, a key person of contact is
assigned to newcomers. More often, interactions occur with different persons from different
hierarchies and areas of responsibility, being it the supervisor, the HR department, managers
or the secretary. This, in turn, leads to confusion and uncertainty on the part of the newcomer.
Even though Lohaus and Habermann (2015) stress the importance of assigning a “buddy”,
mentor or another contact person, as it increases the predictability of tasks and interactions,
newcomers usually experience it otherwise. A lack of internal communication and
coordination leads to a confusion of responsibilities and conveys the impression that the
company is not prepared.
108
In accordance with theoretical findings and based on empirical results, certain foundations
need to be established before the first day of work. As per Brenner (2014), Stein (2015) and
Blum (2010), this includes maintaining contact, hence regular communication and
interaction with the newcomer. As from the beginning, newcomers demand special support
and want the company to demonstrate interest and show that they are looking forward to the
new employee. In particular, regular phone calls and personal meetings proofed to be most
effective as it reduces anxiety and stimulates positive feelings and excitement. More
importantly, it is a sign of appreciation and professionality on the part of the company and
conveys newcomers a feeling of security. Consequently, regular communication and
interaction significantly shapes the social integration of new employees as it fosters
relationship-building and bonding.
Providing information is, as well, perceived as being essential during pre-boarding. In
theory, authors stress the importance of a Realistic Job Preview, hence providing not only
sufficient but accurate and realistic information about the respective job. In practice, however,
newcomers experience it differently as some companies withhold valuable information, in
particular when it comes to tasks and responsibilities of the new job, required skills,
information concerning the first days or weeks in the company, or future opportunities. Even
though in the article of White and White (2014), the authors indicate the significance of
clarifying each other’s expectations in advance, interview results have shown that the first day
is characterized heavily by surprises and confusion on the part of new employees. As claimed
by Rhen (1990), a lack of role clarity leads to initial uncertainties in a way that new
employees do not understand what kind of tasks with what priority and scope they are
expected to fulfill. Distorted information results in early conflicts, as mentioned by Porter et
al. (1975,) and newcomers cannot make a wise choice, one that matches individual and job
wants.
Based on empirical findings and as stated by Wanous (1992), providing information fulfills
two main functions and, by this, counteracts two main concerns, namely the “what kind of
event” and “how you will feel”. The first one relates to technical integration and involves
providing task-related information such as when to begin, what to be done and how long it
will take. The second type relates to social integration, hence providing information on
upcoming physical and emotional sensations. This primarily includes information on values
and norms of the work group as well as on interpersonal relationships.
109
Key people that exert substantial influence on the employee before the first day of work
proofed to be similar in theory and practice. First, the manager or supervisor takes a special
role within pre-boarding. He is mainly responsible for the newcomer getting stably integrated
to the company and team as well as providing support throughout the entire integration
process. Besides providing the newcomer with information before the first day of work, it is
his task to ensure orientation and cordially receive the newcomer on the official start day. In
practice, however, due other responsibilities, managers and supervisors are often not visible to
newcomers on their first day of work. Nevertheless remains that the way newcomers are
received and incorporated greatly influences ongoing motivation and commitment.
Theory and practice strongly agree in the fact that newcomers want to feel comfortable and
welcome and, therefore, strive for a positive working atmosphere and a sense of well-being.
As stated by Weiand (2011), one of three main goals of employee integration include
establishing an emotional attachment to the newcomer. Whereas this sounds fundamental and
some companies succeed in this regard, others fail entirely in their efforts on bonding and
establishing relationships. Wanous (1992) has found that learning and relationship-building
during pre-boarding mainly facilitate newcomer socialization. Exchange processes and
interactions between newcomers and supervisor, as well as newcomers and co-workers, can
reduce initial anxieties and result in a smooth integration. As claimed by Kieser (1990), the
more the work group conveys the impression that they are looking forward to the new
employee and the more open-minded they are, the more successful social integration will be.
In practice, however, there exists barely any contact between newcomers and work group
before the first day.
Both, theory and practice have demonstrated that it is mainly the social integration and
relationship-aspect new employees are concerned about. Consequently, certain values and
attitudes need to be displayed by the company in order to allay fears and win new
employee’s confidence. As Brenner (2014) outlined earlier, empathy, hence the ability to
listen to the new employee as well as considering individual needs and expectations, is crucial
within pre-boarding. What further contributes to positive feelings is meeting newcomers with
trust and great sensibility. This involves, among other factors, trust and believe in the
newcomer’s abilities and skills. Establishing a basis of trust and harmony is perceived as
essential as it determines future collaboration, company commitment and shapes the attitude
of the newcomer. In particular, as can be derived from interviews, new employees strive for
110
appreciation and acceptance by their peers, supervisors and other company members. They
want to become an essential part of their team and make a significant contribution. Therefore,
early and regular contact, practicing an open and honest dialog, and efforts on addressing new
employees’ underlying values as well as meeting individual needs can accelerate relationship-
building, bonding and, consequently, reduce initial concerns and fears.
This has been a brief reflection and comparison of theoretical and empirical findings. By
taking a closer look at the phase prior to the first day of work and considering new
employees’ needs, expectations as well as concerns and fears, it becomes obvious that
newcomers require special attention and support, hence a carefully planned and a well-
thought-out onboarding process. Depending on the industry, company, position and
personality traits of newcomers, different onboarding approaches need to be applied. In the
last chapter on Managerial Implications and Outlook, concrete conclusions will be drawn,
main impacts and consequences of findings highlighted, as well as future expectations
derived.
111
6. MANAGERIAL IMPLICATIONS AND OUTLOOK
Companies still pay too little attention to the phase prior to the first day of work. As can be
seen from empirical results, newcomers are commonly in a state of uncertainty and demand
special attention and support. In particular, more time should be devoted to social integration.
Bonding and relationship-building cannot be achieved overnight. Rather, it is a process that
needs to be initiated at an early stage. Building trust, and this relates mainly to younger,
unexperienced employees, requires regular communication and strong social skills such as
empathy and patience. What this means exactly for literature and practice and what
implications and conclusions HR managers can derive from results, is to be illustrated
graphically below. In order to reduce insecurities and fears of newcomers before their first
day of work and to ensure a successful integration, companies should pay special attention to
three main factors, namely motivation, information and communication.
Figure 11: Successful onboarding process
(own illustration)
First is motivation, hence stimulating excitement and enthusiasm among newcomers. Before
the first day of work, companies need to influence the newcomer’s first impression and
convey positive feelings. Newcomers are curious and thrilled but also concerned about the
upcoming challenges of the new position. Consequently, they want to get included from the
very beginning and want company members to demonstrate interest and show that they are
looking forward to the new employee. Newcomers want to feel welcome, comfortable and
strive for harmonious relationships with peers and the supervisor. An invitation to company
112
events or an inclusion into activities of the workgroup, as an example, represent opportunities
to get to know the company, the work group and other company members in advance. If the
company can succeed in creating this “Wow-Effect” on the part of the newcomer, foster
relationship-building and bonding among company members and the new employee and, by
this, winning the new employee’s confidence even before the first day of work, he or she
immediately develops a positive attitude towards the company and can get integrated faster
and more effectively. Above all, positive experiences by the candidate during pre-boarding
and even small company efforts on relationship-building do not only put the company in a
good light, but reduces early tensions and stress of newcomers and significantly shapes future
collaboration and commitment.
Second is communication, as newcomers strive to maintain contact and practice an open
dialogue with company members. A key contact such as the supervisor or the HR department
should put the time between signing the employment contract and the newcomer’s first day of
work to beneficial use and actively seek contact. Similar to motivation, regular interaction
with the newcomer gives the company the possibility to foster relationship-building and
bonding, and reduce initial insecurities and fears. In addition, it demonstrates appreciation and
professionality of the company and shows that they actually care about the newcomer. There
are many ways for companies to maintain contact, such as via mail, E-mail, telephone or in
person. Most effective proofed to be personal meetings in form of company invitations or trial
days, where new employees have the possibility to get to know the company and work group
in advance and clarify each others’ expectations as well as delicate matters such as salary
negotiations or career opportunities. Besides, phone calls right before the first day of work
can make a significant contribution. By this, not only first day details can be discussed but it
gives the company another chance to express their gratitude and anticipation. Besides, a
personalized letter in saying “Dear Person X, we are pleased to welcome you in our team and
are looking forward to meeting you soon”, are highly appreciated among new employees.
Third is information and, by this, providing newcomers with a Realistic Job Preview. This
relates to social as well as technical integration. New employees desire to increase the
predictability of interactions between themselves and others within the organization. On the
one hand, they want to know with whom they will be collaborating, who will be their direct
person of contact, what are their roles within the company and work group, how’s the
relational structure or what are the company’s “unspoken” rules, corporate values, and so on.
113
On the other hand, newcomers want to receive transparent information regarding tasks and
responsibilities, on interrelationships of departments, on the company history or on how they
can develop within the firm. Overall, newcomers demand a realistic picture of what can be
expected, including not only positive, but also negative aspects and challenges of the
respective position. New employees want to be prepared for the first day, and sufficient pre-
information ensures clarity, gives them a feeling of security and prevents unpleasant surprises
as well as unmet expectations. Consequently, sending newcomers a welcome package, an
information brochure, the company newsletter or information specifically tailored to the new
position helps them prepare mentally and physically for the new job. This does not only
reduce early insecurities but makes the first day more transparent and facilitates integration as
the newcomer is already familiar with key topics. In particular, a checklist handed to
newcomers before the first day of work is effective in a way that the newcomer can structure
his or her thoughts and is able to plan and think ahead.
As can be seen from the last section, a main emphasis during pre-boarding should be put on
conveying positive feelings to newcomers and stimulating excitement, providing newcomers
with a Realistic Job Preview, and maintaining contact, hence regular communication with the
candidate. Consequently, even though onboarding practices cannot be generalized and should
be individually adjusted to the needs and expectations of the new employee, HR managers are
challenged to put a greater focus on the social or emotional aspect. The pace and success at
which newcomers become integrated into the team and company substantially depend on a
firm’s efforts on relationship-building and bonding. The “right” company actions before the
newcomer’s first day can significantly influence the way he or she feels and whether he or she
looks to the first day with fear or excitement.
As a final remark, and by this, referring to the limits of the thesis, it should be mentioned that
onboarding is more comprehensive and includes a variety of other factors. Integration of new
employees is a process that involves other phases or stages of onboarding than the phase prior
to the first day of work. Since the research question aimed at the pre-boarding phase, further
stages of the staffing needs coverage process are not to be covered in more detail within this
thesis. In addition, when it comes to types of newcomers, the focus of the thesis was on
externals who are about to start their first day or who are within their first week at a new
position and company. Specific needs of other types of newcomers and target groups,
however, should not be neglected and represent areas for further research.
114
7. REFERENCES
7.1 Books
Al-Laham, H. & Welge, M. (2008). Strategisches Management. Wiesbaden: Gabler Verlag.
Aigner, U. & Bauer, C. (2008). Der Weg zum richtigen Mitarbeiter: Personalplanung,
Suche, Auswahl und Integration. Wien: Linde Verlag.
Arndt, H. (2010). Supply Chain Management. 5th edition. Wiesbaden: Gabler
Verlag/Springer Fachmedien Wiesbaden GmbH.
Ashforth, B.-E. (2001). Role transitions in organizational life: An identity-based perspective.
Mahwah, NJ: Erlbaum.
Bauer, T.-N. & Erdogan, B. (2011). Organizational socialization: The effective onboarding
of new employees. In S. Zedeck, H. Aguinis, W. Cascio, M. Gelfand, K. Leung, S. Parker,
& J. Zhou (Eds.), APA Handbook of I/O Psychology, Volume III (pp. 51-64). Washington,
DC: APA Press.
Becker, M. (2009). Wandel aktiv Bewältigen – empirische Befunde und Gestaltungshinweise
zur reifegrad-orientierten Unternehmensführung und Personalentwicklung. München und
Mering: Rainer Hampp Verlag.
Berger, C.-R. (1979). Beyond initial interaction: Uncertainty, understanding, and the
development of interpresonal relationships. In: H. Giles & R.-N. St. Clair (Eds.),
Language and social psychology (pp. 122-144). Baltimore: University Park Press.
Berthel, J. & Becker, F.-G. (2013). Personal-Management, Grundzüge für Konzeptionen
betrieblicher Personalarbeit. 10th edition. Stuttgart: Schäffer-Poeschel.
Berthel, J. & Becker, F.-G. (2007). Personal-Management, Grundzüge für Konzeptionen
betrieblicher Personalarbeit. 8th edition. Stuttgart: Schäffer-Poeschel.
Berthel, J. (1991). Personal-Management. 3rd edition. Stuttgart Schäffer-Poeschel.
Blum, N. (2010). Erfolgsfaktor Inplacement: Neue Mitarbeiter systematisch und zielgerichtet
integrieren. Hamburg: Diplomica Verlag.
Böck, R. (2002). Personalmanagement. München/Wien.
Brenner, D. (2014). Onboarding: Als Führungskraft neue Mitarbeiter erfolgreich einarbeiten
und integrieren. Wiesbaden: Springer Gabler Verlag.
115
Bröckermann, R. (2014). Einarbeitung neuer Beschäftigter. In Führung von
Mitarbeitern – Handbuch für erfolgreiches Personalmanagement (pp. 158-165), Schäffer-
Poeschel.
Bröckermann, R. (2009): Personalwirtschaft, 5th edition. Stuttgart: Schäffer-Poeschel
Verlag.
Bröckermann, R. & Pepels, W. (2002). Personalmarketing an der Schnittstelle zwischen
Absatz und Personalwirtschaft, In Personalmarketing, Aquisition-Bindung-Freistellung.
Stuttgart.
Bryman, A. & Bell, E. (2007). Business research methods. 2nd edition. Oxford: Oxford
University Press.
Caplow, T. (1964). Principles of organization. New York.
Creswell, J. (2013). Research design: Qualitative, quantitative, and mixed methods
approaches. 4th edition. Sage Publications.
Christiansen, M.-A. (2010). Successful Onboarding. USA: Kaiser Associates.
Dettmer, H., Gindhart, T., & Hausmann, T. (2005). Fachbegriffe Physiotherapie. 1st
edition. Troisdorf: Bildungsverlag EINS.
Feige, W. (1991). Einführung und Einarbeitung neuer Mitarbeiter, In Personal - Mensch und
Arbeit 3/91 (pp. 50-52).
Freimuth, J. (1986). Die Einführung neuer Mitarbeiter. Personal, 5, 200-203.
Froschauer, U. & Lueger, M (2003). Das qualitative Interview: zur Praxis interpretativer
Analyse sozialer Systeme. Wien.
Gabal (Hrsg.) (2007). Arbeitsheft Einführung neuer Mitarbeiter, Selbstlernkurs. Offenbach
am Main.
Gloger, A. (2001). Auf der Jagd nach Spitzenkräften. Die besten Mitarbeiter gewinnen,
behalten und begeistern. Frankfurt am Main.
Haberkorn, K. (1972). Die Einführungsschrift für neue Mitarbeiter. Neuwied/Berlin.
Hilmbauer, R. (1995). Organizational entry, Theoretische und empirische Analyse der
Integration neuer Mitarbeiter im Unternehmen, Diplomarbeit am Institut für Pädagogik
und Psychologie an der Johannes-Kepler-Universität Linz.
Jäger, W. & Lukasczyk, A. (2009). Talent Management – Strategien, Umsetzung,
Perspektiven. Köln: Luchterland Verlag.
116
Kieser, A. (1995). Einarbeitung neuer Mitarbeiter. In L. Rosenstiel, E. Regnet & M. Domsch
(Eds.), Führung von Mitarbeitern/Handbuch für erfolgreiches Personalmanagement (pp.
149-159). Stuttgart.
Kieser, A. (2003). Einarbeitung neuer Mitarbeiter. In L. Rosenstiel, E. Regnet & M.-E.
Domsch, Führung von Mitarbeitern. Handbuch für erfolgreiches Personalmanagement, 5th
edition (pp. 183-193). Stuttgart.
Kieser, A., Nagel, R., Krüger, K.-H. & Hippler, G. (1990). Die Einführung neuer
Mitarbeiter in das Unternehmen. 2nd edition. Frankfurt: Kommentator Verlag.
Knoblauch, J. (2010). Die Personalfalle: schwaches Personalmanagement ruiniert
Unternehmen. Frankfurt: Campus Verlag.
Kratz, H.-J. (1997). Neue Mitarbeiter erfolgreich integrieren/Nutzen Sie ein praxiserprobtes
Einführungskonzept. Wien.
Lange, S. & Schimank, U. (2004). Governance und gesellschaftliche Integration, In S.Lange,
U. Schimank (Eds.), Governance und gesellschaftliche Integration (pp. 9-44). Wiesbaden:
VS Verlag.
Lohaus, D. & Habermann, W. (2015). Integrationsmanagement – Onboarding neuer
Mitarbeiter. Göttingen: Vandenhoeck & Ruprecht.
Luthe, A. & Weiskopf, H. (2010). Personalmanagement für Argenturen und Makler in der
Versicherungswirtschaft. Karlsruhe.
Merkwitz, R. & Peitz, A. (2002). Schritt für Schritt: Erfolgreiche Integration neuer
Mitarbeiter. In A. Peitz, R. Pfeiffer (Eds.), Personalauswahl international: Suche,
Auswahl, Integration (pp. 145-163). Düsseldorf.
Miller, S. (1981). Predictability and human stress: Toward a clarification of evidence and
theory. In L. Berkowitz (Eds.), Advances in experimental social psychology (pp.203-256),
14. New York: Academic Press.
Moreland, R.-L., Levine, J.-M. & McMinn, J.-G. (2001). Self-Categorization and Work
Group Socialization. In M. A. Hogg & D. J. Terry, Social Identity Processes in
Organizational Contexts. Philadelphia, PA: Psychology Press.
Moser, K. & Schmook, R. (2001). Berufliche und organisationale Sozialisation. In H.
Schuler (Eds.), Lehrbuch der Personalpsychologie (216-239). Göttingen /Bern /Toronto/
Seattle.
Neges, G. & Neges, R. (2007). Führungskraft und Mitarbeiter. Wahrnehmung der
Führungsaufgaben. Effektiv kommunizieren und informieren. Mitarbeitergespräche, Wien.
117
Neuberger, O. (1991). Personalentwicklung. Basistexte Personalwesen, Band 2. Stuttgart:
Enke.
Olfert, K. & Steinbuch, P. (2001). Personalwirtschaft, Ludwigshafen.
O’Malley, M. (2000). Creating Commitment/How to attract and retain talented employees by
building relationships that last. New York: John Wiley & Sons.
Oxenbridge, S. & Evesson, J. (2012). Young people entering work: A review of the research.
Acas Research Report 18/12, London: Acas.
Porter, L.-W., Lawler, E.-E., III, & Hackman, J.-R. (1975). Behavior in Organizations.
New York: McGraw-Hill.
Rehn, M.-L. (1993). Die Eingliederung neuer Mitarbeiter. In K. Moser, W. Stehle, H. Schuler
(Eds.), Personalmarketing (pp. 77-95). Göttingen / Stuttgart.
Rehn, M.-L. (1990). Die Eingliederung neuer Mitarbeiter: Eine Längsschnittstudie zur
Anpassung an Normen und Werte in der Arbeitsgruppe. München und Mehring: Rainer
Hampp Verlag.
Rischar, K. & Brendt, D. (1994). Einführung neuer Mitarbeiter. München/Landsberg am
Lech: Mvg Verlag.
Ritz, A. & Thom, N. (2010). Talent Management – Talente identifizieren, Kompetenzen
entwickeln, Leistungsträger erhalten. Wiesbaden: GWV Fachverlage GmbH.
Rosenstiel, L. (1996). Motivation im Betrieb. Leonberg.
Schmidt, K. (2013): Die Integration neuer Mitarbeiter in die Organisation: Eine qualitative
Untersuchung zu den Erwartungen an einen systematischen Integrationsprozess aus Sicht
der Mitarbeiter. Hamburg: Diplomica Verlag.
Schreyögg, G. & Koch, J. (2010). Grundlagen des Managements: Basiswissen für Studium
und Praxis. 2nd edition. Wiesbaden: Gabler Verlag.
Schulte, C. (2011). Personal-Controlling mit Kennzahlen. 3rd edition. München.
Stein, M.-A. & Christiansen, L. (2010). Successful Onboarding. USA: Kaiser Associates.
Stolzenberg, K. & Heberle, K. (2009). Change Management: Veränderungsprozesse
erfolgreich gestalten – Mitarbeiter mobilisieren. 2nd edition. Köln: Springer Verlag.
Stopp, U. (2006). Betriebliche Personalwirtschaft: zeitgemäße Personalwirtschaft –
Notwendigkeit für jedes Unternehmen, 27th edition, Renningen: Expert-Verlag.
118
Van Maanen, J. & Schein, E.-H. (1979). Toward a theory of organizational socialization. In
Research in Organizational Behavior 1 (pp. 209-264).
Verhoeven, T. (2016). Candidate Experience: Ansätze für eine positiv erlebte
Arbeitgebermarke im Bewerbungsprozess und darüber hinaus. Wiesbaden: Springer
Gabler Verlag.
Wanous, J.-P. (1992). Organizational entry: Recruitment, selection, orientation and
socialization of newcomers. 2nd edition. MA, USA: Addison-Wesley Publishing
Company.
Wanous, J.-P. (1980). Organizational entry: Recruitment, selection, orientation and
socialization of newcomers. Reading, MA: Addison-Wesley Publishing Company.
Watzka, K. (2014). Personalmanagement für Führungskräfte – Elf zentrale Handlungsfelder.
Wiesbaden: Springer Verlag.
Winkler, J. (2009). Talent Management – Einem Führungskräftemangel mit zielgerichtetem
Personalmanagement vorbeugen. Hamburg: Diplomica Verlag.
7.2 Journals & Internet Sources
Allen, D. (2006). Do organizational socialization tactics influence newcomer embeddedness
and turnover? Journal of Management, 32, 237-256.
Bal, P.-M., Hofmans, J. & Polat, T. (2017). Breaking Psychological Contracts with the
Burden of Workload: A Weekly Study of Job Resources as Moderators. Applied
Psychology: An International Review, 66(1), 143-167.
Bauer, T. (2016). Manager: Take Accountability for Onboarding. Workforce
Solutions Review, 7(4), 34-35.
Bauer, T.-N., Bodner, T., Erdogan, B., Truxillo, D.-M. & Tucker, J.-S. (2007). Newcomer
adjustment during organizational socialization: A meta-analytic review of antecedents,
outcomes and methods. Journal of Applied Psychology, 92(3), 707-721.
Bauer, T.-N., Morrison, E.-W. & Callister, R.-R. (1998). Organizational Socialization: A
Review and Directions for Future Research. Research in Personnel and Human Resources
Management, 16, 149-214.
Becker, F.-G. (2004). Personlaeinführung. Wirtschaftswissenschaftliches Studium, 33(9),
514-519.
Feldman, D. C. (1981). The multiple socialization of organization members. Academy of
Management Review, 6(2), 309-318.
119
Cashman, K. & Smye, M. (2007). Onboarding: Get on board with it. Leadership Excellence
Essentials, 24(4), 5-5.
Creer Center (2008). Report Makes Recommendations to Help Uncle Sam Bring on New
Employees – and Keep Them. PA Times, 31(8), 24-24.
Cooper-Thomas, H.-D. & Anderson, N. (2005). Organizational socialization: A Field study
into socialization success and rate. International Journal of Selection and Assessment,
13(2), 116-128.
Gallup (2011). Engagement Index 2010. Retrieved from
http://www.gallup.de/183104/engagement-index-deutschland.aspx (April 5, 2017)
Garone, E. (2010). Quitting a New Job Before You’ve Started. The Wall Street Journal.
Retrieved from http://www.careercast.com/career-news/quit-new-job-you-start (February
17, 2017)
Geighardt, C. (2007). Personalblitzlicht: Fachkräftemangel – was kann das
Personalmanagement tun? Deutsche Gesellschaft für Personalführung. Praxis Papiere,
Düsseldorf.
Gerstner, C.-R. & Day, D.-V. (1997). Meta-analytic review of leader-member exchange
theory: Correlates and construct issues. Journal of Applied Psychology, 82, 827-844.
Gruman, J.-A. & Saks, A.-M. (2011). Socialization preferences and intentions: Does one size
fit all? Journal of Vocational Behavior, 79(2), 419-427.
Harris, J.-G., Craig, E. & Light, D.-A. (2011). Talent and analytics: new approaches, higher
ROI. Journal of Business Strategy, 32(6), 4-13.
Jokisaari, M. (2013). The role of leader-member and social network relations in newcomers’
role performance. Journal of Vocational Behavior, 82, 96-104.
Kammeyer-Mueller, J.-D. & Wanberg, C.-R. (2003). Unwrapping the organizational entry
process: Disentangling multiple antecedents und their pathways to adjustment. Journal of
Applied Psychology, 88(5), 779-794.
Korte, R.-F. (2007). The Socialization of Newcomers into Organizations: Integrating
Learning and Social Exchange Processes. Retrieved from
http://files.eric.ed.gov/fulltext/ED504550.pdf (April 21, 2017)
Krasman, M. (2015). Three Must-Have Onboarding Elements for New and Relocated
Employees. Retrieved from
https://cdn2.hubspot.net/hubfs/108270/PR_and_Press/Press_articles/pr_feature_employme
ntrelationstodaykrasman_mb15.pdf (February 14, 2017)
120
Louis, M.-R. (1980). Surprise and sense making: What newcomers experience in entering
unfamiliar organizational settings. Administrative Science Quarterly, 25, 226-251.
McGuire, B. (2013). Rolling out the welcome mat. Ottawa Business Journal, 16(47), 10-10.
Miller, V.-D. & Jablin, F.-M. (1991). Information seeking during organizational entry:
Influences, tactics, and a model of the process. Academy of Management Review, 16, 92-
120.
Neymanns, T. (2011). Onboarding – Neue Mitarbeiter an Bord nehmen.
PERSONALmagazin. Retrieved from http://www.meta-
five.com/download/fachartikel/Onboarding_Studie_meta_five.pdf (April 5, 2017)
Nifadkar, S., Tsui, A.-S. & Ashforth, B.-E. (2012). The way you make me feel and behave:
Supervisor-triggered newcomer affect and approach-avoidance behavior. Academy of
Management Journal, 55(5), 1146-1168.
Osmundson, E. (2016). On-Boarding Milestones. Agri Marketing, 54(8), 16-16.
Pitman, T. (2015). Out of the Box: How Trailhead CU helps new employees be ready for
their first day. Credit Union Management, 38(1), 29-29.
Pürstinger, R. (2016). Programm zur Integration neuer Mitarbeiter. Retrieved from
http://www.pmp.co.at/pmp/wpcontent/uploads/hb_04_01_programm_zur_integration_neue
r_ma1.pdf (April 5, 2017)
Saks, A.-M. & Ashforth, B.-E. (1997). Organizational socialization: Making sense of the past
and present as a prologue for the future, Journal of Vocational Behavior, 51(2), 234-279.
Scheibelhofer, E. (2008). Combining narration‐based interviews with topical interviews:
Methodological reflections on research practices. International Journal of Social Research
Methodology, 11(5), 403-416.
Senator für Finanzen (2004). Leitfaden zur erfolgreichen Einarbeitung neuer
Mitarbeiterinnen und Mitarbeiter. Retrieved from
http://www.finanzen.bremen.de/personal/detail.php?template=20_search_d&search%5Bse
nd%5D=true&lang=de&search%5Bvt%5D=Leitfaden+zur+erfolgreichen+Einarbeitung
(April 2, 2017)
Silverman, E. (2013). First Day on Job: Not Just Paperwork. Companies Try to Make the
First Day for New Hires More Fun. Wall Street Journal, 261(125), 10-10.
Sluss, D.-M. & Thompson, D.-S. (2012). Socializing the newcomer. The mediating role of
leader-member exchange. Organizational Behavior and Human Decision Processes,
119(1), 114-125.
121
Smith, A. (2013). Ingredients for a quality onboarding program, Concordia University
Chicago. Retrieved from http://www.csemag.com/single-article/ingredients-for-a-quality-
onboarding-program/a39a3ee16bafec6871fb6ad9b3661c11.html (May 5, 2017)
Smith, E. (2003). The first job: Experiences of young Australians starting full-time work.
Youth Studies Australia, 22(1), 11-17.
Statistik Austria (2016). Österreichischer Arbeitsmarkt von hoher Dynamik geprägt,
Pressemitteilung: 11.424-235/16, Wien. Retrieved from
https://www.statistik.at/web_de/statistiken/menschen_und_gesellschaft/bevoelkerung/volk
szaehlungen_registerzaehlungen_abgestimmte_erwerbsstatistik/registerbasierte_erwerbsve
rlaeufe/110835.html (February 12, 2017)
Stein, G. (2015). Einarbeitung neuer Mitarbeiter nach dem 3-Phasen-Modell. Retrieved from
https://www.wirtschaftswissen.de/personalarbeitsrecht/mitarbeiterfuehrung/fuehrungsinstr
umente/einarbeitung-neuer-mitarbeiter-nach-dem-3-phasen-modell/ (February 13, 2017)
Taube, A. (2014). 4 Things Your Employees Should Do Before Their First Day of Work.
Business Insider. Retrieved from http://www.businessinsider.com/what-new-hires-should-
do-before-their-first-day-2014-12?IR=T (February 18, 2017)
Taylor, A. (2005). It’s for the rest of your life: The pragmatics of youth career decision-
making. Youth & Society, 36(4), 471-503.
Taylor, A. (2003). A decent place to work: Youth notions of the good workplace. Implications
for work-readiness and soft skills issues. Paper presented to the NCVER 12th National
VET Research Conference, Perth, 8-11 July 2003.
Van Maanen, J. & Schein, E.-H. (1979). Toward a theory of organizational socialization.
Research in Organizational Behavior, 1, 209-264.
Weiand, A. (2011). Einarbeitung von Mitarbeitern und Führungskräften. HNU Working
Paper, Fachhochschule Neu-Ulm, Retrieved from https://www.hs-neu-
ulm.de/fileadmin/user_upload/Forschung/HNU_Working_Paper/HNU_WP14_Weiand_Ei
narbeitung_von_Mitarbeitern_und_Fuehrungskraeften.pdf (April 12, 2017)
Wießner, N. (2016). Einfluss der Qualität des Onboarding auf das Kündigungsverhalten in
der Probezeit (Bachelor thesis). Retrieved from https://www.grin.com/document/339512
White, D. & White, P. (2014). Ensure Your New Employee’s Success With These 5 Steps.
Retrieved from https://www.entrepreneur.com/article/236776 (August 6, 2017)
Zaguri, Y. (2016). 5 Steps to Create a Successful Onboarding Process. Retrieved from
http://www.kryonsystems.com/Documents/5_Steps_to_Create_a_Successful_Onboarding_
Process_[eBook].pdf (April 8, 2017)
122
4managers. (2018). War for Talents. Retrieved from
http://www.4managers.de/management/themen/war-for-talents/ (April 28, 2018)
123
8. APPENDICES
Appendix 1 – Checklist before the first day of work
Table 8: Checklist before starting work
(own illustration based on Lohaus & Habermann, 2015, 131)
124
Appendix 2 – Interview Protocol
Topic: „Onboarding – Integration of new employees“
Research Question: “What concerns do new employees have before their first day at work?”
If I know right, you’ve been with company XY already for XY weeks and work in… /
You are about to start your first day of work at company XY in XY weeks as employee of…
1) How do you (did you) experience the overall recruiting/onboarding process (so far)?
a. How do (did) you feel during the phase prior to your first day at work?
b. What or who has (had) the greatest impact on how you feel?
c. How long did it take company XY to decide for you?
2) Have you ever thought of not taking the job? What could have been reasons?
(Follow up: It still happens that new recruits “jump ship” before day one at work. What do you
think motivates a person to this decision?)
3) When you think (thought) of your first day(s), week(s), month(s) at company XY,
a. What are (were) your expectations/desires?
b. What are (were) your thoughts? (doubts, concerns, insecurities, anxieties, etc.)
(workplace, team, supervisor, responsibilities, social integration, etc.)
4) At company YX, what measures/actions are (have been) taken to facilitate onboarding?
a. More specifically, what actions are (have been) taken to reduce potential concerns and
insecurities?
(maintaining contact, providing information concerning 1st day, key contact/mentor, work
group/team, supervisor, materials, etc.)
5) What are (could have been) potential areas of improvement to ensure a smooth onboarding?
a. More specifically, what could (have been) be done to address/reduce uncertainty and concerns
before the first day on the part of company XY?
b. Can you think of specific actions/examples?
6) Is there anything else important from your point of view regarding this topic?
Industry/Sector: Age:
Company: Gender:
Interviewed Person: Position: