Onboarding programs aim to assimilate newcomers into an organization as effective contributing insiders. The specific components that contribute to an effective onboarding program are understudied. This study evaluates an onboarding program for international schools that hire expatriate teachers. Organized around Klein and Heuser’s (2008) inform-welcome-guide (IWG) framework and Knowles et al. (2015) andragogical principles, the study explores the consensus of the importance of the phases and components to the International School Onboarding Program and Field Guide (ISOPFG). I developed the program using research in organizational socialization, expatriate socialization, uncertainty reduction theory, acculturative stress, psychological contracts, onboarding best practices, and mentoring literature. Expert panelists evaluated the three phases and seven components of the ISOPFG in three rounds of evaluative surveys. Elements of the ISOPFG not achieving an ≥ 80% consensus rate within two scale points on a five-point Likert scale, or a ≤ 15% movement between-round stability were re-evaluated in successive rounds with a maximum of three rounds (Hong et al., 2019, p. 52; Yücel et al., 2019, p. 1098). The findings show the phases and components to be substantiated and moderately substantiated as important to onboarding a foreign hire into an international school. International school leaders and human resources personnel may use the ISOPFG as a foundation for creating a site-specific program or enhancing their current international school onboarding program. Keywords: Organizational socialization, onboarding, international school.
|Advisor:||Letwinsky, Karim M.|
|Commitee:||Frederickson, Ty, Reinert, Paul M.|
|School Location:||United States -- Pennsylvania|
|Source:||DAI-A 82/7(E), Dissertation Abstracts International|
|Keywords:||International school, Onboarding, Organizational socialization|
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