Extension Agents’ Perceptions of a Blended Approach to Onboarding

Abstract

Extension organizations are challenged to provide onboarding to new employees that is comprehensive and high quality, yet cost-effective. The purpose of this study was to explore Extension agents' perceptions of participating in an onboarding program that used a blended approach involving face-to-face and online learning components. The objectives were to (a) describe the perceptions of participants in the Fall 2014 cohort, (b) describe the perceptions of participants in the Spring 2015 cohort, and (c) compare the perceptions between the Fall 2014 and Spring 2015 cohort participants. Two focus groups were conducted with participants from each cohort and a cross-case analysis was conducted with the data. Results showed participants were open to the blended approach and liked being able to work asynchronously but desired improvements in quality, communication, interaction, and applicability. A review of the process with greater consideration of, and adherence to, the principles of adult education is recommended.

Onboarding Learning Modalities and the Relationships with Onboarding Experience, Locus of Control, Self-Efficacy, and Employee Engagement

“…However, some research, although limited, does exist focused on adult learning in blended environments (Cocquyt et al, 2019;Cummings et al, 2015;Gjestvang et al, 2020;Harder et al, 2016;Johnson et al, 2018;Vanslambrouck et al, 2019). Overall, this research emphasizes, much like the literature on online learning, the need for consistent socialization for successful hybrid learning (Cummings et al, 2015;Gjestvang et al, 2020;Harder et al, 2016;Johnson et al, 2018;Vanslambrouck et al, 2019).…”

“…Hybrid workplaces are not necessarily equivalent to blended onboarding experiences; in hybrid working environments, some employees are in the office all the time, at home all the time, or in some combination, whereas hybrid learning involves all employees participating in both in-person and online learning (Johnson et al, 2018;O'Byrne & Pytash, 2015). As mentioned, there is a gap in the literature focused on hybrid onboarding (Harder et al, 2016).…”

“…However, some research, although limited, does exist focused on adult learning in blended environments (Cocquyt et al, 2019;Cummings et al, 2015;Gjestvang et al, 2020;Harder et al, 2016;Johnson et al, 2018;Vanslambrouck et al, 2019). Overall, this research emphasizes, much like the literature on online learning, the need for consistent socialization for successful hybrid learning (Cummings et al, 2015;Gjestvang et al, 2020;Harder et al, 2016;Johnson et al, 2018;Vanslambrouck et al, 2019). For example, in their study of a hybrid postgraduate program in South Africa where learners were face-to-face for 1 week and remote for the remainder of the course, Johnson et al (2018) found that learners' computer literacy skills, instructors' social engagement, and technological issues impacted the experience of the learners.…”

“…With regards to onboarding, in Harder et al's (2016) study of hybrid onboarding of new employees at a state agricultural center, the hybrid onboarding program was a success. These employees were trained in cohort-style learning groups, where learners participated in 2 face-toface training sessions and completed additional training remotely and asynchronously (Harder et al, 2016). While the cohorts enjoyed the onboarding overall, the biggest areas of opportunity to improve the program included improving communication, creating hands-on learning opportunities in both the face-to-face and online sessions, and clearly connecting the online and in-person sessions (Harder et al, 2016).…”

“…These employees were trained in cohort-style learning groups, where learners participated in 2 face-toface training sessions and completed additional training remotely and asynchronously (Harder et al, 2016). While the cohorts enjoyed the onboarding overall, the biggest areas of opportunity to improve the program included improving communication, creating hands-on learning opportunities in both the face-to-face and online sessions, and clearly connecting the online and in-person sessions (Harder et al, 2016). It is essential to consider how social and authentic learning can impact employees in hybrid onboarding settings.…”