V14N3s 68

Global Business and Management Research: An International Journal
Vol. 14, No. 3s (2022)
The Role of Employee Onboarding Training

Program in Mitigating Deviant Workplace
Behavior: Job Satisfaction as a Mediator
Umar Sarkin Gardi Ibrahim*
School of Management, Universiti Sains Malaysia
Email: umarsgardi@student.usm.my
Rosmelisa Binti Yusof

Email: rosmelisa@usm.my
Hazril Izwar Bin Ibrahim

Email: hazrilizwar@usm.my
* Corresponding Author
Abstract
Purpose: Previous studies on onboarding training have focused mainly on employee
socialization, performance, and organizational commitment. This paper aims to analyze
previous literature on onboarding training programs and, after that, to develop a framework
that will demonstrate how effective onboarding programs could influence deviant workplace
behavior.
Design/methodology/approach: This paper reviewed literature from the previous study on
onboarding training programs and job satisfaction to develop a mediation model that will
identify levels and mechanisms of onboarding that can influence employee deviance.
Findings: Drawing on the social exchange theory postulations and previous works of literature,
this paper proposed the role of employee onboarding program in mitigating deviant workplace
behavior. In addition, the paper also proposes the role of job satisfaction as a mediator.
Research limitations/implications: The proposed model will inspire researchers to connect
various aspect of onboarding such as employee socialization, induction training, employee
orientation and other validated onboarding frameworks to deviant workplace behaviors.
Practical implications: The proposed model presents a unique opportunity for policy makers
and practitioners to create a comprehensive onboarding program to counteract the menace of
employee deviance.
Originality/value: To better explain the relationship between onboarding and deviant
workplace behavior, this paper uniquely linked onboarding experience to two crucial factors:
job satisfaction and organizational commitment, both with research-supported links to
organizational deviance. Secondly, the article brings to light some underlying causes
magnitude and consequences of dysfunctional behaviors in the public sector of developing
countries like Nigeria.
Keywords: Deviant workplace behavior, Job satisfaction, Onboarding training program,

Compliance, Clarification, Connection, Culture.
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1.1 Introduction
Workplace deviant behavior has been referred to as "voluntary behavior that violates
significant organizational norms and in so doing threatens the well-being of an organization,
its members, or both"(Robinson & Bennett, 1995, p. 556). The topic of deviant workplace
behaviors is causing increasing concern among organizational experts and practitioners.
Deviant employee behavior at work, in other words, has emerged as a significant concern for
academics, policymakers, and corporate leaders in organizations due to its high cost and
disruptive nature. As a result, every organization attempts to reduce these detrimental habits'
adverse effects and prevalence(Uche, Geoge, and Abiola, 2017). According to Spector and Fox
(2006), deviant workplace behaviors differ from normal disruptive behaviors in that they are
not unintentional and are carried out to inflict harm. Essentially, these behaviors can be
classified as either beneficial to the company or detrimental to its success(Fox, Spector, and
Miles, 2001; Lugosi, 2019). Different researchers have evaluated and categorized these
harmful or dysfunctional behaviors using various terminologies. It's been dubbed
"counterproductive behavior"(Baysal, Misirdali, and Sevim, 2020; Ersoy-Kart, Arslan,
Paskim, Guldu and Savci, 2018) ‘antisocial behavior'(Aquino & Douglas, 2003) ‘insidious
behavior'(Greenberg, 2010), ‘dysfunctional behavior”(Kumasey & Hossain, 2020), or
‘organizational misbehavior'(Brooks, 2012), and ‘workplace incivility'(Cingöz & Kaplan,
2015). The discrepancies in language reflect the writers' conceptualization's focus and
scope(Lugosi, 2019, p. 6)
Both public and private organizations are places where a wide range of various behaviors are
expressed, with differing degrees of impact on both people and the organization as a
whole(Lugosi, 2019; Tanyolaç, 2020). The consequences of deviant workplace conduct are
incredibly costly to an organization, whether on an individual or organizational level, in terms
of decreased production, increased maintenance costs owing to missing or destroyed property,
psychological expenses, and a negative corporate image(Lugosi, 2019; Amin, Shamsuddin, and
Razimi, 2018a; Uche et al., 2017). According to Dineen and Lewicki (2006), the yearly
expenses of employee fraud and theft are projected to be over $50 billion. Similarly, according
to a report, US businesses suffered losses in an average of US$113 million in 2016 due to
employee theft (Security Newswire, 2017). Moreover, according to another report, workplace
violence costs US firms more than US$120 billion every year(Neckerman Insurance Services,
2012). Not only do businesses lose money due to workplace misconduct, but employees may
also incur emotional expenses as a result of the unpleasant incident(Lugosi, 2019; Tanyolaç,
2020), which can have a negative impact on an organization's financial capacity by reducing
employee productivity and increasing staff turnover(Adeoti et al., 2021).
In the Nigerian context, reports show that the demand for bribes among Nigerian officials has
increased from 20% in 2011 to 24% in 2012(Amin et al., 2018a). Deviant behaviors among
academic staff in the Nigerian high institutions of learning is particularly alarming. Some
employees in educational institutions, such as universities, colleges of education, polytechnics,
and other affiliated institutions, engage in counterproductive work behaviors. Absconding from
duty, insubordination, overstaying semester leave, presenting forged results, and extorting
money from students are among behaviors that these employees engage in(Egidi & Adewoyin,
2020; Osineme, 2017; Amin et al., 2018a). Other heinous acts include exchanging money for
grades, exchanging sex for a grade, and sexual molestation, as well as tampering with students'
grades(Fadipe & Bakenne, 2020; Ijitona, Agboola, & Olaniran, 2018; Olufemi, 2020; Onoyase,
2019).
Several factors have been connected to workplace deviant behavior(Lugosi, 2019; Tanyolaç,
2020). For instance, personality traits such as narcissism, agreeableness, negative emotions,
and others(Amin, Shamsuddin, and Razimi, 2018b; Henle, 2005; Noermijati, Firdaus, and
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Baltimurik, 2021) have been proven to be critical determinants of organizational deviance.

Connections have also been identified between job-related aspects such as job and pay
satisfaction(Ezeh, Etodike, & Nwanzu, 2018; Labrague, Nwafor, & Tsaras., 2020; Omar et al.,
2011), job characteristics(Grace & Akeke, 2020), and deviant workplace behaviors. Similarly,
organizational commitment also has been linked to organizational misbehavior in many
studies(Gill, Meyer, Lee, Shin, and Yoon, 2011; Qazi, Naseer, and Syed, 2019; Ugwu and
Okafor, 2017). Furthermore, Benjamin & Samson (2011), Sarwar, Naseer, and Zhong (2020),
and Tian, Zhang, & Zou (2014) have found relationships between job security and deviant
workplace behavior. Job pressures, excessive workload, job stress, and other stressors (Adeoti,
Shamsudin, & Alhamwan, 2021; Chand & Chand, 2014; Golparvar, Kamkar, & Javadian,
2012) all have a relative influence on deviant behavior among employees across cultures.
Likewise, excessive workload, ethical climate(Haldorai, Kim, Chang, & Li, 2020; Obalade &
Arogundade, 2019; Okoli, 2018), bad working conditions, and working tools(Egidi, Okpa, &
Akomaye, 2017; Egidi & Adewoyin, 2020) are also empirically linked to widespread
occurrences of employee misbehavior. Furthermore, extant literature using cross-cultural
samples also report accumulating pieces of evidence indicating that leadership styles exsert
substantial influence on deviant workplace behavior(Qi, Liu, & Mao, 2020; Amin et al., 2018b;
Zheng, Huang, Graham, Redman, & Hu, 2020), formal organizational controls as antecedents
of workplace deviant behavior are also empirically supported(Kura, 2017; Kwok, Au, & Ho,
2005; Yiu, Xu, & Wan, 2014). In the same vein, the chances of engaging in organizational
deviance are linked to demographic variables such as age, gender, marital status, income, and
educational achievement(Anwar, Arif, Sarwar, & Awan., 2011; Foluso & Wilfred, 2020;
Olasupo & Fagbenro, 2021; Qu, Jo, & Choi, 2020; Uche et al., 2017). Personal factors like
family and religion(Bhatti, Alkahtani, Hassan, & Sulaiman, 2015; Chen, Zhang, Wang, &
Zheng, 2020; Fagbenro & Olasupo, 2020; Rubab, 2017) have been empirically tested and
proven as the determinants of employee deviance.
Despite these number of studies, few works of literature have investigated the influence of
employee onboarding training on deviant employee behavior. Drawing on the previous
literature and social exchange theory, this paper intends to examine the role of the onboarding
training program in mitigating deviant workplace behavior among academics. Employee
onboarding is referred to as an essential program during which new hires are often formally
welcomed and supported with necessary information and resources, as well as informally
guided and helped by their co-workers to settle down and perform effectively. Previous studies
on employee onboarding training have focused mainly on employee socialization, employee
performance, and organizational commitment. Drawing support from the social exchange
theory and earlier works of research, we contribute to the literature in human resource
management and organizational behavior by proposing a model that identifies the different
levels of onboarding and demonstrates how these onboarding levels can influence negative
behavior in the workplace. In addition, the framework also proposes job satisfaction as a
mechanism through which employee onboarding exerts its influence on organizational
deviance.
2.1 Literature review
2.1.1 Workplace deviant behavior

Workplace deviant conduct is defined differently by different scholars. It is defined by Vardi
and Weitz (2012) as deliberate acts in the workplace that constitute a violation of regulations
governing such behaviors. According to Gruys and Sackett (2003), counterproductive behavior
is defined as any intentional behavior by an organization member that is contrary to its
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legitimate interests. Finally, Robinson and Bennett (1995) define workplace deviance as
voluntary behavior that violates significant organizational standards, endangering the well-
being of an organization, its employees, or both (p.556).
As the term implies, for a behavior to be labeled deviant, it must involve an intentional goal to
cause harm to the organization. Furthermore, deviant employee behavior may or may not be
lawful, but it is, first and foremost, in violation of social norms(Goode & Ben-Yehuda, 2009;
Lugosi, 2019). Workplace deviance includes absenteeism, stealing from the employer,
gossiping about co-workers, taking unnecessary breaks, and verbal or sexual abuse. Robinson
and Bennett (1995) divided workplace deviance into two categories and identified four forms
of deviant conduct in their study. The target of deviant behavior determines which of these
categories applies. The organization or its members may be the target of wrongful
behavior(Bennett & Robinson, 2000; Robinson & Bennett, 1995). First, organizational
deviance refers to deviant acts directed at an organization, such as vandalism, destruction,
stealing, showing up late without permission, and putting little effort into work. Second,
interpersonal deviance refers to deviant activities directed towards other people in the
company, such as a physical attack, making fun of others, acting rudely, and blaming co-
workers (Bennett & Robinson, 2000; D’Silva, Bachok, & Zawawi., 2020; Robinson & Bennett,
1995; Tanyolaç, 2020). According to Robinson and Bennett (1995), deviant workplace
behavior can range from minor to primary. The seriousness of deviant behavior is determined
by the potential for harm to the organization or its members(Robinson & Bennett, 1995). Minor
kinds of deviant behavior include cyberloafing and unjustified absenteeism, whereas serious
ones include physical aggressiveness and theft(Lugosi, 2019; Robinson & Bennett, 1995).
Production deviance, property deviance, political deviance, and personal aggression are the
four categories of workplace deviance defined by the target and severity aspects(Robinson &
Bennett, 1995). Organizational deviance embodies production and property deviance, where
political deviance and personal aggression play a role in interpersonal deviance(Lugosi, 2019;
Tanyolaç, 2020), as the instances above show.
Deviant workplace behavior is distinguished from unethical workplace behavior by
Jeewandara & Kumari (2021). They define unethical behavior as going against a society's
accepted laws, regulations, and standards by engaging in inappropriate behaviors or
wrongdoings. While the term "deviant workplace behavior" refers to behavior that does not
follow the rules, ethics, or norms of the organization in question. Dumping waste pipelines into
a river, for example, is immoral activity; nevertheless, if the organization's environmental
policy permits it, it is not deviant. However, if the organization's standards prohibit the
discharge of waste into waterways, the practice becomes unethical and deviant(Jeewandara &
Kumari, 2021, p. 95).
2.1.2 Onboarding training program

Settling into a new job and assimilating with the organizational culture and co-workers is a
nightmare for many new employees. Therefore, training is an essential program during which
new hires are often formally welcomed and supported with necessary information and
resources, as well as informally guided and helped by their co-workers to settle down and
perform effectively at this critical time of uncertainty and too much anxiety(Klein, Polin, &
Leigh, 2015). However, in some instances, particularly in emerging nations, new employees
are left to figure out and acclimate independently(Ssempebwa, Teferra, & Bakkabulindi, 2016).
Employee onboarding is the first set of programs for new employees to get acquainted with
their new job, organization, and co-workers. Employee onboarding became popular in the late
1990s as a means of integrating new managers into their positions, according to Clouse (2020).
Previously, the researchers used the phrase onboarding to describe the process of incorporating
new managers into the company, not new employees; instead, the literature used the term
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orientation to describe integrating new employees into the organization. Employee orientation
is a program that new employees go through to become familiar with the company's
philosophy, job requirements, customs, ethics, values, laws, and regulations(Olaniyan & Ojo,
2008; Sharma & Stol, 2020). Similarly, it has been described as “a form of employee training
designed to introduce new employees to their job, the people they will be working with, and
the larger organization”(Klein & Weaver, 2000, p. 48). Some of the topics covered throughout
the orientation session include organizational culture, mission and vision, policies, structure,
ethics, and values(Becker & Bish, 2021; Klein & Heuser, 2008; Raub, Borzillo, Perretten, &
Schmitt, 2021). Some literature used the term induction to study or describe those processes
and programs like orientation(Antonacopoulou & Güttel, 2010; Hendricks & Louw-Potgieter,
2012; Ssempebwa et al., 2016). And the term induction is also known as onboarding in the
United States(Hendricks & Louw-Potgieter, 2012, p. 1). Within the human resources cycle,
organizational literature, and practitioners, the terms onboarding, induction, and orientation
have been used interchangeably, as highlighted above. This study, therefore, considers
orientation and induction as the main components of the onboarding process and therefore
decide to use the more comprehensive term onboarding(Bauer, 2010; Sharma & Stol, 2020)
Employee onboarding is one of the essential elements of formal and informal training,
programs, and processes that new employees undergo that shape their behavior, accelerate their
integration and socialization, improve their performance, job competency, job satisfaction, and
ensure their retention(Sharma & Stol, 2020; Bauer, 2010; Tarallo, 2021). It is both a formal
and informal process(Klein & Weaver, 2000). As a formal process, it has been defined as a
“written set of coordinated policies and procedures that assist an employee in adjusting to his
or her new job in terms of both tasks and socialization" At the same time, informally, it is "the
process by which an employee learns about his or her new job without an explicit
organizational plan"(Bauer, 2010, p. 2). Similarly, according to Klein et al. (2015),
“onboarding is the formal and informal practices, programs, and policies enacted or engaged
in by an organization or its agents to facilitate newcomer adjustment”(p. 263). It is designed
for new employees to assist them to be familiarized with the organizational requirements like
rules and regulations, their terms of employment, condition of service, policies, norms, ethics,
values, and also to introduce them to their co-workers and the larger organizational
environment(Clouse, 2020; Raub et al., 2021). Onboarding can be carried out at the job,
position, or organizational level or influence a specific behavior(Waung, 1995; Wesson &
Gogus, 2005). However, traditional onboarding may be tedious and frustrating, especially for
new workers who arrive at work eager to contribute but find up spending a full day or several
days in a training room listening to lectures, speeches, and instructions on their first day. To
develop a blended learning environment, Ziden & Joo (2020) advocated using technology to
enable digital onboarding, combining online and classroom instruction. It is much easier to
understand information when it is presented in bite-sized pieces via digital onboarding.
Definition by Klein et al. (2015) will be adopted by this study because it is more comprehensive
as it addresses the most salient question of who, what, when, and why(Wanous & Reichers,
2000, p. 436).
2.1.3 Onboarding structure

According to Clouse (2020), two fundamental employee onboarding methods have been
advocated and widely cited in the literature. The first model of onboarding levels was
propounded by Klein & Heuser (2008). Following a thorough assessment of the literature as
well as typical organizational practice for appropriately socializing and integrating new
employees, Klein & Heusee (2008) advocated a paradigm focused on the principal objectives
of those socializing activities rather than the activities' contains and nature(Bauer, 2010). This
model Inform-Welcome-Guide encrypted as IWG, as illustrated in figure 2.1 below, is focused
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on integrating new employees into the workplace and familiarizing them with the company's
history, beliefs, goals, and people(Klein & Heuser, 2008).
Inform Welcome Guide

Communicatio Acknowledgme Integrati
n nt on
Resources Socialization Mentorin
Training Appreciation g
Coaching
Figure 2.1: The Inform-Welcome-Guide framework was adapted from(Clouse 2020;

Klein & Heuser, 2008).
The first level Inform includes “all efforts to provide information, materials, and experiences,
beginning with recruitment, to help newcomers learn what they need to know to be successful
in their new role”(Klein & Heuser, 2008, p. 318). This category has three subcategories:
communication, resource, and training. Communication includes one-way messages to new
employees, e.g., welcome letters, and two-way dialogue, e.g., schedule calls. Resources consist
of a new employee Frequently Asked Questions (FAQ) on the company’s website, then the
training subcategory, which includes programs that empower the newcomer on skills, e.g.,
orientation program. The importance of this level has been reported in the work of Clouse
(2020), indicating that poor and improper information dissemination can bring about confusion,
anxiety, and the inability of the newcomer to adjust quickly. The second category-Welcome is
welcoming new hires onboard, e.g., welcome lunch with his senior colleagues to establish a
relationship. The last category, the Guide, help new employee transition from outsider to
insider status, e.g., assigning a mate who guides and coaches him on some responsibilities and
new experiences(Klein et al., 2015).
Similarly, Bauer (2010) identified four dimensions of onboarding that can successfully
integrate an employee into the organizational environment and influence his behavior. As
demonstrated in figure 2.2 below, Bauer's framework is popularly known as “Four Cs” and has
been widely recognized by practitioners and has undergone empirical testing and
validation(Clouse, 2020; Meyer & Bartels, 2017; Scholar & Bowers, 2019).
Compliance Clarification
Policies Job description
Procedures Job Role
Rules Rule of
&Regulations Engagement
Guidelines Reporting
Procedure
Culture Connection
Norms &Values Introductio
Traditions n
Philosophies of Integration
the organization Interperson
History al Relationships
Figure 2.2: The 4 C’s Framework adapted from (Bauer 2010; Clouse, 2020)
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The most basic element of the onboarding process, according to Bauer (2010), is compliance.
The new employee is educated at this level on the organization's policies, procedures, rules,
and regulations, which are usually found in the staff manual or employee handbook.
Attendance, dress code, terms, and conditions of employment are examples of legal policies
and regulations (Meyer & Bartels, 2017). Clarification is the second stage of new employee
onboarding. Employees are familiarized with performance expectations, job roles and
descriptions, rules of engagement, and reporting procedures at this level (Clouse, 2020, p. 17).
Culture is the third stage of the onboarding program. Employees are introduced to the
organization's culture, history, traditions, norms, values, and philosophy at the culture level.
Instructional resources such as movies, leaflets, brochures, and other organizational literature
can be used to carry out these objectives(Bauer, 2010; Clouse, 2020). The connection level is
the final step in the process of integrating an employee with his co-workers. Relationships are
formed both formally and informally at this level. It entails a formal introduction of the
employee to his senior colleagues or organizing and lunch with managers and senior leadership
to establish ties(Meyer & Bartels, 2017). According to studies, almost all organizations have
completed the first level of onboarding, but only half of them have completed the cultural level,
and only 20% have completed all levels (Bauer, 2010). Empirical works of literature indicate
that a reasonable employee onboarding program should encompass all levels of
onboarding(Bauer, 2010; Clouse, 2020; Meyer & Bartels, 2017). For the current study, Baur's
Four Cs dimensions of onboarding will be operationalized.
The discussion on the above frameworks shows that employee onboarding programs and
training are important determinants of employee behavioural outcomes. Numerous studies
have been conducted to investigate the role of onboarding practices in changing, molding, and
shaping behaviour of the employees, improving performance, and reducing turnover and
absenteeism(Asfaw, Argaw & Bayissa, 2015; Chan, Ching, Ng, & Ko, 2021; Klein & Weaver,
2000; Kum, Cowden & Karodia, 2014; Sharma & Stol, 2020) reduction of anxiety, and harmful
effect of stressors(Wanous & Reichers, 2000; Waung, 1995), improvement of competency,
promotion of organization loyalty, commitment, and job satisfaction (Chan et al., 2021; Imran
& Tanveer, 2015; Klein et al., 2015; Klein & Heuser, 2008; Wesson & Gogus, 2005) among
others.
2.1.4 Job Satisfaction

Job satisfaction is one of the oldest and most widely studied work-related attitudes in
organizational behavior and related literature(Brayfield & Crockett, 1955; Porter & Steers,
1973; Yücel, 2012). Though job satisfaction is a multi-faceted phenomenon that encompasses
a variety of social, emotional, and physical aspects, as well as a mixture of factors that affect
it, it seems that there is consensus among scholars about the emotional and attitudinal elements
in its definition (Hedayat, Sogolitappeh, Shakeri, Abasifard, & Khaledian, 2018; Walsh, 2014).
For instance, according to Locke (1969) job satisfaction is "the pleasurable emotional state
resulting from the appraisal of one's job as achieving or facilitating the achievement of one's
job values",(p. 317) while Job dissatisfaction, on the other hand, is the unfavorable emotional
state that results from the evaluation of one's job as frustrating or preventing one's job values
from being achieved, or as entailing negative values(Locke, 1969, p. 317). As Locke argues,
job satisfaction and dissatisfaction are based on one's perception of the relationship between
what one expects from their job and what they think it offers. In essence, job satisfaction can
be measured by the difference between the expected and actual rewards in the workplace.
Satisfaction among employees is largely determined by the disparity between their expectations
and their actual gains(Astuti, Maryati, & Harsono, 2020, p. 1019). Locke (1969) further asserts
that job satisfaction is commonly thought of as a series of emotions or affective reactions to
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work circumstances. In addition, according to Adekanmbi & Ukpere (2020), job satisfaction is
derived from a balance between an employee's work inputs and the results he or she receives
(for example, working conditions, intrinsic factors, pay, and status), and how he or she
perceives and reacts to that situation determines his or her level of satisfaction. Work-role
inputs (such as schooling, working time, and effort) and work-role outputs (such as working
conditions, pay, fringe benefits, status, and other intrinsic aspects) are all considered by Sousa-
poza & Sousa-Poza (2000) to be important in determining employee happiness.
Yu et al. (2019) identified three factors affecting an employee’s job satisfaction, both
intrinsically and extrinsically, which are categorized as personal, organizational, and
environmental. The job-related factors have been designated "intrinsic'" factors, while the
environment-related factors have been named “extrinsic" factors. Accordingly, job satisfaction
is a two-dimensional term that includes intrinsic and extrinsic factors. Extrinsic sources of
employee’s satisfaction are situational and dependent on the surrounding environment such as
wages, promotion, or job security and job autonomy, fringe benefit, contingent rewards. In
contrast, intrinsic sources of satisfaction are based on individual characteristics of the person
like negative affectivity: the probability that workers and personnel will perceive behaviours
and events negatively, ability to use initiative, relationships with supervisors and co-workers,
job characteristics and procedures or the work that the person actually performs, the degree of
fulfillment in one's work, desire for recognition and progression all of these, are symbolic or
qualitative facts of the job satisfaction(Chiedu, Long, & Ashar, 2017, p. 374; Saridakis, Lai,
Muñoz, Gourlay, 2020).
From the foregoing, job satisfaction revolves around an employee's state of mind that expresses
how he feels about his work in general and his perception about specific aspects of that job in
particular. These aspects of the job may include reward and compensation, the level of
supervision and the nature of the job, the relationship with co-workers, the superior's leadership
style, etc. Therefore job satisfaction can be summed up as a set of thoughts, feelings, beliefs,
and actions that a person has toward his or her work(Chiedu et al., 2017).
2.2 Underpinning theory

This research is based on the social exchange theory, which underpins the proposed model's
constructs.
2.2.1 Social exchange theory

Social exchange theory is perhaps one of the most durable and widely used models for
explaining workplace exchange relationships. Blau (1964) and Homans (1961) provide an
explicit explanation for the rationale underlying attitudinal and behavioral interchange in a
workplace relationship. This relationship could be between an employee and his co-worker,
boss, team members, or the organization with which he works (Blaur1964). In other words,
social exchange relationships occur at the individual, dyadic, and organizational levels in the
workplace(Cropanzano & Mitchell, 2005).
It has been suggested that the relationship between an onboarding training program, job
satisfaction, and deviant workplace behavior can be explained from the social exchange theory
perspective(Ahmad & Omar, 2014; Alias et al., 2013; Clouse, 2020). Social exchange theory
suggests that social behavior is a product of a process of exchange. The exchange process's
goal is to maximize advantages while minimizing costs. Individuals, according to Ahmad &
Omar (2014) and Chen et al. (2016), weigh the potential rewards and drawbacks of romantic
partnerships. Thus, People will end a relationship if the risks are greater than the rewards. The
more economical and socioemotional resources an employee receives at work, the more
obligated they feel to repay the company with better attitudes and behaviors. Furthermore,
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developing a sense of obligation in the workplace in response to the perceived organizational

support, reciprocity and trust can boost positive outcomes and reduce turnover intentions or
engage in unproductive behavior, according to researchers(Eisenberger, Armeli, Rexwinkel,
Lynch, & Rhoades, 2001; Meira & Hancer, 2021). Alternatively, disgruntled employees may
be more willing to engage in behaviors that harm organizational interest since they are
unsatisfied with job and exchange relationships(Ojo & Tamunoipiriala, 2019). On the other
hand, contented individuals are less likely to engage in risky workplace actions in order to
reciprocate good gestures and keep their jobs(Ahmad & Omar, 2014).
Consequently, employees may believe that their organization cares about their well-being if a
fair execution of an excellent onboarding program is made at the workplace(Clouse, 2020;
Meyer & Bartels, 2017). Accordingly, employees who feel well supported by their employers
are more likely to return the favor by being more civically active and showing less retaliatory
behavior(Khan, Mahmood, Kanwal, & Latif, 2015; Kim, Eisenberger, & Baik, 2016; Meira &
Hancer, 2021)
2.3 Hypothesis development

This study develops some propositions, as discussed below, based on the central assumptions
of the social exchange theory highlighted above and empirical studies on the behavioural and
job-related outcomes of onboarding training and job satisfaction.
2.3.1 Onboarding training and workplace deviant behaviour

Generally, onboarding programs have been studied extensively for their significant role in
modifying, molding, and shaping employee behavior, enhancing efficiency, and reducing
turnover and absenteeism(Asfaw et al., 2015; Chan et al., 2021; Meyer & Bartels, 2017). Works
of literature have identified two major outcomes of employee onboarding: immediate and
remote(Becker & Bish, 2021). Role clarification, social integration, perceived fit (Clouse,
2020; Klein et al., 2015), mission mastery, workgroup integration, and political awareness have
all been identified as immediate onboarding outcomes(Bauer, 2010). While remote outcomes
have been linked to success, job satisfaction, intention to leave, and withdrawal
behaviors(Kristof-brown, Zimmerman, & Johnson, 2005; Meyer & Bartels, 2017; Sharma &
Stol, 2020).
The satisfaction and motivation of new employees are directly influenced by their onboarding
training experience(Imran & Tanveer, 2015). New hires will be better equipped for their jobs
as a result of this training, which could lead to good outcomes, including higher retention rates
and more positive behavior(Sharma & Stol, 2020). Corroborating Sharma & Stol (2020), Ziden
& Joo (2020) argued that employees leave because they are dissatisfied with their job due to
the lack of sufficient training and career development they receive. Hence onboarding allows
a business to make a positive first impression on new workers.
Works of literature have shown that onboarding training serves many goals. Loyalty, turnover
intention, and actual turnover are the three attitudinal goals of onboarding, according to Bauer
(2010). Chillakuri (2020) asserts that effective onboarding programs serve three main
purposes: increasing new hires' confidence, helping employees become fully productive more
quickly and building a positive association between the company and its employees.
Subsequently, the new hires' nervousness and confusion can be reduced, and their job clarified
and understood with the help of a well-designed onboarding program(Tarallo, 2021). Some
academic work reports indicate that on the average, 17% of the new hires quit their jobs within
the first three months in the organization(Ellis, Nifadkar, Bauer, & Erdogan., 2017). It has also
been documented that Within 18 months of starting a new job, half of all senior outside recruits
fail, and half of all hourly workers quit within the first 120 days(Bauer, 2010, p. 1). On the
other hand, a well-executed onboarding process will keep employees around longer. When new
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employees go through an extensive onboarding process, according to Ziden & Joo (2020) and
Bauer (2010), 69% of them will stay on the job for three years, and that up to 58% will stay for
longer than three years when the onboarding training is completed to the fullest extent possible.
These reports show why onboarding is so critical in mitigating turnover intentions among
employees.
Furthermore, previous studies like Hendricks & Louw-Potgieter (2012), reported that
inappropriate onboarding might lead to many undesirable behavioral and job-related outcomes.
For instance, some aspects of withdrawal behavior have been identified as the consequence of
poor onboarding(Elting, 2015). In the light of this, Klein et al., (2015) tested an employee
onboarding theory known as IWG developed by Klein & Heuser (2008). The authors
discovered that implementation of all the components of the model is positively related to
employee socialization and organizational commitment, which are empirically documented
determinants of deviant workplace behavior(Baysal et al., 2020; Clouse, 2020; Gill et al.,
2011). According to Wanous & Reichers (2000), Waung (1995), and Tarallo (2021), employee
onboarding significantly contributes to the reduction of anxiety and the dangerous effect of
stressors. This assertion has been supported in a recent empirical investigation by Raub et al.
(2021), which linked insufficient orientation to job stressors such as role ambiguity and role
conflict, which have been empirically proven as a determinant of some organizational
deviance(Fox et al., 2001; Shakir & Siddiqui, 2014; Walsh, 2014).
A Further research found that employees who participated in an onboarding program were two
to five times more likely to stay with the company than those who did not participate(Tarallo,
(2021); Clouse, 2020). Moreover, participation in onboarding training, especially socialization
in the domain of organizational goals and ideals, was reported by Clark (2017) as a significant
predictor of an employee's turnover intention.
Specifically, according to studies, the Bauer (2010) 4Cs model of onboarding levels is an
important determinant of employee work and behavioural outcomes(Chan et al., 2021; Meyer
& Bartels, 2017; Scholar & Bowers, 2019). Compliance, Clarification, Culture, and Connection
are the four levels. At the most basic level of onboarding, compliance entails informing workers
on the company's legal norms and regulations; reading an employee handbook that details
specific organizational procedures such as an attendance or dress code policy is an example of
this. Employees who have been educated on the legal policies, rules, and regulations of their
businesses are more inclined to follow such policies and organizational norms and are less
likely to engage in employee deviance(Ghosh & Shum, 2019), knowing that any transgression
will result in negative consequences(Trevino, 1992). Clarification is the next step in the
onboarding process. Employees are educated about their role's performance standards at this
level. This could include instructing the employee on various systems, processes, or reporting
formats that he or she will encounter on the job. Clarification is supposed to improve role clarity
while removing ambiguity and conflict in roles. Role ambiguity and conflict, on the other hand,
are significant predictors of workplace deviance because workers are more likely to disobey
organizational rules and engage in other forms of interpersonal deviance such as workplace
antagonism or bullying in response to these stressors(Fox et al., 2001; Raub et al., 2021; Ugwu
& Okafor, 2017; Shakir & Siddiqui, 2014; Walsh, 2014). The employee is introduced to the
organization's history, traditions, values, philosophy, and conventions at the third level of
effective onboarding-Culture. For new hires at this level, learning experiences will focus on
the organization's history and traditions and values as well as its philosophy and conventions.
Affective commitment and identification with the organization's values and ideals can be
fostered by this onboarding experience, according to recent empirical studies(Chan et al.,
2021Tarallo, 2021). Accordingly, employees who are affectively attached to their workplace
are much less likely to engage in harmful behaviour(Baysal et al., 2020; Iftikhar, Shahid,
Shahab, Mobeen, & Qureshi, 2016). Connection is the ultimate and most integrative step of the
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onboarding process. This is the level at which an employee has the possibility to build formal
and informal contacts within the company. Organizations can accomplish this by defining the
organizational hierarchy, introducing employees to senior leadership, or taking them out to
lunch with their line managers and co-workers to learn more about them. According to Clouse
(2020), at this level, an employee's perception of the company's care and appreciation
(organizational support) to them through other organization's agents will cause them to have a
love for the company and affective organizational commitment, and thus make them have
positive reciprocal feelings toward the organization, reducing the likelihood of engaging in
deviance. The following propositions are made based on the preceding:
Proposition 1: The compliance level of employee onboarding program will be negatively

related to deviant workplace behavior.
Proposition 2: The clarification level of the employee onboarding program will be negatively
Proposition 3: The culture level of employee onboarding program will be negatively related to
deviant workplace behavior.
Proposition 4: The Connection level of the employee onboarding program will be negatively
2.3.2 Job satisfaction and deviant workplace behaviours

Job satisfaction has been of scholarly interest for a considerable period, ranging from the early
works of Brayfield & Crockett (1955), Locke (1969), Porter & Steers, 1973, Hedayat et al.
(2018). Job satisfaction is linked to a variety of behavioral and job-related outcomes, according
to a review of important studies in this area. Organizational commitment, enhanced job
performance, good work values, organizational productivity, high employee morale, and lower
absenteeism, turnover, and burnout rates are some of the reported outcomes of a contented
employee (Abbas & Iqbal, 2020; Hedayat et al., 2018; Imran & Tanveer, 2015; Osineme, 2017;
Utami & Harini, 2019; Yücel, 2012).
Specifically, several studies have investigated the influence of job satisfaction on deviant
workplace behavior. For instance, Porter & Steers (1973) is one of the early studies that
systematically reviewed 10-12 years study on the factors responsible for the high rate of
turnover and absenteeism in the United States. The result of the systematic review of the large
volume of the literature indicated that job-related factors are highly responsible for withdrawal
behavior, and specifically, job satisfaction was found to be significantly related to a high rate
of turnover and absenteeism. Inspired by this finding, the authors later carried out a longitudinal
study among two classes of a newly employed group of psychiatric technicians in a major West
US hospital for the mentally deficient, to study changes across time in measures of
organizational commitment and job satisfaction, as they relate to withdrawal behavior. The
result of the time-lagged survey revealed a significant relationship between certain employee
attitudes and turnover intention at some interval of time(Porter et al., 1974).
Moreover, Greenberg (1990) investigated the reason why some employees steal from their
organizations. The experimental study of two groups, one of which experienced a 15% pay
reduction, and the other group had a full salary. The experimental result revealed that Wage
cuts greatly influenced employee theft. During the reduction time, theft was reported among
employees. Or a group whose pay was cut by 15% and a compelling justification mitigated the
effect. However, it is unclear what causes the theft among the observed participants.
Similarly, the effect of job satisfaction has been investigated among some Malaysian civil
servants. Omar et al. (2011) conducted research among a sample of 162 employees. The result
of an exploratory study showed a negative relationship between job satisfaction and workplace
deviant behaviour and stress. Similarly, Khan & Aleem (2014) examined some aspects of job
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satisfaction such as pay, promotion, job security, and work characteristic that determine the
level of job satisfaction among 200 doctors, nurses, and other nonmedical staff of a private
hospital in Punjab, Pakistan. The result of the statistical analysis of the data indicated that
factors of job satisfaction such as pay, promotion, working condition, and the nature of the
work determine the employee level of job satisfaction which consequently reduces the turnover
intention.
Lending support on social control and social exchange theories, Ahmad & Omar (2014)
proposed a model on the relationship between workplace spirituality and workplace deviant
behaviour, and hypothesized that job satisfaction mediates the relationship between workplace
spirituality and workplace deviant behaviour. The extensive literature review suggests that an
employee who practices spirituality is very likely to have satisfaction with his job and
consequently very unlikely to misbehave in the workplace. Consistent with the findings in
Ahmad & Omar (2014), but drawing from social cognitive theory, Yu et al. (2019) surveyed a
sample of 510 Chines employees who experienced a change of leadership to study the
mediating effect of job satisfaction in the relationship between work-related identity
discrepancy and employee withdrawal attitude. The hypothesized model of mediating the role
of job satisfaction in the relationship between work-related identity and employee turnover
intent was supported. Contradicting these two findings, one of the most recent works, Astuti et
al., (2020), conducted a survey to test the mediating effect of job satisfaction in the relationship
between workplace spirituality and organizational deviance among the non-academic staff of
Indonesian universities. The structural equation modelling analysis indicated that workplace
spirituality influences job satisfaction, yet its confirmed relationship with employee deviance
was not mediated by job satisfaction. However, the relationship was found to be related to
employee performance.
In another recent study, Burmeister et al., (2019) picked interest to investigate factors
responsible for nurses' turnover intention and frequent absenteeism in some countries across
the continents. A multilevel modelling analysis of the data obtained among registered nurses
from seven different countries across continents showed that, though the result varies across
the countries with Iceland and Australia having the highest level of absenteeism and turnover
intentions among the registered nurses, the major contributing factor responsible for the
withdrawal behaviour in all the countries investigated was found to be job satisfaction. This
study, despite its broad coverage, fell to indicate which aspect of job satisfaction was
investigated. Likewise, Brahmannanda & Dewi (2020) investigated the influence of job
satisfaction, job insecurity, and compensation on turnover intention among employees of True
Partner Style(fashion Design Firm in India), the result of the Structural Equation Modelling
analysis showed a negative relationship between job satisfaction and turnover intention and a
positive relationship between job insecurity, compensation, and turnover intention.
Furthermore, Labraque et al., (2020) conducted a study to find out the effect of the toxic and
transformational leadership styles on nurses' job attitudes and their behavioural consequences,
such as withdrawal behaviour. The cross-sectional survey in which 770 registered nurses from
15 hospitals in Central Philippines participated revealed that transformational leadership style
is positively related to job satisfaction and negatively associated with nurses' intent to leave the
profession. On the other hand, nurse-led by toxic leaders showed lower satisfaction in their job,
experienced high-stress levels, were frequently absent from duty, and exhibited high intent to
quit the nursing profession. Based on the preceding empirical facts, it is possible to present the
following proposition:
Proposition 5: job satisfaction will be negatively related to deviant workplace behaviour
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2.3.3 Onboarding training and job satisfaction

One of the biggest behavioral outcomes of effective onboarding is job satisfaction. According
to various reports, there is a clear connection between the employee onboarding program and
employee job satisfaction. Employee job satisfaction is highly influenced by a well-organized
onboarding program(Awan, 2013; Bashir & Jehanzeb, 2013; Bauer, 2010; Clouse, 2020; Ellis
et al., 2017). Elting (2015) reported that employees who had an effective onboarding
experience demonstrated greater job satisfaction and loyalty to their organization than those
who had a poor onboarding experience. In the same vein, Meyer & Bartels (2017) examined
the 4cs levels model of Bauer (2010), and discovered that organizations that incorporate all
four levels of onboarding model in their systems are more likely to see improved expectations
of onboarding utility, organizational engagement, perceived organizational support, and
employee satisfaction. This finding was corroborated in Becker & Bish (2021), which indicated
that all four levels of onboarding developed by Bauer (2010) are necessary and that those who
obtained the highest level (i.e., connection) onboarding reported higher perceived usefulness
of the onboarding program as well as higher perceived organizational support, organizational
engagement, and job satisfaction. Thus a worker who perceived organizational support will
feel very satisfied with his job and, in return, reciprocate with affective commitment towards
his organization and its goals(Tian et al., 2014). Moreover, Previous works of research on
onboarding training have found that new hires' performance, job satisfaction, and commitment
to the organization are all influenced by their learning experiences(Chan et al., 2021; Meyer &
Bartels, 2017; Scholar & Bowers, 2019). According to one of the recent studies, job satisfaction
was found to be a mediator in the link between successful and fully executed onboarding
training and the desire to leave (Sharma & Stol, 2020). Because onboarding aims to help new
hires feel more at ease in their new roles, effective onboarding can facilitate increased
employee commitment to the organization by increasing job satisfaction (Bauer, 2010; Chan
et al., 2021; Meyer & Bartels, 2017).
In line with the social exchange theory(Blau, 1964), employees who experience high levels of
organizational support are more likely to feel supported, rate their work favorably, contribute
more to the organization's goals, and very unlikely to engage in counterproductive
behaviors(Eisenberger et al., 1986; Kim et al., 2016; Chiedu et al., 2017; Khan, Mahmood,
Kanwal, & Latif, 2015; Li & Zeng, 2019; Saridakis et al., 2020). Because of the large number
of works of literature available, it is possible to make the following propositions:
Proposition 6: Fully onboarded employees will perceive organizational support and become
satisfied with their job.
Proposition 7: Job satisfaction mediates the relationship between employee onboarding and
deviant workplace behavior.
2.4 Proposed Research Framework

We develop a mediation model based on social exchange theory (Blau, 1964; Homans, 1961)
that includes onboarding training as an independent variable, deviant workplace behaviour as
a dependent variable, and job satisfaction as a mediating variable, as depicted in figure 2.1
below. Additionally, we incorporate works of research on organizational deviance, onboarding
training, and job satisfaction into our model development. According to the theory and
literature discussed earlier, there is a connection between onboarding training, job satisfaction,
and deviant workplace behaviours. Employees who are fully onboarded are more satisfied with
their jobs and less likely to engage in harmful workplace behaviours, according to the model's
propositions. To put it another way, an effective and full onboarding training program can
reduce destructive behaviours in the workplace by increasing job satisfaction.
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Onboarding
Compliance
Clarification Job Workplace
Culture Satisfaction Deviant
Connection Behavior
Figure 2.1 a mediation model on onboarding levels, job satisfaction, and deviant
workplace behaviours
3. Methodology
This paper review previous works of literature on onboarding and job satisfaction. From a
systematic review of the pieces of literature, this paper proposes a conceptual framework that
links onboarding training programs and workplace deviant behavior with the role of job
satisfaction as a mediator. To test the hypothesis, this paper suggests for a quantitative survey
method to be conducted on the academician as target respondents. Thereafter, PLS-SEM could
be used to analyze the data.
4. Findings
Drawing on the social exchange theory postulations and previous works of literature, this paper
proposed that the four levels of Bauer's onboarding model (Compliance, Clarification, Culture,
and Connection) negatively influence deviant workplace behaviors. Job satisfaction is also
proposed as a mediator.
5. Discussion and Conclusion

Deviant workplace behavior, which is defined as voluntary employee behavior which causes
harm to an organization and its agents, has been a thorn in the flesh of many organizations
worldwide. Several studies have investigated the root causes, dimensions, and consequences
of organizational deviance and suggest solutions. This problem requires significant academic
investigation because it is pervasive in corporate life and wreaks havoc on the economy and
social system(Tanyolac, 2020). In Nigeria, for instance, recent studies and daily media outlets
have reported academicians engaging in sexual harassment known as "Sex for grades," frequent
absenteeism, overstaying semester breaks, extorting students, examination and academic
misconduct, diversion of money meant for conferences, seminars, and studies, among other
deviant behaviors(Amin et al., 2018; Fadipe & Bakenne, 2020; Ijitona, Agboola, & Olaniran,
2018; Kura, 2014; Olufemi, 2020; Onoyase, 2019). Despite mounting evidence of an increase
in these deviant workplace behaviors, works of literature have paid little attention to the subject
of workplace deviance among academicians. An in-depth review of previous literature shows
that good employee onboarding program referred to as the formal and informal practices,
programs, and policies enacted or engaged in by an organization or its agents to facilitate
newcomer adjustment and understanding of his role, the environment, and working community
of an organization, will be the good mechanism for tackling employee deviance(Asfaw, Argaw
& Bayissa, 2015; Chan, Ching, Ng, & Ko, 2021; Kum, Cowden & Karodia, 2014; Sharma &
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Stol, 2020). This review proposed a model that demonstrates how accomplishing a complete
onboarding program based on the widely validated Bauer’s (2010) “Four Cs” onboarding
framework can stimulate job satisfaction, organizational commitment and consequently reduce
the likelihood of employees engaging in deviant behavior. Based on the foregoing, this study
seeks to link deviant workplace behaviors to onboarding training and makes the following
significant contributions.
Theoretical Implications
We contribute to the literature in human resource management and organizational behavior by
developing a testable model that distinguishes the many levels of onboarding and demonstrates
how these onboarding levels can influence deviant behavior in the workplace. Furthermore, the
model suggests that job satisfaction is a mechanism via which employee onboarding affects
organizational deviance(Scholar & Bowers, 2019; Meyer & Bartels, 2017). Secondly, the
postulated relationships in this research are theoretically sound and can be used to launch a
scientific investigation of onboarding training and deviant workplace behaviors. Thirdly, this
article highlights another possible benefit of improved onboarding training in academic
institutions (i.e., reduced deviant workplace behaviors). Additionally, by proposing that
Bauer's onboarding levels could lower deviant workplace behaviors, the paper provides
additional perspectives to the research on onboarding training.
Practical and Social Implications

This study's proposed model has significant implications for organizations wanting to improve
the impact of their new employee onboarding programs. According to the reviewed literature,
firms that integrate all four stages of onboarding in their programs are more likely to witness
more outstanding organizational commitment, perceived organizational support, work
satisfaction, and, as a result, lower employee deviance. The enormous, beneficial influence that
reaching the highest level, connection, had on these views’ theory demonstrates the relevance
of including these levels. The four stages framework must be followed to guarantee a robust,
comprehensive onboarding program that properly exposes an employee to their job,
organization, and colleagues(Meyer & Bartels, 2017). Hence, the proposed model will aid
training managers in identifying and acting on their program's strengths and weaknesses.
Similarly, organizations wishing to improve their orientation, induction, or onboarding training
programs will benefit from the proposed model
Limitations and Suggestions for Future Research

This paper is a conceptual paper in which the hypotheses drawn have not been tested and
proven. However, the hypothesized relationships are theoretically based. Therefore, future
studies should try to empirically verify the proposed connections and validate the proposed
model, especially in developing countries like Nigeria, where cases of workplace deviant
behaviors are so rampant(Fagbenro & Olasupo, 2020; Amin et al., 2018b) and studies show
that new employees largely don't undergo any onboarding program, but rather they are left to
figure out and adjust by themselves(Ssempebwa et al., 2016). Additionally, Bennett &
Robinson (2000) items could be derived using proven onboarding metrics to assess the
framework's corresponding levels. Bauer's Four Cs onboarding levels, for example, might be
measured by adopting Meyer & Bartel's (2017) measure of Bauer’s Four Cs onboarding
framework.
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Global Business and Management Research: An International Journal

Vol. 14, No. 3s (2022)

The Role of Employee Onboarding Training

Rosmelisa Binti Yusof

Hazril Izwar Bin Ibrahim

Keywords: Deviant workplace behavior, Job satisfaction, Onboarding training program,

Baltimurik, 2021) have been proven to be critical determinants of organizational deviance.

2.1 Literature review

2.1.1 Workplace deviant behavior

2.1.2 Onboarding training program

2.1.3 Onboarding structure

Inform Welcome Guide

Figure 2.1: The Inform-Welcome-Guide framework was adapted from(Clouse 2020;

2.1.4 Job Satisfaction

2.2 Underpinning theory

2.2.1 Social exchange theory

developing a sense of obligation in the workplace in response to the perceived organizational

2.3 Hypothesis development

2.3.1 Onboarding training and workplace deviant behaviour

Proposition 1: The compliance level of employee onboarding program will be negatively

2.3.2 Job satisfaction and deviant workplace behaviours

2.3.3 Onboarding training and job satisfaction

2.4 Proposed Research Framework

5. Discussion and Conclusion

Practical and Social Implications

Limitations and Suggestions for Future Research

Journal of Asian Finance, Economics, and Business, 7(12), 1017–1026.

Higher Education, 8(1), 77–83. https://doi.org/10.5430/ijhe.v8n1p77

turnover intention of software professionals. Journal of Systems and Software, 159,

on Corporate Financial Fraud. Organization Science, 25(5), 1549–1571.

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