Journal of Advanced Research in Leadership

Onboarding Practices for Cross- Cultural Integration : A Study on New Employees’ Experiences at Company X

2025-04-16T05:18:08+00:00

Purpose – This study is on improving onboarding processes to foster better cross-cultural integration within Company X, a financial technology company headquartered in Europe. Any individual at this organisation goes through the same onboarding process, regardless of their cultural background. Thus, research aims to improve onboarding by adding cultural sensitivity, which is lacking. Design/methodology/approach – Methods of study were qualitative. Surveyed new Company X recruits on their onboarding experiences using open-ended surveys. Fifteen people responded to the surveys. used Themetic Analysis (TA) developed by Braun and Clarke to examine the data. Findings – Analysis reveals that Company X's onboarding procedure fails to address cultural differences. Thus, personal from diverse cultural background may struggle with generic onboarding due to communication styles, expectations, and cultural conventions. Cultural awareness and sensitivity are essential for inclusive and supportive onboarding of different personnel. Practical implications – Based on obtained results, this study recommends that tailored onboarding strategies like celebrating cultural diversity, implementing a buddy system , providing multicultural awareness training, and organising welcome events can improve the employees onboarding experience who have diverse cultural backgrounds. Scope and expected outcomes – The study focusses on improving onboarding processes of a multicultural company. It addresses an issue in the company’s current onboarding process: less cultural sensitivity. The study highlights how much important the cultural sensitiveness is to a company’s onboarding process and suggests recommendations to tailor onboarding strategies in a more beneficial way to employees from different cultures. Originality/value – This study addresses a problem inside this company's scenario. The conceptual framework established in the study can be utilised by any firm aiming to improve its onboarding process to be more culturally sensitive.

Underperforming Academic Scholars Rostered in the Pipeline to Prison or Nowhere on a Lifeline!

2025-06-30T13:05:21+00:00

This study examined the extent to which one of the Department of Education’s (DOE) Coordinated Early Intervening Services (CEIS) affects academically struggling general education students from various elementary, middle, and high schools in Equliebeh School District. This study utilized quantitative techniques to examine whether CEIS participation impacted KDG–12 scholars’ academic growth, behavioral indicators, and demographic group representation in eligibility for Individual Education Plans (IEPs). It employed a causal-comparative design, grounded in a positivist paradigm, and examined how English Language Arts (ELA) and Math scores, absences, suspensions, and school mobility affected the academic performance of 395 scholars over a 24–27-month period. The findings from this study provided valuable insights into the role of demographics in the eligibility for and enrollment in the CEIS program. Ethnicity played a significant role in a student's likelihood of enrolling in the program, as indicated by all p-values < 0.001. Grounded in Bandura’s Self-Efficacy Theory, the study examined how scholars’ motivation, resilience, and perceived ability to succeed may have influenced CEIS outcomes, particularly among ethnic groups that are overrepresented in program enrollment. Furthermore, the study highlighted disparities among diverse racial and ethnic groups, thus aligning with the tenets of academic inequities. These disproportions underscore the urgency of addressing structural and systemic barriers that perpetuate educational inequities before, during, and after intervention. The findings emphasize the importance of fidelity monitoring, culturally responsive pedagogy, and trauma-informed support to ensure CEIS aligns with its federally mandated equity objectives.

Cognitive Fragmentation, Ethical Oversights and Decision-making bias in Leadership: Psychological Consequences Beyond Conventional Well-Being

2025-06-16T13:35:59+00:00

This pilot study explores Cognitive Versatility Theory (CVT) as a framework for investigating the effects of cognitive fragmentation on ethical lapses and leadership decision-making in digital occupational environments. Using CVT’s analytic, creative, intuitive, and reflective (ACIR) cognitive processes, the study demonstrates that increased CVT engagement significantly improves workplace adaptability (beta = 0.38, p < 0.01), leadership cognition (beta = 0.44, p < 0.01), and effective decision-making (beta = 0.33, p < 0.05), accounting for 45% of the variance in these outcomes (R² = 0.45, F(3, 96) = 16.85, p < 0.001). Additionally, cognitive fragmentation is moderately correlated with ethical lapses (r = -0.483, p < 0.001) and decision-making bias (r = -0.672, p < 0.001), highlighting its adverse impact on ethical oversight and decision-making flexibility. The study examines the subtle psychological consequences of fragmented cognition on ethical reasoning and decision-making. Employing a mixed-method approach, integrating validated psychometric instruments with qualitative thematic analysis, the findings contribute to the empirical foundation for CVT’s applicability in workplace psychology. These results offer insights into decision-making biases, cognitive resilience, and ethical accountability in corporate leadership. As leaders engage more deeply in adaptive ACIR strategies, the negative effects of cognitive fragmentation diminish, enhancing overall leadership effectiveness in cognitively demanding conditions.