Most organizations have some form of onboarding process, which is a longer process of an introduction for the new employees. Onboarding can be explained as a relationship between the talent of the new employee and the productivity of the organization. The purpose of this study was to investigate whether the onboarding process predicted work identity (personal/collective). To investigate this, digital questionnaires were sent to various employees in the construction industry. This was to limit our selection as well as interest in the industry. The questionnaires consisted two different parts, the first on onboarding and the second on work identity (personal/collective) and was answered by 152 persons (mean age M = 35,55, SD = 8,98). The responses were first analyzed by a factor analysis where we obtained three components, which were: start-up, experience and culture. Later, four regression analyzes were performed in IBM statistics SPSS 24. The result showed that the experience component (which included questions about preparation, safety and belonging) predicted work identity (personal/collective).

The aim was to investigate how different types of work identity (personal/collective) predict two types of self-esteem (personal/organizational). A digital survey was sent out to different organizations within the public sector. The survey was based on four well established instruments, and were answered by 64 persons (age M = 39.1, SD = 12.5). In line with one of our hypothesis it was shown that collective compared to personal work identity in higher degree predicted organizational based self-esteem. There was also a weak tendency to significant result indicating that personal compared to collective work identity in higher degree predicted personal self-esteem. In sum, results are in line with previous research reporting that the way we see our self-worth is reflected by the way others think of us.

The present study aimed to explore upper secondary school teachers' experiences of emotional and cognitive personal and collective work identity. The study adopted a qualitative method with a deductive approach to complement previous quantitative research. Data collection involved semi-structured interviews with seven upper secondary school teachers from central Sweden. The collected material was analyzed using a deductive thematic analysis with predetermined main themes of emotional personal work identity, cognitive personal work identity, emotional collective work identity, and cognitive collective work identity. Respondents demonstrated an apparent emotional and cognitive personal work identity through pride in their work, the perception of work as part of themselves, and alignment between their work and private lives. Their experiences of praise and criticism of the school varied, with the majority not taking it personally. Therefore, most respondents had a vague emotional collective work identity. Respondents' experiences of the cognitive collective work identity were distinct, as they felt they were a part of the school and identified with its success. / Syftet med föreliggande studie var att undersöka gymnasielärares upplevelser av emotionell och kognitiv personlig respektive kollektiv arbetsidentitet. Studien antog en kvalitativ metod med deduktiv ansats, detta för att komplettera tidigare kvantitativ forskning. Datainsamlingen bestod av semistrukturerade intervjuer med sju gymnasielärare från Mellansverige. Det insamlade materialet analyserades med hjälp av en deduktiv tematisk analys där de förutbestämda huvudteman var emotionell personlig arbetsidentitet, kognitiv personlig arbetsidentitet, emotionell kollektiv arbetsidentitet samt kognitiv kollektiv arbetsidentitet. Respondenterna visade en tydlig emotionell och kognitiv personlig arbetsidentitet genom stolthet över sitt arbete, uppfattningen av arbetet som en del av dem, samt överensstämmelse mellan deras arbete och övriga liv. Deras upplevelser av beröm samt kritik mot skolan var varierade, där merparten inte tog det personligt. Därför hade majoriteten en vag emotionell kollektiv arbetsidentitet. Respondenternas upplevelser av den kognitiva kollektiva arbetsidentiteten var tydlig, eftersom de kände sig som en del av skolan och identifierade sig med dess framgång.