Technology use and organizational newcomer socialization.

This article develops a framework for the examination of organizational newcomer socialization, in light of recent developments in communication and information technologies. The proposed model specifies how newcomers to organizations select and use advanced technologies to access information and facilitate interpersonal relationships that contribute to successful organizational socialization. In view of technological advances and current trends in organizations, the authors argue that such a model helps to make sense of contemporary socialization processes. The model is based on the premise that accurate, appropriate, and sufficient information is crucial to newcomers' efforts to become successfully socialized and considers how newcomers' selection and use of advanced technologies can aid in information acquisition. The authors propose a number or factors that may predict organizational newcomers 'use of technologies toward this end, including features of their socialization experiences, individual attitudes and personality characteristics, and group and organizational norms with regard to technology use. The article concludes by discussing the theoretical and practical implications of this perspective .for organizations and their members.

Keywords: organizational socialization; assimilation; organizational communication; communication and information technologies

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Organizational newcomers typically have high uncertainty regarding how to do their job, how their performance will be evaluated, what types of social behaviors are normative, and what personal relationships within the organization might be beneficial to them (Miller, 1996; Miller & Jablin, 1991). Effective socialization reduces these uncertainties, helps newcomers cultivate productive relationships at work, and ensures that individuals and organizations benefit from their working relationship (N. J. Allen & Meyer, 1990; Fedor, Buckley, & Davis, 1997; Jablin, 1987, 2001; Lee, Ashford, Walsh, & Mowday, 1992; Meyer & Allen, 1988). Consequently, newcomers and experienced organizational members typically engage in formal and informal organizational socialization activities before, during, and after their entry into the organization.

Researchers have thoroughly explored the ways in which newcomers have been traditionally socialized--through formal and informal face-to-face interactions among newcomers and "old-timers" and via traditional paper documents such as memos and training manuals (e.g., Allen & Meyer, 1990; Fedor et al., 1997; Jablin, 1987, 2001; Lee et al., 1992; Meyer & Allen, 1988; Miller, 1996; Miller & Jablin, 1991). However, advanced communication and information technologies have profoundly influenced the means by which organizational members gather and disseminate information, the relations among organizational participants, and organizations' external communication efforts. (1) Jablin (2001) underscores the importance of these developments in his recent review of organizational socialization processes by noting that "it seems apparent that changes in communication technology ... need greater consideration in future research" (p. 745). Moreover, as careers shift to emphasize professional (rather than organizational) identifications (see Cheney, Christensen, Zorn, & Ganesh, 2003; Russo, 1998), the very notion of organizational socialization itself may be in transition. In this article, we argue that in addition to understanding the dynamics of traditional socialization, researchers must examine how advanced technologies alter the nature and content of socialization-related communication. We argue that a framework for examining the predictors of newcomer uses and perceptions of communication technologies during socialization is critical.

The examination of organizational socialization in view of advances in electronic technologies is important for two primary reasons. First, as technology becomes more sophisticated, the processes of socialization are changing. Communication technologies affect information seeking by increasing the range of communication channels available to newcomers. For example, the widespread use of technologies such as electronic bulletin boards, chat groups, organizational web pages, and electronic databases provide individuals with many more ways to seek information and communicate during their transition.

Second, with the advent of new organizational forms, the processes of organizational socialization are more important to understand than they have been in the past. As organizations become more dispersed, decentralized, and virtual, understanding the processes by which organizational members become affiliated with their colleagues is a challenging and central--yet understudied--concern of organizational communication theorists. (2) The use of communication and information technologies in this regard is a way to achieve organizational affiliation and a central focus of organizational members' everyday work and social relationships. Because traditional opportunities for socialization-related communication, such as frequent face-to-face meetings, extended contact, or chance encounters with colleagues, may be less common or even nonexistent in some organizations, an examination of the role of technologies in these capacities is timely and crucial.

In this article, we explicate technology use in the organizational socialization process by constructing a series of propositions that result in the model illustrated in Figure 1. We do so by examining the role of information acquisition in successful socialization, exploring the use of advanced technologies in this pursuit, and considering the crucial and related processes of media selection and use in depth. To understand media selection and use in the organizational socialization process, we consider the role of media characteristics and three broad categories that contribute to our understanding of media choice: socialization factors, individual characteristics, and group and organizational norms. In addition, to expand the scope of organizational socialization research in light of contemporary technologies, we more fully describe the model in Figure 1 by proposing hypotheses concerning specific socialization factors, individual characteristics, and group and organizational norms for technology use. These hypotheses are provided to demonstrate potentially testable relations generated from the main constructs proposed in the model. We conclude by discussing the theoretical and practical implications of our perspective.

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SUCCESSFUL ORGANIZATIONAL SOCIALIZATION AND THE ROLE OF INFORMATION ACGUISITION

Organizational socialization has been defined as "the process by which organizational members become a part of, or absorbed into, the culture of an organization" (Jablin, 1982, p. 256), "the process by which a person learns the values, norms, and required behaviors which permit him or her to participate as a member of the organization" (Van Maanen, 1978, p. 67), and "the process of 'learning the ropes,' being indoctrinated and trained, and being taught what is important in the organization" (Schein, 1968, p. 2). Other constructs associated with socialization include "assimilation" (Jablin, 1984), "fitting in" (Black & Ashford, 1995), "sense-making" (Louis, 1980), and "adaptation and accommodation" (Hall & Schneider, 1972). We use the term socialization to refer to the period beginning with the interview process during which new organizational members (a) simultaneously seek and are provided with information regarding technical, referent, and relational norms within the organization; (b) attempt to become proficient in their specified professional role(s) and in balancing their work with personal concerns; and (c) are assimilated into social role(s) within the organization and their work unit.

Successful organizational socialization has substantial benefits. Among the outcomes of successful socialization are newcomer (a)job satisfaction (Jablin, 1982; Morrison, 1993), (b) perceptions of success and commitment to the organization (N. J. Allen & Meyer, 1990; Ashforth & Saks, 1996; Baker, 1995; Buchanan, 1974; Jones, 1986; Laker & Steffy, 1995), (c) longevity in the organization (Katz, 1985; Morrison, 1993), (d) performance proficiency (Chao, O'Leary-Kelly, Wolf, Klein, & Gardner, 1994; Jablin, 1984; Morrison, 1993; Reichers, 1987; Schein, 1968), and (e) affect for one's department or work unit (George, 1990). In these ways, effective socialization is mutually advantageous for organizations and for individuals.

Successful organizational socialization relies on individuals becoming initiated to their task, understanding their roles, and comprehending the criteria by which they will be evaluated (Feldman, 1976). In addition, high levels of realism (i.e., the extent to which individuals have an accurate notion of what organizational life is like) and congruence (the extent to which a prospective hire perceives that the organization's resources and his or her needs/skills are mutually satisfying) result in positive newcomer perceptions of socialization experiences (Van Maanen, 1978). In spite of these findings, however, perceptions of successful socialization generally are highly contextualized within organizational settings. There is no universally accepted notion of what constitutes successful socialization.