Acceso usuarios
Kenny W. T. Tan, Al K. C. Au, Elena D. Cooper-Thomas, Sherry S. Y. Aw
Learning is central to newcomer socialization, but research has rarely investigated the individual motivations that predict learning. Drawing from motivated action theory, this study examines newcomers’ learning goal orientation and communal goal strivings, and their effects on the different domains of learning through two separate routes of information-seeking and relationship-building proactive behaviours. In Study 1, we develop and validate a scale for communal goal strivings, demonstrating the empirical distinctiveness of the proposed construct from related constructs of prosocial motivation and need to belong. Study 2 involved a 2-wave survey of 185 university student interns investigating newcomer learning. The results revealed that learning goal orientation predicted greater information seeking in the form of direct inquiry, which in turn predicted role, organization, and social learning. Communal goal strivings predicted the relationship-building proactive behaviour of networking, and increased social and organization learning. These results underscore the value of goal strivings during socialization and provide a nuanced understanding of the relationships between goal strivings, proactive behaviours, and newcomer learning. Practical implications are discussed.
Practitioner points Organizations keen to hire proactive employees can select job applicants high in both learning goal orientation and communal goal strivings.
Organizations should not treat newcomer learning as a single entity. Our results suggest that organizations can encourage specific newcomer proactive behaviours to meet targeted learning objectives in the socialization process.
To encourage newcomers’ proactivity and learning, greater attention should be accorded to the organizational environment, emphasizing the social aspects of the socialization process. This includes highlighting the importance of teams and workgroups.
