Content dimensions of the socialization domain were denned in order to determine relationships between learning particular features of a job/organization and the process and outcomes of socialization. Six socialization dimensions-performance proficiency, politics, language, people, organizational goals/values, and history-were supported by a factor analysis on data from 594 full-time professionals. The socialization process was then examined by comparing three groups of respondents who did not change jobs, changed jobs within the organization, or changed jobs and organizations. Results showed these groups had significantly different response patterns on all dimensions. Finally, relationships between socialization content and career outcomes showed the dimensions accounted for more variance in all criteria than typical tenure operationalizations of socialization. Furthermore, socialization changes were significantly related to changes in career outcomes for 1-, 2-, and 3-year time intervals.

Research on mentorships has suffered from fragmentation of key issues; specifically, type of mentoring relationship, functions served by the mentor, and outcomes of the mentoring relationship. A field study was conducted comparing 212 prottgts who were involved in informally developed mentorships, 53 prottgts involved in formal mentorship programs, and 284 individuals who did not have mentors. Individuals in informal and formal mentorships were compared along two mentoring dimensions: psychosocial and career-related functions. All groups were compared on three outcome measures: organizational socialization, job satisfaction, and salary. Results indicated protCgCs in informal mentorships reported more career-related support from their mentors and higher salaries than protCgts in formal mentorships. For all outcome variables, prottgts in informal mentorships also reported more favorable outcomes than nonmentored individuals. However, outcomes from protBgCs in formal mentorships were generally not significant from the other two groups. Implications for mentorship practices and research are discussed.Although the description of mentorships can be traced back to ancient Greek history, most of the empirical research on mentorships has been conducted only within the past decade. The current literature has explored mentorships in several directions including the phases of mentorship (Kram, 1983), the role served by a mentor (Noe

This longitudinal study examined hypothesized moderating effects of role development on the link between unmet expectations and socialization outcomes. Data were collected from 248 new hires before organizational entry and at an average of 4 weeks after entry. Three role expectations-conflict, clarity, and acceptance-were measured at both data collections. Two role development constructs-leader-member exchange (LMX) and team-member exchange (TMX)-and three socialization outcomes-organizational commitment, turnover intention, and job satisfaction-were measured after entry. Results showed that met expectations, LMX, and TMX were significant predictors of all outcomes. In addition, LMX and TMX significantly moderated several relationships, such that favorable role development relationships with supervisors or work groups ameliorated the negative effects of unmet expectations. Research and applied implications are discussed.Newcomers enter an organizational setting with a set of expectations regarding the new context and their specific roles within that environment. One of the more critical problems faced by newcomers arises when expectations about the organization and their roles within it do not match the reality of organizational life (e.g., Feldman, 1976;Hoiberg & Berry, 1978;Katzell, 1968). Newcomers with unmet role expectations are predicted to suffer the dysfunctional effects of "reality shock."Theories of organizational socialization have long considered reality shock a critical problem inhibiting suc-

Emergence as a multilevel process has received limited research attention in the micro–meso disciplines of organizational science. Our intent is to explain the conceptual underpinnings of emergence and to advance a more dynamic, process‐oriented conceptualization. We discuss emergence as a bottom‐up, multilevel process and focus attention on three neglected issues: (a) emergence is dynamic, (b) manifests in different idealized forms, and (c) can vary in form over time. We consider two core phenomena in work teams—cognition and cohesion—to illustrate how this dynamic and multifaceted perspective on emergence can advance theory development and new research directions. Copyright © 2012 John Wiley & Sons, Ltd.

Despite extensive evidence that tests are valid for employee selection, Federal Guidelines have urged employers to seek alternative selection procedures that are equally valid but have less adverse impact on minorities. Research on the validity, adverse impact and fairness of eight categories of alternatives was reviewed. Feasibility of operational use of each type of alternative in an employment setting was also discussed. Only biodata and peer evaluation were supported as having validities substantially equal to those for standardized tests. Previous reviews and more recent research indicated that interviews, self-assessments, reference checks, academic achievement, expert judgment and projective techniques had levels of validity generally below those reported for tests. Data, where available, offered no clear indication that any of the alternatives met the criterion of having equal validity with less adverse impact. Results are discussed and several additional promising alternatives are described.SINCE the first validation studies reported by Munsterberg, specialists in personnel selection have relied heavily on standardized psychological tests. The usefulness of standardized tests for personnel selection is strongly supported. Ghiselli, in his 1966 book, The Validity of Occupational Aptitude Tests, and in a 1973 Personnel Psychology article, summarized the results of hundreds of criterion related validation studies including tests in five major categories: (1) intellectual abilities, (2) spatial and mechanical abilities, (3) perceptual accuracy, (4) motor abilities, and (5) personality tests. Most of ' The authors would like to thank all those members of APA Division 14 who so kindly shared their research findings with us. We would particularly like to thank Mary Tenopyr for her help and advice throughout.