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What is workplace hazing and how does it affect newcomers? Although most people associate hazing behaviors with university life, sports teams, or military organizations, hazing has been reported in a wide variety of workplace settings as a means of socializing newcomers into their new work environments. However, hazing is seldom researched in the organizational context. Consequently, we contribute to research on workgroup socialization by examining workplace hazing as one particular form of socialization. We first draw on management research on socialization, anthropology research on hazing, and anecdotal evidence to define and conceptualize the construct of workplace hazing. Then, we use a multi-study scale development process to create and validate a five-dimensional workplace hazing scale (WHS). The resulting 15-item WHS captures a range of hazing behaviors across organizational settings, and includes the dimensions of segregation, verbal abuse, task-related hazing, physical abuse, and testing. Overall, our research suggests that the WHS is a valid, reliable scale that can be used to assess this complex phenomenon and that workplace hazing has detrimental effects on newcomers.

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Purpose This study aims to examine the effects of occupational characteristics on the length of time required to socialize newcomers. The authors examine task mastery, role clarity and social acceptance as indicators of socialization. Design/methodology/approach To test the hypotheses, the authors used occupational data from the Bureau of Labor Statistics and survey data of subject matter experts in 35 occupations. Findings Findings show that occupational differences account for a significant variance in the time needed to socialize newcomers. Across occupations, it takes longer to achieve task mastery than role clarity or social acceptance. Occupational complexity increases the time it takes for newcomers to attain task mastery, role clarity and social acceptance. Additionally, unstructured work and decision-making freedom increase the time it takes for newcomers to attain role clarity. Originality/value This study provides both theoretical and empirical guidance on the duration of the organizational socialization period. The study also provides empirical support for prior propositions that different types of newcomer learning occur at different rates.

This article outlines an active learning exercise that gives students the opportunity to learn and apply the behaviors of transformational leadership theory. Students watch a brief, prerecorded “before” video depicting transactional manager–employee interactions. Students then revise the script so that the manager exhibits the four I’s of transformational leadership—inspirational motivation, individualized consideration, idealized influence, and intellectual stimulation—and act out the new script in a student-produced “after” video. Our experience demonstrates higher student engagement and better learning outcomes when compared with more passive teaching methods.