How newcomers use role models in organizational socialization

Filstad, Cathrine

doi:10.1108/13665620410558297

Cited by 92 publications

(83 citation statements)

References 57 publications

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“…Les participants ont indiqué leur intention de lancer leur propre entreprise après le diplôme, sur sept items de l'échelle de l'intention entrepreneuriale de Thompson (2009) Identification avec le modèle de rôle (variable de contrôle). L'identification avec un modèle est renforcée par la similarité perçue en termes d'âge, genre, domaine de compétence (Wheeler, Petty et Bizer, 2005 ;Wohlford, Lochman et Barry, 2004), valeurs et aspirations (Filstad, 2004). La probabilité qu'un individu s'engage dans des comportements imitatifs est d'autant plus importante que la similarité perçue est élevée (Wilson, Kickul, Marlino, Barbosa et Griffiths, 2009 ;Scott, 2009).…”

Section: Procédure Expérimentaleunclassified

Renforcer l’auto-efficacité entrepreneuriale des étudiants par des modèles de rôle d’anciens ayant réussi ou échoué

Brunel

Laviolette

Lefebvre

2015

ipme

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À partir d’une modélisation structurelle, cette recherche expérimentale menée sur 276 étudiants permet de mesurer l’impact des modèles de rôles entrepreneuriaux sur leur auto-efficacité et leur intention de créer une entreprise. Nos résultats confirment que l’exposition des participants au message d’un ancien étudiant ayant réussi dans sa carrière entrepreneuriale engendre un éveil émotionnel positif et une attitude favorable envers le message, améliorant l’auto-efficacité et l’intention entrepreneuriale des participants. Pour certains participants, les modèles d’échec sont également efficaces d’un point de vue persuasif, renforçant la relation entre auto-efficacité et intention entrepreneuriale. Par ailleurs, cette recherche démontre que le cadrage du message et l’encouragement verbal d’un membre de l’équipe pédagogique avant l’exposition au message exercent un effet modérateur et parfois paradoxal sur ces résultats selon le sexe de l’étudiant. Nous discutons ces effets en relativisant l’intervention des membres de l’équipe pédagogique dans l’impact des modèles de rôles entrepreneuriaux.

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Section: Procédure Expérimentaleunclassified

Renforcer l’auto-efficacité entrepreneuriale des étudiants par des modèles de rôle d’anciens ayant réussi ou échoué

Brunel

Laviolette

Lefebvre

2015

ipme

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“…It could be concluded as a model, establishing that the dimensions of authentic leadership may be related to organizational socialization and commitment as shown in Figure 1, mainly due to the fact that: (a) The transparency in relationships, it might work for the leader to the peer support and increase the role of mentoring from the more experienced (Filstad, 2004;Taormina, 1997), increasing their chances of being effective in the acquisition of a role, or facilitating learning and training from the relations of instrumental support gained through the recognition of the leader (Taormina, 1994(Taormina, , 1997(Taormina, , 2004.…”

Section: Model Of Work Engagement Based On Leadership and Socializatimentioning

confidence: 99%

“…The evidences of different authors show, on the one hand, as the relations of mutual support and the support received from colleagues during the socialization, facilitates the creation of commitment to the organization (Calderon-Mafud et al, 2015;Filstad, 2004Filstad, , 2011Meyer et al, 1998;Mitus, 2006;Tierney, Bauer & Potter, 2002). On the other hand, training, emotional support and the functional understanding that a worker gets his companions acts to enable it to deal with the organizational changes that forced him to clarify their role constantly (Feldman, 1981).…”

Section: Organizational Socializationmentioning

confidence: 99%

“…Such characteristics are presented in the authentic leadership , Avolio, Gardner, Walumbwa, Luthans, & May, 2004Danielson, 2004;Gardner, Avolio, Luthans, May, & Walumbwa, 2005;Taormina, 2009). Moreover, it has been established that the Organizational Socialization is linked with the commitment and job satisfaction, as a result of workers perceive greater certainty to learn the rules of the job, get the support of their coworkers and to understand how it is the functioning of the organization (Autry & Daugherty, 2003;Chao, O'Leary-Kelly, Wolf, Klein, & Gardner, 1994;Filstad, 2004Filstad, , 2011Meyer, Allen, & Topolnystky, 1998;Mitus, 2006;Schmidt, 2010;Taormina, 1997;Tierney, Bauer, & Potter, 2002). However, there is little empirical evidence of the role played by the organizational socialization and leadership in the psychological states underlying productivity, like motivation and proactivity.…”

Section: Introductionmentioning

confidence: 99%

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Role of Authentic Leadership in Organizational Socialization and Work Engagement among Workers

Calderón-Mafud¹,

Pando-Moreno²

2018

PSYCH

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This article presents an idea that aimed to show that the model of authentic leadership is characterized by the consciousness of itself, a moral internalized, transparency in relations and important levels of self-efficacy, could have relations with Organizational Socialization and work engagement in workers. A literature review was made and discussed in a theoretical way the findings reported regarding the relations between the authentic leadership and the way to learn the culture, in addition to reviewing its impact in the work engagement. Findings of some studies indicate that the leadership could act as a mediator significant and positive to learn the organizational culture and develop a state of engagement by improving productivity and job satisfaction.

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“…The putative objective is to become a full participant in the CoP, not to learn about the practice. Lave and Wenger's (1991) (Filstad, 2004) including women and younger workers. Individual differences are reportedly affected by the collective's structures and opportunities/barriers to learning.…”

Section: Contemporary Perspectives On Learning and Knowledge In Workmentioning

confidence: 99%

Toward Enriched Conceptions of Work Learning: Participation, Expansion, and Translation Among Individuals With/In Activity

Fenwick

2006

Human Resource Development Review

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Despite the long recognition in HRD theory that learning is socially and materially situated in activity and relations, HRD literature indicates a continuing strong emphasis on individualistic theories representing learning as knowledge acquisition or individual development. It is argued here that understandings of work learning within HRD theory can be fruitfully enriched by more fully incorporating practice-based perspectives. Three contemporary theories that analyse learning as a relation of individuals with/in activity have been selected for discussion here: the participational perspective of situated cognition, the notion of expansion from cultural-historical activity theory, and the constructs of translation and mobilization presented by actor-network theory. While these are not particularly new to HRD, the contribution of this discussion is to bring together these theories, along with published empirical workplace research based on them, to highlight selected dynamics that may be useful tools for HRD theory development. One element in particular is read across the three theories: the dialectic of 'flying' and 'grounding', or lines of discontinuity and continuity characterising work learning. The argument is theory-driven, drawing from HRD literature of work learning and practicebased theories of social activity and knowledge production.In the human resource development field, learning embedded in everyday work practice has been long recognized. Much HRD research has employed theories of informal and incidental learning, action learning, and conceptions of the 'learning organization' as a site of continuous collective knowledge-production. What these theories all have in common is emphasis on joint work activity as an important site for learning. This site exists alongside, but certainly not subordinate to, formal instruction such as training interventions. Practice-based theories also insist that learning cannot be considered solely an individual process. Learning is understood to emerge from relations and interactions of people with the social and material elements of particular contexts. Context is thus considered carefully in terms of its divisions of labour and power relations, environmental affordances, cultural disciplines, language, and so forth.These arguments have also occupied researchers in the broader social sciences, particularly in new sociology, feminist studies, cultural studies, critical management/organization

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How newcomers use role models in organizational socialization

Cited by 92 publications

References 57 publications

Renforcer l’auto-efficacité entrepreneuriale des étudiants par des modèles de rôle d’anciens ayant réussi ou échoué

Renforcer l’auto-efficacité entrepreneuriale des étudiants par des modèles de rôle d’anciens ayant réussi ou échoué

Role of Authentic Leadership in Organizational Socialization and Work Engagement among Workers

Toward Enriched Conceptions of Work Learning: Participation, Expansion, and Translation Among Individuals With/In Activity

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