At a behavioral level, the extent of socialization can be assessed by whether an employee is capable of carrying out his or her role-related assignments. For example, we would hardly consider the socialization process successful if an employee were unable to perform his or her job. A second behavioral index of socialization is the extent to which an employee is spontaneously innovative in carrying out role responsibilities, and is cooperative with other employees. According to Van Maanen and Schein (1979), when an employee is socialized into a new role, this may take the form of custodianship, content innovation, or role innovation. A custodial approach requires simply performing a role exactly as written, with little or no deviation. Most readers have undoubtedly heard the phrase ”It’s not in my job description.” Content innovation and role innovation, on the other hand, imply that the new role occupant may introduce changes into the content or even into the nature of the role. A third behavioral index of the extent of socialization is turnover. If an employee leaves an organization, one could certainly make the case that this represents a breakdown in the socialization process. This is only partially true, however; turnover may occur because of plentiful job opportunities, or because an employee has exceptional skills and thus may have opportunities in other organizations. It is also possible for an employee to remain in an organization but resist being fully socialized.
Every workplace counsellor needs to have an understanding of ‘dual relationships’. Dual relationship is when workplace counselor operates in non-counseling role. Counselor has to be aware of the boundary disturbance some might be uncomfortable. When counselor is asked to provide into about the counseling to an employee who has responsibilities to the counseling service counselor should make an effort to avoid exposing the clients especially if it is something that can harm the client. For a counsellor, similarly, seeing a client interacting with other employees can be an unusual and disconcerting experience. Then there is the associated problem of how the relationship between employee and counsellor is affected by an employee watching a counsellor doing something else that is not counselling. In the case of training, an employee may be watching a counsellor demonstrating in role play what the client usually sees for real. Other people may be able to work out that an employee is a client by various behaviors. A different problem arises when the counsellor is asked to provide counselling to a close colleague, or to an employee who has responsibilities to the counselling service or has a function that is literally or psychologically close to the counselling service. Counselors are aware of their influential positions with respect to clients, and they avoid exploiting the trust and dependency of clients. Counselors make every effort to avoid dual relationships with clients that could impair professional judgement or increase the risk of harm to clients. Examples of such relationships include, but are not limited to, familial, social, financial, business or close personal relationships with clients.
Boundaries are seen by counsellors as being an essential element of the counselling relationship with clients. The term ‘boundary’ is borrowed from group analysis and may be given other names. Most of the different terms mean the same thing: ‘the special space that in the therapeutic situation is established and maintained by the therapist through the boundaries’. There are four main categories of boundaries: place, time, conduct and relationship. These are particularly useful for the context of workplace counselling as all of them relate to the three main points: place relates to confidentiality; time is one aspect of evaluation; and conduct and relationship can be applied to questions related to dual relationships.
Molnos’s examples of boundaries of place include two common difficulties faced by some workplace counsellors – availability of suitable rooms and external noise. These problems have an impact upon the counselling process and relationship, and workplace counsellors who have difficulties in these areas need to address the boundary disturbances with the employee, and perhaps with the organizati
Organizational socialization is defined as a learning and adjustment process that enables an individual to assume an organizational role that fits both organizational and individual needs. It is a dynamic process that occurs when an individual assumes a new or changing role within an organization. A description of general socialization within the field of psychology is presented as a background for the study of organizational socialization. Four theories: uncertainty reduction theory, the need to belong, social exchange theory, and social identity theory are presented as theoretical foundations for organizational socialization. Against this background, the basic components of organizational socialization—its processes, content, and outcomes—are reviewed. Emphasis is given to organizational and individual tactics used to facilitate socialization, as well as to the specific content of what is learned. Finally, a blueprint for future research directions is presented to address current gaps in a general model of organizational socialization. In particular, a call for research to understand how organizations learn from the socialization process is presented to balance the study of work adjustment from individual and organizational perspectives
When someone is hired a process of socialization is required to make the person from outsider to organizational member. Socialization involves learning the culture of an organization. Socialization is about learning to do your job effectively and getting along with others in an organization. Dimensions of socialization are new comer first has to be aware of the history of the organization, second he should learn the “language of the organization (a law firm). Third he should understand the politics and the rule that govern the behavior in the organization. Fourth is the people to make friendship (they will help him to join easily in the organization). Fifth is he should must learn organization’s goals and values. Sixth is performance proficiency (he must learn to perform his job proficiently).
There are tow perspectives organizational perspective – focus on the stage newcomer pases and tactics used by the organization to get him through the stages and newcomer’s perspective – focused on ways in which he learners abut new environment. When viewed from an organizational perspective, the focus is on the stages newcomers pass through during the socialization process, and the socialization tactics used by organizations to get them through these stages. When viewed from the perspective of the newcomer, the focus is on the ways in which newcomers learn about and make sense of their new organizational environment.