EXPRESS: Onboarding Salespeople: Socialization Approaches

The effective training of salespeople is crucial to a firm’s success; there is arguably no more critical type of training than a salesperson’s onboarding. In this study, the authors leverage a natural field experiment in which a firm’s newly hired salespeople can undergo onboarding through either a decentralized program or a centralized program to examine the relative impact of each program. Drawing on organizational socialization theory, the authors consider whether an onboarding program that incorporates both individualized and institutionalized socialization tactics (the decentralized program) can develop salespeople into higher performers by encouraging them to take a more innovative and adaptive approach to different facets of the sales role. The findings reveal that salespeople who underwent the decentralized program achieved approximately 23.5% higher sales performance than those who underwent the centralized program. The performance benefits of the decentralized program were amplified for salespeople whose managers had a narrower span of control. In addition, these performance benefits were appreciable for those salespeople transitioning from another job but negligible for those transitioning from school. A scenario-based experiment enriches the field experiment’s findings by showing evidence of the theorized mechanism underlying the sales performance benefits observed: the fostering of an innovative role orientation.

Back to the Iron Cage? Institutional Isomorphism of the AIIB

During its first five years of operation, the Asian Infrastructure Investment Bank (AIIB) is becoming more and more similar to traditional Multilateral Development Banks (MDBs) in terms of operational goals, business area, and environmental and social standards. Why has the AIIB, the newest type of multilateral development bank (MDB) initiated by an emerging economy, undergone institutional isomorphism? Based on the socialization theory, this paper argues that the institutional environment in which the AIIB is operating has a strong influence on AIIB’s institution-building, mainly through the coercive, mimetic, and normative institutional isomorphic processes. On coercion, the pressures from European donors, international credit rating agencies, and global civil society have resulted in the AIIB’s institutional isomorphism. On mimicking, the social uncertainty of the relationship between the AIIB and the Belt and Road Initiative and the technical uncertainty of infrastructure projects have triggered the AIIB’s institutional isomorphism. On normativeness, the similar educational backgrounds and working experience of the AIIB’s staff and active interactions among the MDB family members have caused the AIIB’s institutional isomorphism. The paper concludes that the international institutional environment might hamper emerging economies’ capabilities of institutional innovation.

Understanding US PETE Faculty Stress in the Sociopolitical Environment of Higher Education

Teacher socialization theories have been extensively applied to understand the sociopolitical stressors faced by inservice physical education teachers. On the other hand, little is known as it relates to how physical education teacher education (PETE) faculty members experience and navigate stress in their jobs. Through the lens of occupational socialization theory, this study sought to understand US PETE faculty members’ experiences navigating the stress of their work in sociopolitical department and university environments. Participants included 36 US PETE faculty members (20 female, 16 male). Data were collected using in-depth, semi-structured interviews. Results highlighted the ways in which participants experienced and navigated the stress associated with their work environments. Specific themes included: (a) ambiguous, conflicting, and high expectations for performance contribute to role stress, (b) department cultures can challenge and marginalize physical education, (c) (development of) personal approaches and coping strategies to manage role stressors, and (d) networks of support are integral to faculty development and socialization. Results are discussed with implications for how various roles and the internalization of those roles impacted participants’ perceived stress while addressing the intra- and interpersonal strategies participants employ to navigate these stressors. Recommendations related to both doctoral education and continuous faculty development are provided and future directions for research are forwarded.

Adapted Physical Education Teachers’ Job Satisfaction

Grounded in occupational socialization theory, the authors examined adapted physical education (APE) teachers’ job satisfaction. Twelve (nine female and three male) APE teachers who had 3–43 years of teaching experience participated in the study. A semistructured interview was employed. The interviews focused on the participants’ roles and responsibilities. The following questions guided this study: (a) What social agents positively impact APE teachers’ job satisfaction? (b) what APE teachers’ roles and responsibilities are related to job satisfaction? and (c) what type of working conditions are linked to APE teachers’ job satisfaction? Thematic analysis was employed to analyze the data. The following four themes emerged from the analysis: (a) support from administrators, physical education teachers, and colleagues; (b) relevant and meaningful professional development; (c) itinerant working conditions; and (d) seeing students’ progress and achievement. The results of this study provide several implications to enhance APE teachers’ job satisfaction.

Gendered Housework Among Adolescents in India

Although an in-depth body of literature has explored the gendered lives of children in India, little is known about adolescents. Utilizing 24-hour time diary data from South India, this study examined how girls’ ( n = 554) and boys’ ( n = 577) engagement in housework varied by parents’ gender ideology. Findings show that adolescent girls with egalitarian parents do significantly less housework than girls with less egalitarian parents. At first glance, these findings support socialization theory—that what parents think translates into what adolescents do. However, boys do very little housework, regardless of parents’ gender attitudes. These differing findings are consistent with the idea of a stalled gender revolution and illustrate that socialization theory is not gender neutral.

An Analysis of the Individual Socialization of College Students from the Perspective of Social Psychology

Exploring the analysis of the development of individual socialization of college students from the perspective of social psychology. This paper explains the meaning and basis of socialization theory. According to Yu Guoliang’s “Social Psychology,” it further analyzes the transformation of individual socialization of college students. The comprehended results may be used for reference by relevant personnel.

There's no place like home: Hanaian and Nigerian-Canadian children sent "back home"

For many African immigrants to Canada, their reason of relocating can fall under a variety of push and pull factors of migration. Immigrants often settle in the host country and then have children. Many scholars have showcased the benefits of transnational ties for immigrants to their home country but rarely has this been examined through second generation immigrant children as being vessels of which this occurs. This research uncovered reasons why some Ghanaian and Nigerian-Canadian parents decided to send their Canadian born children to Ghana or Nigeria temporarily. Through qualitative data interviews with Ghanaian and Nigerian-Canadian parents from the Hamilton and the Greater Toronto Area, this study explored how transnational identity impacted this type of migration for second generation African immigrant children in Canada. Through Durkheim’s socialization theory, the findings and themes explored the various aspects of transnational relationships and identities. Key Words: Transnationalism, Bifocality, Second Generation, Ghanaian/Nigerian-Canadian, Back Home, Socialization, Identity

There's no place like home: Hanaian and Nigerian-Canadian children sent "back home"

For many African immigrants to Canada, their reason of relocating can fall under a variety of push and pull factors of migration. Immigrants often settle in the host country and then have children. Many scholars have showcased the benefits of transnational ties for immigrants to their home country but rarely has this been examined through second generation immigrant children as being vessels of which this occurs. This research uncovered reasons why some Ghanaian and Nigerian-Canadian parents decided to send their Canadian born children to Ghana or Nigeria temporarily. Through qualitative data interviews with Ghanaian and Nigerian-Canadian parents from the Hamilton and the Greater Toronto Area, this study explored how transnational identity impacted this type of migration for second generation African immigrant children in Canada. Through Durkheim’s socialization theory, the findings and themes explored the various aspects of transnational relationships and identities. Key Words: Transnationalism, Bifocality, Second Generation, Ghanaian/Nigerian-Canadian, Back Home, Socialization, Identity

Beyond the Bridge

This qualitative study examines the experiences of seven students who were selected to attend a summer bridge program (SBP) located in the U.S. Midwest. Utilizing semi-structured interviews and organizational socialization theory, the study illuminates students’ preconceived notions about what it means to be in an SBP, experiences while in the program, and how those experiences help facilitate a successful transition into the first year of college and beyond. Findings revealed that participating in the SBP positively influenced students’ college experiences and ultimately their persistence to graduation. Recommendations drawn from the study are offered to higher education staff and administrators interested in starting or improving summer bridge or similar programs.