Military cultural competence has gained attention due to the past 15 years of military conflict and ongoing deployment of troops around the globe. Returning veterans, particularly those who go on to experience homelessness, have reported negative experiences and adverse treatment from programs that were designed to support them. Those experiences have resulted in perceived barriers to access or use of such services. Researchers have established the need for increased levels of military cultural competence to develop rapport with veterans and their families when delivering community-based social and healthcare services. Bandura's self-efficacy theory was the theoretical framework of this study. This study examined the relationship between military cultural competence, socialization tactics, and perceived self-efficacy of service providers employed with Continuum of Care Program member organizations that served veterans experiencing homelessness. Data were collected utilizing a cross-sectional web-based survey. After conducting a bivariate correlation, a statistically significant relationship was found between military cultural competence levels, socialization tactics, and self-efficacy levels. After conducting multiple linear regression, it was found that socialization tactics did not moderate the relationship between military cultural competence levels on self-efficacy levels. Though moderation was not found, leadership of organizations that support veterans may want to consider these factors to inform onboarding and training decisions. Addressing behaviors and attitudes of service providers may support social change by reducing adverse treatment that creates barriers to access and use of programs and services.

本研究探討社會化戰術與主動性人格對社會化結果之影響，研究假設參與較高體制式社會化戰術和主動性人格較高的組織新進成員，其社會化結果 (個人與組織契合度、組織承諾、離職意圖、組織滿意及個人績效) 會較佳。本研究並探討前述關係中的中介機制，假設社會化自我效能及目標設定會中介前述關係。此外，本研究亦假設社會化戰術與主動性人格的交互作用會影響社會化結果。 本研究採類實驗設計進行，以政治大學2008年入學之大一新生為研究樣本，進行四次的資料收集。第一次的施測 (T0) 僅針對參與於2008年九月初舉辦之政大新生定位營的大一新生收集資料，並於其營隊報到時施測；第二次的施測 (T1) 則是在開學一週內 (2008年九月中)，第三次 (T2) 則是入學一個月後 (2008年十月中)，第四次 (T3) 則是開學五個月後 (2009年一月)。 本研究以階層迴歸分析來檢驗所有研究假設。在體制式社會化戰術的效果方面，研究結果顯示T1時，體制式社會化戰術對個人與組織配適度及組織承諾具有預測效果。在T2時，體制式社會化戰術情境的新生除了毅力和適應力及生活技巧外，對所有的社會化結果都有預測效果，且社會化自我效能和目標設定中介前述關係。而在T3時期，體制式社會化戰術只對離校意圖、精通一般原則性知識、適應力及生活技巧有預測效果，但社會化自我效能和目標設定並無中介效果。在主動性人格的效果方面，在T2時期除了離校意圖外，對所有的社會化結果都有預測效果，且社會化自我效能和目標設定在前述關係中大多都有中介效果；但在T3時期主動性人格對社會化結果就都無預測效果。而在體制式社會化戰術和主動性人格的交互作用方面，其僅對T2的學涯定位有影響。研究者並針對本研究之研究結果、理論與實務意涵加以討論。 / In the present study, the researcher examined whether the socialization tactics and proactive personality affected socialization outcomes. This study hypothesized that newcomers who involve in high institutionalized social tactics and with high proactive personalities will have better socialization outcome (P-O fit, organization commitment, intention to quit, organization satisfaction, and job performance).　Additionally, mediators of the above relationships were also examined. This study hypothesized that socializational self-efficacy and goal setting will mediate the relationship mentioned above. In addition, the interaction between socialization tactics and proactive personality will also affect the socialization outcomes. Present study applied quasi-experimental designs, and subjects were freshmen of NCCU in 2008. Four-time data collections were engaged. The first test (T0) was delivered only to the freshmen who joined the orientation camp in the early September of 2008, and the data was collected in the beginning of the camp. The second test (T1) was delivered within the first week of the semester around the mid September of 2008. The third test (T2) was delivered after one month in the mid October of 2008. The last test (T3) was delivered in five months after the beginning of the semester around the January of 2009. Present study used hierarchical multiple regression analysis to exam all hypotheses. For the effects of institutionalized socialization tactics, during T1, the study indicated that the main effect of institutionalized socialization tactics was significant on P-O fit and organizational commitment. During T2, the study indicated that the main effect of institutionalized socialization tactics was significant on all socialization outcomes, except perseverance and adapability and life skills. Additionally, socialization self-efficacy and goal-setting were mediated the above relationship. During T3, the study indicated that the main effect of institutionalized socialization tactics was significant only on intention to quit, knowledge and mastery of general principles, and adapability and life skills, but socialization self-efficacy and goal-setting were not mediated the above relationship. For the effects of proactive personality, during T2, the study indicated that the main effect of proactive personality was significant on all socialization outcomes, except intention to quit. Additionally, socialization self-efficacy and goal-setting were mostly mediated the above relationship. Nonetheless, the main effect of proactive personality on all socialization outcomes was not significant during T3. For the effects of interaction between institutionalized socialization tactics and proactive personality, the main effect of interaction between institutionalized socialization tactics and proactive personality was significant only on career orientation during T2. Finally, practical implications and avenues for future research are discussed.

Syftet med denna studie är att bidra med kunskap om lärarassistenters första tid i Uppsala kommuns pilotprojekt. Med utgångspunkt i vad som kallas resursteori har två forskningsfrågor ställts; 1) På vilket sätt har interna och externa resurser bidragit till lärarassistenternas socialisationsprocess? 2) Vilka konsekvenser får lärarassistenternas socialisationsprocess när den sker inom ramen för ett pilotprojekt? Genom semistrukturerade intervjuer studeras specifikt hur åtta projektanställda lärarassistenter i Uppsala kommun upplevt den första tiden som anställda och vilka resurser som varit betydande för deras socialisation. Resultatet visar att den första tiden i projektet varit försiktig och trevande, något som beskrivs som både positivt och negativt i form av mjukstart och trögstart. Å ena sidan främjas relationsutveckling av mjukstarten men å andra sidan hämmar trögstarten anpassningen till arbetet. Den negativa sidan visar dels hur viktigt det är att arbetsverktyg är klara och redo att användas när den nyanställde introduceras till det nya arbetet då det annars kan skapa negativa upplevelser och bidra till oro. Resultaten visar även en ömsesidighet i pilotprojektet där ingen riktigt visste vad lärarassistentrollen skulle innehålla, och därmed blev det en ny situation för samtliga parter att förhålla sig till. Det övergripande resultatet visade, genom ovan nämnda teman, att pilotprojektet utifrån ett socialisationsperspektiv präglades av en dubbel socialisation. / The purpose of this paper is to study the teacher assistants initial period in the pilot project of municipality of Uppsala. Based on resources theory as a theoretical framework two research questions were asked; 1) In what way have internal and external resources contributed to the socialization process of teacher assistants? and 2) What consequences does the pilot project have on the teacher assistants socialization process? Semistructured interviews were used to ask eight teacher assistants employed in the pilot project about how they experienced the first time in the new workplace and what resources were important for their socialization. The result shows that the initial period of the employment was cautious and tentative, which was described as both positive and negative in terms of a soft start or a tardy start. On one hand the soft start promotes relationship development, but on the other hand the tardy start inhibits adaptation to work. The negative side shows how important it is that work tools are ready to be used when the new employee is introduced to the new work, otherwise it can create negative experiences. The results also show that the pilot project was characterized by a reciprocity where nobody really knew what the teacher assistant role would contain, and thus it became a new situation for all parties to relate to. Through these themes, the overall results shows that the pilot project from a socialization perspective was characterized by a double socialization.

Tant auprès des chercheurs que des praticiens, la socialisation organisationnelle semble représenter un sujet d’intérêt à l’heure actuelle (Fang, Duffy, & Shaw, 2011). Dans cette lignée, la présente thèse cherche à approfondir notre compréhension de la socialisation organisationnelle, afin d’en dresser un portrait plus complet et étayé, mais aussi d’y arrimer des pratiques porteuses pour les organisations et leurs employés. Plus précisément, les aspects relationnels inhérents au vécu des nouveaux employés, largement ignorés à ce jour dans la documentation (Ashforth, Sluss, & Harrison, 2007), sont examinés à partir de données recueillies à trois temps de mesure distincts auprès d’un échantillon de 224 nouveaux employés. Avec comme point de départ la théorie de l’échange social (Blau, 1964) et le concept de confiance affective (McAllister, 1995), le premier des deux articles qui composent la thèse démontre que, par rapport aux approches dites classiques (i.e., exprimant une vision cognitive de la socialisation organisationnelle), une approche relationnelle de la socialisation organisationnelle permet de mieux rendre compte du lien psychologique qui s’établit entre les nouveaux employés et l’organisation, alors que les approches cognitives classiques sont davantage explicatives de la performance des employés. Les deux approches semblent donc complémentaires pour expliquer l’adaptation des nouveaux employés. Le second article s’appuie sur la démonstration effectuée dans le premier article et cherche à approfondir davantage les aspects relationnels inhérents au vécu des nouveaux employés, de même que leur influence sur l’adaptation de ces derniers. À cette fin, la théorie de la conservation des ressources (Hobfoll, 1989) est considérée et l’engagement affectif (Meyer & Herscovitch, 2001) est mis de l’avant comme concept focal. Les résultats suggèrent que l’engagement affectif envers le supérieur compense pour un déclin de l’engagement affectif envers l’organisation, tel qu’il résulte d’un bris de la relation avec l’organisation. Les relations semblent donc, dans certaines circonstances, avoir une portée qui dépasse leurs protagonistes directs. La présente thèse démontre donc que les aspects relationnels inhérents au vécu des nouveaux employés ont une influence distincte, prépondérante et complexe sur leur adaptation en emploi. Ce faisant, elle s’insère dans un courant de recherche visant à remettre à l’avant-plan et mieux comprendre la sphère relationnelle dans les organisations (Ragins & Dutton, 2007). Les implications théoriques et pratiques qui en découlent seront discutées. / Both among researchers and practitioners, organizational socialization seems to be a topic of interest nowadays (Fang, Duffy, & Shaw, 2011). Along this line, the present thesis seeks to deepen our understanding of organizational socialization in order to provide a more complete and documented picture of it, but also to develop useful practices for organizations and their employees. Specifically, the relational aspects inherent to the experience of newcomers, largely ignored so far in the literature (Ashforth, Sluss, & Harrison, 2007), are examined using data collected at three points in time among a sample of 224 newcomers. Using social exchange theory (Blau, 1964) as a background and the concept of affective trust (McAllister, 1995), the first of the two articles that comprise the thesis shows that, compared with conventional approaches (i.e., expressing a cognitive view of organizational socialization), a relational approach to organizational socialization can better reflect the psychological bond that is established between newcomers and organizations, while conventional approaches are more explanatory of employee performance. The two approaches thus seem complementary to explain newcomer adjustment. The second article draws from the evidence reported in the first article and seeks to further deepen the relational aspects inherent to the experience of newcomers, as well as their influence on adjustment. To this end, conservation of resources theory (Hobfoll, 1989) is considered and affective commitment (Meyer & Herscovitch, 2001) is put forward as the focal concept. Results suggest that affective commitment to the supervisor compensates for a decline in affective commitment to the organization as resulting from a breach to individuals’ relationship with the organization. Relationships thus seem, under certain circumstances, to have an impact that goes beyond their direct protagonists. This thesis therefore demonstrates that the relational aspects inherent to the experience of newcomers have a distinct, prevailing and complex influence on their adjustment. In doing so, it is part of a research stream that tries to put forward and better understand the relational dynamics within organizations (Ragins & Dutton, 2007). Theoretical and practical implications will be discussed.

Tant auprès des chercheurs que des praticiens, la socialisation organisationnelle semble représenter un sujet d’intérêt à l’heure actuelle (Fang, Duffy, & Shaw, 2011). Dans cette lignée, la présente thèse cherche à approfondir notre compréhension de la socialisation organisationnelle, afin d’en dresser un portrait plus complet et étayé, mais aussi d’y arrimer des pratiques porteuses pour les organisations et leurs employés. Plus précisément, les aspects relationnels inhérents au vécu des nouveaux employés, largement ignorés à ce jour dans la documentation (Ashforth, Sluss, & Harrison, 2007), sont examinés à partir de données recueillies à trois temps de mesure distincts auprès d’un échantillon de 224 nouveaux employés. Avec comme point de départ la théorie de l’échange social (Blau, 1964) et le concept de confiance affective (McAllister, 1995), le premier des deux articles qui composent la thèse démontre que, par rapport aux approches dites classiques (i.e., exprimant une vision cognitive de la socialisation organisationnelle), une approche relationnelle de la socialisation organisationnelle permet de mieux rendre compte du lien psychologique qui s’établit entre les nouveaux employés et l’organisation, alors que les approches cognitives classiques sont davantage explicatives de la performance des employés. Les deux approches semblent donc complémentaires pour expliquer l’adaptation des nouveaux employés. Le second article s’appuie sur la démonstration effectuée dans le premier article et cherche à approfondir davantage les aspects relationnels inhérents au vécu des nouveaux employés, de même que leur influence sur l’adaptation de ces derniers. À cette fin, la théorie de la conservation des ressources (Hobfoll, 1989) est considérée et l’engagement affectif (Meyer & Herscovitch, 2001) est mis de l’avant comme concept focal. Les résultats suggèrent que l’engagement affectif envers le supérieur compense pour un déclin de l’engagement affectif envers l’organisation, tel qu’il résulte d’un bris de la relation avec l’organisation. Les relations semblent donc, dans certaines circonstances, avoir une portée qui dépasse leurs protagonistes directs. La présente thèse démontre donc que les aspects relationnels inhérents au vécu des nouveaux employés ont une influence distincte, prépondérante et complexe sur leur adaptation en emploi. Ce faisant, elle s’insère dans un courant de recherche visant à remettre à l’avant-plan et mieux comprendre la sphère relationnelle dans les organisations (Ragins & Dutton, 2007). Les implications théoriques et pratiques qui en découlent seront discutées. / Both among researchers and practitioners, organizational socialization seems to be a topic of interest nowadays (Fang, Duffy, & Shaw, 2011). Along this line, the present thesis seeks to deepen our understanding of organizational socialization in order to provide a more complete and documented picture of it, but also to develop useful practices for organizations and their employees. Specifically, the relational aspects inherent to the experience of newcomers, largely ignored so far in the literature (Ashforth, Sluss, & Harrison, 2007), are examined using data collected at three points in time among a sample of 224 newcomers. Using social exchange theory (Blau, 1964) as a background and the concept of affective trust (McAllister, 1995), the first of the two articles that comprise the thesis shows that, compared with conventional approaches (i.e., expressing a cognitive view of organizational socialization), a relational approach to organizational socialization can better reflect the psychological bond that is established between newcomers and organizations, while conventional approaches are more explanatory of employee performance. The two approaches thus seem complementary to explain newcomer adjustment. The second article draws from the evidence reported in the first article and seeks to further deepen the relational aspects inherent to the experience of newcomers, as well as their influence on adjustment. To this end, conservation of resources theory (Hobfoll, 1989) is considered and affective commitment (Meyer & Herscovitch, 2001) is put forward as the focal concept. Results suggest that affective commitment to the supervisor compensates for a decline in affective commitment to the organization as resulting from a breach to individuals’ relationship with the organization. Relationships thus seem, under certain circumstances, to have an impact that goes beyond their direct protagonists. This thesis therefore demonstrates that the relational aspects inherent to the experience of newcomers have a distinct, prevailing and complex influence on their adjustment. In doing so, it is part of a research stream that tries to put forward and better understand the relational dynamics within organizations (Ragins & Dutton, 2007). Theoretical and practical implications will be discussed.