Thesis (M.A.)--Eastern Illinois University. / Includes bibliographical references (leaves 79-81).

Faculty of Criminology, Justice and Policy Studies

As more and more intense of the global competition, businesses now keep seeking for competitive advantages to sustain their operations, and a good staff is the key to it. The first step to keep these excellent people is the ¡§orientation.¡¨ During the orientation, newcomers begin to involve in the organizational culture and understand more and more about the job. This is also an important part of socialization. Especially the front-line employees in service industry, their work influence the performance of business directly. Therefore, the importance of the orientation of front-line employees in service industry goes without saying. However, can it really elevate the degree of socialization after the orientation of newcomers? The purpose of this research expects to realize the orientation practices in current service industry, and discuss if different orientation programs make any differences on the adaptation of font-line newcomers. At the end we analyze the influence of newcomers¡¦ adaptation to their performances and turnover intentions. This research investigated fifty service industry¡¦s companies¡Gone questionnaire for human resource department, and ten for the front-line newcomers. 34 copies of the 50 human resource departments¡¦ questionnaires issued were returned, among which 30 copies are valid. 254 copies of the 500 front-line newcomers¡¦ questionnaires issued were returned, among which 179 copies are valid. The data were analyzed by reliability analysis, descriptive statistics analysis, one-way ANOVA, Pearson correlation analysis and multiple regressions. The result of this research are as follows: 1.Most companies¡¦ orientation training lasted under five days, internal instructors were mostly used, most companies use O.J.T. As the orientation training method, ¡§Mentoring¡¨ is the mostly used. ¡§Organization policy¡¨ information is the mostly used orientation training content. 2.Overall, the average of all socialization dimensions are above middle value 4, among which the dimension of ¡§people¡¨ is the highest. The averages of job performance dimensions are above 5, and task performance is higher than contextual performance. The average of turnover intention is under middle value 4, but individual differences are quite large¡C 3.Different orientation programs make obviously differences on the degree of socialization, job performances and turnover intention. 4.All dimensions of Socialization have positive correlations with task performance and contextual performance. And all dimensions of socialization have negative correlations with turnover intention. 5.In the degree of socialization, ¡§people¡¨, ¡§organizational goals and values¡¨ and ¡§performance proficiency¡¨ all have obvious positive impacts on task performance. ¡§Politics¡¨ and ¡§organizational goals and values¡¨ have obvious positive impacts on contextual performance. Only ¡§organizational goals and values¡¨ has obvious negative influence on turnover intention. 6.Newcomers¡¦ past part-time job experiences (and time they¡¦ve spent), and the correlations of past job/part-time job have moderate effects on some parts among orientation and the degree of socialization.

Thesis (Ph. D.)--Guo li zheng zhi da xue, 1977. / Cover title. Reproduced from typescript, on double leaves. Includes bibliographical references (p. 383-403).

Thesis (M.A.)--Central Connecticut State University, 2001. / Thesis advisor: Patti Lynn O'Brien. " ... in partial fulfillment of the requirements for the degree of Master of Arts in Reading." Includes bibliographical references (leaves 43-46).

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SUMMARY The relevance of the topic nowadays. The process of socialization is the key factor in shaping a person as a member of the community he belongs to. The integration of a person into the society is uninterrupted process which continuous life long. Though it is the most intensive in the chilhood when a child grows biologically and phsychologically and becomes more responsive to all influences coming from outside. The number of influences and their power is rising while a child is growing. One of the conditions that are necessary for a child in order to obtain good socialization is having good emotional, social and cultural relationships with other people because people get to know each other only by the means of communication and this is the way to reach social unity. The main factors of socialization in chilhood are contemporaries, school and family. Primary education is considered to be one of the key importance priorities of the policy of contemporary education as it is the basis of life-long learning. If this developmental and educational period of child���s life is successfully dealt with a person has an ability to develop and socialize in other stages of his life. The analysis of educational literature leads to the conclusion that the socialization of pupils is of great importance. The paper is an attempt to reveal the essence of pupil‘s socialization in both formal and informal education It also provides with beneficial conditions and factors how to gain in... [to full text]

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This study investigated student and teacher judgments of selected socialization experiences in the junior high school. The instruments used to collect the data were questionnaires consisting of 56 items administered to the entire student bodies (11,943 students) of fourteen junior high schools in Northwestern Indiana, plus a similar questionnaire consisting of 23 items administered to the entire faculty (502 teachers) of the same schools.The review of past research in the area of socialization in education indicated that no previous study had employed parallel instruments for students and teachers. The research revealed that previous studies employed distinctively different questionnaires for student and teacher. This suggests that other researchers did not study directly the relationships between student and teacher judgments concerning socialization in the educative process. The questions used to collect the data for this study were parallel in both student and teacher questionnaires. This was done to solicit judgments from both students and teachers on parallel topics relating to the socialization process as it occurs in the junior high school.Findings were reported on the judgments of students and teachers on selected socialization experiences under five major headings. These included the junior high school as a socializing influence, parent and peer relationships as socializing influences, and mass-media and extra-curricular activities as socialization influences, and student-teacher interactions as socializing influences.The data gathered concerning the student judgments in reference to parental influences in the socialization process in education revealed that the student judged their parents as viewing the school as a supportive agency and saw parents as desirous that their off-spring procure the benefits school affords.The conclusions drawn from the study of the part played by peer relationships was that the student judged this relationship to have little positive or negative effect on the effort he expended to do well in school. Five per cent of the students judged that they did poorly in school in order to raise their standing among their peers.Mass-media and extra-curricular activities were judged by 51 per cent of the students to be of little influence in their socialization experiences.Student-teacher relationships were judged by most students to be the major school-related socialization influence on them during their junior high school years.In the teacher questionnaire the following information contributed to the conclusions drawn from the data collected: 50 per cent of the teachers judged that the school is obligated to offer each student profitable experiences during his school years.Most teachers were focusing on mastery of content, not primarily on producing particular social outcomes.About two-thirds of the teachers agreed that an authoritarian school system was the best preparation for citizenship.About two-thirds of the teachers did not judge that the student should participate in educational decision-making in order to be prepared to face a future dependent on his ability to make decisions. The same fraction judged that the student should meet the expectations set by others rather than set his own educational goals or participate in their development.'One-third of the teachers had a sense of confidence in working within the political and social system as it existed in their school system and saw no reason for change. About one-half of the teachers agreed that the student should be involved, through a rating form, in the evaluation of the teachers, but stated that this involvement should not be a major factor in teacher evaluation.Information presented in this study is the merest outline of a few major structural patterns of pupil and teacher judgments on selected socialization experiences in the junior high school and a suggestion of some ways in which the socialization of individuals and. their acquisition of roles in society take place. It is hoped that the ideas have developed enough to suggest a field of mutual interest for social scientists on the one hand and those concerned with the actual operation of the schools on the other to join forces and investigate the problem more thoroughly.