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The Beginning

Norms

4:22 PM

The expectations that make up roles and shape interpersonal relations are called norms. In a classroom setting, norms exist that direct students to sit down and wait for the instructor to begin the day's activities. Norms may also direct students to participate in class discussions and exercises and to contribute to group case discussions. Without such norms each class meeting would require the instructor to reestablish basic rules of behavior and an agenda for the day. As a result, there would be much less time for the learning activities on the day's agenda.

When role occupants choose to accept all these norms, the conformity is marked by a tendency to try to fit in with others in a loyal but in a non-creative way. People who conform to all norms are the caretakers of the past. So long as tasks remain unchanged and the work situation remains stable, conformity can facilitate productivity and performance. However, it can endanger long-term survival if tasks or the surrounding situation changes significantly.



The Middle



Divestiture socialization ignores or denies the value of the individual's personal identity or characteristics. The organization in this case wants to tear new members down to nothing then rebuild them as completely new and different individuals. Some organizations require either explicitly or implicitly that recruits sever old relationships, undergo intense harassment from experienced members and engage for long periods of time in doing the dirty work of the trade (work that is associated with low pay and low status). Some organizations may even force each new member to take on a new name. The organization promotes these ordeals in the belief that those who emerge from them will lose their sense of personal identity and become strongly committed to the organization's mission and objectives. In contrast, investiture socialization affirms the value to the organization of the recruit's particular characteristics. This type of socialization implies that rather than wanting to change the new member, the firm hopes that the recruit will change the organization. Under these conditions the organization may try to make the recruit's transition process as smooth as possible.


Designing Socialization Programs

The strategy chosen in designing a socialization program depends on the goals of that program. If the goal is to bring about a custodianship response, a group or an organization is best served by a strategy that is collective, sequential and serial,and involves divestiture. Such a strategy will ensure that every socialization recipient starts at the same place and receives the same experiences in the same order. If the goal is to promote innovation, a group or an organization is better served by the opposite strategy, which provides a unique and individualized program for each recipient, and places value on each recipient's particular personality, characteristics and style.


Quality of Interpersonal Role Relationships

Given the importance of role relationships within organizations, it is critical to have a framework whereby the quality of these relationships can be judged and enhanced. Equity theory is a theory of social exchange that describes the process by which people determine whether they have received fair treatment in their relationships.


Equity and Social Comparisons

Equity theory holds that people make judgments about relational fairness by forming a ratio of their perceived investments They then compare this ratio to a similar ratio reflecting the perceived costs and benefits of some other person . Equity theory does not require that outcomes or inputs be equal for equity to exist. Those receiving fewer desirable outcomes than someone else may sill feel fairly treated if they see themselves as contributing fewer inputs than the other person. The key to achieving perceived fairness despite unequal outcomes is that the methods used to translate inputs into outcomes must be seen as fair - a concept referred to as procedural justice. For example, the highest scorer on a professional basketball team may be paid more than a player who sits on the bench but most people would still feel that the team's management is treating both players fairly because of differences in their inputs. 

Equity theory provides a simple framework for understanding how people decide whether or not they are being treated fairly in their relationships. Yet even with this simple framework it is difficult to achieve widespread perceptions of equity in organizations for two reasons. First, equity judgments are based on individual perceptions of inputs and outcomes and the perception of the same inputs and outcomes may differ markedly from one person to the next. For instance, some CEOs might perceive that their inputs are deserving of a multiimillion dollar salary, whereas the general public might perceive the situation differently. Second, it is difficult to predict who will be chosen as the reference person. Any change in policy that is targeted to one group may, in an unforeseen way, spill over and create perceived inequity in another group. For example, in the late 1980s many organizations put in place family-friendly policies that enhanced the benefits package and time off provisions for working parents. However, by the mid-1990s, organizations were seeing a backlash from single workers without children who felt work policies were unfair. As one worker noted, "It's downright discriminatory for an employer to offer more or better benefits because you have children."

Responses to Inequity

Perceptions of inequity create unpleasant emotions. When people feel they are receiving a greater share of outcomes than they deserve, they may feel guilty. Perceiving oneself as coming up short in the equity comparison results in anger. Whether the emotion is guilt or anger, the tension associated with inequity motivates the person to do something to reduce the inequity and the response can manifest itself in different ways. First, the individual might alter personal inputs. For example, one study found that, in a decision-making team, If team members perceived that their opinions were not being given any weight, they stopped contributing to the group's discussion. A second response to inequity is to try to alter personal outcomes. Individuals who feel they are relatively underpaid according to the market may demand raises and threaten to leave or strike.

A third way to respond to inequity is to use what is called cognitive distortion, that is rationalizing the results of one's comparisons. For example, people can distort their perceptions of outcomes. In one equity study, people who were underpaid for a particular task justified this underpayment by stating that the task they were working on was more enjoyable than the task being performed by the overpaid, even though their tasks were identical.

A fourth way to restore equity is to take some action that will change the behavior of the reference person. Workers who in the eyes of their peers perform too well on piece-rate systems often earn the derogatory title of "rate-buster." Research has shown that if name-calling of this sort fails to constrain personal productivity, more direct and forceful tactics may be invoked. Finally, if all else fails, a person can secure equity by leaving an inequitable situation altogether. Turnover and absenteeism are common means are common means of dealing with perceptions of unfairness in the workplace.

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The End