Understanding Anticipatory Socialization for New Student Affairs Professionals

Transitioning into a new organization can be both exhilarating and stressful. This is particularly true of new professionals who are full of hope, yet have less life and work experience to draw from than their more experienced colleagues (Miller & Jablin, 1991). While considerable research has focused on the preparation of professionals in graduate programs (Mather, Smith, & Skipper, 2010; Renn & Jessup-Anger, 2008), and the retention of student affairs professionals once they are in place (Mather, Bryan, & Faulkner, 2009; Renn & Hodges, 2007; Winston & Creamer, 1997), little attention has been given to the transition from student to new professional (Tull, Hirt, & Saunders, 2009).Organizational socialization is defined as "the process by which an individual acquires the social knowledge and skills necessary to assume an organizational role" (Van Maanen & Schein, 1979, p. 211). Jablin (2001) breaks socialization into four stages: anticipatory, encounter, metamorphosis, and exit. Anticipatory socialization is broken down even further into vocational and organizational anticipatory socialization. Vocational anticipatory socialization includes the activities one experiences through life that shape their understanding of careers or vocations, such as vicarious learning through family members or exposure through television and other media. Organizational anticipatory socialization is the socialization that occurs once an individual has identified a potential employer and begins to learn about the organization through passive means such as reading their website, and through active exchanges such as interactions with current members through networking or interviewing.Across job sectors, the socialization process is especially important in increasing newcomers' job satisfaction and organizational commitment (Klein, Fan, & Preacher, 2006). Furthermore, socialization is important because a successful adjustment to new roles results in reduced uncertainty, which decreases turnover (Allen, 2006). Successful socialization may also result in greater identification with the organization and work group, and increased organizational fit, also tied to lower rates of turnover (Boehman, 2007; Myers & Oetzel, 2003).Graduate students in student affairs preparation programs are, by design, engaged in the anticipatory socialization stage of the organizational socialization process (Collins, 2009; Mendoza, 2008; Renn & Jessup- Anger, 2008). Graduate school serves as a time for individuals to learn the norms of the profession. Through coursework, graduate assistantships, and other practical experiences, graduate students are beginning to engage in the sense-making that allows them to anticipate outcomes and events for their future professional positions (Mendoza, 2008).The anticipatory socialization period also includes the time when graduate students begin the job search and as they prepare to enter new organizations. As part of the exploration of vacant positions, new graduates gather information regarding their new potential employer (Collins, 2009). They build knowledge about potential employers and roles by seeking information through the recruitment and selection process. The time between accepting a job offer and starting their new professional role, or the pre-entry period, is an important time period for new professionals to begin learning their new role. The pre-entry period should offer an opportunity for newcomers to become acquainted with their new supervisor and colleagues.Anticipatory socialization for new professionals includes graduate school experiences, the recruitment process, and the pre-entry period, and represents the transition into the profession. Given the importance of the socialization process, the profession of student affairs would benefit from a deeper understanding of how new professionals perceive and respond to their socialization experiences, specifically anticipatory socialization. …