Introduction Background of the Topic:

The terminology associated to process of Socialization dates back to 14th century (Tuttle, 2003). Organization is a social institution, which build up goals with their aims and goal with their methods, values and beliefs ( Etebarian & Khalili, 2008) and method by which sensemaking develops is known as organizational socialization (Guruman et al, 2006). Organizational socialization can be defined as the process by which an individual attains the attitudes, knowledge and behavior required for participating as member in the organization (Van Maanen & Schein, 1979). When individuals join organizations, they must learn to understand and make sense of their new surroundings (Louis 1980). Hence learning to new environment is recognized as organizational socialization (Guruman et al, 2006). Socialization is the main part of organizational realityand the entire organization is affected by it (Czarniawska, 2010). During the process of Socialization , newcomers gain information and knowledge about their jobs, roles and work groups and the organization, it is necessary for them to participate and serve as successful member of the organization (Haueter, Macan, &Winter, 2003; Morrison, 1993a). Socialization is important (Cooper-Thomas & Anderson, 2006) for its crucial role in the initial stages of employment for newcomer (shaemi et al, 2010). It enables newcomers to discover with, what is organizational about, why it is important and their place in it; it facilitates work adjustment; and can influence the long term career and success of new comers (Ashforth, Sluss and Harrison, 2007).Organizational Socialization has also become more important than ever due increase mobility of workforce (Saks & Gruman, 2011). In past 3 decades, understanding of a newcomers adjustment (Swap et al., 2001; Balaji & Ramya.,2012) to organizations increased substantially due to frequent change of jobs by the employees increased the cost of replacing, (Bauer et al, 2011)For some professional jobs, new employees are trained for weeks or even months before they can effectively perform their jobs. During this training period, they receive full payment but make relatively few contributions to the organization. If they quit right after the training, the organization will have little or no return on its investment, and will have to take the burden of conducting the recruitment and selection process again (Gao, 2011), here

understanding and managing socialization process provide competitive advantages to organizations (Bauer et al, 2011) by saving time and cost (Gao, 2011) and a company can groom an employees on how they can best contribute to its enterprise objectives and allow themselves to develop at their own (Vrouvas 2013).This process of learning to become an effective organizational member is different from occupational socialization, which focuses on learning the norms of ones profession, such as banker or medical professional etc.Newcomer adjustment is associated with important employee and organizational outcomes such as satisfaction, commitment, turnover, and performance (Bauer, Morrison & Callister, 1998; Ostroff & Kozlowski, 1992). The emphasis of socialization research on information and learning is too narrow given the current challenges facing employees and organizations. Organizations today are facing an array of challenges like never beforeglobal competition, new technology, economic uncertainty and a volatile economy, labor shortages, internal restructuring, and the recruitment and retention of talent. As a result, new hires need to be able to work and prosper in organizations facing enormous pressures and difficulties. Todays fast-paced and competitive environment means that socialization programs have to do more than provide new-comers with abundant information (Rollag, Parise, & Cross,2005).Researchers have also developed an assimilated multi-level process model of organizational socialization, which indicated the impact organizational socialization at wide variety of outcomes at the organization, group, and at individual levels. Socialization also emphasizes on behavioral outcomes (Saks & Ashforth, 1997).But despite the importance of organizational Socialization, little research has been done about it (Becker, 2002).

Louis (1980), described organizational entry as a sensemaking process in which newcomers make sense of the changes, contrasts, and surprises they face in new and unfamiliar organizational settings. The sense making model focus on the cognitive processes that new comers need to employ as a means of coping with surprise and novelty. Thus, sense making involves processing information provided to, and obtained by newcomers.

(Ashforth,Sluss,&Harrison,2007). While Socialization has often been conceived as process of uncertainty reduction. Uncertainty reduction theory holds that, newcomers desire to increase the predictability of interactions between themselves and others within the new organization (Bauer et al., 2007, p. 708). uncertainty reduction was used as a theoretical basis for their model

of newcomer information seeking and organizational socialization tactics(Bauer et al., 2007), also used as basis for their mediation model of socialization tactics and newcomer adjustment, (Saks, Uggerslev, and Fassina, 2007). VanMaanen and Schein (1979) gave best-developed model of organizational socialization and identified six tactical dimensions and described how they influence whether a newcomer adopts a custodial, content-innovative, or role innovative orientation. Jones (1986) argued that Van Maanen and Scheins Six tactics from a gestalt called institutionalized socialization ( Collective, formal, sequential, fixed, serial and investiture tactics), while the opposite end of each tactic forms a gestalt called individualized socialization (individual, informal, random, variable, disjunctive and divestiture tactics). Socialization tactic shape the information that newcomers receive (Jones, 1986). Institutionalized tactics provide newcomers with information that reduces the uncertainty inherent in early work experiences and reflects a more structured and formalized socialization process. Individualized socialization reflects an absence of information and structure such that newcomers are socializaed more by default than design. Indeed, it has been argued that the major reason firms use institutionalized tactics is to remove some of them certainty of a new environment by offering information that guides employees behavior (Kim, Cable, & Kim, 2005). Another of the most important developments in the socialization literature in the past 20 years has been a focus on how newcomers can be actively involved in their own socialization through proactive behaviors to catch information and the frequency of information seeking was related to proximal and distal socialization outcomes (Morrison, 1993a, 1993b,) as well as the need for new comers to seek and obtain information in an effort to reduce uncertainty (Miller & Jablin, 1991; Ashforth, Sluss, and Harrison, 2007). Research has also been performed related to acquisition of information about what the new comers learn and about development of measures of learning content in history) (Chao, OLeary-Kelly, Wolf, Klein, and Gardner, 1994). Many studies have proved that socialization process i.e., orientation training, socialization tactics, mentoring, and proactive behaviors are related to socialization learning, which mediates the relationship between the socialization process and adjustment (Allen, McManus, & Russell, 1999; Ashforth, Sluss, & Saks, 2007; Cooper-Thomas & Anderson, 2002; Klein & Weaver, 2000). six dimension

(Performance , proficiency, people, politics, language, organizational goals and value, and

So organizational socialization revolved around the newcomers ability to acquire and assimilate the knowledge & information in order to lower uncertainty (Saks & Guruman, 2011). Saks and Ashforth (1997 named it as Multilevel process model of organizational socialization in which cognitive sense making via information, uncertainty reduction, and learning intervenes between socialization factors and socialization outcomes. Furthermore, learning is no doubt an important and has driven much of socialization research to date. Therefore a new approach to organizational socialization in emerging literature and research is Positive Organizational Behavior (POB). Psychological Capital (PsyCap) and is four constructs ( Self-efficacy, Hope , Optimism and Resilience) represent important proximal outcomes for organizational socialization and also highly relevant for newcomers as well as antecedents of traditional socialization outcomes which provide new approach to organizational socialization based on POB (Saks & Guruman, 2011). Self-Efficacy is an individuals conviction (or confidence) about his/her abilities to mobilize the motivation, cognitive resources and courses of action needed to successfully execute a specific task with in a given context (Stajkovic & Luthans, 1998). The focus in POB is on state self-efficacy, which is malleable, unlike general efficacy, which is trait-like (Luthans, 2002b). Socialization tactics were positively related to self-efficacy and self-efficacy was related to several adjustment outcomes (Bauer et al, 2007), work-related performance outcomes including leadership (Luthans & Youssef, 2007) and distal outcomes (Gruman, Saks, and Zweig, 2006). Hope is defined as belief that people can discover pathways to their goals and find motivation to use pathways (Snyder, Rand, and Sigmon, 2005). Selfefficacy concerns situation-specific goals and hope includes cross situational goals (Snyderetal, 2005). Luthans and Jensen (2002) cited research demonstrating a relationship between hope and retention, higher level of employee commitment and satisfaction. Optimism is making positive attributions for events (Carver & Scheier, 2005). Optimism differs from hope in that optimism does not address pathways thinking, and includes expectancies about outcomes achieved via forces outside ones self (Luthans & Jensen, 2002; Luthans and Youssef, 2007). Employee optimism is associated with leadership style (DeHoogh & Den Hartog, 2008) and is positively related to organizational outcomes including employee retention (Seligman & Shulman, 1986) and sales performance (Corr & Gray, 1996).

Resilience involves upholding positive adjustment, successfully coping and bouncing back challenges in a positive way (Luthans, 2002; Luthans & Youssef, 2007). Resilience derives from proper training, knowledge development, roll modeling and recovering from mistakes (Sutcliffe and Vogus, 2003).

Bakker & Demerouti, (2007) mentioned about the basic foundation of the JD-R model is that high job demands exhaust employees physical and mental resource and result in health issues and depletion of energy. Job resources are motivational and can lead to positive attitude and behavior and well-being. JD-R model, divided the work environment demands and resources. Job demands refer to physical, psychological, social or organizational features of job that require sustained physical and psychological from an employee that can result in physical and psychological costs. Common job demands include work overload, job insecurity, role ambiguity, and role conflict. Job resources refer to physical, psychological, social, or organizational features of a job that are functional in that they help achieve work goals, reduce job demands, and stimulate personal growth, learning, and development. Job resources can come from the organization (e.g., pay, career opportunities, job security), interpersonal and social relations (supervisor and coworker support, team climate), the organization of work (e.g., role clarity, participation in decision making), and from the task itself (e.g skill variety, task identity, task significance, autonomy, and performance feedback), (Bakker & Demerouti, 2007). Within the framework of the JD-R model, socialization programs can be helpful to developing PsyCap and in this sense equip new hires with the resources that will serve themwellinadaptingtojobandorganizationaldemands. Saks & Guruman, (2011) mentioned resources potentially offered during socialization that could be instrumental to development of self-efficacy, hope, optimism, and resilience. This emerged new approach as socialization resources theory (SRT). SRT focus on the development of the individual construct, that comprise of PsyCap, and found consistent with prior work (e.g., Luthans et al., 2006; Luthans, Avey, & Patera, 2008). Socialization Resource Theory (SRT) provides model of socialization resources (i.e., orientation training, task characteristics, social support and leadership), PsyCap and Socialization outcomes.

Orientation training programs are considered to be the main socialization process for many
newcomers (Saks & Ashforth, 1997; Klein & weaver, 2000). Orientation training programs are positively associated with desired socialization outcomes (Klein & Weaver, 2000; Saks, 1995).Orientation training programs that contain features known to enhance self-efficacy (mastery experiences, vicarious learning, social persuasion, and physiological arousal are likely to be most effective in strengthening the self-efficacy of new hires(Bandura, 1986). A number of task characteristics from Hackman and Oldhams (1980) job characteristics model such as skills variety, task identity, task significance, autonomy, and performance feedback have been shown to be important job resources in research on the JD-R model (Bakker &Demerouti, 2007). Several studies have found that autonomy/job control and performance feedback are related to positive work outcomes (Bakker, Demerouti, &Veerbeke, 2004; Schaufeli& Bakker, 2004). In the socialization literature, Katz (1980) considered the task significance and feedback especially important for newcomers during the first three or four months, by six months all of the job characteristics are important at least in terms of satisfaction and performance. Job characteristics might also influence the development of newcomers self-efficacy, hope, optimism, and resilience. (Bakker &Demerouti, 2007). Organizational insiders play a major role in the socialization of newcomers not only for the information they provide (Ostroff& Kozlowski, 1992), but also as a main source of social support (Bauer et al., 1998). The importance of social support and interpersonal interactions with insiders has long been considered a critical factor in the socialization of newcomers (Fisher, 1985; Katz, 1980). As well, positive relationships between newcomers and insiders are associated with a number of socialization outcomes (Bauer et al., 1998). Social support has also been identified as a job resource at the interpersonal and social relations level in the JD-R model (Bakker &Demerouti, 2007). Research on the JD-R model has found that social support from ones supervisor and coworkers is related to a number of positive work out- comes (Bakker et al., 2004; Demerouti, Bakker, Nachreiner, &Schaufeli, 2001; Schaufeli& Bakker, 2004). The relationships newcomers develop at work provide them with resources such as emotional support, advice, and help (Baker & Dutton, 2007), which can promote all of the constructs comprising PsyCap(Ragins, 2007). Leadership is considered distinct processes, they can also be viewed as complementary roles required of effective managers (Yukl&Lepsinger, 2005). Leaders or the managers of newcomers

are especially important for the successful socialization of newcomers. As managers behavior predicted newcomer role clarity, performance efficacy, and feelings of acceptance (Bauer and Green, 1998). Leaders provide newcomers with resources that are important for the development of PsyCap. One of the most important resources that leaders provide for newcomers is social support. They are also a main source of information for developing newcomers self-efficacy by modeling appropriate behaviour and providing encouragement and positive feedback. Leaders can promote the development of the other constructs comprising PsyCap by providing assignments that include jobs Characteristics (e.g., autonomy, skill variety). Leaders can help newcomers set realistic goals and develop strategies for goal achievement. A focus on mastery or learning goals seems especially important because they focus on enhancing task competence and provide a frame-work for interpreting and responding to task-related events. As a result, they have the capacity to develop self-efficacy, hope, optimism, and resilience. Proximal goals are also important because they focus attention on appropriate strategies, provide clear markers of ones progress, result in more immediate feedback, develop self-efficacy, and provide small wins (Latham & Seijts, 1999). Similarly instructing newcomers to set learning and proximal goals can lead to the development of self-efficacy, hope, and optimism.

Hence this study explores the level of Socialization and its impact on different attitudinal and behavioral outcomes among the employees working in the public and private sector banks of Dera Ismail Khan. Current research will measure the degree of all the above cited critical factors in the context of their work environment. Furthermore, demographic impacts on the response were also measured and analyzed to test the hypotheses about the influence of demographic differences on the respondents attitude on socialization and its different behavioral and attitudinal dimensions i.e., sector, designation etc.