THE ROLES OF LEARNING AND STATUS ATTAINMENT IN SUCCESSFUL NEWCOMER SOCIALIZATION: RANDOM ASSIGNMENTS TO COMPLEX PROJECTS AND EARLY CAREER OUTCOMES

Newcomers’ early work experiences in an organization can considerably affect their socialization. While much of the literature on this topic has documented how certain organization-wide practices succeed or fail in molding newcomers into “good citizens,” little is known about how differentiated early experiences lead to varied socialization outcomes. To this end, we systematically examine the impact of early project team assignments on newcomers’ career kick-offs. We propose two distinct but complementary mechanisms—learning and status attainment—to explain why some newcomers achieve superior performance and quicker promotions. We theorize that being assigned to complex projects offers newcomers opportunities to build competence and gain social recognition. Leveraging longitudinal archival data from a high-tech company where newcomers were randomly assigned to projects during their first two years, we found that those assigned to more complex projects obtained more professional certifications, reported higher levels of learning, and appeared more frequently in the company’s internal newsletters. These outcomes were associated with higher promotion rates, increased monetary rewards, and better supervisor evaluations. Additionally, we demonstrated that prior same-industry experience amplified the positive effects of project complexity on learning and status attainment. Our findings underscore the pivotal role of early assignments in shaping newcomers’ career development.