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Organizations vary significantly in the rates at which they learn from experience (i.e., learning by doing). While prior work has explored how different categories of prior experience affect learning outcomes, limited attention has been paid to the role played by the organizational context. We focus on one important aspect of an organization's context—goals—and examine how the degree of goal relatedness across an organization's diverse set of activities affects the rate at which it learns from experience. In doing so, we argue that even where otherwise diverse activities are knowledge related, if they are not goal related, learning by doing is likely to suffer. Using data from the hospital industry our findings suggest that goal relatedness is an important consideration when it comes to learning. Although goal-related teaching aids learning by doing in clinical care, we find that strong academic affiliations (and the research-oriented tasks and goals they bring with them) may detract from it.

In this paper we argue that task design affects rule breaking in the workplace. Specifically, we propose that task variety activates deliberative (Type 2) processes as opposed to automatic/intuitive (Type 1) processes, which, in turn, helps prevent individuals from breaking rules in order to serve their own hedonic self-interest. We use data from the home loan application processing operations of a Japanese bank to establish the phenomenon in the field. We document that increased task variety at a daily level is associated with lower levels of rule breaking in the form of violating corporate break time policies (Study 1). We further explore the relationship between task variety and rule breaking in three lab experiments, using different operationalizations of rule breaking (Studies 2, 3a, and 3b) and provide direct evidence for the mediating effect of deliberative thinking in this relationship (Studies 3a and 3b). We discuss implications for rule compliance in organizations, behavioral ethics, and work design.

Socialization theory has focused on enculturating new employees such that they develop pride in their new organization and internalize its values. We draw on authenticity research to theorize that the initial stage of socialization leads to more effective employment relationships when it instead primarily encourages newcomers to express their personal identities. In a field experiment carried out in a large business process outsourcing company in India, we found that initial socialization focused on personal identity (emphasizing newcomers' authentic best selves) led to greater customer satisfaction and employee retention after six months than socialization that focused on organizational identity (emphasizing the pride to be gained from organizational affiliation) or the organization's traditional approach, which focused primarily on skills training. To confirm causation and explore the mechanisms underlying the effects, we replicated the results in a laboratory experiment in a U.S. university. We found that individuals working temporarily as part of a research team were more engaged and satisfied with their work, performed their tasks more effectively, and were less likely to quit when initial socialization focused on personal identity rather than on organizational identity or a control condition. In addition, authentic self-expression mediated these relationships. We call for a new direction in socialization theory that examines how both organizations and employees can benefit by emphasizing newcomers' authentic best selves.