How newcomers influence group utilization of their knowledge: Integrating versus differentiating strategies.

The present research contributes to the literature on group learning and group socialization by examining whether newcomers can actively influence the extent to which groups socially accept them and, in turn, use their unique knowledge. We propose that groups will respond more positively toward newcomers who use an integrating language-based strategy (i.e., plural pronouns) that emphasizes their new group identity than toward newcomers who use the more common differentiating language-based strategy (i.e., singular pronouns) that emphasizes their personal identity and separation from the group. This article reports 2 experiments (an interactive group study and a scenario study) that support this proposition, suggesting that group utilization of newcomer knowledge depends, in part, on the way newcomers contribute their knowledge. Implications for theory and practice are discussed.