Taking Gender Into Account: Theory and Design for Women's Leadership Development Programs

被引：395
作者：
Ely, Robin J. [1 ]
Ibarra, Herminia
Kolb, Deborah M. [2 ]
机构：
[1] Harvard Univ, Sch Business, Cambridge, MA 02138 USA
[2] Simmons Coll, Boston, MA USA
来源：
ACADEMY OF MANAGEMENT LEARNING & EDUCATION | 2011年 / 10卷 / 03期
关键词：
SOCIAL IDENTITY; NETWORKS; WORK; SELF; MEN; STEREOTYPES; NEGOTIATIONS; MINORITIES; INEQUALITY; MOTIVATION;
D O I：
10.5465/amle.2010.0046
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
We conceptualize leadership development as identity work and show how subtle forms of gender bias in the culture and in organizations interfere with the identity work of women leaders. Based on this insight, we revisit traditional approaches to standard leadership topics, such as negotiations and leading change, as well as currently popular developmental tools, such as 360-degree feedback and networking; reinterpret them through the lens of women's experiences in organizations; and revise them to meet the particular challenges women face when transitioning into senior leadership. By framing leadership development as identity work, we reveal the gender dynamics involved in becoming a leader, offer a theoretical rationale for teaching leadership in women-only groups, and suggest design and delivery principles to increase the likelihood that women's leadership programs will help women advance into more senior leadership roles.
引用
收藏
页码：474 / 493
页数：20
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