Women’s Leadership Development Programs

Debebe, Gelaye; Anderson, Deirdre; Bilimoria, Diana; Vinnicombe, Susan

doi:10.1177/1052562916639079

Cited by 75 publications

(35 citation statements)

References 45 publications

(85 reference statements)

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“…Research in women’s leadership development suggests a number of factors promote an ascent to leadership, including self-awareness (Taylor et al, 2016), a holistic self-concept and identity (Ely et al, 2011; Debebe et al, 2016; Sugiyama et al, 2016) and a personal vision (Buse and Bilimoria, 2014). Having an understanding of implicit bias including workplace practices is also essential.…”

Section: Developing Women Who Persist and Succeedmentioning

confidence: 99%

“…Developmental relationships, such as those with mentors and coaches, provide psychosocial support and career development advice (Kram, 1985). Since women learn well through others’ stories of success and struggle (Debebe, 2011), women-only leadership development programs have been recommended (Debebe et al, 2016), especially for populations lacking critical mass such as women in leadership and women in STEM disciplines. Furthermore, peer coaching provides a safe environment for developmental feedback to be exchanged and mutual learning to occur (Parker et al, 2014).…”

Section: Developing Women Who Persist and Succeedmentioning

confidence: 99%

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The Leadership Lab for Women: Advancing and Retaining Women in STEM through Professional Development

2017

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Innovative professional development approaches are needed to address the ongoing lack of women leaders in science, technology, engineering, and math (STEM) careers. Developed from the research on women who persist in engineering and computing professions and essential elements of women’s leadership development, the Leadership Lab for Women in STEM Program was launched in 2014. The Leadership Lab was created as a research-based leadership development program, offering 360-degree feedback, coaching, and practical strategies aimed at increasing the advancement and retention of women in the STEM professions. The goal is to provide women with knowledge, tools and a supportive learning environment to help them navigate, achieve, flourish, and catalyze organizational change in male-dominated and technology-driven organizations. This article describes the importance of creating unique development experiences for women in STEM fields, the genesis of the Leadership Lab, the design and content of the program, and the outcomes for the participants.

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Section: Developing Women Who Persist and Succeedmentioning

confidence: 99%

Section: Developing Women Who Persist and Succeedmentioning

confidence: 99%

The Leadership Lab for Women: Advancing and Retaining Women in STEM through Professional Development

2017

Self Cite

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“…The need to include all the stakeholders as evaluators [9,47], in addition to addressing a less endogenous evaluation [46] in this WLDP, led to another methodological change in the third edition. In-depth interviews with trainers (managers) were included, which were analyzed qualitatively.…”

Section: Indicator 3: Trainers' Perceptionsmentioning

confidence: 99%

“…The aim of this article is to present a Women Leadership Development Program (WLDP), with the participation of 75 female university students, and the principal findings after three one-year courses carried out between 2017 and 2020. The program was born on the basis as Debebe et al [9] (p. 233) point out "leadership development programs have the potential of fostering transformational change by creating learner awareness of problematic habitual patterns and providing a safe space for envisioning and practicing alternative patterns".…”

Section: Introductionmentioning

confidence: 99%

A Collaborative Model for Leadership Education in High-Potential University Women Students

Sánchez

Segovia‐Pérez

Cabrero

et al. 2021

Journal of Open Innovation: Technology, Market, and Complexity

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Society recognizes the need to progress towards equal opportunities for leadership at all levels of political and economic decision-making for women and requires that companies work to reach that goal. Nevertheless, leadership education should begin in the educational stages. This research presents a collaborative model of leadership education for high-potential female undergraduate students carried out at the university level between 2017 and 2020, with 75 students. To be successful at improving student leadership skills, self-esteem, self-confidence, and personal inner transformation, this women’s leadership development program was based on four lines of innovation: (a) attracting external stakeholders to develop training jointly; (b) making an open program with multidisciplinary students in social sciences and STEM subjects tailored to the professional environment; (c) measuring the learning with all the participants: trainers, directors, managers, program staff and students, using a 360-degree evaluation; and (d) designing an ongoing research process to incorporate improvements from multiple stakeholder perspectives. A multi-source program assessment was used. The results not only show a positive impact on the students’ acquisition of leadership skills but also, on the increase in self-confidence and ambition. The study provides a pioneering model for women’s leadership education that could be used in other similar programs.

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“…Questo significa che le carriere delle donne attraversano scenari incerti, ambigui, paludosi, dove stagnano situazioni paradossali in cui possono incontrare supporti e vincoli allo stesso tempo. Le prospettive intersezionali, in questo senso, offrono uno sguardo d'insieme e meno dicotomico e binario: permettono di rilevare l'intersezione delle dimensioni di doppia o tripla subordinazione culturale che possono vivere nei contesti di lavoro (Debebe, Anderson, Bilimoria & Vinnicombe, 2016). Concludiamo condividendo il valore emancipativo di pratiche educative che orientino a prefigurazioni professionali libere da stereotipi di genere fin dal percorso scolastico e universitario.…”

Section: Tra Gender Knowledge E Inclusive Managementunclassified

Gender diversity management, culture inclusive e sfide dell'attualità. Una review sistematica della letteratura

Romano¹,

Petruccioli²

2020

Education Sciences and Society

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L'articolo esplora i dispositivi di gender equity e le azioni per il sostegno alle carriere femminili a partire dalla review sistematica degli studi empirici sul tema dell'ultimo ventennio (2000-2020). Sono stati analizzati centodieci contributi nazionali e internazionali. Le finalità della review sono contribuire a ricostruire lo stato dell'arte degli studi nazionali e internazionali su gender equity nei workplace, segregazioni di genere e work-life balance e offrire un quadro di sintesi rispetto alle proposte di intervento e ai dispositivi di supporto alle carriere femminili. L'obiettivo è individuare traiettorie di intervento utili a sviluppare modelli culturali ed educativi validi per coltivare processi di inclusione di genere nelle organizzazioni e nei contesti di lavoro

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Women’s Leadership Development Programs

Cited by 75 publications

References 45 publications

The Leadership Lab for Women: Advancing and Retaining Women in STEM through Professional Development

The Leadership Lab for Women: Advancing and Retaining Women in STEM through Professional Development

A Collaborative Model for Leadership Education in High-Potential University Women Students

Gender diversity management, culture inclusive e sfide dell'attualità. Una review sistematica della letteratura

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