자연주의적 탐구조사(Naturalistic Inquiry)

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Social capital: a theory of social structure and action

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Becoming an EX: The Process of Role Exit

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Interaction Ritual Essays In Face To Face Behavior

The article investigates the creation of a safe setting for women's leadership transformation and individual change through transformational learning. Qualitative data used for the study include interviews of participants in the Women's Leadership Series (WLS), and a formal women-only training program of the Gender and Diversity (G&D) program of the Consultative Group for International Agricultural Research (CGIAR). The necessary elements to generate safety and create an environment that is conducive to transitional states and transformational learning are considered. A women-only environment's characterization by egalitarian norms and openness is also discussed.

Creating a safe environment for women's leadership transformation.

Women’s leadership training programs provide organizations opportunities to value women leaders as organizational resources. This qualitative research utilized phenomenological methodology to examine lived experiences of seven alumni of a women’s-only leadership program. We conducted semi-structured interviews to clarify what learning elements were most beneficial in furthering an individuals’ leadership role. Emerging research themes included perceptional and personal agency changes within participants. Women’s leadership programs provided an opportunity for cognitive, affective, and behavioral growth; engaging learning activities, social capital development, and relational model methodologies were perceived as most helpful in leadership development. Action learning techniques, fostering interconnectedness, and philosophical leadership development activities were critical elements in leadership development. Insights gained from this study provided perspective on the unique experiences of women in a leadership training program.

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Experiences and Outcomes of a Women's Leadership Development Program: A Phenomenological Investigation.

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Work-Life Balance for Women in STEM Leadership.

This article analyzes women’s only leadership development training to determine how leadership roles are conceptualized and implemented, how women independently and collectively construct new leadership role identities, and how leadership identities are retained post training. Themes of nested validation, accepting the belonging narrative, identity emergence, leadership as multiverse, and reflective/reflexive leadership development were discovered. Leadership validation was needed by participants to own their new leadership identity. Through accepting a new narrative, participants confirmed that they belonged in their new leadership role. Identity work occurred on personal and social levels, allowing participants to assume a strengths-based approach to leadership development. Women’s only leadership programs, which acknowledge new leadership narratives and identities, allowed emergent leaders an improved opportunity to assume and retain their new role. Men and women experience unique obstacles on becoming a leader (Ely, Ibarra, & Kolb, 2011). Distinctive neurological, psychological, and interactive qualities influence how men and women process information, connect with one another, and develop as a leader (Ruderman & Ohlott, 2005). To promote the development of women leaders, some organizations have created women’s only leadership development (WOLD) programs to allow women the opportunity to experience a collaborative and supportive leadership learning environment and learn from a majority position (Debebe, 2011; Ely, et al., 2011). While WOLD program critics suggest that gender specific training fails to provide a real-world leadership forum, other researchers (Ely & Meyerson, 2000; Gherardi & Poggio, 2001; Mandell & Pherwani, 2003) submit that traditional leadership programs, which expect women to develop traditionally male leadership behaviors such as assertiveness and powerfulness, are counterproductive and victimize women for their relational leadership approach. Acknowledged for their collaborative leadership styles (Berry & Franks, 2010; Boatwright & Egidio, 2003; Fine, 2009), women who are provided opportunities to connect with other women and who have access to learning strategies which promote selfesteem development are more likely to aspire for leadership opportunities than women who experienced traditional leadership orientations (Boatwright & Egidio, 2003). Journal of Leadership Education DOI:10.12806/V17/I1/C2 JANUARY 2018 CONFERENCE 8 The goal of WOLD programs is to advise, challenge, mentor, and affirm emerging women leaders. Characteristically, leader development incorporates a structural process where potential leaders are trained on task oriented knowledge and skills necessary to lead. However, viewing leader training primarily from a leadership project agenda fails to acknowledge the unique leader role identity construction process needed by women to fully develop one’s selfconcept as a leader and embrace a leader function (Carroll & Levy, 2010; Zahidi & Ibarra, 2010). Considering current organizational, collaborative, and postmodern leadership views as well as valuing the importance of relational connections and social structures, WOLD training must explore the integral process of how social constructs uniquely impact women’s leadership identity (Debebe, 2011; Hersted & Frimann, 2016; Moorosi, 2014). The purpose of this research is to examine how WOLD training programs not only stimulate the construction of leadership as a core identity in participants, but determine how a new leadership identity would be retained post-training. Despite the expansion in leadership research, a research gap exists between gender only leadership programs and the complexity associated with educational leadership development in women (Coleman & Fitzgerald, 2008; Fine, 2009). Researchers agree that while the concept of leadership is subjective and difficult to define, leadership development is a relational, complex, and constructive process (Carroll & Levy, 2010; Ford & Harding, 2008). While viewing leadership development from a practical, skills-based approach has value, this role structure view fails to fully acknowledge the internal authorship that emerging leaders must develop to embrace their individual leadership role identity (Carroll & Levy, 2010). We wanted to extend Karp and Helgø’s (2008) inquiry “if leadership is dependent on identity, how should one pay attention to identity” (p. 887) within WOLD training programs. Our article contributes to leadership research as it focuses on the unique role interaction impact (Nye, 1976) that leadership training has for emerging women leaders, examines how women independently and collectively construct their identities, and addresses the process, development, and retention of leadership identity for women. Components of Leadership Identity Leadership is “a process of mutual influence that unfolds across time and situations (Marchiondo, Myers, & Kopelman, 2015, p. 892). The concepts of leadership and leadership identity are multifaceted and dynamic, emerging from lived experiences (Hersted & Frimann, 2016), and for women, the mental model she has of herself is the basis of her leadership identify. Foundational work regarding leadership identity construction has been proposed by DeRue and Ashford (2010) and studied by others (Debebe & Reinert, 2014; Ibarra, Snook, & Guillen Ramo, 2010; Lord & Hall, 2005; Moorosi, 2014) who have suggested that leadership training is constructed at personal, relational, and collective levels. Karp and Helgø (2008) have extended leadership identity dialogue by contending that leaders negotiate their identity by developing a social construct and then behave within this new role in a way that reinforces this paradigm. This socially constructed leadership identity is therefore dependent on our need for selfrealization and strongly linked to social interactions (Karp & Helgø, 2008). Examining leadership role assumption provides an additional forum in which leadership identity construction can be investigated. A process of identity negotiation, cognitive and affective adjustments, and behavioral changes are noted as part of a new leadership role assimilation (Karp & Helgø, 2008). Leadership education must provide emerging leaders an Journal of Leadership Education DOI:10.12806/V17/I1/C2 JANUARY 2018 CONFERENCE 9 environment for new role conceptualization. The formation, internalization, and retention of a new leadership role considers the role-person merger that occurs when an emerging leader takes on a leader identity. A further examination of the connection between role assumption and leadership identity is examined below. Theoretical Framework Role Assumption To contextualize leadership development and the acquisition of a leadership identity for WOLD participants, a theoretical framework of role assumption was examined. In contrast to the traditional notion that an individual’s behavior is governed by personal attributes (Smith, Hamond, Ingoldsby, & Miller, 2009), Ebaugh (1988) contends that behavior is largely governed by “the part one is assigned to play in society” (p. 15). The positions a person occupies within society, termed “roles” (Simon, Stierlin, & Wynne, 1985), echoes the “parts” that theatrical performers assume for a production (Ebaugh, 1988; Goffman, 1967; Smith, et al., 2009). The individual’s roles in work and society comprise the formative contexts that human behavior can be understood (Simon et al., 1985, Smith et al., 2009). When an individual assumes a role, that individual is imbedded within social contexts that exercise powerful influence and external reinforcement on the nature of that role and how it is assumed (Smith et al., 2009). The level of attachment to that newly assumed role is largely determined by the level in which a person adopts, commits to, and fulfills those roles (Ebaugh, 1988; Yodanis, 2003). Recent women’s only leadership research (Brue & Brue, 2016) indicates that emerging women leaders believe that leadership was less of a position to occupy and more of a mindset. This idea is meaningful considering Nye’s (1976) perspectives for conceptualizing roles: structural and interaction. Roles as structure. The Structuralist believes that “phenomena of human life are not intelligible except through their interrelations” (Blackburn, 2005, p. 353) and the relations supplied by a context constitute that structure (Blackburn, 2005). This suggests that any element of a society can only be understood within its societal framework (Smith et al., 2009; Ebaugh, 1998). For Structuralists, social roles have collectively prescribed criterion for actions that are associated with a particular position (Ebaugh, 1998; Yodanis, 2003). Individuals who assume a role in society begin to internalize the behaviors associated with that role (Ebaugh, 1988; Smith et al., 2009). When an individual assumes a new role, the pressure to conform to that role’s duties, expectations, and standard of performance are also assumed (Yodanis, 2003). A Structuralists perspective assumes that social pressures and expectations provide a normative regulation of roles; this type of role taking asks persons to internalize the systems of behaviors typically prescribed for that role (Ebaugh, 1988; Nye, 1976). Previous studies (Brue & Brue, 2016; Ely et al., 2011; Ely & Meyerson, 2000; Gherardi & Poggio, 2001) provide insight into the experiences of emerging woman leaders regarding this structural role taking process during and after WOLD program participation. Role as interaction. For an Interactionist, individuals adopt roles amid interacting with others (Nye, 1976; Yodanis, 2003). Identity then, is found within that individual’s social context (Goffman, 1956; 1986); when individuals assume and play out a role within that social context, Journal of Leadership Education DOI:10.12806/V17/I1/C2 JANUARY 2018 CONFERENCE 10 that interaction is a “per

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Leadership Role Identity Construction in Women's Leadership Development Programs.

Women leaders operate within multiple roles, managing both work and nonwork obligations. Exploring work-life balance constructs, this study examined role integration, social support sources, and work-family conflict to determine their influence on women leaders. Findings suggested that women leaders felt the benefit of a variety of social support services, but especially from sources external to the organization. Women leaders were diverse in role integration strategies, with respondents largely divided between blurring and segregating their work and nonwork roles. Time-based work-family conflict was slightly more apparent than strain-based conflict. Women leaders also indicated that their work interfered with their family more than their family interfered with their work. Findings provide valuable insights as to how women view work-life balance within their roles as leaders.

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Krystal L. Brue

Papers

Experiences and Outcomes of a Women's Leadership Development Program: A Phenomenological Investigation.

Work-Life Balance for Women in STEM Leadership.

Leadership Role Identity Construction in Women's Leadership Development Programs.

Harmony and Help: Recognizing the Impact of Work-Life Balance for Women Leaders.