an article by Clem Herman, Suzan Lewis and Anne Laure Humbert (Open University, Milton Keynes, UK) published in Gender, Work & Organization Volume 20 Issue 5 (September 2013)
Abstract
Unlike the rise in women’s participation in other professional sectors, women still form a minority of professional scientists and engineers, especially in multinational companies. Moreover, embedded gendered cultures in the science, engineering and technology (SET) sectors continue to affect the career progression of professional women, with few women reaching senior management positions and many leaving and failing to return.
This article examines the experiences of women SET professionals in three European companies based in France, The Netherlands and Italy and illustrates how the careers of SET professionals in industry are shaped not only by corporate cultures and practices but also by the specific national contexts in which they live and work.
In particular, we look at how motherhood rather than gender alone is constructed as problematic and propose a model of strategies that women adopt in doing motherhood and SET, including assimilation, cul-de-sac, breaking the mould and lying low.
Showing posts with label promotion. Show all posts
Showing posts with label promotion. Show all posts
Wednesday, 7 August 2013
Thursday, 6 June 2013
Organizational Citizenship Behavior and Career Outcomes: The Cost of Being a Good Citizen
an article by Diane M. Bergeron (Case Western Reserve University), Abbie J. Shipp (Texas A&M University), Benson Rosen (University of North Carolina) and Stacie A. Furst (University of Cincinnati) published in Journal of Management Volume 39 Number 4 (May 2013)
Abstract
Existing research suggests that relationships among organisational citizenship behaviour (OCB), task performance, and individual career outcomes are necessarily positive. The authors question this assumption and hypothesise that in organisations with outcome-based control systems, time spent on OCB comes at a cost to task performance.
Building on this idea, the authors propose not only that time spent on task performance is more important than time spent on OCB in determining career outcomes (i.e., performance evaluation, salary increase, advancement speed, promotion) in an outcome-based control system but also that time spent on OCB may negatively impact career outcomes.
Results based on archival data from 3,680 employees in a professional services firm lend some support for these ideas. Specifically, time spent on task performance was more important than OCB in determining all four career outcomes.
Further, controlling for time spent on task performance, employees who spent more time on OCB had lower salary increases and advanced more slowly than employees who spent less time on OCB. These findings suggest that relationships between OCB and outcomes are more complex than originally thought and that boundary conditions may apply to conclusions drawn about the outcomes of OCB.
Abstract
Existing research suggests that relationships among organisational citizenship behaviour (OCB), task performance, and individual career outcomes are necessarily positive. The authors question this assumption and hypothesise that in organisations with outcome-based control systems, time spent on OCB comes at a cost to task performance.
Building on this idea, the authors propose not only that time spent on task performance is more important than time spent on OCB in determining career outcomes (i.e., performance evaluation, salary increase, advancement speed, promotion) in an outcome-based control system but also that time spent on OCB may negatively impact career outcomes.
Results based on archival data from 3,680 employees in a professional services firm lend some support for these ideas. Specifically, time spent on task performance was more important than OCB in determining all four career outcomes.
Further, controlling for time spent on task performance, employees who spent more time on OCB had lower salary increases and advanced more slowly than employees who spent less time on OCB. These findings suggest that relationships between OCB and outcomes are more complex than originally thought and that boundary conditions may apply to conclusions drawn about the outcomes of OCB.
Friday, 15 March 2013
Early-career outcomes and gender: can educational interventions make a difference?
an article by Nan S. Langowitz, I. Elaine Allen and Mary Godwyn (Babson College, Massachusetts, USA) published in Gender in Management: An International Journal Volume 28 Issue 2 (2013)
Abstract
Purpose
Extant research studies document gender differences in career outcomes for middle and advanced career stages. The purpose of this study is to examine potential gender differences in early-career success with a particular focus on whether educational intervention might mediate any potential differences.
Design/methodology/approach
Survey data for recent business college alumni were analysed using descriptive techniques, linear regression and logistic modelling; the response rate was 25 percent and all data were self-reported. Both objective and subjective measures were used to assess outcomes. A priori, given similar educational training and expectations for managerial careers, we should expect to find similar early-career progress regardless of gender.
Findings
Differences are apparent out of the starting gate for women in early-career stages compared with their male counterparts, by both objective and subjective measures. Results also suggest an opportunity to improve outcomes through educational interventions. Limitations of the findings include the use of self-reported data and a modest response rate.
Practical implications
The findings of this study highlight the importance that integrated leadership development programs may play in supporting women’s early-career success and the need to advise young women to negotiate more assertively for salary and leadership opportunity at the immediate start of their careers. For educational institutions, the findings suggest that concerted focus on support for women students’ development may enhance their early-career outcomes.
Originality/value
By focusing on early-career outcomes, the paper seeks to contribute to the gender and careers literature by highlighting results that may set up the patterns seen among women in mid-career and senior level managerial careers. In addition, the paper demonstrates the educational interventions may be of value in reducing the impact of stereotype threat on women's career outcomes.
Abstract
Purpose
Extant research studies document gender differences in career outcomes for middle and advanced career stages. The purpose of this study is to examine potential gender differences in early-career success with a particular focus on whether educational intervention might mediate any potential differences.
Design/methodology/approach
Survey data for recent business college alumni were analysed using descriptive techniques, linear regression and logistic modelling; the response rate was 25 percent and all data were self-reported. Both objective and subjective measures were used to assess outcomes. A priori, given similar educational training and expectations for managerial careers, we should expect to find similar early-career progress regardless of gender.
Findings
Differences are apparent out of the starting gate for women in early-career stages compared with their male counterparts, by both objective and subjective measures. Results also suggest an opportunity to improve outcomes through educational interventions. Limitations of the findings include the use of self-reported data and a modest response rate.
Practical implications
The findings of this study highlight the importance that integrated leadership development programs may play in supporting women’s early-career success and the need to advise young women to negotiate more assertively for salary and leadership opportunity at the immediate start of their careers. For educational institutions, the findings suggest that concerted focus on support for women students’ development may enhance their early-career outcomes.
Originality/value
By focusing on early-career outcomes, the paper seeks to contribute to the gender and careers literature by highlighting results that may set up the patterns seen among women in mid-career and senior level managerial careers. In addition, the paper demonstrates the educational interventions may be of value in reducing the impact of stereotype threat on women's career outcomes.
Friday, 25 January 2013
“Someday when I am incompetent…”: Reflections on the Peter Principle, Leadership, and Emotional Intelligence
via In the Library with the Lead Pipe by Kim Leeder
A few years ago I learned of the “Peter Principle”: the concept that in hierarchical organizations, whether public or private, individuals are promoted up to their level of incompetence, and there they remain (Peter and Hull 16).
In their book of the same name, the authors observe with satirical accuracy that, regardless of career field, high-performing individuals are continuously promoted over time until they reach the point at which the challenges of their new position exceed their skills, thereby decreasing their performance, eliminating the possibility of future promotions, and reducing the effectiveness of the organization as a whole.
In short, most people advance in their careers until are promoted to a level at which they cease to achieve.
Peter and Hull attribute this phenomenon to the fact that promotions are generally based upon performance in the old position, while each higher-level position requires new and different skills. Strong job performance as a staff member is not a predictor of strong performance as a manager.
Continue reading where you will find Kim using examples from librarianship but reading it through I simply substituted the British civil service of which I had 22 not always happy years experience!
None of this is, of course, new but I think we all need to be reminded from time to time.
A few years ago I learned of the “Peter Principle”: the concept that in hierarchical organizations, whether public or private, individuals are promoted up to their level of incompetence, and there they remain (Peter and Hull 16).
In their book of the same name, the authors observe with satirical accuracy that, regardless of career field, high-performing individuals are continuously promoted over time until they reach the point at which the challenges of their new position exceed their skills, thereby decreasing their performance, eliminating the possibility of future promotions, and reducing the effectiveness of the organization as a whole.
In short, most people advance in their careers until are promoted to a level at which they cease to achieve.
Peter and Hull attribute this phenomenon to the fact that promotions are generally based upon performance in the old position, while each higher-level position requires new and different skills. Strong job performance as a staff member is not a predictor of strong performance as a manager.
Continue reading where you will find Kim using examples from librarianship but reading it through I simply substituted the British civil service of which I had 22 not always happy years experience!
None of this is, of course, new but I think we all need to be reminded from time to time.
Wednesday, 14 November 2012
Is using work–life interface benefits a career-limiting move? An examination of women, men, lone parents, and parents with partners
an article by Alison M. Konrad (University of Western Ontario, Canada) and Yang Yang (University of Pennsylvania, USA) published in Journal of Organizational Behavior Volume 33 Issue 8 (November 2012)
Summary
Using a large national sample based on Workplace and Employee Survey data collected by Statistics Canada in 2001 and 2002, we examined the effects of employee usage of seven organizational work–life interface benefits on promotions.
Analysis predicted promotions in 2002 when number of promotions received by 2001 were controlled. The main effect of using work–life interface benefits on promotions was positive, indicating that using these benefits is not a career-limiting move.
Gender, presence of young children, and marital status interacted with the use of work–life interface benefits. Single parents benefited less than other employees from using work–life interface options. Altogether, these findings suggest that the ongoing positive effects of conservation of time and energy resources for employees outweigh the initial short-term negative effects of signalling and stigmatization.
Copyright © 2012 John Wiley & Sons, Ltd.
Summary
Using a large national sample based on Workplace and Employee Survey data collected by Statistics Canada in 2001 and 2002, we examined the effects of employee usage of seven organizational work–life interface benefits on promotions.
Analysis predicted promotions in 2002 when number of promotions received by 2001 were controlled. The main effect of using work–life interface benefits on promotions was positive, indicating that using these benefits is not a career-limiting move.
Gender, presence of young children, and marital status interacted with the use of work–life interface benefits. Single parents benefited less than other employees from using work–life interface options. Altogether, these findings suggest that the ongoing positive effects of conservation of time and energy resources for employees outweigh the initial short-term negative effects of signalling and stigmatization.
Copyright © 2012 John Wiley & Sons, Ltd.
Tuesday, 4 September 2012
Career effects of occupation-related vocational education: Evidence from the military's internal labor market
an article by Elda Pem and Stephen Mehay (Naval Postgraduate School, Monterey, USA) published in Economics of Education Review Volume 31 Issue 5 (October 2012)
Abstract
Prior research on the labour market success of secondary vocational education has produced mixed results, with several studies finding wage gains only for individuals who work in training-related occupations.
We contribute to this debate by focusing on a single occupation and organization and by comparing the careers of employees with and without occupation-related training in high school.
We use longitudinal data on the careers of military recruits who completed high school Junior Reserve Officers’ Training Corps (JROTC), a military science programme that has features of a vocational training and school-to-work programme.
We find that the occupation-specific training received via JROTC reduces early turnover and improves long-run job stability for those who choose military jobs, suggesting that an important effect of vocational training is to improve job match quality.
We also find that promotion rates for vocational graduates are similar to their peers, suggesting that vocational education in general works by improving occupational sorting.
Highlights
► We compare careers of individuals with and without vocational training.
► Vocational training reduces early turnover and improves long-run job stability.
► Promotion rates for vocational graduates are similar to their peers.
► Finer definitions of occupation–training match generate positive promotion effects.
JEL classification: I2, J24, J45, M51, M53
Abstract
Prior research on the labour market success of secondary vocational education has produced mixed results, with several studies finding wage gains only for individuals who work in training-related occupations.
We contribute to this debate by focusing on a single occupation and organization and by comparing the careers of employees with and without occupation-related training in high school.
We use longitudinal data on the careers of military recruits who completed high school Junior Reserve Officers’ Training Corps (JROTC), a military science programme that has features of a vocational training and school-to-work programme.
We find that the occupation-specific training received via JROTC reduces early turnover and improves long-run job stability for those who choose military jobs, suggesting that an important effect of vocational training is to improve job match quality.
We also find that promotion rates for vocational graduates are similar to their peers, suggesting that vocational education in general works by improving occupational sorting.
Highlights
► We compare careers of individuals with and without vocational training.
► Vocational training reduces early turnover and improves long-run job stability.
► Promotion rates for vocational graduates are similar to their peers.
► Finer definitions of occupation–training match generate positive promotion effects.
JEL classification: I2, J24, J45, M51, M53
Monday, 28 May 2012
Breaking Through the Glass Ceiling in the Ivory Tower: …
Using a Case Study to Gain New Understandings of Old Gender Issues
an article by Niki Murray, Marianne Tremaine and Susan Fountaine (Massey University, Palmerston North, New Zealand) published in Advances in Developing Human Resources Volume 14 Number 2 (May 2012)
Abstract
The Problem
Universities are patriarchal institutions. More males reach upper levels of the academic hierarchy than females. The authors were concerned that their university had a marginally lower percentage of female professors than others in their country and used a survey and interviews to explore the facts behind the figures.
The Solution
Statistics showed that though fewer females applied for promotion, proportionately more female applicants were successful. The authors researched what helped female professors and associate professors gain promotion and explored views on the spillover between work and family/community roles. Promotion enhancement factors included encouragement from department heads and senior colleagues. Family/community roles were seen to spillover positively to work, though work could negatively affect time for family and community involvement.
The Stakeholders
These findings could encourage proactive mentoring of female academic staff by managers, and increase HR and HRD support for family-friendly policies and training programs.
an article by Niki Murray, Marianne Tremaine and Susan Fountaine (Massey University, Palmerston North, New Zealand) published in Advances in Developing Human Resources Volume 14 Number 2 (May 2012)
Abstract
The Problem
Universities are patriarchal institutions. More males reach upper levels of the academic hierarchy than females. The authors were concerned that their university had a marginally lower percentage of female professors than others in their country and used a survey and interviews to explore the facts behind the figures.
The Solution
Statistics showed that though fewer females applied for promotion, proportionately more female applicants were successful. The authors researched what helped female professors and associate professors gain promotion and explored views on the spillover between work and family/community roles. Promotion enhancement factors included encouragement from department heads and senior colleagues. Family/community roles were seen to spillover positively to work, though work could negatively affect time for family and community involvement.
The Stakeholders
These findings could encourage proactive mentoring of female academic staff by managers, and increase HR and HRD support for family-friendly policies and training programs.
Subscribe to:
Posts (Atom)
