Deborah A. O’Neil

The Teacher Ascoach Approach: Pedagogical Choices for Management Educators

In this article, the authors describe their experiences of in corporating coaching behaviors into their practices as management educators. They define coaching in the classroom environment as working with students to develop their self-awareness and capacity for self-discovery, while motivatingthem to begin a process of continuous learning and development. They describe three key elements of the role of the teacher as coach: relationship building, increasing students’ self-discovery and self-knowledge through co-inquiry, and combining theory with practice via a pragmatic orientation. Two pedagogical choices that the teacher as coach needs to manage when working with students are elaborated.

A Framework for Developing Women Leaders Applications to Executive Coaching

Informed by extant literature, we develop a framework of women’s leadership development that integrates the key factors affecting women’s leadership development (challenging organizational contexts, work–life integration and career/life-stage concerns) and the characteristics of women’s leadership presence. We define leadership presence as a combination of a woman’s unique voice, style of engagement, and positive contributions—composed of her self-confidence, self-efficacy, influence, and authenticity. We apply the framework to three composite executive coaching scenarios developed from our collective executive coaching experiences. The applications illustrate how a coach’s guiding questions, focused on appropriate combinations of key factors and leadership presence developmental needs, can effectively facilitate women’s leadership development. Practical implications for executive coaching practice as well as directions for future research are discussed.

Effective leadership and successful career advancement: perspectives from women in health care

Purpose – This exploratory study describes the images of effective leadership and successful organizational advancement held by women in numerous positions in the health care fields.Design/methodology/approach – Surveys of 140 women in the health care field were quantitatively and qualitatively analyzed.Findings – Differences were found between the characteristics of effective leadership and the characteristics contributing to successful advancement. Women in health care predominantly portray effective leadership in other‐oriented (team or organizationally focused) and stereotypically feminine or gender‐neutral terms. In contrast, successful advancement in organizations was predominantly and almost exclusively described in self‐focused and stereotypically masculine terms. Similarities and differences in the perspectives on leadership effectiveness, career advancement, satisfaction, and development strategies were examined among physicians, nurses, administrators, faculty, and others (scientists and resear...

The impact of gendered organizational systems on women's career advancement.

In this Perspective article we propose that in order to pave the way for women’s career advancement into the senior ranks of organizations, attention must be directed at the systemic norms and structures that drive the gendered nature of the workplace. A focus on individual level issues, i.e., women lacking confidence and women opting out, detracts from the work that must be done at the organizational level in order to dismantle the system of pervasive, structural disadvantage facing women seeking to advance to senior leadership positions.

Patterns and Paradoxes in Women’s Careers

Women have transformed the world of work and now comprise 40% of workers in the global economy (Carter & Silva, 2010). Accordingly, women’s careers and the impact of women in the workforce continues to be an important research topic.

Authentic leadership: application to women leaders

The purpose of this perspective article is to present the argument that authentic leadership is a gendered representation of leadership. We first provide a brief history of leadership theories and definitions of authentic leadership. We then critique authentic leadership and offer arguments to support the premise that authentic leadership is not gender-neutral and is especially challenging for women.