Gender and leadership stereotypes theory: is it reaching the boundaries?

Purpose

This paper aims to answer whether the notion of the gender and leadership stereotypes theory has already reached its boundaries.

Design/methodology/approach

To accomplish such a goal, it relies on the extant literature looking for more robust findings, problems, disruptions and pathways toward building a better understanding of this problematic.

Findings

The evidence gleaned throughout this paper suggests that the interplay between gender and leadership stereotypes theory has reached its boundaries. Moreover, the traditional sex stereotype or gender traits approach within companies seems to be highly limited taking into account that it tends to nurture rivalry and prejudice among people of different genders. Rather than focusing on leader sex approach or egalitarian quotas, in terms of leadership role and despite the fair argument of diversity, the author proposes that it is wiser to concentrate on a meritocratic view.

Practical implications

It suggests that an androgyny leadership style appears to be welcomed in organizations, yet some shift about this understanding may be occurring. At present, however, female aspirants of leadership roles should work increasingly toward adapting themselves to this profile. In doing so, it is likely that they may be benefited from organizational evaluations in which the merit issue constitutes an imperative.

Originality/value

Overall, it is expected to contribute to theory by arguing that the traditional understanding of gender and leadership stereotypes theory is not suitable anymore to deal with the uncertainties and complexities that shape today’s business arenas. On the contrary, it argues that such approach tends only to encourage gender bias and to nurture a somewhat sex war game in detriment of organizations efficiency and productivity.

Emotional intelligence research within human resource development scholarship

Purpose

– The purpose of this study is to review and synthesize pertinent emotional intelligence (EI) research within the human resource development (HRD) scholarship.

Design/methodology/approach

– An integrative review of literature was conducted and multiple electronic databases were searched to find the relevant resources. Using the content analysis technique, the literature was reviewed and thematically organized.

Findings

– Seven major themes emerged through the process of content analysis on the body of the reviewed literature. The themes which described the presence of EI-related research within the field of HRD, included: Conceptual connections between EI and HRD; various aspects of EI training and development; the strengths and weaknesses of different EI measurement tools; EI profiles of individuals across various careers; the influence of context in the interpretation of EI; the role of EI in productive interpersonal interactions; and, finally, the impact of EI in leadership development and performance.

Research limitations/implications

– The search for this review was limited to peer-reviewed published EI-related articles which contained the keywords “human resource development” or “HRD”. While the field of HRD encompasses a wide variety of areas, this study has the limitation of excluding other relevant articles that did not contain the key terms.

Originality/value

– The originality of this study lies in its focus on EI and developing human resources. It argues that EI is a legitimate organization development intervention that can be effectively utilized to improve performance at individual, group, process and organizational levels.

Emotionally Intelligent Mentoring

Separate examinations of emotional intelligence (EI) and mentoring reveal their career-enhancing potential, yet little research exists connecting the two. Emotionally intelligent people have an increased likelihood of having and maintaining successful relationships, and mentored professionals achieve higher levels of position, pay, and career satisfaction. The purpose of this review is to systematically review existing literature to illustrate how EI affects the mentoring relationship and influences its effectiveness for both the mentor and protégé. Questions guiding this research include the following: (a) What potential connections between EI and mentoring exist? and (b) How might these connections inform mentoring theory and practice? This review explicitly connects EI and mentoring literatures to show theoretical and practical synergies that are applicable to mentors, protégés, research, and practice. The article concludes with a proposed model of “emotionally intelligent mentoring” (EIM).