Model
Digital Document
Publisher
Florida Atlantic University
Description
The purpose of this grounded theory study was to explore the selfdevelopment
of women executives of philanthropic organizations to determine
their approaches to learning for leading. Women occupy 1.4% to 53% of the
executive positions in the U.S. depending on the sector, yet little is known about
their learning needs and strategies. The research questions asked how these
women executives learned to develop successfully in their positions and what
informal learning strategies they used. This study explored the perspectives of 22
women executives of philanthropic organizations in South Florida and Western
Washington. The foundations represented by the participants varied widely in
size, purpose, and structure. The study yields evidence that learning and leading are inextricably
connected. There is also evidence that learning needs and learning strategies
change over the course of one's career. They use a variety of learning resources
including mentors, workshops, and resources such as books, journals and the
internet. Early strategies include training and mentoring. Later strategies refine
conceptual skills through conversations with colleagues. Discussion includes
implications for executive development programs and recommendations for
practice and further research.
of women executives of philanthropic organizations to determine
their approaches to learning for leading. Women occupy 1.4% to 53% of the
executive positions in the U.S. depending on the sector, yet little is known about
their learning needs and strategies. The research questions asked how these
women executives learned to develop successfully in their positions and what
informal learning strategies they used. This study explored the perspectives of 22
women executives of philanthropic organizations in South Florida and Western
Washington. The foundations represented by the participants varied widely in
size, purpose, and structure. The study yields evidence that learning and leading are inextricably
connected. There is also evidence that learning needs and learning strategies
change over the course of one's career. They use a variety of learning resources
including mentors, workshops, and resources such as books, journals and the
internet. Early strategies include training and mentoring. Later strategies refine
conceptual skills through conversations with colleagues. Discussion includes
implications for executive development programs and recommendations for
practice and further research.
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