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Gender Differences in Learning Style...

Silverman, Marjorie.

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Gender Differences in Learning Styles Among Project Managers: Implications for Leadership Development Programs.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Gender Differences in Learning Styles Among Project Managers: Implications for Leadership Development Programs./
Author:	Silverman, Marjorie.
Description:	134 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-02(E), Section: A.
Contained By:	Dissertation Abstracts International76-02A(E).
Subject:	Business education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3641470
ISBN:	9781321276671

Gender Differences in Learning Styles Among Project Managers: Implications for Leadership Development Programs.
Silverman, Marjorie.

Gender Differences in Learning Styles Among Project Managers: Implications for Leadership Development Programs. - 134 p.

Source: Dissertation Abstracts International, Volume: 76-02(E), Section: A.

Thesis (D.B.A.)--Northcentral University, 2014.

This item must not be sold to any third party vendors.

Organizations invest significant funds in leadership development programs that do not necessarily result in the development of better leaders. The recent trend in the global competition for strong leaders, coupled with the impending retirement of the Baby Boomers, heightens the need for organizations to examine and enhance leadership development programs in order to meet the anticipated demand for leadership talent. Further, while the number of women in the workplace has increased, in many industries women still hold far fewer leadership positions. The development of female business leaders offers organizations the opportunity to meet the demands for future leadership. While it is clear that gender plays a role in leadership and in the selection of appropriate pedagogical technique, the design of leadership development programs has yet to accommodate for gender-based differences. This study was conducted utilizing a quantitative design to determine if there are differences in learning styles between male and female project managers who are members of the Project Management Institute. Data for the study was collected through the administration of an electronic survey. A convenience sample was obtained by inviting a random sample of 500 female and 500 male members of the Project Management Institute (PMI) to participate in the study. Eighty-three individuals responded to the survey. Data analysis revealed statistically significant evidence to suggest that among members of the Project Management Institute, males tend to have higher levels of Abstract Conceptualization (AC) and Abstract-Concrete (AC-CE) learning than females. Recommendations for the future design of leadership development programs, highlight the importance of considering gender-based differences in learning styles when selecting appropriate teaching methods and instructional materials in order to ensure that programs meets the learning needs of female business leaders who are members of the Project Management Institute. Recommendations for future leadership development program research focuses on the need to (a) evaluate the impact of any recommended design changes on learning outcomes, (b) assess the potential cost/benefit of conducting gender-specific programs, (c) explore the potential benefit of the use of gender-based design and delivery principles for female business leaders who are not members of the Project Management Institute.

ISBN: 9781321276671Subjects--Topical Terms:

543396
Business education.

Gender Differences in Learning Styles Among Project Managers: Implications for Leadership Development Programs.
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500 $a Adviser: Melanie Shaw.
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506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a Organizations invest significant funds in leadership development programs that do not necessarily result in the development of better leaders. The recent trend in the global competition for strong leaders, coupled with the impending retirement of the Baby Boomers, heightens the need for organizations to examine and enhance leadership development programs in order to meet the anticipated demand for leadership talent. Further, while the number of women in the workplace has increased, in many industries women still hold far fewer leadership positions. The development of female business leaders offers organizations the opportunity to meet the demands for future leadership. While it is clear that gender plays a role in leadership and in the selection of appropriate pedagogical technique, the design of leadership development programs has yet to accommodate for gender-based differences. This study was conducted utilizing a quantitative design to determine if there are differences in learning styles between male and female project managers who are members of the Project Management Institute. Data for the study was collected through the administration of an electronic survey. A convenience sample was obtained by inviting a random sample of 500 female and 500 male members of the Project Management Institute (PMI) to participate in the study. Eighty-three individuals responded to the survey. Data analysis revealed statistically significant evidence to suggest that among members of the Project Management Institute, males tend to have higher levels of Abstract Conceptualization (AC) and Abstract-Concrete (AC-CE) learning than females. Recommendations for the future design of leadership development programs, highlight the importance of considering gender-based differences in learning styles when selecting appropriate teaching methods and instructional materials in order to ensure that programs meets the learning needs of female business leaders who are members of the Project Management Institute. Recommendations for future leadership development program research focuses on the need to (a) evaluate the impact of any recommended design changes on learning outcomes, (b) assess the potential cost/benefit of conducting gender-specific programs, (c) explore the potential benefit of the use of gender-based design and delivery principles for female business leaders who are not members of the Project Management Institute.
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