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Gender inequity in executive leadership of midsize and large organizations in Los Angeles County: overcoming barriers & building leaders

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Gender inequity in executive leadership of midsize and large organizations in Los Angeles County: overcoming barriers & building leaders

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Content GENDER INEQUITY IN EXECUTIVE LEADERSHIP OF MIDSIZE AND LARGE
ORGANIZATIONS IN LOS ANGELES COUNTY: OVERCOMING BARRIERS &
BUILDING LEADERS
By MARIA COZETTE AKOPIAN
__________________________________________________
A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
May 2020
Copyright 2020 Maria C. Akopian

ii
Acknowledgments
It has been an inspirational journey filled with challenges and discoveries. I have found
myself and, in the process, realized my purpose. Thank you, dear colleagues and professors, for
your words of encouragement. Thank you to my friends & family for understanding that
although I missed occasions, this was my vocation and I had to see it through.
There are not enough words to express my gratitude for the unwavering support of my
parents. In the face of barriers, you fueled my drive just as you have throughout my entire life.
You are my everything. For all the sacrifices you have made, I hope my success gives you
comfort in knowing that none of it was in vain.
To my sister: Thank you for believing in me more than I believed in myself at times.
You are the perfect role model. And to my dear brother-in-law, a million thanks for being so
enthusiastic with a genuine concern for my success.
To my dissertation Chair, Dr. Kenneth Yates: I was lucky enough to have the greatest
mind as my guiding light. Thank you for the abundant knowledge and authenticity; for pointing
out the fact that nothing was as hard as I made it out to be.
To my committee members, Drs. Maria Ott and Armine Hacopian: Both pillars in the Los
Angeles community and I am forever grateful that you accepted my invitation to serve on the
committee. Your feedback has been invaluable. Dr. Hacopian, thank you for your mentorship
and brilliance.
My mentor, Dr. Satinder Dhiman: Thank you for believing in my potential. Your
teachings have given me the strength to persevere. Thank you for knowing the way, showing the
way, and going the way.

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TABLE OF CONTENTS
ACKNOWLEDGEMENTS ............................................................................................................ ii

LIST OF TABLES ........................................................................................................................ vii

LIST OF FIGURES ..................................................................................................................... viii

ABSTRACT ................................................................................................................................... ix

CHAPTER ONE: INTRODUCTION ..............................................................................................1
Introduction to the Problem of Practice ...............................................................................1
Proposed Organization and Mission ....................................................................................1
Organizational Performance Status and Need ....................................................................2
Related Literature ................................................................................................................2
Importance of the Organizational Innovation ......................................................................4
Organizational Performance Goal ........................................................................................5
Description of Stakeholder Groups ......................................................................................5
Stakeholder Groups’ Performance Goals .............................................................................6
Stakeholder Group for the Study .........................................................................................7
Purpose of the Project and Questions ..................................................................................7
Methodological Framework .................................................................................................8
Definitions ............................................................................................................................8
Organization of the Study ..................................................................................................10

CHAPTER TWO: REVIEW OF THE LITERATURE .................................................................11
Influences on the Problem of Practice ...............................................................................12
Social Barriers of Female Leadership Development and Opportunities ...........................12
Patriarchal System .................................................................................................12
Raising Leaders ......................................................................................................14
Social Cognitive Theory ............................................................................14
Motherhood ............................................................................................................15
Self-Imposed Constraints ...................................................................................................17
Female Leader Characteristics ...............................................................................17
Role Congruity Theory ..............................................................................19
Individualist and Collectivist Perspectives ................................................20
Role of Stakeholder Group of Focus .................................................................................20
Clark and Estes’ (2008) Knowledge, Motivational, and Organizational Influences
Framework ........................................................................................................................21
Stakeholder Knowledge, Motivational, and Organizational Influences ............................22
Knowledge and Skills ............................................................................................22

iv
Knowledge Influence 1: Components of Leadership Development ..........23
Knowledge Influence 2: Developmental Opportunities to Increase
Performance ...............................................................................................24
Motivational ...........................................................................................................27
Motivational Influence 1: Confidence in Leadership Strategies ................27
Motivational Influence 2: Valuing Mentorship and Support .....................29
Organization ...........................................................................................................31
General Theory ..........................................................................................31
Fair and Just Culture ..................................................................................32
Collaborative Culture for Growth ..............................................................34
Conceptual Framework: The Interaction of Stakeholders’ Knowledge and Motivation and
the Organizational Context ................................................................................................37
Self-efficacy and Leadership Development ...........................................................38
Self-efficacy and Building Culture ........................................................................39
Conceptual Framework Figure ..............................................................................40
Conclusion .........................................................................................................................41

CHAPTER THREE: METHODS ..................................................................................................42
Participating Stakeholders .................................................................................................42
Survey Sampling Criteria and Rationale ...............................................................43
Interview and/or Focus Group Sampling Criteria and Rationale ...........................43
Criterion 1 ..................................................................................................43
Criterion 2 ..................................................................................................43
Criterion 3 ..................................................................................................43
Criterion 4 ..................................................................................................44
Interview and/or Focus Group Sampling (Recruitment) Strategy and Rationale ..44
Observation Sampling Criteria and Rationale .......................................................45
Observation Sampling (Access) Strategy and Rationale .......................................45
Data Collection and Instrumentation .................................................................................45
Surveys ...................................................................................................................46
Interviews ...............................................................................................................46
Observation ............................................................................................................48
Document and Artifacts .........................................................................................48
Alignment of Influences and Data Collection Methods ....................................................50
Data Analysis .....................................................................................................................52
Credibility and Trustworthiness .........................................................................................53
Ethics ..................................................................................................................................54
Limitations and Delimitations ............................................................................................55

CHAPTER FOUR: RESULTS AND FINDINGS .........................................................................57

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Participating Stakeholders .................................................................................................57
Determination of Assets and Needs ...................................................................................58
Results and Findings for Knowledge Causes .....................................................................59
Conceptual Knowledge ..........................................................................................59
Procedural Knowledge ...........................................................................................62
Results and Findings for Motivational Causes ..................................................................64
Self-efficacy ...........................................................................................................64
Utility Value ...........................................................................................................66
Results and Findings for Organizational Causes ...............................................................69
Cultural Model .......................................................................................................70
Cultural Setting ......................................................................................................72
Summary of Determined Influences and Assets ................................................................74
Knowledge .............................................................................................................74
Motivation ..............................................................................................................75
Organizational ........................................................................................................75

CHAPTER FIVE: RECOMMENDATIONS .................................................................................77
Purpose of the Project and Questions ................................................................................77
Recommendations for Practice to Address KMO Influences ............................................78
Knowledge Recommendations ..............................................................................78
Introduction ................................................................................................78
Detailed Knowledge of Leadership Development Components . ………. 80
Creation and Institution of Developmental Opportunities .........................82
Motivation Recommendations ...............................................................................83
Introduction ................................................................................................83
Confidence in Using Leadership Strategies ...............................................85
Valuing Mentorship and Receiving Support ..............................................86
Organizational Recommendations .........................................................................89
Introduction ................................................................................................89
Culture of Fairness and Justice ..................................................................90
Collaborative Learning and Team Building Forums Encouraged .............91
Integrated Implementation and Evaluation Plan ................................................................92
Implementation and Evaluation Framework ..........................................................92
Organizational Purpose, Need, and Expectations ..................................................93
Level 4: Results and Leading Indicators ................................................................93
Level 3: Behavior ...................................................................................................95
Critical Behaviors ......................................................................................95
Required Drivers ........................................................................................96
Organizational Support ..............................................................................98
Level 2: Learning ...................................................................................................99

vi
Learning Goals ...........................................................................................99
Program ......................................................................................................99
Evaluation of the Components of Learning .............................................101
Level 1: Reaction .................................................................................................103
Evaluation Tools ..................................................................................................104
Immediately Following the Program Implementation .............................104
Delayed for a Period After the Program Implementation ........................105
Data Analysis and Reporting ...............................................................................106
Summary ..............................................................................................................108
Strengths and Weaknesses of the Approach ....................................................................109
Limitations and Delimitations ..........................................................................................110
Future Research ...............................................................................................................111
Conclusion .......................................................................................................................112

REFERENCES ............................................................................................................................113

APPENDIX A: Interview Protocol ..............................................................................................124
APPENDIX B: Document Analysis ............................................................................................126
APPENDIX C: Immediate Evaluation Tool (Levels 1 and 2) .....................................................128
APPENDIX D: Blended Instrument (Levels 1-4) .......................................................................129
APPENDIX E: Administrator Evaluation Form (Level 3) ..........................................................131
APPENDIX F: Delayed Evaluation .............................................................................................133
APPENDIX G: Participant Demographics ..................................................................................134

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List of Tables
Table 1: Organizational Mission, Organizational Goal and Stakeholder Performance Goals ........7
Table 2: Summary of Assumed Knowledge Influences and Coinciding Assessments .................26
Table 3: Summary of Assumed Motivational Influences and Coinciding Assessments ...............31
Table 4: Summary of Assumed Organizational Influences and Coinciding Assessments ............37
Table 5: Data Collection Methods for Assumed KMO Influences ................................................50
Table 6: Summary of Assumed Knowledge Influences ................................................................75
Table 7: Summary of Assumed Motivational Influences ..............................................................75
Table 8: Summary of Assumed Organizational Influences ...........................................................76
Table 9: Summary of Knowledge Influences and Recommendations ...........................................79
Table 10: Summary of Motivational Influences and Recommendations .......................................85
Table 11: Summary of Organizational Influences and Recommendations ...................................88
Table 12: Outcomes, Metrics, and Methods for External and Internal Outcomes ........................93
Table 13: Critical Behaviors, Metrics, Methods, and Timing for Evaluation ...............................95
Table 14: Required Drivers to Support Critical Behaviors ............................................................96
Table 15: Evaluation of the Components of Learning for the Program ......................................101
Table 16: Components to Measure Reactions to the Program .....................................................102

viii
List of Figures
Figure 1: Conceptual Framework ..................................................................................................40
Figure 2: Field Representation of Participants ...............................................................................58
Figure 3: Six-Month Media Impact on Student Enrollment ........................................................107
Figure 4: Community Outreach Progress ....................................................................................107
Figure 5: Program Effectiveness ..................................................................................................108

ix
Abstract
This study utilized Clark and Estes’ (2008) gap analysis problem-solving framework to
understand the needs of aspiring female leaders and create a women’s leadership development
program. The purpose of this study was to conduct an analysis to identify and understand the
assets and needs of ten female executives from the fields of government, education, technology,
and healthcare and utilize their knowledge, motivational, and organizational (KMO) influences
to create the female leadership development program. These influences were assessed using
interviews and document analysis from their respective organizations. The validated assumed
causes for declarative conceptual knowledge, procedural knowledge, utility value, self-efficacy,
cultural setting, and cultural model were identified. Solutions to the validated causes were
developed and recommended for implementation into the innovation of the female leadership
development program.

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CHAPTER ONE: INTRODUCTION
Introduction to the Problem of Practice
While women constitute over half of the workforce, they are under-represented in
leadership (Dhatt et al., 2016; Harrigan-Farrelly, 2017; Lantz, 2008). Women face a number of
impending challenges while on the rigorous journey to achieving their career goals. The most
significant are the social barriers and self-imposed constraints developed throughout young
adulthood due to a patriarchal system (Bismark, et al., 2015; Kiamba, 2008; Soklaridis et al.,
2017). With the ongoing social paradigms about women’s responsibilities and the disparaging
path obstructed with the presumptions of a male-dominated society, women are heavily
categorized, and breaking away from these confines becomes a rarity, not the norm.
Proposed Organization and Mission
Considering the social barriers and lack of opportunities females endure throughout
young adulthood, a leadership development program would provide an avenue for young women
to begin building the necessary skills, knowledge, and character for leadership. Such a program
would cultivate aspiring female leaders in Los Angeles County at an impressionable age and
foster an environment for them to grow and step into future executive leadership positions. The
two- month certification program would have a board of directors comprised of community-
leaders and educators who recognize the gender gap in leadership positions, understand the
barriers, and share a vision in building female leaders. The length of the program was chosen by
referring to and comparing other similar programs such as women’s leadership development at
Cornell University and UC Davis (“WiL,” 2019; “Women in Leadership,” 2019). While these
programs vary in length, they are between two and three months; therefore, the researcher

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determined that a two-month certification would be suitable as the innovation for this study is
not a part of an organization or school, but rather stands alone.
Organizational Performance Status and Need
In the United States, both men and women may ascend the corporate ladder but only 10%
of women reach C-level positions despite empirical research showing optimal performance of
companies led by females (Desilver, 2018; Johns, 2013). According to a comprehensive study,
only 24 women held chief executive officer positions at Fortune 500 companies, while those that
demonstrated gender equality in their top management teams outperformed organizations that
did not (Catalyst, 2004). Organizations have created environments where females are
subordinated with non-gender-neutral processes and inequality regimes that outline the larger
social patriarchal structure (Newman, Chama, Mugisha, Matsiko, & Oketcho, 2017). Providing
an opportunity to develop and polish leadership skills at a younger age would inherently benefit
the potential for women to seek leadership roles by preparing them with the necessary tools for
success.
The more women display relational styles of leadership, the more they are considered
unfitting for leadership roles (Kiamba, 2008). Stereotypical social constructs have influenced
women to question their abilities as leaders, making them believe their prospective capabilities
are measured by traits of masculinity. Currently, leadership characteristics are defined through a
masculine lens, but a women’s leadership development program would redefine these leadership
characteristics.
Related Literature
While females constitute 50% of California’s population, they are marginalized in
executive leadership including director level positions and above, and in an increasingly

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intersectional society, it is vital to identify the right leaders to impact change (“Intersections:
Identity, Access,” 2019). In Los Angeles County, 51% of the population is comprised of women
and 64% of them are employed (Mount Saint Mary, 2016). Females are earning degrees at a
higher rate than men with lower unemployment rates (Mount Saint Mary, 2017), but despite
constituting the majority of the population and displaying impressive numbers in pursuing
professional development through higher education, women are still at a disadvantage when
attempting to obtain leadership roles. LaPierre and Zimmerman (2012) suggest that the
disproportion of females in senior leadership is due to fewer opportunities in starting positions,
which creates a disadvantage at the beginning of a career path and decreases the probability of
advancing. Across industries, companies who have fewer women in leadership roles have
produced poor results in innovation, revenue, and overall advancement (Roth, Theriault,
Clement, & Worthington, 2016). According to a study of 353 companies in the United States,
there was a significant positive correlation in the financial performance of companies that had a
higher representation of females in top management positions (Johns, 2013). Some
organizations have realized the significance of developing avenues through which female leaders
can prosper (Hauser, 2014). It is then important to consider that providing women substantial
support to overcome barriers and elevating them into leadership roles is imperative.
Bismark et al. (2015) state that a concerted effort from personal, organizational, and
professional levels is needed to equip young women with tools that can help develop their inner
leader. Female role models and mentors are an outstanding source of inspiration and support as
well (Bismark et al., 2015). These individuals are immensely beneficial in delivering guidance
to hopeful leaders, as well as helping them overcome barriers along the way. Structurally,
parent-friendly environments and support groups present nurturing atmospheres which women

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gravitate to and pull strength from (Bismark et al., 2015). This method is vital for the sustenance
of their livelihood and developmental support.
Women are generally more empathetic and democratic than men; they tend to invite
different ideas and share information (Kiamba, 2008). Essentially, these traits become
impediments that cause endless challenges in fulfilling sociocultural expectations of a male-
dominated system. Aside from the biological demands of motherhood, females are lifetime
caregivers as identified by Johns (2013). Women are more likely to care for their aging parents
than their male counterparts due to the aforementioned characteristics; therefore, they are subject
to commensurate sacrifice in their careers. While some female leaders persevere, the eminent
need persists to change the generalized perception of a female’s role and what a leader should be.
Importance of the Organizational Innovation

Newman et al. (2017) discuss vertical segregation in the context of gender segregation
that classifies women into restricted areas of lower status and lower compensation. Vertical
segregation marginalizes females through a culturally defined stereotypical viewpoint in various
professional realms. It is important to integrate a community-wide structured leadership
development program for young females; otherwise they are not properly prepared for their
professional endeavors. Productivity and occupational goals are hampered, and inferiority
complexes are developed due to objectification in male-dominated environments.
Throughout California, there are an average of 10.5% female executives among 400 of
the largest public companies compared to 89.5% males (UC Davis, 2016). Almost half of
financial, healthcare, energy, and telecommunications fields had females in leadership roles, the
majority of which were white Caucasians (“Intersections: Identity, Access,” 2019). Los Angeles
County has as little as 10.4% females in executive roles at midsize and large organizations.

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Whether these significant gender disparities in the upper echelons of companies exist because of
social barriers or self-imposed constraints, a leadership development program especially tailored
for females will address these barriers and provide aspiring leaders with appropriate learning
experiences from existing female leaders who have surpassed the same barriers and attained
executive roles.
Organizational Performance Goal
The goal of the innovation is to create a certificated two-month female leadership
development program that will utilize the knowledge, motivational, and organizational
influences of current executive female leaders of midsize and large organizations from multiple
fields in Los Angeles County; this program will be created with expertise and guidance from the
program’s board of directors. The program’s curriculum will be reviewed and approved by a
professional development certification academy that will insure its alignment with educational
measures, standards, and guidelines. The performance goal will be measured by the number of
aspiring female leaders who complete the program after its first year of implementation. The
performance goal will be outlined and defined by the collective effort of the program’s board of
directors. This will demonstrate the program’s initial demand and justify its need. Ultimately
and aspirationally, the success of the program will be measured by an increase in executive
female leaders in Los Angeles County.
Description of Stakeholder Groups
The stakeholders for the study are the professional development certification academy,
program’s board of directors, and current executive female leaders in Los Angeles County of
diverse backgrounds and industries. Each stakeholder group will play a role in the development
of the program. The professional development certification academy will determine that all

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components of the program’s curriculum are properly integrated into the program and will
review it prior to implementation. Moreover, they will provide direction and assistance to ensure
that the quality of education provided in the program is optimal. The program’s leadership
(board of directors) is responsible for designing the program and will be appointed by the
researcher who has initiated the program into existence. Lastly, the stakeholder group comprised
of the current executive female leaders will provide fundamental knowledge and motivation to
be utilized to develop the curriculum, form an advisory board of experienced leaders in their
respective fields; these advisory board members could also serve as mentors for the program’s
participants. Since organizational dynamics and leadership practices vary depending on location,
the female leaders were specifically chosen from midsize and large organizations in Los Angeles
County.
Stakeholder Groups’ Performance Goals
The leadership development program’s board of directors will maintain integrity and
monitor progress. The program’s board of directors will work with the professional development
certification academy to provide guidance and consultancy for the program’s development and
curriculum, as well as to continuously monitor its effectiveness and accountability measures.
The organizational goal is that the program will be available for enrollment in Los Angeles
County as a two-month certification program by June 2021.
Table 1 shows the program’s mission, performance goal, and stakeholder groups. As
such, each stakeholder group has a specific goal and objective within a timeframe. Executive
female leaders are the stakeholder group of focus.

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Table 1
Organizational Mission, Organizational Goal and Stakeholder Performance Goals
Organizational Mission
To cultivate future leaders and foster an environment of learning, mentorship, and support by
providing tools for a female’s professional growth.
Organizational Performance Goal
By June 2021, the female leadership development program will be available for enrollment
in Los Angeles County as a two-month certification program.
Professional Development
Certification Academy
By June 2020, the
Professional Development
Certification Academy will
provide guidance and
approval for curriculum
development and provide
certification.
Program Leadership
By July 2020, the program’s
leadership will establish the
goals, outcomes, and
implement the program.
Executive Female Leaders
By June 2019, ten executive
female leaders will provide all
the knowledge, motivational and
organizational information for
the development of the program.
Stakeholder Group for the Study
Although reaching the organizational goal is a collective effort of all stakeholders, it is
important to understand the needs of aspiring female leaders by identifying the motivational and
knowledge influences of existing female executives. Therefore, the stakeholders of focus for this
study will be executive female leaders who have the potential to inform the program’s
curriculum. The stakeholder’s goal is to provide all the knowledge, motivational and
organizational information for the development of the program by June 2019.
Purpose of the Project and Questions
The purpose of this study is to conduct a needs analysis in the areas of knowledge and
skills, motivation, and organizational resources necessary to reach the organizational
performance goal. The needs and assets are determined by an alignment between the literature
review and interview responses. Whether an influence is considered a need or asset, it will still

8
be included in the leadership development program because it is supported by the literature in the
study. The analysis will begin by generating a list of possible needs and will then move to
examining these systematically to focus on actual or validated needs. While a complete needs
analysis would focus on all stakeholders, for practical purposes, the stakeholder group of focus in
this analysis are the executive female leaders.
As such, the questions that guide this study are the following:
1. What are the knowledge and motivation influences related to executive female
leadership success that would need to be integrated into the development of the
women’s leadership development program?
2. What is the interaction between organizational culture and context and the knowledge
and motivation of executive female leaders?
3. What are the recommended knowledge, motivation, and organizational solutions?
Methodological Framework
Clark and Estes’ (2008) gap analysis, a systematic, analytical method that helps to clarify
organizational goals and identify the gap between the actual performance level and the preferred
performance level within an organization, will be adapted for needs analysis. The assumed
knowledge, motivation and organizational needs will be generated based on personal knowledge
and related literature. These needs will be validated by using interviews of the stakeholder group
of focus and surveys of individuals who are currently involved with female leadership
development. Research-based solutions will be recommended and comprehensively evaluated.
Definitions
Executive female leader: A female with a minimum of a master’s degree who holds a C-level
executive, VP, or director position in midsize and large organizations from the fields of

9
healthcare, technology, government, and education. A director level position is
considered senior leadership, in addition to particular leadership positions unique to a
field such as education, where a principal is considered to be a part of the executive
leadership team. In some fields, the individual may hold a high-ranking position but only
possess a bachelor's degree. Due to the unique dynamics of the field, their network,
expansive community influence and years of professional experience, a master’s degree
is not required as a criterion for a participant from this field.
Leadership development: Expanding an individual’s leadership knowledge by providing the
necessary tools to achieve an executive role (Aguinis & Kraiger, 2009).
Gender inequity: The imbalance between male and female presence in a particular area (Johns,
2013).
Midsize and Large Organization: A midsize and large organization is defined as one that has
500-1000 employees (Richards-Gustafson, 2018). Another characteristic of mid-size and
large organizations is the generation of a minimum of $10 million and $1 billion dollars,
respectively, in annual revenue (Digium Content Marketing Team, n.d.; Merritt, 2019).
Masculine: The characteristics associated with a male leader include being straightforward,
confident, competitive, assertive, and aggressive.
Feminine: The characteristics associated with a female leader include being empathetic,
sensitive, democratic, relational, and collaborative.
C- level administrator: A C-level administrator is a high-ranking executive leader in a company
who makes company-wide decisions. The C-level executive oversees a portion of the
organization, depending on their field of specialty.

10
Fairness and justice: The organizational concept that everyone is treated impartially despite their
differences and shortcomings.
A priori code: A coding process that involves preset codes by the researcher based on the study’s
theoretical framework (Merriam & Tisdell, 2016).
Organization of the Study
Five chapters were used to organize this study. This chapter provided the reader with the
key concepts and terminology commonly found in the field of leadership development and ones
specific to this study. The organization’s mission, goals and stakeholders, as well as the initial
concepts of gap analysis adapted to needs analysis, were introduced. Chapter Two provides a
review of current literature surrounding the scope of the study. Topics of social barriers for
leadership development, inhibiting effects of patriarchal system, and self-imposed constraints
will be addressed. Chapter Three details the assumed needs for this study, as well as
methodology when it comes to choosing participants, data collection and analysis. In Chapter
Four, the data and results are assessed and analyzed. Chapter Five provides solutions, based on
data and literature, for addressing needs and closing the performance gap, as well as
recommendations for an implementation and evaluation plan for the solutions.

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CHAPTER TWO: REVIEW OF THE LITERATURE
There are several layers that constitute the gender inequity in senior leadership of
multiple industries throughout the United States. While women comprise the majority of the
United States workforce at 57% (U.S. Department of Labor, 2017), their absence in leadership
positions persists as females occupy only 10% of C-suite positions (Desilver, 2018). California’s
largest companies have 13.3% female senior leaders compared to 86.7% male (UC Davis, 2016).
Compared to all other counties in the state, Los Angeles County has the highest population of
women and, relative to its density and those employed, demonstrates the lowest number of
female leaders in midsize and large organizations (UC Davis, 2016). The underlying reasons are
set in a male-dominated societal construct presenting a lack of female leadership developmental
opportunities as women come into young adulthood in pursuit of their career path. It is not,
however, only a matter of sheer discrimination, but rather an amalgamation of barriers that
promotes males in leadership positions, causing a ripple effect of issues for women to resolve
and overcome (Baker, 2014). A newly suggested program is an opportunity for aspiring female
leaders to develop the necessary skills and knowledge for leadership while in high school and
college.
This chapter first reviews the literature on social barriers and self-imposed constraints in
a patriarchal system. Then the chapter provides an explanation of the Clark and Estes (2008)
knowledge, motivation and organizational influences lens used in this study. Next, the chapter
defines the types of knowledge, motivation and organizational influences examined of senior
female leaders and the assumed knowledge, motivation and organizational influences on
performance. The chapter ends with a presentation of the conceptual framework guiding this
study.

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Influences on the Problem of Practice
Society has overcome many of the stereotypes that are attributed to gender inequality;
however, the rooted social perceptions about a woman’s role have created other barriers, ones
that demand individual developmental attention. The inherent nurturing spirit of a woman
causes progressive challenges in finding work-life balance as great importance is placed on
domestic responsibility. When offered leadership positions, the first thought of many women
was the effect it would have on their families and whether they were able to find a healthy
balance between the two (Dhatt et al., 2016). This suggests a deeper issue in how women
perceive themselves as leaders, the internalization of biases, and the effects of societal restraints
that have incapacitated their willingness to lead. Due to this shared stereotypical comprehension
of a gender-specific leadership style, it becomes ever challenging for women to satisfy these
masculine prerequisites, consequently developing inferiority complexes that pose as constraints
against the type of leadership positions they pursue.
Social Barriers of Female Leadership Development and Opportunities
Patriarchal System
Organizational culture reflects the same stereotypical constructs that society bears and in
leadership, effective leaders are measured by traits of masculinity. When considering biology
and sex, females are found to be equally effective leaders, although biases continue to pronounce
males as preferred leaders (Applebaum, Audet, & Miller, 2003). While females aspire for
leadership roles, the ones who are successful typically possess androgynous characteristics.
Aside from these notions, there are environmental factors that also discourage females. Females
are deemed second class and this attributes to their apprehensions in pursuing leadership
(Applebaum et al., 2003). Gender inequity in leadership is not, however, due to blatant

13
discrimination, but rather invisible cultural and social barriers that have created an environment
where leadership is defined by the characteristics and leadership style of a male. Social barriers
spawn gender inequity in leadership and it will take time to eradicate these generalized
perceptions.
Baker (2014) suggests that instead of modeling similarities, organizations should
leverage differences between males and females. Women are just as qualified; however, they
often feel the need to emulate male leaders in order to succeed. Typically, leadership is
considered male territory and thinking like a manager means to think like a man. Women are in
fact perceived as the lesser candidates when compared to men who have proven success thriving
in challenging environments; thus, women are not presented with these opportunities to revamp
or rescue organizations. Investors choose men when assembling their leadership team since
there is a proven product in the results of male leaders (Baker & Calgemi, 2016). Three
paradigms that portray the differences between genders are presented in this context: gender-
blind view (genders are not significantly different so treat them the same), gender- conscious
view (genders are different so should be treated as such), and perception creates reality (genders
are not different but people believe they are) (Jonsen, Maznevski, & Schneider, 2010). These
archetypes are based on the perceived differences between males and females, thus creating
barriers for the advancement of women. When stereotypes about a group exist, members of the
group tend to perform in that way and confirm the stereotype. Despite the educational and
professional qualifications of female professionals, they are not given equal opportunities for
leadership positions.
In 2015, it was reported that of California’s largest 400 organizations, 314 had no female
leaders at all (“Women Business Leaders,” 2015). As of the end of 2019, California will be the

14
first state to require at least one female on a public company’s leadership team (California
Becomes First, 2018). This astounding imbalance in executive leadership has been addressed
time and again, yet the issue remains. One such concept that has been popularized by multiple
global leaders is the glass ceiling, which refers to incidents in a woman’s career that traps them
in lower ranking positions and inhibits growth (Tinuke, 2018). Although this is a widespread
paradigm of concern, not much is being done to help women develop into leaders, or more so,
move into C-level roles. It is important to provide young aspiring female leaders with the proper
tools and developmental opportunities to flourish.
Raising Leaders
Females and males are raised differently, and throughout their childhood and adolescence
are shaped into the roles they carry for the remainder of their adult years (Duflo, 2012). At a
very impressionable age, they are molded by society’s perceptions of what and how a female
should be. According to Duflo (2012), women have fewer job opportunities because of how they
are treated in the household. Typically, parents have lower expectations for their daughters and
do not envision leadership roles for them. The difference between how they treat their sons and
daughters affects their future potential and limits professional development. Gender
development is a fundamental issue because of how talent is cultivated and additionally, how
one’s upbringing affects future opportunities.
Social Cognitive Theory
Gender development is a persisting issue. The confounding effects of society’s treatment
of individuals have defining results in gender identity and, in this case, females. The way in
which gender is influenced according to Bussey and Bandura (1999) in social cognitive theory, is
through three modes: modeling, enactive experience, and direct tuition. This comprehensive

15
theory explains how gender-roles are obtained and performed as a result of the aforementioned
influences. While modeling provides the individual with examples of characteristics they inherit,
enactive experience pulls from the reactions of people and these reactions in turn shape the
individual and their acquisition of gender behavior (Bussey & Bandura, 2005). Modeling affects
social roles, behavior patterns, and sociocultural arrangements. Considering females are raised
in a male-dominated environment, this influence may contribute to the inhibition of desire to
pursue leadership roles.
Direct tuition refers to the interactions between child and parent; how the parent responds
to the child’s behavior affects their future behavioral composition (Grusec, 1992). All influences
pertain to self-regulation and self-efficacy of individuals suggested by Bussey and Bandura
(2005). Social cognitive theory describes how humans are influenced by their surroundings,
although each person’s interpretation may differ. Throughout a woman’s life, one of the most
transformative and influential phases is motherhood, and the social confines women find
themselves in are life-altering in numerous areas.
Motherhood
While some female leaders persevere, the eminent need for changing our generalized
perception throughout maturity subsists and they are presented with challenges of finding
stability amidst motherhood and professional growth. The most telling sign of gender inequity in
leadership is in the analytics of existing female leaders. Almost half of the female executives in
America do not have children (Cheung & Halpern, 2010). This reveals the sacrifices women
have to make in order to enter the sphere of leadership. While some of them may have opted out
of motherhood by sheer personal choice, given supporting literature and the general
understanding of a female’s characteristics, most of the women choose leadership over

16
motherhood. Any illegal discrimination in the workplace including demotions, termination
during maternity leave, and exclusion from desirable projects, is referred to as the maternal wall
(Bismark et al., 2015). Although it is challenging to overcome, the maternal wall is not
inescapable.
According to Cheung and Halpern (2010), women identified time shortage as a hindering
factor that caused stress and a sense of helplessness to sufficiently perform in the workplace or in
some cases where leaders were mothers, their children accompanied them to work. According to
Bussey and Bandura’s (1999) description of modes of influence, this would serve as positive
modeling for children who saw their mothers in action and tried to emulate their leadership style
in the future. Females who moved away from motherhood perhaps understood the
responsibilities that were associated with it, and unless they were able to completely commit to
one or the other, they would rather attain their lifelong dream as leaders. Regardless of the
demands of motherhood, women still actively pursue a higher education.
At Harvard Business School, 62% of female graduates left their professional careers due
to familial responsibility, referred to as the leaking pipeline (Baker & Cangemi, 2016). In spite
of the majority of female scholars, organizations are still reluctant to offer women management
positions. Organizational managers feel motherhood will divert necessary attention away from
conducting business (Baker & Cangemi, 2016). To compensate for their perceived lack in
leadership competencies, women must exceed performance expectations, develop professional
style which is comfortable to men, and perform highly visible assignments. Social biases and
deep-rooted perceptions of women and their responsibilities during childbearing years have
manifested in numerous ways that harm the likelihood of growth into leadership roles. Aside
from barriers presented by motherhood are the ones that are ingrained in social biases such as the

17
perceived capability, capacity, and credibility of women. Juggling social expectations of being a
nurturer and business leader become stressful. These aspects in turn deteriorate the individual
female’s confidence and hinder her desires to pursue leadership.
Self-Imposed Constraints
Female Leader Characteristics
Females possess traits that are the opposite of what an effective leader is perceived to be
in a male-dominated environment. In masculine leadership domains, females are viewed as
outsiders and considered an afterthought (Kiamba, 2008). The rooted understanding of
leadership ignites differences between genders and creates a space where females are not
welcome. They are deemed facilitators rather than leaders, better at conflict- management and
team building (Kiamba, 2008). There are numerous leadership traits that have been identified
through the years as the field has developed into a concept of nurture as opposed to nature. If
women are not given the opportunities for professional growth due to societal misconceptions,
then they do not receive the same attention and training, thus minimizing their potential for
leadership. A good leader’s traits include task completion, decision making, confidence, and
self-awareness, which are all associated with a male leader’s characteristics (Kiamba, 2008). As
women attempt to embrace leadership, an altered style of communication presents implacable
barriers that affect their incentive to lead and as relational style leaders, women try to establish
professional relationships without utilizing gender.
Baker and Cangemi (2016) describe how women internalize leadership through four
domains: tokenism, double blind, communication, and proven product. To mitigate the idea of
double blind, they can be feminine, but not too feminine. When females take on masculine traits
to succeed in leadership, they are often viewed as being too aggressive, whereas if a man were to

18
have the same approach, he is commended for his efforts. In communicating directives, the way
in which women articulate instruction, if too straightforward, are at risk of being called a female
dog (Baker & Cangemi, 2016). Tokenism pertains to the barriers women face at work. When
women advance due to gender and not abilities, they face hostility from coworkers without any
fault of their own (Baker & Cangemi, 2016). All of the domains including tokenism depict a
setting where regardless of circumstance and how hard women work to overcome the obstacles
to career advancement, they are faced with endless challenges at every turn. Lastly, proven
product refers to organizations that naturally gravitate towards promoting men into senior level
positions since their success is proven in such roles (Baker & Cangemi, 2016). It would be
considered too large of a risk to hire women and charge them with unforeseen tasks or ones they
have not undertaken previously. Investors choose men when assembling their leadership teams
since there is a proven product in the results of male leaders. This causes a lack of confidence in
women and reluctance to pursue executive level positions at companies that possess
temperamental conditions.
Gender stereotypes about the expectations of leaders is depicted through two forms of
prejudice: descriptive prejudice and prescriptive prejudice (Soklaridis et al., 2017). This societal
perspective of gender roles challenges women’s capability to become leaders as their
characteristics do not satisfy masculine prerequisites. Descriptive prejudice refers to what
society has regarded is the personification of a woman and prescriptive prejudice refers to a
woman’s behavior (Soklaridis et al., 2017). Through the descriptive scope, women are soft-
spoken, compassionate, and sensitive while prescriptive prejudice refers to the traits
recommended for leadership through a generalized understanding of how leaders should be, or
rather, how male leaders are. The lack of gender diversity can very well be due to the

19
widespread notion that females are simply not effective as leaders. Indeed, even shared beliefs by
both genders of what is considered a “good leader” is based on masculine characteristics.
Role Congruity Theory
The gender inequity gap can narrow if women displayed agentic traits, similar to males,
in being more assertive and independent rather than the current generalized perception of women
possessing communal traits that do not align with leadership demands in organizational climates.
According to Mendez and Busenbark (2015), role congruity describes the role women are
assigned to fulfill in society as being democratic, collaborative, and team players, which are all
communal traits. This is an inhibiting factor in being given better opportunities since leadership
is perceived as possessing male-dominant, aggressive characteristics otherwise known as agentic
traits. Consequently, when women take on agentic traits, they are deemed inauthentic.
According to Wang, Markóczy, Li Sun, and Peng (2018), entrepreneurship, and similarly
leadership, involve risk-taking behavior that is predominant in the male population. Since
females are relational-style leaders encompassing fairness, balance, and an inclusive approach, it
is believed that they are not cut out for leadership. Wang, Markóczy, Li Sun, and Peng (2018)
explain contextual alignment as a paradigm that favors the potential for females to succeed in
industries that do not demand leaders to possess agentic traits. Since the majority of the
workforce is comprised of women, female leaders would then embrace, support, and encourage
their subordinates, creating a productive work environment. Aside from the confines of the
workplace and having to overcome barriers, females are torn between duties beyond their
professional pursuits: ones that are expected of them and have become an integral part of being a
female.

20
Individualist and Collectivist Perspectives
A woman’s conviction carries her far beyond the professional world. Women often
sacrifice more and work twice as hard to fulfill leadership expectations. Two scopes through
which this inner conflict can be understood are individualistic and collectivistic. The
individualist perspective describes sacrificing elements of upholding the family unit for work,
while a collectivist sacrifices oneself for the family (Cheung & Halpern, 2010). Instinctively, a
parent’s duty is to provide for their family no matter the sacrifice. An individualist, defined by a
set of traits closely associated with men, is invested in the idea that one’s professional
achievements are of chief concern, and family may often become an obstacle in reaching the
pinnacle of their career (Cheung & Halpern, 2010). In contrast, women identify as collectivists,
dedicating considerable time towards bettering the lives of their children and prioritizing them as
the basis of any decision (Cheung & Halpern, 2010). There has been a significant decrease in
women taking on leadership roles due to the sacrifices made to family life and the tremendous
guilt associated with it. Due to shifting circumstances, women choose their families and so the
relentless inner conflicts ensue without women having the foundational opportunities to
accommodate the unique needs of building female leaders.
Role of Stakeholder Group of Focus
A leadership development program specifically designed for aspiring female leaders
would provide the opportunity to build the necessary skills to pursue leadership positions. The
organizational goal is that the two-month certification program will be implemented in Los
Angeles County and available for enrollment by June 2021. For proper development of the
program’s curriculum, the knowledge and motivation influences of current female executives

21
(stakeholders) are necessary. The program requires these influences and supporting literature to
ensure the proper construction of its curriculum.
Clark and Estes’ (2008) Knowledge, Motivation and Organizational Influences Framework
Clark and Estes’ (2008) gap analysis, a systematic, analytical method that helps to clarify
organizational goals and identify the gap between the actual performance level and the preferred
performance level within an organization, will be adapted for needs analysis. Assumed
knowledge, motivation and organizational needs will be generated based on personal knowledge
and related literature. These needs will be validated by using interviews of the stakeholder of
focus and documents from the organizations where the stakeholders are employed. Research-
based solutions will be recommended and evaluated in a comprehensive manner. Once the gap
is identified, stakeholder knowledge, motivation and organizational influences that may impact
performance gaps will be examined (Clark & Estes, 2008). According to Krathwohl (2002),
there are four types of knowledge: (a) factual; (b) conceptual; (c) procedural; and (d)
metacognitive, which will be utilized to determine if the stakeholders will be able to achieve the
performance goal.
To understand the knowledge influences of senior female leaders, their declarative and
procedural knowledge types will be examined. What they know about leadership with regards to
factual and conceptual meaning and how to apply and execute effective leadership skills while
considering social barriers are key areas of focus (Aguinis & Kraiger, 2009). Motivational
influences of stakeholders are analyzed through two theories: (a) self-efficacy; and (b) utility
value (Bandura, 2005; McCormick, Tanguma, & López-Forment, 2002). Within this context, we
analyze the key components of the Clark and Estes framework such as interests and values

22
(Clark & Estes, 2008). Finally, organizational influences on stakeholder performance to
consider may include work processes, resources and workplace culture (Clark & Estes, 2008).
Each of these elements of the Clark and Estes’ (2008) gap analysis will be addressed
below in terms of the knowledge, motivation and organizational needs of the program to meet its
performance goal of implementation and availability for enrollment in Los Angeles County as a
two-month certification program by June 2021. The first section will be a discussion of assumed
influences on the stakeholder performance goal in the context of knowledge and skills. Next,
assumed influences on the attainment of the stakeholder goal from the perspective of motivation
will be considered. Lastly, assumed organizational influences on achievement of the stakeholder
goal will be explored.
Stakeholder Knowledge, Motivational and Organizational Influences
Knowledge and Skills
As described by Krathwohl (2002), there are 4 knowledge types: factual, conceptual,
procedural, and metacognitive. Each holds significance as to the fundamental information,
approach, and comprehension one possesses in successfully executing tasks. Both factual and
conceptual knowledge are categorized within declarative knowledge. According to Aguinis and
Kraiger (2009), learning and development are propelled from training; therefore, it is imperative
to understand the type of training that senior female leaders have undergone to assess the need
for procedural knowledge of aspiring leaders. These leaders have endured countless challenges
throughout the pursuit of their professional journeys and accomplished what aspiring leaders
want to achieve. It is vital to gain an in-depth understanding of conceptual knowledge,
theoretical perspectives, leadership strategies, and successful models.

23
Knowledge Influence 1: Components of Leadership Development
The centralized focus is in the conceptual knowledge a female must possess to achieve
success in a leadership role. Referring to triumphant leadership development models and
utilizing their components to effectively strategize in a leadership role provides guidance and
direction for professional growth. These models are integral because they are pillars of
excellence upon which new models can be created for growing leaders. Although there is a
significant gap in egalitarianism in leadership, there have been advancements in recent years.
The U.S. Bureau of Labor reported that 51% of females in the workforce had taken up
management level positions as of 2009 (Pande & Ford, 2011). Where the inequity essentially
lies is in the opportunities and developmental avenues for aspiring female leaders, one that the
innovative leadership development program of this study addresses. Gender quotas have been
instituted at some organizations or political realms such as in Norway, requiring 40% of females
to serve on governing boards (Pande & Ford, 2011).
The Action Learning approach was applied as a leadership development program at the
world-renowned multispecialty healthcare facility, the Mayo Clinic, where thirty participants
collaborated with the objective to develop strategic thinkers (Kang et al., 2018). Individuals
were pulled from different areas of practice and brought together to postulate a fresh perspective
on current organizational issues. Essentially, these professionals were given the opportunity to
gain conceptual knowledge of the organization inside the framework of team learning. Notably,
the Mayo Clinic produces one of the most optimal results through their triad leadership
development model where clinical and administrative employees collaborate to develop skills,
and this was one part of the Action Learning approach (Kang et al., 2018).

24
Co-management is a method widely used to improve organizational performance,
bringing together key contributors with unique skills (Sowers, Newman, & Langdon, 2013).
This lends itself to gauge leadership abilities, distribute tasks, and essentially, move closer to
achieving the organizational goal. The co-management method provides a strategic way to
operationalize the relationship between physicians and administration. This method was first
utilized to assist in the leadership development of physicians as they are a unique population. It
can be applied to female leadership development by giving specific attention to harnessing
female leaders from within, joining forces, and providing them with essential tools for growth
and development. The first step in the co-management model is to have fixed duties with
performance-based expectations and a concise decision-making structure (Sowers et al., 2013).
The next step involves analyzing the demand of time needed to support co-management through
utilizing performance metrics to measure work effort, and lastly, defining leadership roles and
delegating responsibilities among leaders for a fruitful organizational structure (Sowers et al.,
2013). The model reveals a way to combine existing competencies and efforts of all departments
to meet one objective.
Knowledge Influence 2: Developmental Opportunities to Increase Performance
Procedural knowledge gives the ability to evaluate one’s own professional capacity
within the context of learning and understand how to apply processes in an organizational setting
(Vinniecombe & Singh, 2002). Training is a vital process that identifies learning patterns and
enhances knowledge. As described by Aguinis and Kraiger (2009), cultivating human capital
through proper training is one of the key elements of improving organizational performance. In
training sessions and seminars, employees are instructed on how to adequately execute and
implement important functions and protocols, essentially broadening their procedural

25
knowledge. Typically, training is conducted upon hire and into the first month of employment.
Organizations have realized and documented the positive impact training has had on
organizational performance by providing this service consistently throughout one’s employment,
not only new hires. It builds upon procedural knowledge, thus attributing greater importance to
continued training across multiple organizational spectrums for professional development
(Aguinis & Kraiger, 2009). Since substantive procedural knowledge is mastered through
ongoing practice to the level of autonomy, it’s important for organizations to have continued
learning programs that provide opportunities by exercising existing skills and obtain new ones
for professional advancement.
As proposed by Vinniecombe and Singh (2002), women-only management training
models may be an effective method for the development of aspiring female leaders. How
females and males learn is inherently different; however, in a male-dominated system, leadership
development and training is instructed in a way that is conducive to the traditional learning
methods of males. There are key elements of the women-only training program that align with
the attainment of knowledge for females striving for leadership positions. The most outstanding
element in gaining further procedural knowledge specifically caters to studying policies and
procedures and applying these concepts through mentoring and networking, which has proven to
be invaluable in leadership development, especially for females (Vinniecombe & Singh, 2002).
Nigerian women had an interesting approach to close the gender inequality gap in the the
tech industry, encouraging women to pursue a field where procedural knowledge is given
immense value (Akor, Bakar, Hamzah, & Rashid, 2015). They suggested more media coverage
of female leaders in tech positions, more internship opportunities for practice and application,
excursions to visit tech companies, and academic courses in such areas reconstructed to integrate

26
an approach that would appeal to females (Akor et al., 2015). Not only do these nurturing
environments present atmospheres young women gravitate to and pull strength from, but
additionally, mentors transfer valuable procedural knowledge. This same concept can be applied
to an organizational setting for female professionals in providing support and mentorship
throughout employment. Table 2 provides a summary of the knowledge influences, types, and
coinciding assessments.
Table 2
Summary of Assumed Knowledge Influences and Coinciding Assessments
Organizational Mission
To cultivate future leaders and foster an environment of learning, mentorship, and
support by providing tools specific to a female’s professional growth.
Organizational Global Goal
By June 2021, the female leadership development program will be available for
enrollment in Los Angeles County as a two-month certification program.
Stakeholder Goal
By June 2019, ten executive female leaders will provide all the knowledge,
motivational and organizational information for the development of the program.
Knowledge Influence Knowledge Type Knowledge Influence
Assessment
Need to have detailed
knowledge of leadership
development components.

Need to know how to
effectively create and
institute developmental
opportunities to increase
organizational performance.
Declarative
(Conceptual)

Procedural
Executive female leaders will
be interviewed to retrieve
detailed information about the
components of leadership
development.

Executive female leaders will
be interviewed about what
protocols and procedures have
been effective and how they
created them.

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Motivational
The summative understanding of motivation throughout literature suggests that when an
individual is confident in their capabilities, they are more likely to embrace a task and persevere
(Borgogni, Russo, & Latham, 2011; Bussey & Bandura, 1999; Pande & Ford, 2011). Such a
perspective is solidified and confirmed through the self-efficacy and utility value theories. While
self-efficacy depicts the importance of confidence, self-awareness, and self-effectiveness, utility
value posits the value they attach to a task that inevitably attributes to a sense of fulfillment
(Bussey & Bandura, 1999; Eccles, 2006). In the context of female leadership, the value utilized
through mentorship increases their self-efficacy. Women benefit two-fold: thriving from serving
as a mentor, as well as being a mentee. There is a synergistic component that catapults the
individual’s persistent drive and will to succeed. Pande and Ford (2011) suggest that females are
motivated by other females who hold leadership positions and an additional motivational barrier
becomes a lack of female predecessors, demonstrating that the organization is not one where
women can obtain leadership roles. Additionally, motivation is pulled from the benefits of
investing time and effort in a particular area such as mentorship. In characterizing motivational
influences, components of self-efficacy and utility value are evaluated and identified as both
fundamental for a heightened understanding of motivation.
Motivational Influence 1: Confidence in Leadership Strategies
Research shows that women are less likely to pursue organizations that are aggressive
and capricious than organizations that are not (Baker & Calgemi, 2016). These environments
cause a lack of confidence in women and a consequent reluctance to pursue executive level
positions at companies that possess temperamental conditions, thus translating to either
unemployment or a permeating fear of following their careers any further. Self-efficacy is the

28
belief that one’s personal capabilities are enough to successfully complete a task, and multiple
studies over the past few decades found that there was a direct correlation between job
performance and self-efficacy (McCormick, Tanguma, & López-Forment, 2002). Thus, females
need to possess high self-efficacy to become good leaders. Moreover, increased levels of
confidence make females more resilient to challenges. According to McCormick, Tanguma, and
López-Forment (2002), the bulk of research indisputably validates self-confidence as the cause
of successful leadership.
Self-efficacy is increased through experiences: mastery experience, vicarious learning,
social persuasion, and psychological states (Bardou, Byrne, Pasternak, Perez, & Rainey, 2003;
McCormick, Tanguma, & López-Forment, 2002). Every component provides insight into the
ways in which leaders are developed by building upon confidence. Mastery experience refers to
the rewarding sensation after having completed a task successfully. Research has shown that this
is the most influential of all four categories proposed by Bandura in 1986 (McCormick,
Tanguma, & López-Forment, 2002). Vicarious learning refers to the modeled behavior by a
credible resource through observation. The third category, social persuasion, is an individual's
sense of fulfillment when she is recognized for the work she has done, typically from someone
she admires. Lastly, one’s mental state and well-being contributes to higher self-efficacy.
Bandura (2005) postulates that leadership efficacy determines how well the individual
will perform and execute tasks, substantiating the importance of confidence for leaders (Bardou
et al., 2003). As leaders develop, there is a greater need for a confident approach to creating,
planning, and launching initiatives. Self-efficacy is perhaps one of the most integral qualities a
leader can possess because it has to do with the individual’s belief in self within the context of
behavior (Bardou et al., 2003). The driving force behind the motivation to achieve goals and

29
explore one’s capacity to become an impactful leader is self-efficacy. It is synonymous with the
motivating factors of pursuing leadership positions. When females are confident, they are more
likely to aspire for bigger roles and responsibilities in organizational settings. Consequently,
high levels of self-efficacy are a result of mentorship and support as considerable research
suggests the benefits of such nurturing environments for aspiring female leaders.
Motivational Influence 2: Valuing Mentorship and Support
As relational style leaders, females thrive on building meaningful relationships within the
organization and its leaders (Cheung & Halpern, 2010). Female leaders are participative and
enjoy collaborative environments where they can learn and, in turn, instruct. They find value in
a healthy trade of knowledge and welcome opposing opinions. Utility value refers to the level of
worth individuals find in a particular goal and the greater value they attach to this goal, the more
they will invest along the way to achieve it (Eccles, 2006). Such are a female’s aspirations for
leadership and the importance they attach to mentorship and support. Generally, the self is not
mentioned in the narrative of successful female leaders; rather, the act of empowering others and
building leaders is emphasized (Cheung & Halpern, 2010). Leadership models have moved
away from outlining the hard facts like the bottom line and a concrete path to gaining power.
They now include aspects of culture, moral character, and the value in being interpersonal.
Thus, mentorship fulfills the psychological needs of females who thrive in supportive and
nurturing settings.
Bismark et al., (2015) suggests that a concerted effort from personal, organizational, and
professional levels is needed to equip young women with the tools of success. These individuals
are beneficial in delivering guidance to hopeful leaders, helping them overcome barriers along
the way, and equipping them with operational skills. Mentees become more self-aware, focused,

30
self-regulated, and organized in their journey to reach a goal when participating in a mentoring
relationship (Brewer, 2016). The goal becomes positively feasible and the process more
tolerable through the mentor’s support and guidance. This type of support is vital for the
sustenance of their livelihood and the growth of ambition. However, it is not only the mentee
who finds value in mentorship. According to Brewer (2016), in a positive mentoring
relationship, both parties benefit in some regard, and the mentee and mentor embark on a shared
learning experience. There are important characteristics to this support method that become
mutually influential for the mentor and mentee including ratio of power, mutuality of respect,
communication skills, and an aptitude for conducting difficult conversations (Baldwin, 2016).
The social exchange that occurs becomes a valuable asset for aspiring female leaders.
Mentorship adds value to a female’s experience in the workforce. Utility value not only
refers to gaining a sense of fulfillment from a task, but also how that task contributes to the
success of their future plans (Wigfield & Eccles, 2000). Mentorship, then, provides that type of
desired outcome as both a motivational influence and learning tool. Providing mentorship
opportunities in the proposed female leadership development program would prepare aspiring
female leaders with the vital transferred knowledge and experience, increase self-efficacy,
increase readiness to endure barriers, and improve problem-solving skills. Utility value is fueled
by extrinsic reasons for engaging in a task (Wigfield & Eccles, 2000), so the executive female
leaders become these outside instrumental figures who will inevitably play an integral role in the
professional growth of the young female leaders of tomorrow. Table 3 provides a summary of
the motivational influences and coinciding assessments.

31
Table 3
Summary of Assumed Motivational Influences and Coinciding Assessments
Organizational Mission
To cultivate future leaders and foster an environment of learning, mentorship, and support
by providing tools specific to a female’s professional growth.
Organizational Global Goal
By June 2021, the female leadership development program will be available for enrollment
in Los Angeles County as a two-month certification program.
Stakeholder Goal
By June 2019, ten executive female leaders will provide all the knowledge, motivational and
organizational information for the development of the program.
Assumed Motivational Influences Motivational Influence Assessment
Executive female leaders are confident in
using their leadership strategies.
Conduct an interview to gauge levels of self-
efficacy.
Executive female leaders value mentorship
and receiving support.
Conduct an interview to gauge the success
attained due to mentorship, support, and
cultivating relationships within the
organization.

Organization
General Theory
An organization’s culture can be analyzed based on the cultural settings and cultural
models that exist in it (Gallimore & Goldenberg, 2001). Cultural settings are concrete and
include the employees and their tasks: how and why tasks are completed and the social context in
which the work is performed. Cultural models refer to cultural practices and the shared mental
schema within an organization (Gallimore & Goldenberg, 2001). Culture depicts the values,
beliefs, and goals that are established over time (Clark & Estes, 2008) and these principles
should create a nurturing environment for learning and growth.

32
It is also important to consider the impact that culture has on behavior. Schein (2017)
explains the implications of culture through structural stability, depth, breadth, and patterning.
The group’s identity, essence, functional potential and sense of belonging within the larger
structure are described as important components of the benefits of forming culture in an
organization, one that everyone is involved in building (Schein, 2017). According to Gallimore
and Goldenberg (2001), cultural models are shared perspectives of how an organization should
be rooted in values, and the cultural disparities between home and institution affect behavioral
norms, cognitive styles, and functionality. Increased productivity and a stronger connection with
leadership and the organization’s objectives are a result of aligned values between the individual
and organization. Whereas cultural models are invisible, cultural settings are the contexts where
these models can be realized (Gallimore & Goldenberg, 2001). Organizational culture is often
overlooked when it comes to addressing gender inequity in senior leadership (Bajdo & Dickson,
2001). Acknowledging cultural concerns within the organization and integrating practices that
support the development of women into leaders creates a humane and collaborative setting that
women thrive in.
Fair and Just Culture
A culture of humane orientation is proposed to attend to the developmental needs of
females. The concept pertains to an organization where leadership operationalizes empathy,
justice, and a comprehensive understanding that each employee has a story and is unique in their
work ethic (Javidan, Dorfman, Luque, & House, 2006). Leadership can achieve this model by
focusing on fairness, altruism, generosity, and kindness. The Global Leadership and
Organizational Behavior Effectiveness (GLOBE) program is dedicated to the extensive research
of global leadership extracted from the findings of renowned social psychologist Gerard

33
Hofstede, and identifies nine cultural dimensions: performance orientation, assertiveness, future
orientation, humane orientation, institutional collectivism, in-group collectivism, gender
egalitarianism, power distance, and uncertainty avoidance (Javidan et al., 2006).
Since men shape culture in a patriarchal system, the cultural intricacies within these
realms are also created by men, which are not conducive to the practices of women (Bajdo &
Dickson, 2001). There are differences between the perspectives about organizational culture.
According to Lemons and Parzinger (2008), masculine domains of organizational culture are
constructed upon competition, effort, and pressure; however, females report feedback, peer
cohesion, and participation as being prominent factors. Humane orientation references this very
unique female understanding and manifestation of culture. There is, in fact, very little opposing
evidence of the benefits of integrating humane orientation into the cultural practices of
organizations (Schlösser, Frese, Arciszewski, & Bonnes, 2012). This cultural model has also
proven to be an integral part of high performing organizations.
There are several strategic facets of high performing organizations including humane
orientation, gender diversity, and positive reinforcement (Gupta, 2011). These cultural
characteristics are mutually advantageous for women and men to work in optimum environments
that promote professional development, inclusivity, and acknowledgement. A study conducted
to better understand why gender inequity persists in the information technology industry found
that women often leave due to negative and unfair experiences, and while there is a continued
decline of female representation in the field, there is little being done to remedy this outstanding
issue (Lemons & Parzinger, 2008). The negative experiences are related to male-driven
organizational culture and a reluctance to modify practices that appeal to both genders.

34
Throughout the past decade, humane orientation has gained massive popularity and
prominence in leadership. Gerard Hofstede provides further affirmation about the inherent
characteristic differences between males and females by explaining the tenderness and caring
disposition of women in contrast with the assertiveness and aggression of males (Gunnell, 2016).
A study conducted of female managers demonstrated 70% stating that male-dominated
organizational cultures posed obstacles for career advancement (Bajdo & Dickson, 2001). When
building organizations, greater attention has been given to compassion and benevolence rather
than a focus on performance orientation, which homes in on results, outcomes, and high
standards (Gunnell, 2016). If more importance is given to building an organizational culture that
promotes individual’s needs as proposed by humane orientation, then better performance is
expected of aspiring female leaders who thrive as relational and empathetic leaders.
Collaborative Culture for Growth
The fundamentals of humane orientation are supportiveness and cohesion, which are
described as the basis of collaboration (Gupta, 2011). Both create ideal environments for
enhanced work behavior and support the professional growth of females. The humane orientation
model and the cultural setting of collaboration are interchangeably effective in high performing
organizations. Women operate differently than men and understanding this is important for their
professional growth. Bajdo and Dickson (2001) define male-dominated environments as being
autocratic and authoritative while females thrive in collaboration, teamwork, and harnessing
relationships. In proposing a culture of collaboration through multiple opportunities jointly
performed by leaders and subordinates, Misra, Smith-Doerr, Dasgupta, Weaver, and Normanly
(2017) recommended three components upon which a collaborative culture is promoted: access
to resources, recognition, and collegial engagement in career advancement. Although the

35
aforementioned components were recommended for academic scientists, they are also applicable
to creating collaborative opportunities amidst any organization with the goal of encouraging the
professional evolution of female employees.
Shared values and promoting a collaborative environment are conducive to healthy
organizational culture where new positive behaviors are learned and produced among employees
(Schein, 2017). When employees work closely together, they develop new thoughts and even a
language that is unique to the group. As proposed by Gupta (2011), gender egalitarian contexts
empower all individuals to strive for higher productivity and synergy, as there is a broad variety
of perspectives. In organizations where males dictate culture, employees work independently
and are single-minded, whereas female- driven organizational cultures emphasize mentorship
and the value of service (Gupta, 2011). A cohesive cultural setting produces better outcomes to
achieve the organizational goal.
A desire and emphasis for democratic and relational leadership was expressed by most of
the participants in two studies by Easterly (2008) and Shim (2013). Perhaps the multiple roles
that women have, such as familial responsibilities, attributed to their willingness to work in a
group setting. Women scholars of the 1997 study by Dickens and Sagaria expressed that a
female’s professional world is affected by their personal life while men maintain a distinct
separation between these two realms (Easterly, 2008). Albeit motherhood is a barrier of
professional advancement, it forces women to balance this responsibility with their career
aspirations. It makes them stronger in being able to handle challenges, uncovers the value in
working with others, and results in satisfactory success that is attained through hardship.
After extensive research of leadership by scholars around the world as an elevated field
of importance for organizations, a new paradigm has emerged considering the evolving needs of

36
professionals. Leadership models have shifted from industrial to post-industrial, where the latter
exemplifies leadership and organizational functionalities that are collaborative, rather than the
former paradigm focused on hierarchical structures (Shim, 2013). The industrial model outlines
male-dominated organizations and leadership while the advanced, post-industrial model aligns
with the needs of female leaders who are inclusive and thrive in building horizontal relationships
across a continuum of organizational levels.
Shim (2013) examined the college student population by using the Social Change
Leadership Model specifically designed to understand collaboration and the ability to engage
others through three levels: individual, group, and social. All levels suggest that effective
leadership involves utilizing characteristics that are, incidentally, ones that females possess.
Shim (2013) explains that when researchers assessed the students, females scored higher in the
following:
● Individual level, indicating harmony
● Group level, suggesting shared purpose and collaboration
● Social level, recognizing the value of community engagement
The organizational influences consisting of one cultural model and one cultural setting are stated
in the following table. Executive female leaders will be assessed as to the degree of influence
the following model and setting has had in their success of securing leadership positions at
midsize and large organizations in Los Angeles County. Table 4 provides a summary of the
organizational influences and coinciding assessments.

37
Table 4
Summary of Assumed Organizational Influences and Coinciding Assessments
Organizational Mission
To cultivate future leaders and foster an environment of learning, mentorship, and support by
providing tools for a female’s professional growth.
Organizational Global Goal
By June 2021, the female leadership development program will be available for enrollment
in Los Angeles County as a two-month certification program.
Stakeholder Goal
By June 2019, ten executive female leaders will provide all the knowledge, motivational and
organizational information for the development of the program.
Assumed Organizational Influences Organizational Influence Assessment
Cultural Model: Needs to have a culture of
fairness and justice.
Interview to understand what processes and
guidelines demonstrate fairness and protect
the interests of female employees.
Cultural Setting: Collaborative learning and
team building forums encouraged through
multiple departments joining in activities
Interview to understand team building
techniques and collaborative learning
opportunities.

Conceptual Framework: The Interaction of Stakeholders’ Knowledge and Motivation and
the Organizational Context
A conceptual framework (CF) guides the study and frames it to ensure its alignment with
the research questions, research problem, and purpose (Maxwell, 2013). While the knowledge,
motivational, and organizational influencers were presented separately, their relation to one
another in the context of the research questions is outlined in the framework. The questions aim
to retrieve information that will provide insight into the research problem. The problem initially
catapulted from curiosity in the field of gender roles in leadership. The CF is depicted through
the use of a figure and narrative, identifying the key factors of the study (Maxwell, 2013). The

38
conceptual framework illustrates the design of the study and explains how the influencers in fact,
influence one another.
It is important for executive female leaders to have particular knowledge types, so their
motivation and the cultural influences of the organization are observed to obtain this knowledge.
Maxwell (2013) says that the research problem is an implicit identification of an outstanding
issue that a researcher attempts to address. In Chapter One, multiple barriers were presented that
inhibit females from pursuing or attaining leadership roles.
Self-efficacy and Leadership Development
Understanding leadership development and its theoretical perspectives is important to
attain conceptual knowledge as an aspiring female leader. Self-efficacy is an important
motivational influence that interchangeably affects a female leader’s conceptual knowledge as
validated through the literature. It is a heightened sense of certainty that motivates the
individual’s potential to pursue and better pathways to leadership (Bandura, 2005). According to
Shim (2013), there are not enough effective leadership development programs in higher
education, especially ones that cater to females as evidence demonstrates of women reportedly
having numerous challenges including a difference in style of learning and leadership, struggles
with gaining independence, and lower self-efficacy.
Female students are essentially forced to tailor their own learning experience
independently and make do with existing resources. The innovation of this study facilitates
leadership development for aspiring female leaders, thus understanding the learning environment
for female college students is significant, as enrollees will be of the same age group. Self-
efficacy does not dictate one’s self-esteem, rather their abilities (Bandura, 2005) and while
females have to overcome social barriers to receive the same information as their male

39
counterparts, their self-efficacy declines due to the overwhelming challenges. Here we examine
a reciprocating effect of lowered confidence and perceived self-efficacy because females are
unable to obtain the same information as males to develop conceptual knowledge about
leadership. The proposed leadership development program will become a vital resource for
females to gain the necessary conceptual knowledge about leadership models that have proven
success in midsize and large organizations, as well as provide a secure, shared learning
environment where they can cultivate improved self-efficacy.
Self-efficacy and Building Culture
Women gravitate to nurturing environments that are fair and just as proposed by humane
orientation (Javidan et al., 2006), and companies that adopt this model have been deemed high-
performing and culturally intelligent (Gupta, 2011). In connecting the organizational influence
of human orientation to self-efficacy as a motivational influence, we evaluate the former
affecting the latter. A female leader’s characteristics are empathetic, relational, and democratic
(Cheung & Halpern, 2010); therefore, they would thrive in an organization that is guided by
humane orientation. Working in an atmosphere that is grounded in this cultural model would in
turn elevate women’s self-efficacy enabling them to become more tenacious and motivated
contributors of the organization. As stated by Clark and Estes (2008), organizational culture
affects performance, and incorporating the culture into practice has notable impact on increased
performance. When a female has high self-efficacy and is given opportunities for professional
growth that are specific to a female’s style of leadership, she is more likely to contribute to the
achievement of the organization’s goal (Borgogni et al., 2011). It seems apparent that the more a
culture caters to the specific needs of females across all spectrums of the organization, the
happier and more motivated employees will be as a whole. The models and settings that support

40
female professional growth are also ones aligned with productivity, optimal organizational
performance, and employee fulfillment.
Conceptual Framework Figure
The conceptual framework figure illustrates how the knowledge and motivational
influences of executive female leaders will be utilized to develop the female leadership
development program’s curriculum. Once the program is created, it will be implemented and
available for enrollment by June 2021. The circles are independent of one another, as this is a
field study of multiple midsize and large organizations in Los Angeles County; however, each
component of the figure affects the other.

Figure 1. Conceptual Framework

41
The red circle encompasses all the knowledge types with corresponding influences, as
well as all the motivational influences. The narrative focuses on the executive female leaders’
(stakeholders) conceptual knowledge and self-efficacy as a motivational influence. Gauging the
capacity of conceptual knowledge of leadership development that stakeholders possess is
paramount to the effectiveness of the procedural knowledge a female leader has. A leader should
fully comprehend leadership and what it entails to effectively create and institute leadership
developmental opportunities. Within the orange square below the red circle is the organizational
goal. Since the knowledge and motivational influences of the stakeholders will be integrated
into the development and implementation of the program, the conceptual framework figure
depicts an arrow leading to the organizational goal of availability for enrollment in Los Angeles
County as a two-month certification program. Lastly, the blue circle to the right of the red circle
holds the organizational influences, which include a cultural setting and cultural model. While
collaboration is a cultural setting, developing a culture based upon the humane orientation model
provides a solid foundation where fruitful collaborative opportunities can be applied.
Conclusion
The proposed female leadership development program will address the gap in gender
inequity in executive leadership of midsize and large organizations in Los Angeles County by
cultivating future female leaders through a two-month certification course. The underlying
reasons for the importance of a program tailored for females resides in societal presumptions of
female roles and patriarchal constructs of companies that have become barriers. Procedural and
conceptual knowledge types were identified as beneficial for female leaders to possess through
adequate training to propel the learning processes of aspiring female leaders and utilizing
concepts of successful leadership development models to assist in professional growth.

42
CHAPTER THREE: METHODS
The purpose of this study was to conduct a needs analysis in the areas of knowledge and
skill, motivational, organizational resources necessary to reach the organizational performance
goal of creating a leadership development program for aspiring female leaders. The analysis
began by generating a list of possible needs and then moving to examining these systematically
to focus on actual or validated needs. While a complete needs analysis would focus on all
stakeholders, for practical purposes the stakeholder to be focused on in this analysis was
executive female leaders.
As such, the questions that guided this study were the following:
1. What are the knowledge and motivation influences related to executive female
leadership success that would need to be integrated into the development of the
women’s leadership development program?
2. What is the interaction between organizational culture and context and the knowledge
and motivation of executive female leaders?
3. What are the recommended knowledge, motivational, and organizational solutions?
This chapter first describes the stakeholder of focus, how they were chosen as the sample for the
study, and the detailed process in sampling, recruiting, and gathering data.
Participating Stakeholders
The ten executive female leaders serve as the stakeholder population of focus. The
researcher has met approximately 75 female executives through her professional network from
various fields. The researcher considered ten female executives as a fair representation of the
population. In order for aspiring female leaders to acquire the necessary leadership skills and

43
aptitude through the program, the experiences of executive female leaders who have overcome
the barriers and challenges associated with the pursuit of their career path were needed.
Survey Sampling Criteria and Rationale
Surveys were not used in this study.
Interview and/or Focus Group Sampling Criteria and Rationale
Criterion 1
As described in the conceptual framework, it is important for female leaders to possess
adequate conceptual knowledge of leadership strategies. It was therefore important for the
sample group of participants to have a master’s degree or higher because it was assumed that
these female leaders would have sufficient conceptual knowledge of leadership frameworks. In
some instances, female executives did not have a master’s degree but instead had accumulated
substantial years of work experience to secure a high position in their field. Executive service in
a leadership role for at least ten years was considered equivalent to a master’s degree.
Criterion 2
The research question asked about the knowledge and motivational influences related to
the success of females in executive roles. To satisfy this question, the researcher required
leaders with a minimum of five years of work experience in a leadership role to participate in the
sample group. The amount of experience presented a valuable perspective of leadership and
credibility.
Criterion 3
The female executive leader must have been in a leadership role of a midsize or large
organization.

44
Criterion 4
The female executive leader must have been in a leadership role in one of the following
fields: healthcare, technology, government, and education. Since this was a field study, it was
important to focus on specific industries to narrow the scope of the study and retrieve data on
particular large organizations within these fields.
Interview and/or Focus Group Sampling (Recruitment) Strategy and Rationale
Semi-structured interviews were comprised of a mix of structured and unstructured
questions with a focus on specific information the researcher obtained through this method of
data collection from respondents (Merriam & Tisdell, 2016). The researcher utilized
unstructured questions as a more casual attempt to allow conversation to flow; describing aspects
of culture, human behavior. This semi-formal structure created an opportunity for the participant
to contribute additional information they felt would be useful for the study. Structured questions
were asked to cater to the retrieval of more targeted and straightforward information.
There were two strategies used for sampling: convenience and snowball strategy
(Merriam & Tisdell, 2016). First, convenience sampling was conducted through the researcher’s
vast network of executive female leaders from various industries. It was important to emphasize
that none of the participants had an existing relationship with the researcher so as to avoid bias
during the interview process. Participants were referred to the researcher or were otherwise a
distant acquaintance. As part of the snowball sampling strategy, the researcher sought referrals
from study participants. Both sampling strategies were a part of the non-random (non-probable)
approach used for qualitative research and demonstrated a more intentional method to choose the
sample (Merriam & Tisdell, 2016).

45
The population size was large since this is a field study. Thus, the sample size was ten as
supported by Creswell and Creswell (2018) in stating that after utilizing 8-12 participants, the
researcher begins to notice saturation. Saturation was achieved in the type of data needed to
inform the study and its influences. Since a field study of executive female leaders from various
midsize and large organizations was too broad, four industries of focus were chosen: healthcare,
technology, government, and education.
Recruitment of the sample group was conducted through executing multiple steps of
communication. The first stage included initial calls to each candidate to schedule an
appointment to meet and notify them of the study. The second stage involved sending a detailed
email that explained the study, provided the researcher’s credentials, and formally invited the
candidate to participate by explaining the importance of their involvement. In this stage,
dates/times were indicated to schedule the initial meeting. The third step involved receiving
confirmation, registering them as part of the sample, and scheduling a date for the formal
interview.
Observation Sampling Criteria and Rationale
Observations were not used in this study.
Observation Sampling (Access) Strategy and Rationale
Observations were not used in this study.
Data Collection and Instrumentation
In considering the various methods of data collection for a qualitative study, interviews
and documents were chosen to get an in-depth and personal understanding of the stakeholder’s
journey to leadership. Seven digital documents were sourced for mining data about the
organizational cultures. The documents supported or objected to the cultural model and setting

46
of an organization that promoted a female’s professional growth. The seven documents that
were retrieved by the participants satisfied each field of the study: three from healthcare, one
from technology, one from government, and two from education.
Surveys
There were no surveys in this study.
Interviews
Maxwell (2013) explains qualitative research involves a purposeful selection where the
researcher conducts data collection in such a way that the answers are relevant to the questions
and goals of the study. Semi-structured interviews are comprised of a mix of structured and
unstructured questions with a focus on specific information the researcher obtains from
respondents (Merriam & Tisdell, 2016). The researcher utilized this type of interview because a
combination of structured and unstructured questions allowed for the conversation to flow, build
a relationship with the participant, and yet work within the demands of the study’s research
questions and address the conceptual framework. Some of the participants decided to describe
their perspectives of organizational culture and behavior to contribute additional information
they felt would be useful for the study. According to Maxwell (2013), a balanced approach
warrants the resemblance between data while allowing for concentration on the phenomena of
the study. Structured questions were asked to cater to the retrieval of more targeted and
straightforward information. The questions were shaped to acquire the KMO influences of the
sample group: current female executive leaders of midsize and large organizations in Los
Angeles County.
As described in the conceptual framework, it is important for female leaders to possess
detailed conceptual knowledge of leadership development components, as well as procedural

47
knowledge of how to effectively create and institute developmental opportunities to increase
organizational performance. The interview questions that satisfied these two areas addressed
what leadership meant to the participant and steps to create developmental opportunities. The
literature supported the notion that females who have high levels of self-efficacy and receive
mentorship thrive in organizational settings as leaders (Bandura, 2005; Borgogni et al., 2011).
The interview attempted to assess and uncover the participant’s confidence in leadership
practices and whether the proper developmental tools were provided throughout their road to
success. Finally, in attempting to gain a better understanding of their organization’s culture of
high humane orientation and collaboration, questions were asked related to assessing
organizational policies that support fairness and identifying activities that promote team building.
The interviews were conducted in June as the sample group had been informally asked
for scheduling availability and all participants were accessible at that time. Interviews took place
at their offices and on the phone. The two options (phone and in-person) were given to each
participant for convenience purposes. A total of ten interviews were conducted individually.
Weiss (1994) suggests that qualitative interviews typically last one to two hours; however,
considering the sample was comprised of executive leaders, the researcher considered time
constraints and kept the interview length to one hour. As such, there were a total of ten interview
hours registered for the study. Weiss (1994) states that in order to attain the best information in
the most efficient and useful manner, the researcher should ask the same questions, in the same
order of every participant. The formal interview administered the same questions to each
participant to later analyze variations or consistencies in answers (Bogden & Biklen, 2007).
Data was captured through an audio recording that was securely stored. The participant
was notified of the audio recording prior to beginning the interview. The accuracy and rich

48
description involved in transcribing the recording is imperative to conveying the data properly
(Bogden & Biklen, 2007). Patton (2002) explains the importance of strategic notetaking so that
a detailed analysis is possible when organizing the data. In order to capture the essence of the
interview, each recording was transcribed, and notes were completed immediately after the
interview was conducted. While this study did not include observation as a data collection
method, the notes from the audio recording of the interviews needed to be interpreted without
integrating any of the researcher’s personal opinion.
Observation
There were no observations in this study.
Documents and Artifacts
Although interviews are very helpful at understanding the knowledge and motivation of
the study sample, organizational culture is better understood through both interviews and
document analysis. According to the organization’s cultural model and setting influences
examined for this study, humane orientation (fairness and justice) and collaborative learning
were identified as important for a female’s professional development. Examples of documents
that would suggest a culture of fairness and justice are ones that promote diversity and
inclusiveness. Typically, document analysis is conducted through the recruitment efforts of the
human resources department; however, it is important to adhere to these efforts after hiring
individuals. Some ways in which companies practice diversity and inclusiveness include
acknowledging and celebrating differences, offering implicit bias training, and encouraging
personal evaluation (Walsh, 2015).
For the organizational influence of fairness and justice, the researcher retrieved
documents that the organization may have issued supporting the promotion of a humane

49
orientation cultural model; the invaluable characteristics that coincide with this practice can be
advantageous for addressing the research questions. As a part of assessing organizational
culture, the literature suggests that an organization exercising components of high humane
orientation is one that builds female leaders (Gupta, 2011; Javidan et al., 2006). Additionally,
documents were considered that demonstrate the practice of values, equal opportunity for all
employees, female-specific activities, female development opportunities, and recruiting
minorities.
Specific collaborative activities that cater to the cultural building blocks that assist in
developing female leaders can be identified through document analysis. Documents such as
website content (Merriam & Tisdell, 2016) or purposeful artifacts from leadership can represent
meaningful data that support the organization’s facilitation of shared learning experiences.
Often, leaders of the organization will disseminate memos to multiple departments for a given
initiative. Initiatives may include announcements about collaborative learning activities or cross-
departmental seminars, or organizational leaders may create partnerships or teams among
employees for project management. These documents can be flyers, emails, and hard copy
memos. These visual documents (Merriam & Tisdell, 2016) convey the cultural models of the
organization. From an organizational standpoint, document analysis is highly useful and
provides greater insight into examining models and settings, especially since this is a field study
and the participants are from various backgrounds including healthcare, technology, government,
and education. Documents provide in-depth descriptions of cultural settings and models relative
to the study’s interconnectedness between the conceptual framework and research questions.

50
Alignment of Influences and Data Collection Methods
Table 5 provides a summary of the data collection methods that were used to assess the
assumed knowledge, motivational, and organizational influences of current female executive
leaders from various fields to develop the female leadership development program. This table
demonstrates the alignment between the assumed influences and data collection methods.
Table 5
Data Collection Methods for Assumed Knowledge, Motivational, and Organizational Influences
Organizational Mission
To cultivate future leaders and foster an environment of learning, mentorship, and support by
providing tools specific to a female’s professional growth.
Organizational Global Goal
By June 2021, the female leadership development program will be available for enrollment in
Los Angeles County as a two-month certification program.
Stakeholder Goal
By June 2019, ten executive female leaders will provide all the knowledge, motivational and
organizational information for the development of the program.
Knowledge
Influence
Knowledge
Influence
Assessment
Interview Item Document
Analysis
Have detailed
knowledge of
leadership
development
components.
Declarative
(Conceptual)
Executive female
leaders will be
interviewed to
retrieve detailed
information about
the components of
leadership
development.
Describe what leadership
development means to you.

What are essential
components needed in
leadership development
training?
The presence or
absence of utilizing
leadership
frameworks and
emphasizing the
importance of good
leadership to
employees.

51
Know how to
effectively create
and institute
developmental
opportunities to
increase
organizational
performance.
(Procedural)
Executive female
leaders will be
interviewed about
what protocols and
procedures have
been effective and
how they created
them.
Suppose you wanted to
create developmental
opportunities in your
organization. What steps
would you take?
The presence or
absence of creating
professional
development
opportunities for
females such as
flyers, memos, etc.
Motivational
Influences
Motivational
Influence
Assessment
Interview Item Document
Analysis
Confidence in
using their
leadership
strategies.
(Self-efficacy)
Conduct an
interview to gauge
levels of self-
efficacy.
Describe your confidence
in being a leader.
How important is it to
your position?

Provide an example of
when you felt you
completed a project
successfully.
How did this success
influence your confidence?
The presence or
absence of strategic
planning processes
and communication
to multiple
organizational
levels.
Value mentorship
and receiving
support.
(Utility Value)
Conduct an
interview that
illustrates success
attained through
mentorship,
support, and
cultivating
relationships within
the organization.
Tell me about your
experience with a mentor.
Why is it important to have
one?

How has receiving
guidance and support on a
recent project contributed
to its success?

How do you feel about
your ability to connect with
and support employees?
The presence or
absence of
mentorship
opportunities.
Organizational
Influences
Organizational
Influence
Assessment
Interview Item Document
Analysis

52
Have a culture of
fairness and
justice.
Interview to
understand what
processes and
guidelines
demonstrate
fairness and protect
the interests of
employees.
Describe the organization’s
level of fairness.
Tell me how fairness
extends to females.

Describe the organizational
policies that support the
challenges that women
face.
The presence or
absence of
organizational
policies,
announcements, or
activities that
support the fair
treatment of
employees and
promote diversity,
inclusiveness, and
female
empowerment.
Collaborative
learning and team
building forums
encouraged
through multiple
departments
joining in
activities.
Interview to
understand team
building techniques
they have used and
benefits of
collaborative
learning.
What are the team building
and collaborative activities
at your company?
Is there a sufficient number
of female employees who
participate?
The presence or
absence of
collaborative and
team-building
activities i.e. flyers,
memos, emails.

Data Analysis
Data analysis is the process of making meaning from the data (Merriam & Tisdell, 2016).
For this study, the researcher conducted the qualitative data analysis and utilized two data
collection methods: interviews and document analysis. This section describes the systematic
process in conducting analysis for qualitative research, employing strategies to cross-examine
and compare patterns of the data between documents and interview responses.
During data collection, the researcher wrote analytic memos after each interview and
documented thoughts, concerns and initial conclusions about the data in relation to the
conceptual framework and research questions. The researcher recorded all interviews and took
additional notes while reviewing the recordings to capture specific thoughts. Once the responses
were transcribed, the researcher reviewed it in its entirety for purposes of accuracy. Thereafter,

53
all recordings were deleted to maintain confidentiality of participants. After reviewing the
transcription, coding took place.
In the first phase of analysis, a priori codes from the conceptual framework were applied.
Then, an open coding strategy was utilized to identify data that might fall outside of the
conceptual framework coding scheme. The second phase of analysis involved aggregating a
priori codes into analytical codes. In the third phase of data analysis, the researcher identified
pattern codes and themes that emerged in relation to the conceptual framework and study
questions. The researcher analyzed documents and artifacts for evidence consistent with the
concepts in the conceptual framework related to organizational influences.
To document the entire analysis process, the researcher utilized an Excel workbook with
sheets for each of the data sets related to the KMO influences and the codebook for the
qualitative data. This codebook supported the documentation of any conflicting codes or counter
examples, assisted the researcher in assuring that the report of the findings holistically and
accurately documented and represented the exploration of the research questions.
Credibility and Trustworthiness
Triangulation and obtaining data from more than one collection method substantiates the
findings and guards against any assumption as to the researcher’s bias (Bowen, 2009). Tisdell
(2016) describes triangulation as cross-examining and inspecting data from more than one
source. This idea of utilizing multiple data collection methods attributes to the study’s
credibility. Merriam and Tisdell (2016) describe triangulating data that catapults from multiple
theories reviewed in the study’s literature, and in sum, affirms credibility. The utilization of two
data collection methods, documents and interviews, increases the internal validity of the study.

54
As the researcher seeks to uncover organizational influences that support female leadership, the
participants’ answers will be cross-referenced with documents from the organization itself.
Trustworthiness in qualitative research is established through four pillars: credibility,
transferability, dependability, and confirmability, all of which can be achieved by a strategy
proposed in Tracy’s big-tent criteria (Merriam & Tisdell, 2016). This eight-pronged approach
covers all facets of strengthening the trustworthiness and credibility of the qualitative study. As
it pertains to the topic of gender inequity in executive leadership of midsize and large
organizations in Los Angeles County, all areas of the study guided by the big-tent criteria are
inherently important and each participant should be informed. The researcher explained the
current disparities in gender of executive leadership positions, relevance of research to the
development of a female leadership program, in what way female leaders contribute to the
betterment of large organizations, and why it was personally important to the researcher as a
female leader. All of the aforementioned steps satisfy the eight-pronged approach of the big-tent
criteria to ensure the accuracy and plausibility of the study. This demonstrates consistency and
credibility of research, as well as validates trustworthiness (Merriam & Tisdell, 2016). In this
regard, participants will be more likely to trust the researcher’s interpretation of the data and
comfortably divulge information. After data collection was completed, analyzing similar threads
in answers from respondents helped confirm the quality and credibility of the research.
Ethics
This qualitative research study was guided by ethical principles to protect the subjects by
providing supplemental material that informed them of risks and benefits, eliminating any
unnecessary risk, giving the ability to withdraw at any time, and ensuring that all interviews were
conducted by a qualified investigator (Glesne, 2011). The method of data collection was

55
interviews of ten executive female leaders of midsize and large organizations from diverse
backgrounds that were carefully selected to possess particular criteria. Every question was
crafted to adhere to the aforementioned ethical guidelines. Outreach was conducted by reaching
out to the researcher’s existing network of female executives and through referrals from the
researcher’s professional network. This served as an initial screening to determine the
participant’s credibility.
After outreach, each individual expressed her voluntary involvement. According to
Glesne (2011), the focal point of any study is to provide subjects with an informed consent prior
to proceeding with data collection. These consent forms included a detailed description of the
study, its purpose, and explained how the results would be utilized to answer the research
questions (Merriam & Tisdell, 2016). It was mandatory that all participants understand the terms
and sign the consent. The Institutional Review Board’s (IRB) main objective is to protect human
rights, ensure that no harm is done to the participants and that each study abides by strict
guidelines and regulations (Rubin & Rubin, 2012). As a part of the University of Southern
California’s IRB requirements, a request for an expedited review was submitted for
consideration. Since the subjects of the study were not considered to be part of a vulnerable
population, the IRB accepted a request for an expedited review (Rubin & Rubin, 2012).
Limitations and Delimitations
There were several limitations and delimitations to the study. Limitations are the factors
that are not in the researcher’s locus of control. Some limitations for this study were:
• The study was dependent on the truthfulness of the respondents;
• The participants were from various fields, so potential challenges in their path to
leadership may have been unique to the organization/field of practice.

56
Delimitations are the decisions the researcher makes that may have implications for the
study. The delimitations that affected this study include:
• Data was collected only from female executive leaders. The data did not include the
perspectives of participants of other organizational levels;
• This study was conducted prior to the innovation being introduced, to best inform
implementation. It is therefore not an evaluative study.

57
CHAPTER FOUR: RESULTS AND FINDINGS
The purpose of this study was to conduct a needs analysis in the areas of knowledge and
skills, motivation, organizational resources necessary to reach the organizational performance
goal. The analysis began by generating a list of possible needs and then examining these
systematically to focus on actual or validated needs. While a complete needs analysis would
focus on all stakeholders, for practical purposes the stakeholder group of focus in this analysis
were the executive female leaders. The data collection efforts for a qualitative research study
were interviews with leaders of organizations from the fields of healthcare, government,
education, and technology.
Ten executive female leaders participated in the study which used qualitative semi-
structured interviews and document analysis. All participants met the criteria outlined in Chapter
Three and provided verbal agreement to the formal consent. Documents were requested from
each participant to analyze organizational alignment with the influences for this study. Three of
the participants provided documents. Interview recordings were submitted to Rev.com for
transcription.
Participating Stakeholders
The participants for the study were female executives of midsize and large organizations
in the fields of healthcare, government, technology, and education. The study’s sample had
ample representation: three in healthcare, two in government, three in education, and two in
technology. The ten respondents expressed initial willingness and fulfilled their participation.
All participants held an executive leadership position as defined in Chapter Two. The
hierarchical structure of each field was carefully reviewed to determine if the participant met the

58
criteria outlined in Chapter Three. The detailed demographic information of all participants is
outlined in a table (see Appendix G).
All participants identified as Caucasian white. The ages of participants were 30%
between the ages of 30-50 and 70% over the age of 50. The levels of education varied with 30%
holding a bachelor’s degree, 50% master’s degree, and 20% doctorate. Since the ten executive
female leaders were from different fields, Figure 2 shows the breakdown of industries.

Figure 2. Field Representation of Participants
Determination of Assets and Needs
The interview questions covered all KMO influences of ten executive female leaders.
This data will help build the proposed female leadership development program for aspiring
female leaders. In addition to interviews, all participants were asked if they were willing to
provide additional documentation of cultural practices in their respective organizations for
document analysis. Three of the ten participants provided such documentation.

59
Throughout the analytical process of the interview data, assets and needs were
determined by carefully comparing the participants' answers to the elements of each influences
that were identified in the literature review. If 80% of the participants gave similar responses
that aligned with the elements of the given influence, then the influence was considered to be an
asset. In the document analysis process, the same criteria were upheld to determine whether the
respective participant’s organization aligned with the pivotal elements of 1) the study’s cultural
model of fairness and justice, and 2) the cultural setting of collaborative learning and team
building forums encouraged through multiple departments joining in activities. These
documents were also compared to the interview questions that addressed these influences.
Through this triangulation process, a comprehensive understanding of the participant’s
organizational influence on leadership practices was formulated.
Results and Findings for Knowledge Causes
Two influencers emerged from the literature review and established the knowledge
construct of the conceptual framework outlined in Chapter Three. The focus of the qualitative
research centered on understanding female executive knowledge and skills involving leadership
development for aspiring female leaders. The study included both conceptual and procedural
knowledge influences: detailed knowledge of leadership development components and
effectively creating and instituting developmental opportunities to increase organizational
performance. The following section discusses the findings associated with the knowledge
influences that emerged from the research.
Conceptual Knowledge

The executive female leaders’ conceptual knowledge was assessed through interviews.
The respondents were interviewed about the knowledge needed for aspiring female leaders, thus

60
transferring to components of the proposed female leadership development program. Results
were organized and evaluated in order to assess whether or not there was a gap regarding the
assumed causes.
Influence 1: Need to Have Detailed Knowledge of Leadership Development Components
Survey Results. No surveys were utilized for this study.
Interview Findings. This influence was assessed using two questions. The first
question asked what leadership development meant to the participant. As discussed in Chapter
Two in the literature review, the glass ceiling concept and coinciding consequences refer to the
popularized notion that women are trapped in their lower ranking organizational roles and to
remedy this, better developmental opportunities must cater to females specifically (Tinuke,
2018). Understanding leadership development components is vital in this context because the
proposed female leadership development program will aim to build female leaders, thus
providing resources tailored for women.
According to responses obtained from ten female executives from the first question, the
majority represented an asset. That is, of these participants, insightful statements were expressed
in response to Question 1 of the interview. Similarities were found in focusing on the individual
and their specific needs. The participants felt that equipping aspiring leaders with the proper
tools for success would yield higher levels of confidence. Moreover, accepting failure and
overcoming challenges would heighten their abilities to navigate in an organization.
Most of the responses involved understanding leadership by possessing strong relational
qualities rather than knowledge of theoretical frameworks. Participant 3 stated: “It's really about
a place of empowerment. I always think it's really about enhancing the qualities of what is
considered a good human.” From the field of healthcare as a C-level executive, Participant 4

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responded: “I think leadership development means helping people find their path and knowing
that leaders can mean all kinds of different things for all kinds of different people. By helping
people choose their path, I think that also includes helping people get access to a variety of
different tools to support them.”
The second question asked the participants to provide the essential components needed in
leadership development training. The majority at 90% were an asset. The culmination of
responses from nine participants for the essential components and ones that would be
incorporated into the curriculum for the proposed leadership development program were the art
of delegation, conflict resolution, communication, confidence building, networking,
collaboration, team-building, principles and theoretical frameworks, organizational policies and
procedures, and mentorship. The responses from Participants 4 and 8 were similar in stating that
an essential component to include in training would rely on the individual’s skills and not
necessarily one that was predefined. Moreover, that the individual should be asked as to what
they need and accordingly, provide those specific learning tools.
Participant 3 who is in the field of education described her organization’s approach at the
very beginning of her leadership role when she was asked to devise an exit strategy upon hire.
Instead, she explained the importance of conducting research to look into ways to save the
organization. In doing so, she had not only revamped the school, but exceeded the
organizational goals and performance measures. Similarly, Participant 9 emphasized the need
for research and evidence-based leadership skills in the field of healthcare. Interestingly,
Participant 7 who serves as a superintendent explained an essential component of leadership
development training should include learning about what others do. She stated: “In leadership
development training, I think you do need to have a high amount of capacity and knowledge of

62
the skills of what does this person do, what does this department do, what does this division do,
how does this fit into the overall whole and to really realize the strength and value of each
component.”
Observation. No observations were conducted for this study.
Document Analysis. No documents were analyzed for conceptual knowledge.
Summary. The assumed influence was that executive female leaders need to have
detailed knowledge of leadership development components. Since 75% described the detailed
knowledge of leadership development, and, as the threshold is 80%, the executive female leaders
did not demonstrate sufficient conceptual knowledge of leadership development.
Procedural Knowledge

The executive female leaders’ procedural knowledge was assessed through interviews.
The respondents were interviewed about the knowledge needed to create and institute
developmental opportunities. Results have been organized and evaluated in order to assess
whether or not there is a gap regarding the assumed causes.
Influence 1: Effectively Create and Institute Developmental Opportunities to Increase
Organizational Performance
Survey Results. No surveys were utilized for this study.
Interview Findings. This influence was assessed using one question that asked
respondents to describe the steps in creating developmental opportunities in their organizations.
Understanding how the executives have created developmental opportunities would help in
building the proposed development program of this study and provide ways in which aspiring
female leaders could obtain the necessary procedural knowledge to do the same. Of the ten
executives, 80% demonstrated ample procedural knowledge. The commonality among eight of

63
the participants was to first and foremost conduct a needs assessment and identify the knowledge
gap. A particularly substantial recommendation of implementing a job shadowing program was
made, and the majority of participants stated that providing professional developmental
opportunities to everyone rather than hand-picked managerial staff was an important element.
Most of the participants stated that incorporating practical skills such as how to interview, dress,
and present oneself in an interview were fundamental components of leadership training.
Participant 9 from the field of healthcare stated: “The first step would be a gap
assessment of any particular challenges or more tools and techniques to address.” Participant 8
gave a similar suggestion as a first step for creating developmental opportunities; both C-level
executives in healthcare. From the field of education, Participant 7 suggested to seek positional
opportunities and stated: : “Within that, ask what do you need to then empower yourself to the
next level? You kind of backwards map it. How do you mentally stretch them outside their
comfort zone to become a decision maker, a leader; to become someone who knows how to
listen and not just listen to interrupt and tell you what you think they should have said. We work
in a human business. We don't develop things, we develop people.”
Observation. No observations were conducted for this study.
Document Analysis. No documents were analyzed for procedural knowledge.
Summary. The assumed knowledge influence was that executive female leaders need to
know how to effectively create and institute developmental opportunities to increase
organizational performance. Since 80% of the female executives demonstrated sufficient
procedural knowledge, this influence is an asset.

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Results and Findings for Motivational Causes
There were two motivational influences that emerged from the literature review and
established the motivational construct of the conceptual framework outlined in Chapter Three.
The focus of the qualitative research was centered on understanding the motivational influences
of the female executives that have led them to successful leadership roles. Their responses will
be used as guidelines and standards upon which an impactful curriculum will be created for the
proposed female leadership development program. The research explored whether the female
executives were confident in using their leadership strategies and if they valued mentorship and
receiving support. The following section discusses the findings associated with the motivational
influences that emerged from the data collection.
Self-efficacy
Identifying the motivation behind the leadership journey of female executives is valuable
to the proper innovation and implementation of a female leadership development program, thus
defining the necessary elements to build the motivation of aspiring female leaders. Through
interviews, female executives from multiple fields were asked about the important motivational
factors in leadership.
Self-Efficacy Motivational Influence 1: Confident in Using Their Leadership Strategies
Survey Results. No surveys were utilized for this study.
Interview Findings. This influence was assessed using two questions. The first question
asked participants to describe their confidence in being a leader. Only 40% of the executives
demonstrated high levels of self-efficacy. The literature review also supported the lack of
confidence females possess, especially in leadership roles. Some participants explained that their
own confidence was inconsistent and circumstantial. A profound similarity found in 4 of the 8

65
participants who did not demonstrate confidence in being a leader described a concept called
“imposter syndrome.” This psychological phenomenon pertains to professionals who feel they
are undeserving of a leadership role and will be outed at any moment (Dalla-Camina, 2018). It is
more often mentioned by females than males, especially ones in executive-level positions. These
4 participants expressed a sense of insecurity in their leadership roles as Participant 1 stated:
"They're going to find out that I’m a fake.” Similarly, Participant 6, who was in a female-
dominated field of education, stated: “And I never really thought of myself as a leader, and that's
the other piece of it.” She also has imposter syndrome. “[I] naturally kind of fell into a
leadership position without really thinking I was cut out for it. I never really realized that people
looked to me as a leader.”
The next part of the first question was presented as a prompt by asking respondents the
importance of confidence in being a leader, and 90% agreed that it was an integral part of being a
luminary. While they explained that believing in oneself is vital, they mentioned that the
individual may not be actually confident, but instead projecting confidence. The vast majority of
participants posited the role confidence plays in gaining followers, establishing the trust of staff
members, and inspiring other females to pursue leadership positions.
The second question asked for an example of a successful project and how this success
contributed to their confidence. Even though 100% of the female executives provided such
examples, all of the projects were explained to have been completed in a collaborative setting.
Moreover, they described that a successful project was measured by the amount of people
elevated and supported. A similar component that spanned across multiple industries was the
nature of the projects successfully completed by the participants at their respective organizations.
All of the projects involved creating a strategic plan to save the organization at a critical time. In

66
understanding how completing a project successfully influenced their confidence, all of the
participants stated that they had a great sense of job fulfillment, gratitude, and attribute to the
belief that they are able to endure challenging situations.
Observation. No observations were conducted for this study.
Document Analysis. No documents were analyzed for motivational influences.
Summary. The assumed influence was that executive female leaders need to be
confident in using leadership strategies, and the responses exemplify the important role of having
high levels of self-efficacy. The more confident a leader is, the more they are motivated to not
only pursue a leadership position, but also find success. According to the responses, 75% of the
female executives displayed adequate levels of confidence in using their leadership strategies.
Because this response rate did not meet the 80% threshold, it is determined that there is a need
for female leaders to find ways to increase their self-efficacy.
Utility Value
It is pivotal to gain a deeper understanding of the importance of mentorship and utilizing
the value channeled through this support system for leadership development. Valuing
mentorship is especially important for females as there is a reciprocal relationship of utilizing
this value for both mentors and mentees. Through interviews, female executives from multiple
fields were asked about their perspective on mentorship and receiving support.
Value Motivational Influence 2: Value Mentorship and Receiving Support
Survey Results. No surveys were utilized for this study.
Interview Findings. This influence was assessed using three questions. The first
question asked the participants how they felt about their ability to connect and support
employees. Out of 10 respondents, 7 of them felt like they provided ample support and had a

67
strong ability to connect with employees. As supported by the literature in Chapter Two,
females are relational leaders and thrive in not only giving guidance, but also in receiving it.
Interestingly, Participant 8 explained that examples of her mentorship to other employees are
mentioned in her evaluation report, thus measuring her job performance by how strongly she
supports others. There were three participants from varying industries who explained that the
higher one’s position in an organization, the less opportunities they have to connect with others.
The second question addressed their experiences with a mentor and 100% of the
participants detailed stories about their mentors. Underlying commonalities amidst responses
included that mentors were not necessarily aware of their mentor titles and it was a more
informal connection. While the majority of the participants’ mentors were females, some of
them had male mentors who provided sound advice to succeed in a given leadership position.
Another consistent response was that continued mentorship throughout their entire professional
journey would be very helpful, even after securing a leadership position. Participants also
mentioned that there are significant advantages to having multiple mentors. Participant 4
mentioned: “A couple of members of our board who really just stood with me almost like riding
a tricycle. They stood with me until I could do it on my own and that meant the world to me.” In
serving as a mentor, Participant 9 mentioned: “I've had fantastic mentors but I've been one and I
always tell people that even if you're experiencing a challenge, you're learning from that, and it’s
important to really embrace that learning because it will make you a better leader. You actually
have the benefit of seeing how not to be.”
The next part of the second question was presented as a prompt, asking respondents to
explain the importance of having a mentor. All of the participants expressed a strong need for
mentors in their professional development and journey. As a city manager, Participant 1 stated:

68
I think it's important because it's a support system, number one. Number two, it's
someone who is there to tell you, you can when you're thinking you can't. And it serves
as an example in your life whether you know it or not, whether you see it at that moment
or not. That example hopefully resonates depending on whatever it is that you're going
through.
Mentorship was explained as the guidance and support needed to overcome barriers and
represent a primary source of encouragement to aspire for more and pursue new opportunities. A
comment made by Participant 4 aligns with the consulted literature in that females view
leadership differently than men (Vinniecombe & Singh, 2002). This statement further confirms
the importance of creating a tailored leadership development program for the specific needs of
females. Participant 5 stated:
What is valuable in mentorship is having the ability to have a fairly open discussion with
someone who understands the environment and the circumstances in which you're
working and who, I think, sees or recognizes your own potential as an individual and is
interested in helping you to realize that.
As described by Participant 5, mentorship provides a perspective from another individual who is
more experienced, accomplished, and as a female, one that empathizes with gender-specific
challenges, making their advice and guidance more relevant.
In the third question, the value of mentorship is assessed by asking participants how
receiving guidance and support on a recent project contributed to its success. The respondents
all emphasized the importance of support and that nothing good is ever accomplished alone. A
leader in technology, Participant 5 described mentorship as a sounding board; a mentor is
someone who is extremely beneficial when it comes to feedback, reassurance, and constructive

69
criticism. Although this question referred to any type of support and not necessarily mentorship,
the majority of respondents nonetheless mentioned mentorship.
Observation. No observations were conducted for this study.
Document Analysis. No documents were analyzed for motivational influences.
Summary. The assumed influence is that executive female leaders need to value
mentorship and receiving support as 87% expressed a strong correlation between mentorship and
success. Moreover, participants were especially emotional and passionate in responding to these
four questions. With a threshold of 80%, female executives demonstrated, and in fact exceeded,
adequate value of mentorship and receiving support. There were connections made in the
positive effects of mentorship on confidence and heightening self-efficacy. Developing others,
empowerment, feedback, and cooperative learning were outstanding comments in the data.
Additionally, notable comments were made in mentorship being given both directly and
indirectly, in a group or one-on-one setting. Congruent with the literature and interview
responses, mentorship and receiving support are vital components to include in the proposed
female leadership development program’s curriculum.
Results and Findings for Organizational Causes
Two organizational influences emerged from the literature review and established the
organizational construct of the conceptual framework outlined in Chapter Three. The focus of the
qualitative research was centered on understanding the organizational influences of the female
executives that have led them to successful leadership roles. These are a cultural model of
fairness and justice and a cultural setting of collaborative learning and team building forums
encouraged through multiple departments joining in lectures, seminars, etc. Their responses will
be used as guidelines and standards upon which an impactful curriculum will be created for the

70
proposed female leadership development program. The organizational influences instantiate the
type of culture an organization should have to build female leaders and provide them with the
appropriate professional growth opportunities. The following section discusses the findings
associated with the organizational influencers that emerged from the data collection.
Cultural Model
Cultural Model Influence 1: Fairness and Justice
Survey Results. No surveys were utilized for this study.
Interview Findings. This influence was assessed using two questions. The first question
asked the participants to describe the organizational policies that support the challenges women
face. Only 30% of responses demonstrated that these female leaders were a part of organizations
that were fair and just. Of these, the female executives described their organization’s having
female-specific committees and panels, maternal policies, and leadership programs that address
common employee concerns such as discussing critical issues, performance improvement
initiatives, and allowing employees the space to work cross-functionally. Participant 2 explained
that in the field of government, there were some new policies that supported the special needs of
single mothers. However, some of the female leaders stated that the policies that were in place
were predominantly mandated by law. The organizations were not necessarily going beyond the
legal requirements of providing women support but rather merely following the law.
The remaining respondents expressed a need for more diversity, especially in matters of
leadership decision-making, gender equity, lack of female representation in executive positions
and formalized programs. Participant 3, who is in education, said there were no gender-specific
policies. A few of the participants told the researcher of challenging situations where they were
outwardly discriminated against by men at leadership meetings and roundtable discussions.

71
Conversely, Participant 8 made an insightful statement about the need for equal opportunities
and policies that support both genders:
I think it's gender neutral. I think that we talk a lot about diversity and inclusion and part
of the problem is with the current marketed vernaculars out there and this implication that
when we're talking about gender issues, it's only woman. I don't think that you can have a
leadership program that’s sustainable, scalable, or even logical if you're being exclusive
to only women.
The second question asked the female executives to describe the organization's level of
fairness and justice and how this fairness extended to women. Of the ten participants, 70%
mentioned a high level of fairness, transparency, and advocacy. Working collaboratively with
human resources was noted among a few of the respondents as an effective way of exploring and
implementing policies that would promote diversity. Parallels in confidence-building and
working for a company that was fair were found. While the tech industry leader expressed a
discrepancy and gap in compensation for female employees, the city manager, as a leader in
government, stated that her city had the highest paid collective of females in all of Los Angeles
County.
Observation. No observations were conducted for this study.
Document Analysis. Some of the study participants submitted documents for analysis.
From the field of education, Participant 7 provided documents related to organizational policies
that support fairness and justice. Although the document does not explicitly mention supporting
females, it does state policies that protect employees against gender discrimination. Notably, the
document demands for a periodic review of recruitment, hiring, and promotion processes. This

72
emphasizes the importance of not only ongoing review and monitoring, but also the possibility of
revamping those policies and considering the integration of new ones.
Participant 9 who is a C-level executive of a large healthcare organization provided
multiple documents that promote diversity, inclusion, and illustrates activities and initiatives that
encourage a culture of fairness and justice. The organization makes very specific efforts to
promote innovative avenues through which employees celebrate their differences and the value-
added to organizations that have diverse teams. In the month of March, the organization
recognizes the contributions made by women by distributing awards. These awards however are
given to physicians and executive leadership only.
Summary. The assumed influence is that there is a need for executive female leaders to
work in organizations that have a cultural model of fairness and justice. With a threshold of 80%
and overall responses aligning with only 70% of the expected organizational characteristics of
fairness, collected data confirmed that there is a need for this cultural model. Diversity in this
cultural context means for leadership to reflect the audience it serves, and in Los Angeles
County, the customers, patients, students, and clients across the spectrum of fields that are a part
of this study are comprised of a multitude of identities. This diversity lends greater importance
to the need for fairness and actively practicing justice within the organization. Additionally, how
fairly employees are treated contributes to their professional growth, success, and ultimately,
confidence.
Cultural Setting
Cultural Setting Influence 1
Survey Results. No surveys were utilized for this study.

73
Interview Findings. This influence was assessed using one question. The question asked
participants to explain the team-building and collaborative activities at their respective
organizations. An overwhelming majority of 80% of participant responses demonstrated that
their organizations had sufficient collaborative opportunities the development of all employees,
especially women. Participant 6 commented: “If I'm ultimately the one that's accountable for the
project, I try to find someone in the group who can function as the leader and I think that's what
contributes to the success. It's not the top down. I mean this is my department and at the end of
the day, if we do something good, bad or whatever, I get the credit, but I also get the blame.
Finding somebody in the group who can take on a lot of those responsibilities and give them the
credit when it's successful at the end. That helps your team to grow and develop.” The
participants stated that the majority of individuals involved in the collaborative activities were
females; therefore, women showed a greater interest in such activities. While some activities
were based on work-related projects, others were recreational and meant to provide moral
support for the team. A few of the leaders held female-only activities that they found culturally
essential to a healthy work environment. Employees were happier and better connected when it
came to projects because they were given the opportunity to create connections.
Participant 9 explained that much of leadership development is grounded in collaboration
and teamwork. She stated: “Leadership development is preparing managers and leaders for
taking on the challenges and equipping them with the best tools and techniques to be successful
in a transparent and collaborative style that really fosters teamwork.” In the field of education,
Participant 4 expressed the importance of having a diverse team that works cohesively:

74
I want a well-balanced team. I don't want a bunch of [anonymized] clones. I want to see
who fills my gaps, so knowledge of self, knowledge of others, knowledge of how that
team works together, how those strings are integrated.
Observation. No observations were conducted for this study.
Document Analysis. As part of an industry with the lowest numbers of female
employment, Participant 8 from the field of technology provided documentation that depicts
numerous ways in which females work together on panels, workshops, and generally support a
cultural setting of collaboration. One such opportunity for development is a female-only group
that promotes visibility, growth, and networking. Female employees are able to discuss
meaningful issues and build connections with one another.
Summary. The assumed influence is that executive female leaders need to work in
organizations that have collaborative learning and team-building forums encouraged through
multiple departments joining in activities. The female executives met the 80% threshold,
demonstrating that their organizations have sufficient collaborative and team-building activities.
Some of these activities are female-specific and some, all inclusive, however females in their
organizations have gravitated towards such activities more than men have. The female
employees thrive in working with others, feel more confident, and are more productive.
Summary of Determined Influences and Assets
Knowledge
Gaps were determined for one out of two of the knowledge influences. Table 6 presents
an overview of the results of the assessment of each assumed knowledge influence.
Recommendations to integrate each identified cause are discussed in Chapter Five.

75
Table 6
Summary of Assumed Knowledge Influences
Assumed Knowledge Influences Need Determined
Declarative Conceptual
Have detailed knowledge of leadership
development components.
Yes
Procedural
Know how to effectively create and institute
developmental opportunities to increase
organizational performance.
No

Motivational
Gaps were determined for one out of two motivational influences. Table 7 presents an
overview of the results of the assessment of each assumed motivational influence.
Recommendations to integrate each identified cause are discussed in Chapter Five.
Table 7
Summary of Assumed Motivational Influences
Assumed Motivational Influences Need Determined
Self-efficacy
Confident in using their leadership strategies Yes
Utility Value
Value mentorship and receiving support. No

Organizational

Gaps were determined for one out of two the organizational influences. Table 8 presents
an overview of the results of the assessment of each assumed organizational influence.
Recommendations to integrate each identified cause are discussed in Chapter Five.

76
Table 8
Summary of Assumed Organizational Influences
Assumed Organizational Influences Need Determined
Cultural Model
Fairness and justice Yes
Cultural Setting
Collaborative learning and team building
forums encouraged through multiple
departments joining in activities.
No
Chapter Five examines proposed solutions for each demonstrated cause. Each proposed
solution utilizes evidence-based recommendations identified through relevant academic
literature.

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CHAPTER FIVE: RECOMMENDATIONS AND EVALUATION
The organizational mission is to cultivate future leaders and foster an environment of
learning, mentorship, and support by providing tools specific to a female’s professional growth.
A conceptual framework (CF) guided the study to ensure its alignment with the research
questions, research problem, and purpose (Maxwell, 2013). While the knowledge, motivation,
and organizational influencers were presented separately, their relation to one another in the
context of the research questions was outlined in the framework. Upon further detailed attention
to the research problem, the conceptual framework illustrated the design of the study and
explained how the influencers in fact, influence one another. The KMO’s and their interactions
with one another described how we can provide developmental opportunities to aspiring leaders
in the proposed female leadership development program.
Purpose of the Project and Questions
The purpose of this study was to conduct a needs analysis in the areas of knowledge and
skills, motivation, organizational resources necessary to reach the organizational performance
goal. The analysis began by generating a list of possible needs which were examined
systematically to determine actual or validated needs. While a complete needs analysis would
focus on all stakeholders, for practical purposes the stakeholder group of focus in this analysis
was the executive female leaders. Whether the culmination of their responses represented a need
or asset for a particular influence due to the validity of the literature review in combination with
the interview responses, all influences will be integrated into the proposed female leadership
development program.

78
The questions that guided this study were the following:
1. What are the knowledge and motivation influences related to executive female
leadership success that would need to be integrated into the development of the
women’s leadership development program?
2. What is the interaction between organizational culture and context and the
knowledge and motivation of executive female leaders?
3. What are the recommended knowledge, motivation, and organizational solutions?
Recommendations for Practice to Address KMO Influences
Knowledge Recommendations
Introduction
The assumed conceptual and procedural knowledge influences for the study are: first,
female executives need to have detailed conceptual knowledge of leadership development
components, and second, female executives need to know how to effectively create and institute
professional growth opportunities to increase organizational performance. The literature
suggested that it was likely for female leaders to have a gap in both knowledge influences. Aside
from a generalized societal perception of what a female should be and the kind of opportunities
they are presented throughout their adolescence, women face barriers in the labor force due to a
patriarchal system (Applebaum, Audet, & Miller, 2003). Once they have overcome these
challenges and are given leadership positions, however, there are particular characteristics
needed to thrive as leaders.
According to Krathwohl (2002), there are four types of knowledge: (a) factual; (b)
conceptual; (c) procedural; and (d) metacognitive. Key areas of focus in the study include what
female executive leaders know about leadership with regards to factual and conceptual meaning,

79
and how to apply and execute effective leadership development avenues while considering social
barriers (Aguinis & Kraiger, 2009). It is important for women to possess the fundamental
conceptual knowledge of leadership in order to execute tasks relative to organizational structure,
building a team, and decision-making. Thereafter, instituting professional growth opportunities
for other females is vital to expanding the potential of female leaders in the organization. The
table below outlines the assumed knowledge influences, grounding principles such as
information processing theory, sociocultural theory, and social cognitive theory, as well as
coinciding recommendations for each influence based on the findings.
Table 9
Summary of Knowledge Influences and Recommendations
Knowledge
Influence
Validated
Need or
Asset
Priority

Principle and Citation Context-Specific
Recommendation
Need to have
detailed
knowledge of
leadership
development
components.
(D)
Need Yes Information Processing
Theory suggests that
information learned
meaningfully and
connected with prior
knowledge is stored
more quickly and
remembered more
accurately because it is
elaborated with prior
learning (Schraw &
McCrudden, 2006).

Sociocultural Theory
suggests that social
interaction, cooperative
learning, and cognitive
apprenticeships (such as
reciprocal teaching)
facilitate construction of
new knowledge (Scott &
Palincsar, 2006).
Collaborative training
workshops that provide
authentic experiences of
different leadership
theoretical frameworks
and principles.

Collaborative training
workshops that provide
opportunities for
exchanging knowledge
amidst peers, as well as
reciprocal teaching from
leaders through
presentations about
delegation,
communication, conflict
resolution, networking,
teambuilding,
collaboration, and
organizational policies
and procedures.

80
Need to know
how to
effectively
create and
institute
developmental
opportunities to
increase
organizational
performance.
(P)
Asset Yes (Social Cognitive
Theory) modeling to-be-
learned strategies or
behaviors improves
learning, and
performance (Denler,
Wolters, & Benzon,
2009).

(Social Cognitive
Theory) feedback that is
private, specific, and
timely enhances
performance (Shute,
2008).
Provide training
workshops where leaders
demonstrate
organizational
improvement strategies
beginning with
assessment of knowledge
gaps.

As one-on-one training,
pairing female employees
with a leader to provide
targeted feedback and
practice through job
shadowing.

Detailed Knowledge of Leadership Development Components
The data and literature demonstrate that female executives need to have detailed
knowledge of leadership development components. Moreover, the participants of the study
expressed a need for a tailored program, specific to females, and more so, the individual. Schraw
and McCrudden (2006) suggest that information is efficiently comprehended and retained if it is
connected to prior knowledge. The recommendation is to facilitate collaborative training
workshops that provide authentic experiences of different leadership frameworks and
opportunities for exchanging knowledge among peers, as well as reciprocal teaching from
leaders about theoretical frameworks and principles. The second principle that supports this
knowledge gap is that social interaction, cooperative learning, and cognitive apprenticeships
(such as reciprocal teaching) facilitate construction of new knowledge (Scott & Palincsar, 2006).
The coinciding recommendation is to create collaborative training workshops that provide
opportunities for exchanging knowledge among peers, as well as reciprocal teaching from
leaders through presentations about delegation, communication, conflict resolution, networking,
teambuilding, collaboration, and organizational policies and procedures.

81
is most effective when it is relevant to their nature and preferences of learning
(Vinniecombe & Singh, 2002). Scott and Palinscar (2006) suggests that interactive and
cooperative learning is beneficial for obtaining new knowledge. Environments where females
engage with peers and exchange ideas create a fruitful learning experience. According to
Vinniecombe and Singh (2002), females do well in supportive groups of people with similar
learning preferences and objectives. One such successful leadership training approach is the
Action Learning Approach, where professionals from different areas of practice and
organizational levels joined to gain strategic thinking skills from one another, exchange ideas,
and gain conceptual knowledge based upon previous, existing knowledge (Kang, Djonne, &
Vaught, 2018). There were a few significant aspects of this approach that may be applied to a
female’s development of leadership knowledge in a collaborative setting. The Action Learning
Approach allowed for the development in the areas of leadership, organizational knowledge,
problem-solving, team building, coaching, and reflection (Kang et al., 2018). The basis of the
approach is joining diverse groups in a shared learning experience, as well as fostering
collaboration and enterprise-level thinking skills.
Bismark et al. (2015) insist that an intentional and well thought out effort is needed in
part by organizations and individual leaders to equip aspiring female leaders with nurturing and
supportive environments. A study conducted by Sower, Newman, and Langdon (2013) of
physicians and administrative leaders analyzed the utilization of the Co-management approach to
increase organizational performance. This method’s objective was to enhance the administrative
knowledge of physicians by exchanging ideas and created a collaborative environment for
physicians to work with multiple departments. The results of the study were increased
physician-hospital alignment, improved quality of care and organizational performance (Sower,

82
Newman, & Langdon, 2013) Similar to the Action Learning Approach, the Co-management
method aims to distribute tasks and gauge leadership abilities in a collaborative setting (Sower,
Newman, & Langdon, 2013). Based on the research findings, it is reasonable to recommend that
females are able to obtain detailed knowledge of components of leadership development through
collaborative training workshops of authentic experiences and cooperative learning opportunities
to exchange knowledge amidst peers, as well as reciprocal teaching from leaders through
presentations. (Schraw & McCrudden, 2006; Scott & Palincsar, 2006).
Creation and Institution of Developmental Opportunities
The data and literature reveal that the female executives have adequate procedural
knowledge of effectively creating and instituting developmental opportunities to increase
organizational performance. While the dynamics of the organizations across multiple industries
varied as far as the influential capacity the leader had in instituting such opportunities, the female
executives still demonstrated knowledge of the steps they would take to implement professional
growth avenues for aspiring female leaders. Shute (2008) and Denler, Wolters, and Benzon
(2009) refer to the advantages of modeling to-be-learned strategies and providing private
feedback to improve learning and performance. The recommendations are providing training
workshops where leaders demonstrate the practicality and usefulness of improvement strategies
beginning with assessment of knowledge gaps, as well as pairing female employees with a leader
for one-on-one targeted training through job shadowing.
According to Hopkins, Passarelli, O’Neil, & Bilimoria (2008), there are many reasons
why a female leadership development program is needed due to the inherent differences between
male and female leadership, including unique challenges in male-dominated organizational
environments, behavioral competencies, and leadership styles. Vinniecombe & Singh (2002)

83
posited the women-only management training model as an effective method for the development
of aspiring female leaders. The vital elements of the women-only management training program
involved examining leadership styles, policies and procedures, management issues and a
female’s role in an organizational context.
The significance of this training method in relation to the recommended training
workshops is that the women-only model produces value and effectiveness related to
relationships, coaching, acceptance and gender-appropriate counseling since females learn and
are motivated differently than men (Vinniecombe & Singh, 2002). More specifically, it was
found that women begin to evaluate their learning processes, application, and retention through
connecting the experience with another woman who has done the same (Vinniecombe & Singh,
2002). Cultivating human capital through proper training is one of the key elements of
improving organizational performance (Aguinis & Kraiger, 2009). While training is generally
provided upon hire, the recommendations propose continued sessions in a group or
individualized setting. Therefore, based on the research, it seems reasonable to suggest that
providing training workshops and one-on-one training for targeted feedback would help women
gain the necessary procedural knowledge to effectively create and institute developmental
opportunities at their organizations.
Motivation Recommendations
Introduction
The assumed motivational influences for the study are possessing confidence in using
leadership strategies and valuing mentorship and receiving support. While the latter
demonstrated that female executives value mentorship, the former signified that they need
confidence in using leadership strategies. The guiding principles that validate the importance of

84
both influences are self-efficacy and social cognitive theory, respectively. According to Pande &
Ford (2011), confidence plays a key role in encouraging women to pursue leadership positions
and contributes to their continued success. There is a self-fulfilling component that catapults the
individual’s persistent drive and will to succeed. In valuing mentorship and receiving support,
social cognitive theory substantiates the importance of modeled behavior by a credible source,
and more so when the source is gender appropriate (Bussey & Bandura, 1999; Denler, Wolters,
& Benzon, 2009). Pande and Ford (2011) suggest that females are motivated by other females
who hold leadership positions. Based on the self-efficacy construct and social cognitive theory
principles, recommendations were presented to properly institute avenues where these impactive
influences can be achieved through productive meetings, performance monitoring, goal
achievement, and mentorship programs. Table 10 provides a breakdown of the aforementioned
motivational influences with their coinciding principles and recommendations.

85
Table 10
Summary of Motivational Influences and Recommendations
Motivational
Influence
Validated
as a Need
or Asset
Priority Principle and Citation Context-Specific
Recommendation
Need to be
confident in
using their
leadership
strategies.
(Self-
efficacy)
Need Yes (Self-efficacy)
Feedback and modeling
increases self-efficacy
(Pajares, 2006).

(Self-efficacy) learning
and motivation are
enhanced when learners
have positive
expectancies for
success (Pajares, 2006)
Provide feedback with
balanced comments
about strengths and
challenges (Borgogni, et
al., 2011)

Set close, concrete and
challenging goals that
allow the learner to
experience success at
the task (Pajares, 2006).

Need to
value
mentorship
and receiving
support.
(Utility
Value)
Asset Yes (Social Cognitive
Theory) posits that
modeled behavior of
the value of mentorship
is more likely to be
adopted if the model is
credible, similar (e.g.,
gender, culturally
appropriate), and the
behavior has functional
value (Denler, Wolters,
& Benzon, 2009)
Invite accomplished
female leaders as guest
speakers for in-house
seminars to discuss the
value of mentorship.

Confidence in Using Leadership Strategies
The data and literature review demonstrate that there is a high probability in females
needing confidence in using leadership strategies. Self-efficacy is a person’s belief that she is
able to successfully complete a task (Pajares, 2006). It is not necessarily concerned with the
skills of the individual, but rather the capacity of what the individual can do with the skills they

86
possess (Dimopolou, 2014). Pajares (2006) postulates that feedback and modeling are required to
increase self-efficacy, and that learning, and motivation are enhanced by having positive
expectancies for success. The recommendations that coincide with the aforementioned
principles include providing feedback with balanced comments outlining the employees
strengths and challenges (Borgogni, et al, 2011), and as Pajares (2006) suggested, setting close,
concrete, and challenging goals that allow the learner to experience success at the task.
Feedback is vital, but often misused so providing a good balance of criticism and
gratitude of the individual’s strengths is important. Building trust and confidence within the
team is one of the highlighted characteristics of being a good leader (Duncan, 2019). A study
showed that 82% of employees appreciated both positive and negative feedback (Duncan, 2019).
Aside from confidence, recognizing the abilities of employees and helping them work on
challenges creates a cohesive work environment. A recent study discovered that employees who
did not receive any feedback entirely disconnected from other individuals in the company
including co-workers and leadership (Lyons, 2017).
Furthermore, an individual's learning and motivation is activated when her positive
contributions and impact are announced to her social network (Nelson, 2015; Pajares, 2006).
This in turn increases productivity and organizational performance; consequently, publicizing
praise throughout the company when an employee demonstrating optimal performance was
recommended as a means of linking rewards to progress (Pintrich, 2003). When managers
reward progress, it provides affirmation for a completed task, thus increasing their self-efficacy.
Valuing Mentorship and Receiving Support
The data and literature demonstrate that female executive value mentorship and receiving
support as an influential tool for professional growth. According to Bussey & Bandura (1999),

87
social cognitive theory posits the influential attributes of one’s environment as a powerful tool to
develop distinctive human characteristics and emphasizes the impact of observation and
modeling. The recommendation that aligns with this principle includes inviting female leaders
as guest speakers in a seminar for the proposed female leadership development program to
discuss the value of mentorship.
Bismark et al. (2015) recommends equipping women with the success tools such as
female role models and mentors who become an integral avenue of professional growth. On
personal, professional, and organization levels, it was found that mentorship nurtured their
professional growth efforts and in contrast, lack of mentorship hindered productivity and career
development (Bismark et al., 2015). There is a reciprocal relationship in that it is not only the
mentee who finds value in mentorship. According to Brewer (2016), in a positive mentoring
relationship, both parties become more self-aware, focused, self-regulated, and goal oriented as
they embark on a shared learning experience. The concept of mentorship is often used in
organizational settings and has been proven to be successful, specifically with females.
As relational leaders, females thrive on building meaningful relationships within the
organization (Cheung & Halpern, 2010). Generally, the self is rarely mentioned in the narrative
of successful female leaders, but rather, the act of empowering others and building leaders is
emphasized (Cheung & Halpern, 2010). According to Brewer (2016), in a positive mentoring
relationship, both parties benefit in some regard and the mentee and mentor embark on a shared
learning experience. It is then reasonable to recommend that the proposed female leadership
development program have accomplished female leaders as guest speakers to model credible and
gender appropriate behavior that demonstrates the importance of receiving mentorship and
support in their professional journey.

88
Table 11
Summary of Organizational Influences and Recommendations
Organizational
Influence
Validated
as a Need
or Asset
Priority Principle and Citation Context-Specific
Recommendation
(Cultural
Model) Needs
to have a culture
of fairness and
justice.
Need Yes (Diversity) Effective
leaders demonstrate a
commitment to valuing
diversity through
inclusive action. They
promote an
organizational culture
that promotes equity
and inclusion and
cultivate an atmosphere
where diversity is
viewed as an asset to
the organization and its
stakeholders.
(Angeline, 2011; Prieto,
Phipps & Osiri, 2011)

(Leadership)
Organizational
effectiveness
increases when leaders
monitor and
evaluate the
effectiveness of all
aspects of their
organization and use
valid and reliable data
to drive decision-
making.
Conduct team
meetings with
leadership to
review policies and
procedures for goal
implementation.

Publish monthly
organizational
newsletter with
consistent
messaging with
shared vision,
mission, and
values.

(Cultural
Setting) Needs
to have
collaborative
learning and
team- building
forums
encouraged
Asset Yes (Diversity) Effective
leaders demonstrate a
commitment to valuing
diversity through
inclusive action.
They promote an
organizational culture
that promotes equity
Conduct quarterly
meetings with
leadership to
clearly articulate
the benefits of a
diverse workforce.

89
through
multiple
departments
joining in
activities.
and inclusion and
cultivate
an atmosphere where
diversity is viewed as
an asset to the
organization and its
stakeholders (Angeline,
2011; Prieto, Phipps &
Osiri, 2011).

Organizational Recommendations
Introduction
The assumed organizational influences for the study are that female executives need to
have a cultural model of fairness and justice, and female executives need to have cultural settings
of collaboration and team building encouraged through joining in activities. The literature
suggested that it was likely for female leaders to have a gap in both organizational influences.
According to Kiamba (2008), females are relational style leaders. Thus, organizational cultures
that are supportive and promote cooperative learning create environments where females can
thrive. Bismark et al. (2015) proposed that organizations should make an effort to produce such
professional environments to provide tools for success and the opportunity to exchange ideas. It
is also important to provide collaborative opportunities with other females. In male-dominated
organizations, women are viewed as lesser candidates for leadership because a good leader is
defined by male characteristics. As suggested by Baker, 2014, companies should leverage these
differences in leadership styles. Through organizing ways in which females can mentor one
another, gender-specific modeling becomes an effective way to develop female leaders. A
cultural model of fairness and justice promotes equal treatment and support of to receive the
same opportunities as males.

90
Culture of Fairness and Justice
The data and literature suggest a need for cultural models of fairness in the organization
of the study’s participants from the fields of healthcare, government, technology, and education.
The principles utilized to support this cultural model involved effective leaders demonstrating a
commitment to valuing diversity through inclusive action (Angeline, 2011; Prieto, Phipps &
Osiri, 2011), and organizational effectiveness increasing when leaders monitor and evaluate the
effectiveness of all aspects of their organization and use valid and reliable data to drive decision-
making. As the stakeholders of focus, the female executives need to have a culture of fairness to
support the development of aspiring female leaders in an organizational setting. The
recommendations that coincide with the aforementioned theories are conducting team meetings
with leadership to review policies and procedures for goal implementation and publishing a
monthly organizational newsletter with consistent messaging with shared vision, mission, and
values.
Male-dominated industries propose that men shape culture, thus resulting in
organizations that are competitive, rather than ones that align with the needs of females with
elements of fairness, peer-cohesion, and feedback (Bajdo & Dickson, 2001; Lemons &
Parzinger, 2008). The concept of humane orientation, introduced by social psychologist Gerard
Hofstede, refers to having a just and fair culture where collectivism and gender egalitarianism is
promoted (Javidan, Dorfman, de Luquw, & House, 2006). This cultural model suits the specific
needs of females and the developmental tools they utilize for professional growth. In catering to
this proposed model, conducting team meetings with leadership to review policies and
procedures for goal implementation ensures that the organizational objectives and existing
processes provide equal opportunities to all employees.

91
Performance management is an approach used to track quality and progress in an
organization by aligning structures and processes, as well as monitoring performance and the
connection between productivity and outcomes through evaluating data (Reform Support
Network, 2014). The concept of possessing a just and fair organizational cultural model pertains
to leadership operationalizing empathy, justice, and a comprehensive understanding of an
employee’s unique story (Javidan, Dorfman, Luque, & House, 2006). In line with the
Leadership principle, it is important for employees to see a demonstration of leadership’s
understanding of promoting a just and fair culture; therefore, publishing a monthly
organizational newsletter that conveys an alignment of values, mission, and shared vision would
be beneficial for producing and sustaining this type of cultural model.
Collaborative Learning and Team Building Forums Encouraged
The data and literature demonstrate that the organizations of the study’s participants
encourage collaborative learning and team-building forums as a cultural setting. The principle
that supports this cultural setting is related to inclusive action by managers. First, “effective
leaders demonstrate a commitment to valuing diversity through inclusive action” (Angeline,
2011; Prieto, Phipps & Osiri, 2009). This inclusive action includes promotion of “an
organizational culture that promotes equity and inclusion” as well as the cultivation of “an
atmosphere where diversity is viewed as an asset to the organization and its stakeholders
(Angeline, 2011; Prieto, Phipps & Osiri, 2009). The recommendation that aligns with this
principle is to conduct quarterly meetings with leadership to clearly articulate the benefits of a
diverse workforce.
The fundamentals of the organizational influences of humane orientation and
collaboration are interchangeably effective. A model of fairness is rooted in cohesion and

92
supportiveness, both of which possess elements that attribute to an aspiring female leader’s
development (Gupta, 2011). Bajdo and Dickson (2001) explain that a patriarchal system is
autocratic, whereas females are most productive in environments that focus on team-building and
harnessing relationships. As such, the recommended celebratory diversity day promotes the
importance of inclusion by engaging employees in activities and synergistic forums. As
proposed by Gupta (2011), gender egalitarian contexts empower all individuals to strive for
increased productivity, as there is a broad variety of perspectives. These various perspectives
refer to inclusivity and organizations recognizing the presence and importance of it. Therefore, it
is reasonable to recommend that quarterly leadership meetings are conducted to clearly articulate
the benefits of a diverse workforce.
Integrated Implementation and Evaluation Plan
Implementation and Evaluation Framework
The study will utilize Kirkpatrick’s New World model to evaluate and measure the
learning experience and results of the proposed female leadership development program. The
four levels in the New World Kirkpatrick Model include Reaction, Learning, Behavior, and
Results, and they are detailed below beginning with Level 4 (Kirkpatrick & Kirkpatrick, 2005).
As a part of the implementation process, it is important to break down the way in which the
change will occur. Level 4 provides the expected outcomes of the proposed leadership
development program and outlines key quality indicators, both external and internal, as well as
methods and metrics for each (Kirkpatrick & Kirkpatrick, 2005).
In an innovation study, the newly created female leadership development program is
based on the knowledge, motivational, and organizational influences of the stakeholders of the
study, namely female executives. Level 3 refers to the extent of impact of the proposed program

93
and how the anticipated critical behaviors will be measured (Kirkpatrick & Kirkpatrick, 2005).
Learning as Level 2 pertains to the expanded learning capacity of the aspiring female leaders
enrolled in the program. The three focal points are comprehension, skill development, and
change attitudes (Kirkpatrick & Kirkpatrick, 2005). Finally, Level 1 of Kirkpatrick’s Model
outlines fulfillment. According to Kirkpatrick & Kirkpatrick (2005), the beneficiaries of the
program are essentially customers, and their satisfaction and initial reaction are important factors
in their motivation to continue.
Organizational Purpose, Need and Expectations
The proposed female leadership development program aims to equip aspiring female
leaders with the necessary skills, knowledge and character to progress in the workforce and
obtain leadership positions. The study’s stakeholder group of focus, female executives, have
informed the research by providing the knowledge, motivational, and organizational influences
that have attributed to their success in leadership. The program’s mission is to cultivate future
leaders and foster an environment of learning, mentorship, and support by providing tools for a
female’s professional growth. Its goal is that by June 2021, the female leadership development
program will be available for enrollment in Los Angeles County as a two-month certification
program.
Level 4: Results and Leading Indicators

Table 12 shows the proposed Level 4: Results and Leading Indicators in the form of
outcomes, metrics and methods for both external and internal outcomes for the female leadership
development program. If the internal outcomes are met as expected as a result of the training
and organizational support for building female leaders, then the external outcomes should also be

94
realized. The external outcomes will be measured by the program’s marketing committee and
the internal outcomes will be measured by the program’s administration.
Table 12
Outcomes, Metrics, and Methods for External and Internal Outcomes
External Outcomes
Outcome Metric(s) Method(s)
Increased public relations Number of distributed
press releases
CISION reports
Increased student
population awareness at
LA County colleges/
universities
Number of student
inquiries
Flyers displayed at schools
Improved community
perception of the
importance and role of
females in leadership
Number of booked
presentations
Presentation by program’s
leadership and social media
outreach
Increased media
awareness
Number of secured
spotlight articles and
interviews
Magazines, television, online
platforms
Improved perception of
female leaders
Number of professionals
in LA community

Surveys
Internal Outcomes
Outcome Metric(s) Method(s)
Enrollees in first cohort Number of students Enrollment records
Completers of first cohort Number of graduates Certification of completion

95
Increased female job
placement in leadership
Number of female
leaders in L.A. midsize
to large orgs
3-month/6-month, follow-up
with all enrollees via email
and call
Improved pedagogy for
female leadership
development
Checklist developed by
LAUSD
Quarterly review of program
Increased understanding
of leadership components
Number of females with
high scores
Assessments and exams
Increased value of
mentorship
Number of females
with mentors
Poll program’s females

Level 3: Behavior
Critical Behaviors. The stakeholders of focus are female executives from the fields of
healthcare, technology, government, and education. Since the beneficiaries of the program are
aspiring female leaders, their critical behaviors will need to be evaluated and considered after
they complete the program and move on to continue working in their organizations or in a new
leadership role. In order to measure the effectiveness of the program, critical behaviors and
expectancies are outlined in the table below. The first critical behavior is that aspiring female
leaders demonstrate practical leadership skills such as creating a 30-60-90-day plan that can be
utilized in a professional setting. The second critical behavior is that they evaluate the
organizational policies that support diversity, specifically ones for females such as maternal
leave. The third critical behavior is that they implement employee feedback. The fourth critical
behavior is that they seek mentors in the workplace and actively offer mentorship to other
females in their respective organizations. The fifth critical behavior is that they will know how
to implement professional development avenues. The specific metrics, methods, and timing for
each of these outcome behaviors appear in Table 13.

96
Table 13
Critical Behaviors, Metrics, Methods, and Timing for Evaluation
Critical Behavior Metric(s) Method(s) Timing
Aspiring female leaders will
demonstrate practical
leadership skills such as
creating a 30-60-90-day plan
Number of goals
articulated
1a. Project Management
platforms

1b. Leadership report
Quarterly

Quarterly
Aspiring female leaders will
evaluate the organizational
policies that support diversity
and gender-specific needs.
Number of effective
policies that support
females
The Logic Model of
policy implementation
Annually
Aspiring female leaders will
implement employee
feedback initiative
Number of received
and considered by
leadership
Feedback installations
throughout company
building
Bi-annually
Aspiring female leaders will
secure a mentor and actively
provide mentorship to other
females
Number of mentor/
mentee pairs
Mentor report Annually
Aspiring female leaders will
seek out and implement
professional development
avenues.
Number of growth
opportunities
Professional
development programs
both internal and
external
Bi-annually

Required Drivers. The aforementioned critical behaviors of aspiring female leaders are
further reinforced, encouraged, rewarded, and monitored at the organization. The following
table depicts the methods that will ensure drivers of the critical behaviors that are aligned with
the knowledge, motivational, and organizational influences of the study.

97
Table 14
Required Drivers to Support Critical Behaviors
Method(s) Timing Critical Behaviors
Supported
Reinforcing
On-the-job training w/ mentor Annually 1, 2, 3, 4
Online course modules Ongoing 1, 2, 3
Feedback job aids Ongoing 1, 2, 3
Provide online policy implementation modules that
pertain to organizational diversity, fairness, and justice
Annually 1, 2, 3
Team meetings and research of external professional
development programs
Ongoing 5
Encouraging
Executive modeling and feedback from mentors Quarterly 1, 2, 3, 4
Dialog groups for peer feedback Monthly 3, 4
Assign challenging but attainable goals to track on
company’s digital platform
Monthly 3, 4
Assess and identify professional development
candidates
Quarterly 5
Rewarding
Bonus based on performance evaluation Quarterly 1, 2, 3, 4
Text messages sent for incremental goal achievement Monthly 1, 2, 3, 4
Promotion based on goal achievement Annually 1, 2, 3, 4, 5
Honorary Award for exceptional performance in
relation to challenging goals met
Monthly 1, 2, 3, 4, 5

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Spotlight in company newsletter Monthly 1, 2, 3, 4, 5
Monitoring
Team meeting goal articulation Monthly 1, 2, 3, 4, 5
Leadership evaluation Quarterly 1, 2, 3, 4, 5

Organizational Support. As depicted in Table 15, organizational support is needed to
realize the aforementioned critical behaviors. In order to meet the recommendations to monitor
and continuously push optimal performance, the organization must conduct monthly team
meetings to review goal articulation of employees and provide leadership evaluations. The
monthly meetings will be comprised of administrators and board of directors. The leadership
evaluations will be conducted through observation and submitted as reports to the board of
directors. Both of these monitoring methods fulfill all five critical behaviors outlined in Table
13.
A culture of humane orientation is achieved through promoting diversity in the
workplace. Inclusion and cultivating an environment where the individual’s differences are
celebrated in turn generates better productivity and aspirations for leadership positions
(Angeline, 2011; Prieto, Phipps & Osiri, 2009). The program will support the development of
these cultural building blocks by teaching its enrollees the value of proper messaging and
communication in publications such as the company newsletter. Moreover, enrollees will learn
to review organizational policies and procedures that support diversity. In considering the
cultural setting of collaboration and team building, aspiring female leaders will learn how to
clearly articulate the benefits of a diverse workforce through group projects, video presentations,
and online course modules.

99
Level 2: Learning
Learning Goals. In order to perform the critical behaviors, there are several learning
goals that the aspiring female leaders should accomplish while in the program so that these skills
are transferred to their place of employment. The following list is comprised of learning
activities that align with the knowledge, motivational, and organizational influences.
1. Create professional growth opportunities and avenues for females within the organization
(Procedural)
2. Research professional growth opportunities in the community (Procedural)
3. Generate a 30-60-90-day plan including action items to execute the plan (Conceptual)
4. Value the utility of mentors that align with their field of interest (Utility Value)
5. Value the utility of the mentor/ mentee relationship (Utility Value)
6. Believe in one’s own effectiveness to lead (Self-efficacy)
7. Envision success and leadership goals through Painted Picture (Self-efficacy)
Program. The goals listed in the previous section will be achieved in the proposed
leadership development program to prepare participants in fulfilling the critical behaviors and
expectancies at their respective organizations. Additionally, the recommendations made for
instilling and improving the conceptual knowledge, procedural knowledge, self-efficacy, and
value of mentorship will be utilized. A series of collaborative training workshops will be
conducted to help develop the conceptual knowledge of the program’s enrollees. These
workshops will include peer feedback, presentations by reputable female executives about
leadership frameworks, communication, delegation, conflict resolution, networking, and team
building. The workshops will be one hour in duration and two nights a week throughout the
entirety of the two-month certification process. Towards the end of the program, enrollees will

100
need to create a 30-60-90-day planning project with action items to execute it. This project can
be used as a template in their professional settings. This will be part of a capstone course.
The collaborative training workshops will also include course modules to develop their
procedural knowledge. The facilitator will begin with assessing the knowledge gaps and then
demonstrate organizational improvement strategies. One-on-one training with a female leader
from their respective field of interest, otherwise referred to as shadowing, will occur so the
enrollees can receive targeted feedback. This feedback will be documented in a report from the
female leader and submitted to the program’s board of directors for evaluation. The program’s
board of directors and faculty will base their approach on considering the importance of a
cultural model of humane orientation and cultural setting of collaboration since both of these
organizational influences are vital to the professional development of females according to the
literature and supporting interview responses.
Self-efficacy and confidence in using leadership strategies is a vital motivational
influence and has proven to be of high priority after analyzing the data. The program will
provide effective ways in which enrollees can develop their confidence through feedback. The
specific way in which the feedback will be provided is through digital software where faculty
comment on the enrollees’ strengths and challenges. On this same digital platform, faculty will
identify close, concrete and challenging goals to later examine and comment on the enrollees’
strengths and areas of improvement. A Painted Picture project will also be a part of the capstone
course to increase self-efficacy beliefs by having enrollees envision their success in future
leadership positions. The collected data demonstrated a link between mentorship, performance
and the effects both have on building confidence. The following description of the program is
about how mentorship opportunities will be addressed.

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Females benefit from a gender-specific program that is designed to cater to their needs
and interactions with other females. As relational leaders, the program goes beyond certification
and gaining knowledge; it becomes a professional network available to participants long after
completion. The data demonstrated that valuing mentorship and receiving support played an
integral role in the leadership development of the executives and therefore, a vital part of the
program. Modeling is used to demonstrate the importance of learning from others, inspiration,
knowledge exchange, and ultimately, motivation. The program will invite accomplished female
leaders as guest speakers for in-house seminars to discuss the value of mentorship. Specifically,
every cohort will have a different set of guest speakers that match the fields they are from. This
way, the material is relative to their interests and holds greater value. During the seminars, these
potential mentors will have individual coaching sessions with the enrollees. The course
materials, both digital and print, will be developed by the collective effort of the board of
directors and through receiving guidance and consultancy from the professional development
certification academy as to the accuracy and effectiveness of these materials compared to the
county’s learning standards.
Evaluation of the Components of Learning. In reference to the recommendations and
to ensure that the learning goals are enacted, the following table outlines methods and activities
that encourage learning. It particularly conveys the declarative and procedural knowledge types,
as well as the aspiring female leaders’ confidence and attitude towards learning through the
proposed leadership development program. Evaluation will be conducted by instructors and
administrators.

102
Table 15
Evaluation of the Components of Learning for the Program
Method(s) or Activity(ies) Timing
Declarative Knowledge “I know it.”
Pre- test and post test Before (upon enrollment) and after completion
Peer feedback During the program in collaborative workshops that
are conducted for one- week/ 1 hour each day
Create a 30-60-90-day plan with action
items to execute it
Toward end of program in a capstone course
Procedural Skills “I can do it right now.”
List policy evaluation components During the program as a course is designated to
policy evaluation and implementation through an
assessment model
Identify organizational improvement
strategies
Course modules administered and completed
throughout the program
Practical skills including daily tasks
and communication methods
One-one-one shadowing with a female executive
midway through the program
Implement professional developmental
avenues
Midway in the program
Attitude “I believe this is worthwhile.”
Partner discussion During the program at multiple points
Group discussion During the program at multiple points
Workshop observation by leadership During the program at the collaborative workshops
Confidence “I think I can do it on the job.”
Feedback from Mentorship coaching Midway in program
Reports from Surveys about developed
skills
Upon completion
Create a Painted Picture (Visualization
Process) to envision future aspirations
and endeavors
Toward end of program in Capstone course
Commitment “I will do it on the job.”
Self- report/ Summary Upon completion
Organizational evaluation/ application
of policy implementation knowledge
During the program as a course is designated to
policy evaluation and implementation through an
assessment model
Leadership evaluation report Toward end of program in administrator observation
session
Mentorship coaching report During the program

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Level 1: Reaction
It is important to consider how aspiring female leaders will react to and engage with the
proposed program, learning objectives, and recommendations to build their knowledge and
motivation. Thus, table 16 outlines how their reactions will be measured in correspondence with
their involvement in the program described above.
Table 16
Components to Measure Reactions to the Program
Method(s) or Tool(s) Timing
Engagement
Enrollment records One week after a cohort begins and evaluated by
marketing committee and administrators to measure
marketing efforts and community interest.
Data captured from online course
modules
Throughout the program and evaluated by
administrators to measure learning material
effectiveness.
Cumulative participation i.e.
attendance, class activities
End of program and evaluated by administrators.
Completion of 30-60-90-day planning
project
End of program and evaluated by capstone course
instructor.
Completion of Painted Picture project End of program and evaluated by capstone course
instructor
Summative assessment scores End of program and evaluated by board of directors
to measure learning material effectiveness.
Relevance
Instructor observation summary during
collaborative workshops to assess
instructor’s teaching style and student
engagement
After completion of each course and evaluated by
administrators.
Pulse check survey with enrollees Midway of program and evaluated by
administrators.

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Customer Satisfaction
Administrator observation of last
course to assess the program's
effectiveness
Two weeks prior to end of program in capstone
course and reviewed by administrator.
Program evaluation by enrollees One week after completing program and reviewed
by administrator.
Instructor interview of enrollee Upon completion in capstone course and reviewed
by administrator.

Evaluation Tools
Immediately Following the Program Implementation. In the female leadership
development program, the board members, administration, and instructors will ensure the
engagement, relevance, and customer satisfaction of the enrollees. As indicated in Level 1,
engagement will be evaluated by utilizing five methods. One week after the beginning of each
cohort, the enrollment records will be reviewed by administration to gauge the community’s
interest in the program. Throughout the 2-month journey of a cohort, enrollees will complete a
series of online course modules that will assess their conceptual knowledge of leadership
frameworks, as well as the procedural knowledge pertaining to policy and procedure
implementation. The data will be captured and evaluated by the instructors throughout the
program after each module is completed. Another element of engagement that will be evaluated
will be the participation of each enrollee through class activities and overall attendance. This
will be analyzed at the end of the program for each cohort, specifically through their cumulative
participation grade. Next, summative assessment scores will be analyzed at the end of the
program. Finally, at the end of each cohort’s journey, engagement will be evaluated by
enrollees’ successful completion of the 30-60-90-day planning and Painted Picture projects,
which involve the application of a number of learned components from the program’s course

105
materials and visualization process to increase confidence, respectively. Both projects will be
completed in a capstone course.
The second element is relevance, and the two methods employed to measure the reaction
of enrollees were the instructors’ observation summary and the pulse check surveys, which will
be disseminated to all enrollees. The instructor’s summary will be provided after each course is
completed, including incidents, significant highlights, and overall performance of each student.
This summary will be submitted to the administration for review. A digital pulse check survey
will be given to each enrollee to complete at the midway mark of the program. This gives
participants the opportunity to provide their perspective on beneficial or counterproductive
components of the program that may be reviewed by an administrator and considered for the
following cohort as a potential area to improve.
Lastly, enrollee satisfaction will be evaluated through an administrative observation two
weeks prior to the end of the program for a given cohort, as well as an evaluation from the
enrollee’s perspective after they have completed the program. The administrator’s observation is
of class proceedings and will be submitted to the overarching governing board of directors for
review and consultation. The enrollees also have the opportunity to evaluate their experience in
the program by completing a standardized form one week after completion of the program.
Upon completing the program, instructors will interview each enrollee to assess their
commitment, attitude, and confidence.
Delayed for a Period After the Program Implementation. The administrative staff will
follow up with all enrollees 60 days after completing the program. This is executed by
conducting a brief phone interview (See Appendix D) to ensure the program’s effectiveness in
attaining a leadership position at their organization and ability to transfer the knowledge and

106
motivation to their professional roles. Another vital component of the program is mentorship;
therefore, enrollees will be asked if they are still in contact with a mentor. Lastly, participants
will be asked about their efficiency and willingness to work in a collaborative setting. The
interview addresses Levels 2 and 3, assessing the expected learning and behaviors of enrollees
after having completed the program and applying the knowledge in their organizational settings.
Data Analysis and Reporting
Data analysis and reporting convey the effectiveness and accountability efforts of an
organization. The graphs below are illustrations of the New World Kirkpatrick Model Level 4:
Results for the proposed female leadership development program. While Levels 1, 2, and 3
provide supporting indicators of the program’s impact, Level 4 provides a deeper understanding
of its effectiveness, both internal and external. Media and marketing play an integral role in
presenting an organization to its community. The perception of female leadership is an
important external outcome to consider, especially in L.A. County’s student population who are
all potential enrollees. Figure 3 depicts the impact of increased media over a six-month span of
the program’s enrollment. Additionally, community outreach is an opportunity for the program’s
leadership to engage and educate the public. Figure 4 represents outreach through presentations
at various companies, universities and colleges in the Los Angeles area over a three-month span.
The increased number of presentations also reflects the community’s willingness to consider the
benefits of the proposed program and their positive perceptions of female leadership, as well as
the need for female leadership development. Lastly, Figure 5 is a depiction of the total number
of enrollees, of which those who completed the two-month certification program and were then
placed in leadership roles. This figure demonstrates the program’s effectiveness.

107

Figure 3. Six-Month Media Impact on Student Enrollment

Figure 4. Community Outreach Progress

108

Figure 5. Program Effectiveness
Summary
The New World Kirkpatrick Model has been utilized to illustrate a detailed plan of
evaluation for the proposed female leadership development program. While the stakeholder
group influences helped contribute to the elements of the program, Kirkpatrick’s model was
necessary in its implementation, evaluation, and accountability measures. According to
Kirkpatrick and Kirkpatrick (2016), the majority of efforts should be invested in Levels 3 and 4,
and the degree to which targeted outcomes can be measured are analyzed in Level 4. It is
recommended to analyze data during and after the program, and in doing so, asking the right
questions at each Level is vital (Kirkpatrick & Kirkpatrick, 2016). Consequently, there are a set
of expectations prior to developing the program, while it is in session, and after enrollees have
completed certification. It is likely that not all outcomes and expectations will be met even if
every step and measure of the framework is followed. Kirkpatrick and Kirkpatrick (2016)
suggest conducting pulse-checks to ensure expectations are met. As such, a pulse-check survey

109
and leadership evaluations will be administered at the midway mark of the program to assess
effectiveness and whether the learning goals and expectations were realized.
Strengths and Weaknesses of the Approach

The Clark and Estes (2008) KMO framework provides a way for the researcher to
investigate the broad landscape of the organization through analyzing important facets and the
influences that make up the intricate pieces of why an organization operates the way it does. The
framework offers a guideline to delve deep into the connections between the stakeholder and
organizational performance. While there are definite benefits to using this framework, there are
also weaknesses. The KMO framework focuses solely on the internal contributors including
culture and the professional knowledge and motivational capacities of the individuals in the
organization. The authors have not considered the social implications, as well as external factors
that often impact organizations. There is also the disadvantage of having to choose one
stakeholder group of focus, a limitation prescribed by the nature of the dissertation framework.
In this study, the stakeholder group of focus was female executives. The research was
based on understanding their knowledge and motivational influences that have nurtured their
professional growth. Additionally, the study was based on the organizational cultures that
female executives have endured and in turn, attributed to the development of their careers. The
limitations of the Clark and Estes (2008) framework include having to choose one stakeholder
group of focus, when in fact, focusing on two stakeholder groups would have enriched the study.
Indeed, basing recommendations and evaluation methods on the societal and biological
influences as outlined in the literature review would have made for a more robust study.

110
Limitations and Delimitations
The study utilized proper framework, methods, guidelines, and literature to assess the
problem and provide sound recommendations to build the proposed leadership development
program. There were, however, limitations and delimitations that were beyond the researcher’s
control. The limitations included the study being purely qualitative. This meant that the data
was based solely on the truthfulness of respondents; consequently, representation of participants
was not robust and did not include professionals from different areas of Los Angeles County.
The study did not have a diverse perspective since all of the participants identified as Caucasian
White.
There were five delimitations of the study. As a field study, there was ample
representation from the fields of healthcare, technology, government, and education; however,
there are dynamic differences amidst these fields and respective organizations. While the
differences were considered in the analytic process, the collected data represented four different
industries, thus presenting variables and limitations, since the challenges in every industry are
unique. Second, the study was conducted prior to the innovation; therefore, it was not an
evaluation study. Proper evaluation may be conducted after the implementation of the program
to ensure quality and effectiveness. With regards to demographics, the participants all identified
as Caucasian white, which limited the researcher’s understanding to only Caucasian women; it is
likely that other dynamics would have been represented in the collected data had the sample
included women of color. Another delimitation was that the data was only collected from
executives and did not consider participants from other organizational levels. Lastly, the needs
of aspiring female leaders were not considered in the data collection process.

111
Future Research
Future research can address the limitations and delimitations of the study. If given more
time and resources such as funding, the researcher could venture out to seek participation from
other areas of Los Angeles County. This would also help in gathering a more diverse
perspective, including female leaders of different ethnicities. The county is expansive and
includes a number of cities that vary in organizational nature that were not explored in the study.
Throughout the literature review, an interesting area of potential further research was uncovered
in the female leaders who do not have children and the reasons behind their lack of willingness
to do so. This topic could be intensely explored in future research.
The next step, and as a part of future research, would be establishing the proposed
leadership development program and would require the appointment of a task force comprised of
volunteers who would be charged with sourcing funds and appointing board members. Future
research could also include a mixed methods study and use a larger sample. The researcher
could consider moving beyond the fields covered in the study and research other industries.
Finally, studying individuals from different organizational levels would contribute to robust data
and examine the needs of other female employees. Since the female leadership development
program proposes that all females should have professional growth opportunities and the
interview responses validate this need, females that are not in leadership roles could participate
in future research. Moreover, a future study could involve multiple stakeholders as a multi-
perspective study, including analyzing the needs of aspiring female leaders and utilizing the
KMO influences of female executives.

112
Conclusion
Over centuries, females have faced tumultuous challenges, both in social and professional
settings. Perhaps, overcoming these challenges have built more resilient leaders and ones who
adamantly strive to reach their career goals. This study provided new ways in which we can
understand how to create developmental opportunities for aspiring female leaders. Some of the
reasons why gender inequity in leadership still persists stems from society’s perception of what a
woman is and the general misconception of what a leader should be. In today’s business world,
women are more powerful than ever, having shed light on a number of concerns that hold
substantial relevance in organizational performance and aptitude. As the world grows more
diverse and cohesive, it is more important now than ever that we invest considerable effort into
building leaders of tomorrow, that we believe in the females of tomorrow and how they will
contribute to a better future.

113
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APPENDIX A: Interview Protocol
Thank you for your participation. This interview will be conducted of ten executive
female leaders to obtain necessary knowledge of leadership development for females to create a
program that cultivates aspiring leaders. Your identity will not be revealed and for the purpose
of accurately capturing answers, the interview will be recorded. All retrieved data will be stored
securely and remain confidential. Please keep in mind that you may withdraw at any point or
refrain from answering questions. If you have any concerns about the study that you would like
to discuss with someone other than myself, please contact USCs IRB office. Thank you for
agreeing to the terms outlined in the formal consent. Let us begin with the interview.

Interview Protocol
1. Describe what leadership development means to you.
• What are essential components needed in leadership development training?
2. Describe your confidence in being a leader.
• How important is it to your position?
Transition: Thank you for describing leadership from your perspective. I would like to
understand how such opportunities are presented at your company.
3. Describe the organizational policies that support the challenges that women face.
Transition: The leadership journey has many intricacies that one does not see when observing
the leader in action. With that said, it is interesting to know the skills you have attained and
polished throughout your professional journey.
4. How do you feel about your ability to connect with and support employees?
Transition: Let us discuss milestones and accomplishments.
5. Provide an example of when you felt you completed a project successfully.
• How did this success influence your confidence?
Transition: There are often influential and impactful people who play an integral role in our
success.

125
6. Tell me about your experience with a mentor.
• Why is it important to have one?
7. How has receiving guidance and support on a recent project contributed to its success?

Transition: There are many ways to implement avenues of professional growth.
8. Suppose you wanted to create developmental opportunities in your organization.
• What steps would you take?
Transition: Every organization has a unique culture that sets the building blocks for employee
advocacy, specifically for females.
9. Describe the organization’s level of fairness.
• Tell me how fairness extends to females.

10. What are the team building and collaborative activities at your company?

• Are there a sufficient number of female employees who participate?

126
APPENDIX B: Document Analysis
Knowledge
Influence
Document
Analysis
Yes/
No
Notes
Need to have
detailed knowledge
of leadership
development
components.
Declarative
(Conceptual)
The presence or
absence of utilizing
leadership frameworks
and emphasizing the
importance of good
leadership to
employees.
No
Need to know how
to effectively create
and institute
developmental
opportunities to
increase
organizational
performance.
(Procedural)

The presence or
absence of creating
professional
development
opportunities such as
flyers, memos, etc.
No

Motivation
Influences
Document
Analysis
Yes/
No
Notes
Executive female
leaders are
confident in using
their leadership
strategies.
The presence or
absence of strategic
planning processes and
communication to
multiple organizational
levels.
No
Executive female
leaders value
mentorship and
receiving support.
The presence or
absence of mentorship
opportunities.
No

127
Organizational
Influences
Document
Analysis
Yes/
No

Needs to have a
culture of fairness
and justice.
The presence or
absence of
organizational policies,
announcements, or
activities that support
the fair treatment of
employees and
promote diversity,
inclusiveness, and
female empowerment.
Yes
Needs to have
collaborative
learning and team
building forums
encouraged
through multiple
departments
joining in
activities.
The presence or
absence of
collaborative and
team-building
activities i.e. flyers,
memos, emails.
Yes

128
APPENDIX C: Immediate Evaluation Tool (Levels 1 and 2)
Please mark the response that best corresponds with your feelings about the program thus far.

SA = Strongly Agree
A = Agree
D = Disagree
SD = Strongly Disagree

SA A D SD
The course
material meets
my expectations.

I believe this
program will
benefit my
professional
growth.

The course
modules were
useful learning
tools for
understanding
leadership.

I would
recommend this
program to
others.

129
APPENDIX D: Blended Instrument (Levels 1-4)

Please mark the response that best corresponds with your feelings after completing the program.

SA = Strongly Agree
A = Agree
D = Disagree
SD = Strongly Disagree

SA A D SD
I am able to
handle a
leadership role.

I am ready to use
the support and
guidance
provided by my
mentor.

I can serve as a
mentor to an
aspiring leader.

I am confident in
the knowledge I
obtained from
the program.

In a few sentences, tell us about the relationship with your mentor:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

130
What do you see as your next steps of action?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

131
Appendix E: Administrator Evaluation Form (Level 3)

The following evaluation form is completed by an Administrator. It is utilized for observation
that is conducted at the end of each cohort. The purpose of this form is to assess the
effectiveness of the instructor, course material, and student engagement.

Rating Scale
1 = Yes
2 = Needs Improvement
3 = No

I. Classroom Instruction

Objective Rating Additional Comments
Instructor is well
prepared

Course material is
clear and easy to
follow

Feedback and
additional support is
provided

Time in classroom is
used effectively

132
II. Student Engagement

Objective Rating Additional Comments
Students work well in
a collaborative setting

Students are engaged
in course material

Students demonstrate
a good understanding
of leadership

Students participate
in class discussion

133
APPENDIX F: Delayed Evaluation

The following will be conducted via a brief phone interview of participants 3 months after they
have completed the female leadership development program. It is conducted via phone because
the likelihood of enrollees responding to a survey otherwise is low. The call will be recorded for
quality and accuracy purposes and later transcribed by the program’s administrative staff.

As you reflect on the program you completed, please answer the following questions to the best
of your ability with Strongly Agree, Agree, Neutral, or Disagree.

Prompt 1. I was clear about the course material.

Prompt 2. I was clear about what was expected of me.

Prompt 3. I have applied the knowledge to my current position.

Prompt 4. The course is useful for my professional development.

Prompt 5. I am being considered for a promotion or leadership position.

Please provide a specific example of how the course has helped you achieve or move closer to
your professional goals.

Do you have any additional comments you feel would help improve or sustain the coursework
that is offered in the female leadership development program?

134
APPENDIX G: Participant Demographics

Abstract (if available)

Abstract This study utilized Clark and Estes’ (2008) gap analysis problem-solving framework to understand the needs of aspiring female leaders and create a women’s leadership development program. The purpose of this study was to conduct an analysis to identify and understand the assets and needs of ten female executives from the fields of government, education, technology, and healthcare and utilize their knowledge, motivational, and organizational (KMO) influences to create the female leadership development program. These influences were assessed using interviews and document analysis from their respective organizations. The validated assumed causes for declarative conceptual knowledge, procedural knowledge, utility value, self-efficacy, cultural setting, and cultural model were identified. Solutions to the validated causes were developed and recommended for implementation into the innovation of the female leadership development program.

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Asset Metadata

Creator Akopian, Maria Cozette (author)

Core Title Gender inequity in executive leadership of midsize and large organizations in Los Angeles County: overcoming barriers & building leaders

School Rossier School of Education

Degree Doctor of Education

Degree Program Organizational Change and Leadership (On Line)

Publication Date 05/03/2020

Defense Date 05/01/2020

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag aspiring leaders,building leaders,development program,education,Female,female labor force,female leaders tech,female leadership,female leadership development,female professionals,females in education,females in government,females in healthcare,females in tech,gender inequity,Government,healthcare leadership,labor force,leadership development,leadership development program,Los Angeles,Los Angeles County,Los Angeles leaders,male-dominated,OAI-PMH Harvest,organizational change,organizational development,organizational leadership,overcoming barriers,patriarchal system,professional barriers,social cognitive theory,tech,Technology,young leaders

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Yates, Kenneth (committee chair), Hacopian, Armine (committee member), Ott, Maria (committee member)

Creator Email mcakopia@usc.edu,mcakopian@gmail.com

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c89-295407

Unique identifier UC11664195

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Legacy Identifier etd-AkopianMar-8402.pdf

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Document Type Dissertation

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Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the a...

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