Learning and development experiences of self-initiated expatriate women in the United Arab Emirates

The article explores self-initiated expatriate women's experiences of working and learning in the United Arab Emirates (UAE). Adler's (Adler, N. 1987. Pacific basin managers: A Gaijin, not a woman. Human Resource Management 26, no. 2: 169–91) seminal study and Tung's (Tung, R.L. 2004. Female expatriates: The model of the global manager. Organizational Dynamics 33: 243–53) research suggest that expatriate women operating in a foreign host culture are categorized as a ‘Third Gender’: host nationals would perceive them as ‘foreign’ first and ‘women’ second, consequently according them different privileged treatment inworkplaces than host national women colleagues. This qualitative study of self-initiated expatriate women highlights how the women's constructions of themselves as ‘foreign’ and ‘female’ in the UAE provide a lens through which they reflect upon their own experiences of learning and development. In the absence of support from their own organizations and/or driven by their own aspirations, the women embarked upon their professional development initiatives; networking, coaching and formal qualifications. Key themes of vulnerability in being a foreigner, gendered workplaces, informal learning and women's agency in their own learning and development emerge from the analysis. The women's experiences suggest that their ‘Third Gender’ identity frames both constraints and opportunities within their social and work environment. The research focus on self-initiated expatriate women developing their professional practice, without the organizational Human Resource Development (HRD) support normally provided for assigned expatriates, is a key contribution to HRD, expatriate and international management literature where gender has tended to be ignored.     

Women and training: an empirical investigation in the Arab Middle East

Few studies have explored the professional training experiences of Arab women within the contexts of learning organisational cultures and relevant human resource development (HRD) practices. Capitalising on in-depth, face-to-face interviews, this study explores the experiences of women managers in Lebanon with professional training and organisational learning. The findings demonstrate the paucity of professional training and learning opportunities for women and illustrate how organisational discrimination and gender-biased cultures and tension influence women’s learning. To overcome these barriers and alleviate organisational tension, the Lebanese women managers capitalise on their agency and individual capacities to improve their training experiences and increase their access to learning opportunities. By virtue of individual agency and through their agentic process, the careerists shape their training and overall learning by being adaptive and developing structures of action that enable them to advance their learning. The results have important implications for HR managers and HRD scholars. They also extend our understanding of the importance, or lack thereof, of the learning culture within an organisation.     

人力资源经理职业化的发展

职业化是一个行业发展成熟的重要标志,市场环境的变化使得我国的人力资源经理面临着职业化的挑战。人力资源经理职业化的关键在于建立职业化的人力资源经理市场。通过人力资源经理市场,人力资源经理拥有的专业技能能够进行认证、定价、交易和发展。人力资源经理职业化具体表现在:严格的职业资格认定机制、规范化的人力资源管理教育、专业性协会和专业化培训、专业化的人力资源管理人员配置、较高的人力资源管理专业人员薪酬等方面。人力资源管理从业人员的职业资格认证是人力资源职业化发展的重要环节。论文首先探讨人力资源管理职业化的发展及其重要性;进而介绍美国和英国主要的人力资源资格认证制度;最后,作者提出了人力资源经理的职业化对人力资源管理从业人员在教育、技能和职业道德方面一些基本标准要求。     

TOP WOMAN: Identifying barriers to women's access to management

Despite some recent advances, women face more difficulties in accessing management positions. Previous research analyzed several types of barriers contributing to the maintenance of the glass ceiling, including factors such as gender stereotypes, difficulties in work–family balance, human resource policies, difficulties in accessing networks, organizational culture, and higher demands for women to demonstrate their value. The perception of the gender barriers can be different or may have a different value depending on the characteristics of specific organizations, teams, jobs, and employees. In this study, we develop the scale “TOP WOMAN” (Testing the Obstacles to Promotion of WOmen to MANagement) to measure barriers to women's promotion. The TOP WOMAN scale was carried out in a large sample from the financial sector in Spain (n = 1304 workers). The scale, composed of 33 items, identified seven dimensions: differential performance appraisal, gender stereotypes, work–family balance, motivational barriers, unfair human resource practices, organizational culture barriers, and barriers to accessing influential networks. The TOP WOMAN scale offers a practical tool to human resource managers to analyze the situation of gender discrimination and to implement best practices in their own organization.     

Work–Family Conflict and the Senior Female International Manager

The particular focus of this paper is on the workÐfamily conflict experienced by senior female international managers within a European context. This research is particularly relevant as existing European studies have not specifically addressed issues pertaining to the senior female international manager. For the purpose of this study 50 senior female expatriate managers were interviewed, representing a wide diversity of industry and service sectors. The study establishes that work–family conflict still prevents many female managers from progressing to senior management. The results of the study show that the senior international career move has largely been developed along a linear male model of career progression, a development which, together with gender disparity both in organizations and family responsibilities, frequently prevents women employees from reaching senior managerial positions. The study extends work primarily in the international human resource management literature, while also contributing to the research literatures on women in management and career theory.     

Motivating talents in Thai and Malaysian service firms

Talent development in Thailand and Malaysian service firms has become a prioritized human resource management practice as these societies move toward knowledge-based economies. This paper discusses talent management in the social, organizational and managerial context of firms in Thailand and Malaysia, and argues that such structures often counterbalance investments made in talent development. The paper concludes that new human resource management practices do not produce a difference per se. It is the mindset and attitude of various managers that makes the difference. The learning for practitioners is that they need to adapt existing social and organizational structures to their new human resource management practices. The paper is based mainly on qualitative interviews with human resource managers from Thai and Malaysian service firms.     

Stimulating lifelong professional growth by guiding job characteristics

This article reports some findings from a broader study concerning the development of professional expertise. The aim of the part that is described in this article was to find out whether certain job-related factors situated in the domain of socio-technical systems design (STSD), that is, control capacity, job satisfaction, and learning value of the job, influence the development of professional knowledge, skills, and capabilities throughout the career. The sample consisted of 559 middle- and higher-level employees working in eight large Dutch companies. Theoretical contributions from learning theory, human resource management and work, and organizational psychology are used to conceptualize the phenomenon of professional expertise and to develop a theory of expertise development in careers. By providing insight into the relationships between several job-related factors, on the one hand, and the development of professional expertise, on the other, this research is intended to contribute to theory building in adult development and learning. Influential job characteristics that are situated in the domain of STSD seem to be of high importance in view of a further human resource development. Paying close attention to an individual's job and its content is indispensable in order to guide growth throughout the career and to enable life-long development of professional expertise.     

Managerial trust and work values within the context of international joint ventures in China

The paper reports on a study of International Joint Ventures (IJVs) in China and provides empirical evidence on how Chinese managers in IJVs, compared with their State-Owned Enterprise (SOE) counterparts, are responding to their new work environments. Changing work practices, in particular human resource management (HRM), are altering the trust dynamics between managers and their subordinates. Changed trust relations pose problems for many Chinese managers originally from SOEs but now working in IJVs. The study examines how Chinese mangers' perceptions of trust in subordinates are being influenced by the work values in IJVs. Key findings of our study suggest that for these managers, trust in subordinates is related to certain beliefs surrounding work values of centralization, formalization and group orientation.     

The nature of learning being facilitated by frontline managers

This article, which is based on research conducted at five Australian organizations, explores the role frontline managers play in promoting and facilitating learning at work, an area in the field of workplace learning and human resource development that has not been extensively researched. This article provides a brief review of the literature, outlines the theoretical framework and research methodology and design utilized and presents the research findings and a brief discussion. The results of this study suggest that frontline managers, who were considered leaders of learning within their respective organizations, take an instrumental approach to leading employee learning, that is, learning is seen largely as a mechanism for getting work done. Additional evidence suggests that some frontline managers provide a more expansive learning environment through the purposeful creation of conditions for learning for their employees, beyond the immediate focus on learning, simply for the purpose of getting the work done. A further finding is that much of what frontline managers do in the promotion and facilitation of employee learning is deeply embedded in the idea and practice of being an effective manager. It is hoped that the findings will provide guidance to human resource development and frontline managers in shaping learning at work.     

Women’s career development in an Arab Middle Eastern context

This study examines women’s perspectives on requirements for enabling their access to senior leadership roles in the under-researched context of the Arab Middle East. It draws on an approach that utilizes qualitative, in-depth, semi-structured interviews with academic women working in Saudi Arabia higher education. The findings of this study reveal several culturally responsive strategies for supporting the advancement of women into leading positions within higher education. Also, the study demonstrates how women in Saudi higher education learn to resist patriarchal power structures and gender discrimination, and to develop their own strategies for negotiating those issues. In addition, the results provide evidence of the academy’s importance as an institution that works collaboratively with the government to develop women’s careers. The originality of this paper is its contribution to the limited knowledge that currently exists on women’s career development in the Arab Middle Eastern context. This study also will benefit human resource departments and human resource development practitioners with knowledge regarding the intertwining of social forces with university practices, and gender-related issues, which in turn affect women’s positions in the academy. Additionally, the study suggests that human resource development practitioners should establish policies and practices with respect to gender-related equity issues that could have a positive impact on wider national human resource development systems, and potentially open more opportunities for positive career development for women.     

The role and status of women in a rural village in Egypt: Five life stages

Abstract

The issue of gender role appears as a controversial problem in many cultures, but particularly in Islamic cultures. A patriarchal society and the associated attitudes along with certain perceptions and/or interpretations of legal doctrines of Islamic law appear to place women in a secondary and discriminated-against position. The purpose of the present study is to examine the lived experiences of women in rural Egypt today and to determine implications for human resource development (HRD). This study will help those working in HRD to understand the cultural context in which women live and work in order to engage them in meaningful and appropriate ways. Interviews were undertaken with specific women in this village in Egypt, and these women's stories depict various circumstances and life histories. The women will be drawn from across the age span?–?from childhood to the elderly. Some implications for HRD research and practice will be drawn from these stories.     

Direct and Indirect Links Between Organizational Work–Home Culture and Employee Well‐being

The extent to which an organization's culture exhibits support for its employees' efforts to balance work and personal responsibilities has been shown to influence a number of work‐ and home‐related outcomes. This study tests a model with a mix of mediated and moderated relationships to investigate direct and indirect routes by which work–home culture may affect employee well‐being. Sex differences in these relationships are also explored. Data collected from public sector employees in the UK indicate that a supportive work–home culture is significantly associated with lower levels of psychosomatic strain among employees. For women, this relationship is mediated by reduced levels of work–home interference. Different types of support demonstrate different effects for men and for women: managerial support has a more beneficial impact on women's well‐being, and organizational time demands have a more detrimental impact on men's well‐being. Recommendations for managers to boost employee well‐being include shifting the focus away from presenteeism and toward work outputs in order to reduce gender stereotypes and improve attitudes toward those using flexible work practices and family‐friendly initiatives, incorporating work–home supportiveness into the managerial performance appraisal process, and compensating or otherwise recognizing employees taking on absent colleagues' workloads.     

The Careers of Senior Men and Women – A Capabilities Theory Perspective

In this article we adopt a capabilities theory perspective to analyse 40 in-depth interviews (20 women, 20 men) exploring the careers of senior women and men in human resource management. Both groups felt driven by increasingly unconstrained demands of work, in the case of women paid and non-paid domestic work and for men primarily paid work, and perceptions of time autonomy (being able to exercise autonomy in allocating one's time) for both differed markedly. However, these senior women appeared to have negotiated a path which fitted with their realized functioning and quality of life goals and they measured success in their own terms. Senior men's working patterns and definitions of success remained largely traditional and for most the demands of work were dominant. However, there was evidence that male views were changing with some expressing a desire for a better balance with less time involved with work. Our findings highlight the importance of the family and we suggest that there is a need for the obligations of organizations in terms of their impact on the family unit to be stated and acted upon with the role of fathers as carers equally and explicitly expounded with that of mothers.     

Life-Coaching als Bestandteil von Führungskräfte-Coaching

Executive coaching represents a significant tool of human resources development and is applied to strengthen leadership and management skills. Regardless of specific professional issues on and around the job itself, experience reveals that personal issues should also represent an integral constituent of executive coaching. Indeed, managers do not only encounter professional challenges, but are challenged in their whole personality. Hence, executive coaching expands to life coaching. Based on a specific case study regarding work life balance the following article illustrates how life coaching may successfully be applied in a systematic manner and how the aspects function and human being are mutually dependent.     

The impact of gendered power relations in HRD

This study examined how gender and power influence the interpersonal relationships among human resource development (HRD) managers. Specifically, the study focused on the workplace experiences of HRD managers and the strategies they used to negotiate their day-to-day interactions. A qualitative approach was used to examine respondents' experiences as well as the social contexts that framed their workplace relationships. Five female and five male HRD managers were interviewed using critical incident techniques to explore specific workplace interactions. Two major conclusions of the study indicated that the experiences of female and male respondents regarding the exercise of power were profoundly different and that the strategies used by respondents generally reflected the gendered contexts of power.     

Some Implications for Management Development of Research into Managers' Moral Dilemmas

In this paper, we present two cases of moral dilemmas as told by the managers who had faced them. We analyse the cases, drawing on frameworks developed by Toffler (1986), Kohlberg (1981) and Maclagan (1990). We also comment on the broader findings of the research from which the cases were taken. These analyses and findings and those of other researchers (e.g. Waters et al., 1986) suggest a number of requisite ‘moral attributes’ for managers and have, we argue, significant implications for the curriculum for ethical education and development for managers and intending managers. One is that case material needs to reflect more strongly the actual experiences of practising managers; another is that there is scope for wider use of experiential methods on management ethics courses. We conclude with a call for a multifaceted approach to ethical education as a lifespan process entailing the development of personal and interpersonal skills and qualities, and self-knowledge as well as cognitive skills. While we acknowledge that ethical education needs to take account of learners' differing levels of prior experience, stages of moral development and levels of learning maturity, our over-riding concern is that learners are prepared for and helped to live through the very ‘real’ dilemmas that they are likely to experience in managerial work.     

Against the Antagonist View of Professional – Manager Relationships: The Case of the Culture Industry

In the emerging knowledge society, a major challenge for human resource management theory and practice is how to lead professionals and experts in day-to-day work. The literature on professionals suggests that the relationship between professionals and managers is complicated, as professional ideologies, practices and interests tend to clash with organizational and managerial objectives. This paper questions such an antagonist view and suggests that the relationship between the two groups is a rather intricate one and that there is no such clear disjunction between the two groups. In addition, there is a strong reliance on cases from the health care sector, especially in an Anglo-American context. The paper reports a study of the relationship between professionals, officers and politicians in the Swedish culture sector in the largest Swedish region. The findings suggest that professionals and managers are capable of taking the role of the other and see a broader perspective than merely individual interests.     

Economic metaphors and working knowledge: enter the 'cogito-economic' subject

This paper probes the effects upon people of defining knowledge primarily in economic terms. It asserts that the language of commerce increasingly appropriates 'knowledge' by defining it in such terms. Theoretically, the analysis draws on the work of Jacques Derrida to explore the effects of metaphors in human resource management and development environments. The paper explores the ways that metaphors can become powerful signifiers of knowledge at work. As critical technologies of representation, the metaphors that have emerged out of recent theorizations of knowledge at work have contributed to a powerful discourse that defines people as 'knowledge workers'. It is argued here that dominant views of 'what constitutes a knowledge worker' imply that subjects are both 'knowledge workers' (cogito) and 'human resources' (economic) - thus the title 'cogito-economic subjects'. By defining people in this way, it is argued that there are potential dangers of metaphors becoming reified with knowledge becoming describable only in economic terms, and people describable only in cogito-economic terms.