Gender differences may also have some implications for the effectiveness of leadership in males and women who have reached the top executive level, however these questions have been difficult to investigate simply due to the fact that there have been so few female leaders that have been available to constitute a reasonable sample size. Previous research has suggested that the perception of leadership is at least partly based on stereotypes and personality types associated with leadership and the follow stereotypes have been proposed (Brandt & Laiho, 2013): Mare socialized to be assertive, independent, rational and decisive Women are expected to show concern for others, warmth, to be helpful and to nurture However, one interesting perspective that can only now be studied given the increase in women leaders in the business world is whether the same combinations of personality types are effective relative to leadership models based on gender
Given that beliefs and ethical values play such an important role in lives on many different levels, there has been a significant amount of attention devoted to how these beliefs arise during development, as well as the degree in which these beliefs can be static or dynamic throughout an individuals' lifetime. For example, the stage of life from adolescence to young adulthood has been defined as 'emerging adulthood', a time period characterized by a high degree of change, diversity and experimentation, typically followed entrance into the labor force are examples of life course transitions which occur during young adulthood (Copen, 2008)
Further research did in fact find a correlation among and individual's values and the decisions that they would make in a position of leadership and it was suggested that future research might be able to provide insights into how educational experiences might be able to make a positive contribution to shaping beliefs that would be consistent with ethical decision making based on a personal sense of integrity and authentic leadership (Mumford, Helton, Decker, Connelly, & Van Doorn, 2003). Current research has also indicated that women that women are substantially underrepresented in top leadership positions in the business world (4% of executives on Wall Street), Fortune 500 companies (14% executives), as well as business school (36% in the top 10 MBA programs); despite evidence to suggest that roughly equally represented in other qualified professions such as law school or medical school (Kennedy & Kray, 2014)
There have been various models developed that have attempted to better understand the links between personal values and ethical decision making. For example, one attempt included a value inventory that collected data about self-reported levels of hedonism, achievement, and tradition correlated these to distributive justice problems and another measured the values of marketing professionals' values and decisions related to factors such as (Mumford, Helton, Decker, Connelly, & Van Doorn, 2003): 1) Pricing and distribution, 2) Information and contacts, 3) Products and promotions, 4) Obligations and disclosure, and 5) General honesty and integrity
Many people are aware of the concept of the glass ceiling which roughly posits that there are limited opportunities for women to advance in the corporate world despite the fact that are stated equally opportunity policies that are typically in place and required by law. Therefore, although women might see a path in which they could progress to a position of leadership in an organizational setting based on the company's official policies, in practice few women are able to reach these position based more on informal or cultural preferences that select for males either consciously, or in many cases through subconscious biases (Oakley, 2000)
Personal and professional values and/or beliefs about the world and cultural norms can have many implications for life in general, as well as in specific endeavors such as educational achievement or professional development. For example, one study examined how a personal values system as well as a personal value of work and its prioritization among a group of students, in order to provide a more comprehensive understanding of many of the different objectives and motivations for students included in the population (Underwood & Harrison, 2009)
He won't be able to take it."(Cruz, ) The lector will do his job, and start reading to the workers