Best Strategies to Promote Gender Equality - Research Proposal Example

Perception of Female and Male Senior Managers in a Financial Services Organisation of the Equality and Diversity Practices in their Workplace ofStudent Course Title Date of Submission Abstract Studies on gender and management have largely focused on the number of women occupying top management positions and opportunities given to them to climb the corporate ladder to determine the status of equality and diversity in organisations. However, what is largely neglected is how female managers perceive equality and diversity practices in their organisations, and their insights into the best strategies to promote gender equality. Thus, this research will try to determine the perception of not only female managers, but also male managers, in a financial services institution of the status of equality and diversity in their own branches. The study will adopt a mixed methods design thus it will be conducted in two stages, namely, quantitative and qualitative. Introduction The 2014 World Economic Forum gender survey revealed that the UK is sliding fast towards the bottom of the global equality chart. The findings in the new survey are quite straightforward in fact—in the UK, the gender-based gap is jammed or expanding (The Guardian, 2014). 20-first, a global consulting company based in the UK, released its most recent gender balance scorecard in 2014. The report clearly shows that the top 100 firms in Europe are still characterised by gender inequality (McCullough, 2014). The prospects for women in these leading European companies continue to be bleak. Executive committee positions are still occupied by men, whilst women occupy line and staff positions (McCullough, 2014). Given these realities, it is vital to raise awareness of gender inequality in organisations, for this will contribute to the improvement of corporate transparency. Thus this research focuses on how female and male managers in a financial services institution perceive equality and diversity practices in their workplaces. The findings from this study will contribute to the development of more effective and valuable equality and diversity strategies for organisations. Literature Review In the recent decades, the literature on diversity in management, on gender in management, and what Acker calls ‘inequality regimes’ have expanded (Kirton & Greene, 2010, p. 86). Policy and legislation reforms have placed emphasis on diversity and equality of opportunity, implying that, theoretically, the prospects of careers in management must be accessible to everybody, irrespective of their gender (Greene & Kirton, 2010). A swift examination of the cultural membership and gender of board-level managers in numerous private and public organisations will immediately show that the high-ranking posts in companies, and in the UK public sector, are mainly occupied by white males (Powell, 2010). Moreover, surveys by government departments like the Equal Opportunities Commission (EOC), studies by researchers, and research used by advocates reveal that discrimination in organisations is still prevalent and continuing and results in wider inequalities in a wider perspective (Snaebjornsson & Edvardsson, 2013; Kumra, Simpson, & Burke, 2014 ). Hence, policy and legislation aside, ‘marginalised’ groups are still experiencing discrimination and unfair treatment in the workplace by means of inequality systems. The kinds of oppression, discrimination, and inequality in organisations can differ but involve (Ozbilgin, 2009, p. 88): Systematic disparities between participants in power and control over goals, resources, and outcomes; workplace decisions such as how to organise work; opportunities for promotion and interesting work; security in employment and benefits; pay and other monetary rewards; respect; and pleasures in work and work relations. As explained by Voss and Speere (2014), when one examines the large volume of literature on the corporate careers of women and their advancement to the higher hierarchies of organisations, an important, clear reality is that there are markedly a small number of women at the highest position. According to the Federal Glass Ceiling Commission (1995), “Despite identical education attainment, ambition, and commitment to a career, men still progress faster than women” (as cited in Galloway, 2012, p. 53). Another scholar, Burton and Parker (2010) claimed that it is more difficult for women than for men to gain powerful positions in the organisation. Figure 1. New Appointees to FTSE 100 Boards Source: Women on Boards, 2011, p. 13 As shown in the above table, women are still left behind in terms of appointments for top management positions. Women in Leadership Positions Women confront greater hardship, in comparison to men, as they climb the corporate hierarchy. Gender discrimination is widespread in any types of organisations. As proclaimed by the Federal Glass Ceiling Commission (1995), “Corporate leaders surveyed and women and minorities participated in focus groups, researchers, and government officials, all agree that a glass ceiling exist and that it operates substantially to exclude minorities and women from top levels of management” (Galloway, 2012, p. 54). Rank-and-file employees, researchers, and high-ranking officials recognise the presence of the glass ceiling (Broadbridge & Fielden, 2015; Ben-Galim, Campbell, & Lewis, 2007). Women in leadership positions confront numerous more hindrances than men. Societal traditions view women as carers and housekeepers. Women occupy very few management positions, including in the UK (Peterson, 2015). Stereotyping hinders the progress of women to high-ranking positions by creating flawed stereotypes about women. If senior management grounds its perception of employees on prejudiced or stereotypical ideas, treacherous discrimination is created (Gherardi & Murgia, 2014; Barry, Berg, & Chandler, 2006). Discrimination in male-centred environments, like in financial services institutions, takes place through indirect and blatant stereotyping, social seclusion, sexual harassment, and doubting of women’s capability (Burke & Davidson, 2012). Successful leadership recognises independence, assertiveness, and competitiveness, which are usually regarded as ‘masculine’ attributes. Women are stereotyped as caring, needy, and carefree individuals (Northouse, 2012). Burton and Parker (2010) state that individuals associate masculine attributes with effective managers; women who act in an independent, assertive, and self-assured way are viewed as acting beyond societal standards. Men who are viewed as effective leaders are usually viewed as being ‘assertive’ or ‘straightforward’, but women who exhibit such communication behaviour are viewed as ‘retaliatory’ (Bilimoria & Piderit, 2007). However, in a research comparing the effectiveness of male and female managers, women and men are discovered to be similarly successful leaders (Baumgartner & Schneider, 2010; Gatrell & Swan, 2008). Managers and researchers have suggested that women managers could be valuable, especially in the following essential areas: nurturing, intimacy, power, attachment, cooperation, and communication (Voss & Speere, 2014). As observed by Grant (1988), women usually have a distinct approach towards power, in comparison to men. Northouse (2012) provided examples: “for example, women are more likely to take an informal, as opposed to an official leadership role in organisations, and use terms such as ‘facilitator’ or ‘organiser’, instead of ‘leader’” (p. 357). Northouse (2012) further stated that successful leadership is not determined by gender, but by a genderless combination of attributes such as power to persuade, social abilities, and intelligence. Gender Differences in Leadership Behaviour The diversity rhetoric offers the assurance of resolving several of the basic problems that have hindered advancement towards gender equality (Bernache-Assollant et al., 2010; Dennehy, 2012). However, equal treatment does not safeguard women from domination, oppression, or coercion in societies characterised by inequalities and differences (Greene & Kirton, 2010). With regard to gender differences in leadership behaviour, empirical evidences are conflicting. Several studies do confirm the proof of gender differences in leadership behaviour (Snaebjornsson & Edvardsson, 2013). Although Eagly and Johnson (1990) concluded that there was an insignificant difference in leadership behaviour, they emphasise that women leaders in organisations have a tendency to be more participative and democratic than male leaders, who are more inclined to adopt an autocratic style. Other researchers, like Rosener (1990), also reported that women used a more ‘transformational’ leadership approach, whilst men adopted a more ‘transactional’ leadership approach. Figure 2. Managerial Characteristics Based on Gender Source: Galloway, 2012, p. 7 Other researchers do report insignificant gender differences in leadership behaviour (Kumra et al., 2014; Baumgartner & Schneider, 2010). Nevertheless, the kind of industry where leaders are involved can have an effect. In male-centred industries, female leaders have a tendency to exhibit leadership behaviour in ways akin to male leaders in such industries, even to the point of showing more traditionally masculine leadership behaviour than men (Northouse, 2012). Gender attitudes and behaviour appear to have evolved over time. Findings reveal that women have transformed; they have become more genderless or intersexual, whilst men have transformed quite slightly. Such findings indicate the importance of constant longitudinal view of gender equality in management (Broadbridge & Fielden, 2015). Studies on competence and efficacy of leadership style proved that men and women are similarly competent leaders. Aim and Objectives The purpose of this mixed methods research will be to explore the perception of both female managers and male managers in a financial services organisation of the equality and diversity practices, particularly with regard to gender, in their workplaces. This will be accomplished by acquiring statistical, quantitative outcomes through questionnaire surveys and afterwards will be followed-up with comprehensive semi-structured interviews. More specifically, this study aims to answer the following research questions: (1) What is the perception of female and male managers of the status of equality and diversity in their respective branches (e.g. are women given equal opportunity to occupy management positions or other high-ranking posts); (2) Are there gender-related factors that affect their performance (e.g. gender discrimination, gender-based pay gap); and, (3) What strategies they believe will help the organisation promote greater equality and diversity? Research Methods This research will employ a mixed methods design, which is a process for gathering, analysing, interpreting, and combining both quantitative and qualitative information in order to tackle a research problem more fully. Therefore, this study will be conducted in two stages: first is quantitative, followed by the qualitative phase. Stage 1: Quantitative Sample, Sampling, and Access The target population in this study will be composed of senior managers in different branches of the financial services organisation all over England and Wales. A questionnaire survey will be carried out where the sample size for the study is 100 senior managers—50 males and 50 females. The questionnaires will include senior managers from all parts of England and Wales wherein there are branches of the financial services organisation. The researcher will conduct a search of the branches’ addresses and will e-mail the questionnaires to the selected participants. These questionnaires will be accompanied by an explanatory letter which stated the subject and objectives of the study, the huge value that their input would be for the accomplishment of the study, the confidentiality of their responses and their right to access the findings of the study once the study is completed. The sampling method that will be used is purposive sampling, which is a type of non-probability sampling wherein choices regarding the individuals to be taken in the sample are made by the researcher, on the basis of various conditions which could involve ability and eagerness to take part in the research, or expert knowledge of the research topic (Bryman & Bell, 2015). This method of sampling is chosen in order for the researcher to obtain adequately rich information. Data Collection Methods The questionnaire will ask participants to specify how they cope with their daily tasks. The various questions they will be answering can be summed up in the following: (1) what is the status of equality and diversity in their respective branches (e.g. are women given equal opportunity to occupy management positions or other high-ranking posts); (2) are there gender-related factors that affect their performance (e.g. gender discrimination, gender-based pay gap); and, (3) what strategies they believe will help the organisation promote greater equality and diversity. The participants will also be asked to specify their age among four age brackets stated in the questionnaire: (1) 30-40, (2) 41-50, (3) 51-60, and (4) 61-65. The participants will also be requested to specify their educational achievement. The importance ascribed to every question will be described in the questionnaire and the assessment will use a Likert-type scale from 1 to 5: 1—Not at all; 2—Once in a while; 3—Sometimes; 4—Fairly often; 5--- Frequently, if not always. The questionnaire, hence, will integrate a self-report account with realistic questionnaires. Although some scholars recognise the idea that self-reports are at risk of criticism they nonetheless claim that they can be valuable and valid in specific situations, when the researcher thinks that the necessity for socially desirable answers is lacking or negligible (Collis & Hussey, 2013). As mentioned previously, the questionnaire will also comprise data on the age and educational attainment of the participants. The objective of gathering these data is to examine their usefulness in identifying the perception of both female and male senior managers of the status of equality and diversity in their organisations. Even though generally included as control variables in numerous forms of research, age and education, alongside gender, will be adopted as independent variables in this study whilst the female and male senior managers’ perceptions of the status of equality and diversity, as well as gender-related factors that affect their performance at work, will be the dependent variables. The survey questionnaire will be available both through e-mail and the web, which will be sent to every selected respondent. An important benefit of web-based questionnaires is that the responses of participants will mechanically be stockpiled in a database and can be effortlessly converted into numeric information in SPSS or Excel formats. An informed consent will be attached on the web as an introductory part of the questionnaire. Participants will indicate whether they agree or not to complete the survey. To encourage a fairly high rate of response, a three-stage follow-up method will be employed. To the participants who will not respond to the specified date (1) three days after the distribution of questionnaires, an e-mail notice will be given; (2) six days afterwards, another e-mail notice will be given; (3) a week afterwards, the third e-mail notice will be given specifying the value of the participant’s involvement for the research. Plans for Data Presentation, Analysis, and Interpretation The collected data will be subjected to Mann-Whitney U-test. This test is carried out to identify differences between two independent sets (i.e. do female and male senior managers differ in terms of their perception of the equality and diversity in their organisation). The test holds two central premises: first, the two groups are independent of each other; and, second, the data are ordinal or numeric (Management Association & Information Resources, 2015; Black, 2011, p. 692). So as to compute the U statistics, the pooled cluster of data will be organised in increasing arrangement with tied scores assigned to a rank equivalent to the median point of the scores in the arranged order (Management Association & Information Resources, 2015; Black, 2011, p. 692). T signifies the summation of ranks for the first group. Afterwards, the Mann-Whitney test statistics is computed by means of U = n1 n2 + {n1 (n1 + 1)/2} – T, where n1 and n2 denote the first and second sample sizes in that order (Black, 2011, p. 692). Then the value of computed U is compared to the value provided in the Tables of Critical Values for the Mann-Whitney U-test, in which the critical values are specified for particular n1 and n2 (Kirk, 2007, pp. 502-503). The research question “what is the perception of female and male senior managers of the financial services organisation of the status of equality and diversity in their organisation” identify the appropriate statistical test and analysis to be employed in the research. Stage 2: Qualitative Sample, Sampling, and Access For the qualitative stage of research, the purposively selected sample, which means purposely choosing participants to gain knowledge of an important issue i.e. gender diversity in management, will be employed. The notion is to deliberately choose participants, who will most accurately answer the research questions. Two participants, male and female, from each branch will be chosen for case study evaluation. In the informed consent letter attached to the questionnaire, the participants will be notified that two representatives, male and female, for each branch will be chosen for the follow up individual interviews. The section of the participants for the qualitative stage will be based on the results from the quantitative stage. HR managers and members of the Board will also be interviewed depending on their availability and willingness. These interviews are intended to verify the findings from the quantitative phase; to produce information needed for a thorough understanding of the problem; to identify possible causal dynamics; and, to gain deeper knowledge of the current status of equality and diversity in the financial services organisation. Data Collection Methods The qualitative stage will place emphasis on interpreting the findings of the statistical treatment, acquired in the quantitative stage. The multiple case studies method will be employed for gathering, analysing, and interpreting the qualitative information. A case study is a form of ethnographic method and is an examination of a phenomenon by means of a thorough, exhaustive data gathering concerning numerous data sources and contexts (Wilson, 2014). For the purposes of this research, the multiple case studies method will explain a specific issue, like the perception of male and female senior managers of the status of equality and diversity in their organisation, and they will be explained and compared to offer knowledge of an issue. The main procedure will be carrying out comprehensive semi-structured phone interviews with each pair of representatives for each branch. Triangulation of various sources of information is vital in case study evaluation. The interview procedure will comprise fifteen-twenty open-ended questions. The content of this interview will be based on the findings of the statistical tests of the difference between the male and female senior managers’ perception of the status of equality and diversity in their organisation, and will further explain them. The questions will place emphasis on the subject of gender equality in management. The procedure will be pilot tested on six senior managers chosen from the target population, yet will be omitted from the entire research afterwards. Debriefing with the participants will be carried out to acquire insight into the precision, transparency, and intelligibility of the interview questions and their importance to the research objective. The participants will obtain the interview questions before the prearranged interview, and will be notified that the interview will be documented and recorded word for word. Participants will have the chance to assess and, if needed, amend the interview’s contents after transcription. Plans for Data Presentation, Analysis, and Interpretation In the qualitative phase, data gathering and analysis continue at the same time. In the study’s qualitative state, information acquired through the interviews will be coded, analysed, and interpreted for categories with the assistance of qualitative data analysis software (Wilson, 2014). The procedures in qualitative analysis will comprise initial examination of the information by processing the transcripts and taking down notes; data coding through text labelling and segmentation; making use of codes to create categories or themes by combining the same codes; linking and interconnecting categories; and, creating a narrative (Teddlie & Tashakkori, 2009). In order to enhance the additional analysis, the graphic information illustration will be generated to reveal the changing conceptual structure of the variables and correlations in the data (Hesse-Biber, 2010). In the course of the analysis the researcher will place the case within its perspective to make the case analysis and categories linked to the particular contexts and events included in the case. On the basis of this analysis, the researcher will give a comprehensive description of the case, making use of either a thorough view of several episodes, order of events, or important incidents and then a detailed explanation. In multiple case study method, the analysis is carried out at two stages: across the cases and within every case (Wilson, 2014). Analysis of this information can be a complete, all-inclusive evaluation of the whole case or a rooted examination of particular feature of the cases. In this research, every case of the chosen participants will be examined for categories. Afterwards, all the cases will be examined for categories that are either similar or dissimilar. This will reveal the level to which the known external and internal variables have common or dissimilar impact on the research participants as associated with their perception of equality and diversity, particularly in terms of gender, in their organisations. In the concluding stage, the researcher will try to make sense of the cases’ implication or meaning and document the important points learned. Ethical Issues and Tactics Ethical concerns will be dealt with at every stage in the research. The needed authorisation for carrying out the study will be acquired. Information regarding the researcher, the title and type of the project, sample size, type of participants, and funding source will be submitted. Request for research authorisation will include the explanation of the study and its importance, processes and methodologies, and participants (Tittle, 2000). This research will acquire consent for the interviews, which will be audiotaped. Although the research will be carried out in a normal social environment, its theme does not belong to a delicate classification (Tittle, 2000). An informed consent letter will be created. The letter will specify that the participants are ensured specific rights, recognise their rights are respected, and consent to take part in the research. A declaration concerning the informed consent will be attached to the questionnaire and affirm compliance through involvement. The privacy or confidentiality of any information about the participant will be safeguarded by coding every questionnaire that is given back and sustaining the confidentiality of the responses or answers. While carrying out the individual interviews with the chosen participants, they will be provided with fictional labels for purposes of anonymous reporting and explanation of findings. All research information, as well as the transcripts, audio tapes, and survey electronic documents, will be stored in protected metal file drawer in the workplace of the researcher and will be discarded after some time. Participants will be informed that overview information will be distributed to the academic community, yet not in the slightest it will be likely to pinpoint answers or responses to individual participants. Limitations This study has several limitations. First, since the purposive sampling method will be employed in the quantitative stage, the sample may not be representative of the population. Second, a non-response error is highly likely. Third, because of the characteristic of qualitative research, the information gathered in the second stage of the research could be bound by various interpretations. Fourth, the researcher’s bias may affect the analysis of results, especially given the interpretative characteristic of the qualitative design. And, lastly, results from the quantitative phase may yield no significant differences. The researcher could somehow resolve these limitations through systematic follow-ups and interviews with the participants. Meticulous preparation of materials and appropriate choice of persuasion methods will reduce the likelihood of the occurrence of these limitations. Proposed Time Frame Summary/Conclusions Existing findings show that the UK is lagging behind in terms of gender equality in the workplace; studies show that women still occupies subordinate positions whilst men are given opportunities to occupy high-ranking positions. This study will try to determine how female and male managers in a financial services institution view equality and diversity practices in their workplaces. The literature review section revealed some important points about the nature of gender inequality in UK companies, as well as theoretical perspectives on the subject. The methodology section explains a mixed methods design that will be adopted to accomplish this objective. The research will therefore be conducted in two stages: quantitative and qualitative. Research participants will be selected through purposive sampling. The outcome or findings of the study will then be disseminated to the participants and confidentiality of information, as well as participant anonymity will be respected. References Barry, J, Berg, E, & Chandler, J (2006) Academic Shape Shifting: Gender, Management and Identities in Sweden and England. Organisation, 13(2), pp. 275-298. Baumgartner, M & Schneider, D (2010) Perceptions of Women in Management: A Thematic Analysis of Razing the Glass Ceiling. Journal of Career Development, 37(2), pp. 559-576. Ben-Galim, D, Campbell, M, & Lewis, J (2007), Diversity: Opportunity or Threat for Gender Equality Policy in the UK? Available from: < http://www.genet.ac.uk/workpapers/GeNet2007p25.pdf>. [16 April 2015]. 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