ERIC Number: ED374250
Record Type: RIE
Publication Date: 1994-Apr
Women's Career Development: Barriers to Learning within the Traditional Workplace.
Poole, Millicent E.; Nielsen, Samuel W.
Two phases of related research investigated the nature of women's skill development needs. The first phase examined prior schooling and current and future training needs of managerial and professional women. A questionnaire was administered to an initial sample of 163 and a replication sample of 207. Participants indicated interpersonal, managerial, and specific skills most frequently as areas of current and future training need. Findings suggested that professional and managerial women primarily seek training in a range of general skills that can be used across most white-collar occupations and allow adaptability within a changeable work environment as well as career maintenance and advancement. A second research stage with 130 managerial and professional women addressed three areas: comparison of levels of request for formal training with informal practical experience, learning opportunities for women as influenced by access to appropriate workplace support, and interpersonal training needs. Findings showed a relationship between experiential learning opportunities and priorities for interpersonal skill development. Results supported the hypothesis that women would have most demand for experientially learned skills. Most frequently requested interpersonal skills training was for conflict resolution, leadership, and counseling skills. (Contains 67 references.) (YLB)
Descriptors: Access to Education, Career Development, Educational Discrimination, Educational Needs, Educational Research, Employed Women, Foreign Countries, Interpersonal Competence, Managerial Occupations, Professional Occupations, Promotion (Occupational), Sex Fairness, Skill Development, White Collar Occupations, Work Experience
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 4-8, 1994).