Gie ke, Lioba A.; Schlamp, So ia; Ge po , Fabiola H.
A icle — Published Ve sion
Which o ganisa ional con ex ac o s help women o ob ain and e ain
leade ship posi ions in he 21s cen u y? A sys ema ic e iew and
esea ch agenda o human esou ce managemen
Human Resou ce Managemen Jou nal
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Sugges ed Ci a ion: Gie ke, Lioba A.; Schlamp, So ia; Ge po , Fabiola H. (2024) : Which o ganisa ional
con ex ac o s help women o ob ain and e ain leade ship posi ions in he 21s cen u y? A
sys ema ic e iew and esea ch agenda o human esou ce managemen , Human Resou ce
Managemen Jou nal, ISSN 1748-8583, Wiley Pe iodicals, Inc., Hoboken, NJ, Vol. 35, Iss. 1, pp.
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Recei ed: 24 No embe 2022
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Re ised: 6 May 2024
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Accep ed: 24 July 2024
DOI: 10.1111/1748-8583.12568
REVIEW ARTICLE
Which o ganisa ional con ex ac o s help
women o ob ain and e ain leade ship posi ions
in he 21s cen u y? A sys ema ic e iew and
esea ch agenda o human esou ce
managemen
Lioba A. Gie ke
1
|So ia Schlamp
2
|Fabiola H. Ge po
1
1
WHU—O o Beisheim School o
Managemen , Chai o Leade ship,
Düsseldo , Ge many
2
Depa men o Expe imen al and Applied
Psychology, V ije Uni e si ei Ams e dam,
Ams e dam, Ne he lands
Co espondence
Lioba A. Gie ke.
Email: [email p o ec ed]
Funding in o ma ion
Deu sche Fo schungsgemeinscha , G an /
Awa d Numbe : GE3004/2‐1
Abs ac
Ob aining and e aining women in leade ship posi ions is
an ongoing challenge o schola s and p ac i ione s in Hu-
man Resou ce Managemen (HRM). Resea ch on he ole o
o ganisa ional con ex ac o s in suppo ing women who
ei he a e al eady in leade ship oles o aspi e o ob ain
hem is agmen ed and sp ead ac oss mul iple disciplines.
In his sys ema ic li e a u e e iew, we iden i ied 87 a i-
cles ela ed o o ganisa ional con ex ac o s and emale
leade ship. We mapped hese a icles on o he s ages o
he employee li ecycle: (1) Rec ui men and Selec ion, (2)
Lea ning and De elopmen , (3) Pe o mance App aisal, and
(4) Rewa d and Re en ion. Addi ionally, we in oduced he
ca ego y (5) O ganisa ional Se ing o encompass o e -
a ching con ex ac o s such as indus y. Fo each a icle,
we assessed he unde lying assump ions conce ning he
gende ‐neu ali y o gende ‐sensi i i y in he p ac ical
implica ions. Ou analysis e ealed ha some s ages o he
employee li ecycle ecei ed mo e a en ion han o he s and
Abb e ia ions: ELC, employee li ecycle; HRM, human esou ce managemen ; SLR, sys ema ic li e a u e e iew.
This is an open access a icle unde he e ms o he C ea i e Commons A ibu ion‐NonComme cial‐NoDe i s License, which pe -
mi s use and dis ibu ion in any medium, p o ided he o iginal wo k is p ope ly ci ed, he use is non‐comme cial and no modi ica-
ions o adap a ions a e made.
© 2024 The Au ho (s). Human Resou ce Managemen Jou nal published by John Wiley & Sons L d.
336
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Hum Resou Manag J. 2025;35:336–370. wileyonlinelib a y.com/jou nal/h mj
ha he de i ed p ac ical implica ions o en go a beyond
wha can be concluded based on he s udy indings. We
discuss heo e ical implica ions and ou line u u e esea ch
oppo uni ies, such as he po en ial o HRM schola s o
in eg a e an in e sec ionali y lens in o esea ch along he
employee li ecycle. We end wi h p ac ical implica ions o
HRM p ac i ione s who wish o implemen e idence‐based
insigh s om ou e iew.
KEYWORDS
gende , leade ship, o ganisa ional con ex ac o , sys ema ic
li e a u e e iew, women
1
|
INTRODUCTION
Enhancing he ep esen a ion o women in leade ship posi ions emains a challenge o con empo a y human
esou ce managemen (HRM) schola s and p ac i ione s (e.g., Seie s ad e al., 2021; Uga e & Rube y, 2021). This
challenge pe sis s because women a e unde ‐ ep esen ed in leade ship posi ions ac oss mos companies and
indus ies wo ldwide (AllB igh , 2023; Thomas e al., 2023). HRM p ac ices play a c i ical ole in ackling his
P ac i ione no es
Wha is cu en ly known?
�Women con inue o be unde ‐ ep esen ed in leade ship oles.
�Resea ch on o ganisa ional con ex ac o s ha suppo women in ob aining and e aining leade ship
posi ions is agmen ed and sp ead ac oss mul iple subdisciplines o managemen esea ch.
Wha his pape adds?
�We classi y he li e a u e on o ganisa ional con ex ac o s and emale leade ship in o he employee
li ecycle (ELC) s ages and o e insigh s in o ac ions ha human esou ce managemen (HRM) de-
pa men s can ake o success ully ec ui , de elop, e alua e, and e ain emale alen .
�We iden i y a misma ch be ween wha is es ed empi ically in ex an esea ch and wha is ecom-
mended based on hose indings.
�We delinea e u u e esea ch di ec ions o HRM schola s, including (1) illumina ing cu en ly unde ‐
ep esen ed ELC s ages, (2) conduc ing in e en ion s udies compa ing he e ec i eness o gende ‐
neu al and gende ‐sensi i e o ganisa ional measu es, and (3) examining he bene i s o adop ing an
in e sec ionali y pe spec i e.
The implica ions o p ac i ione s
�P ac i ione s can u ilise ou e idence‐based o e iew o HRM p ac ices and policies o ob ain and
e ain emale alen .
�P ac i ione s can ind inspi a ion o collabo a i e in e en ions wi h schola s, aimed a iden i ying
inno a i e s a egies o a ac and e ain women in leade ship oles.
GIERKE ET AL.
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337
issue. Inc easing he sha e o women in hese posi ions is no only a ma e o equali y bu also a po en ial le e
o gaining a compe i i e ad an age. To illus a e, gende di e si y (among o he di e si y ma ke s) wi hin he
wo k o ce (Dai e al., 2019; Øs e gaa d e al., 2011), and on o ganisa ional boa ds (Khushk e al., 2023; Mak-
konen, 2022) is posi i ely associa ed wi h enhanced inno a ion pe o mance. Mo eo e , a highe ep esen a ion
o women on boa ds is posi i ely linked o imp o ed i m pe o mance (Joecks e al., 2023; Sieweke e al., 2023).
To explain emale leade s' unde ‐ ep esen a ion in leade ship oles, pe son‐ ocused esea ch has emphasised
gende di e ences in indi idual cha ac e is ics o beha iou s (Badu a e al., 2018; Eagly & Johnson, 1990; Eagly &
Ka au, 1991; Ne chae a e al., 2022; Shen & Joseph, 2021). Howe e , he p oblem may also be agg a a ed by
o ganisa ional s uc u es. Acco dingly, schola s ha e s a ed o pay mo e a en ion o o ganisa ional con ex ac-
o s, which a e de ined as ‘ a iables associa ed wi h he o ganisa ion ha could po en ially a ec beha iou
occu ing wi hin he o ganisa ion’ (Po e & McLaughlin, 2006, p. 561). These ac o s include ‘indi iduals, s uc-
u es, occu ences, and su oundings’ (Umeh e al., 2023, p. 151) and a e likely shaped by HRM (Dickens, 1998).
Speci ically, HRM depa men s may in oduce con ex ual measu es ha a ge (1) he indi idual in he o ganisa ion
(e.g., aining p og ammes o leade s), (2) he o ganisa ional cul u e (e.g., he alues, belie s, and p ac ices ha sha e
he o ganisa ional clima e, c . Schein, 2010), o (3) he s uc u e o he o ganisa ion (e.g., o mal egula ions and
condi ions such as he dis ibu ion o decision‐making oles). These measu es can u he be classi ied as gende ‐
neu al (i.e., gende ‐blind) app oaches (e.g., op ‐ou ins ead o op ‐in mechanism o all employees eligible o
leade ship oles o on‐si e childca e; E kal e al., 2022, F i z & an Knippenbe g, 2018) o gende ‐sensi i e (i.e.,
gende ‐awa e) app oaches (e.g., ole models o aining p og ammes o emale employees; Hen schel e al., 2021,
Pichle e al., 2008).
So a , esea ch on con ex ac o s ha suppo women in ob aining and e aining leade ship posi ions emains
dispe sed ac oss mul iple subdisciplines o managemen esea ch. While his is no inhe en ly p oblema ic, wo
challenges cha ac e ise he li e a u e. Fi s , he e is a s ong esea ch emphasis on s udying how emale alen can
be suppo ed in ascending o (highe ) leade ship posi ions (G ee & Vi ick, 2008). Howe e , his ocus o e looks
ha he li ecycle o indi iduals in o ganisa ions encompasses a b oade spec um o expe iences along he di e en
s ages o he employee li ecycle (ELC). The ELC is commonly di ided in o ou s ages: he ec ui men and selec ion
o a candida e, employee lea ning and de elopmen wi hin he o ganisa ion, employee e alua ion, and employee
e en ion and possibly depa u e om he o ganisa ion (Gladka e al., 2022; Gü le e al., 2022). A sys ema ic
li e a u e e iew (SLR) o o ganisa ional con ex ac o s in ela ion o women ob aining and e aining leade ship
posi ions ac oss he ELC could help HRM schola s o de e mine which s ages o he ELC ha e been ho oughly
co e ed in esea ch as well as which domains lack empi ical unde pinnings.
Second, such an SLR may also help add ess ano he p e alen issue in he HRM li e a u e— he esea ch‐
p ac ice gap. The e m e e s o he disconnec be ween schola ly esea ch and managemen p ac ices (Banks
e al., 2021; Tkachenko e al., 2017). Among o he s, his issue includes ensu ing ha he ecommenda ions in
esea ch pape s accu a ely e lec he indings and do no ex end beyond wha he da a conclusi ely suppo
(Ba unek & Rynes, 2010; Eby & Fac eau, 2022; Lawle , 2007). In he con ex o gende , whe e esea ch has shown
ha he consequences o ce ain ecommenda ions can di e om in ui i e expec a ions (Ga zia & Van Knip-
penbe g, 2016), i is pa icula ly ele an ha schola s endo se only measu es ha ha e some e idence suppo ing
hei e ec i eness.
In ligh o he wo challenges ou lined, we o mula ed he ollowing guiding esea ch ques ions: Which
o ganisa ional con ex ac o s ha e been s udied in ela ion o women ob aining and e aining leade ship posi-
ions h oughou he ELC? Wha unde lying gende ‐neu al and gende ‐sensi i e assump ions mani es in he
p ac ical implica ions de i ed om ex an s udies, and how a e hey aligned wi h he oci o he s udies in
ques ion?
We aimed o answe hese ques ions wi h a quali a i e SLR (Cho, 2022; Siddaway e al., 2019) o empi ical
s udies on leade ship, gende , and o ganisa ional con ex ac o s. We conduc ed a (quali a i e) SLR because i
en ails a ‘ anspa en p ocess’ (T an ield e al., 2003, p. 209), showing how we ob ained an in eg a ed o e iew o
338
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GIERKE ET AL.
he li e a u e o ganised a ound ou guiding esea ch ques ions. The sys ema ic na u e o ou e iew mi iga ed
some o he inhe en challenges cha ac e ising o he e iew me hods, like na a i e e iews, which a e o en
c i icised o po en ial biases in a icle selec ion and in e p e a ion (Rynes & Ba unek, 2017; T an ield e al., 2003).
Indeed, he g owing adop ion o SLRs in managemen esea ch (e.g., Denye & T an ield, 2009; Rojon e al., 2011;
Snyde , 2019; T an ield e al., 2003) can be a ibu ed o hei capaci y o enable esea che s o pose one o se e al
esea ch ques ions, acqui e e idence igo ously, app aise he ele ance o he e idence, and agg ega e e idence‐
based p ac ices (Ba ends & B ine , 2014; G an & Boo h, 2009). To p o i om hese ad an ages, we assessed
s udies pe inen o ou esea ch ocus, published in 15 op‐ ie managemen jou nals be ween 2000 and 2022. We
complemen ed his sc eening wi h a keywo d‐ ocused online sea ch ac oss he Web o Science, PsycA icles, and
Google Schola .
Ou e iew o e s h ee con ibu ions. Fi s , in esponse o he call o a mo e balanced esea ch app oach
ha ex ends beyond he p edominan ocus on employees en e ing new posi ions (Klo z e al., 2021), we use he
ELC (Sea le & Skinne , 2011) o s uc u e ou e iew o he HRM li e a u e on women, leade ship, and o gan-
isa ional con ex ac o s. The ob ained o e iew allows o de i ing u u e esea ch di ec ions speci ying (1)
which le els and s ages o he ELC could ecei e mo e ecogni ion in ela ion o emale leade ship and o gan-
isa ional con ex ac o s, (2) how knowledge can be ad anced by mo e igo ously examining he e icacy o
gende ‐neu al e sus gende ‐sensi i e HRM app oaches, and (3) why he in e sec ionali y pe spec i e o e s
g ea p omises o u u e esea ch. Secondly, we analyse he unde lying assump ions o he esea ch design and
he de i ed ecommenda ions in he included a icles. Speci ically, we examine whe he he HRM p ac ices
s udied o sugges ed a ge all employees (i.e., gende ‐neu al) o speci ic gende g oups (i.e., gende ‐sensi i e)
h oughou he ELC. Thi dly, we o e a con ibu ion o HRM p ac i ione s by p o iding a de ailed summa y o
e idence‐based ecommenda ions de i ed di ec ly om he empi ical indings o he a icles we e iewed. This
ho ough compila ion aids p ac i ione s in applying he insigh s om ou e iew o c ea e and enhance gende ‐
inclusi e en i onmen s in hei wo kplaces, he eby o e ing an ac ionable and conc e e app oach o HRM
p ac ices.
2
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THEORETICAL BACKGROUND
2.1
|
Gende and leade ship
Climbing he co po a e ladde is o en mo e challenging o women han o men (Ciance a & Roch, 2021; Ohlo
e al., 1994). This phenomenon, also e e ed o as he ‘glass ceiling’, was i s desc ibed in 1984 (Tapa ia &
Lenka, 2022) and has ecei ed a en ion in esea ch and p ac ice alike (e.g., Goo y e al., 2023; Mun & Jung, 2018;
Ng & Sea s, 2017; Powell & Bu e ield, 2015). Re iews o his comp ehensi e s eam o esea ch ha e co e ed he
policy‐ ela ed, psychological, and socio‐cul u al ba ie s encoun e ed by women in hei pu sui o leade ship oles
(Cle enge & Singh, 2013; Kapoo e al., 2021; Tapa ia & Lenka, 2022). Ye , e en a e achie ing leade ship po-
si ions, women con inue o ace challenges. This is, o example, due o he imbalanced gende composi ion in
o ganisa ional con ex s, whe e he numbe o women in leade ship is s ill signi ican ly lowe han ha o men
(Wo ld Economic Fo um, 2023). Consequen ly, women in leade ship oles equen ly encoun e okenism; hey a e
app oached p ima ily as ep esen a i es o hei gende g oup, o as ‘symbols a he han indi iduals’
(Kan e , 1977, p. 38). This expe ience o okenism is posi i ely linked o a pe cei ed psychological clima e o
inequi y, which in u n is associa ed wi h highe job s ess and u no e in en ions among women (King e al., 2010).
Conside ing ha an imbalanced gende composi ion is pa o he o ganisa ional con ex and ha ex an esea ch
poin s o emale leade s encoun e ing challenges e en a e b eaking he glass ceiling, an issue o ele ance when
s udying gende and leade ship a e he sys ema ic o ganisa ional con ex ac o s ha help women bo h ob ain and
e ain leade ship posi ions h oughou he ELC.
GIERKE ET AL.
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2.2
|
Employee li e cycle
HRM suppo s an employee h ough hei li e wi hin an o ganisa ion, om he i s poin o con ac o he las . This
p ocess has been desc ibed in he ELC, whe ein i is e e ed o as he ‘HRM cycle’, ‘employmen li e cycle’, o
‘human capi al cycle’ (Gladka e al., 2022). As a s age‐based model, he ELC p o ides a concep ual amewo k o
o ganising he ole and asks o an HRM depa men a e e y s age o an employee's li e in an o ganisa ion (Gü le
e al., 2022).
Whe eas schola s di e in hei pe spec i es on he numbe o s ages ha an employee expe iences o e hei
o ganisa ional li e (e.g., App e al., 2012; Ca e mole, 2019; Cohen, 2010; Nagend a, 2014; Shyam & Ramachand a
Gowda, 2016; Smi he , 2003), he e is consensus in iewing he ELC as a esponse o schola ly c i iques o he
disp opo iona e esea ch ocus on ge ing he igh people in o he o ganisa ion. The conce n a hand is ha his
emphasis on ec ui men and selec ion equen ly esul s in he unde es ima ion o o he c i ical s ages in an
employee's jou ney wi hin an o ganisa ion (Klo z e al., 2021). Fo example, schola s ha e used he ELC o discuss
he cos s o employee u no e (Smi he , 2003) o he in luence o social media on HR p ac ices h oughou he
ELC (Nagend a, 2014). The ELC no only is a help ul ool o o ganising esea ch bu also se es as an asse o
o ganisa ions by p o iding a s uc u e o holis ically manage employees (Young, 2004).
Sea le and Skinne (2011) ou lined ou s ages ha desc ibe he s eps ele an o employees building hei
ca ee s in an o ganisa ion: (1) Rec ui men and Selec ion, (2) Lea ning and De elopmen , (3) Pe o mance
App aisal, and (4) Rewa d and Re en ion. We made h ee adap a ions o he model. Fi s , we ex ended he ou h
s age o include a icles on employee e en ion (and no only on ewa ds). Second, we changed he name o
‘T aining and De elopmen ’ o ‘Lea ning and De elopmen ’ o mo e accu a ely ep esen he goal o such ini ia i es
—namely, enhancing employees' knowledge h ough lea ning. Thi d, we added a i h s age, O ganisa ional Se ing,
which desc ibes o e a ching ac o s such as a company's gende composi ion and indus y a ilia ion, because such
gene al o ganisa ional con ex ac o s in luence he acquisi ion and e en ion o emale leade s ac oss all ELC
s ages. Fo example, esea ch on how he gende composi ion o an o ganisa ion in luences women's chances o
a aining leade ship posi ions (Ali e al., 2021) alls in o he s age o O ganisa ional Se ing.
No ably, he ELC should no be in e p e ed as a s ic ly linea p og ession om ec ui men o exi ; ins ead, i
is mo e accu a ely depic ed as an o en‐o e lapping p ocess, wi h s ages ha can o e lap and a y in du a ion
(Gü le e al., 2022). To illus a e, al hough he i s ELC s age ends wi h he onboa ding o a candida e, Lea ning
and De elopmen and Pe o mance App aisal a e mo e di icul o sepa a e. This o e lap may make i challenging
o p ac i ione s o iden i y he app op ia e iming o HRM p ac ices, bu i is less ele an o HRM esea ch, in
which schola s ocus on speci ic challenges o p ac ices ha can clea ly be assigned o one o he ELC s ages.
2.3
|
Gende ‐neu ali y e sus gende ‐sensi i i y
HRM di e si y p ac ices h oughou he ELC can ei he a ge all employees o a speci ic g oup o employees. In
age‐di e si y esea ch, schola s desc ibe his dis inc ion as be ween age‐inclusi e and age‐speci ic HRM p ac ices.
Age‐inclusi e HRM p ac ices a ge all employees, i espec i e o age (e.g., Rudolph & Zache , 2021), and age‐
speci ic HRM p ac ices a ge speci ic ( ulne able) age g oups, such as olde wo ke s (Fasbende & Ge po , 2021).
This concep ual di e en ia ion has also been applied in he con ex o gende (Bli he, 2019; Goo y e al., 2023;
K oese, 2022; Lau e al., 2023; Ma in & Phillips, 2017,2019). In esea ch on di e si y managemen and HRM,
gende ‐neu al p ac ices a e ac i i ies ha do no add ess speci ic gende g oups bu ins ead a e designed o be
inclusi e by omi ing conside a ions o o elemen s ela ed o gende (Bli he, 2019; Ma in & Phillips, 2017). Fo
example, an HRM depa men in oducing pa en al lea e o all employees, i espec i e o sex, exempli ies a
gende ‐neu al p ac ice. The a ionale behind gende ‐neu al p ac ices is o c ea e ai oppo uni ies o all in-
di iduals (Ali, 2016). Ad oca es o his app oach emphasise ha p ac ices ha do no pu gende (di e ences) on
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GIERKE ET AL.
and cen e help shape an en i onmen whe ein he con lic be ween s e eo ypically communal a ibu es associ-
a ed wi h women and he agen ic ai s equen ly deemed necessa y in he business wo ld a e less salien (Ma in
& Phillips, 2017). Consequen ly, women may ace ewe p esc ip i e s e eo ypes and expe ience educed ins ances
o nega i e sel ‐e alua ions as well as inc eased eelings o belonging (Enwe euzo , 2021; Ma in & Phillips, 2017).
In con as , gende ‐sensi i e p ac ices a e designed o add ess he unique needs o speci ic gende g oups.
An example o a gende ‐sensi i e HRM p ac ice is he implemen a ion o de elopmen p og ammes speci ically
o women, aimed a p o iding suppo and esou ces o acili a e hei success ul pu sui o a leade ship ca ee
(e.g., Debebe e al., 2016). Fu he mo e, wo kshops ha a ge all employees a e conside ed gende ‐sensi i e i
hei p ima y objec i e is o aise awa eness abou he speci ic biases ha women encoun e in he wo kplace.
Gende ‐sensi i e app oaches o aining aim o accoun o he di e en needs and esou ces o pa icipan s as,
o example, in online lea ning, o in si ua ions whe e he gende composi ion o aining g oups could ha e
po en ially de imen al e ec s (K oese, 2022). P oponen s o his app oach emphasise ha implemen ing
such p ac ices is necessa y o os e ing equal oppo uni ies o men and women in o ganisa ions
(Hen schel e al., 2021). The unde lying a ionale is ha gende mus be conside ed when de eloping and
designing HRM p ac ices o ensu e ha gende ‐speci ic needs and cha ac e is ics a e su icien ly add essed
(Jonsen e al., 2010).
Al hough au ho s o en implici ly asc ibe hese assump ions— ha is, hey implici ly posi ion hei esea ch as
s udying gende ‐neu al o gende ‐sensi i e p ac ices— he assump ions a e implied a se e al s ages o schola ly
publica ions. Fo ins ance, he chosen esea ch design (e.g., s udying only women), he esea ch ocus on speci ic
measu es (e.g., emale leade ship aining p og ammes), o he de i ed ecommenda ions o p ac ice (e.g., men-
o ing o emale leade s) inhe en ly align wi h one o he wo logics. Iden i ying and a icula ing such implici
assump ions is a alue‐neu al me hod o inqui y (also e e ed o as he ‘p oblema ising lens’; Al esson & Sand-
be g, 2011,2020) ha helps map he unde lying s eams in a esea ch ield o in e es .
P o iding con ex o ou mo i a ion and me hodological choices, we nex desc ibe ou SLR p ocedu e in mo e
dep h, he eby also ouching upon he p oblema ising app oach as pa o ou lining ou b oade analy ical s a egy.
3
|
LITERATURE SEARCH AND ANALYTICAL APPROACH
To s uc u e ou e iew, we ollowed Callahan's 6 Ws: ‘Who, When, Whe e, HoW, Wha , and Why’ (2014).
3.1
|
Who and when?
The i s and second au ho s o his pape and h ee esea ch assis an s conduc ed he li e a u e sea ch o
publica ions be ween 2000 and 2022 (June). We chose his ime ame o h ee easons. Fi s , he u n o he
cen u y ep esen s a widely ecognised dema ca ion poin in li e a u e e iews, as e idenced by simila app oaches
in ecen schola ly wo k (A gy opoulou & Spy idakis, 2022; Guchai e al., 2023). Fo ins ance, in e iews o he
gende neu ali y o employee aining p og ammes and on gende ‐equali y p ac ices in o ganisa ions— opics
closely aligned wi h ou s—K oese (2022) and Lau e al. (2023), espec i ely, e iewed li e a u e s a ing om
he yea 2000. The ocus on his pe iod is pa icula ly pe inen in leade ship, whe ein schola s ega d he s a o
he 21s cen u y as a new e a (Allio, 2023; Day e al., 2021; Ngayo Fo so, 2021), which was accompanied by
changes in HRM p ac ices (Scullion e al., 2007). Second, he 21s cen u y has seen a signi ican su ge in bo h
poli ical and socie al discou se on gende inequali y, coupled wi h a g owing ecogni ion o he u gency o add ess
hese dispa i ies, as exempli ied by he UN Secu i y Council Resolu ion 1325. This heigh ened awa eness o gende
issues is mi o ed in academic pu sui s pe inen o he wo kplace, including ole cong ui y heo y p oposed by
Eagly and Ka au (2002). O igina ing in he ea ly 21s cen u y, his heo y con inues o be a p ominen e e ence in
GIERKE ET AL.
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341
con empo a y s udies, as demons a ed, o example, by ecen schola ly endea ou s (e.g., Reichel e al., 2020;
Scheibmay & Reichel, 2023). Las ly, ecen yea s ha e wi nessed signi ican s ides by women in es ablishing hei
success in he wo kplace, ma ked by a dec easing gende educa ion gap (Vincen ‐Lanc in, 2008) and s onge
ep esen a ion o women in he labou ma ke (O iz‐Ospina e al., 2018).
3.2
|
Whe e?
Fi s , we sc eened 15 majo managemen jou nals o iden i y a icles ha i he scope o ou e iew. These
jou nals we e HRM Jou nal (UK), Academy o Managemen Jou nal,Academy o Managemen Re iew,Adminis a i e
Science Qua e ly,Human Rela ions,HRM Jou nal (USA), Jou nal o Applied Psychology,Jou nal o Managemen ,Jou nal
o Managemen S udies,Jou nal o O ganisa ional Beha iou ,O ganisa ional Beha iou and Human Decision P ocesses,
The Leade ship Qua e ly,O ganisa ion Science,O ganiza ion S udies, and Pe sonnel Psychology. Following common
p ac ice in e iews (Jacobsen e al., 2022; Kobu ay e al., 2019; Langho & Güldenbe g, 2020; Mish a
e al., 2022), we used he jou nal ankings om he Academic Jou nal Guide 2021 (‘CABS anking’) as an inclusion
c i e ion o selec ing jou nals o conside in ou sea ch. Speci ically, we included jou nals om he managemen
li e a u e ha a e a ed as ‘4’ o ‘4*’ in he CABS anking— ha is, as ‘wo ld‐leading’ jou nals (Wyse, 2017) in
e ms o ‘o iginali y, signi icance and igou ’ (McKinnon, 2017, p. 434). Second, o iden i y addi ional ele an
a icles, we expanded ou sea ch by conduc ing online sea ches h ough he da abases Web o Science, Psy-
cA icles, and Google Schola .
3.3
|
How?
Fo he jou nals, we sc eened he i les, abs ac s, and keywo ds o a icles on gende , leade ship, and o ganisa-
ional con ex . Fo he online sea ch, we de eloped a sea ch s ing ha included p e ious concep ualisa ions o
o ganisa ional con ex ac o s (Oc, 2018; Po e & McLaughlin, 2006), in combina ion wi h keywo ds ela ed o
leade ship and gende : ‘“leade *” AND “gende ” OR “ emale” OR “women” OR “woman” AND “con ex ” OR “cul u e”
OR “clima e” OR “goal” OR “pu pose” OR “people” OR “composi ion” OR “p ocess” OR “s a e” OR “condi ion” OR
“s uc u e” OR “ ime”’. We sc eened he i s 500 hi s o each o he h ee online da abases. I a leas 30
consecu i e a icles we e deemed i ele an o ou e iew pape be o e eaching 500 hi s, we hal ed he sea ch a
500. Howe e , i ele an a icles pe sis ed, we ex ended ou sc eening p ocess beyond his ini ial coun o ensu e
comp ehensi e co e age and p e en he o e sigh o pe inen li e a u e. This app oach led o he sc eening o
549 a icles om he Web o Science, 500 a icles om PsycA icles, and 500 a icles om Google Schola . The
sc eening was conduc ed by wo au ho s and h ee assis an s who unde wen aining, which in ol ed (1) amil-
ia ising hem wi h he objec i es (i.e., guiding esea ch ques ions) o he SLR, (2) ou lining he inclusion/exclusion
c i e ia, (3) p o iding examples o a icles ha aligned and did no algin wi h he scope o he e iew, and (4)
con ening in egula mee ings o esol e any ambigui ies.
3.4
|
Wha ?
Gi en ou ocus on empi ical e idence, we included only quali a i e and quan i a i e pee ‐ e iewed publica ions,
esul ing in a inal sample o 87 a icles (Figu e 1).
342
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GIERKE ET AL.
3.5
|
Why?
We aimed o assis HRM schola s in de eloping scien i ic insigh s in o he po en ial o gende ‐neu al and
gende ‐sensi i e con ex ac o s ele an o di e en ELC s ages. This decision necessi a ed ha all
a icles included in ou SLR me he ollowing inclusion c i e ia: (1) A icles needed o encompass he b oade
FIGURE 1 Flowcha : Summa y o a icle selec ion p ocess.
GIERKE ET AL.
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343
4.1
|
Rec ui men and Selec ion
The ELC begins wi h Rec ui men and Selec ion. ‘Rec ui men ’ e e s o ac i i ies by he HRM depa men and o he
o ganisa ional membe s o a ac candida es, ad e ise open posi ions, conduc in e iews, and un (s anda dised)
assessmen s(Hsu&Lea ,2000;Woodhams & Lup on,2006).‘Selec ion’ e e s o hechoice o asui ablecandida e and
in ol es assessing applican s o decide who ecei es a job o e (Po očnik e al., 2021). This li ecycle s age plays a
c ucial ole in an o ganisa ion's gende composi ion. We ca ego ised all a icles ha discussed gende in ec ui men
and selec ion in o his s age (n=21). As isualised in Table 1, mos publica ions (n=14) ocused on he s uc u al le el,
e e ing o he s uc u al componen s (e.g., job ad e isemen s, quo a policies, and succession announcemen s) ha
TABLE 2(Con inued)
Indi idual le el Cul u al le el S uc u al le el
posi i ely associa ed wi h
women's leade ship aspi a ions
(F i z & an Knippenbe g, 2018)
as well as he gene al
o ganisa ional e o s owa ds
o e coming ba ie s o women
(E ans, 2010)
�Di e si y o boa ds impac s di-
e si y e o s wi hin o ganisa-
ions (Be ns & Williams, 2022;
Halliday e al., 2021)
�Male‐ yped indus y (Ali
e al., 2021; Ga cía‐Re ame o &
López‐Za a, 2006), o
example, in male‐ yped
indus ies, a emale leade 's
wo k esul s in luence how
o he emale candida es a e
e alua ed o leade ship
posi ions (Manzi &
Heilman, 2021); simul aneously,
women's leade ship
iden i ica ion impac s whe he
hey p omo e o he women in
such indus ies (Kaise &
Spalding, 2015)
�Wo k o ce composi ion (Alex-
ande & Nowacki, 2022; Bossle
e al., 2020; Gould e al., 2018;
Ko e al., 2015; Ku ulus &
Tomasko ic‐De ey, 2012; Mi a
e al., 2021; an Emme ik
e al., 2010; Walke &
A i z, 2015), o example,
women in mixed‐gende g oups
a e signi ican ly less willing o
ake he lead compa ed o
women in emale‐only g oups
(Chen & House , 2019) o male‐
majo i y g oups (Bo n
e al., 2022)
350
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GIERKE ET AL.
women encoun e when hey app oach an o ganisa ion. Six a icles conce ned he cul u al le el (e.g., communica ion
abou o ganisa ional claims ela ed o social‐impac aming o clima e), and one add essed he indi idual le el (i.e.,
emale applican s' likelihood o eapplying o an o ganisa ion a e a ejec ion). In sum, esea ch has la gely ocused on
he s uc u al means ha o ganisa ions can implemen o appea as a ac i e employe s o women.
4.2
|
Lea ning and De elopmen
As pa o HRM, o ganisa ions implemen Lea ning and De elopmen p og ammes o ad ance he skills and expe ise
o hei employees. While much esea ch conce ns o mal lea ning and de elopmen ac i i ies, his s age also en-
compasses men o ship and sponso ship p og ammes designed o in o mally suppo employees in b oadening hei
ne wo ks, expanding hei human capi al, and c ea ing isibili y wi hin he o ganisa ion (Hun & Michael, 1983).
Pa icipa ion in lea ning and de elopmen p og ammes is posi i ely associa ed wi h manage ial success (Hooble
e al., 2011), which implies ha his s age cons i u es ano he c ucial building block o women o ob ain and e ain
leade ship oles. We classi ied 10 a icles as pe aining o his s age. In con as o Rec ui men and Selec ion, mos o
he a icles ocused on he indi idual le el (n=4). This may be explained by HRM measu es ela ed o lea ning and
de elopmen being p edominan ly designed o enhance he skills and abili ies o indi iduals ac oss a ious o gan-
isa ional se ings. In e ms o opics, he iden i ied a icles co e ed ma e s such as men o ship p og ammes and
leade ship de elopmen p og ammes. Th ee o he a icles conce ned s uc u al ea u es and explo ed, o example,
ea u es o di e en leade ship de elopmen p og ammes o women (Kimball e al., 2021) o di e en app oaches o
coaching emale leade s (Bonneywell & Gannon, 2022). Ano he h ee a icles we e ele an o he cul u al le el
(Tables 1and 2)—speci ically, conce ning he in eg a ion o women in o ne wo ks.
In sum, he dis ibu ion o a icles highligh s he ocus on lea ning and de elopmen oppo uni ies ha in-
di iduals can le e age o inc ease hei p ospec s o ob aining and e aining leade ship oles. Ne e heless, he e is
much less in e es in in es iga ing lea ning and de elopmen as ools o add ess ba ie s, such as biased pe cep-
ions o emale alen among leade s and employees.
4.3
|
Pe o mance App aisal
Pe o mance App aisal is he assessmen and e iew o an employee's pe o mance. This s agecomp ises all ac i i ies
ha HRM depa men s o o he o ganisa ional membe s conduc o e alua e an employee's con ibu ion o an
o ganisa ion. Pe o mance e alua ions a e o en essen ial o p omo ion decisions (Sumelius e al., 2014). No ably,
e alua ions a e no limi ed o o mal HRM p ac ices, such as an op ‐ou ins ead o op ‐in mechanism o all employees
eligible o leade ship oles (E kal e al., 2022), which is a measu e a he s uc u al le el. Ins ead, e alua ions can also
e e o o he s' pe cep ions o emale leade s and hei e ec i eness (i.e., cul u al le el) and o emale leade s' sel ‐
assessmen s (i.e., indi idual le el). O e all, we classi ied 28 a icles as pe aining o his s age, and hey could be
alloca ed o all h ee le els—indi idual (n=11), cul u al (n=9), and s uc u al (n=8). This ai ly balanced dis ibu ion
o a icles indica es ha schola s no only ocus on ins i u ionalised p ocesses (i.e., s uc u al le el) bu also no ice he
ele ance o gende biases in Pe o mance App aisal (i.e., how o he s pe cei e and hus assess women; he cul u al
le el) as well as women po en ially holding hemsel es back ( he indi idual le el).
4.4
|
Rewa d and Re en ion
Rewa d and Re en ion e e s o he bene i s ha an employee ecei es om he o ganisa ion. These bene i s could be
mone a y (e.g., wages and bonuses) o nonmone a y (e.g., wo k assignmen s). Pe o mance App aisal and his ou h
GIERKE ET AL.
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351
s age a e closely linked (e.g., pe o mance‐con ingen ewa ds; Gea y, 1992). To cla i y ou coding app oach, we
classi ied a icles ha conce ned he e alua ion o employees unde Pe o mance App aisal, and a icles on he
consequences o e alua ion (e.g., wages) as pe aining o Rewa d and Re en ion. P omo ions a e no necessa ily he
esul o an e alua ion, bu hey se e as a o m o employee ewa d, as p omo ions mos ly in ol e s uc u al changes,
suchassala y aises andexpanded job esponsibili ies. Allnine a icles add essing Rewa d andRe en ionbelong o he
s uc u al le el. P e alen hemes in his con ex include p omo ions (O o e al., 2022) and ca ee mobili y (McGinn &
Milkman, 2013).
4.5
|
O ganisa ional Se ing
O ganisa ional Se ing e e s o con ex ual ac o s ha pe ain o he b oade o ganisa ional se up, such as male‐
e sus‐ emale‐ yped indus ies (e.g., au omo i e manu ac u ing being s e eo ypically male‐ yped) and o ganisa-
ional leade ship a angemen s (e.g., hie a chical s uc u e). These cha ac e is ics a e no speci ic o any ELC s age;
a he , hey ha e an o e a ching in luence on emale leade s' abili y o ad ance in o ganisa ions. Fo a icles con-
ce ningO ganisa ional Se ing, 21ou o 23we ealloca ed o hes uc u al le el. Anexampleis esea chin es iga ing
he impac o male‐domina ed indus y on he ep esen a ion o women in he wo k o ce (Ali e al., 2021).
4.6
|
De i ed p ac ical implica ions: Gende ‐neu al e sus gende ‐sensi i e
Thus a , we ha e p o ided a bi d's‐eye iew o he ex an li e a u e by mapping wha we know on o he ELC and,
classi ying he li e a u e in e ms o esea ch oci (i.e., indi idual, cul u al, s uc u al le el). This app oach has allowed
us o gain an o e iew o he p e alen esea ch oci o each ELC s age (Table 1) and he majo esea ch hemes
(Table 2) ha schola s ocus on when s udying o ganisa ional con ex ac o s ela ed o gende and leade ship. Nex ,
we will del e in o he p ac ical implica ions p o ided in ex an publica ions. Speci ically, we p esen he esul s o
coding he p ac ical implica ions
1
o all iden i ied a icles in e ms o hei le el (indi idual, cul u al, s uc u al), as well
as he unde lying assump ions ega ding hei gende ‐neu al o gende ‐sensi i e app oaches (Table 3).
TABLE 3O e iew o gende ‐neu al and gende ‐sensi i e p ac ical implica ions.
App oach unde lying he p ac ical
implica ion Topic o p ac ical implica ion
P ac ical implica ions:
Focus
Gende ‐neu al (n=38) �Policies (n=21)
�O ganisa ional cul u e (n=13)
�T ain and de elop employees (n=4)
�Bias ainings (n=3)
�Men o ship/sponso ship (n=2)
�S uc u al
�Cul u al
�Indi idual
�Indi idual
�Indi idual
Gende ‐sensi i e (n=67) �Policies (n=23)
�Women as ca alys s (n=15)
�Men o ship/sponso ship/ ole models o
women (n=14)
�O ganisa ional cul u e (n=13)
�T ain and de elop women
a
(n=13)
�T ain on gende biases (n=10)
�Men as ca alys (n=3)
�S uc u al
�Indi idual
�Indi idual
�Cul u al
�Indi idual
�Indi idual
�Indi idual
No e: Some a icles ecommend gende ‐neu al as well as gende ‐sensi i e p ac ical implica ions, which en ails ha he
sum o gende ‐neu al and gende ‐sensi i e implica ions is highe han he N=87 a icles included in his e iew.
a
one a icle ecommends aining male leade s.
352
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GIERKE ET AL.
O e all, we iden i ied 38 gende ‐neu al measu es and 67 gende ‐sensi i e implica ions. A close examina ion
o he p ac ical implica ions in hese a icles e ealed ha he ecommenda ions o HRM p ac i ione s o en
exceed he ini ial esea ch scope. Mo e speci ically, al hough mos o he s udies in his e iew adop ed a gende ‐
neu al app oach in e ms o hei s udy design (i.e., collec ing da a om male and emale s udy pa icipan s o
assessing a chi al da a [e.g., boa d membe appoin men s] i espec i e o gende ; see Appendix), hei ecom-
menda ions o en emphasised a gende ‐sensi i e app oach, p edominan ly ocusing on emales.
4.7
|
Wha has been ecommended?
4.7.1
|
S uc u al le el
Fi s , gende ‐neu al s uc u al measu es (n=21) a e ecommended nea ly as o en as gende ‐sensi i e s uc-
u al measu es (n=23). This inding sugges s ha schola s ecognise he ba ie s inhe en in o ganisa ional
s uc u es o women, he eby ad oca ing o s uc u al a he han indi idual adjus men s encapsula ing he
idea o ‘ ix he game, no he dame’ (Gloo e al., 2020, p. 497) o o ‘ ix he sys em, no he women’ (Mo issey &
Schmid , 2008). Fo ins ance, schola s ecommend gende ‐neu al s uc u al measu es ha p o ide equal op-
po uni ies o male and emale leade s, such as conc e e selec ion c i e ia (e.g., Chin, 2016) o neu al and non‐
disc imina o y hi ing and e alua ion c i e ia ha en ail ‘p omo ing people on compe ency and skill i espec i e o
gende ’ (Mu ay & Syed, 2010, p. 289). Gende ‐sensi i e sugges ions on he s uc u al le el include policies
ela ed o hi ing mechanisms (Maida & Webe , 2022) in combina ion wi h b oade egula o y s a egies like
s a egic wo k o ce planning and egula moni o ing o gende ep esen a ion ac oss all o ganisa ional le els
(Seie s ad e al., 2021).
4.7.2
|
Cul u al le el
P ac ical implica ions a he cul u al le el equally co e gende ‐neu al (n=13) and gende ‐sensi i e (n=13)
app oaches. Gende ‐neu al p ac ices a e di ec ed a c ea ing an o ganisa ional cul u e ha os e s ai ness,
equali y, lexibili y, suppo , and collabo a ion (e.g., Sco & B own, 2006; Walke & A i z, 2015). The unde lying
assump ion o hese a icles is ha a gende ‐neu al and inclusi e o ganisa ional cul u e can play a i al ole in
o e coming manage ial biases. In con as , 13 a icles ecommended gende ‐sensi i e p ac ices ha a ge
o ganisa ional cul u e, bu hey we e a he ague. This issue—a lack o speci ici y in such ecommenda ions—has
been a poin o c i ique o o e a decade (Ba unek & Rynes, 2010), and ou indings indica e ha i con inues o be
pe inen . To illus a e, he ecommenda ions sugges ha o ganisa ional membe s should e lec on add essing
(second‐gene a ion) biases (e.g., Opoku & Williams, 2019), o he o ganisa ion should signal he alue i a ibu es
o emale ep esen a ion (Ali e al., 2021). A no ably speci ic sugges ion is in he wo k o T iana e al. (2017), who
ecommended displaying pic u es o success ul women on he walls o he o ganisa ions. Simila ly, Wang
e al. (2018) o e ed he ela i ely conc e e ecommenda ion o c ea e mo e poin s o con ac be ween sha e-
holde s and women in leade ship oles.
4.7.3
|
Indi idual le el
O e all, 64 gende ‐neu al and gende ‐sensi i e measu es we e alloca ed on he indi idual le el (Table 3).
Gende ‐neu al measu es included aining and de eloping CEOs, manage s, and employees (e.g., Lanaj & Hol-
lenbeck, 2015) conce ning hei skills (n=4) and abili y o ecognise and educe biases (n=3). Howe e , mos
GIERKE ET AL.
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353
indi idual‐le el measu es en ailed a gende ‐sensi i e app oach, wi h gende ‐sensi i e ecommenda ions ela ed
o men o ship, sponso ship, and ole models being p ominen a he indi idual le el (n=14). In con as ,
men o ship, sponso ship, and ole models we e among he leas equen ly sugges ed implica ions o all em-
ployees (gende ‐neu al; n=2). The 13 a icles ha ecommended gende ‐sensi i e aining p og ammes di e ed
sligh ly in hei p oposed app oaches o helping women by de eloping pa hs h ough which hey can ob ain and
e ain leade ship oles. Fo ins ance, de Kle k and Ve eynne (2017) highligh ed he impo ance o aining
p og ammes o inc easing emale leade s' skills and abili ies. In con as , Vi ick and G ee (2012) ocused on
ele a ing he isibili y o women (e.g., h ough high‐ isibili y assignmen s) o inc ease he likelihood o women
being p omo ed. One commonali y be ween he wo ecommenda ions was ha hey a ge he beha iou s o
indi idual women. This endency o a ge women's beha iou was also e iden in he 15 a icles ha highligh ed
he impo ance o women ac ing as ca alys s o gende di e si y a o ganisa ions. These a icles s ood in con as
o 10 a icles ha we classi ied as gende ‐sensi i e, as hey ocused on gende biases while ecommending o
educa e and communica e ela ed issues o all employees and manage s (e.g., Chin, 2016), sha eholde s (Mi a
e al., 2021), o women (e.g., Badu a e al., 2018) as well as o h ee a icles ha highligh ed he gende ‐sensi i e
app oach o men ac ing as ca alys s o women.
4.7.4
|
Summa y
Ou analysis e ealed ha despi e a g owing end o delinea e s uc u al and cul u al p ac ical implica ions aimed
a modi ying p ocesses, p ocedu es, and ins i u ionalised gende ‐neu al p ac ices, a s ong emphasis on he in-
di idual in e ms o gende ‐sensi i e ecommenda ions emains. The classi ica ion o a icles h oughou he ELC
allowed o mo e de ailed insigh s. Speci ically, gende ‐sensi i e p ac ical implica ions ha e a la ge sha e ac oss all
ELC s ages excep o Rewa d and Re en ion (Table 1). The disc epancy be ween gende ‐neu al and gende ‐
sensi i e ecommenda ions was especially la ge o Rec ui men and Selec ion. Fo his s age, only se en a icles
sugges ed gende ‐neu al app oaches, whe eas 25 ecommended gende ‐sensi i e app oaches. This disc epancy
en ails ha , especially in ec ui ing emale alen , many o he sugges ed measu es ocus on he emale candida e.
Fo example, ha women om he o ganisa ion may se e as ec ui e s, ad oca ing o he ad e isemen o
de elopmen p og ammes o po en ial emale candida es (see Hen schel e al., 2021), o ecommending ha he
o ganisa ion should empowe HRM o add ess inapp op ia e s a emen s owa ds women by in e iewe s (see an
Esch e al., 2018). All o hese measu es aimed a boos ing he likelihood o woman ascending o leade ship oles.
5
|
DISCUSSION
In his e iew, we iden i ied and mapped o ganisa ional con ex ac o s in luencing women in ob aining and
e aining leade ship posi ion h ough he ELC. We nex ou line he heo e ical and p ac ical implica ions be o e
u ning o he u u e esea ch di ec ions as well as he limi a ions o his SLR.
5.1
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Theo e ical implica ions
Whe eas au ho s o p e ious e iews sc eened he li e a u e h ough keywo ds wi h nega i e conno a ions, such
as ‘ca ee challenges’ o ‘ca ee obs acles’ (e.g., Tapa ia & Lenka, 2022), we conduc ed a mo e neu ally a ge ed
SLR ( o example, by including only he keywo d ‘leade *’ in ou sea ch s ing). As a esul , we no only iden i ied
obs acles o women s i ing o leade ship posi ions bu also ound se e al a icles ha highligh ed unique op-
po uni ies o e en ad an ages o women (e.g., B ands e al., 2015; Paus ian‐Unde dahl e al., 2014). F om hese
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indings, we gleaned ha ac i ely seeking coun e ac uals could be mo e sys ema ically employed in esea ch on
women and leade ship. This echnique en ails con empla ing a hypo he ical al e na i e o he ac ual e en o
p e ailing belie , e med he ‘coun e ac ual’ (McDe mo , 2023). Doing so allows schola s o examine po en ial
ou comes unde he assump ion ha he opposi e o he widely held iew is ue. Fo ins ance, a he han
de aul ing o he assump ion ha women ace ba ie s, heo y h oughou he ELC could be de eloped di e en ly i
i speci ies scena ios whe ein women encoun e neu al o e en p e e en ial condi ions.
Secondly, ou analysis o exis ing publica ions' esea ch oci, pa icula ly in e ms o how hey add ess indi-
idual, cul u al, o s uc u al ac o s wi hin he ELC, e eals a no able a ie y in esea ch emphasis. Fo example, a
subs an ial body o esea ch iden i ied in his SLR (23 ou o 87 a icles) in ol ed s udies whe e schola s conside ed
he wide o ganisa ional se ing in which women wo k. In oday's di e se wo king wo ld encompassing a ious
o ganisa ional se ings— om gig‐wo ke s, small s a ups, and en u e capi als o la ge co po a ions— ecognising
he impo ance o he o ganisa ional se ing enables HRM p ac i ione s and esea che s o me iculously ailo
hei HRM ini ia i es o mee he needs o emale alen wi hin speci ic o ganisa ional con ex s. In e ms o le els,
we no ed a p onounced emphasis on s uc u al ac o s in Rec ui men and Selec ion, Rewa d and Re en ion, and
O ganisa ional Se ing. In e ms o Pe o mance App aisal, ou indings show ha esea ch encompasses all h ee
le els—indi idual, cul u al, and s uc u al. These indings indica e ha he di e en s ages o he ELC end o
a ac dis inc esea ch in e es s, which un eils p omising a enues o u u e esea ch.
Thi dly, we analysed he alignmen be ween he le els as well as he gende ‐neu ali y and gende ‐sensi i i y
o he ac ual indings and he sugges ed p ac ical implica ions wi hin he e iewed a icles. Ou analyses e ealed
disc epancies be ween s udy indings and de i ed p ac ical implica ions. Fo example, while mos s udies ocus on
o ganisa ional s uc u es, he p ac ical implica ions p edominan ly cen e on he indi idual. This disc epancy be-
comes e en mo e p onounced when conside ing he o ien a ion o he p ac ical implica ions, whe he gende ‐
neu al o gende ‐sensi i e. To illus a e, while 13 a icles ecommended he implemen a ion o men o ship and
sponso ship p og ammes as well as ole models, only wo a icles (McDonald & Wes phal, 2013; Ramaswami
e al., 2010) examined he e ec i eness o hese p og ammes. This misma ch is ala ming, as he main unc ion o
he p ac ical‐implica ions sec ion is o “ acili a e [ he] implemen a ion o a s udy's indings” (Ba unek &
Rynes, 2010, p. 110).
E en in a icles wi h ma ching s udy designs and p ac ical implica ions conce ning gende ‐neu ali y (e.g.,
collec ing da a om all employees and sugges ing o ganisa ional measu es add essing all employees) and gende ‐
sensi i i y (e.g., collec ing da a speci ically om women and sugges ing o ganisa ional measu es add essing
women), he e was o en a misma ch be ween wha was es ed empi ically and wha was ecommended. Fo
ins ance, Tase ‐E dogan (2022) in e iewed women abou he unde ep esen a ion o women in manage ial po-
si ions and ecommended aining p og ammes o ackle gende bias among male and emale employees wi hou
in es ing hese p og ammes.
In sum, in ou e iew, we obse ed ha nume ous a icles ex ended hei scope o o e p ac ical ecom-
menda ions ha su passed he di ec indings o hei espec i e s udies. While we ha e c i iqued his endency o
i s po en ial o e each, we ook a di e en app oach in iden i ying p ac ical implica ions. Speci ically, o genuinely
assis p ac i ione s, we me iculously syn hesised e idence‐based ecommenda ions oo ed in he ac ual indings o
all he s udies we iden i ied. This app oach ensu ed ha ou guidance was g ounded in empi ical e idence and
aligned closely wi h he exis ing esea ch landscape. Howe e , be o e sha ing hese implica ions, ou g oundwo k
has es ablished a pla o m o delinea e u u e esea ch di ec ions speci ying (1) which s ages o he ELC could
ecei e mo e ecogni ion ega ding emale leade ship and o ganisa ional con ex ac o s, (2) how knowledge can be
ad anced by u he es ing he app op ia eness o gende ‐neu al e sus gende ‐sensi i e HRM app oaches, and
(3) why a mo e nuanced app oach o s udying emale leade ship in o ganisa ions om an in e sec ionali y
pe spec i e is needed.
GIERKE ET AL.
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5.2
|
Implica ions o u u e esea ch
Based on ou e iew, we iden i ied a leas h ee b oad a eas o u u e esea ch. Fi s , ou analysis o he ELC
e ealed ha some s ages—speci ically, Lea ning and De elopmen (N=10) and he Rewa d and Re en ion (N=9)
— ecei e less esea ch a en ion han o he s. E en mo e, o Rewa d and Re en ion, schola s ha e no co e ed all
h ee esea ch oci. Speci ically, o Rewa d and Re en ion, schola s ha e ocused on he s uc u al le el while
neglec ing he po en ial o he indi idual le el, whe eas o Lea ning and De elopmen , only ew s udies ha e been
conduc ed o he h ee le els. Del ing in o hese s ages is a p omising a enue o u u e esea ch, as i enables
schola s o guide o ganisa ions in add essing he indi idual, cul u al, and s uc u al le els om a gende ‐neu al
and gende ‐sensi i e pe spec i e when a emp ing o empowe women.
To illus a e, in ecen publica ions, Bonneywell and Gannon (2022) assessed ypes o coaching o women as
pa o a mo e ex ensi e de elopmen p og amme, and Kimball e al. (2021) compa ed di e en leade ship
de elopmen p og ammes o women. While such s udies e lec gende ‐sensi i e app oaches a ge ing he
s uc u al le el, HRM esea ch could bene i om mo e de ailed insigh s in o he se up o such p og ammes. Fo
ins ance, in a ecen me a‐analysis, Uslu e al. (2022) in es iga ed he e ec i eness o di e en employee aining
me hods and concluded ha ‘adminis e ing mul iple me hods may no be uni o mly e ec i e; a he , he me hod o
choice may need o be ailo ed owa d he ou comes a hand’ (Uslu e al., 2022, p. 61). In he con ex o emale
leade ship and o ganisa ional con ex ac o s, HRM schola s could in es iga e whe he speci ic aining me hods
(e.g., web‐based, ace‐ o‐ ace, indi idual‐based, g oup‐based ainings) a e mo e sui able depending on he e-
cipien s o such aining p og ammes as well as he a ge ed ou come a iables (e.g., ad ance skillse , e ain em-
ployees, ackle biases).
Conce ning Rewa d and Re en ion, we ound a s ong ocus on he s uc u al le el, which can be explained by
mos a icles cen ing a ound u no e a es (e.g., Samuelson e al., 2019) and mone a y compensa ion (Malho a
e al., 2021). Howe e , conside ing ha o e all, a ound one 10 h o he a icles in ou e iew could be assigned o
his ca ego y and ha women con inue o ace bu dens (e.g., lexible schedules) ha make i mo e di icul o hem
o e ain in o ganisa ions (Thomas e al., 2023), HRM schola s should ocus hei e o s mo e i mly on his s age.
Fo example, o be e unde s and Rewa d and Re en ion, schola s could es he e ec i eness o HRM p ac ices
speci ically ailo ed o women, such as analysing whe he HRM ac i i ies a ge ing he 3 Ms (i.e., mens ua ion,
ma e ni y, and menopause; A kinson e al., 2021) can inc ease o ganisa ions' success in e aining emale leade s.
Secondly, a pe inen issue ac oss all s ages was ha he esea ch ocus was o en misaligned wi h he ac ual
p ac ices implemen ed by o ganisa ions o wi h he ecommenda ions made by schola s o wha companies should
do. To add ess his issue, mo e expe imen al ield s udies—also e e ed o as ‘in e en ion s udies’—could o e a
p omising u u e esea ch a enue. Speci ically, in e en ion s udies could p o e ins umen al in alida ing he
e ec i eness o ecommenda ions p o ided o women (e.g., in he p ac ical implica ions sec ion) o ob aining and
e aining leade ship posi ions. Whe eas mos ex an esea ch ocuses on he somewha ‘easie ’ assessmen o
women's cu en si ua ion in o ganisa ions (e.g., h ough a chi al da a, in e iews, o su eys), his limi s he abili y
o d aw causal conclusions o heo e ically p oposed e ec s (An onakis e al., 2010). In e en ion s udies, in
con as , shi he ocus om me ely unde s anding he p esen condi ions o ac i ely es ing and e i ying he
e icacy o measu es and policy ecommenda ions.
Ne e heless, in e en ion s udies should no be miscons ued as a cu e‐all solu ion; hey ha e hei limi a-
ions. Fo example, ield expe imen s end o be somewha limi ed in scope (i.e., hey es he e ec s o a speci ic
measu e), a e suscep ible o he in luence o o ganisa ional changes such as es uc u ing ini ia i es (Olsen
e al., 2008), and a e o en conduc ed in a single o ganisa ional se ing (i.e., gene alisabili y conce ns). Mo eo e , o
conduc an in e en ion s udy, HRM schola s mus ob ain access o employees and/o leade s in o ganisa ions,
which o en en ails o e coming bu eauc a ic and economic obs acles (Ho wi z & Ho wi z, 2012). Rega dless, hese
di icul ies should no de e esea che s om s i ing o add ess he undamen al ques ion o ‘Wha wo ks?’.
356
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GIERKE ET AL.
As a hi d u u e esea ch di ec ion, ex an esea ch s ill has a a he na ow ocus on gende i espec i e o
o he demog aphic a ibu es, he eby neglec ing he no ion ha ‘expe iences and ca ee p og ession o women
wi h adi ionally ma ginalised iden i ies’ (Thomas e al., 2023, p. 31) may be di e en om hose o mo e p i i-
leged women. His o ically, di e si y schola s ha e inc easingly acknowledged ha people hold se e al iden i ies,
which cons i u e and ein o ce one ano he in a dynamic p ocess (Shields, 2008). One heo e ical s a ing poin o
add ess hese mul iple iden i ies (Pe sko e al., 2022) could be he in es iga ion o iden i y‐conscious in e en ions
(Plau e al., 2018; Wang e al., 2022) ha conside gende and o he dimensions (e.g., ace, age, sexual o ien a ion)
ha in luence iden i y (i.e., belongingness o a g oup). Illus a ing he po en ial o such mo e nuanced pe spec i es,
a s udy wi h a ep esen a i e sample o mo e han 300,000 employees did no jus ind ha LGBT employees
epo ed lowe wo k expe ience han non‐LGBT employees bu also ha LGBT women el signi ican ly less
espec ed and empowe ed in hei wo kplace han did LGBT men (Cech & Ro hwell, 2020). Fo HRM schola s, hese
indings indica e ha implemen ing HRM in e en ions a ge ing women's ad ancemen in o ganisa ions may miss
he in ended e ec when o he cha ac e is ics o hese women (e.g., hei sexual o ien a ion, age, o e hnici y) a e
no conside ed.
Applying his o he ela i ely unde ‐ esea ched Lea ning and De elopmen s age, schola s could in es iga e
he e ec o o ganisa ional di e si y claims on he en olmen o emale alen om a ious acial backg ounds in
de elopmen p og ammes, simila o assessing o ganisa ional business e sus social claims on gende composi ion
(Ab aham & Bu bano, 2022). Mo eo e , e isi ing ou ecommenda ion o Rewa d and Re en ion, which in ol es
implemen ing HRM ac i i ies add essing mens ua ion, ma e ni y, and menopause, schola s could b oaden such
ini ia i es by s udying he e ec s o o e s speci ically ailo ed o women om ma ginalised g oups. Taking such
ideas e en u he , ecen ad ancemen s o a lens‐based app oach o in e sec ionali y ha e s a ed ha a pe son
could pe cei e someone holding mul iple social iden i ies (e.g., a black LGBT woman) h ough a simplis ic lens (e.g.,
he lens o ace) o a complex lens (e.g., a ace‐by‐gende lens; Pe sko e al., 2022). Acco dingly, u u e esea ch
could in es iga e he e ec i eness o HRM p ac ices o women wi h di e en demog aphic cha ac e is ics (e.g.,
age, e hnici y) and simul aneously accoun o he in e sec ionali y lenses applied by pe cei e s (i.e., supe iso s,
colleagues, and employees). Doing so would no only allow o he conside a ion, e ela ion, and, ideally, elimina ion
o biased in e sec ionali y lenses bu also help c ea e mo e gende ‐inclusi e HRM p ac ices in he long e m.
5.3
|
Implica ions o p ac ice
To p o ide an o e iew o p ac ical implica ions o HRM depa men s, we de eloped Table 4. He e, we ex ac ed
and agg ega ed all e idence‐based esea ch indings epo ed in he iden i ied a icles and so ed hem by ocus
(indi idual, cul u al, and s uc u al).
Beginning wi h he indi idual le el, we no ed, o example, ha al hough se e al a icles b oadly sugges ed
aining p og ammes (see Table 3), he desc ip ions o en all sho in speci ying wha should be de eloped. Ou
e idence‐based o e iew o e s conc e e insigh s in o he skills ha could be augh in such p og ammes (e.g.,
se an leade ship skills; see Table 4). Simila ly, he p ac ical implica ion o ‘o e ing men o ing p og ams o emale
leade s’ ends o emain ague; ye , we do ha e some s udies sugges ing mo e speci ic design ea u es o such
p og ams (e.g., senio ‐male men o s in male‐domina ed indus ies, combining indi idual and g oup coaching) (c .
Bonneywell & Gannon, 2022; Ramaswami e al., 2010).
On he cul u al le el, a ple ho a o HRM ac i i ies seeks o add ess biases and ini ia e cul u e change. In
addi ion o aining employees and leade s, an o en‐o e looked ecommenda ion is o explici ly encou age e al-
ua o s o e lec on hei (po en ially biased) pe cep ions when assessing emale leade s' expe ise because he
ecogni ion o expe ise ends o be in luenced by he e alua o s' a ibu es (Joshi, 2014). Addi ionally, d awing
om he con ac hypo hesis (Binde e al., 2009), i can be an easy‐ o‐implemen ecommenda ion o c ea e mo e
GIERKE ET AL.
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357
TABLE 4E idence‐based p ac ical implica ions o HRM o suppo women in ob aining and e aining
leade ship posi ions based on he N=87 a icles iden i ied in ou e iew.
Types o o ganisa ional measu es E idence‐based p ac ical implica ions o p ac i ione s
Measu es a ge ing he indi idual
le el
Leade ship skills
�Inc ease se an (Lemoine & Blum, 2019) leade ship skills as well as agen ic
beha iou s o emale leade s (Badu a e al., 2018; Lanaj & Hollenbeck, 2015)
�De elop a coope a i e clima e which inc eases women's leade ship aspi a ions
(F i z & an Knippenbe g, 2017)
�Add ess emale employees' lowe ca ee mo i a ion due o a lack o o ganisa-
ional de elopmen oppo uni ies h ough alloca ing mo e aining and de el-
opmen oppo uni ies, ca ee encou agemen and challenging wo k o emale
employees (Hooble e al., 2011)
Men o ing and ne wo king
�P o ide men o ing oppo uni ies especially o emale i s ‐ ime di ec o s
(McDonald & Wes phal, 2013)
�Inc ease he isibili y o women h ough senio ‐male men o s in male‐
domina ed indus ies (Ramaswami e al., 2010)
�Help women o gain social capi al by le e aging he powe o hei own
ne wo king app oach (de Kle k & Ve eynne, 2017)
�P o ide a combina ion o indi idual and g oup coaching o de eloping emale
leade s (Bonneywell & Gannon, 2022)
Measu es a ge ing he cul u al
le el
Biases
�Re lec on he (biased) pe cep ions o e alua o s when e alua ing emale
leade s' expe ise because he ecogni ion o expe ise is mainly d i en by he
e alua o s' a ibu es (Joshi, 2014)
�C ea e posi i e expe iences o employees wi h emale leade s o educe
gende biases (Dueh & Bono, 2006)
Cul u al change
�Ques ion he s a us quo and con on social de ences, such as hegemonic
na a i es, which main ain exis ing powe s uc u es and hinde he ad ance-
men o women (Pada ic e al., 2020)
�Posi ion women as ca alys s o cul u al ans o ma ion because hey cul i a e
a mo e emale‐ iendly cul u e (Ta e & Yang, 2015)
�P omo e he use o gende ‐inclusi e language a he han masculine gene ic
e ms (e.g., head ins ead o mas e ; Bailey e al., 2022)
�O ganisa ions should imp o e hei in ol emen (i.e., mos employees a e highly
in ol ed in hei wo k) and mission (i.e., he e is a long‐ e m pu pose and
di ec ion) cul u e (Roebuck e al., 2019)
Measu es a ge ing he s uc u al
le el
Job applica ion
�Re lec on wo ding in job ad e isemen s because he wo ding impac s emale
candida es' eelings o belongingness when he ec ui e is male (Hen schel
e al., 2021)
�Re lec on how o communica e ejec ions o applican s agains he backd op
ha women a e less likely o e‐apply a e a job ejec ion (B ands &
Fe nandez‐Ma eo, 2017)
�Conside he implemen a ion o a emale quo a as i is associa ed wi h mixed
indings in inc easing he ep esen a ion o women in co po a e boa ds
(Seie s ad e al., 2021), and in op execu i e o op ea ning posi ions (Maida &
Webe , 2022)
358
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GIERKE ET AL.
TABLE 4(Con inued)
Types o o ganisa ional measu es E idence‐based p ac ical implica ions o p ac i ione s
�Selec ion p ocess mus clea ly de ine he equi ed and he p e e ed quali i-
ca ions ( an Esch e al., 2018)
Hi ing
�Recognise ha he chance o new job openings being illed wi h women in-
c eases when he sha e o emale o ganisa ional membe s is highe (Cohen &
B oschak, 2013)
�The appoin men o a woman CEO may help os e mo e balanced boa ds o e
ime, pa icula ly in na ional con ex s o lowe gende equali y (Halliday
e al., 2021)
Communica ion
�S eng hen communica ion plans ha suppo he in oduc ion o quo as o
women in leade ship posi ions, he eby pa icula ly p o iding na a i es abou
women's agency and communali y (Mölde s e al., 2018)
�O ganisa ions mus do mo e o comba nega i e assump ions su ounding he
appoin men o emale di ec o s, o ins ance, by being mo e anspa en and
sys ema ic ega ding how di ec o s a e nomina ed and selec ed
(Malho a, 2021)
�O ganisa ions should s a e ha all s akeholde s a e suppo i e o he
appoin men o a new leade p io o his o he en y in o he o ganisa ion (Rink
e al., 2013)
Ca ee p og ession
�Es ablish an op ‐ou ins ead o an op ‐in mechanism o leade ship succession
(E kal e al., 2022)
�Re lec on pe o mance app aisal by supe iso s agains he backd op ha
women a e held o s ic e s anda ds o job p omo ions (Lyness &
Heilman, 2006)
�Encou age male highe ‐le el manage s o empowe women because male
p edecesso s can pa e he way o emale CEOs h ough gende ‐inclusi e
ga ekeeping (Dwi edi e al., 2018)
�Conside ha be e pe o ming incumben manage s a e mo e likely o sugges
a emale successo (Vi ick & G ee , 2012)
�Re lec on p omo ion packages agains he backd op ha job p omo ions
impac women's (compa ed o men's) job sa is ac ion o a lesse posi i e ex en
(O o e al., 2022)
Numbe o women
�Inc ease he numbe o women (especially middle manage s) o achie e a mo e
equal gende a io and highe leade ship aspi a ions among women (Ali
e al., 2021)
�Inc ease he sha e o women in op leade ship as i suppo s u he g ow h o
women in manage ial posi ions (Ku ulus & Tomasko ic‐De ey, 2012)
�As a succession planning p ac ice, inc ease he amoun o di e se alen o
p e en okenism and ela ed e ec s (G ee & Vi ick, 2008)
�Inc ease he p opo ion o women ep esen ed in he candida e pool o
enhance he p obabili y ha a women will be selec ed (Tinsley e al., 2017)
�Hi ing emale manage s esul s in he hi ing o mo e emale manage s in he
subsequen pe iod (Bossle e al., 2020)
�Since women a e less willing o lead eams wi h a male majo i y han hose wi h
a emale majo i y, quo as may bene i no only he women di ec ly a ec ed by
(Con inues)
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