Exploring gender dynamics in the workplace: strategies for equitable professional development
1 Department of Industrial Relations and Personnel Management, Olabisi Onabanjo University, Ago Iwoye, Ogun State, Nigeria
2 Woodland High School, UK.
3 International Organization for Migration, Edo State, Nigeria.
4 Whitman School of Management, Syracuse University, Syracuse, New York.
Review
Comprehensive Research and Reviews in Multidisciplinary Studies, 2024, 02(01), 001–008.
Article DOI: 10.57219/crrms.2024.2.1.0035
Publication history:
Received on 04 August 2024; revised on 13 September 2024; accepted on 16 September 2024
Abstract:
This review paper explores the evolving landscape of gender dynamics in the workplace, focusing on strategies for promoting gender equity and enhancing professional development. It examines the historical context and current gender equity trends, highlighting ongoing challenges such as the gender pay gap and barriers to career progression. The paper analyses effective strategies, including implementing robust policy frameworks, mentorship and sponsorship programs, and comprehensive training initiatives. It also evaluates the effectiveness of these strategies using metrics, benchmarks, and case examples. The review concludes with recommendations for organizations and policymakers, emphasizing the need for sustained commitment, integration of gender equity into broader organizational practices, and responsiveness to emerging trends. Future research directions are identified, including the impact of remote work models, the role of artificial intelligence in HR practices, and the intersectionality of gender with other diversity dimensions. This paper aims to offer practical insights and guidance for creating more equitable and inclusive work environments that support the professional growth of all employees.
Keywords:
Gender Equity; Professional Development; Workplace Dynamics; Mentorship and Sponsorship; Diversity and Inclusion
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Copyright information:
Copyright © 2024 Author(s) retain the copyright of this article. This article is published under the terms of the Creative Commons Attribution Liscense 4.0