Seniority and gender differences in 360‐degree assessments of influencing, leadership and team behaviours. Part 2: Gender differences, conclusions and implications

Abstract

Purpose

The purpose of this two‐part paper is to present and discuss research into gender and seniority differences in 360‐degree assessments of influencing, leadership and team behaviours.

Design/methodology/approach

The article builds on a previous article on influencing behaviour and 360‐degree assessments that found a statistically significant positive relationship between these two sets of variables. However, the strength of this relationship was found to vary, depending on the seniority and gender of individuals. This article extends the previous one in two ways. Firstly, it examines four hypotheses to explain the earlier findings. Secondly, it introduces data on two other types of behaviour – leadership and team behaviour – in relation to 360‐degree performance assessments.

Findings

The authors found support for the first hypothesis. The 360‐degree assessments are affected by seniority. Influencing behaviour is more closely linked to 360‐degree assessments of middle managers who tend to have less legitimate power. The authors found little support for the second hypothesis. The 360‐degree assessments were strongly related to leadership and team behaviours in senior managers, as well as middle managers. The authors found clear evidence to support the third hypothesis that male and female managers were judged by different gender stereotypes. The authors also found support for the fourth hypothesis that male and female managers tended to do different jobs.

Originality/value

The originality and value of this paper lies in its examination of the relationship between three different types of behaviour (i.e. influencing, leadership and team working) and 360‐degree assessments of performance, including seniority and gender differences. It combines theory and research as a basis for practice. It draws on relevant theory on influencing, team working and leadership, presents empirical evidence, examines possible interpretations, draws practical conclusions and discusses their implications. The findings have implications for the use of 360‐degree assessments, challenge universal prescriptions about leadership and management, provide guidelines about the development needs of managers as they move from middle to senior management levels, and highlight particular problems for female managers making the transition.

Citation

Manning, T. and Robertson, B. (2010), "Seniority and gender differences in 360‐degree assessments of influencing, leadership and team behaviours. Part 2: Gender differences, conclusions and implications", Industrial and Commercial Training, Vol. 42 No. 4, pp. 211-219. https://doi.org/10.1108/00197851011048573