Although the focus of this chapter is on the qualities of successful female role models, it is important to note that many of the women involved in the book described men as having been some of their most formative and positive influences. Most people tend to work with composite role models, learning from a wide range of individuals that they see as admirable in some way. In essence, the choice is not about whether someone wishes to be a role model or not, but rather about what kind of role model they want to be.Īnd of course it’s not just women who influence other women. Becoming aware of, and accepting, this reality presents an opportunity to become more intentional with the effect we have on others. The women involved in this book are role-modelling types of success just by who they are and how they approach their working lives. To an extent we are all role models, irrespective of intent, on the basis that we exercise influence over others through our behaviour. An operational manager, or group leader, is likely to have greater day-to-day impact on those around them than the most senior people in the institution. It is also important to note that someone need not be senior to be a role model – in fact it is imperative that role models exist at all levels of an organisation to positively affect its culture. A younger colleague, for example, is likely to be observing her example to pick up clues about how things work and what it takes to get on. It is therefore somewhat inevitable that people will be watching and making value judgements about how a woman does her job, like it or not. For women, this heightened visibility tends to increase with seniority, as their numbers diminish. If there are fewer of you in the workplace, it is an uncomfortable fact that you will be more conspicuous. “Being a woman means I am a role model - like it or not.” The inevitability of being seen as a role model As a result, we decided to blend these responses together, so that we could paint a more comprehensive picture of what it means to be a successful female role model. In contrast, they were relaxed and eloquent when invited to talk about the women they saw as admirable or inspiring. This may explain the reticence expressed by a number of the participants when asked why others might view them as successful. For some it suggests an expectation of perfection, the risk of being put on a precarious pedestal or the possibility of being seen as arrogant. Get students to justify their opinions.Being seen as a ‘role model’ is not a universally appealing prospect. Open the discussion up to the class and see if there are any differences of opinion. Is he or she a good role model? Why? Why not?ĭoes he / she set a good example? Why? How? In groups students answer the following questions referring to each picture:ĭo people admire or look up to this person? Print a set of the following pictures for each group: Were you a good / bad influence on your friends? Who do you think was a good / bad influence on you when you were a child? Who is your most important role model now? Who was your most important role model when you were a child? Who did you look up to / admire? In Groups of 3-4 discuss these questions. Bad Role ModelsĪrrogant / self centred / full of himself Here are some examples, give out dictionaries if the students have trouble. Put the picture of Michelle Obama on the board and ask the same questions.īrainstorm language for good / bad role models. Put this picture of Paris Hilton on the board.ĭoes she set a good example for teenagers / children? Topic discussion based on the idea of role models and setting good or bad examples.
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