{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,8,17]],"date-time":"2026-08-17T22:23:52Z","timestamp":1787005432388,"version":"build-2736575974"},"reference-count":51,"publisher":"Emerald","issue":"2","license":[{"start":{"date-parts":[[2022,1,4]],"date-time":"2022-01-04T00:00:00Z","timestamp":1641254400000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/www.emerald.com\/insight\/site-policies"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["LHS"],"published-print":{"date-parts":[[2022,4,21]]},"abstract":"\nPurpose<\/jats:title>\nThis case study aims to demonstrate how the Greater Leadership Opportunities for Women (GLOW) Mayo Clinic Employee Resource Groups (MERG) has positively impacted leadership development focusing on growth, resilience, inspiration and tenacity (GRIT) and increased advancement for female leaders at Mayo Clinic. It will also establish how the innovative utilization of employee resource groups can positively impact the development of leaders within an institution in general and specially can enhance behaviors related to GRIT.<\/jats:p>\n<\/jats:sec>\n\nDesign\/methodology\/approach<\/jats:title>\nThis case study design was used to measure the impact of the GLOW MERG\u2019s interventions through qualitative and quantitative approaches that highlight both process and outcome to increase study validity through complementarity, which \u201cseeks elaboration, enhancement, illustration, clarification of the results from one method with the results from another\u201d (Greene, et al.<\/jats:italic>, 1989, p. 259) as well as completeness and context (Onghena et al.<\/jats:italic>, 2019; Schoonenboom and Johnson, 2017; Bryman, 2006). Learning outcomes (knowledge), skill accomplishments and attitude development were evaluated within two weeks after each session and annually through standardized surveys sent to participants via email. The surveys were designed to capture key information about the sessions, including the impact of the session content, the willingness and ability of attendees to apply the learning and identification of opportunities for improvement in session design and delivery, as well as measure satisfaction with the activities offered, the frequency and method(s) of communication, barriers to session attendance and particular topics or speakers of interest to members (Appendix 1). Response options included dichotomous scales, Likert-type scales, multi-select and free text. This provided a voluntary response sampling, as post-session surveys were sent to all session attendees and annual surveys were sent to all GLOW MERG members, which allowed individuals to choose if they would respond to the surveys (Creswell and Creswell, 2018). To foster an environment of continuous improvement, plan-do-study-act (PDSA) cycles (Langley et al.<\/jats:italic>, 2009) were conducted after every survey by the event planning team and the GLOW MERG Board. Interventions were tested, reviewed and discussed during monthly board meetings and event planning. Improvements were made and results were shared with key stakeholders through regular communication channels. Additionally, 30 past and present GLOW MERG leaders were surveyed to measure their perceived impact of participation in the GLOW MERG interventions using dichotomous scales, multi-select and free text responses (Appendix 2). This targeted purposive sample was selected because of their high level of engagement with the MERG to provide a retrospective evaluation of the success of the GLOW MERG, and its interventions for career advancement related to the development of GRIT attributes, knowledge and skills resulting in career advancement for those who are\/have been highly engaged with the MERG.<\/jats:p>\n<\/jats:sec>\n\nFindings<\/jats:title>\nThe results spanning the past few years of GLOW MERG interventions has shown that the GLOW MERG has been successful in providing targeted educational events that address the GRIT knowledge, skills and attributes, needed for female health-care leaders to be successful in developing GRIT capabilities. By staying true to its mission and vision, the GLOW MERG has been able to promote, educate and empower female leaders at Mayo Clinic while actively breaking down the barriers that can prevent women from obtaining leadership positions.<\/jats:p>\n<\/jats:sec>\n\nResearch limitations\/implications<\/jats:title>\nThere are several limitations with this case study\u2019s data collection and sampling methods. First, the post-session and annual survey sampling was based mainly on ease of access, with responses obtained from respondents who are more likely to volunteer or those with the strongest opinions. This allowed for potential bias as responses may not be representative of all GLOW MERG member opinions. Furthermore, the purposive sample of present and past GLOW MERG leaders was also subject to volunteer bias and may not have be representative of the GLOW MERG population. Additionally, the case study examined the practices of only one site and MERG group and may not be representative of all sites or employee resources groups.<\/jats:p>\n<\/jats:sec>\n\nPractical implications<\/jats:title>\nThe interventions implemented by the GLOW MERG to assist women with developing GRIT knowledge, skills and attributes \u2013 barriers women often face in leadership roles \u2013 were tested, reviewed and discussed during monthly board meetings and event planning. PDSA cycles were conducted, improvements were made and results were shared with key stakeholders through regular communication channels (Langley et al.<\/jats:italic>, 2009). Key lessons learned from these assessments include: One size does not fit all for leadership development. GLOW members have a wide variety of backgrounds, skills and experiences. Repetition is important in the development of GRIT knowledge, skills and attributes associated with GRIT. A one-time event provides attendees with an information overview and the steps to start developing a new skill but no dedicated time to practice and implement that skill.<\/jats:p>\n<\/jats:sec>\n\nOriginality\/value<\/jats:title>\nThe innovative utilization of employee resource groups can positively impact the development of leaders within an institution in general and specially can enhance behaviors related to GRIT.<\/jats:p>\n<\/jats:sec>","DOI":"10.1108\/lhs-04-2021-0028","type":"journal-article","created":{"date-parts":[[2022,1,3]],"date-time":"2022-01-03T05:42:51Z","timestamp":1641188571000},"page":"267-284","source":"Crossref","is-referenced-by-count":5,"title":["Using an employee resource group to develop GRIT in female healthcare leaders: a case study"],"prefix":"10.1108","volume":"35","author":[{"given":"Amy M.","family":"Seegmiller Renner","sequence":"first","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Heidi L.","family":"Borgwardt","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Monica","family":"Coyle","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Susan","family":"Moeschler","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Anjali","family":"Bhagra","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"140","published-online":{"date-parts":[[2022,1,4]]},"reference":[{"issue":"4","key":"key2022041915035739400_ref001","doi-asserted-by":"publisher","first-page":"611","DOI":"10.1111\/irel.12214","article-title":"Do women ask?","volume":"57","year":"2018","journal-title":"Industrial Relations: A Journal of Economy and Society"},{"issue":"2","key":"key2022041915035739400_ref002","doi-asserted-by":"publisher","first-page":"77","DOI":"10.1191\/1478088706qp063oa","article-title":"Using thematic analysis in psychology","volume":"3","year":"2006","journal-title":"Qualitative Research in Psychology"},{"issue":"3","key":"key2022041915035739400_ref003","doi-asserted-by":"publisher","first-page":"415","DOI":"10.1016\/j.leaqua.2016.02.005","article-title":"Leading with their hearts? 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