Ethnicity Reducing The Effects Of Bias In The Workplace

PART THREE OF THE FOUR-PART FOUR STAGES RESEARCH SERIES

Verna Ford, Paul Terry, and Alan Graden

©2009 Novations Group, Inc. All rights reserved.

Four Stages and Novations are trademarks of Novations Group, Inc.

No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior permission of Novations Group, Inc., 10 Guest Street, Suite 300, Boston, MA 02135 USA

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3© 2009 NOVATIONS GROUP, INC. All RIGHTS RESERVEd

Ethnicity: Reducing the Effects of Bias in the Workplace

The Research

Novations Group, Inc., a global talent development firm, partnered with several leading organizations to study employee development and contribution in today’s business world. The research commenced in 2007 and the resulting data set includes information on the contribution and development of over 1,700 managers and direct reports.

Participating managers were asked to rank order their direct reports in terms of contribution and performance. By completing a behavioral and competency-based survey about each direct report, managers also assessed how their direct reports contribute to their respective organizations. The direct reports were asked to complete the same survey, providing their own assessment of their contribution. (See Appendixes A, B, and C for complete listings of survey items.)

The current research is unique in two ways. First, the data were collected purely for the purpose of research and, therefore, were in no way tied to performance appraisals or 360-degree surveys. Second, because of its ability to provide insight on the behavioral contributions of employees, the Four Stages® of Contribution model was used as the foundation for the current research.

4 © 2009 NOVATIONS GROUP, INC. All RIGHTS RESERVEd


The Four Stages of Contribution Model

The Four Stages of Contribution model is based on the research of drs. Gene dalton and Paul Thompson and provides a framework for increasing one’s organizational impact and influence over time. According to dalton and Thompson’s research, there is a direct correlation between a person’s “stage” and his or her contribution to the organization. Over the course of their careers, employees can move through as many as four stages (see Figure 1), although organizational needs and employee goals can affect movement between and within the stages.

Stage 1 Stage 2 Stage 3 Stage 4

Contributing Dependently

Contributing Independently

Contributing Through Others

Contributing Strategically

Willingly accepts •supervision

demonstrates success •on a portion of a larger project or task

Masters basic and •routine tasks

Shows “directed” •creativity and initiative

Performs well under •time and budget pressure

learns how “we” do •things

Assumes responsibility •for definable projects

Relies less on •supervision; works independently and produces significant results

Increases in technical •expertise and ability

develops credibility and •a reputation

Builds a strong internal •network of relationships

Increases in technical •breadth

develops broad •business perspective

Stimulates others •through ideas and knowledge

Involved as a manager, •mentor, or idea leader in developing others

Represents the •organization effectively to clients and external groups

Expands strong internal •and external networks

Provides direction to •the organization

defines/drives critical •business opportunities and needs

Exercises power •responsibly

Sponsors promising •individuals to prepare them for leadership roles

Represents the •organization on critical strategic issues

Organizations need employees who are continually learning and willingly accept supervision (Stage 1) as much as they need employees able to mentor and coach (Stage 3). However, the behaviors associated with the later stages impact a larger cross-section of the organization. Therefore, high-performing organizations must ensure that people contributing within each stage are also developing behaviors associated with the next stage. This stretching and growing prepare employees to, over time, have greater influence in the organization. As employees develop their individual capacity, organizations also increase their overall capacity.

figure 1 The four STageS® of ConTribuTion Model



Link Between Contribution, Value, and Performance

As an employee moves through the stages, there is an expectation of increased contribution through having greater influence (ability to work through others) and impact (results achieved) in the organization. As an employee contributes more, it is likely that his or her perceived value to the organization also increases (see Figure 2). Highly valued employees are those who are able to transition (or novate) through stages rather than remaining within a particular stage. For example, a person who has demonstrated not only Stages 1 and 2 capabilities but also Stage 3 capability will be seen as more valuable given his or her ability to contribute through others in addition to contributing individually, depending on business needs.

A manager’s perception of an individual’s capacity to contribute in higher stages then becomes critical in determining that person’s perceived value. The perception of value, which can be distorted by cognitive dissonance (inability to accept behaviors inconsistent with beliefs about certain people), may impact the opportunities a person is given for future learning and growth.

Effects of Race/Ethnicity on Contribution Perception

One of the factors we wanted to explore in our research is how different demographic variables may impact perceptions of contribution and value by the manager and the individual. The demographics we gathered included data on age, tenure, gender, and race/ethnicity, to name of a few. Here we examine how different race/ethnic groups are viewed in terms of their contribution and therefore value to the organization.

We recognize that progress has been made in the workplace relative to race and ethnic diversity over the past decade. Many organizations now recognize that there is inherent business value in having a diverse workforce that is more representative of the broader environment. While there may be visible progress in the representation in a given workforce, what is less clear is whether that broader representation is being utilized to achieve better business results. When asked about the value of a diverse workforce, most leaders might mention factors such as creativity, innovation, customer and employee retention, and attraction of talent, as well as additional business opportunities.

1

2

4

3

CONTRIBUTION

VA

LU

E

figure 2 The relaTionShip beTween ConTribuTion and perCeived value

Stage - Novation



A study by the Society for Human Resource Management asked companies to identify how diversity is actively being leveraged to increase competitive advantage. Results showed that only 34% of respondents were increasing innovation by tapping into employees of all backgrounds, 31% said they were using diverse experience levels on projects and assignments, and only 29% were leveraging diversity to help improve the performance of teams (SHRM/Fortune diversity Weekly Survey, August 3, 2004).

Clearly, there is opportunity to leverage the contribution of a diverse workforce to a greater degree than 30%. Our research indicates there is much work to be done to help specific minority groups to be recognized as influential contributors in organizations.

Figure 3 shows the managers’ perceptions of their direct reports’ contributions by stage. Note that managers rated 34.4% of their white direct

reports in Stage 1 (dependent contribution) and a much higher percentage of professionals of color in Stage 1. Interestingly, managers rated the Hispanic/latinos in Stage 3 at a higher rate than whites (28.6% vs. 24.6%).

In Figure 4, we see that direct reports generally rated themselves as contributing more in Stages 2 and 3.

If we compare the results in Figures 3 and 4, managers and white direct reports were pretty much “eye to eye” in their ratings of Stage 2 contribution (managers rated 37.9% of whites in Stage 2, and white direct reports rated themselves at 39.9% in Stage 2). The same was true for managers and Hispanic/latino direct reports for Stage 3 contribution (managers rated 28.6% of Hispanic/latinos in Stage 3, and Hispanic/latino direct reports rated themselves at 30.8% in Stage 3). The largest discrepancy in manager/direct report self-ratings was for

figure 3 Manager STage raTingS of direCT reporTS bY raCe/eThniCiTY



Asian employees, who saw their contribution much more in Stage 2 (difference of 11.3 percentage points) and Stage 3 (difference of 19.1 percentage points) than did their managers. While the managers and the direct report Hispanic/latino population roughly agreed on their Stage 3 contribution, the same was not true for Stage 2—a difference of 20.7 percentage points!

Clearly, the large discrepancies in perception of contribution seem to be correlated to the race/ethnicity of the direct reports. While organizations have likely improved their hiring practices to attract a broader pool of talent over the years, our research indicates how much remains to be done to provide growth and development opportunities for professionals of color to maximize their contribution to achieve the competitive advantage so many organizations are seeking.

If organizations want to leverage their diverse employee populations, then they have to focus on how the manager’s mindset, or perception of a person’s capacity and value, may influence the manager’s decisions to provide a professional of color with opportunities to have greater influence and impact in the organization.

Position and Disposition in the Workplace

A manager’s primary goal is to maximize employee productivity and development in meeting business objectives. How a manager perceives his or her direct reports can greatly affect this goal, because perception in large part determines how a manager positions employees for projects and assignments. Position is “the degree to which an individual’s assignments and support represent platforms for learning—that

figure 3 Manager STage raTingS of direCT reporTS bY raCe/eThniCiTY figure 4 direCT reporT Self-raTingS bY raCe/eThniCiTY



is, stimulate the development of analytical, operational, and team-related skills” (Novations Group, Inc. proprietary concept). When a manager is able to recognize and nurture the full potential of each employee, the business is likely to realize the promised benefits of diversity—access to new markets, innovative problem solving, new product development, etc.

The goal of an employee ought to be to deliver quality work and be fairly compensated and developed by the organization to allow for incrementally greater levels of contribution. The vigor with which an employee pursues this goal is highly influenced by his or her relationship with the manager, and this disposition surfaces in the employee’s performance. disposition is “the degree to which an individual demonstrates the confidence, determination, and commitment necessary to take advantage of all available opportunities for learning, leadership, and expanding the range of one’s skills and capabilities” (Novations Group, Inc. proprietary concept) (see Figure 5).

figure 5 The poSiTion/diSpoSiTion dYnaMiC

Position/Disposition

Position:

The degree to which an individual’s assignments and support represent platforms for learning

Disposition:

The degree to which an individual demonstrates the

necessary confidence, determination, and

commitment

The position/disposition dynamic can be

complicated in a diverse workforce. Our recent research data show a trend of managers rating the contributions of professionals of color as lower than the contributions of their white counterparts. The root of this discrepancy is difficult to pinpoint, although some factors may include:

Historical bias founded on decades of •racial tension

Cultural incongruities that bring to •light a lack of appreciation for different approaches/solutions

Preoccupation with discrimination (real or •imagined) in the workplace

These issues are discussed in more detail next.

Behavioral Findings

How a manager positions direct reports can make a major difference in how those direct reports respond to the opportunities provided (or not). Is manager “positioning” of direct reports different depending on the specific behaviors being rated? To answer this question, we had to look beyond the broad stage placement numbers shown in Figure 3 and investigate how employees from different ethnicities were viewed more specifically in terms of their contributions to organizational success. We set out to examine the differences in how behavioral contributions were viewed by considering manager responses to each survey item, which were associated with 10 competencies. We then reviewed the results for each competency to determine if there were differences by ethnicity as rated by the manager. Figure 6 shows three specific items of interest that are further discussed in Figures 7, 8, and 9.



figure 6 Three SaMple CoMpeTenCieS

Competency Item Stage Possible Responses

Strategic Alignment

Views work from a “big picture” perspective

1learns how team’s work relates to overall business strategy

2Acts with an understanding of how the marketplace drives the business

3

Thinks beyond the “day-to-day” to take a longer-term view of the business; ensures that the organization has broad strategies and plans focused on market needs and competitive advantage

4Ensures that the organization has broad strategies and plans focused on market needs and competitive advantage

learning Predisposition

learns from experience

1demonstrates a learning orientation through asking questions of others

2 learns from own successes and mistakes

3Shares own learning experiences and facilitates learning from others within the group

4Fosters an organizational environment that encourages and rewards learning

Values diversity

Utilizes different perspectives

1Observes and learns from how teammates approach the same tasks in different ways

2Gathers and applies input from people with different perspectives when doing non-routine tasks

3Organizes work teams to include people with varying perspectives or backgrounds

4Reinforces an organizational culture where different approaches to work are seen as a value-add rather than a need for conformity



The data show significant differences in the “strategic alignment” competency, particularly between white and black/African American direct reports and between Asian and black/African American direct reports (see Figure 7).*

Managers rated the majority (59%) of their black/African American reports as “learning how the team’s work relates to overall business strategy,” whereas they rated the majority of their white (58%) and Asian (65%) reports as “understanding how the marketplace drives the business” and “taking a longer-term view of the business” (see Figures 6 and 7).

These ratings indicate that managers might believe that professionals of color are struggling to move beyond the learning curve in thinking strategically about the business. The tasks/projects worked on may be done in accordance

with managerial direction but lack the context of how the work fits into the business strategy. Perhaps managers are failing to communicate this critical context to all employees; or perhaps employees fail to ask the “right” questions about their assignments and miss out on developing a better understanding of business strategy.

White and Asian reports were viewed as thinking beyond the task at hand and seeing not only how their work contributes to the business strategy but also the business from a longer-term perspective, as evidenced by a greater proportion of the white and Asian direct reports in Stage 3 (see Figure 7). Ideally, the majority of employees will function with the “big picture” in mind. Are organizations unfairly selective in positioning their employees for development in strategic alignment? Are professionals of color

figure 7 STraTegiC alignMenT CoMpeTenCY

*The p-value indicates the likelihood of results occurring by chance. These data show that the likelihood of these differences occurring by chance is very low—0.7% (p = 0.007, Black/African American) and 2.5% (p = 0.025, Asian and Black/African American) direct reports, respectively.



struggling to recognize or capitalize on the available opportunities? As with any issue of position/disposition, the responsibility lies with both managers and direct reports.

The “learns from experience” question also stands out as a difference, with managers rating white respondents as contributing in more of a Stage 3 manner (e.g., “shares own learning experiences and facilitates learning from others within the group”) and Asian respondents as contributing more in a Stage 2 manner (e.g., “learns from own successes and mistakes”) (see Figure 8).

Black/African Americans, on the other hand, were more often rated as contributing in a Stage 1 manner (e.g., “demonstrates a learning orientation through asking questions of others”).

There are at least three possible explanations for these lower contributions ratings for “learns from experience” as well as for other competencies among professionals of color who have met the standard criteria for entry into the high-value jobs of our survey organizations:

Managers’ beliefs are consistent with 1. American managerial stereotypes, that is, some groups of color are simply not capable of succeeding on a par with their white counterparts: African Americans are perceived as lazy and less intelligent; Asians are thought to be brainy but not good managers. Whites are assumed to be smart and those with natural abilities emerge as leaders, entitling them to coveted jobs, developmental support, and opportunities for upward mobility.

figure 8 learning prediSpoSiTion CoMpeTenCY



Cultural factors are at work—not just 2. contribution factors. For example, the “asking questions” behavior observed by managers (who placed such a higher percentage of African Americans in Stage 1) could be understood not as an act of dependency but as a protective device to lower the risk of failure in an environment where such individuals routinely report feeling unwelcome, unsupported, and under terrific and harsh scrutiny. “We get fired for things that others receive a hand slap.”

This could be evidence of an archetypical 3. style difference for building consensus, where some groups of people give shape to their projects first and then ask key stakeholders, “What do you think about this?” while other groups do their data gathering and

collaboration first and incorporate the feedback of stakeholders into the early drafts of the project. It is easy to see how this latter approach could be read as dependency or “getting off to a slow start” in an environment that expects you to work up the premise first, aggressively sell your idea, and then to make edits based on people’s reactions.

In the “values diversity” competency it is interesting to note the difference in the ratings as managers believed white respondents more often “gathered and applied input from people with different perspectives when doing non-routine tasks” (Stage 2). African American, Hispanic/latino, and Asian employees were rated as more often “observing and learning from how teammates approach the same task in different ways” (Stage 1) (see Figure 9).

figure 9 valueS diverSiTY CoMpeTenCY



do white employees possess a naturally greater skill in collecting a diverse set of ideas than African American, Hispanic/latino, and Asian employees, or could it be that professionals of color are learning that asking questions of colleagues who don’t value your presence gets construed as Stage 1 behavior?

We also noted that white respondents were also rated more often as having a greater impact than respondents from other race categories in terms of working in a way that supports organizational goals (e.g., strategic alignment) and understanding different sources of power to accomplish work (e.g., organizational savvy) (see Appendix A).

In trying to understand this data, an important consideration is the persistent employee engagement data of minority groups expressing concerns about being marginalized—excluded from the high-value assignments of the business, from important communications, and from grooming processes that help people understand the subjective aspects of organizational success. Perhaps the lack of strategic alignment is more a reflection of a lack of access to information and support than it is a lack of regard for organizational goals.

Professionals of color should not be thought of as blameless in all of these debates. While it is understandable, it is not acceptable to withhold talent because it is not recognized and rewarded fairly. It is not pleasant to enter work every day wondering whom you can trust as you go about your work, yet progress in terms of access and inclusion has to be acknowledged and leveraged appropriately. The merging of cultures is a shared responsibility until we get it right.

Recommendations

In all cases, race-based differences in ratings and stage movement are problematic. long term, not only are these nagging disparities destructive to both productivity and morale, they are likely to continue to stoke the fears that suggest that standards must be lowered to better diversify the middle and upper ranks of leadership—which is the case only in nations where widespread underdevelopment of the people is allowed to flourish, and mediocre organizational performance is accepted.

Every generation has its work to do with regard to operating effectively across differences. And the first decade of the twenty-first century has witnessed unprecedented strides in securing parallel rights for some of the most controversial dimensions of corporate diversity—targeted recruitment for disabled workers, partner benefits for gay and lesbian professionals, parental leave for fathers, greater consideration for work/life management for both genders, appointments to boardrooms for women, and access to the C-suite for professionals of color.

For the next era of 2010 and beyond, we have four practical recommendations to make.

A Balanced Strategy: Manage Position 1. and Disposition

A balanced understanding of a problem distributes responsibility for its solution to everyone involved; each party having the power to substantially alter the situation by analyzing and adjusting individual behavior and outcomes.



If the goal is to realize the promised ROI on diversity, direct reports and managers alike must analyze and adjust their own contributions to this current gap in perception of employee value. leaders can begin by bestowing challenging assignments and managerial support in a non-biased way, that is, providing a diversity of employees with platforms for learning the technical and cultural competencies most valued by the organization. This is called “giving position.” direct reports can start by confronting their “disposition” regarding historic and current workplace treatment and its possible impact on work ethic, concentration, and risk taking.

The imperatives of our national and international economies make no allowances for injustice or indignation. Financial security for individuals and American organizations alike is dependent on our collective will to mind this gap between potential, actual, and perceived value of professionals of color.

Expect Consistent Outcomes from a 2. Diversity of Approaches

Maintain the same high standards of performance outcomes for everyone while affording some cultural and stylistic latitude for how the work is done. If the project is delivered on time, on budget, and within scope, what does it matter that one person got there by influencing stakeholders one at a time and the other built agreement in a team meeting?

In cases where consistency in process is deemed important, then explain why. “We have always done it that way” is not a valid reason. The incremental payoff of diversity

often lies within the different ways of thinking about and approaching a body of work.

Focus on Excellence3.

Install management expectations and practices that set the stage for dramatically improved business results. Visibility, communication, and accountability from senior leaders are key to achieving a competitive and diverse workforce where top talent, regardless of ethnicity, novates from stage to stage in desirable ways. Ensure that the diversity strategy is integrated into the company strategy. Make diversity a routine agenda item at executive meetings and company conferences. Assign clear roles and responsibilities to the senior team regarding diversity leadership. Hold managers accountable for delivering meaningful performance results utilizing their full teams.

Provide Mentoring to Build 4. Organizational Capacity

In these times of high unemployment, technical competence is in ample supply. It is the subjective aspects of leadership, customer service, team building, and project management that cause a professional to be seen as having “high potential” or to otherwise stand above the crowd.

Novations describes mentoring as coaching and counseling designed to help an individual to understand and manage the subjective aspects of organizational success. The transitions from Stage 2 to Stage 3 to Stage 4 are no doubt aided by a good mentor. The advice of experienced and wise mentors helps guide choices that are strategically



aligned with the direction in which the business hopes to grow, and these mentors support people in developing an enterprise-wide point of view.

Giving position and managing disposition (see Figure 10), encouraging a diversity of approaches, and focusing on excellence are examples of the quality treatment that has long existed informally in what has become known as the good ol’ boys network. No one benefits from shutting down those networks. Being more inclusive and purposeful in the grooming of a broad diversity of talent is

the goal, helping to close the ratings gaps while simultaneously improving employee engagement scores, enhancing individual performance, and importantly, boosting organizational profitability.

Summary

While biases may exist, by implementing the recommendations outlined, we can reduce the negative effects of bias in the workplace and create an environment that allows everyone to do their best work.

Given the very tight resource limitations with which organizations continue to struggle, full utilization of the available talent is critical. Our research points out that there is opportunity to increase the contribution and perceived value of all employees through ensuring managers are positioning everyone for success, and that all direct reports are responding with a willingness to learn, develop, and grow their skills. The Four Stages of Contribution model provides a roadmap for more clearly articulating organizational expectations, thereby reducing the uncertainty and possibility that some groups may be less aware of what is required in terms of development and management support.

We should continue to build on the progress to-date in the workplace. Our competitiveness depends on it.

position/disposition

Positive position—where one is supported and given opportunities to learn—fosters positive disposition.

Furthermore, people who display confidence and initiative—positive disposition—are the ones who get

subsequent assignments and support that make their positions even better.

On the other hand, when people are not given opportunities to learn and are treated

poorly, their confidence and motivation are undermined; they develop negative

disposition. Negative disposition, in turn, makes it far less likely people will be given

learning opportunities and support— good positions.

figure 10 The relaTionShip beTween poSiTion and diSpoSiTion

Appendixes

ii © 2009 NOVATIONS GROUP, INC. All RIGHTS RESERVEd

Appendixes

Appendix A: Competency Ratings by Direct Report Race/Ethnicity

LearningPredisposition

OrganizationalSavvy

Technical/Functional Expertise

Planning & Organizing

Strategic Alignment

Develops Capabilities

ValuesDiversity

Influencing RelationshipBuilding

Business Acumen

iii© 2009 NOVATIONS GROUP, INC. All RIGHTS RESERVEd

Appendixes

Appendix B: Competencies

Business Acumen1.

Develops Capabilities2.

Influencing3.

Learning Predisposition4.

Organizational Savvy5.

Planning & Organizing6.

Relationship Building7.

Strategic Alignment8.

Technical/ Functional Expertise9.

Values Diversity10.

iv © 2009 NOVATIONS GROUP, INC. All RIGHTS RESERVEd

Appendixes

1. Learns from experience

Shares own learning experiences and •facilitates learning from others within the group

Demonstrates a learning orientation •through asking questions of others

Learns from own successes and •mistakes

Fosters an organizational environment •that encourages and rewards learning

Does not apply •

2. Values and pursues on-the-job learning

activities

Willingly accepts assignments that •present relevant learning opportunities

Reinforces the value of active learning •and communicates its organizational impact

Connects the value of learning with •team objectives and business goals

Pursues individual learning •opportunities, even if they are outside his/her comfort zone

Does not apply •

3. Works within organizational culture

Ensures that the organizational culture •supports business objectives

Acts in accordance with written and •unwritten cultural norms, rules, etc.

Helps others understand how to •navigate the organizational culture

Seeks to understand unwritten rules •and work practices

Does not apply •

4. Understands and manages sources of

power, information, and influence to

accomplish work

Uses an awareness of formal and •informal decision making channels to get things done

Advises others on how formal and •informal organizational structures affect business decisions

Gains a basic understanding of how to •get things done in the organization

Champions complex organizational •initiatives that have strategic value

Does not apply •

5. Demonstrates technical knowledge

Demonstrates a breadth of technical/•functional knowledge outside of core specialty

Has industry-wide perspective and •broad knowledge of the disciplines most important to the organization

Applies basic technical/ functional •knowledge to complete work

Demonstrates mastery of the technical/•functional skills necessary for performing own job

Does not apply •

Appendix C: Four Stages Survey Items

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Appendixes

6. Learns/grows in technical areas

Actively seeks additional experience •and knowledge in technical/functional areas in order to gain expertise

Is considered an expert in his/her field •

Embraces and encourages the technical •competence of others as a way to achieve results

Stays abreast of relevant technology •advances that can significantly impact organizational performance

Does not apply •

7. Prioritizes

Establishes strategic priorities to help •people understand which initiatives are most important

Does not waste time on tasks that yield •low value

Learns to prioritize and work on the •most important assignments

Helps people in the workgroup to •prioritize their work and manage their time effectively

Does not apply •

8. Manages time and resources efficiently

Uses resources efficiently and •accurately estimates time and effort required to accomplish work

Ensures that organization has people •skills and resources to meet business goals

Coaches others in effective planning •and time management techniques

Keeps manager informed of delays or •potential problems

Does not apply •

9. Works in a way that supports

organizational goals

Seeks to understand how his/her work •contributes to the business

Keeps team focused on objectives •that drive company performance and competitive advantage

Holds others accountable for meeting •the needs of the total business rather than those of the local business unit

Aligns own work objectives with •the organization’s strategic plan or objectives

Does not apply •

10. Views work from a “big picture”

perspective

Ensures that the organization has broad •strategies and plans focused on market needs and competitive advantage

Thinks beyond the “day-to-day” to take •a longer-term view of the business

Acts with an understanding of how the •marketplace drives the business

Learns how team’s work relates to •overall business strategy

Does not apply •

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Appendixes

11. Seeks and provides feedback

Seeks developmental feedback •and focuses on developing relevant capabilities

Seeks specific feedback about own •work and takes appropriate action

Coaches others in order to help improve •their contribution

Ensures that organizational systems •are in place to give every employee feedback and tools to implement development plans

Does not apply •

12. Develops self and others

Provides development opportunities to •others

Develops self as directed by others •

Focuses on developing self in important •ways

Champions organizational efforts that •support development of all employees

Does not apply •

13. Utilizes different perspectives

Reinforces an organizational culture •where different approaches to work are seen as a value-add rather than a need for conformity

Gathers and applies input from people •with different perspectives when doing non-routine tasks

Organizes work teams to include •people with varying perspectives or backgrounds

Observes and learns from how •teammates approach the same tasks in different ways

Does not apply •

14. Respects others’ differences

Learns to recognize stereotypes and •how to avoid using them

Enforces a zero-tolerance policy •regarding discriminatory behavior

Facilitates an environment on the team •where people are respected regardless of differences

Works effectively with teammates •regardless of differences

Does not apply •

15. Effectively persuades others in the

organization

Secures others’ commitment to achieve •team goals

Learns how to persuade others to •accept his/her position

Champions initiatives in ways that •generate organization-wide support

Persuades and enlists others’ support in •accomplishing own objectives

Does not apply •

16. Builds influence through credibility

Develops effective working relationships •with influential others

Frequently “tests” to see if his/her •attempts to influence are having the intended effect

Builds credibility by demonstrating •leadership in a difficult situation

Inspires the organization to achieve •more than was thought possible

Does not apply •

vii© 2009 NOVATIONS GROUP, INC. All RIGHTS RESERVEd

Appendixes

17. Networking capabilities

Maintains a broad network of effective •internal working relationships

Utilizes technical and business •contacts to meet job responsibilities

Develops and utilizes professional •relationships outside the company that help generate resources or information

Seeks guidance in establishing •technical and business contacts inside the organization

Does not apply •

18. Builds trust

Works to earn others’ trust •

Fosters an organizational environment •where trust is considered a key factor in building long-term relationships

Facilitates a climate of trust and respect •between team members

Builds trust with others by acting •consistently with group/organizational values and expectations

Does not apply •

19. Understands organization’s value

proposition

Consistently delivers on the •organization’s value proposition to customers

Supports and invests in opportunities •for long-term organizational value

Ensures that the work group delivers •services in a way that brings out the organization’s value and competitive advantage

Actively tries to learn why customers •choose this organization over competitors

Does not apply •

20. Keeps up with relevant developments

Continually educates team on important •developments within the organization

Learns where to get information about •new developments and emerging trends

Continually monitors trends, •competitors, etc., relevant to own work

Continually shares own knowledge of •trends, competitors, etc., that affect the organization

Does not apply •

About Novations Group

Novations Group, Inc. is a full-service talent development firm. We partner with clients to enhance their organizational performance by creating environments of continuous learning and development for their employees.

For over 25 years, our professionals have developed research-based approaches to enhancing organizational performance. Headquartered in Boston, MA, Novations has partnered successfully to implement solutions with over 600 clients from a wide spectrum of industries and trained over 100,000 employees.

To find out more about our capabilities, visit our website at www.novations.com or call us at 800.308.2668 for more information.

© 2009 NOVATIONS GROUP, INC. All RIGHTS RESERVEd

Documents

Ethnicity Reducing The Effects Of Bias In The Workplace