Part Three of the Four-Part Series on Reducing Workplace Bias

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
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NG214, REV A

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.

© 2009 NOVATIONS GROUP, INC. All RIGHTS RESERVEd 3


The Four Stages of Organizations need employees who are
continually learning and willingly accept
Contribution Model
supervision (Stage 1) as much as they need
The Four Stages of Contribution model is employees able to mentor and coach (Stage
based on the research of drs. Gene dalton 3). However, the behaviors associated
and Paul Thompson and provides a framework with the later stages impact a larger cross-
for increasing one’s organizational impact and section of the organization. Therefore, high-
influence over time. According to dalton and performing organizations must ensure that
Thompson’s research, there is a direct correlation people contributing within each stage are also
between a person’s “stage” and his or her developing behaviors associated with the next
contribution to the organization. Over the course stage. This stretching and growing prepare
of their careers, employees can move through employees to, over time, have greater influence
as many as four stages (see Figure 1), although in the organization. As employees develop their
organizational needs and employee goals can individual capacity, organizations also increase
affect movement between and within the stages. their overall capacity.

figure 1 The four STageS® of ConTribuTion Model

Stage 1 Stage 2 Stage 3 Stage 4

Contributing Contributing Contributing Contributing
Dependently Independently Through Others Strategically

• Willingly accepts • Assumes responsibility • Increases in technical • Provides direction to
supervision for definable projects breadth the organization
• demonstrates success • Relies less on • develops broad • defines/drives critical
on a portion of a larger supervision; works business perspective business opportunities
project or task independently and and needs
• Stimulates others
produces significant
• Masters basic and through ideas and • Exercises power
results
routine tasks knowledge responsibly
• Increases in technical
• Shows “directed” • Involved as a manager, • Sponsors promising
expertise and ability
creativity and initiative mentor, or idea leader in individuals to prepare
• develops credibility and developing others them for leadership
• Performs well under
a reputation roles
time and budget • Represents the
pressure • Builds a strong internal organization effectively • Represents the
network of relationships to clients and external organization on critical
• learns how “we” do
groups strategic issues
things
• Expands strong internal
and external networks

4 © 2009 NOVATIONS GROUP, INC. All RIGHTS RESERVEd


Link Between Contribution, A manager’s perception of an individual’s
capacity to contribute in higher stages then
Value, and Performance
becomes critical in determining that person’s
As an employee moves through the stages, perceived value. The perception of value, which
there is an expectation of increased contribution can be distorted by cognitive dissonance
through having greater influence (ability to work (inability to accept behaviors inconsistent with
through others) and impact (results achieved) in beliefs about certain people), may impact the
the organization. As an employee contributes opportunities a person is given for future learning
more, it is likely that his or her perceived value and growth.
to the organization also increases (see Figure 2).
Highly valued employees are those who are able Effects of Race/Ethnicity on
to transition (or novate) through stages rather
than remaining within a particular stage. For
Contribution Perception
example, a person who has demonstrated not One of the factors we wanted to explore in our
only Stages 1 and 2 capabilities but also Stage research is how different demographic variables
3 capability will be seen as more valuable given may impact perceptions of contribution and
his or her ability to contribute through others in value by the manager and the individual. The
addition to contributing individually, depending on demographics we gathered included data
business needs. 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
figure 2 The relaTionShip beTween ConTribuTion their contribution and therefore value to the
and perCeived value
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
4 value in having a diverse workforce that is more
representative of the broader environment.
VALUE

Stage - Novation 3 While there may be visible progress in the
representation in a given workforce, what is less
2 clear is whether that broader representation
is being utilized to achieve better business
results. When asked about the value of a diverse
1 workforce, most leaders might mention factors
such as creativity, innovation, customer and
CONTRIBUTION employee retention, and attraction of talent, as
well as additional business opportunities.



A study by the Society for Human Resource reports in Stage 1 (dependent contribution) and a
Management asked companies to identify how much higher percentage of professionals of color
diversity is actively being leveraged to increase in Stage 1. Interestingly, managers rated the
competitive advantage. Results showed that only Hispanic/latinos in Stage 3 at a higher rate than
34% of respondents were increasing innovation whites (28.6% vs. 24.6%).
by tapping into employees of all backgrounds,
In Figure 4, we see that direct reports generally
31% said they were using diverse experience
rated themselves as contributing more in Stages
levels on projects and assignments, and only
2 and 3.
29% were leveraging diversity to help improve the
performance of teams (SHRM/Fortune diversity If we compare the results in Figures 3 and 4,
Weekly Survey, August 3, 2004). managers and white direct reports were pretty
much “eye to eye” in their ratings of Stage 2
Clearly, there is opportunity to leverage the
contribution (managers rated 37.9% of whites
contribution of a diverse workforce to a greater
in Stage 2, and white direct reports rated
degree than 30%. Our research indicates
themselves at 39.9% in Stage 2). The same was
there is much work to be done to help specific
true for managers and Hispanic/latino direct
minority groups to be recognized as influential
reports for Stage 3 contribution (managers
contributors in organizations.
rated 28.6% of Hispanic/latinos in Stage 3, and
Figure 3 shows the managers’ perceptions of Hispanic/latino direct reports rated themselves
their direct reports’ contributions by stage. Note at 30.8% in Stage 3). The largest discrepancy
that managers rated 34.4% of their white direct 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 If organizations want to leverage their diverse
much more in Stage 2 (difference of 11.3 employee populations, then they have to focus
percentage points) and Stage 3 (difference of on how the manager’s mindset, or perception of
19.1 percentage points) than did their managers. a person’s capacity and value, may influence the
While the managers and the direct report manager’s decisions to provide a professional of
Hispanic/latino population roughly agreed on color with opportunities to have greater influence
their Stage 3 contribution, the same was not true and impact in the organization.
for Stage 2—a difference of 20.7 percentage
points! Position and Disposition in
Clearly, the large discrepancies in perception of the Workplace
contribution seem to be correlated to the race/
A manager’s primary goal is to maximize
ethnicity of the direct reports. While organizations
employee productivity and development in
have likely improved their hiring practices to
meeting business objectives. How a manager
attract a broader pool of talent over the years,
perceives his or her direct reports can greatly
our research indicates how much remains to
affect this goal, because perception in large part
be done to provide growth and development
determines how a manager positions employees
opportunities for professionals of color to
for projects and assignments. Position is “the
maximize their contribution to achieve the
degree to which an individual’s assignments and
competitive advantage so many organizations are
support represent platforms for learning—that
seeking.

figure 4 direCT reporT Self-raTingS bY raCe/eThniCiTY



is, stimulate the development of analytical, complicated in a diverse workforce. Our recent
operational, and team-related skills” (Novations research data show a trend of managers rating
Group, Inc. proprietary concept). When a the contributions of professionals of color as
manager is able to recognize and nurture the full lower than the contributions of their white
potential of each employee, the business is likely counterparts. The root of this discrepancy is
to realize the promised benefits of diversity— difficult to pinpoint, although some factors may
access to new markets, innovative problem include:
solving, new product development, etc.
• Historical bias founded on decades of
The goal of an employee ought to be to deliver racial tension
quality work and be fairly compensated and • Cultural incongruities that bring to
developed by the organization to allow for light a lack of appreciation for different
incrementally greater levels of contribution. The approaches/solutions
vigor with which an employee pursues this goal
• Preoccupation with discrimination (real or
is highly influenced by his or her relationship
imagined) in the workplace
with the manager, and this disposition surfaces
in the employee’s performance. disposition is These issues are discussed in more detail next.
“the degree to which an individual demonstrates
the confidence, determination, and commitment
Behavioral Findings
necessary to take advantage of all available
opportunities for learning, leadership, and How a manager positions direct reports can
expanding the range of one’s skills and make a major difference in how those direct
capabilities” (Novations Group, Inc. proprietary reports respond to the opportunities provided (or
concept) (see Figure 5). not). Is manager “positioning” of direct reports
different depending on the specific behaviors
being rated? To answer this question, we had
figure 5 The poSiTion/diSpoSiTion dYnaMiC
to look beyond the broad stage placement
Position/Disposition numbers shown in Figure 3 and investigate how
employees from different ethnicities were viewed
more specifically in terms of their contributions to
Position: Disposition:
organizational success. We set out to examine
The degree to which an The degree to the differences in how behavioral contributions
individual’s assignments which an individual were viewed by considering manager responses
and support represent demonstrates the
to each survey item, which were associated with
platforms for learning necessary confidence,
10 competencies. We then reviewed the results
determination, and
commitment 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.
The position/disposition dynamic can be



figure 6 Three SaMple CoMpeTenCieS

Competency Item Stage Possible Responses

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

Acts with an understanding of how the marketplace drives the
2
business
Views work from
Strategic a “big Thinks beyond the “day-to-day” to take a longer-term view of the
Alignment picture” business; ensures that the organization has broad strategies and
3
perspective plans focused on market needs and
competitive advantage

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

demonstrates a learning orientation through asking
1
questions of others

2 learns from own successes and mistakes
learning learns from
Predisposition experience Shares own learning experiences and facilitates learning from
3
others within the group

Fosters an organizational environment that encourages and
4
rewards learning

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

Gathers and applies input from people with different
2
perspectives when doing non-routine tasks
Utilizes
Values
different
diversity Organizes work teams to include people with varying
perspectives 3
perspectives or backgrounds

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



The data show significant differences in the with managerial direction but lack the context
“strategic alignment” competency, particularly of how the work fits into the business strategy.
between white and black/African American direct Perhaps managers are failing to communicate
reports and between Asian and black/African this critical context to all employees; or perhaps
American direct reports (see Figure 7).* employees fail to ask the “right” questions about
their assignments and miss out on developing a
Managers rated the majority (59%) of their black/
better understanding of business strategy.
African American reports as “learning how the
team’s work relates to overall business strategy,” White and Asian reports were viewed as thinking
whereas they rated the majority of their white beyond the task at hand and seeing not only
(58%) and Asian (65%) reports as “understanding how their work contributes to the business
how the marketplace drives the business” and strategy but also the business from a longer-
“taking a longer-term view of the business” (see term perspective, as evidenced by a greater
Figures 6 and 7). proportion of the white and Asian direct reports
in Stage 3 (see Figure 7). Ideally, the majority of
These ratings indicate that managers might
employees will function with the “big picture”
believe that professionals of color are struggling
in mind. Are organizations unfairly selective in
to move beyond the learning curve in thinking
positioning their employees for development in
strategically about the business. The tasks/
strategic alignment? Are professionals of color
projects worked on may be done in accordance

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 There are at least three possible explanations for
available opportunities? As with any issue of these lower contributions ratings for “learns from
position/disposition, the responsibility lies with experience” as well as for other competencies
both managers and direct reports. among professionals of color who have met the
standard criteria for entry into the high-value jobs
The “learns from experience” question also
of our survey organizations:
stands out as a difference, with managers rating
white respondents as contributing in more of 1. Managers’ beliefs are consistent with
a Stage 3 manner (e.g., “shares own learning American managerial stereotypes, that
experiences and facilitates learning from others is, some groups of color are simply not
within the group”) and Asian respondents as capable of succeeding on a par with their
contributing more in a Stage 2 manner (e.g., white counterparts: African Americans
“learns from own successes and mistakes”) (see are perceived as lazy and less intelligent;
Figure 8). Asians are thought to be brainy but not
good managers. Whites are assumed to be
Black/African Americans, on the other hand,
smart and those with natural abilities emerge
were more often rated as contributing in a
as leaders, entitling them to coveted jobs,
Stage 1 manner (e.g., “demonstrates a learning
developmental support, and opportunities for
orientation through asking questions of others”).
upward mobility.

figure 8 learning prediSpoSiTion CoMpeTenCY



2. Cultural factors are at work—not just collaboration first and incorporate the
contribution factors. For example, the “asking feedback of stakeholders into the early drafts
questions” behavior observed by managers of the project. It is easy to see how this latter
(who placed such a higher percentage of approach could be read as dependency or
African Americans in Stage 1) could be “getting off to a slow start” in an environment
understood not as an act of dependency that expects you to work up the premise first,
but as a protective device to lower the risk aggressively sell your idea, and then to make
of failure in an environment where such edits based on people’s reactions.
individuals routinely report feeling unwelcome,
In the “values diversity” competency it is
unsupported, and under terrific and harsh
interesting to note the difference in the ratings as
scrutiny. “We get fired for things that others
managers believed white respondents more often
receive a hand slap.”
“gathered and applied input from people with
3. This could be evidence of an archetypical different perspectives when doing non-routine
style difference for building consensus, where tasks” (Stage 2). African American, Hispanic/
some groups of people give shape to their latino, and Asian employees were rated as
projects first and then ask key stakeholders, more often “observing and learning from how
“What do you think about this?” while teammates approach the same task in different
other groups do their data gathering and ways” (Stage 1) (see Figure 9).

figure 9 valueS diverSiTY CoMpeTenCY



do white employees possess a naturally greater Recommendations
skill in collecting a diverse set of ideas than
African American, Hispanic/latino, and Asian In all cases, race-based differences in ratings and
employees, or could it be that professionals stage movement are problematic. long term,
of color are learning that asking questions of not only are these nagging disparities destructive
colleagues who don’t value your presence gets to both productivity and morale, they are likely
construed as Stage 1 behavior? to continue to stoke the fears that suggest that
standards must be lowered to better diversify the
We also noted that white respondents were also middle and upper ranks of leadership—which
rated more often as having a greater impact is the case only in nations where widespread
than respondents from other race categories underdevelopment of the people is allowed
in terms of working in a way that supports to flourish, and mediocre organizational
organizational goals (e.g., strategic alignment) performance is accepted.
and understanding different sources of power to
accomplish work (e.g., organizational savvy) (see Every generation has its work to do with regard
Appendix A). to operating effectively across differences. And
the first decade of the twenty-first century has
In trying to understand this data, an important witnessed unprecedented strides in securing
consideration is the persistent employee parallel rights for some of the most controversial
engagement data of minority groups expressing dimensions of corporate diversity—targeted
concerns about being marginalized—excluded recruitment for disabled workers, partner benefits
from the high-value assignments of the business, for gay and lesbian professionals, parental leave
from important communications, and from for fathers, greater consideration for work/life
grooming processes that help people understand management for both genders, appointments
the subjective aspects of organizational success. to boardrooms for women, and access to the
Perhaps the lack of strategic alignment is more C-suite for professionals of color.
a reflection of a lack of access to information
and support than it is a lack of regard for For the next era of 2010 and beyond, we have
organizational goals. four practical recommendations to make.

Professionals of color should not be thought of 1. A Balanced Strategy: Manage Position
as blameless in all of these debates. While it is and Disposition
understandable, it is not acceptable to withhold
A balanced understanding of a problem
talent because it is not recognized and rewarded
distributes responsibility for its solution to
fairly. It is not pleasant to enter work every day
everyone involved; each party having the
wondering whom you can trust as you go about
power to substantially alter the situation by
your work, yet progress in terms of access and
analyzing and adjusting individual behavior
inclusion has to be acknowledged and leveraged
and outcomes.
appropriately. The merging of cultures is a shared
responsibility until we get it right.



If the goal is to realize the promised ROI often lies within the different ways of thinking
on diversity, direct reports and managers about and approaching a body of work.
alike must analyze and adjust their own
3. Focus on Excellence
contributions to this current gap in perception
of employee value. leaders can begin by Install management expectations and
bestowing challenging assignments and practices that set the stage for dramatically
managerial support in a non-biased way, improved business results. Visibility,
that is, providing a diversity of employees communication, and accountability from
with platforms for learning the technical and senior leaders are key to achieving a
cultural competencies most valued by the competitive and diverse workforce where top
organization. This is called “giving position.” talent, regardless of ethnicity, novates from
direct reports can start by confronting their stage to stage in desirable ways. Ensure that
“disposition” regarding historic and current the diversity strategy is integrated into the
workplace treatment and its possible impact company strategy. Make diversity a routine
on work ethic, concentration, and risk taking. agenda item at executive meetings and
company conferences. Assign clear roles and
The imperatives of our national and
responsibilities to the senior team regarding
international economies make no allowances
diversity leadership. Hold managers
for injustice or indignation. Financial security
accountable for delivering meaningful
for individuals and American organizations
performance results utilizing their full teams.
alike is dependent on our collective will to
mind this gap between potential, actual, and 4. Provide Mentoring to Build
perceived value of professionals of color. Organizational Capacity

2. Expect Consistent Outcomes from a In these times of high unemployment,
Diversity of Approaches technical competence is in ample supply.
It is the subjective aspects of leadership,
Maintain the same high standards of
customer service, team building, and project
performance outcomes for everyone while
management that cause a professional to
affording some cultural and stylistic latitude
be seen as having “high potential” or to
for how the work is done. If the project is
otherwise stand above the crowd.
delivered on time, on budget, and within
scope, what does it matter that one person Novations describes mentoring as coaching
got there by influencing stakeholders one at a and counseling designed to help an individual
time and the other built agreement in a team to understand and manage the subjective
meeting? aspects of organizational success. The
transitions from Stage 2 to Stage 3 to Stage
In cases where consistency in process is
4 are no doubt aided by a good mentor. The
deemed important, then explain why. “We
advice of experienced and wise mentors
have always done it that way” is not a valid
helps guide choices that are strategically
reason. The incremental payoff of diversity



figure 10 The relaTionShip beTween poSiTion the goal, helping to close the ratings gaps
and diSpoSiTion
while simultaneously improving employee
engagement scores, enhancing individual
position/disposition performance, and importantly, boosting
organizational profitability.
Positive position—where one is
supported and given opportunities to
learn—fosters positive disposition.
Summary
Furthermore, people who display While biases may exist, by implementing the
confidence and initiative—positive recommendations outlined, we can reduce the
disposition—are the ones who get negative effects of bias in the workplace and
subsequent assignments and support that create an environment that allows everyone to do
make their positions even better. their best work.

On the other hand, when people are not Given the very tight resource limitations with
given opportunities to learn and are treated which organizations continue to struggle, full
poorly, their confidence and motivation utilization of the available talent is critical. Our
are undermined; they develop negative research points out that there is opportunity to
disposition. Negative disposition, in turn, increase the contribution and perceived value
makes it far less likely people will be given of all employees through ensuring managers
learning opportunities and support— are positioning everyone for success, and
good positions. 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
aligned with the direction in which the the uncertainty and possibility that some groups
business hopes to grow, and these mentors may be less aware of what is required in terms of
support people in developing an enterprise- development and management support.
wide point of view.
We should continue to build on the progress
Giving position and managing disposition to-date in the workplace. Our competitiveness
(see Figure 10), encouraging a diversity of depends on it.
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


Appendixes

Appendix A: Competency Ratings by Direct Report
Race/Ethnicity

Learning Organizational Technical/ Planning & Strategic Develops Values Inﬂuencing Relationship Business
Predisposition Savvy Functional Organizing Alignment Capabilities Diversity Building Acumen
Expertise

ii © 2009 NOVATIONS GROUP, INC. All RIGHTS RESERVEd

Appendixes

Appendix B: Competencies

1. Business Acumen

2. Develops Capabilities

3. Influencing

4. Learning Predisposition

5. Organizational Savvy

6. Planning & Organizing

7. Relationship Building

8. Strategic Alignment

9. Technical/ Functional Expertise

10. Values Diversity

© 2009 NOVATIONS GROUP, INC. All RIGHTS RESERVEd iii

Appendixes

Appendix C: Four Stages Survey Items
1. Learns from experience 4. Understands and manages sources of
• Shares own learning experiences and power, information, and influence to
facilitates learning from others within accomplish work
the group • Uses an awareness of formal and
• Demonstrates a learning orientation informal decision making channels to
through asking questions of others get things done
• Learns from own successes and • Advises others on how formal and
mistakes informal organizational structures affect
• Fosters an organizational environment business decisions
that encourages and rewards learning • Gains a basic understanding of how to
get things done in the organization
• Does not apply
• Champions complex organizational
initiatives that have strategic value
2. Values and pursues on-the-job learning
activities • Does not apply

• Willingly accepts assignments that
present relevant learning opportunities 5. Demonstrates technical knowledge
• Reinforces the value of active learning • Demonstrates a breadth of technical/
and communicates its organizational functional knowledge outside of core
impact specialty
• Connects the value of learning with • Has industry-wide perspective and
team objectives and business goals broad knowledge of the disciplines
• Pursues individual learning most important to the organization
opportunities, even if they are outside • Applies basic technical/ functional
his/her comfort zone knowledge to complete work
• Does not apply • Demonstrates mastery of the technical/
functional skills necessary for
3. Works within organizational culture performing own job

• Ensures that the organizational culture • Does not apply
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

iv © 2009 NOVATIONS GROUP, INC. All RIGHTS RESERVEd

Appendixes

6. Learns/grows in technical areas 9. Works in a way that supports
• Actively seeks additional experience organizational goals
and knowledge in technical/functional • Seeks to understand how his/her work
areas in order to gain expertise contributes to the business
• Is considered an expert in his/her field • Keeps team focused on objectives
• Embraces and encourages the technical that drive company performance and
competence of others as a way to competitive advantage
achieve results • Holds others accountable for meeting
• Stays abreast of relevant technology the needs of the total business rather
advances that can significantly impact than those of the local business unit
organizational performance • Aligns own work objectives with
• Does not apply the organization’s strategic plan or
objectives

7. Prioritizes • Does not apply

• Establishes strategic priorities to help
people understand which initiatives are 10. Views work from a “big picture”
most important perspective
• Does not waste time on tasks that yield • Ensures that the organization has broad
low value strategies and plans focused on market
needs and competitive advantage
• Learns to prioritize and work on the
most important assignments • Thinks beyond the “day-to-day” to take
a longer-term view of the business
• Helps people in the workgroup to
prioritize their work and manage their • Acts with an understanding of how the
time effectively marketplace drives the business

• Does not apply • Learns how team’s work relates to
overall business strategy

8. Manages time and resources efficiently • Does not apply

• 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

© 2009 NOVATIONS GROUP, INC. All RIGHTS RESERVEd v

Appendixes

11. Seeks and provides feedback 14. Respects others’ differences
• Seeks developmental feedback • Learns to recognize stereotypes and
and focuses on developing relevant how to avoid using them
capabilities • Enforces a zero-tolerance policy
• Seeks specific feedback about own regarding discriminatory behavior
work and takes appropriate action • Facilitates an environment on the team
• Coaches others in order to help improve where people are respected regardless
their contribution of differences
• Ensures that organizational systems • Works effectively with teammates
are in place to give every employee regardless of differences
feedback and tools to implement
• Does not apply
development plans

• Does not apply
15. Effectively persuades others in the
12. Develops self and others organization

• Provides development opportunities to • Secures others’ commitment to achieve
others team goals

• Develops self as directed by others • Learns how to persuade others to
accept his/her position
• Focuses on developing self in important
ways • Champions initiatives in ways that
generate organization-wide support
• Champions organizational efforts that
support development of all employees • Persuades and enlists others’ support in
accomplishing own objectives
• Does not apply
• Does not apply

13. Utilizes different perspectives
• Reinforces an organizational culture 16. Builds influence through credibility
where different approaches to work are
• Develops effective working relationships
seen as a value-add rather than a need
with influential others
for conformity
• Frequently “tests” to see if his/her
• Gathers and applies input from people
attempts to influence are having the
with different perspectives when doing
intended effect
non-routine tasks
• Builds credibility by demonstrating
• Organizes work teams to include
leadership in a difficult situation
people with varying perspectives or
backgrounds • Inspires the organization to achieve
more than was thought possible
• Observes and learns from how
teammates approach the same tasks in • Does not apply
different ways

• Does not apply
vi © 2009 NOVATIONS GROUP, INC. All RIGHTS RESERVEd

Appendixes

17. Networking capabilities 19. Understands organization’s value
• Maintains a broad network of effective proposition
internal working relationships • Consistently delivers on the
• Utilizes technical and business organization’s value proposition to
contacts to meet job responsibilities customers

• Develops and utilizes professional • Supports and invests in opportunities
relationships outside the company that for long-term organizational value
help generate resources or information • Ensures that the work group delivers
• Seeks guidance in establishing services in a way that brings out the
technical and business contacts inside organization’s value and competitive
the organization advantage

• Does not apply • Actively tries to learn why customers
choose this organization over
competitors
18. Builds trust
• Does not apply
• Works to earn others’ trust
• Fosters an organizational environment 20. Keeps up with relevant developments
where trust is considered a key factor in
• Continually educates team on important
building long-term relationships
developments within the organization
• Facilitates a climate of trust and respect
• Learns where to get information about
between team members
new developments and emerging trends
• Builds trust with others by acting
• Continually monitors trends,
consistently with group/organizational
competitors, etc., relevant to own work
values and expectations
• Continually shares own knowledge of
• Does not apply trends, competitors, etc., that affect the
organization
• Does not apply

© 2009 NOVATIONS GROUP, INC. All RIGHTS RESERVEd vii

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

Part Three of the Four-Part Series on Reducing Workplace Bias

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