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This document introduces part three of a four-part research series on employee development and contribution. It summarizes research conducted with over 1,700 managers and employees that examined how demographic factors like race/ethnicity can influence perceptions of employee contribution and value. The research uses the Four Stages of Contribution model, which proposes employees progress through four stages - from dependent contribution to strategic contribution - over their careers. Managers' perceptions of employees' ability to contribute at higher stages impacts perceived employee value and career opportunities. This research aims to understand how race/ethnicity may affect these contribution perceptions.
This document discusses a series of breakthrough cartoons, with the first and fourth cartoons labeled "(I)" and the second and third cartoons labeled "(II)" and "(III)" respectively. It appears to be describing an iterative creative work or project involving four related cartoons or cartoon ideas.
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In this Aberdeen Group research brief, data shows that top –performing companies are achieving exceptional results due in part to their ability to use assessment data to make better talent decisions on an individual and organizational level. “To build a high-performance culture, organizations must not only utilize assessments, but make them a part of how managers think about their talent. The clients of one assessments solution provider in particular, PI Worldwide, are an example of how to bring together assessment tools with the right organizational capabilities required to create a positive business impact.” Contact me to receive a copy of the brief: agrimes@advisausa.com
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The webinar covered tips for writing resumes, including focusing job experience on accomplishments rather than responsibilities, using a consistent formatting with sections for contact information, career objective, career summary, and job experience. Practical advice was provided on what to include and revise in resumes. Resources for additional resume help were also shared.
The document discusses assessment practices for entrepreneurship education programs. It notes a lack of research on assessment in this field. It then describes the assessment model used by the Center for Innovation (CFI) program, including their program outcomes, data collection methods, curriculum mapping, and process for continuous improvement. The CFI collects data through student surveys and evaluates if students are demonstrating the program learning outcomes. They aim to improve the program through ongoing assessment and faculty discussions.
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2) It identifies the important attributes that make up a quality management program and lists the core competencies expected of management faculty, including both knowledge-based and behavioral skills.
3) It presents a competency model for management teachers and outlines the various competencies expected at different stages of a faculty member's career, from foundational skills like communication to more advanced abilities like strategic thinking and business acumen.
The document provides an overview of the role of Learning and Development Advisors within organizations. It defines their job responsibilities such as program design, project management, and facilitating training. It also discusses the qualifications, skills, and experience needed for the role. Finally, it outlines current and emerging trends in the field, such as a shift toward more strategic roles and an increased focus on soft skills training.
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Similar to Reducing the Effects of Bias in Employee Development (20)
Reducing the Effects of Bias in Employee Development
1. Reducing the Effects of Bias
in Employee Development
Doug Maxfield
Director of Client Services
Novations Group, Inc.
2. Many reasons are used to promote the increase of
diversity in the workplace.
n Decreas
atio e in
nov grou
d in
y an p-th
tivit ink
Crea cs
aphi
ogr
Right thing to do g dem
gin
Chan
Repres Improve
e nt popu d team
l ation perf ormanc
e
g
olvin
robl em s
p
ved
I mpro
3. Diversity does not necessarily mean high performance.
Diverse organizations aren’t necessarily inclusive.
Inclusive organizations aren’t necessarily diverse.
Diverse organizations do not necessarily out-perform
non-diverse organizations.
Well-managed and inclusive organizations that are
diverse often out-perform non-diverse and poorly
managed organizations.
9. Value depends on contribution.
4
A GE 3
ST
VALUE
2
1
CONTRIBUTION
10. Key findings of recent study.
High performers continuously increase their capacity and
contribution.
A significantly greater percentage of Caucasian
employees are rated as contributing beyond Stage 1.
Women are on par with men for Stage 3 contribution as a
percent of the population, but fewer in Stage 4.
Gender and ethnicity differences can affect perceptions
of contribution.
11. Managers and their direct reports differ in their
assessment of contribution…
Mean Dominant Stage
2.50
2.00
1.50 1.90 2.38
1.00
0.50
0.00
Manager Rating of Direct Report Direct Report Rating of Self
12. …but the gap tends to be larger between managers and
direct reports of color.
40
40
Percentage Gap in Perception of Contribution
Percentage Gap in Perception of Contribution
30
30
20
20
White/Caucasian
White/Caucasian
10
10
Black/AA
Black/AA
Hispanic/Latino
Hispanic/Latino
0
0
Asian
Asian
-10
-10
-20
-20
Stage One Stage Two Stage Three Stage Four
-30
-30
13. Differences in specific competency ratings suggest
potential reasons for these differences in perception.
Competency/Behavior Possible Explanation
Strategic Alignment
Learning vs. understanding how American managerial
work relates to strategy stereotypes
Learns from Experience
Asking questions Dependency vs. protective
device to lower risk
Gaining input first then building
draft vs. building draft then Cultural differences in
gaining input consensus building
14. The “perception gap” impacts positioning by manager and
disposition of direct report.
Position Disposition
The degree to which an
The degree to which an
individual
individual’s
demonstrates the
assignments and support
necessary confidence,
represent platforms for
determination, and
learning.
commitment.
15. Logic drives the manager’s treatment and the
employee’s behaviors.
Manager’s Positioning Employee’s Disposition
Provides only portions Waits for direction,
of a project and direct seeks supervision
supervision
Seeks only basic skills- Can accomplish routine
based contribution tasks
Seeks “directed”
creativity and initiative Not really innovative
Stage One Stage One
16. Manager positioning can significantly limit
employee development.
Initial Employee
Initial Employee Manager Positioning
Manager Positioning Resulting Disposition
Resulting Disposition
Disposition
Disposition
Wants assignments
Wants assignments Values specialization
Values specialization Focuses effort in
Focuses effort in
that broaden
that broaden and technical depth
and technical depth narrow technical area
narrow technical area
perspective
perspective
Rewards individual Does not share ideas
Does not share ideas
Rewards individual
Shares ideas and
Shares ideas and results or “credit”
or “credit”
results
knowledge with others
knowledge with others Views coaching of
Views coaching of
Aspires to develop Assigns sole
Assigns sole others as non value-
Aspires to develop others as non value-
others as mentor or responsibility for
responsibility for add
others as mentor or add
idea leader definable projects
definable projects
idea leader Limits network and
Limits network and
Seeks to build strong
Seeks to build strong Limited sharing of
Limited sharing of interactions to those in
interactions to those in
internal and external
internal and external network contacts and
network contacts and immediate sphere of
immediate sphere of
networks
networks exposure to others
exposure to others work
work
Stage Three Stage Two Stage Two
21. Summary
Leverage exists in the manager-employee relationship.
A roadmap increases ability to articulate development
and performance expectations.
Resource limitations necessitate the development of all.
Provide additional support for key transitions.
22. Reducing the Effects of Bias
in Employee Development
Doug Maxfield
209.834.1863
dmaxfield@novations.com