Page 133 - Discrimination at Work The Psychological and Organizational Bases

GELFANDETAL.
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potential for discrimination within the performance management pro­
cess, performance norms should permit some latitude for expressing
individuality and should not be arbitrarily based on a singular cultural per­
spective (Delaney & Lundy, 1996). Utilizing outcome-based performance
measures rather than process-based performance measures may help min­
imize discrimination because the former allow for equifinality in the way
that tasks are accomplished on the job (Kelley, 1993), thereby reducing the
probability that certain behavioral styles (that might be correlated with
group membership) are preferred over others.
The unbiased implementation of performance management systems
also requires that the feedback process be formalized and consistently en­
acted so that all employee groups receive developmental feedback. Other­
wise, women might be less likely to receive critical feedback from managers
who hold stereotypical beliefs about the likelihood that women might re­
spond emotionally to critical feedback, or racial minorities might be dis­
advantaged by managers who are afraid of providing them with critical
feedback for fear of appearing prejudiced. Receiving critical feedback and
opportunities for challenging assignments are essential to performance for
all employees; not receiving such opportunities can cause minority em­
ployees to lag behind White males in their career development and expe­
rience further discrimination, what Ilgen and Youtz (1986) aptly termed
"the lost opportunities effect." Indeed, the differential expectations of em­
ployee ability on the part of supervisors can have pervasive effects on
employee performance and thus can be an important source of discrimi­
nation in organizations. Research has shown, for example, that low leader
expectations are associated with self-fulfilling prophecies and low levels of
performance (the "Golem effect," Davidson & Eden, 2000), while high ex­
pectations are associated with enhanced performance (Pygmalion effect;
Dvir, Eden, & Banjo, 1995). Low expectations may be particularly prob­
lematic for employees in jobs that are incongruent with sex-role or racial
stereotypes (Nieva & Gutek, 1980).
Finally, performance goals that are explicitly geared toward enhanc­
ing managerial accountability in reducing discrimination are associated
with lower levels of discrimination (USDOL, 1995). Supervisor support­
iveness of diversity and family issues can be assessed through the use
of upward feedback mechanisms, with recognition provided to managers
who provide creative and sensitive solutions to managing diversity (Lobel
& Kossek, 1996).
Training There are two forms of training that are important to discuss
here: diversity training and competency training. The primary objectives
of most diversity training programs are to increase awareness of diversity
issues, to reduce stereotypes and biases about the suitability of diverse