USING TALENT MANAGEMENT
TO SUPPORT INCLUSION:
A How-To Guide For Organisations
INCLUSION:
It’s a Talent Management Imperative
Are we attracting the women we need to? Are we retaining them? Are we growing
them? We need to make sure that women are in the right roles, with the right level
of responsibilities, and have the right mentors and support, especially in the talent
management reviews and career management discussions.
—SENIOR LEADER,
Human Resources, Professional Services
Rapid expansion and job growth in India Inc. has
made it extremely challenging for companies to
recruit and retain the right talent. Hiring people with
the relevant skills and training in a tight job market,
and keeping them engaged and loyal, is particularly
challenging as companies simultaneously tackle
double-digit
attrition
levels.1
Leading-edge
companies are increasingly invested in creating
internal learning departments that train their
workforce to be “manager-ready” on a fast-track.
An estimated $1 billion or more is spent by India
Inc. each year on various people-development
interventions.2 Two critical questions remain:
1. How are organisations using their talent
management3 practices to manage and
develop employees?
2.
In what ways do existing talent
management systems reinforce or
perpetuate biases that favor men over
women?
Organised into three sections, this how-to guide
can be used by human resources (HR) and diversity
professionals and senior leaders to build awareness
about talent management practices and gain
insights into improving talent management systems
to minimize workplace inequities and gender biases:
• Getting Started: Gaining Insights Into the
Talent Management Framework provides
context for talent management practices’ role
in mitigating advancement barriers, increasing
employee engagement, and improving gender
diversity. Assessment questions will assist
you in better understanding how concepts
described in this section are institutionalized
in your organisation.
11 || USING
A How-To
TALENT
Guide
MANAGEMENT
for Organisations
TO SUPPORT INCLUSION
Organisations in India Inc. find themselves thriving
on growth and innovation but challenged by the
crunch to find and keep top talent. Organisations
are hiring aggressively, and employees are jumping
ship even more aggressively, especially at the
skilled/managerial level. Culturally, the importance
of relationships cannot be emphasized enough.
Who you know continues to prove critical in gaining
a foothold, and more importantly, moving up the
career ladder. Societal and familial expectations
regarding women’s roles, inflexible organisations,
and stereotypes about women’s abilities and
aspirations pose tremendous challenges to women’s
career goals. As a result, organisations are unable
to leverage female talent for real, sustainable, and
optimal growth. Talent management must be used
effectively to support inclusion and organisational
success. Creating workplaces where women feel
welcomed, supported, and rewarded for their talent
and able to juggle multiple stress points in their lifecareer cycle is imperative.
• Applying Your Knowledge offers a case
study that calls for solution building and
provides an opportunity to recommend
action steps at the individual, managerial,
and organisational levels.
• Harnessing Your Knowledge for Your
Organisation provides a list of screening
questions to better understand talent
management, gender diversity, and genderbias risks in your organisation’s talent
management system.
GETTING STARTED:
Gaining Insights Into the Talent Management
Framework
INSTRUCTIONS:
This section provides the opportunity to build awareness regarding key talent management practices4 and
reflect upon and better understand talent management in your organisation.
1. Respond to the “Getting Started” questions to gain insights into your organisation’s current
talent management framework.
2.Review the descriptions of talent management practices to build awareness regarding
approaches to talent management.
3. Answer the assessment questions on specific talent management practices to better understand
how talent management concepts are institutionalized in your organisation.
How is TALENT defined in the
organisation?
What are the key COMPONENTS of
the talent management system?
Who does talent look like (e.g.,
gender, age, race/ethnicity, region,
educational institution, etc.)?
How are they connected (e.g.,
goal-setting, key competencies,
performance appraisal, feedback
loop, etc.)?
GETTING
STARTED
How are different levels of
employees held ACCOUNTABLE for
effective talent management (e.g,.
performance rating, compensation,
bonus, goals and evaluation criteria,
etc.)?
What MESSAGES do senior
leaders convey about leadership
competencies and promotion
opportunities (e.g., key leadership
behaviors, written and oral
communication regarding key
competencies, etc.)?
NOTES:
A How-To Guide for Organisations | 2
Table 1: Talent Management Dimensions, Definitions, and Assessment Questions
TALENT MANAGEMENT
DIMENSION
COMMITMENT TO
TALENT DIVERSITY
DEFINITION
ASSESSMENT QUESTIONS
Includes a company’s support for
diversity programs and policies that
attract, develop, and retain diverse
talent. Organisations can demonstrate
commitment through resource allocation,
diversity
practices,
communication
efforts (written and oral), and diversity
metrics with the ultimate goal of creating
an inclusive workplace where all talent
can do their best. Catalyst research has
identified this as a powerful practice for
increasing employee engagement.
• Is your diversity and inclusion
agenda clearly articulated and
communicated to all employees?
• Who are the key stakeholders
in communicating messages: 1)
CEO, 2) senior human resources
executive, 3) senior business
executives, 4) people managers, or
5) don’t know?
Refers to the ways in which different
levels of employees are held responsible
for keeping talent development and
management on track and maintaining
momentum
for
change
efforts.
Organisations reinforce the importance
of talent management efforts when
they reward managers, executives,
and/or business units for successes.
Likewise, accountability requires that
a lack of progress be acknowledged
and penalties implemented. In general,
talent is managed more effectively when
managers and executives are invested
in the professional development of
their employees. Catalyst research has
identified this as a powerful practice for
mitigating advancement barriers and
increasing employee engagement.
• Who is held responsible for talent
management: 1) CEO, 2) senior
executives, 3) people managers, 4)
employees, or 5) don’t know?
• What indicators are used to
measure whether individuals have
met talent management objectives?
• Are managers equipped to identify
and develop diverse talent,
especially women?
NOTES:
ACCOUNTABILITY
FOR TALENT
MANAGEMENT
NOTES:
3 | USING TALENT MANAGEMENT TO SUPPORT INCLUSION
Table 1: Talent Management Dimensions, Definitions, and Assessment Questions (Continued)
TALENT MANAGEMENT
DIMENSION
FAIR AND JUST
DECISION MAKING
DEFINITION
Includes employee perceptions about
how fairly decisions are made. It also
includes employees actually knowing how
decisions are made. Transparency and
communication are critical components
of this practice. This process is also
known as procedural fairness. Such
perceptions are important because
they affect employee attitudes about
decisions;5 trust in the organisation, its
leaders, and its rules;6 commitment to
the organisation; as well as the rules
and procedures,7 job satisfaction,8
cooperative
behavior,9
employee
10
performance, and energy and motivation
to perform.11 Procedural fairness also
influences employee perceptions of
advancement opportunities at their
organisations.12 Women are especially
likely to view a lack of advancement
opportunities as a reason to leave their
organisations. They are particularly likely
to leave when promotion decisions
are based on stereotypic bias about
women’s abilities rather than their actual
performance,13 and when women have no
say in promotional decisions and, hence,
do not expect career opportunities at
their current companies to change in the
future. Catalyst research has identified
this as a powerful practice for mitigating
advancement barriers.
ASSESSMENT QUESTIONS
• How are key assignments and highvisibility projects distributed?
• Do
employees
understand
promotion criteria and decision
processes—what it will take to
advance in the company?
• Does your organisation have criteria
for diverse promotion slates?
NOTES:
A How-To Guide for Organisations | 4
Table 1: Talent Management Dimensions, Definitions, and Assessment Questions (Continued)
TALENT MANAGEMENT
DIMENSION
LINE OF SIGHT
DEFINITION
ASSESSMENT QUESTIONS
Refers to understanding how one’s work,
roles, and responsibilities impact company
success. When employees understand
how their jobs affect company performance
and are given opportunities to apply that
knowledge, both individuals and companies
benefit.14 If employees know what the goals
of the company are, believe in them, and
see how their work contributes to them, they
will have a stronger emotional connection
to the success of the company, increased
commitment and loyalty, lower anxiety, and
lower job burnout.15 As a result of their roles
and responsibilities, senior leaders are more
likely to have line of sight, and it is usually
necessary to make special efforts to ensure
that pipeline leaders understand how their
goals are tied to organisational goals. Catalyst
research tags this as a powerful practice for
increasing employee engagement.
• Who is responsible for describing
and explaining “line of sight” to
employees?
• Does your organisation showcase
line of sight, especially to the
pipeline employees, and, if so,
how?
• At what level in your organisation
do employees learn about “line of
sight?”
Refers to the process of sharing factual
information and providing actionable
solutions in a timely manner based on
observable behaviors. 16 Constructive
feedback is essential to developing
and
advancing
employees,
improving
performance, and building strong working
relationships. It has the potential to decrease
advancement barriers for women—especially
women aspiring to senior leadership positions
or working in male-dominated professions.
However, Catalyst research indicates that
providing constructive feedback is a skill
that many leaders and managers have yet to
master.17 Catalyst research tags constructive
feedback as a powerful practice for mitigating
advancement barriers.
• What is the general culture in your
organisation for giving and receiving
feedback?
• Are employees and managers
equipped to engage in the feedback
process?
• Are there cultural and structural
reasons that preclude employees
from seeking/receiving feedback?
NOTES:
CONSTRUCTIVE
FEEDBACK
NOTES:
5 | USING TALENT MANAGEMENT TO SUPPORT INCLUSION
Table 1: Talent Management Dimensions, Definitions, and Assessment Questions (Continued)
TALENT MANAGEMENT
DIMENSION
WORK FLEXIBILITY
DEFINITION
ASSESSMENT QUESTIONS
Refers to a company’s commitment to
work-life effectiveness and supporting
employees’ efforts to manage their
work and personal responsibilities.18
Formal and informal work flexibility
programs allow employees to contribute
to their fullest potential while not sacrificing
their personal needs or commitments.
When companies respect employees’
personal priorities and trust their ability
to manage them effectively, everyone
benefits from enhanced employee
satisfaction, motivation, productivity, and
performance.19 Catalyst and Families
and Work Institute have found that
flexibility works best when it considers
and is responsive to the needs of both
the company and employees. Catalyst
research tags this as a powerful practice
for increasing employee engagement.
• Is your organisation perceived to
be an agile and flexible workplace?
• What adjectives would employees
use to describe the culture in the
organisation?
• What are the life-career needs
of employee segments in your
o rg a n i s a t i o n — g e n e r a t i o n a l ,
geographical?
NOTES:
A How-To Guide for Organisations | 6
Table 1: Talent Management Dimensions, Definitions, and Assessment Questions (Continued)
TALENT MANAGEMENT
DIMENSION
SUPPORTIVE
SUPERVISORY
RELATIONSHIPS
DEFINITION
ASSESSMENT QUESTIONS
Refers to an employee’s perception
of career development and career
coaching received from the supervisor.
Catalyst expertise calls to attention that
employees do not leave companies—they
leave supervisors. Moreover, Families
and Work Institute’s research reveals
that supervisory support is one of the
most powerful predictors of employee
engagement and well-being. 20 Thus,
building positive supervisory relationships
is a powerful practice for retaining talented
employees.
• Does your organisation conduct
employee satisfaction surveys
that include questions on
manager effectiveness?
• Are there criteria for assessing
supervisory competencies in
performance reviews?
• Do women have access to
powerful male mentors and
sponsors?
NOTES:
SUMMARY OBSERVATIONS:
Remember to be mindful of key talent management practices. Refer to the assessment question notes above
to evaluate how your current approach to talent management might be similar to or different from the power
practices highlighted in Table 1. Summarize your organisation’s strengths and weaknesses.
NOTES:
7 | USING TALENT MANAGEMENT TO SUPPORT INCLUSION
APPLYING YOUR KNOWLEDGE
INSTRUCTIONS:
This section provides an opportunity to apply your knowledge to a hypothetical situation,
building on your understanding of talent management concepts and processes described
earlier in this tool and on your organisation’s approach.
1. Please read the following case study.
2. Review your responses to the assessment questions in Table 1 to better understand how your
organisation’s current talent management policies and practices help and/or hinder Neeta and
Raj’s efforts.
3. Recommend next steps—based on the options provided below—for the individual (Neeta), the
manager (Raj), and the organisation. There are no right or wrong answers. Your recommendations
will be guided by where your organisation is on the diversity/inclusion spectrum, its culture, and
its employee readiness for seeking and sharing feedback within the organisation. Completing
the case study questions will give you greater understanding of talent management issues in
your company and can be a discussion tool with other managers.
CASE STUDY:
Neeta was promoted from Director of New Product Development to Head of Regional Sales three months
ago. When Neeta accepted her new role, she was informed that her regional sales team was male-dominated
(87 percent) and had only a small number of people with different backgrounds, including generational and
geographical differences (11 percent). She was also told that her regional customer base has become
majority women over the past few years, and that product sales have continued to decline.
Neeta was hired in her new role because of her reputation for having strong leadership and organisational
skills, comprehensive knowledge of products and customers, and innovative approaches to tackling
problems. The company where Neeta works requires that all director-level managers and above participate
in informal quarterly performance review meetings with their respective manager during their first year
in a new role. During Neeta’s three-month performance review meeting, she received feedback from her
manager, Raj, that the men on her team thought she was too collaborative, and that she lacked the necessary
competencies for success. Conversely, the women on her team perceived Neeta as too aggressive. The
majority of the team was concerned about her focus on certain products and customers.
Neeta informed Raj that she felt that the team was questioning her competencies and struggling with
her work style because of stereotypes related to women. Raj and Neeta had worked together in several
capacities over the past 16 years. Although he is very confident in her abilities to lead the team successfully,
he is not sure how to manage the issues raised by Neeta and her sales team. He wants to support Neeta in
resolving the matter, but he wants to hear Neeta’s suggestions on how to best manage the issues.
Since Neeta is the only woman heading one of Raj’s teams, he decided to speak with the HR department
about the dynamics presented during Neeta’s performance review process. The HR department reported
that they had heard similar stories from other departments and that they were currently reviewing proposals
from external vendors and consultants who offered workshops on effective team building and inclusive
workplace training.
A How-To Guide for Organisations | 8
INDIVIDUAL—WHAT SHOULD NEETA DO?
A. Neeta believes that her sales team could
benefit from diversity training focused
on working effectively with women.
She can provide data to her manager
supporting her suggestion that diversity
training will improve team effectiveness
and increase regional sales significantly.
B. Neeta can schedule focus groups with
customers within her region to learn
about their perceptions of the products,
sales staff, and company brand to
determine how her team should move
forward. Neeta can then share this data
with her team to build credibility and
establish herself as a leader.
C.Neeta can meet with team members
to learn about their perceptions of the
products, regions, and company brand,
and seek suggestions to move forward
as a team. At the same meeting, Neeta
should discuss issues/concerns raised
by the team and be prepared to share
her perspective on the goals/tasks for
the team.
D. Neeta can meet with team members and
discuss these issues directly. She should
come prepared to listen to her team
members and share her perspective on
the goals/tasks for the team.
Please note the option you selected and what thinking prompted your selection.
MANAGERIAL—WHAT SHOULD RAJ DO?
A. Raj can set up a department- or unitwide diversity training focused on
working effectively with women and
culturally diverse coworkers.
B. Raj can make himself available to coach
Neeta and strategize next steps to
address issues raised by the team. He
should familiarize himself with research
on barriers and stereotypes faced by
women leaders and recommendations
on what mangers can do to help.
C.Raj can tell Neeta how he introduced
her to the team and what aspects of her
previous leadership experience were
shared (if any). This will provide Neeta
with a good understanding of the team
dynamic at play.
D.Raj can ask Neeta’s team members
for concrete examples of Neeta’s
behavior that compromised the team’s
ability to achieve its stated goals or
tasks. This will set the stage for giving
and receiving objective, constructive
feedback necessary for development
and advancement.
Please note the option you selected and what thinking prompted your selection.
9 | USING TALENT MANAGEMENT TO SUPPORT INCLUSION
ORGANISATIONAL—WHAT SHOULD THE ORGANISATION DO?
A. The organisation can provide diversity
training focused on working effectively
with different others (e.g., across gender,
generation, disability, sexual orientation,
etc).
B. The organisation can establish a diversity
task force that consists of employees
from different departments and levels
and focuses on pinpointing companywide diversity and inclusion issues and
planning and implementing programs
and strategies to minimize such issues.
C.
The
organisation
can
consider
conducting cultural assessments, focus
groups, and/or pulse surveys across the
organisation focused on perceptions
of workplace inclusion and leadership
competencies and expectations.
D. The organisation can develop employee
networks for the women and other diverse
groups of employees (e.g., generational
diversity) on the sales team to increase
their connection to the organisation and
develop strategies for increasing sales
among women customers.
Please note the option you selected and what thinking prompted your selection.
A How-To Guide for Organisations | 10
CATALYST INSIGHTS
Now that you've completed the case study questions, review the following Catalyst Insights for each
category to gain greater understanding of talent management issues in your company. The Catalyst Insights
can also serve as a discussion tool within your organisation.
INDIVIDUAL
Options A and B focus on building the business case and providing diversity training to create an inclusive
workplace and an effective team. Options C and D involve engaging in a dialogue with the team members.
It is critical for Neeta and the team members to have undergone awareness building and communication
training to create an environment where team members feel safe sharing and receiving feedback.
MANAGERIAL
Option A includes building the business case and equipping the team members with strategies to work
effectively in a diverse team. Options B and C involve mentoring and coaching Neeta. These options require
Raj to be aware of gender stereotyping in the workplace and its impact on women’s leadership. Option D
involves Raj engaging in a dialogue with Neeta’s team such that they feel comfortable and safe in providing
feedback. This option assumes Raj and the team will be trained in providing and receiving constructive
feedback.
ORGANISATIONAL
Options A and B convey the message that the organisation is invested in improving gender diversity and
inclusion and preparing employees to work more effectively with diverse coworkers, customers, and clients.
When employees are more effective and productive, organisations are more competitive and successful.
Option C suggests using survey data to understand the issues impacting a team or group to decide on
next steps or approaches to focus their energy. Option D calls upon employee networks as a possible
solution. Numerous companies have used employee networks as tools to increase retention and promotion
of women. Employee networks have been used effectively as a knowledge source for the organisation to
better understand issues impacting a group of employees and create community-building opportunities.
Assess network success by collecting rigorous measures on effectiveness among subgroupings.
11 | USING TALENT MANAGEMENT TO SUPPORT INCLUSION
HARNESSING YOUR KNOWLEDGE FOR
YOUR ORGANISATION
Our policies ensure that women don’t feel out of place since most of the policies
are not women-centric but also available to men...so both men and women feel
[justly treated]. For us, delivery and performance is all that matters, and this has
led to women being a part of the organisation rather than thinking that [they] will
work here for two years only and move out.
—SENIOR LEADER,
Human Resources, Financial Services
INSTRUCTIONS:
The previous two sections of this guide were intended to build awareness regarding the
definitions and concepts related to talent management practices and to provide an opportunity
for you to reflect on your organisation’s approach to talent management, and to learn from a
practical case example. In this section, Catalyst provides the opportunity for you to actively
apply your knowledge about effective talent management to your own organisation.
1. Read the following section on Talent Management and Gender Diversity.
2. Use the guidelines here to screen your organisation’s talent management practices and policies
for gender diversity.
3. Assess the risk of gender bias in your talent management system.
Talent Management and Gender Diversity21
Senior leaders and HR professionals must
recognize that women do not face the same
workplace issues as men, or at the same magnitude.
Without an awareness of the complexities facing
subgroups working in an organisation, some talent
management efforts may be too all-embracing to
be effective. Such efforts may take a “one-size-fitsall” or “silver bullet” model in attempting to create
an inclusive environment for all employees without
focusing specifically on the unique needs of any
particular group of employees.
Organisations
should
periodically
assess
the effectiveness of their talent management
approaches to determine whether their practices
are successful and remain relevant to their business
goals and employees. A good first step is to analyze
promotion and retention rates of subgroups (i.e., by
gender, level, functional areas, etc.) at critical career
development stages. Employee surveys can also
provide a sense of how inclusive or exclusive the
work environment is perceived to be by different
groups of employees.
An important goal for improving talent management
and gender diversity practices is the elimination of
cultural norms that give men an advantage over
women. This can be achieved by:
• Identifying critical norms in the dominant
culture with a diverse team.
• Having leaders committed to making change,
• Communicating frequently.
• Modeling by influential champions at every
level.
• Establishing
formal
guidelines
where
appropriate.
• Using rewards and penalties to hold people
accountable.
A How-To Guide for Organisations | 12
SCREENING GUIDELINES
1.
Determine where women are in your
organisation
by
reviewing
gender
representation by level.
If the representation of women in your
organisation is significantly lower at specific
levels, then your organisation may have talent
management practices that disadvantage
women and your ability to benefit from your
entire talent pool.
_____
Percentage of employees who are
women
_____ Percentage of managers who are women
_____ Percentage of senior managers who are
women
4.
Evaluate whether criteria for leadership
development and promotion go beyond
stereotypically masculine characteristics to
include a broad range of competencies and
characteristics.
xx Do women and men have equal opportunity
and access to promotion criteria specified
by your organisation?
xx Identify or initiate specific measures for
adjusting compensation and promotion
inequities.
_____ Percentage of senior executives who are
women
_____ Percentage of executive team who are
women
_____ Percentage of board directors who are
women
2. Compare performance ratings, compensation,
and promotion rates of women and men by
level, department, and function.
xx Identify any gaps/areas of concern and
underlying drivers.
xx
xx
xx
xx
xx
3.Examine talent development programs in
your organisation for access.
xx How is access determined?
xx Identify gaps or areas of concern and
underlying reasons.
13 | USING TALENT MANAGEMENT TO SUPPORT INCLUSION
5.Develop strategies for minimizing gender
stereotyping in performance reviews.
xx Are training programs offered—and how
frequently—to increase awareness about
gender stereotypes and biases?
xx Create a handbook for writing unbiased
performance reviews.
xx Use multi-rater feedback for employees
at all levels so that diverse perspectives
about competencies and contributions are
considered.
xx Complete pay equity analysis that includes
internal and external benchmarks on salary
ranges for specific skills, roles, and levels.
ENDNOTES
1. Shakun Khanna and Vikas Chaturvedi, “Creating a Talent
Pipeline in India,” Gallup Management Journal (February,
2010); Deepali Bagati, 2010 India Benchmarking Study,
(Catalyst, 2010).
2. Khanna and Chaturvedi.
3. Effective talent management refers to the process of
attracting, recruiting, developing, and advancing talent
and ensuring that the right person, with the right skills and
experience is hired for the right job at the right time. Anika K.
Warren, Cascading Gender Biases, Compounding Effects:
An Assessment of Talent Management Systems (Catalyst,
2009).
4. These definitions are based on a review of the literature
and Catalyst’s and Families and Work Institute’s research
and work with companies, also described in Leaders
in a Global Economy: Talent Management in European
Cultures (Catalyst, 2008). We used regression analyses to
identify practices that are powerful in increasing employee
engagement (such as positive view of company, positive
view of job, commitment to doing a good job, and intent to
stay at the company) and mitigating advancement barriers
(such as lack of a sponsor, mentor, or champion; limited
political knowledge; few role models; and limited career
opportunities).
5. Jerald Greenberg, “Organizational Justice: Yesterday, Today
and Tomorrow,” Journal of Management, vol. 16, no. 2 (1990):
p. 399-432; G.S. Leventhal, “What Should Be Done With
Equity Theory? New Approaches to the Study of Fairness in
Social Relationships,” in K.J. Gergen, M.S. Greenberg, and
R.H. Willis, eds., Social Exchange: Advances in Theory and
Research (New York: Plenum Press, 1980): p. 27-53.
6. R. Tyler and E.A. Lind, “A Relational Model of Authority in
Groups,” in M. Zanna, ed., Advances in Experimental Social
Psychology, vol. 25 (New York: Academic Press, 1992): p.
115-192.
7. D.R. Avery and M.A. Quinones, “Disentangling the Effects of
Voice: The Incremental Roles of Opportunity, Behavior, and
Instrumentality in Predicting Procedural Fairness,” Journal
of Applied Psychology, vol. 87, no. 1 (2002): p. 81-86; M.A.
Konovsky, “Understanding Procedural Justice and Its Impact
on Business Organizations,” Journal of Management, vol.
26, no. 3 (2000): p. 489-511.
8. B.H. Sheppard, R.J. Lewicki, and J.W. Minton, Organizational
Justice: The Search for Fairness in the Workplace (New
York: Lexington Books, 1992).
9.R.H. Moorman, “Relationship Between Organizational
Justice and Organizational Citizenship Behavior: Do
Fairness Perceptions Influence Employee Citizenship?”
Journal of Applied Psychology, vol. 76 (1991): p. 845-855.
10.Konovsky.
11. Rhona Rapoport, Lotte Bailyn, Joyce K. Fletcher, and Bettye
H. Pruitt, Beyond Work-Family Balance: Advancing Gender
Equity and Workplace Performance (San Francisco, CA:
Jossey-Bass, 2002).
12.P. Herriot, W.E.G. Manning, and J.M. Kidd, “The Content of
the Psychological Contract,” British Journal of Management,
vol. 8, no. 2 (1997): p. 151-162.
13.E.R. Auster, “Professional Women’s Midcareer Satisfaction:
Toward an Explanatory Framework,” Sex Roles, vol. 44
(2001): p. 719-750; E.R. Auster and K.L. Ekstein, “Professional
Women’s Mid-Career Satisfaction: An Empirical Exploration
of Female Engineers,” Women in Management Review, vol.
20 (2005): p. 4-23.
14.Brian Becker, Mark Huselid, and David Ulrich, The HR
Scorecard: Linking People, Strategy, and Performance
(Cambridge, MA: Harvard Business School Press, 2001).
15.Wendy R. Boswell and John W. Boudreau, “How Leading
Companies Create, Measure and Achieve Strategic Results
through ‘Line of Sight,’” Management Decision, vol. 39, no.
10 (2001): p. 851-860.
16.Sean McLoughney, “Making the Most of Performance
Review: With SMARTER Goals and BEST Feedback,”
Accountancy Ireland, vol. 39, no. 6 (September 2007).
17.Catalyst, forthcoming research on gender bias and talent
management.
18.Lisa D’Annolfo Levey, Meryle Mahrer Kaplan, and Aimee
Horowitz, Making Change—Beyond Flexibility: Work-Life
Effectiveness as an Organizational Tool for High Performance
(Catalyst, 2008). Lisa D’Annolfo Levey, Aimee Horowitz, and
Meryle Mahrer Kaplan, Making Change—Beyond Flexibility:
Creating Champions for Work-Life Effectiveness (Catalyst,
2008).
19.J. Jacob, J.T. Bond, E. Galinsky, and E.J. Hill, “Six Critical
Ingredients in Creating an Effective Workplace,” The
Psychologist-Manager Journal vol. 11 (2008): p.141-161.
The analysis was conducted on data from the Families
and Work Institute’s 2002 National Study of the Changing
Workforce research.
20. Jacob, Bond, Galinsky, and Hill. The analysis was conducted
on data from the Families and Work Institute’s 2002 National
Study of the Changing Workforce research. Ellen Galinsky,
Nancy Carter, James T. Bond, Leaders in a Global Economy:
Finding the Fit for Top Talent (Families and Work Institute and
Catalyst, 2008).
21.
Studies have shown that perceptions of leadership
competencies are influenced by gender stereotypes, and
that both women and men hold stereotypes about leadership
competencies that disadvantage women. Moreover,
differences between workplace characteristics and employee
values create more disadvantages for women than men. See
Women “Take Care,” Men “Take Charge:” Stereotyping of
U.S. Business Leaders Exposed (Catalyst, 2005); Different
Cultures, Similar Perceptions: Stereotyping of Western
European Business Leaders (Catalyst, 2006); Galinsky,
Carter, Bond.
A How-To Guide for Organisations | 14
NEW YORK
120 Wall Street, 5th Floor
New York, NY 10005
tel (212) 514-7600
fax (212) 514-8470
MUMBAI
17 Ridhi Sidhi Sadan
Tejpal Scheme Road No.2
Vile Parle (East) Mumbai
SUNNYVALE
165 Gibraltar Court
Sunnyvale, CA 94089
tel (408) 400-0287
fax (408) 744-9084
TORONTO
8 King Street East, Suite 505
Toronto, Ontario M5C 1B5
tel (416) 815-7600
fax (416) 815-7601
ZUG
c/o KPMG AG
Landis+Gyr-Strasse 16300
Zug, Switzerland
tel +41-(0)44-208-3152
fax:+41-(0)44-208-3500
+41-(0)44-208-3500
www.catalyst.org
Changing workplaces.
Changing lives.
15 | USING TALENT MANAGEMENT TO SUPPORT INCLUSION