Program leaders can engage in their own continuous learning about professionalism. Part of this is learning to recognize potential bias in evaluating and supporting professionalism among staff. Psychologists and business leaders have identified several ways that bias can impact staff performance reviews and professional development. Consider the three different types of bias described below and reflect on how you could prevent them in your work with staff.

Prove it Again Bias

Groups of people are seen as less competent than others and have to prove their competence again and again. In other words, it takes more evidence to be seen as equally competent. The people most likely to be affected are people of color, women, and people with disabilities. Here’s what to look for in your assessments of performance:

• "She’s not ready...”: Staff may be overlooked for leadership opportunities or promotions because they aren’t seen as ready.
• Behind the scenes work: Staff who are relied on to do important (but invisible) administrative tasks may not be seen as potential leaders.
• “Halo and Horns” effect: Some staff seem to get a free pass (“halo”), while others are seen as problems for the same behaviors (“horns”).
• Examples:
  • Jeremy is repeatedly late to work because he has family caregiving responsibilities in the morning. His coach and manager are understanding and adjust his schedule after several instances of clocking in late. Stacy also has family caregiving responsibilities and has been late to work several times. Stacy’s late arrivals are documented in her performance report, and she is told she needs to figure out how to balance her responsibilities.
  • Ash consistently does whatever the manager and trainer ask them to do. They’ll cover any classroom, help out in the kitchen, and do other tasks as assigned. In their most recent performance review, Ash’s program leaders are concerned that Ash doesn’t take initiative and hasn’t established a relationship with any particular classroom. They aren’t quite ready for moving into a steady classroom role.
  1. How could this type of bias show up in your workplace (for you or staff members)?
      
  2. What could you do to prevent this type of bias when evaluating staff professionalism?
      

Tightrope Bias

Tightrope bias is all about the expectations that society has for people. It usually has to do with gender: Women are expected to act certain ways, and they are judged more harshly when they don’t. This means they must “walk a tightrope” between expectations and their own style. This can also be affected by racial bias around interactions. Here’s that this could look like:

• Focus on style instead of skills: Staff may be labeled with words like “aggressive”, “assertive”, “diva”, or “self-promoter”
• Emotions: Certain emotions, such as anger, may be seen as aggressive for some staff and not others.
• Team players: Women, in particular, may be expected to get along with others and “be nice.” They may be judged for standing up for themselves more harshly than men are.
• Examples:
  • Sydney just finished their degree and is looking forward to moving up through the career ladder in their program. As a result of their degree program, Sydney has lots of ideas about how to improve the classroom and programs. Sydney has begun vocally asking for changes. Staff and program leaders have started to describe Sydney as “difficult” and to vent that they’re just trying to make themselves look good for a leadership job.
  • Clarke was disappointed at his last performance review meeting because of what he saw as unfair and inaccurate feedback. When he asked a question about the feedback, the program leader asked him to lower his voice. He repeated his question at a lower volume, and the leader said, “There’s no need to get defensive and angry. I think we should come back together after you’ve had a chance to calm down.” Clarke was confused but accepted the end of the meeting. Gradually, Clarke’s classroom observations started to note questions about his temper and tone. He felt he couldn’t address the issues because he’d just be seen as angry.

1. How could this type of bias show up in your workplace (for you or staff members)?
    
2. What could you do to prevent this type of bias when evaluating staff professionalism?
    

Parental Bias

Parenthood impacts work-life balance. When staff who are juggling parental responsibilities are treated differently, this can be a form of bias. Here’s what this could look like:

• Flexibility penalty: Staff who are part-time or work flexible schedules are overlooked for permanent positions or promotions.
• Parental wall: Phrases like, “she’s got different priorities now” or “he won’t have time” are used to limit career advancement. On the other hand, individuals without children may be asked to take on extra work or extra shifts in ways that lead to burnout.
• Examples:
  • When a teacher position opens, no one thinks to encourage Asha to apply. She has been a part-time flex staffer for the past year, and everyone assumes part-time flexible work is her preference since she’s got several young children.
  • Several family events have been scheduled in the evening, and Toni brought her own young child along since she did not have evening childcare. Toni’s program leaders were concerned that Toni was not able to help enough during the family events since she was caring for her own child. They began to question her professional decision making.

1. How could this type of bias show up in your workplace (for you or staff members)?
    
2. What could you do to prevent this type of bias when evaluating staff professionalism?