PIGEON-HOLED IN THE LAND OF PENGUINS · page 4 Leader ’s Guide PIGEON-HOLED IN THE LAND OF...

LEADER’S GUIDE TO THE CRM VIDEO

PIGEON-HOLED IN THE LAND OF PENGUINS

11 minutes, color

Leader’s Guide prepared by Barbara “BJ” Hateley and Warren H. Schmidt

CONTENTS

INTRODUCTION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

SEMINAR OBJECTIVES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

A FEW WORDS ABOUT PIGEON-HOLES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

SYNOPSIS OF VIDEO . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

KEY LEARNING POINTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

DISCUSSION STARTERS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

SEMINAR DESIGN 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

SEMINAR DESIGN 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

WORKSHEETS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

BIBLIOGRAPHY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

CLOSED CAPTIONED BY THE NATIONAL CAPTIONING INSTITUTE. USED WITH PERMISSION.COPYRIGHT © 2000, CRM FILMS, L.P. AND PEACOCK PRODUCTIONS.

DIVERSITY INSTRUMENT

By special arrangement with EPM, CRM Films is proud to introduce the Birds of DifferentFeathers Work Style Assessment for use in conjunction with the CRM video PIGEON-HOLED IN THE LAND OF PENGUINS and this Leader’s Guide.

Designed by Warren Schmidt, Ph.D. and BJ Hateley, co-authors of the book and video PIGEON-HOLED IN THE LAND OF PENGUINS, Birds of Different Feathers assists in a betterunderstanding of diversity in your organization. Between the instrument and this Leader’s Guide,you’ll have the most insightful tools available for diversity and team building training.

Call your CRM distributor for details in how you can obtain quantity pricing discounts onBirds of Different Feathers for your upcoming training sessions. When using this video andLeader’s Guide for diversity training, we recommend that each participant receive a copy ofBirds of Different Feathers.

INTRODUCTION

Diversity continues to be a significant issue for many organizations today.While many organizations have come a long way in terms of hiring andpromoting diverse people, there is still much work to be done. Many of themore obvious diversity issues have been dealt with, but now we are facedwith more subtle challenges, such as stereotypes, hidden attitudes andassumptions, etc. These subtle diversity challenges are the subject matter ofthis new video.

This video can be used in a variety of settings — staff meetings, trainingseminars, team building retreats, and many more. It is ideal for seminars ondiversity, team building creativity and problem solving, leadership andmanaging change. It is appropriate for people at all levels in an organization,since there are messages and key learning points for everyone, from seniorexecutives to front line employees.

Included in this Leader’s Guide are two seminar designs:

• Closing Pigeon-holes and Opening Opportunities.• Diversity and Teamwork: Birds of Different Feathers CAN Wo r k

Together!

page 1

Leader’s GuidePIGEON-HOLED IN THE LAND OF PENGUINS

SEMINAR OBJECTIVES

Closing Pigeon-holes and Opening Opportunities

• To help participants reflect on their own personal experiences withstereotypes.

• To understand the costs of stereotypes, both to individuals and toorganizations.

• To explore the ways in which individuals can liberate themselves andothers from the costly limits of stereotypes.

Diversity and Teamwork: Birds of Different Feathers CAN WorkTogether!

• To understand how assumptions and stereotypes hurt teamwork andcreativity.

• To appreciate the fact that everyone is guilty of stereotyping others.• To help participants understand their own personal work style and to

work better with others who have different styles.• To learn how to make personal differences into a team asset, rather than

a team problem.

page 2

Leader’s Guide PIGEON-HOLED IN THE LAND OF PENGUINS


A FEW WORDS ABOUT PIGEON-HOLES(also known as Stereotypes)

The human mind thinks in categories — and we need these categories to helpus organize all that we experience as we go through daily life. Withoutcategories, our brains would be filled with a jumble of disconnected facts,impressions, sights, sounds, thoughts, ideas, sensations, etc. The categorieshelp us make sense of the world we live in, and give us a short-hand way torespond to people and events.

The categories in our minds contain not just facts and data — they alsocontain meaning and evaluation. Our categories are not neutral. We usuallyhave feelings about categories. These feelings may be positive or negative.Mention of a category often triggers an instant reaction, almost a reflex. Forinstance, how do you feel when the following words are mentioned to you:

Vegetables Politicians RodentsItalians Beaches DogsNewspapers Rock ‘n’ Roll EngineersBlondes Attorneys ImmigrantsAthletes Modern Art PriestsMercedes Southerners Factories

As you can see your reactions are rarely neutral. Most of us have judgements,opinions, and feelings about most categories of things. This is appropriateand normal.

While categories are not a problem in and of themselves, they become aproblem when we cannot distinguish between the characteristics of acategory, and the characteristics of an individual item, or individual person,within that category. Put another way, the category turns into a stereotypewhen “we can no longer see an individual tree, but only see the forest.” Whenwe assume that all trees within a forest are identical, and cannot see that eachindividual tree has some characteristics in common with the others — that iswhen our category turns into a stereotype.


A FEW WORDS ABOUTPIGEON-HOLES

(continued)

The dictionary defines a stereotype as “a fixed or conventional notion orconception, as of a person, group, idea, etc., held by a number of people, andallowing for no individuality, critical judgement, etc.”

We all understand that negative stereotypes are destructive and debilitating.But positive stereotypes are a problem, too. Even positive images deny ap e r s o n ’s individuality, defining him (or her) by a set of spuriouscharacteristics.

The key problem with stereotypes is that they are fixed, unthinking,undiscerning, and limiting. Stereotypes limit the people to whom thestereotype is applied, and they limit the person doing the stereotyping as well.Everyone loses when stereotypes erase critical judgement. Individuals loseand organizations lose as well.


SYNOPSIS OF VIDEO

Pigeon-holed in the Land of Penguins — a number of years later. Perry thePeacock and his friends have long since departed for the Land ofOpportunity, but other birds, including Paula and Pat the Pigeons, havecontinued to struggle for acknowledgement and success in the Land ofPenguins.

The Land of Penguins has made significant progress in terms of diversity.The penguins understand that they need many birds of different types tomake their organization strong and competitive. A few non-penguins haveeven been promoted into leadership positions. But the Land of Penguins stillhas a way to go in terms of fully utilizing their diverse workforce.Stereotypes and assumptions abound — and it’s not just a problem with thepenguins. ALL the birds are guilty of making assumptions about one another— assumptions that limit other birds’ opportunities to be seen and heard asunique individuals, rather than simply as members of a group whereeveryone is alike.

In this video, the Land of Penguins is confronting a serious challenge — thechallenge of change and declining resources. The pigeons, who have beendoing some research on the internet, think they have found a solution, butgetting the attention of senior management is another matter! Compoundingthe pigeons’frustrations in getting their idea heard is the fact that the pigeonsalso sometimes succumb to self-limitations — they pigeon-hole themselves!

At the same time, other birds in the Land of Penguins are also struggling tobe heard and seen for the talented, multifaceted individuals that they are.Harry the Hawk, Pam the Parrot, Peter Penguin Jr., and others are allstruggling to be seen as individuals, and to overcome the pigeon-holes inwhich they find themselves.

The crisis comes to a head when President Peter Penguin finally orders themachine that the pigeons had located on the internet, but the machine arrivesin pieces with no operating instructions. It seems that the ship carrying themachine was thrown about in a terrible storm, and the machine was washedoverboard. As is typical in real life, an unforeseen problem has thwarted theplans of the birds in this land.

President Peter assigns different groups of birds to work on the problem —first the eagles in engineering, then the hawks in sales, next swans in design,and finally the parrots in marketing. Each group thinks it can solve t h e


Synopsis(continued)

problem because of their unique characteristics as a group; but they aredoomed to discover that their strengths turn into a weakness when they areoverdone. Homogeneous teams have members who are too similar to oneanother, and they do not have birds with different points of view to make surethey are seeing the big picture. Each group fails in turn.

Finally, the penguins decide that this is a job for leaders, and they take theirown turn at trying to assemble the machine. But they too fail, much to theirembarrassment.

Paula and Pat the Pigeons, who have been trying repeatedly to be heardthrough all these futile attempts, finally get the penguins’ attention. Theypropose a unique solution: having different kinds of birds, anyone with goodideas, work together in solving this problem. The penguins object that “Birdsof a Feather are supposed to flock together — that’s why we specialize.” Butsince that approach has failed repeatedly, the penguins finally give in and letthe pigeons try their idea.

The pigeons organize a diverse team of birds of many different kinds, andthey all get busy working on the problem. Each brings his or her own uniquetalents and skills to the project, and sharing ideas and information, andcooperating with one another, they are able to put the machine together!Diversity has triumphed at last!

As the birds step back, everyone can see that they have built an incrediblenew undersea explorer, which will take them anywhere they want in the Seaof Organizations. The climb into their new machine and head out into theFuture, in search of new resources and new opportunities.

Through this adventure, the birds learned three very important things:

You can’t judge a bird by its feathers.Birds of different feathers CAN flock together.It’s important to constantly be on guard against pigeon-holing otherbirds... and pigeon-holing ourselves as well!

And most important of all, the birds realize that the resources they had beenseeking far and wide, paled in comparison to the resources they haddiscovered within themselves.


KEY LEARNING POINTS

Our tendency to prefer others like ourselves, and our assumption thatsome groups are superior to others, may cause us to exclude those whomay have an important contribution to make.

When we can overcome our biases and egos, we free ourselves and othersto make their fullest contributions.

Good ideas often come from the most unlikely sources.

Our strengths (aggressiveness, politeness, creativity, etc.) may alsobecome weaknesses when we overdo them.

There is always some danger to be aware of and concerned about (ie,changing market conditions, declining resources, etc.) both forindividuals and for organizations.

There are often unexpected challenges that provide new opportunities.

The key tasks of any organization are:

• to identify new potential opportunities.• to understand them and explore how best to exploit them to benefit

the organization.• to apply the experience and brain power of the people in the

organization to bear on the opportunities.

Some potential blocks to this process:

• seeing only parts of the problem or solution.• limiting our explorations and discussions to those who we feel most

comfortable with — those who are most like ourselves.• not asking “Who else might know something about this or have an

interest in it?”.• ignoring or overlooking those who might have a special contribution,

or even the “key” to the solution.


Key Learning Points(continued)

When we tap into the full creativity of everyone on a team, we openourselves up to significant breakthroughs in innovation, productivity, andteam effectiveness.

Leaders of organizations have the critical responsibility for seeking outand recognizing the talent available in their diverse workforce. It isessential that executives and managers serve as powerful role models fordiverse teamwork in action.


DISCUSSION STARTERS

For a great discussion of diversity and stereotypes, try some of thefollowing questions:

Why do we find it so natural to make quick judgments about some people— even when we know that we don’t have enough information aboutthem?

How can we tell that we have pigeon-holed ourselves — placing limitson our aspirations that are unnecessary and unrealistic?

Can you recall any situations in which the potential contribution ofsomeone was limited because s/he had been pigeon-holed?

What are the indications that someone has been pigeon-holed?

If you see a group pigeon-holing one of its members, how can you makethem aware of what they are doing and what negative effect it is having?

If you feel that you have pigeon-holed yourself, what questions shouldyou ask yourself and what actions should you take?

If you see that someone has underestimated their competence, how canyou help them to get a more accurate and positive picture of themselves?

How can you detect that someone has been pigeon-holed — what are the


Materials Needed:

P I G E O N - H O L E DIN THE LAND OFPENGUINS v i d e o ,video monitor andVCR, flip charts,marking pens, mask-ing tape, and copiesof the book, Pigeon-Holed in the Landof Penguins for allp a r t i c i p a n t s(optional).

3 hours

SEMINAR DESIGN I

CLOSING PIGEON-HOLESAND

OPENING OPPORTUNITIES

Introductions, Expectations, Overview. (15 minutes)

Welcome participants to the session and explain why the seminar is beingheld. Have participants introduce themselves, giving name, department,and/or other pertinent information.

Ask the group what they would like to get out of the session and list theseissues on a flip chart. Thank the group for giving you their areas ofinterest — tape the list to a wall so you can refer back to it during theseminar.

Briefly go over the agenda of how you plan to spend the seminar time soparticipants agree on what’s to be covered. Be prepared at the end of theseminar to review their list of issues to make sure you have covered allof them.

Go over the administration of “housekeeping issues,” like what timeyou’ll end the session, refreshments, location of restrooms, etc.Encourage questions, comments, and interruptions; tell them thatdisagreement is OK and that different people may have different opinionsabout the issues presented.

Reflecting on our own experience with Pigeon-holes. (25 minutes)

Divide the participants into two groups: A and B (preferably aroundtables)

Group A will respond to the questions:• What does it feel like to be pigeon-holed?

Group B will respond to the question:• Why do we pigeon-hole other people?

Pass out copies of Worksheet 1, Your Personal Experience withPigeon-holes.

Ask participants to reflect on their own experience byjotting down notes on the Worksheet. (Half the groups usePart A; half use Part B).

Ask small groups to compare notes on their experience and identifycommonalties.

Ask someone from each group to report any key insights or ideas.

Record some of these on the flip-chart for later reference.

Discuss why we pigeon-hole other people.

See “A Few Words About Pigeon-Holes” for background.(Wherever possible, refer to the ideas from the groups to reinforce thepoints you are making.) (15 minutes)

BREAK - (15 minutes)

Show the video PIGEON-HOLED IN THE LAND OFPENGUINS (11 Minutes)

First reactions to the video. (10 minutes)

Discussion of the video in small groups. (20 minutes)

Divide the participants into three groups. Pass out the Expectation-Reaction Worksheets 2, 3 & 4 to each of the three groups.

Group 1 Looking at the events from Paula’s point of view:...

• What were her expectations of herself?• What were her expectations of Pat?• What were her expectations of President Peter Penguin?• What were her expectations of the other birds?• How did she react when her expectations weren’t met?

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Seminar Design I(continued)

Group 2: Looking at the events from President Peter’s point of view:

• What were his expectations of himself?• What were his expectations of Paula and Pat?• What were his expectations of Peter Jr.?• What were his expectations of the other birds?• How did he react when his expectations weren’t met?

Group 3: Looking at events from Pat the Pigeon’s point of view:

• What were his expectations of himself?• What were his expectations of Paula?• What were his expectations of President Peter Penguin?• What were his expectations of the other birds?• How did he react when his expectations weren’t met?

Group reports and discussion. (30 minutes)

a) from Paula’s perspective.b) from Pat’s perspective.c) from President Peter’s perspective.

General discussion of how pigeon-holing happens, its costs and how it can be dealt with. (20 minutes)

Application. (10 minutes)

Let participants form 3 person groups to compare notes on what theyhave seen and “What I’m going to do to reduce pigeon-holing in myrelationships.”

Conclusion. (10 minutes)

After getting a sample of ideas from the 3 person groups, return to theoriginal list of issues the group wanted to cover. Verify that each wasdealt with in the course of the seminar discussions. If a particular issuewas not dealt with, ask the group to suggest an appropriate time and/oranother forum in which it might be addressed.

Thank the participants for their time, energy and participation.


Materials Needed:

P I G E O N - H O L E DIN THE LANDO F P E N G U I N Svideo, video monitorand VCR, flip charts,m a r k i n g pens, mask-ing tape, and copiesof Birds ofD i ff e rent FeathersInstrument, avail-able through CRM.

4 - 41/2 hours

SEMINAR DESIGN II

DIVERSITYAND TEAMWORK:BIRDS OF DIFFERENT FEATHERS CAN WORK TOGETHER

Introduction and Overview. (15-30 min., depending on group size)

Welcome participants to the seminar and talk about why the program isbeing conducted, emphasizing the importance of teamwork,collaboration, and mutual understanding in today’s world of work. Haveparticipants introduce themselves, with name, department, other pertinentinformation.

Ask the group what they would like to get out of the session and list theseitems on a flip chart. Thank the group for their input — then tape the listto a wall so that you can refer back to it during the seminar. Make surethat the group’s issues are in alignment with the topics you plan to coverin the seminar. If you cannot cover one or more of the participants’issues,be sure and say so at the outset, explaining why.

Encourage questions, comments, interruptions; emphasize that it is OK tohave differences of opinion and varying perspectives. Ask participants touse “I” language and speak only for themselves, not for anyone else or forthe group.

Go over administrative or “housekeeping” issues: bathroom breaks,refreshments, phones, etc. Ask people to turn off any cell phones orpagers.

Characteristics of Effective Teams. (30 min.)

Ask the group to think of a time when they worked on a team that wasespecially effective. Ask them to recall what characteristics made thegroup effective — certain behaviors, attitudes, attributes of the teammembers, etc. List their responses on a flip chart. (If the group is large,you can break it into smaller groups and ask them to consider the questionin small groups and report their findings.) Summarize some of theconsistent themes and trends from the group.

Now ask the group, in their team experiences, how their teammates werealike, as well as how they were different from one another? Ask thegroup to consider two questions: How are individual differences an assetto the team? And, how are individual differences a problem for the team?(Or, you can have small groups consider these questions and report to thelarger group.) List their responses on a flip chart. Summarize some of theconclusions from the group discussions.

Diversity and Teamwork in Action. (20 min.)

Tell the group you are going to give them an opportunityto watch some different teams in action, each team tryingto solve the same problem. These teams are shown withinthe context of their own organization, a fictitious placecalled The Land of Penguins. However, while the film isfiction, the actual events or something very similar,happens every day in organizations of all types. Showvideo.

After the video, ask the group to discuss their observations about theteamwork they watched. What behaviors made the teamwork go well?What behaviors made the teamwork go badly? Have participants everexperienced anything like this in their own organization?

What Kind of Bird Are You? (15 - 20 min.)

Ask the participants to consider whether or not they identified with anyof the characters in the video. Or, did they see any characters thatreminded them of their coworkers? Did they notice that each type of birdhad its own unique strengths? And did they also notice that thosestrengths, when overdone, turn into weaknesses?

Introduce the Birds of Different Feathers instrument.Tell participants that this instrument will give them anopportunity to look at their own personal work style and tosee ways in which they might work better with otherpeople who have different work styles. Emphasize thatthere are no right and wrong answers — this is not a “test.”Encourage them to be honest and candid, not to try to lookfor the “best” answer to any question. Ask them to fill out

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Seminar Design II(continued)

of the assessment, choosing among adjectives thatdescribe themselves. Remind them that they shouldalways think about “how I am at work.” ( The directionsfor the assessment are on page 2 of the booklet.)

When they finish page 3 (about 5 minutes), they can tally their scores andtransfer them to page 4, then they should fill in the four blanks on thatsame page. Then they can read more about their own style on pages6-13.

When participants have finished this part of the assessment, you can havea short discussion with them about these different bird styles. Emphasizeagain that there is no one “best style.” Each style has its own strengthsand weaknesses. Emphasize also that we all have some of all four kindsof bird in us, but that we tend to use one or two bird styles more than theothers, because it feels comfortable to us and that is what has made ussuccessful to date.

BREAK - (15 minutes)

Different Birds Working Together. (30 minutes)

Break the large group into four smaller groups, according to theirdominant bird styles. That is, put all the hawks in one group, all thepeacocks in another, etc. Give each group a flip chart stand and pad, andask them to list what they think their strengths are, and what they add totheir teams. Then ask them to write one or two things that they wouldlike the other bird styles to understand about them, in order to work withthem more effectively. Give the groups 5-7 minutes to do this, and thenhave each group report to the others.

Next, have each group label a blank flip chart page with their bird style.Have the groups rotate to each of the other three flip charts, and write atleast three things that they appreciate about that other type of bird. Thisexercise will require three rotations of the groups. They do not writeanything on their own flip chart, just on the three other flip charts of thethree other groups. This should take about ten minutes total. When allthree rotations are complete and the groups are back at their own flip

page 15


charts, have a person from each group read out loud for the entire biggroup from the list of things that others appreciate about them. Be sureto applaud and acknowledge each group when they’re finished. This is apowerful form of public appreciation for differences.

Summarize for the entire group what they have learned about work styledifferences and teamwork.

Birds in Their Nest. (30 minutes)

Have participants quickly read page 2C of the assessment,and decide which work group is most useful for them toevaluate: their work group, their department, or theirentire organization. Then have them complete theassessment on page 21. They are asked to decide how welleach group of adjectives describes their own work group ordepartment. When they complete the assessment, they canadd up their scores, and transfer them to the boxes on page22, and fill in the blanks on that page also. Pages 23 and26 will tell them a bit more about what their scores mean.

Discuss the results with participants. How do people feel about theirwork groups? Do they fit in well? Does their work group have onedominant style, a couple of strong styles, or is their work group verymixed in its style? As an individual, how does each participant need toaccommodate his or her own style to be effective within the context oftheir work group? Refer participants to pages 16-19 to learn more abouthow to become more effective with other bird styles.

Breaking Out of Pigeon-holes. (30 - 40 min.)

Even though we all have one or two dominant bird styles that we tend touse most of the time, we also have other talents and skills that otherpeople may not immediately see. And others probably have their ownlatent abilities that we are unaware of.

page 16



Have participants draw a picture of themselves as a bird onpage 14 of the assessment. (10 min.) This picture shouldillustrate what they know about their own bird style, andthe different elements that they have in their own repertoireof skill, talents, and abilities. Ask them to pay particularattention to their “hidden” attributes that may not beimmediately visible to their teammates and coworkers.This drawing exercise is an opportunity to break out of thepigeon-hole that others may see you in.

Ask participants to break into small groups and have them share witheach other what their drawings mean, and what they want others to knowabout them in order to work together more effectively. (15-20 minutes)

Bring the large group together and ask people to share what they learnedfrom this experience. Were they surprised at what they learned abouttheir coworkers? Did they discover abilities that could be used at work?Did anyone find that they had pigeon-holed someone else and now sawthat person in a different light? Continue the discussion with the group,emphasizing how pigeon-holes hurt not just the individual, but also theorganization, depriving it of valuable talent that goes overlooked andunused.

Avoiding Pigeon-Holes Before You Fall Into Them! (30 min.)

Give the group guidelines for brainstorming:

1. List Everything.2. Discuss Nothing.3. Do Not Judge. 4. Repetition is OK.5. Enjoy the Silences -

The Best May be Yet to Come!

Break the group into small groups and ask them to brainstorm all theways they can help themselves and help one another avoid pigeon-holes.You can have some of the small groups focus on “What can we asindividuals do to avoid pigeon-holing others?” and you can have othergroups focus on “What can my organization do to prevent organizationalor systemic pigeon-holing?” Have them record their ideas on flip charts.Give them a short time period to do this (5-7 min.), in order to keepfocused on the task and work quickly. Then have each group report to thelarge group.

page 17


If the group likes the ideas presented, you may want to have them typedup and distributed to all participants as a follow-up to the seminar and areminder of their good thinking and constructive possibilities.

Summary and Conclusion.

Summarize and reinforce the main themes of the groups’discussions. Besure to go over their list of issues that they gave you at the beginning ofthe seminar to make sure you have addressed their interests and issues. Ifthere are lingering issues that did not get addressed, check in with theparticipant who listed that issue and determine if there is some way youcan help them get their issue addressed after the class.

Thank the group for their participation and contribution to the groups’learning. Encourage them to share what they have learned with others —both coworkers and family and friends. Pigeon-holes are everywhere.Enlist their enthusiasm for liberating others from pigeon-holes whereverthey find them!

page 18




WORKSHEET 1 Your Personal Experience with Pigeon-Holes

A – When you have been pigeon-holed by others.

Think of a situation where you were seriously misjudged by the people around you. It maybe that they under-estimated your education, your experience, your over-all competence tomake a contribution to whatever was being considered.

What did people say or do (what were the cues?) that gave you the impression that theydidn’t really appreciate your talents?

_________________________________________________________________________

_________________________________________________________________________

How did their behavior — and your interpretation of it — affect what you did or said?

_________________________________________________________________________

_________________________________________________________________________

B – When you pigeon-hole some other individual or group.

Think of a situation when you had very strong, clear — but wrong — beliefs about whatanother person knew, believed, or could do about a problem being considered.

What did you say or do that — after you came to know more about the person — madeyou feel somewhat embarrassed and sorry?

_________________________________________________________________________

_________________________________________________________________________

How do you think your behavior influenced how the other person acted and how thewhole episode unfolded?

_________________________________________________________________________

_________________________________________________________________________

Katie M Simpson


WORKSHEET 2 Expectation-Reaction Worksheet - Paula

What views and expectations did Paula have...

of herself? ____________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

of Pat the Pigeon?______________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

of President Peter Penguin?______________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

of the other birds?______________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

How did she react when her expectations weren’t met? ________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

Katie M Simpson


WORKSHEET 3 Expectation-Reaction Worksheet - President Peter Penguin

What views and expectations did President Peter Penguin have...

of himself?____________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

of Paula and Pat the Pigeons?_____________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

of Peter Jr.?___________________________________________________________________

_____________________________________________________________________________


_____________________________________________________________________________

_____________________________________________________________________________

How did he react when his expectations weren’t met? _________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

Katie M Simpson


WORKSHEET 4 Expectation-Reaction Worksheet - Pat

What views and expectations did Pat the Pigeon have...

of himself?____________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

of Paula?_____________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

of President Peter Penguin?______________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________


_____________________________________________________________________________

_____________________________________________________________________________

How did he react when his expectations weren’t met? _________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

Katie M Simpson


WORKSHEET 5 Have You Ever Been Pigeon-Holed By Others?(Optional Extra Handout)

YES NO

q q

q q

q q

q q

q q

q q

q q

q q

q q

q q

___ ___

Have other people been surprised when they learned something about you thatdidn't fit their image of you?

Have you felt like you or your ideas were not taken seriously because of somecategory into which others had put you?

Have you found yourself saying or doing things in such a way as to break outof other people’s preconceived image of you?

Are you routinely excluded from certain activities because of assumptionsthat others make about you?

Have other people made comments about you based on your race, gender, age,physical appearance, religion, occupation, clothes, manner of speaking, etc?

Do you sometimes feel frustrated because it seems that other people don't seeyou for who you really are?

Do other people have positive expectations of you, based on some categorythey have you in — expectations that you don’t feel you can live up to?

When you first meet people, can you see that they are talking to you orresponding to you in a certain way because of assumptions they have madeabout who you are?

Do you ever have to explain to people how they have mis-categorized you?

Have you ever been singled out as a representative of a particular group(based on race, gender, age, occupation, etc.), and asked to speak for thatgroup?

Total

Katie M Simpson


WORKSHEET 5 Have You Ever Been Pigeon-Holed By Others?(continued)

Scoring:

If you had 0-3 items marked “yes,” you are incredibly fortunate! You have rarely been pigeon-holed by others, and you feel that you are seen as an individual, and appreciated for who you areas a person.

If you had 4-7 items marked “yes,” you have had some significant experiences of being pigeon-holed by others. You can certainly empathize with those who are pigeon-holed all the time,because you’ve been there many times yourself. But there are also times when you are able tobreak out of your pigeon-hole and be seen as a unique individual.

If you had 8-10 items marked “yes,” you might as well feather your nest as best you can, becauseyou're spending plenty of time there! You are constantly frustrated by other people’s view of you,and their corresponding behavior. You feel misunderstood and unappreciated for the range oftalent and ability you feel you have to offer. You may even be feeling cynical and/or depressedbecause this pigeon-holing happens to you so often.

Katie M Simpson


BIBLIOGRAPHY

BOOKS

Cox, Taylor, Jr., Cultural Diversity in Organizations: Theory, Researchand Practice (Berrett-Koehler; San Francisco, 1993)

Gardenschwartz, Lee and Rowe, Anita, Managing Diversity: A CompleteDesk Reference and Planning Guide (Pfeiffer & Co; San Diego, 1993)

Gardenschwartz, Lee and Rowe, Anita, Diverse Teams at Work (Pfeiffer &Co; San Diego, 1995)

Hateley, Barbara “BJ” and Schmidt, Warren H., A Peacock in the Land ofPenguins: A Tale of Diversity and Discovery (Berrett-Koehler; SanFrancisco, second edition 1997)

H a t e l e y, Barbara “BJ” and Schmidt, Warren H., Diversity Wo r k s h o pFaciliator’s Guide (Xicom; Tuxedo, NY, 1997)

Hateley, Barbara “BJ” and Schmidt, Warren H., Pigeon-Holed in the Landof Penguins: Learning to See Beyond Stereotypes (AMACOM Books;N.Y.; 2000)

Jamieson, David and O’Mara, Julie, Managing Workforce 2000: Gainingthe Diversity Advantage (Jossey-Bass; San Francisco, 1991)

Loden, Marilyn and Rosener, Judy B., Workforce America: ManagingEmployee Diversity as a Vital Resource (Irwin; New York, 1991)

Morrison, Ann M., The New Leaders: Guidelines on Leadership Diversityin America (Jossey-Bass; San Francisco, 1992)

O’Mara, Julie, Diversity Activities and Training Designs (Pfeiffer & Co.;San Diego, 1994)

Rosener, Judy B., America’s Competitive Secret: Utilizing Women as aManagement Strategy (Oxford University Press; New York, 1995)

ARTICLES

Carnevale, Anothony and Susan C. Stone, “Diversity: Beyond the GoldenRule,” Training and Development Journal, October 1994, Vol. 48, No. 10, pp.22-39.

Gordon, Jack, “Different From What? Diversity as a Performance Issue,”Training, May 1995, Vol. 32, No. 5, pp. 25-34.

Hateley, BJ, “The Gospel of Diversity,” Training and Development Journal,January 1995, Vol. 49, No. 1 p. 2.

Thomas, David A., and Robin J. Ely, “Making Differences Matter: A NewParadigm for Managing Diversity,” Harvard Business Review,September/October 1996.

INSTRUMENTS

Hateley, Barbara “BJ” and Warren H. Schmidt, Peacock Profile: AssessingIndividual Uniqueness and Organizational Fit (Xicom; Tuxedo, NY,1995)

Hateley, Barbara “BJ” and Warren H. Schmidt, Birds of Different FeathersWork Style Assessment (EPM; Tuxedo, NY, 1995)

Schmidt Warren H., and. Barbara “BJ” Hateley, Penguin Index: AssessingManagement Practices and Diversity Acceptance in Your Organization(Xicom; Tuxedo, NY, 1995)

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BIBLIOGRAPHY(continued)

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