Practice Development Counsel

Phyllis weiss haserot
Phyllis weiss haserot


President & Founder


212 593-1549
pwhaserot@pdcounsel.com
www.pdcounsel.com

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From Divided to “Brave Spaces” to Healing Dialogue

What kind of new beginning will this new year bring for you?

Our government (seemingly governments around the world) and communities are ever increasingly divided, and there is no clear, or even fuzzy, unifier or solution. Hopefully there is enough faith in our hearts to unify enough and avoid more disasters of division.

On college campuses, students are asking for “safe spaces” to “protect” them from anything uncomfortable or voices they disagree with. The presence of certified therapy pets (mostly dogs and cats but some unusual ones as well) are becoming common to ease stress. It’s a controversial movement for which empathetic arguments can be made on both sides. In some places this has gone too far. People have to learn to create “brave spaces” as Cornell University’s Intergroup Dialogue Project (IDP) teaches, to have the skills and courage to engage in uncomfortable crucial conversations and emerge with understanding and resolutions that unite.

One of the activities I have become most devoted to in the last two years is the Intergroup Dialogue Project (IDP) at my alma mater, Cornell - so much so I was thrilled to accept the invitation to be Alumni Ambassador to help make IDP and its value and achievements more visible and to increase support of various kinds. You can learn about it here and below.

IDP prepares students to live and work in a diverse world, and educates them in making choices that advance equity and justice. Its main objectives are to increase understanding of social identities; to explore the effects of social inequality at personal, interpersonal, and structural levels; to develop students’ skills to work effectively across difference; and to strengthen individual and collective capacities to address social justice issues on campus and beyond.

Intergroup Dialogue is a specific form of communication especially designed for people to communicate across differences, in a critical and meaningful way. Students explore core social justice issues related to social identities, conflict, privilege, oppression, and solidarity. For every section of the course, one social identity is the focus of the class. Sections have a balanced number of participants from each identity group and two facilitators.

There are other universities with IDP courses, and it emerged from the University of Michigan. A unique aspect of Cornell’s IDP is that trained undergraduate student facilitators lead it. Participants are not ‘taught’ but rather everyone has an equal part in the learning and teaching.

An IDP student and facilitator, class of 2016 said,“IDP was a comfort zone because everyone felt respected and was allowed to share their opinions to create a mutual understanding between all participants.”

Outcomes

A multi-university study (2012) reveals significant changes in students’ cognitive involvement, understanding of structural inequality, relationships with their peers, and motivation to take collective action. At Cornell IDP is growing to include peer-led programs for staff, faculty, postdoctoral students, and graduate students as well (so I am hopeful that age/generation can be added as an issue). Trained student facilitators also have been called upon by the broader community to help groups navigate sensitive issues they are facing, facilitating difficult conversations for unrelated groups throughout the campus community and beyond.

I think this concept, principles and process are so needed in our world – communities, campuses and workplaces. It gives me hope if we can spread this ethos and large numbers of people can employ the principles, process and techniques for conflict resolution, understanding and harmony.

I so believe in cross-generational conversation as a solution to many of our problems in the workplace, the world and life in general. It makes all of us – every generation – stronger and wiser.

Phyllis

© Phyllis Weiss Haserot, 2016

Note: This article contains excerpts from Chapter 36 of The Rainmaking Machine by Phyllis Weiss Haserot (Thomson Reuters, 2016 edition.)

* The generational chronology for easy reference: Generations are defined by the similar formative influences – social, cultural, political, economic – that existed as the individuals of particular birth cohorts were growing up. Given that premise, the age breakdowns for each of the four generations currently in the workplace are approximately:

Learn about our *Generational Wisdom for Mentors and Mentees* programs as well as multi-generational team facilitation. Call 212-593-1549 or e-mail pwhaserot@pdcounsel.com.

For coaching, training and special programs on inter-generational challenges for and among 4 generations in the workplace and maximizing the potential of young professionals, call or email Phyllis for an exploratory talk or complimentary coaching session at 212-593-1549 or pwhaserot@pdcounsel.com

Phyllis is available to speak at your organization or at firm retreats on inter-generational relations and organizational effectiveness topics. Call or e-mail for a list of topics or to custom-tailor your own.

11/2016