Podcast: Hard Conversations and the Multigenerational Workplace with Jennifer Abrams
January 30, 2018
In this episode of the Leading Learning podcast, Celisa talks with Jennifer about hard conversations and the multigenerational workplace, including the impact each of these have on both leading and learning.
As a leader – or aspiring leader – in the business of lifelong learning, it’s par for the course that you will need to have challenging conversations within your organization and the people that you serve. And related to that, oftentimes the challenge lies in effectively communicating to an audience representing a wide range in age and years of experience.
Jennifer Abrams is an expert in overcoming these challenges and has written various books including, Having Hard Conversations, The Multigenerational Workplace : Communicate, Collaborate, and Create Community, and Hard Conversations Unpacked : The Whos, the Whens, and the What-Ifs. She’s also a communications expert, a designer of professional development, a speaker, and, with a few e-courses under her belt, an entrepreneurial subject matter expert (eSME)—if that term is new to you or you need a refresher, see our related post about the rise of the eSME.
About Jennifer Abrams
Jennifer Abrams considers herself a "voice coach," helping others learn how to best use their voices – be it collaborating on a team, presenting in front of an audience, coaching a colleague and supervising an employee. Jennifer holds a Master's degree in Education from Stanford University and a Bachelor's degree in English from Tufts University. She lives in Palo Alto, California. Jennifer's publications include Having Hard Conversations, The Multigenerational Workplace: Communicating, Collaborating & Creating Community and Hard Conversations Unpacked – the Whos, the Whens and the What Ifs. She has also created a Corwin Press e-course by the same name.
Work with Jennifer
Praise for Jennifer
“Our school’s work with Jennifer Abrams has sown the seeds of stronger communication skills among the adults in the building. This has only served to strengthen the integrity of communication between staff and students as well. We’ve added her language to our expectations: honest, humane, and growth-producing conversations occur regularly.”