In one office, people still talk about where they were when the Beatles first appeared on "The Ed Sullivan Show." In another, staff text while sitting in meetings. With three to four generations coexisting in a rapidly evolving global and technological workplace, how can employers facilitate cross-generational conversations?

Phyllis Weiss Haserot '65, MRP '67, president of a consulting and professional coaching firm, addressed such challenges in her keynote address at the 12th annual Cornell Diversity Update Conference, Nov. 8.

The conference, which focused on ways to recruit and retain a diverse workforce, attracted more than 125 participants, from human resource professionals and deans to professors and department chairs from Cornell and area colleges, as well as city of Ithaca executives.

"Today, more than ever, as we prepare for expected retirements over the next 10 years and work toward the university's top priority of faculty renewal, it is critical that we address the need for a diverse faculty and staff and for a climate that is inclusive," said Lynette Chappell-Williams, Cornell's associate vice president for workforce diversity and inclusion.

President David Skorton said that 47 percent of Cornell's faculty members were 55 years or older, so Cornell will need to hire 800-1,000 new faculty as well as replace many staff members over the next few years.

Haserot offers suggestions for recruiting and engaging different generations in the workplace. For example, for boomers (born approximately 1943-64) who want to feel that their contribution matters, Haserot suggested using language that conveys that the organization recognizes experience and welcomes people who are looking for encore careers or other ways to continue to contribute, learn and achieve. Since Generation Xers (born 1965-78) tend to value autonomy, independence and work/life flexibility, recruiters can emphasize the growth, leadership and entrepreneurial opportunities the organization offers, she said. Those in Generation Y (born 1979-98) like new experiences and challenges, transparency, feedback and guidance; for them, collaboration, flexible career paths, new responsibilities and state-of-the-art technology have great appeal.

In the panel discussion that followed, participants discussed the impact of microinequities on faculty, staff and students. A microinequity takes the form of a gesture, different kind of language, treatment or even tone of voice that people use, often unintentionally, when they perceive someone else to be "different." "My staff and I continued the conversation on this topic for several days," noted Beth McKinney, director of the Cornell Wellness Program and employee-elected trustee.

Other sessions focused on developing effective retention strategies for women faculty and faculty of color, creating an inclusive environment for disabled persons and military personnel entering the workforce, recruiting technicians, developing pipelines for potential applicants, creating diverse applicant pools and using outreach to develop connections to diverse populations.

The conference concluded with skits by student theater troupe Ordinary People and a panel discussion on "The Impact of Faculty and Staff on the Educational Success of Students."

"The students in Ordinary People were able to surface unsaid/hidden beliefs and assumptions, and challenge us to be authentic about what is happening," said Connie Park, human resources recruiter for the Vet College.

Said Tremayne Waller, associate director for Diversity Programs in Engineering: "It was great to see leaders from Cornell and other organizations come together to discuss the changing face of the workforce. It's critical that we continue to encourage dialogue and understanding around outreach strategies and attracting a diverse staff and faculty population."

The conference was co-sponsored by the Office of Workforce Diversity and Inclusion and the Upstate New York-Higher Education Recruitment Consortium.