Inspiring Leadership in Immigrant Communities - ILRC

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Inspiring Leadership in Immigrant CommunitiesJanuary 200310:00-11:40 INS Raids Advocacy ExerciseA. Group Discussion on Negotiations– (20 minutes)Facilitate a discussion on negotiations following the outline below. Comments in italictype are notes to you, the trainer. Questions in CAPITAL LETTERS are for you to ask ofthe participants. All other text is for you to tell the participants.1. What is negotiation?Ask leaders questions to elicit basic information about their past experiences withnegotiation. Sample questions follow:HAVE ANY OF YOU EVER NEGOTIATED WITH YOUR CHILD’S SCHOOL, ASTORE CLERK, A NEIGHBOR, A LANDLORD, THE INS OR ANY OTHERINSTITUTION ABOUT ANYTHING?Allow them to give short examples. If they don’t think they have any to contribute,then suggest some such as:Every time we ask someone to do something, we’re negotiating. Everyone (leaders,trainers, community members) has experience negotiating somewhere in his or herlife, whether it is trying to get child to clean up room, or trying to convince the bossto give you a day off, or returning a sweater received as a gift.a. Formal vs. informal negotiationIntroduce this topic by saying, “Many of our experiences in negotiation areinformal (with family, friends, etc.). Although negotiation with INS and otherinstitutions is different, they require many of the same skills of persuasion.Discuss some of the differences. You may also ask the participants the followingquestions to elicit this information:WHAT ARE SOME OF THE DIFFERENCES BETWEEN INFORMAL ANDFORMAL NEGOTIATIONS? FOR INSTANCE, HOW IS NEGOTIATIONWITH A GOVERNMENTAL INSTITUTION LIKE YOUR CHILD’S SCHOOLOR THE INS DIFFERENT FROM NEGOTIATING WITH YOUR FAMILY?Some possible answers: INS and your child’s school are more formal and havemore power, INS is “meaner,” may need to make legal arguments to themsometimes.12-3
Inspiring Leadership in Immigrant CommunitiesJanuary 2003b. Negotiation vs. legal argumentationIntroduce this section by saying, “Sometimes, not always, using ‘legal authority’can be an important tool in negotiating with governmental agencies such as theINS. It is good to use the facts or the story of what happened and, when necessaryfor you to get an advantage, it may be useful to find out what the law says and usewhat the law says too. Sometimes you must be prepared with legal arguments orbring a lawyer who is prepared with legal arguments as to why your position isthe right one.”2. Types of power that clients and organizations might haveLead a very quick brainstorm on tactics of persuading an institution to agree withyour position. Trainer should write ideas on board. Sample questions follow:WHAT TYPES OF POWER DO YOU AS LEADERS HAVE?WHAT TYPES OF POWER DOES YOUR COMMUNITY HAVE?WHAT TYPES OF POWER DO COMMUNITY-BASED ORGANIZATIONSHAVE?HOW DO YOU PERSUADE THE INS, A SCHOOL OR ANY OTHERINSTITUTION TO DO WHAT YOU WANT?WHAT ARE SOME OF THE KINDS OF ARGUMENTS YOU MIGHT HAVE ONYOUR SIDE?Some possible answers: Morally right, sympathetic position or client, fear ofpublicity, the media attention, numbers of people, media, community support,powerful politicians or other community leaders, the law on your side.3. When to Use the PowerUse questions such as those listed below to elicit information about how and when touse the types of power discussed above.IF YOU HAD SOME OF THE KINDS OF POWER WE JUST DISCUSSED,WHEN WOULD YOU USE THEM?WOULD YOU USE THEM IN EVERY INSTANCE? IF NOT, HOW WOULDYOU DECIDE WHEN TO USE DIFFERENT THE KINDS OF POWER?Some possible answers: Whenever you have very sympathetic circumstances; cases;maybe when you need a complete change in the policies of an institution you woulduse some tactics, and when you just need a change affecting one individual from the12-4
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