Purpose-Based Management in Education Post COVID-19

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What's working on purpose anyway? Each
week we ponder the answer to this question.

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People ache for meaning and purpose at
work, to contribute their talents passionately

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and know their lives really matter.
They crave being part of an organization that

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inspires them and helps them grow into
realizing their highest potential. Business can be

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such a force for good in the
world, elevating humanity. In our program,

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we provide guidance and inspiration to help
usher in this world we all want

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Working on purpose. Now Here is
your host, doctor Elise Cortes. Welcome

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back to the Working on Purpose Program. Thank you Tonaty Again this week I'm

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your host, doctor Elise Cortez.
Join you live from Dallas, Texas,

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which is home base for me.
If you've been tuning in for a while,

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you know this program as a thought
leadership series that enlightens, it inspires

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listeners with insights from distinguished business leaders
and subject matter experts. Our conversations are

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designed to make you think, inspire
you to ever reach for cultivating your best

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and take an informed approach for leadership
and business. Our guest today is Lauren

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Hollows. She's the director of Learning
Lifelines. She is a lifelong educator within

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the vocational education sector, and her
work and personal purpose is to empower educators

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and education institutions to support learners to
become independent, critical thinkers through purpose based

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management and language. We'll be talking
about how purpose based management serves educators and

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students and how to apply to screenwork
in the post COVID nineteen world. She

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joins a study from Perth, Australia. Lauren, Welcome to working on Purpose.

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Hello, how are you? I'm
dandy, I'm talking to you.

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What are you talking about? This
is amazing? Who's so positive? I

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am? I mean, why not? I'm vertical. I've got aaron my

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lungcause I'm happy. I'm well,
I'm why not? I know we woke

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up this morning, so right,
we have to quickly after Actually, let's

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do this. I want you to
introduce yourself as you would. You know

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that I'm an identity researcher and I
want you to kind of presence for us

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all the things that are important to
you, to make Lauren Lauren, and

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then afterwards, I want to tell
our guests how it is that we met

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sometime ago. So go for it, Okay, sure, So yeah,

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I'm Director of Learning Lifelines which is
an organization and you not for profit,

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which kind of helps address the digital
divide which we've seen post COVID and which

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was a present long before that.
So we help repurposing computers and getting them

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to students in need to hopefully help
increase education outcomes. I am a mother

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to two incredibly beautiful boys, and
I'm sure I'm not biased about that in

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any way, shape or form.
I am a volunteer firefighter, have been

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for about nearly three years now,
which is awesome. And I'm an educator

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and a learner just through and through
and through. Oh my gosh, it's

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so exciting and wonderful to have you
on the program. And let me know,

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let's tell our listeners and our viewers
how it is that we found each

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other so gosh, more than let's
call it, let's say that we're talking

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about what about twenty six years ago
when I was in Portland, Oregon,

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I worked with your mother, Susie, who was another amazing woman. Yes,

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we're a special friend of mine,
and we kept in touch thanks to

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social media over these years. When
I reached out a few months ago saying

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hey, I'm looking for women to
be a part of my anthology about women

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living their purpose. She said,
I know exactly who should talk to my

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daughter, and so of course I
ensnared you in that project, and your

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story is featured in Passionately Striving and
why Women who persevere in minded to live

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their purpose. Can't wait to share
your story with people all over the world.

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And then once I read that,
I want, you know what you

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need to come on the radio show
too. So here we are, like

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all these years later, it's so
amazing reconvened and so listeners. Isn't an

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amazing the power of staying in touch
and the power of an interconnected world.

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Yes, absolutely, And it's just
I think it's just amazing how amazing women

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bring amazing women. And you know, I know that, you know,

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I had you as an example of
growing up, and you were always so

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bubbly and passionate. And at the
same time, there was Connie who was

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another friend of moms that I know
that you guys, and she was like

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this, really, you know,
had just this massive amount of strong bravado.

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So I was so fortunate to grow
up around all of these really incredible

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women who just you know, told
me that, you know, if I

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wanted to go out and do something. I could absolutely go out and do

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something. It makes a big difference
when you hang out with let me tell

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you, all right, so let's
let's get our listeners into your world.

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I'm fascinated as an American, I've
never heard the term vocational education and training

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per se, Like, yes I
have, but but you have a specific

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bent on it. So first I
want to know why were you attracted to

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this field. So I had never
ever intended to work in VET. I

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initially was planning or working in psychology
and then and then got redirected into education,

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which I absolutely loved. I've always
been really big on education. There's

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like twenty seven thousand teachers in my
family. And so after I became a

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single mom. I was a single
mom with you know, like a six

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month old baby. I was trying
to get work in schools and my dad

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just happened to meet this woman who
was running vocational education and training. She

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was like, look, I need
somebody to help. But she literally worked

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across from a daycare center. So
I started working in there, and you

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know, she she kind of taught
me about what she was doing and she

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was training people in childcare. And
I had an education degree, so you

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know, I started working a little
bit more and about I think it was

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about nine months into it that we
are like at this point, I was

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I was training and working with the
students, and it was like one of

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our first big cohorts that went through
that i'd actually trained. And I had

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this woman who you know, came
in to collect her certificate and she finished

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her so at three, which in
Australia kind of meant that she was qualified

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to work as a childcare educator.
And she came in and I gave her

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this piece of paper and she just
burst into tears, and I was like,

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you know, what's the matter.
You know, are you're okay?

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And she goes, she said,
I never thought I could something. She

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goes, she said, you know, she didn't know my history, like

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I've come from a really bad place, and she'd come from a really abusive

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past, and you know, she
had two very young children. She goes,

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she does, I don't have to
worry about providing for my kids.

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I've got a job now, she
said, And I know that I can

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do that. I don't know.
And it was this value that was attached

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to this six month training course that
she'd done and because there was a similarity

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in histories. Like I was just
sobbing by the end of it. She

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was sobbing by the end of it. And so you know, she kind

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of she finished up and I handed
her out to her and everything, and

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I just kind of went, it's
great teaching kids, but like, this

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was the second chance that you know, only vocational education could provide. You

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couldn't get this in university, you
couldn't get this in you know, in

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high school. This was just this
incredibly unique space to give people a second

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chance and show them how education can
create an incredible new sense of value and

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opportunity for them, which I just
fell in love with. Right, how

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could you resist this? I mean, I'm completely with you, completely with

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you. How exciting. And by
the way, in my view, if

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a conversation produces tears that come from
being moved, it's good anytime, right,

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anytime, anytime, I'll take it
every day, all day long.

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All right, So now let's get
let's let's get into the conversation about purpose

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based language. And I'm so interested
in talking to you about this because you

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your focus is on education, so
your work is focused on linking purpose based

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language to good management practices to create
intrinsic motiv motivation for educators, which is

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fascinating. Tell us more why does
it work? So, look, I

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education is one of these areas,
particularly in Australia. We have got a

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lot of legislation that kind of controls
how we educate and who we educate and

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how all the funding works and everything
like that. So it is a really

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highly regulated industry and people who get
into the industry get in for the same

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reason that I got in, is
that they want to make a difference.

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They want to change people's lives,
they want to impart all of their skills,

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and so this is really kind of
pure purpose to it. And then

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they get into it and it's like
and there's all this paperwork, and then

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there's all these really hard moments of
working with students that can be emotionally exhausting,

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and then there's more paperwork and more
paperwork and more paper work. And

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so for someone who is like a
trainer and who is focused on relationships and

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working with people, the paperwork side
of it is really really difficult. So

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I think that if a business is
really really focused on compliance, which we

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have to be in order to operate
in our sector. That can drain the

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kind of I guess, it can
drain the purpose and it can drain the

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life out of a person if they're
not careful. Whereas if we when we

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introduce purpose based management as opposed to
like a compliance based fear environment, it

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moves it back into a quality focused, student focused space that kind of aligns

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to their own purpose. So we
go, yeah, we've got to do

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this. But the reason why we
have to do this is because we want

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to make sure that we're giving the
right experience to our student. We want

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to make sure that everyone's being consistent. We want to make sure you know

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X, Y and Z. So
it just because they have that why it

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helps them understand that they've just got
to give that little bit more extra and

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it doesn't hurt as much over time. Okay, So what I hear from

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that, Lauren is basically what you're
doing and I because I do this in

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my word too, is which makes
sense? Right? Why why it works

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in education as well as it doesn't
in organizations that's well, it doesn't in

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nonprofits. Is really what you're doing
is by elevating the conversation back to purpose,

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you allow them to come back to
and draw from their passion. Yeah.

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Absolutely, And not enough businesses talk
about, you know, purpose,

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especially when they get bugged down in
compliance, and I mean particularly with education.

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You know, we're not selling you
know, you know, we're not

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we're not selling pharmaceuticals. We're not
you know, selling insurance. You know,

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it's such a pure purpose of giving
people opportunity and growing you know,

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you know, growing more fully happy
human beings. Yeah. I was just

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thinking, what are you selling is
somebody's beautiful, precious life and the opportunity

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to actually live it fully. That's
what you're selling. Absolutely, that's what

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you're selling. Now. I was
very interested to you talk about in our

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one of our exchanges. You were
talking about how purpose based management helps educators

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combat the emotional fatigue that teachers and
trainers who work with this advantage students face.

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Say more about that. That's really
interesting. Yeah. So, I

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like one of the rtos that I
work with one of the colleges that I

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work with, we have a focus
on probably like fifteen to nineteen year old

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young males who are and they train
building and construction, so it's all really

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like hands on sorts of trades and
things like that. The vast majority of

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the kids that are coming into this
are coming in because traditional education pathways didn't

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work for them. We've got kids
that are coming in as a referral from

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DCP, which is the Department of
Child Protection. We've got high proportion of

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kids who have got add ADHD,
dyslexia, and a lot of them come

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from really difficult home backgrounds. So
education has not been valued in the workplace,

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literacy has not been valued, sorry
in the home. Literacy has not

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been valued in the home. And
so these kids, this is kind of

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like a last ditch opportunity to get
them into education and to do it in

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a way that is really hands on
and it's really focused on building and you

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know, as part of that,
our teachers, our trainers are dealing with

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kids that are you know, just
dealing with a huge scale of emotional issues

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and even like having a psychology background. And we're very lucky when I set

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this program, when we set the
program where we've got a mentoring program that

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kind of operates alongside of it.
So we've got a full time counselor on

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site as well. And then we've
got students who are studying their social and

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family and youth work degrees that also
volunteer on site or to help support the

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emotional and psychological support of the students. But that burden on the trainers as

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well, you know, to have
to come in and you know, a

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couple of weeks ago, it was
dealing with a fifteen year old whose girlfriend

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had full and pregnant, and you
know, he was going to have to

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go home and tell his parents and
he thought that he was going to get

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kicked out of the house. A
couple of weeks before that, we had

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a kid that had kume himself up
the night before, and so we had

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to take him to the hospital and
go through the whole process of you know,

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he's trying to commit su us.
I know, all these sorts of

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things. So there's just a lot
of really harsh emotional issues that they've got

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to kind of deal with when their
focus is on building skills. But then

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they've got all of this other stuff
that they've got to I guess address just

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in order to engage the student and
keep them focused. And it's like,

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well, how can you focus on
school when you're worried about going home and

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telling your mum and dad that you
know, you've made this incredibly, incredibly

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life changing mistake, you know.
So to be able to deal with all

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of that, you know, again, bringing that focus back to I'm doing

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this because I am these kids' last
chance to move forward really does kind of

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help center them at the end of
the day. And knowing again that there's

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an entire team there, every one
of whom supports that goal. So we

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can then all share that burden together
of like, yet, here's what you've

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had to talk with and go through
today. We all share that experience with

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you. We all share the purpose
of this is where we want to get

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these kids too. And again,
you know, it's just about talking about

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that shared purpose. Everyone knows that's
what we're working towards, but everybody knows

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the payoff at the end of the
day as well. So what I want

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to presence further for our listeners and
viewers is that really to do that kind

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of work really takes something from a
human being. It takes an enormous,

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profound amount of effort and focus and
dedication, and so being fortified with purpose,

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which is really that ability to see
beyond the day to day exchange what's

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happening in the moment with a student
is really the polling force. Yeah,

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and not have to burden that yourself. I mean, I think it's great

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when people, you know, when
people know their purpose and they can go

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home at the end of the day
and go, I'm doing this because of

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this. You know, I'm doing
this because it makes a difference. That's

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fantastic, and there's a lot of
people that don't even have that. To

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then enhance that by sharing that,
by knowing and talking about the fact that

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you're sharing that with a team,
by having your manager come and say,

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this is why you're doing this,
and I really appreciate you, and I

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know the emotional burden that it's taking
on you, but this is what we're

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all working towards together. And you've
had a bad day today, You're going

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to have a better day tomorrow again. I just I think that that's just

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really reaffirming of like, I am
allowed to be exhausted about this, but

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it's okay because other people understand that, and I know that that I'm going

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to have a better day tomorrow.
And it's that constant presencing of that language.

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It's so important. It's not enough
to say it, hey, once

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at the beginning of the quarter,
when don't you first come on board the

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job. It's going to be sprinkled
throughout the course of that person's work journey.

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Yeah, yeah, all right,
and on that. No, let's

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grab our first break. I'm your
host, Elise Cortez been on here with

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Lauren Hollows. She's a director of
Learning Lifelines due to today from Perth,

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Australia. We've been talking a bit
about why she's doing the work that she's

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doing and why it's important to her. After the break, we're going to

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talk about how purpose based and learning
serve students. Stay with us, We'll

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be right back. Doctor release Cortez
is a management consultant specializing in meaning and

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purpose and inspirational speaker and author.
She helps companies visioneer for greater purpose among

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stakeholders and develop purpose inspired leadership and
meaning infused cultures that elevate fulfillment, performance

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and commitment within the workforce. To
learn more or to invite Elise to speak

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00:16:19.399 --> 00:16:25.320
to your organization, please visit her
at Eleascortes dot com. Let's talk about

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how to get your employees working on
purpose. This is working on purpose with

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doctor Elise Cortes. To reach our
program today or open a conversation with Elise,

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00:16:40.679 --> 00:16:47.879
send an email to a lease Alise
at Eleascortes dot com. Now back

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to working on purpose. Thanksteresting with
us, and welcome back to working on

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purpose if you're just joining us.
My guest is Lauren Hollows. She's the

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director of Learning Lifelines. She is
a lifelong educator with a vocational education sect.

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Her and her work and personal purpose
is to empower educators and education institutions

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to support learners to become independent,
critical thinkers to purpose based management and language.

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I'm your host, doctor Release Cortes. So before we get into how

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purpose based learning serve students learn,
I know that you've just recently launched your

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nonprofit learning Lifelines. What is that
all about? Yeah, it was very

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exciting. I've come from a very
highly regulated background and apparently my desire was

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to get into one that was even
more regulated, so I chose not for

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profits. No. So during during
COVID, one of my roles in the

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very early stages was to work with
learning organizations to basically, within like a

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two to three week period, transfer
all of our training from face to face

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delivery to completely online delivery for a
very high needs cohort and so you know,

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obviously as part of that and in
my work with a lot of different

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other learning organizations, this huge issue
of learners not having access to technology,

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and we kind of made an assumption
that, like, well, everyone's got

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a smartphone, you know, so
we thought, if we can get it

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working through a smartphone, we'll be
fine. But you know, like you

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can't have Zoom open and have a
smartphone open at the same time. Even

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if they even if they did have
a smartphone, whether or not they had

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the data to support you know,
actually participating and downloading that type of video

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or even live streaming videos was very, very difficult. So we came into

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all of these barriers really really quickly, and I at that point I was

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kind of like, oh, like, how is this like this particular group

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of students that I was hearing it
from more and more training organizations that kind

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of worked in similar spaces to us, but you know, for international students

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and for you know, for job
secret students, and for young young students

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under the age of eighteen, you
know, where all of a sudden,

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there was one laptop in the household, but there was now six people that

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needed to use that laptop. Simultaneously. You know, they just there was

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just no access, and so they
were kind of like, look, I

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just I don't have it. I
don't have you know, I can't access

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it on my mobile because I don't
have data. I don't have a laptop.

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We don't have internet in our household, and so, you know,

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I kind of started looking at what
our options were and within our particular space.

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There was a big rought a couple
of years ago where these a bunch

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of colleges went around kind of promising
laptops for people in trade for signing up

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for this free qualification that actually came
with like a ten thousand dollars debt,

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and so it's now very like taboo, and it's actually like illegal and against

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several of the funding contracts to provide
technology to the students. So we've got

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a situation where we can provide this
online training, but we actually can't provide

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you with the tools that you need
to access that technology. So as a

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result of that, I started talking
to colleges and they were like, well,

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you know, like we've got all
of these laptops here, and I

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was like, okay, so we've
got laptops, We've got students that need

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laptops, What do we need to
do to get one to the other.

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And I started looking for organizations that
were doing that, and there just wasn't

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anyone. And the more I started
learning and reading about this kind of growing

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digital divide, it was kind of
like for those students that had like plenty

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of laptops and plenty of Wi Fi
and Internet in the house, they were

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coping okay, and they were still
able to participate in education. But for

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those that didn't have that opportunity,
it was just like, well that was

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it. Education just went out the
window. And so you know, in

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relation to kind of this resource of
the classes and things like that, it

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was just amplifying the issue ten times
over. And that's kind of how life

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Learning Lifelines was developed. So we
now take laptops and we're taking our first

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fifty laptops in the next two weeks, and we're going to refurbish them and

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we're partnering them with Internet, and
then we're basically going to start furnishing them

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to students who don't have the means
to have that sort of resource. And

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by putting an internet and laptop into
a household, that means they've got access

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to telehealth. It means they've got
access to mental health support services. It

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means they've got access to online counseling
services, and a whole range of other

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like free online courses in digital literacy
and financial literacy and things like that.

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So the first concept is just to
get the laptop and the internet into the

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household, and then that's going to
open up all sorts of other opportunities from

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there in relationship to digital literacy and
really starting to make sure that people can

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use that technology to improve their lives. That's off, my dear, really.

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That is so talk about making a
difference in the world at a profound

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time. So we're going to talk
more about what's happening in the post COVID

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world after this next segment here,
but I just kind of wanted to position

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that first. That is amazing,
Lauren, congratulations on launching that. So

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we're very excited. It's beautiful,
all right. So what I want to

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do next for our listeners and viewers
is talk about how purpose based learning serves

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students. So we were talking before
about how it helps educators, but if

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you could contrast course the experience of
students in a learning environment not anchored in

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purpose, what was what's it like
for them to try to learn in that

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environment and then bring us into one
in purpose anchor. So I guess probably

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the two areas where I see this
the most is in what we would call

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international education, so that's international students
coming into the country for the purpose of

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study and also in job seeker education, and they're a little bit different,

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but they're also very much the same. And you've got two very different classes

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of students. And when you go
into a classroom, you can peek it

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out in about five minutes. There
are those students that are there because they

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want to gain the particular skill that
that course offers. And then there are

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students that are there for an alternate
reason, and it's not necessarily the wrong

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reason, but the purpose of them
being there is not aligned to the purpose

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of the course, and that creates
all sorts of conflicts. So you know,

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with international education, there are specific
courses that students will come in and

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study because it will lead them to
a visa outcome. And again that's about

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them gaining opportunities and wanting to come
and live in this amazing country of Australia

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where we are so very, very
fortunate and the same applies to the United

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States. However, the experience that
they have as opposed to the students that

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comes into the course because they want
to learn the skills of a chef,

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as opposed to the student that actually
wants to be a bricklayer or they want

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to be an IT specialist, but
they've come in because this is going to

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be the quickest pathway to getting a
visa. For them to then go on

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to do what they want, really
want to do, makes the entire learning

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experience completely different because one's doing it
because they want to, so there's an

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intrinsic motivation and there's you know,
so from a compliance perspective, they're like,

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yeah, I'll do that because that's
what I've got to do an industry,

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and that's what I have to do
to learn this skill that I really

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want to learn. And for others, it's like, I don't really even

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want to be here. I have
to be here, so it's compliance and

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you're forcing me to do something,
and therefore, you know, I don't

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because I don't see the intrinsic value
because we don't share that that same purpose.

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I you know, everything is going
to be forced upon me and therefore

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it makes the experience far less enjoyable. Yeah, so you know what I

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get is the resistance factor, you
know, the crossed arms, like you

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know, Okay, I'll do what
if I have to, but I really

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don't want to. And it's so
interesting for me, Lauren to talk about

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the world of purpose because underneath that
there are lots of things like meaning and

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motivation, which are very closely related, of course, but I can't help

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but go to the poll motivation when
you're pull to something bigger and beyond yourself,

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and the push motivation, right,
so the poll is intrinsic and the

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pushes is extrinsic. So I'm fascinated
with really just how to position this and

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help and help your students get present
to why they're here, how important that

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is. Yeah, and look,
I think it's it's very interesting, and

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I've been I've been really lucky I
work. I've worked across schools that teach

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so many different things, and so
when I've talked to chefs that really want

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to be chefs, they are not. It's you know, for a lot

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of them, it hasn't been I
want to do this because I really love

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cooking food. But it was about
you know. I love being able to

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create this experience where someone comes in
and they sit down and they have a

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meal together and they share this connection. And you know, I was kind

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of like, oh, I didn't
really like you know, I just thought

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you must like really like food.
And they're you know, they're like,

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no, it's not a pay you
know, it's about this, and that's

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my purpose. And it was.
It was. It was a very selfless

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purpose of wanting to give this beautiful
experience and allow moments where families and loved

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ones could create and connect to each
other, you know. And when when

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we were talking about wanting to be
a brickie, I want to be a

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bricky because I want to create.
I want to create the place that somebody

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is going to call home one day, you know, and I want to

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make sure that that home is safe
and I want to make sure it's secure,

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and I want to make sure that
it's going to protect them from the

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elements, and it's going to be
done in a way that it's going to

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allow them to stay safe. And
I go, oh, I didn't,

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you know. And so you just
when you start talking to people who were

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really passionate and purposeful about the industry
that they want to be in, there

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is always this kind of more ultruistic
cause, which you know, and being

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able to talk to the trainers and
the students about that. And then once

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you've kind of found that way of
I want to say, selling it,

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it's not selling it, but when
you in that way of describing it,

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00:27:00.440 --> 00:27:04.680
and then you start elaborating that for
students, so when they kind of go,

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well, I want to I think
I want to be a chef.

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I don't know why, and I'm
like, you know, what is it

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that you like about being a chef? And they're like, oh, you

387
00:27:14.240 --> 00:27:17.400
know, You're like, I just
I've got really fond memories of you know,

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I said, so it's not you
know, and you kind of lead

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00:27:19.640 --> 00:27:23.640
them slowly to this sort of path
of self discovery of like this is why

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they've enrolled in the course and this
is and then they kind of go,

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00:27:27.279 --> 00:27:33.640
yeah, that's it, like that's
that's why I love it, like that's

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what I want and then they kind
of go oh, and you see this

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00:27:37.559 --> 00:27:41.359
kind of like clicking moment and then
that then from then on it's easy because

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00:27:41.400 --> 00:27:47.680
it's like, that's why I want
to do this. And when you can't

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00:27:47.720 --> 00:27:52.799
make that connection like when the connection
is not there because the ultimate goal is

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00:27:52.839 --> 00:27:56.000
something that is just not related to
the industry. It's just it's a very

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00:27:56.039 --> 00:28:00.000
it's a different approach that you have
to take, and it's still very important

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to find out the purpose. But
you can see the level of joy,

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the level of engagement for the learner, and this for the trainer is just

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00:28:07.319 --> 00:28:12.240
very, very different in relation to
the way that they engage in the level

401
00:28:12.279 --> 00:28:18.559
of enjoyment that they that they have
through the process learn Learning is uncomfortable,

402
00:28:18.599 --> 00:28:22.759
you know. Learning requires putting yourself
out there, requires being wrong, it

403
00:28:22.799 --> 00:28:26.640
requires making mistakes. These are all
things that are very uncomfortable. If you're

404
00:28:26.640 --> 00:28:30.759
doing that for a particular purpose,
it makes all of that stuff so much

405
00:28:30.759 --> 00:28:33.119
easier. I totally get this,
and I'm laughing and smiling with you,

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00:28:33.160 --> 00:28:37.799
because of course I get to do
that same work that you do inside organizations.

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And so what you what's important for
our listeners and viewers to understand is

408
00:28:41.920 --> 00:28:45.559
that there is a process that you're
taking these people through which is to help

409
00:28:45.640 --> 00:28:48.680
them get present to and discover why
this is important to them, Why is

410
00:28:48.680 --> 00:28:52.279
this kind of work important to them? And it is that discovery process when

411
00:28:52.279 --> 00:28:56.519
they discover their why, their connection. That makes it so powerful. All

412
00:28:56.599 --> 00:28:59.720
right, So the next thing I
want to talk about here, and I

413
00:28:59.720 --> 00:29:02.359
want to just get this from our
exchange because it was so beautiful the way

414
00:29:02.359 --> 00:29:06.519
that you said it. In your
email. You mentioned that education does not

415
00:29:06.799 --> 00:29:08.759
that is not purpose based, is
a piece of paper with some fancy words,

416
00:29:10.160 --> 00:29:12.559
but no skills, no substance.
Rather, you seem to align with

417
00:29:12.599 --> 00:29:15.640
the words of the late Martin Luther
King, who said, quote, the

418
00:29:15.680 --> 00:29:19.480
function of education is to teach one
to think intensively and to think critically.

419
00:29:19.839 --> 00:29:25.319
Intelligence plus character. That is the
goal of true education. Could you expand

420
00:29:25.359 --> 00:29:30.000
a bit on that and why that's
important to you? Yeah. So it

421
00:29:30.039 --> 00:29:33.839
was like he was a seer,
right hey, just he saw things and

422
00:29:33.880 --> 00:29:37.079
he was so beautifully eloquent about it. And I think if he was here

423
00:29:37.720 --> 00:29:41.559
today, you know all of this. I feel like he would look at

424
00:29:41.559 --> 00:29:45.839
all everything that's happening today and go
like it's okay, and this is how

425
00:29:45.839 --> 00:29:52.039
we fix it. Yeah. So
education is fantastic, and it is really

426
00:29:52.039 --> 00:29:56.759
really important to build knowledge and skills. But I truly believe that the core

427
00:29:56.960 --> 00:30:07.200
purpose of education is to create learners
lifelong learners critical thinkers, because it literally

428
00:30:07.279 --> 00:30:11.640
doesn't matter the industry that you're training
people up for the job that you're training

429
00:30:11.640 --> 00:30:15.079
people up for what it is going
What it is today is not what it's

430
00:30:15.119 --> 00:30:18.200
going to be in five years,
it's definitely not what it's going to be

431
00:30:18.240 --> 00:30:22.599
in ten years, and it's not
what it's going to be in twenty years.

432
00:30:22.799 --> 00:30:27.559
So if we are going to train
people up for tomorrow, we need

433
00:30:27.599 --> 00:30:36.119
to be able to teach them more
so how to critically think and engage and

434
00:30:36.200 --> 00:30:41.920
adapt and give them the base skills
for that industry. But at the same

435
00:30:41.000 --> 00:30:45.279
time, I want to give them
a life long like a set of skills

436
00:30:45.279 --> 00:30:49.720
that they're going to be able to
use lifelong that are going to make sure

437
00:30:49.880 --> 00:30:53.440
that they can stay in that industry, that they can stay in an industry,

438
00:30:55.319 --> 00:30:59.960
and that they're not going to become
redundant in a few years time because

439
00:31:00.680 --> 00:31:03.480
I only learned how to do X
and I can't do you know, X

440
00:31:03.599 --> 00:31:07.200
is not being done anymore. There
are so many industries that we look at

441
00:31:07.240 --> 00:31:11.559
now where they're not going to be
industries Like nobody when it was when I

442
00:31:11.599 --> 00:31:14.160
was my age, nobody was like
I want to be a YouTuber because there

443
00:31:14.240 --> 00:31:18.519
was no such thing as a YouTuber. That was not a thing, you

444
00:31:18.559 --> 00:31:22.039
know, And nobody wanted to work
at Google because Google was not a thing,

445
00:31:22.119 --> 00:31:25.279
you know. So the things that
our kids are going to want to

446
00:31:25.319 --> 00:31:29.799
be in twenty years time, we
probably don't even know what they are now

447
00:31:29.920 --> 00:31:34.400
for some of these things. So
I can train them for a specific state

448
00:31:34.440 --> 00:31:38.400
of skills. But more importantly,
I think, you know, as as

449
00:31:38.400 --> 00:31:42.960
Martin Luther King said, we need
to teach them to think critically, particularly

450
00:31:44.039 --> 00:31:48.200
nowadays where we have an over abundance
of information. We need to teach them

451
00:31:48.240 --> 00:31:57.440
how to critically discuss and have a
rational and civil discourse about issues. And

452
00:31:57.480 --> 00:32:01.599
we need to help them sift through
information because you know, again, when

453
00:32:01.640 --> 00:32:05.720
I was growing up as a kid, when you went and got information,

454
00:32:05.839 --> 00:32:08.319
it was you know, you were
ninety percent confident that you were getting decent

455
00:32:08.359 --> 00:32:13.200
information. If you watch the news, you were getting good, solid,

456
00:32:13.680 --> 00:32:17.480
fairly unbiased information. You know,
when you read it. When you read

457
00:32:17.480 --> 00:32:22.599
you read it from dictionary and there
was only one definition of something. Whereas

458
00:32:22.680 --> 00:32:25.640
now we get a lot of our
information from social media. It's not validated,

459
00:32:28.039 --> 00:32:30.720
you know, it's highly biased in
either direction. So we need to

460
00:32:30.759 --> 00:32:36.559
teach kids to be critical thinkers about
where they get their information from, about

461
00:32:36.720 --> 00:32:39.400
you know, understanding how to interpret
biased about being able to have a civil

462
00:32:39.440 --> 00:32:45.000
discourse when you disagree with someone who
doesn't believe what you believe. And if

463
00:32:45.039 --> 00:32:50.480
I can impart those skills on a
student, then I know that even if

464
00:32:50.519 --> 00:32:54.519
their job changes, they're going to
be adaptable enough to find the information that

465
00:32:54.559 --> 00:33:00.480
they need, and they're going to
be able to ask the difficult questions,

466
00:33:00.519 --> 00:33:02.880
have the difficult discussions, and be
able to progress on from that point.

467
00:33:04.680 --> 00:33:07.559
And that sounds like a good education
to me, and one that is sorely

468
00:33:07.599 --> 00:33:09.680
needed. Today, let's take our
second break here. I'm Elice Cortez,

469
00:33:09.680 --> 00:33:13.599
your host b and are with Lauren
Hollows, who is the director of Life

470
00:33:13.640 --> 00:33:16.200
Learning Lifelines. She joins it today
from Perth, Australia. We've been talking

471
00:33:16.240 --> 00:33:22.559
about how a purpose based management and
language system benefit students. After the break,

472
00:33:22.559 --> 00:33:24.599
we're going to talk about education in
the new post COVID nineteen world.

473
00:33:24.759 --> 00:33:29.359
Stay with us, we'll be right
back. Doctor Elise Cortes is a management

474
00:33:29.440 --> 00:33:35.720
consultant specializing in meaning and purpose and
inspirational speaker and author. She helps companies

475
00:33:35.799 --> 00:33:42.799
visioneer for greater purpose among stakeholders and
develop purpose inspired leadership and meaning infused cultures

476
00:33:43.000 --> 00:33:47.799
that elevate fulfillment, performance, and
commitment within the workforce. To learn more

477
00:33:49.039 --> 00:33:52.599
or to invite Elise to speak to
your organization, please visit her at elisecortes

478
00:33:52.640 --> 00:33:57.839
dot com. Let's talk about how
to get your employees working on purpose.

479
00:34:02.839 --> 00:34:07.400
This is working on Purpose with doctor
Elise Cortes. To reach our program today

480
00:34:07.559 --> 00:34:14.480
or open a conversation with Alise,
send an email to a lease Alise at

481
00:34:14.480 --> 00:34:21.559
elisecortes dot com. Now back to
working on purpose. Thanks for staying with

482
00:34:21.639 --> 00:34:23.360
us, and welcome back to working
on purpose if you're just joining us.

483
00:34:23.400 --> 00:34:28.239
My guest is Lauren Hollows. She's
the director of Learning Lifelines. She is

484
00:34:28.280 --> 00:34:32.119
a lifelong educator within the vocational education
sector and her work and personal purpose is

485
00:34:32.119 --> 00:34:37.159
to empower educators and education institutions to
support learners to become independent, critical thinkers

486
00:34:37.440 --> 00:34:40.920
through purpose, space, management and
language. I'm your host, doctor Elise

487
00:34:40.960 --> 00:34:45.599
Cortes. So this last segment,
Lauren, I wanted to focus on this

488
00:34:45.760 --> 00:34:49.599
new world we found ourselves in here. We were in the pandemic still as

489
00:34:49.639 --> 00:34:52.239
we speak, and we're trying to
make our way through it. We're starting

490
00:34:52.280 --> 00:34:57.239
school here, my daughter is actually
starting school again as a senior today,

491
00:34:58.079 --> 00:35:01.599
and obviously twenty twenty as an entirely
change the educational landscape by putting it online

492
00:35:01.639 --> 00:35:06.199
and at home. So you started
by sharing some of this with the new

493
00:35:06.280 --> 00:35:10.440
nonprofit that you've launched, but share
with us some of your observations and insights

494
00:35:10.440 --> 00:35:15.039
you have about just how problematic and
maybe opportunistic the shift has been. I

495
00:35:15.119 --> 00:35:22.079
mean, he was ready for Nobody
was ready for COVID, Nobody expected it.

496
00:35:23.199 --> 00:35:30.719
And so while online education has definitely
been growing for quite a few years

497
00:35:30.760 --> 00:35:39.360
now in relationship to taking mainstream education
online, there was just very very few

498
00:35:39.840 --> 00:35:45.480
schools that were ready for it at
any level we're talking about from year one

499
00:35:45.599 --> 00:35:52.199
through the university, just nobody was
ready for it. And so I think

500
00:35:52.280 --> 00:35:59.280
that again everyone, most people made
it an assumption within the Western world that

501
00:35:59.360 --> 00:36:02.559
most of us have a smartphone,
and so therefore we could kind of take

502
00:36:02.599 --> 00:36:07.719
it online and it would work like
it did in the workplaces. And then

503
00:36:07.800 --> 00:36:12.440
of course, you know, it's
kind of the thing of like the halves

504
00:36:12.440 --> 00:36:15.280
have done better, have that they've
done really well out of this because they've

505
00:36:15.280 --> 00:36:19.400
been able to kind of they've that, you know, they're the people who

506
00:36:19.800 --> 00:36:22.239
have been able to work from home, you know, have maintained their income

507
00:36:22.360 --> 00:36:25.760
and therefore the kids have you know, had they've had time to do more

508
00:36:27.360 --> 00:36:31.159
you know, training and education with
the kids. And sorry, while it's

509
00:36:31.199 --> 00:36:37.320
been challenging, it's been manageable.
Whereas you know, as I said,

510
00:36:37.440 --> 00:36:39.719
if all of a sudden, you've
got you know, three generations in a

511
00:36:39.760 --> 00:36:44.599
household, you've got six people who
need to use the laptop that you know

512
00:36:45.480 --> 00:36:49.800
barely functioned for one person, or
there isn't a laptop at all, or

513
00:36:49.840 --> 00:36:53.000
there you know, there isn't any
internet, you know here in Australia.

514
00:36:53.559 --> 00:36:58.840
Have you know, to have a
computer to have internet in your household,

515
00:36:59.239 --> 00:37:02.199
you're looking at probably around you know, a few thousand dollars a year,

516
00:37:02.320 --> 00:37:07.559
maybe you know, three four thousand
dollars a year in order to be able

517
00:37:07.599 --> 00:37:12.599
to have a sufficient coverage to engage
in an education and out in the rural

518
00:37:12.639 --> 00:37:16.079
areas, because Australia is a very
big, wide, diverse land and there's

519
00:37:16.119 --> 00:37:22.760
places where you know, we still
don't have phone coverage. Those sorts of

520
00:37:22.800 --> 00:37:28.719
locations were simply not able to facilitate
online education in any way, shape or

521
00:37:28.800 --> 00:37:31.920
form, and those were often in
the communities where education was needed the most.

522
00:37:32.480 --> 00:37:37.280
So, you know, it's it's
kind of amplified like it has,

523
00:37:37.519 --> 00:37:40.239
like COVID seems to have done with
everything. It has amplified the problems.

524
00:37:40.280 --> 00:37:45.239
It has amplified the divide, and
so you know, one, I think

525
00:37:45.280 --> 00:37:52.800
we desperately need to address that.
I don't see education going back to its

526
00:37:52.840 --> 00:38:00.400
traditional paradigm in the vast majority,
certainly not in the bed space. The

527
00:38:00.440 --> 00:38:07.119
majority of where we work out with
adults will remain blended education, I think

528
00:38:07.239 --> 00:38:12.559
fairly and definitely now. But it's
then getting the technology to the people who

529
00:38:12.599 --> 00:38:15.639
know how to use it. And
you know, whether or not technology is

530
00:38:15.679 --> 00:38:20.199
a right that everybody deserves, I
don't want to get into that argument,

531
00:38:20.280 --> 00:38:27.840
but certainly from an opportunity perspective,
not having technology, you know, I

532
00:38:27.880 --> 00:38:34.239
think is going to define your opportunities
moving forward post twenty two. Indeed,

533
00:38:34.599 --> 00:38:37.639
so you've already really helped us into
your world and why your lens of how

534
00:38:37.679 --> 00:38:42.480
you see education being so important to
be able to listen, to engage,

535
00:38:42.599 --> 00:38:45.599
to discern, and I think you
did that beautifully. So next if you

536
00:38:45.760 --> 00:38:50.239
would especially for those people that are
discratching ahead about how this whole purpose stuff

537
00:38:50.280 --> 00:38:58.239
works. How can interigacial institutions imbue
purpose in this new digital world. So

538
00:38:58.360 --> 00:39:02.360
again I think, firstly, they
have to connect with purpose to begin with.

539
00:39:05.000 --> 00:39:12.599
And I think, I guess my
big concern with educations moving forward even

540
00:39:12.920 --> 00:39:21.559
where they have realized their purpose is
I think because we want to create safe

541
00:39:21.599 --> 00:39:28.440
spaces within education, we're actually working
against our natural purpose. So that this

542
00:39:28.599 --> 00:39:32.039
idea of creating a safe space in
order to be able to for people to

543
00:39:32.119 --> 00:39:37.760
experience their feelings was a really beautiful
concept to begin with, but it's now

544
00:39:37.840 --> 00:39:45.039
working against the initial like the essence
and purpose of what an education institution is,

545
00:39:45.079 --> 00:39:53.000
and that is a place where people
go to ultimately create a set of

546
00:39:53.039 --> 00:39:59.840
beliefs and values and figure out what
their purpose is. And again that learning

547
00:40:00.039 --> 00:40:05.760
process is so uncomfortable, that learning
process has got to involve discomfort. I

548
00:40:05.800 --> 00:40:08.199
think for learning institutions, what we
need to do is we need to move

549
00:40:08.239 --> 00:40:13.679
back a little bit and find a
balance of Yes, wanting to make sure

550
00:40:13.679 --> 00:40:20.119
that we're providing spaces where people are
happy to express and open to expressing their

551
00:40:20.159 --> 00:40:25.920
opinions, but we also need to
encourage students to realize that in order to

552
00:40:27.000 --> 00:40:31.559
find their purpose, in order to
rationalize their purpose, in order to you

553
00:40:31.599 --> 00:40:37.440
know, refine their purpose, they
are going to need to be uncomfortable.

554
00:40:37.840 --> 00:40:42.199
They are going to need there is
a potential to be offended through that process.

555
00:40:43.760 --> 00:40:46.920
And that's okay, that's you know
again, failing sucks. You know,

556
00:40:47.039 --> 00:40:50.960
we kind of all go, you
know, like, failing sucks.

557
00:40:51.639 --> 00:40:54.960
It doesn't feel good, but it's
so crucial to learning, you know,

558
00:40:55.119 --> 00:40:59.920
it's so crucial to have an environment
where it's okay, you know, class

559
00:41:00.079 --> 00:41:02.239
rooms or places where it is okay
to make a mistake, you know,

560
00:41:02.360 --> 00:41:09.079
when we should be celebrating mistakes.
It's really uncomfortable to stand up and put

561
00:41:09.119 --> 00:41:15.039
your thoughts and your beliefs out to
the you know, out to the masses,

562
00:41:16.320 --> 00:41:19.960
you know, even to put them
out to one or two people.

563
00:41:21.719 --> 00:41:22.800
But we have to do that,
do you know what I mean? We

564
00:41:23.280 --> 00:41:30.760
cannot you cannot find your purpose if
all you do is work with people who

565
00:41:30.840 --> 00:41:34.719
believe what you believe. And I
adore Simon Sinek. I think he's amazing.

566
00:41:34.800 --> 00:41:38.599
He's definitely one of the people who
brought me into this whole concept of

567
00:41:38.840 --> 00:41:44.599
understanding the importance of purpose base.
But the one thing I disagree with him

568
00:41:44.599 --> 00:41:46.039
on is that he says, work
with people who believe what you believe.

569
00:41:46.320 --> 00:41:50.480
Yes, there is there is some
truth to that, but work with people

570
00:41:50.559 --> 00:41:53.519
who believe, you know, work
with people who don't believe what you believe,

571
00:41:53.840 --> 00:42:00.480
and if your beliefs stand up in
civil discourse, then you really know

572
00:42:00.559 --> 00:42:04.840
that you're onto something right. You
know, if you can have a civil

573
00:42:04.880 --> 00:42:09.840
discourse with somebody who doesn't believe what
you believe, and you can anecdotally and

574
00:42:09.920 --> 00:42:16.800
empirically, you know, have that
discussion and still feel confident in what you

575
00:42:16.920 --> 00:42:22.639
believe, then you know that you're
that you're onto something right. If you

576
00:42:22.920 --> 00:42:27.440
if I only surround myself with people
who believe what I believe and they tell

577
00:42:27.480 --> 00:42:30.960
me and they're constantly reinforcing what I
say, then you're going to end up

578
00:42:31.000 --> 00:42:37.280
in a position where you you're believing
something but you know it's never been tested

579
00:42:37.480 --> 00:42:42.119
before. You know, if I
say that you know that this piece of

580
00:42:42.119 --> 00:42:45.880
paper is blue and the piece of
paper is red, but everybody around me

581
00:42:45.920 --> 00:42:49.760
believes that the piece of paper is
blue, then you know I don't know

582
00:42:49.800 --> 00:42:55.239
any better. So I think education
institutions have a real responsibility in the wake

583
00:42:55.360 --> 00:43:01.199
of everything at the moment. We
almost have a responsibility to correct some of

584
00:43:01.239 --> 00:43:07.480
the wrongs being done by the mass
media at the moment in creating really critical

585
00:43:07.559 --> 00:43:13.159
thinkers who are going to sit down
and they're going to have this rational discussion

586
00:43:13.199 --> 00:43:15.840
and they're going to work on their
purpose, and they're going to keep refining

587
00:43:15.840 --> 00:43:19.159
their purpose, and they're going to
keep refining their beliefs until they go this

588
00:43:19.239 --> 00:43:21.559
is me, this is who I
am, this is what I believe,

589
00:43:22.199 --> 00:43:28.679
and I'm comfortable and I'm confident enough
in those beliefs to have a discussion with

590
00:43:28.719 --> 00:43:32.159
you, even though you think otherwise. I think if education institutions did that,

591
00:43:32.199 --> 00:43:35.679
we would just we would be in
such a better place. Oh would

592
00:43:35.760 --> 00:43:38.719
change the world well quickly. To
present this and see to bring it back,

593
00:43:38.800 --> 00:43:44.360
I have been co hosting a conscious
community online cafe with my cohort doctor

594
00:43:44.400 --> 00:43:47.760
Neha Sanguan, bringing people from across
the world to have conversations about what's meaningful

595
00:43:47.760 --> 00:43:52.039
and matters to them, especially as
we kick it off around anxiety, and

596
00:43:52.559 --> 00:43:57.039
we created a space where people from
very different perspectives, not intentionally but the

597
00:43:57.079 --> 00:44:00.159
topic of of course wearing masks came
up and two people from very different perspectives

598
00:44:00.239 --> 00:44:05.599
weighed in on the conversation and it
was respectful. People listened, They did

599
00:44:05.639 --> 00:44:10.679
it without without judgment, and they
both sides came to a new understanding of

600
00:44:10.679 --> 00:44:14.000
what it was like for the other. And to me, I was like,

601
00:44:14.119 --> 00:44:20.079
that is what a conscious open dialogue
looks like from people who are doing

602
00:44:20.320 --> 00:44:24.119
listening generously as you said before,
listening with curiosity, in an open mind,

603
00:44:24.199 --> 00:44:28.760
looking to see what they can learn
from the other side without just defending

604
00:44:28.760 --> 00:44:32.239
their own views. Wow, what
would happen if the world more commonly interacting

605
00:44:32.360 --> 00:44:37.079
like that and everyone would have taken
something away from it. They may have

606
00:44:37.159 --> 00:44:39.519
still helped true to their beliefs,
but they would have you know, like

607
00:44:39.559 --> 00:44:43.800
they there would have been that little
bit of growth, you know for everyone

608
00:44:43.880 --> 00:44:45.440
going Okay, well, you know, maybe they're not crazy. Maybe they

609
00:44:45.480 --> 00:44:50.039
believe what they believe because of this, and I disagree with that, but

610
00:44:50.320 --> 00:44:52.800
you know, I respect their right
to have that opinion, right. And

611
00:44:53.079 --> 00:44:58.039
so we were talking about how just
living and working and being educated from a

612
00:44:58.039 --> 00:45:02.599
purpose based framework really helps prepare people
for living in this more complex world we

613
00:45:02.639 --> 00:45:06.000
live in. Can you say just
a couple more things about that, and

614
00:45:06.000 --> 00:45:08.679
we're about out of time, so
if you could be brief, Yeah,

615
00:45:08.719 --> 00:45:14.320
look, I think we have a
greater capacity for change now more than ever.

616
00:45:15.159 --> 00:45:19.159
Whether it's education, growth, progress, development, they all require this

617
00:45:19.280 --> 00:45:24.719
level of discomfort. But purpose is
this kind of uniting opportunity. We're at

618
00:45:24.760 --> 00:45:30.119
a precipice at the moment, for
sure where we can either reject discomfort because

619
00:45:30.159 --> 00:45:34.920
you know, it's just too difficult, or we can lean into it if

620
00:45:34.960 --> 00:45:38.639
we want to meaningfully experience life,
and we need to steep ourselves in the

621
00:45:38.679 --> 00:45:43.760
discomfort. We need to surround ourselves
and engage with people who don't believe what

622
00:45:43.800 --> 00:45:49.159
we believe. And I think that
if we can, if we can muddle

623
00:45:49.199 --> 00:45:52.440
through that mess, if we can, if we can sit in the discomfort

624
00:45:52.599 --> 00:45:58.960
and the awkwardness for long enough to
grow something and to have that civil discussion,

625
00:45:59.400 --> 00:46:05.159
we will be much more united on
focusing on the problems that we need

626
00:46:05.199 --> 00:46:12.920
to solve together and the united purpose, and less focused about the divisive how

627
00:46:13.400 --> 00:46:15.239
of how we're going to achieve it, and we can come to that middle

628
00:46:15.280 --> 00:46:19.559
ground. I like it. I'm
I'm I think that's worth getting up for

629
00:46:19.679 --> 00:46:21.880
for me, Lauren, I'm with
you. In the trenches for that all

630
00:46:21.960 --> 00:46:24.000
day long. So here we are
at the end of the of the conversation

631
00:46:24.119 --> 00:46:28.679
already, and you know this thing
to listen to across the globe, Lauren,

632
00:46:28.760 --> 00:46:31.639
and it's really designed to help people
think about how to create more meeting

633
00:46:31.719 --> 00:46:35.679
and purpose in their lives and their
work. Saying about thirty seconds, what

634
00:46:35.679 --> 00:46:38.079
would you like to leave our listeners
and viewers with, Go out today,

635
00:46:38.360 --> 00:46:44.440
have an awkward conversation with someone who
doesn't believe what you believe, take a

636
00:46:44.480 --> 00:46:47.599
little tiny bit away from it.
Organized to have that discussion again in a

637
00:46:47.599 --> 00:46:52.360
couple of days time. And if
everybody around the world did that, you

638
00:46:52.400 --> 00:46:54.320
know we did that day in day
out, I can get you we could

639
00:46:54.360 --> 00:46:59.480
absolutely achieve anything. I completely agree, Lauren. I am so grateful that

640
00:46:59.519 --> 00:47:04.119
you came on, and especially since
it's ten pm your time it's nine am

641
00:47:04.159 --> 00:47:06.519
my time. I appreciate that you
stay up for us. What a great

642
00:47:06.519 --> 00:47:09.679
conversation. Thank you for joining us. Tell our listeners the two ways and

643
00:47:09.760 --> 00:47:14.760
websites that you can be found at, please, So look, I put

644
00:47:14.800 --> 00:47:17.320
all of my stuff up on LinkedIn, Lauren Hollows, and you can find

645
00:47:17.360 --> 00:47:21.519
me on YouTube as well. But
you can also go to www. Dot

646
00:47:21.599 --> 00:47:27.440
Learninglifelines dot org or www. Dot
thrive ed dot com dot au for more

647
00:47:27.440 --> 00:47:30.400
of my personal blogs. But please
check out Learning Lifelines. We will have

648
00:47:30.440 --> 00:47:35.960
some accounts coming up soon and every
dollar is going to go towards helping students

649
00:47:36.199 --> 00:47:39.559
access education. Beautiful Lauren, thank
you so much and listeners and viewers.

650
00:47:39.639 --> 00:47:43.159
Last week, if you missed the
live show, can always catch a record,

651
00:47:43.199 --> 00:47:45.599
a podcast or on YouTube as well. We're on the air with Barbara

652
00:47:45.679 --> 00:47:51.239
Altoonian talking about her work as a
hospice biographer. Fantastic way to capture identity

653
00:47:51.239 --> 00:47:52.639
and a life and share it with
your loved ones. Next week will being

654
00:47:52.679 --> 00:47:57.239
on the Other doctor Herb Sennett talking
about his long and distinguished career as the

655
00:47:57.360 --> 00:48:00.559
encouragement Doctor. So you're there,
Remember that works at least or their their

656
00:48:00.599 --> 00:48:07.000
life. So let's work on Purpose. We hope you've enjoyed this week's program.

657
00:48:07.360 --> 00:48:10.119
Be sure to tune in too Working
on Purpose featuring your host, doctor

658
00:48:10.159 --> 00:48:15.800
Elise Cortes, each week on the
Voice America Empowerment Channel. Together, we'll

659
00:48:15.840 --> 00:48:23.199
create a world where business operates conscientiously, leadership inspires impassioned performance, and employees

660
00:48:23.239 --> 00:48:28.800
are fulfilled in work. That provides
the meaning and purpose they crave see you

661
00:48:28.840 --> 00:48:30.079
there. Let's work on purpose.