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 Cortez. Welcome

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back to the Working on Purpose program. Picttun in again this week. I'm

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your host, doctor Elise Cortez,
to any Alive from Dallas, Texas,

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

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you know this program is a thought
leadership series that enlightens and inspires listeners

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

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

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

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

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

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

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

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and how I'm replied to screenwork in
the post COVID nineteen world. She joins

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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. What

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are you talking about? This is
amazing, It is so positive. I

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have I mean, why not,
I'm vertigo, I got aaron my lungs,

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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

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us all the things that are important
to you that 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 new 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 present long before that. So
we help repurposing computers and getting them to

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

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

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

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

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

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

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

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so gosh, more than let's call
it, let's 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 has another amazing woman. Yes'

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are a special friend of mine,
and we kept in touch thanks to social

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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 part of my anthology about women living

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their Purpose, she said, I
know exactly who should talk to my daughter,

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

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is featured in Passionately Striving and Why
Women who persevere mining to live with their

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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 need

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

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

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the power of staying in touch and
the power of an interconnected world. Yes,

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

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

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

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

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another friend of mom's 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 if

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

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do something. It makes a big
difference who you're hanging out with. Let

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me tell you, all right,
so let's let's get our listeners into your

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world. I'm fascinated as an American, I've never heard the term vocational education

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and training per se like that.
Yes I have, but but you have

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

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

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I initially was planning or working in
psychology and then and then got redirected

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into education, which I absolutely loved. I've always been really big on education.

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There's like twenty seven thousand teachers in
my family. And so after I

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became a single mom, I was
a single mom with you know, like

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a six month old baby. I
was trying to get work in schools and

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

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

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literally worked across from a daycare center. So I started working in there,

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

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and she was training people in childcare
and I had an education degree,

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

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

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was 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 Sort three, which in Australia
I 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.
Are you okay? And she goes,

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

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she said, you know, she
did you know my history, like I've

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

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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. I've

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

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

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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 and so you know, she

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

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and and I just kind of went, it's great teaching kids, But

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like, this was the second chance
that you know, only vocational education could

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provide. You couldn't get this in
university, you couldn't get this in you

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know, in high school. This
was just this incredibly unique space to give

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people a second chance and show them
how education can create an incredible new sense

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of value and opportunity for them,
which I just fell in love with them.

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All right, how could you resist
this? I mean, I'm completely

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with you, completely with you.
How exciting. And by the way,

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in my view, if a conversation
produces tears that come from being moved,

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it's good anytime, right, anytime, anytime, I'll take it every day,

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all day long. All right.
So now let's get let's get into

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the conversation about purpose based language.
And I'm so interested in talking to you

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about this because you your focus is
on education, so your work is focused

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on linking purpose based language to good
management practice is to create intrinsic motivate motivation

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for educators, which is fascinating.
Tell us more why does it work?

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So, look, education is one
of these areas, particularly in Australia.

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We have got a lot of legislation
that kind of controls how we educate and

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who we educate and how all the
funding works and everything like that. So

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it is it is a really highly
regulated industry and people who get into the

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industry get in for the same reason
that I got in, is that they

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want to make a difference. They
want to change people's lives, they want

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to impart all of their skills,
and so this is really kind of pure

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purpose to it. And then they
get into it and it's like and there's

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all this paperwork, and then there's
all these really hard moments of working with

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students that can be emotionally exhausting,
and then there's more paperwork and more paperwork

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and more work. And so for
someone who is like a trainer and who

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is focused on relationships and working with
people, the paperwork side of it is

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really really difficult. So I think
that if a business is really really focused

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on compliance, which we have to
be in order to operate in our sector.

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That can drain the kind of I
guess it can. It can drain

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the purpose and drain the life out
of a person if they're not careful.

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Whereas if we when we introduce purpose
based management as opposed to like a compliance

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based fear environment, it moves it
back into a quality focused, student focused

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space that kind of aligns to their
own purpose. So we go, yeah,

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we've got to do this. But
the reason why we have to do

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this is because we want to make
sure that we're giving the right experience to

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our student. We want to make
sure that everyone's being consistent. We want

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to make sure you know X,
Y and Z. So it just because

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they have that, why it helps
them understand that they've just got to give

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that little bit more extra and it
doesn't hurt as much over time. Okay,

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So what I hear from that,
Lauren, is basically what you're doing

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and because I do this in my
word too is which makes sense? Right?

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Why why it works in education as
well as it doesn't in organizations as

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well, it doesn't in nonprofits is
really what you're doing is by elevating the

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conversation back to purpose you allow them
to come back to and draw from their

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passion. Yeah. Absolutely, And
not enough businesses talk about, you know,

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purpose, especially when they get bogged
down in compliance, and I mean

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particularly with education. You know,
we're not selling you know, you know,

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

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

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you know, you know, growing
more fully happy human beings. Yeah.

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I was just thinking, what are
you selling is somebody's beautiful, precious life

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and the opportunity to actually live it
fully. That's what you're selling immediately,

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right, That's what you're selling.
Now. I was very interested too.

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You talk about in in our what
of our exchanges, you were talking about

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how purpose based management helps educators combat
the emotional fatigue that teachers and trainers who

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work with this advantaged students face.
Say more about that. That's really interesting.

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Yeah. So, like one of
the rtos that I work with,

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one of the one of the colleges
that I work with, we've we have

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a focus on probably like fifteen to
nineteen year old young males who are and

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they train building in construction. So
it's all really like hands on sorts of

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trades and things like that. The
vast majority of the kids that are coming

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into this are coming in because traditional
education pathways didn't work for them. We've

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got kids that are coming in as
a referral from DCP, which is the

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Department of Child Protection. We've got
high proportion of kids who have got add

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ADHD, dyslexia, and a lot
of them come from really difficult home backgrounds.

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So education has not been valued in
the workplace, literacy has not been

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

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And so these kids, this is
kind of like a last ditch opportunity

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to get them into education and to
do it in a way that is really

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hands on, and it's really focused
on building hills. And you know,

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

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are you know, just dealing with
a huge scale of emotional issues and even

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like having a psychology background. And
we're very lucky when I set this program,

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when we set the program where we've
got a mentoring program that kind of

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

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

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Youth work degrees that also volunteer on
site or to help support the emotional and

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psychological support of the students. But
that burden on the trainers as well,

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you know, to have to come
in and you know, a couple of

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weeks ago, it was dealing with
a fifteen year old whose girlfriend had fallen

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pregnant, and you know, he
was going to have to go home and

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tell his parents, and he thought
that he was going to get kicked out

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of the house. A couple of
weeks before that, we had a kid

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that had cut himself up the night
before, and so we had to take

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him to the hospital and go through
the whole process of you know, he's

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trying to commit to us all these
sorts of things. So there's just a

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lot of really harsh emotional issues that
they've got to kind of deal with when

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their focus is on building skills.
But then they've got all of this other

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stuff that they've got to I guess
address just in order to engage the student

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and keep them focused. And it's
like, well, how can you focus

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on school when you're worried about going
home and telling your mom and dad that

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you know you've made this incredibly,
incredibly life changing mistake, you know,

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so to be able to deal with
all of that, you know, again

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bringing that focus back to I'm doing
this because I am these kids last chance

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to move forward really does kind of
help center them at the end of the

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day. And knowing again that there's
an entire team there, every one of

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whom supports that goal, so we
can then all share that burden together of

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like here's what you've had to talk
with and go through today. We all

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share that experience with you. We
all share the purpose of this is where

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we want to get these kids too. And again, you know, it's

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just about talking about that shared purpose. Everyone knows that's what we're working towards,

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but everybody knows the payoff at the
end of the day as well.

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So what I want a presence further
for our listeners and viewers is that really

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to do that kind of work really
takes something from a human being. It

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takes an enormous, profound amount of
effort and focus and dedication and so being

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fortified with purpose, which is really
that ability to see beyond the day to

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day exchange of what's happening in the
moment. What a student is really the

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polling force. Yeah, and not
have to burden that yourself. I mean,

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I think it's great when people,
you know, when people know their

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purpose and they can go home at
the end of the day and go,

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I'm doing this because of this.
You know, I'm doing this because it

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makes a difference. That's fantastic,
and there's a lot of people that don't

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even have that. To then enhance
that by sharing that, by knowing and

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talking about the fact that you're sharing
that with a team, by having your

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manager come and say, this is
why you're doing this, and I really

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appreciate you, and I know the
emotional burden that it's taking on you,

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but this is what we're all working
towards together. And you've had a bad

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day today, You're going to have
a better day tomorrow again. I just

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I think that that's just really reaffirming
of like, I am allowed to be

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exhausted about this, but it's okay
because other people understand that, and I

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know that I'm going to have a
better day tomorrow. And it's that constant

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presencing of that language that's so important. It's not enough to say it,

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Hey, once at the beginning of
the quarter, when you first come on

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board with the job, it's going
to be sprinkled throughout the course of that

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person's work journey. Yeah yeah,
all right, no, no, let's

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

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with 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

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

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to talk about how purpose based and
learning serves a students. Stay with us,

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We'll be right back. Doctor release
Cortez is a management consultant specializing in

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

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

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performance and commitment within the workforce.
To learn more or to invite a

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00:16:18.759 --> 00:16:23.559
lease to speak to your organization,
please visit her at Elise Cortez dot com.

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00:16:23.639 --> 00:16:33.159
Let's talk about how to get your
employees working on purpose. This is

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00:16:33.200 --> 00:16:38.039
working on Purpose with doctor Elise Cortez
to reach our program today or open a

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00:16:38.080 --> 00:16:45.840
conversation with Elise. Send an email
to Elise Alis at Elise Cortez dot com.

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00:16:45.840 --> 00:16:51.639
Now back to working on Purpose.
Thanks fores jing on us, and

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welcome back to working on Purpose if
you're just joining us. My guest is

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

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with a vocational education section, and
her work and personal purpose is to empower

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

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based management and language. I'm your
host, doctor Elise Quartez. So before

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we get into how purpose based learning
serve students learn, I know that you've

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just recently launched your nonprofit Learning Lifelines. What is that all about? Yeah?

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It was very exciting. I've come
from a very highly regulated background and

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apparently my desire was to get into
one that was even more regulated, so

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I choose not for profits. No. So during COVID, one of my

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roles in the very early stages was
to work with learning organizations to basically,

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within like a two to three week
period, transfer all of our training from

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face to face delivery to completely online
delivery for a very high needs cohort and

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so, you know, obviously as
part of that and in my work with

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a lot of different other learning organizations, this huge issue of learners not having

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access to technology, and we kind
of made an assumption that, like,

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well, everyone's got a smartphone,
you know, so we thought, if

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we can get it working through a
smartphone, will be fine. But you

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know, like you can't have Zoom
open and have a smartphone open at the

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same time. Even if they even
if they did have a smartphone, whether

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or not they had the data to
support you know, actually participating and downloading

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that type of video or even live
streaming videos was very, very difficult.

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So we came into all of these
barriers really really quickly, and I at

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that point I was kind of like, oh, like, how is this

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like this particular group of students that
I was hearing it from more and more

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training organizations that kind of worked in
similar spaces to us, but you know,

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for international students and for you know, for jobs secret students, and

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for young young students under the age
of eighteen, you know, where all

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of a sudden, there was one
laptop in the household, but there was

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now six people that needed to use
that laptop simultaneously. You know, they

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just there was just no access,
and so they were kind of like,

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look, I just I don't have
it. I don't have you know,

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I can't access it on my mobile
because I don't have data. I don't

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have a laptop. We don't have
internet in our household, and so,

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you know, I kind of started
looking at what our options were, and

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within our particular space. There was
a big rought a couple of years ago

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where these a bunch of colleges went
around kind of promising laptops for people in

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trade for signing up for this free
qualification that actually came with like a ten

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thousand dollars debt, and so it's
now very like taboo, and it's actually

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like illegal and against several of the
funding contracts to provide technology to the students.

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So we've got a situation where we
can provide this online training, but

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we actually can't provide you with the
tools that you need to access that technology.

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So as a result of that,
I started talking to colleges and they

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were like, well, you know, like we've got all of these laptops

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here, and I was like,
okay, so we've got laptops, We've

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got students that need laptops, what
do we need to do to get one

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to the other. And I started
looking for organizations that were doing that,

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and there just wasn't anyone. And
the more I started learning and reading about

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this kind of growing digital divide,
it was kind of like for those students

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that had like plenty of laptops and
plenty of Wi Fi and Internet in the

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house, they were coping okay,
and they were still able to participate in

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education. But for those that didn't
have that opportunity, it was just like,

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well that was it. Education just
went out the window. And so

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you know, in relation to kind
of this resource of the classes and things

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like that, it was just amplifying
issue ten times over. And that's kind

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of how life Learning Lifelines was developed. So we now take laptops and we're

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taking our first fifty laptops in the
next two weeks, and we're going to

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

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start furnishing them to students who don't
have the means to have that sort of

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resource. And by putting an internet
and laptop into a household, that means

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

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services. It means they've got access
to online counseling services, and a whole

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range of other like free online courses
in digital literacy and financial literacy and things

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like that. So the first concept
is just to get the laptop and the

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internet into the household, and then
that's going to open up all sorts of

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other opportunities from their own relationship to
digital literacy and really starting to make sure

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that people can use that technology to
improve their lives. Hats off, my

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dear. Really, that is so
talk about making a difference in the world

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at a profound time. So we're
going to talk more about what's happening in

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the post COVID world after this next
segment here, but I just kind of

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wanted to position that first. That
is amazing, Lauren, congratulations on launching

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that. So we're very excited.
It's beautiful, all right. So what

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I want to do next for our
listeners and viewers is talk about how purpose

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based learning serve students. So we
were talking before about how it helps educators,

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but if you could contrast course the
experience of students in a learning environment

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not anchored in purpose, what was
what's it like for them to try to

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learn in that environment and then bring
us into one in purpose anchor. So

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I guess probably the two areas where
I see this the most is in what

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we would call international education, so
that's international students coming into the country for

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the purpose of study and also in
job seeker education, and they're a little

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

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very different classes of students, and
when you go into a classroom, you

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can pick it out in about five
minutes. There are those students that are

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there because they want to gain the
particular skill that that course offers. And

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then there are students that are there
for an alternate reason, and it's not

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necessarily the wrong reason, but they're
the purpose of them being there is not

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aligned to the purpose of the course, and that creates all sorts of conflicts.

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So you know, with international education, there are specific courses that students

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will come in and study because it
will lead them to a visa outcome.

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And again that's about them gaining opportunities
and wanting to come and live in this

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amazing country of Australia where we are
so very very fortunate, and the same

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

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to the students that comes into the
course because they want to learn the skills

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of a chef, as opposed to
the student that actually wants to be a

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bricklayer or they want to be an
IT specialist, but they've come in because

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this is going to be the quickest
pathway to getting a visa for them to

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then go on to do what they
want really wanted to 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 sperspect, 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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That's what I have to do to
learn this skill that I really want

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

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be here. I have to be
here, so it's compliance and you're forcing

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

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

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you know, everything is going to
be forced upon me. And therefore it

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makes experience far less enjoyable. Yeah, so you know what I get is

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

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Okay, I'll do what if I
have to, but I really don't want

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to. And it's so interesting for
me, Lauren to talk about the world

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of purpose because underneath that are lots
of things like meaning and motivation, which

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are very closely related of course,
but I can't help but go to the

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poll motivation when you're pulled or something
bigger and beyond yourself, and the push

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motivation, right, so the poll
is intrinsic and the pushes is extrinsic.

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So I'm fascinated with really just how
to position this and help and help your

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students get present to why they're here, how important that is. Yeah,

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and look, I think it's it's
very interesting, and I've been I've been

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really lucky I work. I've worked
across schools that teach so many different things,

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and so when I've talked to chefs
that really want to be chefs,

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they are not. It's you know, for a lot of them, it

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hasn't been I want to do this
because I really love cooking food. But

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it was about you know. I
love being able to create this experience where

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someone comes in and they sit down
and they have a meal together and they

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share this connection. And you know, I was kind of like, oh,

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I didn't really like you know,
I just thought you must like really

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like food. And they're you know, they're like, no, it's not

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a boppy, you know, it's
about this and that's my purpose, and

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it was. It was. It
was a very selfless purpose of wanting to

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give this beautiful experience and allow moments
where families and loved ones could create and

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connect to each other, you know. And when when we were talking about

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wanting to be a brickie, I
want to be a brickie because I want

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to create. I want to create
the place that somebody's going to call home

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one day, you know, and
I want to make sure that that home

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

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

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be done in a way that it's
going to allow them to stay safe.

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And I go, oh, I
didn't, you know. And so you

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just start when you start talking to
people who were really passionate and purposeful about

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the industry that they want to be
in. There is always this kind of

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more altruistic cause, which you know, and being able to talk to the

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trainers and the students about that.
And then once you've kind of found that

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way of I want to say,
selling it, it's it's not selling it.

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But when you find in that way
of describing it, and then you

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start elaborating that for students. So
when they kind of go, well,

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I want to I think I want
to be a chef. I don't know

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why, and I'm like, you
know, what is it that you like

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

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like, I just I've got really
fond memories of you know, I said,

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so it's not you know, and
you kind of lead them slowly to

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this sort of path of self discovery
of like this is why they've enrolled in

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the course and this is and then
they kind of go, yeah, that's

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it, like that's that's why I
love it, like that's what I want,

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and then they kind of go on
and you see this kind of like

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00:27:37.839 --> 00:27:42.759
clicking moment, and then then from
then on it's easy because it's like that's

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why I want to do this and
when you can't make that connection, like

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when the connection is not there because
the ultimate goal is something that is just

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not related to the industry. It's
just it's a very it's a different approach

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that you have to take, and
it's still very important to find out the

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purpose. But you can see the
level of joy, the level of engagement

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for the for the learner and for
the trainer is just very, very different

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in relation to the way that they
engage in the level of enjoyment that they

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have through the process. Learning is
uncomfortable, you know. Learning requires putting

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00:28:19.720 --> 00:28:23.279
yourself out there, requires being wrong, it requires making mistakes. These are

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00:28:23.319 --> 00:28:27.559
all things that are very uncomfortable.
If you're doing that for a particular purpose,

404
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it makes all of that stuff so
much easier. I totally get this,

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and I'm laughing and smiling with you, because of course I get to

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do that same work that you do
inside organizations. And so what you what's

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00:28:38.839 --> 00:28:42.000
important for our listeners and viewers to
understand is that there is a process that

408
00:28:42.039 --> 00:28:47.440
you're taking these people through which is
to help them get present to and discover

409
00:28:48.039 --> 00:28:49.960
why this is important to them,
Why is this kind of work important to

410
00:28:51.000 --> 00:28:53.440
them? And it is that discovery
process, when they discover their why,

411
00:28:53.519 --> 00:28:57.160
their connection, that makes it so
powerful. All right, So the next

412
00:28:57.200 --> 00:29:00.440
thing I want to talk about here, and I want to just get this

413
00:29:00.559 --> 00:29:03.160
from our exchange because it was so
beautiful the way that you said in your

414
00:29:03.200 --> 00:29:07.400
email that you mentioned that education that
is not purpose based is a piece of

415
00:29:07.440 --> 00:29:11.519
paper with some fancy words, but
no skills, no substance. Rather,

416
00:29:11.640 --> 00:29:15.640
you seem to align with the words
of the late Martin Luther King who said,

417
00:29:15.000 --> 00:29:18.559
quote, the function of education is
to teach one to think intensively and

418
00:29:18.599 --> 00:29:23.279
to think critically. Intelligence plus character. That is the goal of true education.

419
00:29:23.559 --> 00:29:26.880
Could you expand a bit on that
and why that's important to you?

420
00:29:27.240 --> 00:29:30.759
Yeah? So he was. It
was like he was a seer, right

421
00:29:33.319 --> 00:29:36.759
hey, just he saw things and
he was so beautifully eloquent about it.

422
00:29:36.759 --> 00:29:41.160
And I think if he was here
today, you know all of this.

423
00:29:41.519 --> 00:29:44.200
I feel like he would look at
all everything that's happening today and go like

424
00:29:44.359 --> 00:29:48.960
it is okay, and this is
how we fix it. Yeah. So,

425
00:29:48.160 --> 00:29:52.480
I education is fantastic, and it
is really really important to build knowledge

426
00:29:52.480 --> 00:29:59.920
and skills, But I truly believe
that the core purpose of education is too

427
00:30:00.160 --> 00:30:07.680
create learners lifelong learners, critical thinkers, because it literally doesn't matter the industry

428
00:30:08.039 --> 00:30:11.960
that you're training people up for the
job that you're training people up for what

429
00:30:12.119 --> 00:30:15.759
it is going What it is today
is not what it's going to be in

430
00:30:15.839 --> 00:30:18.960
five years, it's definitely not what
it's going to be in ten years,

431
00:30:19.920 --> 00:30:23.559
and it's not what it's going to
be in twenty years. So if we

432
00:30:23.640 --> 00:30:29.799
are going to train people up for
tomorrow, we need to be able to

433
00:30:29.839 --> 00:30:37.440
teach them more so how to critically
think and engage and adapt and give them

434
00:30:37.440 --> 00:30:41.960
the base skills for that industry.
But at the same time, I want

435
00:30:42.000 --> 00:30:45.839
to give them a lifelong like a
set of skills that they're going to be

436
00:30:45.880 --> 00:30:52.000
able to use lifelong that are going
to make sure that they can stay in

437
00:30:52.000 --> 00:30:56.039
that industry, that they can stay
in an industry, and that they're not

438
00:30:56.119 --> 00:31:00.799
going to become redundant in a few
years time because I only learned how to

439
00:31:00.839 --> 00:31:04.240
do X, and I can't do
you know, X is not being done

440
00:31:04.240 --> 00:31:07.440
anymore. There are so many industries
that we look at now where they're not

441
00:31:07.440 --> 00:31:11.640
going to be industries. Like nobody
when I when it was when I was

442
00:31:11.680 --> 00:31:14.319
my age, nobody was like I
want to be a YouTuber because there was

443
00:31:14.319 --> 00:31:18.640
no such thing as a YouTuber.
That was no thing, you know,

444
00:31:18.200 --> 00:31:22.160
And nobody wanted to work at Google
because Google was not a thing, you

445
00:31:22.200 --> 00:31:25.559
know. So the things that that
our kids are going to want to be

446
00:31:25.720 --> 00:31:29.920
in twenty years time, we probably
don't even know what they are now for

447
00:31:30.079 --> 00:31:34.079
some of those things, right,
So I can train them for a specific

448
00:31:34.119 --> 00:31:37.920
state of skills. But more importantly, I think, you know, as

449
00:31:38.160 --> 00:31:41.799
as Martin Luther King said, we
need to teach them to think critically,

450
00:31:42.279 --> 00:31:48.200
particularly nowadays where we have an overabundance
of information. We need to teach them

451
00:31:48.200 --> 00:31:57.200
how to critically discuss and and have
a rational and civil discourse about issues.

452
00:31:57.279 --> 00:32:01.400
And we need to help them sift
real information because you know, again,

453
00:32:01.440 --> 00:32:05.720
when I was growing up as a
kid, when you went and got information,

454
00:32:05.799 --> 00:32:07.839
it was you know, you were
ninety percent confident that you were getting

455
00:32:07.920 --> 00:32:13.160
decent information. If you watch the
news, you were getting good, solid,

456
00:32:13.640 --> 00:32:17.440
fairly unbiased information. You know when
you read it. When you read,

457
00:32:17.440 --> 00:32:22.559
you read from dictionary and there was
only one definition of something. Whereas

458
00:32:22.640 --> 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
00:32:30.720 --> 00:32:36.640
teach kids to be critical thinkers about
where they get their information from, about

461
00:32:36.680 --> 00:32:39.000
you know, understanding how to interpret
bias, about being able to have a

462
00:32:39.039 --> 00:32:45.759
civil discourse when you disagree with someone
who doesn't believe what you believe. And

463
00:32:45.799 --> 00:32:50.279
if I can impart those skills on
a student, then I know that even

464
00:32:50.279 --> 00:32:54.319
if their job changes, they're going
to be adaptable enough to find the information

465
00:32:54.400 --> 00:32:59.920
that they need, and they're going
to be able to ask ask the difficult

466
00:33:00.079 --> 00:33:02.559
questions, have the difficult discussions,
and being able to progress on from that

467
00:33:02.599 --> 00:33:07.519
point, that sounds like a good
education to me and one that is sorely

468
00:33:07.559 --> 00:33:09.640
needed. Today. Let's take our
second break here. I'm Elise Cortez,

469
00:33:09.680 --> 00:33:13.200
your host. We don't there with
Lauren Hollows, who is the director of

470
00:33:13.640 --> 00:33:16.160
Learning Lifelines. She joins it a
different Perth, Australia. We've been talking

471
00:33:16.200 --> 00:33:22.519
about how a purpose based management and
language system benefits 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
00:33:24.640 --> 00:33:29.359
To stay with us, fliping right
back, Doctor Release Cortez is a management

474
00:33:29.359 --> 00:33:35.680
consultant specializing in meaning and purpose and
inspirational speaker and author. She helps companies

475
00:33:35.799 --> 00:33:42.920
visioneer for greater purpose among stakeholders and
develop purpose inspired leadership and meaning infused cultures

476
00:33:42.960 --> 00:33:47.759
that elevate fulfillment, performance, and
commitment within the workforce. To learn more

477
00:33:49.000 --> 00:33:52.680
or to invite a Lease to speak
to your organization, please visit her at

478
00:33:52.720 --> 00:33:57.119
a lease Cortez dot com. Let's
talk about how to get your employees working

479
00:33:57.160 --> 00:34:07.440
on purpose. This is working on
Purpose with doctor Elise Cortez. To reach

480
00:34:07.480 --> 00:34:12.079
our program today or open a conversation
with Elise, send an email to Elise

481
00:34:12.679 --> 00:34:19.079
ali se at Elise Cortez dot com. Now back to working on purpose.

482
00:34:20.760 --> 00:34:22.599
Thanks for staying with us, and
welcome back to working on purpose if you're

483
00:34:22.639 --> 00:34:25.360
just joining us. My guest is
Lauren Hollow. She is the director of

484
00:34:25.679 --> 00:34:30.840
Learning Lifelines. She is a lifelong
educator within the vocational education sector and her

485
00:34:30.840 --> 00:34:36.400
work and personal purpose is to empower
educators and education institutions to support learners to

486
00:34:36.480 --> 00:34:40.199
become independent, critical thinkers through purpose
based management and language. I'm your host,

487
00:34:40.320 --> 00:34:44.559
doctor Elise Cortez. So this last
segment, Lauren, I wanted to

488
00:34:44.599 --> 00:34:47.239
focus on this new world we found
ourselves in here. We were in the

489
00:34:47.239 --> 00:34:51.639
pandemic still as we speak, and
we're trying to make our way through it.

490
00:34:51.679 --> 00:34:55.119
We're starting school here, my daughter
is actually starting school again as a

491
00:34:55.239 --> 00:35:00.920
senior today, and obviously twenty twenty
as entirely change the educational landscape by putting

492
00:35:00.960 --> 00:35:05.840
it online and at home. So
you started by sharing some of this with

493
00:35:05.880 --> 00:35:09.079
the new nonprofit that you've you've launched, but share with us some of your

494
00:35:09.119 --> 00:35:15.000
observations and insights you have about just
how problematic and maybe opportunistic the shift has

495
00:35:15.039 --> 00:35:21.360
been. I mean, he was
ready for Nobody was ready for COVID.

496
00:35:22.039 --> 00:35:30.679
Nobody expected it. And so while
online education has definitely been growing for for

497
00:35:30.800 --> 00:35:37.800
quite a few years now, in
relationship to taking mainstream education online, there

498
00:35:37.960 --> 00:35:43.840
was just very very few schools that
were ready for it at any level we're

499
00:35:43.880 --> 00:35:47.800
talking about from year one through the
university, just nobody was ready for it.

500
00:35:50.639 --> 00:35:55.440
And so I think that again everyone, most people made it an assumption

501
00:35:57.400 --> 00:36:01.119
within the western world that most of
us have a smartphone, and so therefore

502
00:36:01.239 --> 00:36:05.599
we could kind of take it online
and it would work like it did in

503
00:36:05.599 --> 00:36:10.159
the workplaces. And then of course, you know, it's kind of this

504
00:36:10.280 --> 00:36:15.000
thing of like the haves have done
better? Have they? They've done really

505
00:36:15.000 --> 00:36:17.000
well out of this because they've been
able to kind of they've that you know,

506
00:36:17.119 --> 00:36:21.760
they're the people who have been able
to work from home, you know,

507
00:36:21.880 --> 00:36:24.519
have maintained their income. And therefore
the kids, you know, they've

508
00:36:24.559 --> 00:36:29.559
had time to do more you know, training and education with the kids.

509
00:36:30.719 --> 00:36:36.400
And sorry, while it's been challenging, it's been manageable. Whereas you know,

510
00:36:36.800 --> 00:36:38.280
as I said, if all of
a sudden, you've got you know,

511
00:36:38.599 --> 00:36:43.480
three generations in a household, you've
got six people who need to use

512
00:36:43.480 --> 00:36:47.800
a laptop that you know are barely
functioned for one person, or there isn't

513
00:36:47.840 --> 00:36:51.320
a laptop at all, or there
you know, there isn't any internet.

514
00:36:52.719 --> 00:36:57.119
You know here in Australia. Have
you know, to have a computer to

515
00:36:57.199 --> 00:37:00.880
have internet in your household, you're
looking at probably around you know, a

516
00:37:00.880 --> 00:37:05.440
few thousand dollars a year, maybe
you know, three four thousand dollars a

517
00:37:05.519 --> 00:37:09.800
year in order to be able to
have a sufficient coverage to engage in an

518
00:37:09.880 --> 00:37:15.719
education and out in the rural areas, because Australia is a very big,

519
00:37:15.880 --> 00:37:19.639
wide, diverse lane and there's places
where you know, we still don't have

520
00:37:19.719 --> 00:37:27.920
phone coverage those sorts of locations were
simply not able to facilitate online education in

521
00:37:27.960 --> 00:37:30.199
any way, shape or form,
and those were often in the communities where

522
00:37:30.280 --> 00:37:35.920
education was needed the most. So, you know, it's it's kind of

523
00:37:35.960 --> 00:37:38.480
amplified like it has, like COVID
seams were done with everything. It has

524
00:37:38.559 --> 00:37:45.239
amplified the problems. It has amplified
the divide, and so you know,

525
00:37:45.639 --> 00:37:51.960
one I think we desperately need to
address that. I don't see education going

526
00:37:52.039 --> 00:37:58.599
back to its traditional paradigm in the
vast majority, certainly not in the VET

527
00:37:58.639 --> 00:38:06.320
space. The majority of where we
work out with adults will remain blended education,

528
00:38:06.719 --> 00:38:12.039
I think fairly indefinitely now. But
it's then getting the technology to the

529
00:38:12.039 --> 00:38:15.119
people who know how to use in
it. And you know, whether or

530
00:38:15.159 --> 00:38:19.559
not technology is a right that everybody
deserves, I don't want to get into

531
00:38:19.599 --> 00:38:27.360
that argument, but certainly from an
opportunity perspective, not having technology, you

532
00:38:27.400 --> 00:38:34.199
know, I think is going to
define your opportunities moving forward post twenty Indeed,

533
00:38:34.559 --> 00:38:37.400
so you've already really helped us into
your world and why your lens of

534
00:38:37.480 --> 00:38:42.480
how you see education being so important
to be able to listen, to engage,

535
00:38:42.559 --> 00:38:45.280
to discern, and I think you
did that beautifully. So next,

536
00:38:45.320 --> 00:38:49.440
if you would, especially for those
people that are rescressing ahead about how this

537
00:38:49.480 --> 00:38:54.320
whole purpose stuff works, how can
educational institutions imbue purpose in this new digital

538
00:38:54.360 --> 00:39:01.360
world. So again I think,
firstly, they have to connect with purpose

539
00:39:01.559 --> 00:39:09.199
to begin with. And I think, I guess my big concern with educations

540
00:39:09.320 --> 00:39:20.280
moving forward even where they have realized
their purpose is I think because we want

541
00:39:20.280 --> 00:39:27.920
to create safe spaces within education,
we're actually working against our natural purpose.

542
00:39:28.000 --> 00:39:30.800
So that this idea of creating a
safe space in order to be able to

543
00:39:30.800 --> 00:39:37.039
to for people to experience their feelings
was a really beautiful concept to begin with,

544
00:39:37.079 --> 00:39:44.400
but it's now working against the initials
like the essence and purpose of what

545
00:39:44.440 --> 00:39:52.480
an education institution is, and that
is a place where people go to ultimately

546
00:39:52.840 --> 00:39:57.519
create a set of beliefs and values
and figure out what their purpose is.

547
00:39:57.599 --> 00:40:02.719
And again that learning process is so
uncomfortable, that learning process has got to

548
00:40:02.800 --> 00:40:07.280
involve discomfort. I think for learning
institutions, what we need to do is

549
00:40:07.480 --> 00:40:12.559
we need to move back a little
bit and find a balance of yes,

550
00:40:12.679 --> 00:40:17.880
wanting to make sure that we're providing
spaces where people are happy to express and

551
00:40:19.119 --> 00:40:24.480
open to expressing their opinions. But
we also need to encourage students to realize

552
00:40:24.519 --> 00:40:29.960
that in order to find their purpose, in order to rationalize their purpose,

553
00:40:30.039 --> 00:40:36.039
in order to you know, refine
their purpose, they are going to need

554
00:40:36.119 --> 00:40:39.440
to be uncomfortable. They are going
to need there is a potential to be

555
00:40:39.519 --> 00:40:45.800
offended through that process. And that's
okay, that's you know again, failing

556
00:40:46.000 --> 00:40:49.920
sucks. You know, we kind
of all go, you know, like,

557
00:40:50.039 --> 00:40:54.639
failing sucks. It doesn't feel good, but it's so crucial to learning.

558
00:40:54.760 --> 00:40:58.880
You know, it's so crucial to
have an environment where it's okay,

559
00:40:59.039 --> 00:41:01.800
you know, class rooms or places
where it is okay to make a mistake.

560
00:41:01.960 --> 00:41:08.280
You know, we should be celebrating
mistakes. It's really uncomfortable to stand

561
00:41:08.440 --> 00:41:14.960
up and put your thoughts and your
beliefs out to the you know, out

562
00:41:15.039 --> 00:41:19.119
to the masses, but you know, even to put them out to one

563
00:41:19.239 --> 00:41:22.199
or two people. And but we
have to do that, do you know

564
00:41:22.199 --> 00:41:29.280
what I mean? We cannot you
cannot find your purpose if all you do

565
00:41:29.400 --> 00:41:32.639
is work with people who believe what
you believe. And I adore Simon Sineck.

566
00:41:32.760 --> 00:41:36.719
I think he's amazing. He's definitely
one of the people who brought me

567
00:41:36.840 --> 00:41:43.480
into this whole concept of understanding the
importance of purpose base. But the one

568
00:41:43.480 --> 00:41:45.239
thing I disagree with him on is
that he says, work with people who

569
00:41:45.239 --> 00:41:49.039
believe what you believe. Yes,
there is there is some truth to that,

570
00:41:49.119 --> 00:41:52.159
but work with people who believe,
you know, work with people who

571
00:41:52.159 --> 00:41:58.440
don't believe what you believe, and
if your belief stand up in civil discourse,

572
00:41:59.159 --> 00:42:01.679
then you really know that you're on
to something right. You know,

573
00:42:01.760 --> 00:42:07.559
if you can have a civil discourse
with somebody who doesn't believe what you believe,

574
00:42:07.719 --> 00:42:14.639
and you can anecdotally and empirically,
you know, have that discussion and

575
00:42:14.760 --> 00:42:20.840
still feel confident in what you believe, then you know that you're that you're

576
00:42:20.880 --> 00:42:25.079
onto something right. If you if
I only surround myself with people who believe

577
00:42:25.079 --> 00:42:30.679
what I believe and they tell me
and they're they're constantly reinforcing what I say,

578
00:42:30.800 --> 00:42:34.719
then you're going to end up in
a position where you you're believing something

579
00:42:34.800 --> 00:42:39.440
but you know it's never been tested
before. You know, if I say

580
00:42:39.480 --> 00:42:43.960
that you know that this piece of
paper is blue and the piece of paper

581
00:42:44.039 --> 00:42:46.360
is red, but everybody around me
believes that the piece of paper is blue,

582
00:42:46.840 --> 00:42:52.159
then you know I don't know any
better. So I think education institutions

583
00:42:52.159 --> 00:42:58.760
have a real responsibility in the wake
of everything at the moment. We almost

584
00:42:58.800 --> 00:43:04.920
have a responsibility to correct some of
the wrongs being done by the mass media

585
00:43:04.960 --> 00:43:10.119
at the moment in creating really critical
thinkers who are going to sit down and

586
00:43:10.159 --> 00:43:14.280
they're going to have this rational discussion, and they're going to work on their

587
00:43:14.320 --> 00:43:15.719
purpose, and they're going to keep
refining their purpose, and they're going to

588
00:43:15.800 --> 00:43:20.159
keep refining the beliefs until they go
this is me, this is who I

589
00:43:20.199 --> 00:43:25.559
am, this is what I believe, and I'm comfortable and I'm confident enough

590
00:43:25.599 --> 00:43:30.400
in those beliefs to have a discussion
with you, even though you think otherwise.

591
00:43:30.039 --> 00:43:34.320
I think if education institutions did that, we would just we would be

592
00:43:34.400 --> 00:43:37.480
in such a better place. Oh, it would change the world well quickly,

593
00:43:37.559 --> 00:43:39.679
to presentness and see and to bring
it back. I have been co

594
00:43:39.760 --> 00:43:45.000
hosting a conscious community online cafe with
my cohort doctor Nahasanguan, bringing people from

595
00:43:45.039 --> 00:43:50.119
across the world to have conversations about
what's meaningful and matters to them, especially

596
00:43:50.360 --> 00:43:53.519
as we kick it off around anxiety, and we created a space where people

597
00:43:53.639 --> 00:43:58.559
from very different perspectives not intentionally,
but the topic of of course wearing masks

598
00:43:58.559 --> 00:44:01.280
came up, and two people from
very different perspectives weighed in on the conversation

599
00:44:01.320 --> 00:44:07.800
and it was respectful. People listened, they did it without without judgment,

600
00:44:07.920 --> 00:44:12.400
and they both sides came to a
new understanding of what it was like for

601
00:44:12.440 --> 00:44:14.880
the other. And to me,
I was like, that is what a

602
00:44:15.000 --> 00:44:21.360
conscious open dialogue looks like from people
who are are doing listening generously as you

603
00:44:21.440 --> 00:44:24.760
said before, listening with curiosity,
in an open mind, looking to see

604
00:44:24.760 --> 00:44:29.480
what they can learn from the other
side without just defending their own views.

605
00:44:29.760 --> 00:44:34.760
Wow, what would happen if the
world more commonly interacted like that and everyone

606
00:44:34.800 --> 00:44:37.920
would have taken something away from it. They may have still helped true to

607
00:44:37.960 --> 00:44:40.280
their beliefs, but they would have
taken you know, like there would have

608
00:44:40.360 --> 00:44:44.760
been that little bit of growth,
you know for everyone going Okay, well,

609
00:44:44.840 --> 00:44:46.320
you know, maybe they're not crazy. Maybe they believe what they believe

610
00:44:46.360 --> 00:44:51.239
because of this, and I disagree
with that, but you know, I

611
00:44:51.280 --> 00:44:53.800
respect their right to have that opinion, right. And so we were talking

612
00:44:53.840 --> 00:45:00.239
about how just living and working and
being educated from a purpose based framework really

613
00:45:00.280 --> 00:45:04.320
helps prepare people for living in this
more complex world we live in. Can

614
00:45:04.320 --> 00:45:06.679
you say just a couple more things
about that? And we're about out of

615
00:45:06.679 --> 00:45:09.360
time, so if you could be
brief, Yeah, Look, I think

616
00:45:09.400 --> 00:45:15.159
we have a greater capacity for change
now more than ever. Whether it's education,

617
00:45:15.280 --> 00:45:20.280
growth, progress, development, they
all require this level of discomfort.

618
00:45:20.480 --> 00:45:25.559
But purpose is this kind of uniting
opportunity. We're at a precipice at the

619
00:45:25.599 --> 00:45:30.400
moment, for sure, where we
can either reject discomfort because you know,

620
00:45:30.719 --> 00:45:35.360
it's just too difficult, or we
can lean into it if we want to

621
00:45:35.400 --> 00:45:39.400
meaningfully experience life, and we need
to steep ourselves in the discomfort, we

622
00:45:39.480 --> 00:45:44.280
need to surround ourselves and engage with
people who don't believe what we believe.

623
00:45:45.719 --> 00:45:50.159
And I think that if we can, if we can muddle through that mess,

624
00:45:50.199 --> 00:45:53.280
if we can, if we can
sit in the discomfort and the aw

625
00:45:53.360 --> 00:45:59.480
coordinates for long enough to grow something
and to have that civil discussion, we

626
00:45:59.519 --> 00:46:05.760
will be much more united on focusing
on the problems that we need to solve

627
00:46:05.840 --> 00:46:13.719
together and the united purpose, and
less focused about the divisive how of how

628
00:46:13.719 --> 00:46:15.239
we're going to achieve it. And
we can we can come to that middle

629
00:46:15.239 --> 00:46:19.719
ground. I like it. I'm
I think that's worth getting up for for

630
00:46:19.800 --> 00:46:22.360
me, Lauren, I'm with you
in the trenches for that all day long.

631
00:46:22.719 --> 00:46:24.519
So here we are at the end
of the of the conversation already.

632
00:46:24.880 --> 00:46:28.800
And you know this thing would listened
to across the globe, Lauren, and

633
00:46:28.840 --> 00:46:32.119
it's really designed to help people think
about how to create more meaning and purpose

634
00:46:32.119 --> 00:46:35.960
in their lives and their work.
Saying about thirty seconds, what would you

635
00:46:36.000 --> 00:46:38.920
like to leave our listeners and viewers
with. Go out today, have an

636
00:46:38.960 --> 00:46:45.159
awkward conversation with someone who doesn't believe
what you believe, take a little tiny

637
00:46:45.199 --> 00:46:47.920
bit away from it. Organized to
have that discussion again in a couple of

638
00:46:47.960 --> 00:46:52.679
days time. And if everybody around
the world did that, you know we

639
00:46:52.719 --> 00:46:54.079
did that day and day out.
I can get you. We can we

640
00:46:54.119 --> 00:46:59.480
can absolutely achieve anything, completely agree, Lauren. I am so grateful that

641
00:46:59.519 --> 00:47:04.079
you came on, and especially since
it's ten pm your time it's nine am

642
00:47:04.159 --> 00:47:06.519
my time. I appreciate that you
stayed up for us. What a great

643
00:47:06.519 --> 00:47:09.679
conversation. Thank you for joining us. Tell our listeners the two ways and

644
00:47:09.719 --> 00:47:14.559
websites that you can be found at. Please, So I look, I

645
00:47:14.559 --> 00:47:17.400
put all of my stuff up on
LinkedIn Lauren Hollows and you can find me

646
00:47:17.440 --> 00:47:22.519
on YouTube as well. But you
can also go to www dot learning Lifelines

647
00:47:22.599 --> 00:47:27.599
dot org or www Dot thrive ed
dot com dot au for more of my

648
00:47:27.719 --> 00:47:31.000
personal blogs. But please check out
Learning Lifelines. We will have some accounts

649
00:47:31.039 --> 00:47:37.159
coming up soon and every dollar is
going to go towards helping students access education.

650
00:47:37.559 --> 00:47:39.960
Beautiful Lauren, thank you so much
a listeners and viewers last week.

651
00:47:39.960 --> 00:47:43.960
If you miss the live show,
you can always get you recorded podcast or

652
00:47:44.039 --> 00:47:47.039
on YouTube as well. We're on
the air with Barbara Altunien talking about her

653
00:47:47.039 --> 00:47:51.639
work as a hospice biograph for a
fantastic way to capture identity and a life

654
00:47:51.639 --> 00:47:52.719
and share it with your loved ones. Next week, well, being on

655
00:47:52.760 --> 00:47:57.920
the other doctor Herb Senate talking about
his long and distinguished career as the encouragement

656
00:47:57.960 --> 00:48:00.800
Doctor. So you're there, Remember
that works at least or thermal life.

657
00:48:00.840 --> 00:48:07.360
So let's work on Purpose. We
hope you've enjoyed this week's program. Be

658
00:48:07.480 --> 00:48:12.119
sure to tune into Working on Purpose
featuring your host, doctor Elise Cortez,

659
00:48:12.320 --> 00:48:16.440
each week on the Voice America Empowerment
Channel. Together, we'll create a world

660
00:48:16.519 --> 00:48:24.039
where business operates conscientiously. Leadership inspires
impassioned performance, and employees are fulfilled in

661
00:48:24.079 --> 00:48:29.880
work that provides the meaning and purpose
they crave. See you there. Let's

662
00:48:30.039 --> 00:48:30.039
work on purpose.