Stress, Pressure, and Over Reliance on Cell Phones: What They All Add Up to for Young People Now Entering the Workforce

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There are some people that make their
work just another thing they have to do,

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and there are those that make their
work something that they want to do.

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Welcome to Working on Purpose with your
host Elise Cortez. In our program,

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we provide guidance and inspiration from those
people who have found deeper meaning and

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personal connection to their work life.
It's beyond nine to five. It's working

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on Purpose. Now Here is your
host, Elise Cortez. Welcome back to

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the Working on Purpose Show. Thanks
for tuning in again this week. I'm

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your host, Elise Cortez, joining
you this week from racing, Wisconsin when

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I'm out doing some consulting. This
program is all about helping people more meaningfully

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and productively connect with their work and
equipping organizations do the same for their employees.

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It was originally inspired by the meaning
and work research I've been doing over

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the last fifteen years and now compliments
the work that I do at in CDM,

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which is a global management consulting firm. I'll get to my program in

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just a moment. Let me thank
my media partner and sponsor, jobbing dot

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com. They are the leading locally
focused job board in the nation and they

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are dedicated to helping employers find quality
talent in their own backyard while giving job

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seers control over the search if you
can find work close to home. In

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a previous episode, we were on
the air with principal Evan rob who was

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in middle school principal in Virginia.
We talked about many fastening ideas in education

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and his passion to develop a growth
mindset into students and faculty, and in

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sharing that episode on social media,
I met. My guest for this episode

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with us is Edward Watson, who
was a mindset coach and the founder and

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CEO of Inner Drive, located in
London, England. Inner Drive works in

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education and businesses, coaching students and
teachers to realize their potential and to cope

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effectively with pressure. We will be
talking about how he founded Inner Drive and

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the work that they do, what
he's actually seeing in schools and kids,

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and in terms of what maybe a
problematic and how to address that and in

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specific ideas about how to better utilize
Believe it or not are mobile phones?

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He joins to the the Escape from
London. Edward, welcome to Working on

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Purpose. Thank you very much for
having me on the show. I'm so

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glad I found you on Scape and
that you were gained for this conversation,

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I want to get as much out
of you as I possibly can in a

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stain amount of time, so let's
just dive in, no pun intended.

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So you founded your company in a
drive eleven years ago. Let me just

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start with that. Why why did
you found this company? Well, I

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think one of the reasons I found
that it was really because I wanted to

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make a difference in the world.
And I think at the time I saw

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a lot of skills and attitudes to
work and life that people were being expected

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to acquire almost by osmosis, when
I thought that they could actually be taught

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and coached, and I think people
were being left out on a limb a

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bit, particularly in education, but
primarily in sport, where this is where

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we first started. So that's really
why why I started it. What a

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concept, try the idea of what
problem in the world do I want to

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help solve that I can unqually address, And you've done that, And of

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course I'm a big fan of what
you're doing now. I know, based

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on what I've seen of your history
that what you do at the company today

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is a bit different than it was
when you when you first founded it.

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How has the company evolved? Well, I think when we first started we

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were I have a particularly interested in
sport. I was very interested in taking

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some of the ideas that I had, and I met somebody who was a

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sports psychologist, so we sort of
fell into the idea of helping sportsmen be

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the best that they could be as
we went along. I'd always been interested

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in education and young helping young people
get the best that they could out of,

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particularly the transition between academic life and
work life, and we got really

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presented with the opportunity to try some
work out in schools, which we it

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over sort of six month period,
and the schools loved it, and we

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built on what we'd learned from that
particular experience, which was really about helping

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young people using some of the skills
and techniques that we use that we developed

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during our supporting work. So that's
kind of where we've got to. We

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do work with many businesses now,
but most of our work, most of

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our bread and buttle work, is
still in education, where we help people

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use their brains to be as effective
as they can be. I want to

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call out at least one important thing
that you said the Edward for the purposes

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of this particular show, so many
of the people that listen and call listen

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and they're looking for a waste to
either change their career lives or consider maybe

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going to business for themselves. And
I want to call out that you what

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you've founded the company for is not
exactly what it's doing today. That you

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were able to respond to an emerging
need in the marketplace and treat that.

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And I really think it's important for
listeners to get that. Oftentimes, whatever

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idea that we have for a business, it can actually get transformed as a

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marketplace response to it. So I
just think it's so important how you were

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able to do that. Kudos.
Yeah, And I come from an entrepreneur

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background as well, and I think
that's been my experience of being an entrepreneur

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is that the initial idea, you
just got to get it out there and

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start, and then when you get
out there, you find out what really

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needs to be done, and so
you have to be reasonally flexible, but

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also spot the opportunities when they come
up and don't be afraid to change.

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Absolutely. I think today change in
the marketplace is huge, right, So

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a lot of the work that we
do in consulting how to do with helping

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organizations transform themselves to embrace change and
opportunities. So I completely agree with that.

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Now, speaking of your past,
I didn't actually realize the extent to

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which you were an entrepreneur in the
past, but I do know that you

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spent seven years in the army,
and I'm wondering if that experience it will

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help to inform your perspective on people
realizing their potential or couping with stress or

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pressure anything in there. Yeah,
I was very I consider myself to be

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very lucky and privileged to worked with
a whole bunch of people in the Army

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from different backgrounds, very very different
backgrounds. And I think one of the

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things that you find out when people
get put under severe amounts of pressure,

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stress, deprivation, hardship, is
you start seeing what the human body and

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the human mind is capable, particularly
of, particularly under pressure, and it

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is capable of the most extraordinary things
given the right motivation and the right right

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tools, to be able to solve
some really rather difficult and dangerous problems.

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And it's no different from from really
any organization. The organization. The strength

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of the organization comes from as people. And if you've got good people and

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you you help them and you train
them and you lead them, well,

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there's not a lot that cannot be
achieved. One of the reasons I wanted

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to have you on the show there
are many obviously, edwhere we have many

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common interests, But I do think
that the very work that you're doing to

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help students more effectively cope with pressure
and stress and tension is so important that

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I know it. I know it
probably translates to the work that you do

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within businesses as well. But right
if we know nothing about work today,

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we know it's full of tension and
pressure and stress. And so part of

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the reason I wanted you to talk
about what the work that you do is

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to help us skin some more insight
into that. So will you help us

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understand the work that you do an
inner time? How do you work with

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students and teachers? Okay, so
we very much work on the basis of

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two two main ideas, and the
first which is that you have to have

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the right mindset in order to get
yourself into into a position to be able

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to succeed. And then the second
part of it is that once you've got

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yourself into that position, then you
need to be able to demonstrate it in

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front of other people under pressure.
So that means that most of our work,

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well our primary work really is done
to what we would call the mastery

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mindset, but encompasses a lot of
work that Carol Duet did on growth mindset,

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where we're looking at habits really of
success, things like taking responsibility,

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setting goals, learning, learning every
day, how you think the use of

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resources, work, ethic, preparation. I think all the things that you

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would expect in that particular category,
and then when we talk about how you

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would then implement that I performing under
pressure, then we're talking about things like

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self talk, emotional control, what
you focus on when you're under pressure,

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and then some reasonably be basic suffer
around the body and how you use the

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body and breathing and stuff like that. It's the pressure piece. I'm interested

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to know at somebody who does work
with individuals to coach and with organizations to

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be able to develop them, how
do you situate or position that bit about

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the pressure piece. I got to
believe that you have to presence the idea

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of pressure when you're working with students
and teachers. So how do you situate

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that so that they feel that pressure. That's an interesting one. I think

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one of the things that we start
off with the idea is that pressure isn't

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necessarily bad, and actually most of
the good performances out there come when people

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are under pressure, so it's not
necessarily bad. It's you how you deal

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with the sort of excess pressure,
I suppose, and we do a lot

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of coaching around how you deal with
specific parts for that pressure and the specific

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things that your brain does as a
result of pressure. And we can demonstrate

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some of those things with various games. So, for instance, you can

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show brain overload with things like uh
with sort of basic experiments that overload the

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brain, particularly when you're under pressure. I think one of the one of

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the great tools that we use,
particularly in education, more powerful now than

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perhaps it was in the past.
There's this idea of standing up in front

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of other people and saying what you
think about something, which has become quite

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a pressured event for young people now, and helping people with that particular idea.

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Okay, so just really quick and
then I won't do too much more

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to get it on this because it
really is really interesting the work that you

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do. So once you help somebody. You presence for someone, a student

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or a teacher, how they respond
to pressure. Let's just say you know,

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however you do it. Let's say
on a scale of one to ten,

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ten being you you know, you're
great at it, one being your

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suck at it, whatever it is, you help them identify how they respond.

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Then are you in giving them tools
or approaches to being able to improve

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their response to pressure. I mean, if I take as an example,

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one of the concepts we talk about
is the concept of automatic negative thoughts,

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or actually take the first letters of
letters of that. That's adds that everybody

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has negative thoughts which are sort of
regulating your performance, stopping you doing silly

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things. Really, but when you're
trying to perform under pressure, you need

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to be able to manage those negative
thoughts and to be able to deal with

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them. So we give very simple
tools and techniques for students to be able

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to regulate and stop those negative thoughts. Okay, gorgeous, gorgeous, I

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just wanted to I'm doing this for
two reasons, Edward. One, I'm

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help securious to myself, and I
oftentimes see my radio shows as a way

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to be able to share my own
professional development with my with our listentnership.

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But two, I think it's just
so important for a listeners to understand that

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you really are addressing It's not a
matter I'm bad at responding to pressure,

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it's how can we help you get
better at responding to pressure, which is

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of course the whole premise of the
growth mindset. Yes, yeah, I

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mean I think one of the basis
of our of our work is particularly this

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is a personal feeling. In psychology, but or sports psychology, there's a

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lot of work on you know why
stuff happens and you know why that's bad,

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but we constantly ask ourselves the question, so what, so what can

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you do about it? Sort Of
a common metaphor that I use is if

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you say to somebody, particularly a
sportsman, you've got to eat fifty percent

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protein and thirty percent fat and twenty
percent carbohydrate or whatever the numbers are,

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they'll just a normal sportsman just look
at you and go just tell me what,

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Give me a menu and I'll eat
it. And so that's kind of

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where we go, which is like, so here we do highlight what the

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problems are and why that could be
an issue, but at the end of

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the day, there's got to be
something that you can do about it.

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Avoid it's not much help, so
applaud that. Well for this next question,

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let me kind of give a little
bit of context for our listeners here.

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So obviously you work in the world
of coaching and mental skills development for

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business, for students, for teachers, and it's really the whole idea around

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a growth mindset. And one of
the things that you said in our phone

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conversation is that there's a typical mindset
that's held today around failure and you said

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it's gone cosmicically bad, which I
thought that was an incredibly descriptive phrase.

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So let's talk about that. What
do you mean that failure has gone so

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bad for us today? How we
see failure it's gone so bad for us

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today? Well, I think you
have to start with what failure is and

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how it affects us. So one
of the things about growth mindset is is

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the idea of which is effectively a
learning is about learning, is that the

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failures and mistakes actually are very integral
and a part of learning in a very

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efficient way and powerful way of learning. And if you think back to childhood

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when we were learning to walk,
we probably fell over three four hundred times,

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whereas we were learning to walk,
and each one of those was a

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massive and very painful failure. And
yet with that type of mindset that we

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had in those days, that was
this part of learning, and we just

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learned to walk faster as a result. And yet our society really now encourages

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the idea that failure is bad.
It's labeled as bad, and in particularly

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in the media, the daily attempts
to punish failure, to find out who's

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to fall, to blame for this
particular problem, to humiliate them publicly and

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then and then get them sacked or
get them to resign, whereas actually,

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particularly in sport, you learn that
actually failure is really really important and the

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only mistake you can make is being
scared of it. So what we sort

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of espise is the idea that if
you aren't making mistakes and you aren't failing,

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then you're just not trying hard enough, because it's easy not to make

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mistakes and it's easy not to fail. Just don't do anything hard and you

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won't learn at the think that you
won't fail. And so for that for

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students, particularly in in our environment
and the way that society has gone,

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the seasons. That's a massive revelation
is that actually it's important to take risks,

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make mistakes, and fail, and
you mustn't mistake. Well I'm trying

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to say here, which is to
say like, well, obviously that just

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means you need to fail more.
We don't say that. Talk is you

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know, at the end of the
day you do have to succeed. But

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what we're saying is that when you
fail, you need to fail better.

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And by failing better, I mean
taking the risks, doing the hard things,

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and then asking for and dealing with
some of the unpleasant aspects and actioning

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feedback so that you can learn faster. And that particularly in support, you

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see it the whole time. It
is about finding out what can be done

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better, working out how you're going
to do it better, asking for help

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us to how you're going to do
better, and then doing something about it.

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Oh. That is a beautiful explanation, Edward, and a perfect way

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to take us into our first break. I'm your host at least Cortez,

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we do only Edward Watson, who
is a mindset coach and the founder and

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CEO of Inner Drive, located in
London, England. He is also the

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co author of release your inner drive, everything you need to know about how

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to get good at stuff. He
joined it today from London, England via

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Escape. We've been talking a bit
about his approach to and why he founded

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the company and why it's important to
be able to address and inculcate this right

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mind set to succeed. After the
break, we're going to talk a little

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about what he's seeing in terms of
students that some of the problems that he

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thinks needs to be addressed. Stay
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engagement and development catalyst. She designs
and delivers professional development, leadership and engagement

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please call in to one triple eight
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Now back to Working on Purpose.
Thanks for saying what's us and welcome back

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to Working on Purpose if you're just
joining us. My guest is Edward Watson,

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who is a mindset coach and a
founder and CEO of Inner Drive.

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Located in London, England. Inner
Drive works and education and businesses, coaching

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00:19:12.880 --> 00:19:18.559
students and teachers to realize their potential
and to cope effectively with pressure he joined

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us today vas Guite from London,
England. I'm your host, Alice Cortez.

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00:19:22.359 --> 00:19:25.960
So before the break we were talking
about just how it is you've got

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yourself into this business. Of course, you know, I hope will see

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fascinated. Now I want to talk
a bit if we can, Edward,

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about what you have a unique vantage
point working with kids in schools and you

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get to see families, etc.
So can you tell us what you're seeing

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in terms of how students are experiencing
stress and our day lives, what's going

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on for them, what's occurring for
them in this realm? Well, I

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think one of the things that we
taught about so when we taught last was

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it's really the thing that's interesting is
that differential changes over the last eleven years,

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and we see it from a professional
point of view. We see changes

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in demand from schools and and it
is it does seem to be split very

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much along gender line. So in
particularly in all female schools, we see

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a lot of requests now for what
is effectively stress management because I think that

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schools tell us that they're encountering very
highly motivated children who don't have trouble with

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motivating, They have trouble with being
able to show show that they've got the

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abilities either they're just highly stressed out, and in some places it goes further

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than that, so we get into
clinical this use around self harm, eating

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disorders, just inability to function,
and that's on the on the in the

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all girls school and then we get
almost a reverse in all male schools where

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really we're looking we can't get to
the stress, but because we're we're talking

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more about the motivation side, as
in why am I here type questions,

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more fundamental questions, and there are
a number of reasons why why. Teachers

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say that this sort of stuff might
be happening. But that's that's what we're

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observing in schools is there has been
a change over the last three years in

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the way that students are reacting to
stress. Okay, let me make sure

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that we can and we can summarize
that for our listeners. So what you

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what I heard you say is that
when you look at when you go into

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our girls school, what you see
is that they what they really need from

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you as being able to handle stress, and they don't really care about motivational

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topics. They're plenty motivated. But
when you go into boys audiences. What

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you see is that they need really
more of an address to unmotivational issues and

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aren't so concerned about stress. Is
there right, that's that's right, and

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you know, of course the next
question is, so why I'm incredibly interested

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in as you can imagine, and
so again not a scientific example, and

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I asked pretty much every time I
go in and and talk, and some

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of it is it seems to be
related to things around, particularly for females,

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around status about image. And the
thing that is like the accelerator for

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it is the prevalence of social media
really and the ability to publish very easily,

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and so in a way, you've
got this device that allows people to

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make judgments on other people and it's
very very potent in for if you're worried

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about your image, it's a it's
a bit of a bit potent, I

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suppose. And then we have the
reverse really with biasy don't seem to care

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about much about it, about that
type of thing, and they're more the

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type of thesties that we see.
There are things around in it down at

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the bottom of the social heap,
as it were, third generation unemployed children

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who all they've known is is unemployment, and so what does education have to

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do with that? And then at
the top of the social bile, then

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you have even more insiduous problem,
and that is we're all working so hard.

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A lot of these kids parents,
both of them are working, and

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and the parents naturally the solution to
problems for their children is just to throw

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money at it, so that there's
kind of a social neglect going on at

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the top ends. So, you
know, ideas around education is its power

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is kind of where we go as
in, this is something you really need

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to do to get out of these
situations, and so it is something important

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to do. So yeah, no, there was so much you said there,

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Edward. There's so much in that. And one of the things that

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I think you're talking about when let's
go on the girl's front. I have

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a fourteen year old daughter, as
you might remember in our first conversation,

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So I don't really know much about
the boys world, but I know a

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little something about the girls world,
and I can say that interestingly enough,

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I have been asked to come into
schools and do strengths coaching. What's what's

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girls? Especially, They're like,
well, they don't have any problem with

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motivation. They just need to feel
better about themselves. So that kind of

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gets at what you're saying, talk
to us, do you know anything about

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the extent to which some of that
social movement is manifesting and depressed? Is

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00:25:00.720 --> 00:25:07.200
it Is there a difference between genders? Well, again, just from talking

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that the problems are mainly gender specific, as in it does tend to be

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focusing and more current. Well more
that there's a lot more of it on

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the female side, and it's you
know, it is kind of I think

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it's really needs to be addressed through
education, both at parent level but also

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a school level, because it is
kind of crushing people. So if image

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is so important to you and it's
amplified and potentially crushed by social media,

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that is just so it shouldn't be
because a lot of the stuff is out

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there on social media is just not
true. It is easy to manipulate what

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you are who you are, and
when you look at it from from the

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outside, it looks like everybody that
you know is really successful and really happy.

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But I know, you know,
my one of my best friends post

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post grafts of her and her family
having a wonderful time on these fantastic beaches

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and in foreign parts of the world. But I know for sure that the

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last five you know, that's the
only five minutes that they all smile during

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a holiday. Probably there the rest
of the time we were shouting at each

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other. But all you see is
the finished product of someone who's successful and

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happy, and you look at your
own life and you go, I'm not

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that happy and that's successful, and
so that reads unhappiness and discontent and and

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00:26:42.279 --> 00:26:48.839
and kind of crusses the spirit out
of you. Okay, So what I

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00:26:49.160 --> 00:26:53.000
I'm when I'm getting from the second
conversation now with you, is that because

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especially younger people have such a preponderance
they realize oh much on social media to

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00:26:57.880 --> 00:27:02.440
get there, to get their news, to say connected, et cetera,

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00:27:02.599 --> 00:27:07.559
that that there may be that there
is an overabundance, an over accentuation,

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aren't you know, success and positivity
and how great something and the rest of

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the world is. And then when
they're reading at they're looking at and going,

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h but I'm not successful, so
there must be something wrong with me.

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Is that part of what you think
is feeling this problem? Yes,

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00:27:22.799 --> 00:27:26.000
and I'm not alone in thinking of
that. There's some great videos. It's

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00:27:26.039 --> 00:27:32.039
worth looking up Simon Set who's written
some some who's made some gray videos on

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this sort of stuff. If there's
you know, a big gap between your

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00:27:36.920 --> 00:27:40.039
expectation of your life and what your
reality of your life is, and you're

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going to be unhappy and so and
social media builds up if you know,

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anybody can be successful, anybody can
get this and have these fantastic, fantastic

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life and life's not like that.
And also it's just it's probably one of

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the places in the world where you're
both the prisoner of the system, but

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00:28:00.759 --> 00:28:06.839
you can also be the judge and
you can roll it out too. So

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00:28:07.039 --> 00:28:11.079
it's and for me, it's about
education. It's about education. Is it's

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00:28:11.119 --> 00:28:15.480
like, this isn't real. None
of this stuff's real. You know,

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00:28:15.640 --> 00:28:19.200
somewhat some of it clearly is real, but it is you know, you

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00:28:19.279 --> 00:28:22.680
need to care more about yourself than
you do about what other people are doing.

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00:28:22.720 --> 00:28:26.079
I think it's the main message I
would give, okay, And that

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00:28:26.200 --> 00:28:29.240
is why I wanted to queue it
up that way, Edward, was to

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kind of help our listeners understand why
is this a problem? And then of

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00:28:30.759 --> 00:28:34.960
course what can we do about it? So the education piece, are you

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00:28:36.039 --> 00:28:38.599
today addressing that piece? In the
work that you do. We are we

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00:28:38.799 --> 00:28:42.400
work, We are working as hard
as we can on it. It's one

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00:28:42.400 --> 00:28:48.519
of those works in progress. We
do do it as part of our of

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00:28:48.519 --> 00:28:52.599
our other work. But we I
think in this next academic year we're going

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00:28:52.640 --> 00:29:00.519
to really major on it because it
has become so prevalent. Mm. I

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00:29:00.559 --> 00:29:03.599
want to talk about the boys again
here, given just a second, but

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00:29:03.799 --> 00:29:06.519
let me let me finish up with
the social media piece of it here.

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So one of the things that,
of course I care about, in addition

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00:29:11.319 --> 00:29:17.279
to what's happening from a societal vantage
point as a movement, is how these

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00:29:17.319 --> 00:29:21.319
young minds show up in the workplace
for them. So what I'm curious about

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00:29:21.319 --> 00:29:25.640
when you think about how social media
works on these young minds, how does

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00:29:25.640 --> 00:29:29.799
that internalize view of that quick and
wild success show up been for young adults

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00:29:29.839 --> 00:29:36.119
coming into the workplace. Well,
again, just from observation, there's been

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00:29:36.160 --> 00:29:41.920
a big shift over the last few
decades, I suppose, I'd say,

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00:29:42.000 --> 00:29:47.960
is that so? I think my
generation, or possibly the generation before me,

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00:29:48.440 --> 00:29:52.160
we were very much brought up on
the idea that success comes from hard

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00:29:52.200 --> 00:29:55.079
work. Yeah, of course,
you have to get the right jobs and

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00:29:55.119 --> 00:29:57.319
you have to do stuff that you
believe in. But really, if you

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00:29:57.400 --> 00:30:04.839
work hard, uh, and you
will eventually get to a position where,

381
00:30:04.880 --> 00:30:08.119
after a lot of hard work,
where you are at the top of the

382
00:30:08.200 --> 00:30:14.960
organization, or you're successful or whatever
it might be, sports performance, you

383
00:30:15.000 --> 00:30:18.279
know, a business, whatever it
happens to be. But if you're if

384
00:30:18.319 --> 00:30:23.279
you believe what's going on on social
media, actually you can get that stuff

385
00:30:23.319 --> 00:30:33.400
almost instantaneously. And you know,
and so if you have to do all

386
00:30:33.440 --> 00:30:37.319
that boring stuff, why why are
you doing that that boring stuff? Why

387
00:30:37.319 --> 00:30:42.599
do you have to do that boring
stuff when you can get there almost immediately,

388
00:30:42.680 --> 00:30:47.960
And if your expectation is all of
this fantastic stuff that's going to happen,

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00:30:48.839 --> 00:30:53.400
and you don't get there, and
then you're going to start asking questions.

390
00:30:53.400 --> 00:31:00.160
So one of the stories that really
hit home to me was I I

391
00:31:00.200 --> 00:31:06.200
was talking to an executive at a
company and she had just done some annual

392
00:31:06.200 --> 00:31:11.119
reviews, and part of the annual
reviews was looking at some young analysts who'd

393
00:31:11.119 --> 00:31:17.960
just come into the firm, and
their feedback on the annual review was,

394
00:31:18.559 --> 00:31:22.200
we think that we should get involved
in more strategic decisions, to which you

395
00:31:22.240 --> 00:31:25.559
know, of course you're going to
be spitting into a call place so that

396
00:31:25.599 --> 00:31:30.640
it's like you've been there two seconds. Why would we ask you for stuff

397
00:31:30.680 --> 00:31:37.400
on strategic decisions when you need years
of experience and knowledge and hard graft to

398
00:31:37.480 --> 00:31:41.519
have got to a position where I
mean, this person had been working in

399
00:31:41.559 --> 00:31:45.519
that business for twenty five years and
knew it backwards and is clearly the person

400
00:31:45.920 --> 00:31:51.240
who should be making decisions on that
particular organization. And so there's this sort

401
00:31:51.240 --> 00:32:00.519
of expectation that you don't you can
be really influential within a business before you're

402
00:32:00.559 --> 00:32:05.519
ready to be. And we all
know anybody who's being business in business knows

403
00:32:05.599 --> 00:32:08.720
that that that the real world is
completely different from that that it takes hard

404
00:32:08.720 --> 00:32:13.519
work. You need to do the
pouring stuff, You need to get the

405
00:32:13.559 --> 00:32:15.880
spade work in before you get into
a position where you've got the experience and

406
00:32:15.920 --> 00:32:22.839
the knowledge to make serious decisions about
important businesses. Okay, So what I'm

407
00:32:22.880 --> 00:32:29.119
getting from this is that obviously this
the social media and sets the young people

408
00:32:29.200 --> 00:32:32.200
up when it come into the workforce
to be disillusioned, unhappy, disengaged,

409
00:32:34.160 --> 00:32:37.599
want more or different from the workforce
than it really is prepared or can give.

410
00:32:38.279 --> 00:32:44.720
Everybody everybody gets upset, and so
I think it's just really so important

411
00:32:44.759 --> 00:32:49.000
to call out what this is and
what is the disconnect. And I think

412
00:32:49.039 --> 00:32:52.920
you might remember that I also work
with senior level communication students in Dallas to

413
00:32:52.920 --> 00:32:57.039
help them get and keep their first
job, and that calibration of expectation is

414
00:32:57.200 --> 00:33:00.920
a big thing that we talk about. Do you address that in your programs

415
00:33:00.920 --> 00:33:05.119
at all? And wouldn't happen to
address that specifically? I mean, I

416
00:33:05.160 --> 00:33:09.920
think it's it's it's too rough to
display it all on social media. I

417
00:33:09.960 --> 00:33:15.279
mean, I think to a certain
extent, the way that parenting has changed

418
00:33:15.319 --> 00:33:19.160
has changed it as well. So
it's a very growth mindset thing. But

419
00:33:19.200 --> 00:33:22.920
if you just keep on going at
your child, if you keep on talking

420
00:33:22.960 --> 00:33:25.359
to your child and going you're so
clever, you're so intelligent, you're brilliant

421
00:33:25.400 --> 00:33:29.279
at this, it is just like
they'll believe you, I believe what you

422
00:33:29.319 --> 00:33:31.079
tell them. And so when they
get into the workplace and they're not the

423
00:33:31.119 --> 00:33:35.799
most intelligent and they're not the most
brilliant, there's a bit of a shock

424
00:33:35.880 --> 00:33:38.720
and it comes. You get some
interesting behavior as a result of it.

425
00:33:39.400 --> 00:33:44.880
And I also don't think that sometimes
not always, but sometimes businesses don't help

426
00:33:44.920 --> 00:33:49.640
themselves because they're so desperate to get
the higher that they set up the psychological

427
00:33:50.000 --> 00:33:54.440
contract between the worker and the company
wrong from a start. And if you

428
00:33:54.480 --> 00:33:58.680
set the psychological contract, and by
that I mean, this is what your

429
00:33:58.720 --> 00:34:00.920
job's going to be, and this
is what you can expect from it.

430
00:34:00.599 --> 00:34:04.319
If you set it up wrong at
the start, at some stage when it

431
00:34:04.319 --> 00:34:07.239
doesn't turn out that way, the
employee is going to go. It hasn't

432
00:34:07.280 --> 00:34:09.880
turned out that way, You've let
me dance. I have no loyalty.

433
00:34:09.920 --> 00:34:15.920
What's over to you? Wow?
What a crisp way to delineate that,

434
00:34:15.159 --> 00:34:19.840
Edward. I totally see that,
totally see that in both the work that

435
00:34:19.920 --> 00:34:22.599
I do with students as well as
organizations. I want to talk more about

436
00:34:22.639 --> 00:34:25.559
the boy part of the equation here, but let's go ahead and catch our

437
00:34:25.639 --> 00:34:29.679
last break here. I'm Elise Cortez, your host. We were in the

438
00:34:29.679 --> 00:34:31.920
air with Edward Watson, who is
a mindset coach and the founder and CEO

439
00:34:31.960 --> 00:34:36.840
of Inner Drive, located in London, England. He is the co author

440
00:34:36.880 --> 00:34:39.039
of Release Your Inner Drive, Everything
you Need to Know about how to get

441
00:34:39.039 --> 00:34:44.480
good at stuff. He joins it
today via Skype in London. After the

442
00:34:44.480 --> 00:34:46.760
break, we'll hear more about the
boys and also talk about his perspective on

443
00:34:46.840 --> 00:35:05.679
how we might better utilize mobile phones. Stay with us, become our friend

444
00:35:05.719 --> 00:35:08.079
on Facebook, post your thoughts about
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445
00:35:08.159 --> 00:35:14.639
Visit Facebook dot com, Forward slash
Voice America. Alise Cortez is a speaker

446
00:35:14.719 --> 00:35:20.239
and engagement and development catalyst. She
designs and delivers professional development, leadership and

447
00:35:20.400 --> 00:35:24.199
engagement workshops and can bring her expertise
to your organization. She will help ignite

448
00:35:24.239 --> 00:35:30.840
meaningful development within your workforce that will
increase employee engagement, performance and retention.

449
00:35:30.079 --> 00:35:35.039
To learn more or to invite Elise
to speak to your organization, please visit

450
00:35:35.079 --> 00:35:39.480
her at www dot Elise Cortez dot
com. She would welcome the opportunity to

451
00:35:39.519 --> 00:35:45.840
help get your employees working on purpose. Have you friended us on Facebook yet?

452
00:35:45.920 --> 00:35:50.639
Why not? Just go to Facebook
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453
00:35:50.840 --> 00:35:53.320
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454
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455
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456
00:36:01.440 --> 00:36:05.920
can add your voice to the always
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457
00:36:06.039 --> 00:36:09.760
to Facebook dot com, forward slash
Voice America or search for Voice America.

458
00:36:17.360 --> 00:36:22.280
This is Working on Purpose with Elise
Cortez. To reach our program today,

459
00:36:22.280 --> 00:36:27.400
please call in to one triple eight
three four six nine one four one.

460
00:36:27.760 --> 00:36:31.239
Again that's one triple eight three four
six nine one four one. You may

461
00:36:31.280 --> 00:36:38.480
also send an email to Elise ali
se at Elise Cortez dot com. Now

462
00:36:38.760 --> 00:36:44.199
back to Working on Purpose. Thanks
for seeing with us, and welcome back

463
00:36:44.199 --> 00:36:46.559
to Working on Purpose if you're just
tuning in. My guest is Edward Watson,

464
00:36:46.559 --> 00:36:50.880
who is a mindset coach and the
founder and CEO of Inner Drive.

465
00:36:50.960 --> 00:36:54.119
Located in London, England. Inner
Drive works in education and businesses, coaching

466
00:36:54.159 --> 00:36:59.199
students and teachers to realize their potential
and to cope effectively with pressure. He

467
00:36:59.280 --> 00:37:01.840
joins Davis Escape from London, England. I'm your host, Alice Cortez.

468
00:37:02.559 --> 00:37:06.800
So before the break, we were
talking about what you're seeing in schools and

469
00:37:06.800 --> 00:37:08.440
I wanted to say, have you
say a bit more about the boys side

470
00:37:08.440 --> 00:37:14.199
of the equation since we talked about
the girls. So I'm interested in the

471
00:37:14.239 --> 00:37:16.280
notion of the disaffected white males at
the bottom of the academic ladder. And

472
00:37:16.320 --> 00:37:20.599
I do know because of my work
that fifty seven percent of students at least

473
00:37:20.599 --> 00:37:25.559
in the States going to college our
women or girls say more about what's happening

474
00:37:25.639 --> 00:37:30.400
for boys? Do you think in
terms of what you've noticed in the school

475
00:37:30.440 --> 00:37:34.800
system and what we can do to
perhaps address that. Well, again,

476
00:37:34.920 --> 00:37:42.960
this is another interesting problem with these
and he is being addressed by a whole

477
00:37:43.400 --> 00:37:49.000
kind of people. Is the bottom
really, I say, of the social

478
00:37:49.039 --> 00:37:53.760
ladder other than the academic ladder.
You've got a lot of kids who come

479
00:37:53.840 --> 00:38:06.880
from third generation, unemployed families,
and it is just but most people spend

480
00:38:07.119 --> 00:38:09.320
most kids spend the vast majority of
their time at home, not at school,

481
00:38:10.320 --> 00:38:15.199
and everyone has to go to school. So these kids turn up for

482
00:38:15.280 --> 00:38:20.880
school, and what do you expect
from them really then to be slightly disillusioned

483
00:38:21.000 --> 00:38:25.519
or very disillusioned. Some of them
make the efforts and some don't, and

484
00:38:25.559 --> 00:38:34.039
those that don't, for me,
that is is the really difficult thing,

485
00:38:34.119 --> 00:38:44.320
because there will be in a class
in a really hard school, there will

486
00:38:44.360 --> 00:38:46.880
be three to four kids in a
class whose sole role and they see in

487
00:38:46.920 --> 00:38:51.400
the whole of life is to destroy
what the teacher is trying to build within

488
00:38:51.480 --> 00:38:58.119
that class. And then then there'll
be four or five guys who get it

489
00:38:58.840 --> 00:39:01.719
and they really want to put through
and they will push through despite what happens

490
00:39:01.519 --> 00:39:06.639
as the rest of them. But
the vast majority of the young boys in

491
00:39:06.679 --> 00:39:13.920
the middle there, their education is
being wrecked by these people. And so

492
00:39:15.400 --> 00:39:17.119
you know, there is a there
is a big piece to be done in

493
00:39:19.880 --> 00:39:24.960
trying to sort that particular issue out. And you know, we have ideas,

494
00:39:25.079 --> 00:39:28.880
I mean, our ideas really based
around so why do we go to

495
00:39:28.920 --> 00:39:32.199
school? And why is it societly
so important? And why is it important

496
00:39:32.199 --> 00:39:37.679
to you in particularly you personally that
you get an education, primarily because it

497
00:39:37.719 --> 00:39:43.800
allows you to break out from where
you are. But the difficulty with all

498
00:39:43.800 --> 00:39:46.440
of these approaches is this, this
has somebody In fact, the psychologists pointed

499
00:39:46.440 --> 00:39:50.280
out to me, is this.
It's just like if you come from a

500
00:39:50.320 --> 00:39:57.280
community or a society where these behaviors
are, they are the culture you are

501
00:39:57.280 --> 00:40:01.639
trying to change. You're trying to
tell young person that that culture is wrong,

502
00:40:02.360 --> 00:40:06.519
and that is a really really hard
thing to do and a really hard

503
00:40:06.559 --> 00:40:13.400
thing to get somebody to change.
Wow, there are so much you said

504
00:40:13.440 --> 00:40:19.320
in those in that bit of dialogue
about boys, I guess the one thing

505
00:40:19.360 --> 00:40:21.159
I want to say, Well,
there's two things I want to say.

506
00:40:21.199 --> 00:40:24.840
One is just a notion that the
repeat cycle piece and the expectation that what's

507
00:40:24.840 --> 00:40:28.559
the point about getting an education if
you can't do with it anyway? So

508
00:40:28.679 --> 00:40:31.320
that whole notion of you know,
if you if we're trapped in a cage

509
00:40:31.320 --> 00:40:35.239
long enough, once the cage bars
are removed, we don't even know to

510
00:40:35.280 --> 00:40:38.199
try to get out. I think
there's something interesting about that. And then

511
00:40:38.199 --> 00:40:43.199
the second thing is just the repercussions
of the other students in the class who

512
00:40:43.280 --> 00:40:45.519
do want to learn something. They
are there to learn and they're being disrupted

513
00:40:45.519 --> 00:40:51.559
in doing so because of that particular
population you're talking about, and that is

514
00:40:51.559 --> 00:40:55.440
an incredible shame. Well again,
it's quite an interesting if you can find

515
00:40:55.480 --> 00:41:00.280
it on YouTube, a great little
video that shows that you can. This

516
00:41:00.320 --> 00:41:02.079
would please If you put feed into
a jar and you leave them there for

517
00:41:02.159 --> 00:41:07.280
three days and then you take the
lid off, the pleas will not jump

518
00:41:07.280 --> 00:41:13.440
out of the out of the jar
because they know that they can. And

519
00:41:13.440 --> 00:41:16.320
then what's even worse than that is
that the when they reproduce their children aren't

520
00:41:16.320 --> 00:41:21.360
either. That's incredible. Oh my
gosh, that gave me goosebumps. That's

521
00:41:21.440 --> 00:41:24.880
just frightening. Oh I do I
knew about I certainly knew about the former

522
00:41:24.920 --> 00:41:29.440
part of what you were talking about
because of my previous work in psychology study,

523
00:41:29.480 --> 00:41:32.239
but I didn't know about the next
generation piece of it. That's really

524
00:41:32.280 --> 00:41:37.880
frightening. Okay, well, we
only have a little bit of time left

525
00:41:37.920 --> 00:41:40.159
here in this this third segment here, Edward, I want to be sure

526
00:41:40.159 --> 00:41:45.199
and talk about they're very what I
would consider to be quite a unique role

527
00:41:45.360 --> 00:41:49.719
or a perspective that you have about
mobile phones in our society and attitudes of

528
00:41:49.800 --> 00:41:53.840
young people. Tell us what's on
your mind there for that? Oh yeah,

529
00:41:53.960 --> 00:42:01.519
this could be an interesting one.
So it is reasonably easy to show

530
00:42:02.199 --> 00:42:08.480
experimentally with kids that the brain finds
it very difficult, if not impossible,

531
00:42:08.480 --> 00:42:14.559
to multitask. And yet the real
temptation of a phone, for instance,

532
00:42:14.639 --> 00:42:17.599
is to try and multitask because it
is always demanding your attention even when you've

533
00:42:17.599 --> 00:42:22.920
got important stuff to do. So
that's one aspect, as in it is

534
00:42:22.000 --> 00:42:30.400
just technically the wrong thing to be
having beside your desk when you're supposed to

535
00:42:30.400 --> 00:42:36.280
be doing work of any type.
The next bit about it is because of

536
00:42:36.400 --> 00:42:43.760
the very very short viewing times whatever
you'd like to call them, like five

537
00:42:43.840 --> 00:42:53.079
second bits of information that bones tend
to be used with these pieces of equipment

538
00:42:53.159 --> 00:43:00.119
are teaching our children to react in
different ways. So the effect their training

539
00:43:00.199 --> 00:43:05.800
children to be very very unconcentrated,
not able to concentrate for longer than five

540
00:43:05.880 --> 00:43:09.760
to ten seconds, and that is
an issue particularly at school, but also

541
00:43:09.840 --> 00:43:14.079
as they get into the workforce,
and you can see it everywhere. And

542
00:43:14.119 --> 00:43:16.840
the third bit, the third part
of it, which made some quite dangerous

543
00:43:16.840 --> 00:43:24.440
bits of kit is is the whole
thing around sleep and the effect that the

544
00:43:24.480 --> 00:43:31.239
phone has on the sleep cycle.
So very very again i'm really simplifying here,

545
00:43:31.280 --> 00:43:39.000
but but the brains sleep patterns are
governed by light, and the phone

546
00:43:39.039 --> 00:43:45.840
gives off a very intense white light, the kind of mimics daylight and which

547
00:43:45.840 --> 00:43:50.599
tricks the brain into thinking it shouldn't
be releasing chemicals like melatonin, which allows

548
00:43:51.039 --> 00:43:54.199
the body to know when it's time
to go to sleep. And yet we

549
00:43:54.280 --> 00:43:59.800
allow our kids to take their phones
into their beds and start texting and doing

550
00:43:59.840 --> 00:44:02.039
all things that they do in bed
with this great, big white light shining

551
00:44:02.039 --> 00:44:06.440
at them and telling them not to
go to sleep. And lack of sleep

552
00:44:07.679 --> 00:44:15.079
has been shown and numerous studies to
lack of sleep worsens connelentration, worsens memory,

553
00:44:16.079 --> 00:44:21.960
It reduces the ability to cope with
stress, it reduces problem solving skills,

554
00:44:21.960 --> 00:44:24.960
creativity, all of these things are
things that you need in the classroom

555
00:44:25.039 --> 00:44:31.199
and in the workplace. And I
just the last three or four years,

556
00:44:31.800 --> 00:44:36.760
it's incredible what you see in the
classroom. They're as kids in there who

557
00:44:36.800 --> 00:44:38.920
can barely keep their eyes open because
they've been on the phone or night,

558
00:44:39.920 --> 00:44:44.280
and that is an issue. And
for me as a parent, I think

559
00:44:44.280 --> 00:44:47.880
the greatest gift you can give to
your to your child is to teach them

560
00:44:49.960 --> 00:44:53.719
and get them into a regular sleep
pattern that allows them to get nine nine

561
00:44:53.719 --> 00:44:58.719
hours sleep, whatever it is that
you decide the right number every night so

562
00:44:58.800 --> 00:45:00.719
that when they get to school,
they learn better, they concentrate better,

563
00:45:00.719 --> 00:45:06.119
they better relationships with other people,
and they get better great as a result.

564
00:45:07.320 --> 00:45:10.679
Well, I'm convinced, certainly.
So what do we need to do,

565
00:45:10.800 --> 00:45:14.559
Edward? Do we just take the
bones away at night? What do

566
00:45:14.559 --> 00:45:17.480
we need to do? Well?
This is again are very, very difficult,

567
00:45:17.559 --> 00:45:22.360
and it's nobody is saying this is
easy. But the way that I

568
00:45:22.480 --> 00:45:27.880
like to look at it is one
of the reasons that phones are so fantastic

569
00:45:28.119 --> 00:45:32.360
fun is because when you use it
and you get you know, send off

570
00:45:32.400 --> 00:45:36.840
texts and get replies back, and
you get light on faceback and that sort

571
00:45:36.880 --> 00:45:39.440
of stuff, it releases a little
tiny boost that don't mean and don't mean

572
00:45:40.760 --> 00:45:45.559
is a great drug in in that
it makes you feel happy, and it

573
00:45:45.559 --> 00:45:50.440
makes you it makes you feel happy, but it is an incredibly astective drug.

574
00:45:50.639 --> 00:45:52.639
It's the same drug that you released
when for instances you get into gambling

575
00:45:52.719 --> 00:45:59.639
or or drinking or smoking. It's
the same same drug. And what I

576
00:45:59.760 --> 00:46:02.159
try. The thing that really brought
it out to me, particularly with my

577
00:46:02.239 --> 00:46:07.320
teenagers, was the idea that if
you went into your child's bedroom and you

578
00:46:07.440 --> 00:46:13.320
found a empty bottle of vodka on
the pillow next door to him or her,

579
00:46:13.719 --> 00:46:15.679
you would go ballistic and you'd have
a few words to say. And

580
00:46:15.760 --> 00:46:21.719
yet you go into the into that
room and you see a telephone mobile telephone

581
00:46:21.800 --> 00:46:24.840
still on right next door to their
face or and as my son the other

582
00:46:24.920 --> 00:46:30.920
day added on his on his back
and and and we are to trube pushers.

583
00:46:31.079 --> 00:46:35.320
That phone belongs to us, It
don't belong to the kid. We

584
00:46:35.400 --> 00:46:37.639
paid for it, We paid for
it to function, We pay for the

585
00:46:38.199 --> 00:46:45.760
to be connected to the Internet and
the into all the networks. And yet

586
00:46:46.199 --> 00:46:49.920
I very often go in and people
say, but I can't take the phone

587
00:46:49.960 --> 00:46:52.920
off them because it's there. It's
not it's not that it's yours. And

588
00:46:52.960 --> 00:47:00.519
again that is going to be the
big the big challenge, I suppose for

589
00:47:00.559 --> 00:47:05.719
both of us, but also for
our kids, is this bit of kit

590
00:47:05.920 --> 00:47:09.920
is one of the most powerful bits
of kit that the world has ever invented.

591
00:47:09.960 --> 00:47:15.119
I think you can talk to people
across the world instantaneously. You can

592
00:47:15.159 --> 00:47:20.239
influence millions of people just by sending
out the odd bit of text. You

593
00:47:20.280 --> 00:47:22.920
can do things now that you can
find information, now, you can solve

594
00:47:22.960 --> 00:47:30.159
problems. It is such an incredible
tool that we never had in our generation.

595
00:47:30.519 --> 00:47:37.400
And yet it is so so very
dangerous, and so there has to

596
00:47:37.400 --> 00:47:40.440
be an education piece as to how
to use this tool for the good of

597
00:47:40.480 --> 00:47:45.119
the world, to make the world
a better place, and for it not

598
00:47:45.199 --> 00:47:50.440
to destroy people. And yet the
teachers I, you and me, we're

599
00:47:50.480 --> 00:47:53.920
just trying to catch up. We're
trying to get back on into a position

600
00:47:53.960 --> 00:47:58.559
where we know more and the kids
are hopelessly addicted, so they're not going

601
00:47:58.599 --> 00:48:01.199
to be doing a teaching So where's
its teaching going to come from? And

602
00:48:01.480 --> 00:48:06.000
that is going to be That is
going to be a key piece I think

603
00:48:06.079 --> 00:48:08.599
for this next generation is to learn
to use the tool for what it is

604
00:48:08.599 --> 00:48:13.039
to change the world from at a
place and to avoid the pitfall that it

605
00:48:13.159 --> 00:48:21.960
is associated with an incredibly and addictive
and life destroying drug. This is such

606
00:48:22.000 --> 00:48:23.960
a profound conversation, which is of
course I wanted to have you on the

607
00:48:24.000 --> 00:48:27.920
show, and it is provocative.
You and I talked about the fact that

608
00:48:27.960 --> 00:48:30.039
the content that we knew we were
going to talk about was going to be

609
00:48:30.039 --> 00:48:31.719
provocative, and I wanted to be
part of the process to help bring this

610
00:48:31.840 --> 00:48:37.199
to light. So part of what
you also said when we were talked before

611
00:48:37.239 --> 00:48:40.679
about about the whole notion of cell
phone usage is that when in fact it

612
00:48:40.679 --> 00:48:45.320
should be something that makes everything so
much better, it actually makes us more

613
00:48:45.440 --> 00:48:49.880
insecure. Would you say more about
that? Yeah, Again, it's sort

614
00:48:49.920 --> 00:48:54.480
of HARKing back to the this this
social media thing. Is that again you

615
00:48:54.559 --> 00:49:00.840
are you are, you can be
a victim because everyone has the power to

616
00:49:05.519 --> 00:49:10.280
effectively do you over online and make
your life very, very uncomfortable. And

617
00:49:10.360 --> 00:49:17.960
so I think if something bad happened
in your class before social media, before

618
00:49:19.920 --> 00:49:22.519
worldwide transmission, you know, there'll
be a select number of people that you

619
00:49:22.519 --> 00:49:25.519
wouldn't be able to look in the
eye for a number of days or weeks.

620
00:49:25.559 --> 00:49:29.199
But now you don't know who it
is, and it's everybody. It

621
00:49:29.239 --> 00:49:34.480
could be everybody. So that's going
to cause insecurity and unhappiness and all of

622
00:49:34.480 --> 00:49:38.039
those things. But again, it's
about it's about education. It's like,

623
00:49:38.119 --> 00:49:45.639
you know, young people should well, we should probably be encouraging young people

624
00:49:45.679 --> 00:49:52.320
to be more confident about themselves and
their abilities and to focus on those and

625
00:49:52.880 --> 00:49:55.920
also the relationships that they have with
other people who you know, real friends,

626
00:49:57.599 --> 00:50:00.320
real people that you care about.
Those are the people that we should

627
00:50:00.320 --> 00:50:04.199
be focusing on, not on some
random person who happens to be a friend

628
00:50:04.199 --> 00:50:10.960
of yours on Facebook. I certainly
agree with that. Certainly, We've just

629
00:50:12.000 --> 00:50:14.000
got a couple of minutes left here, Edward, and I always like to

630
00:50:14.039 --> 00:50:16.239
be able to give my guests a
chance to be able to close the show

631
00:50:16.239 --> 00:50:20.039
I feel like the final parting thoughts, what would you like to leave our

632
00:50:20.079 --> 00:50:25.519
listeners with today? Well, I
there's a whole kind of stuff that I

633
00:50:25.559 --> 00:50:30.239
could talk about it, but I
think possibly the best advice I could give

634
00:50:30.519 --> 00:50:36.159
is to get hold of a couple
of copy of Carol d xbook Mindset.

635
00:50:36.840 --> 00:50:39.599
And the reason I say that is
I'm reasonably dyslexic. I'll find it very

636
00:50:39.599 --> 00:50:44.519
hard to read books, and this
book I couldn't put it down. I

637
00:50:44.599 --> 00:50:47.400
probably read it in one or two
sessions. And when I read it,

638
00:50:47.440 --> 00:50:51.880
I thought, this is about me. It's about the relationships I have,

639
00:50:52.079 --> 00:50:54.719
It's about the way I think about
the stuff. And then I gave it

640
00:50:54.760 --> 00:50:58.559
to my wife and she said exactly
the same thing, not that it was

641
00:50:58.559 --> 00:51:00.400
about me, but there was about
her. And then she took it into

642
00:51:00.440 --> 00:51:04.760
her company and she gave that book
to everybody that in her department because she

643
00:51:04.840 --> 00:51:08.039
felt that they needed to look at
it. And it is about not what

644
00:51:08.079 --> 00:51:13.400
you do do in your daily life, but it's also the relationships you have

645
00:51:13.599 --> 00:51:16.639
with your kids, with your spouse, with other people that you meet on

646
00:51:16.639 --> 00:51:21.199
a day to day basis, and
about how you learn and how sometimes you

647
00:51:21.239 --> 00:51:23.440
don't learn, and you make the
same mistakes over and over again because you're

648
00:51:23.440 --> 00:51:29.880
not learning. So that would be
my main thing that I would encourage people

649
00:51:29.880 --> 00:51:32.880
to to get hold of that particular
book. And of course we've written a

650
00:51:32.880 --> 00:51:37.639
book as I'll called Release Your Inner
Drive for Kids, because you've got lots

651
00:51:37.639 --> 00:51:40.039
of pictures in it, because I
like looking at pictures, so well worth

652
00:51:40.079 --> 00:51:45.159
buying out for your kids. Wonderful
way to finish ed word. I have

653
00:51:45.360 --> 00:51:49.480
completely and thoroughly enjoyed this important conversation
and I wanted to help bring it to

654
00:51:49.559 --> 00:51:52.159
light. So thank you for joining
us today. Thank you very much for

655
00:51:52.159 --> 00:51:55.800
having me on your show. Do
you want to learn more about Edward Watson

656
00:51:55.840 --> 00:51:59.519
and the work that they do it
in your Drive? Visit their website.

657
00:51:59.559 --> 00:52:06.360
It's www dot inner Drive dot co
dot uk, so Innerdrive dot co dot

658
00:52:06.440 --> 00:52:09.599
uk and definitely do check out his
book. I think that your perspective on

659
00:52:10.000 --> 00:52:14.840
direction work has added to mine.
So that was an incredible If there's anything

660
00:52:14.880 --> 00:52:16.320
like that in a book, then
by all means, let's all read that

661
00:52:17.360 --> 00:52:21.599
and join us next week for another
conversation to help you more meaningfully and productively

662
00:52:21.599 --> 00:52:23.280
connect with your work. See you
next week and remember that work is at

663
00:52:23.280 --> 00:52:32.000
one third of our lives, so
let's work on Purpose. We hope you've

664
00:52:32.079 --> 00:52:37.320
enjoyed this week's program. Be sure
to tune into Working on Purpose featuring your

665
00:52:37.360 --> 00:52:42.320
host, Alice Cortez, every Wednesday
at six pm Eastern Time three pm Pacific

666
00:52:42.360 --> 00:52:46.760
time on the Voice America Empowerment Channel. This week, find your life's purpose at work