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 Cortes. 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 Cortes. Welcome back to

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Working on Purpose show. Thanks for
tuning in again this week. I'm your

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host, Elise Cortez, joining you
this week from racing Wisconsin. Well 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 meeting
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 NCDM,

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which is a global management consulting firm. Again to my program in just a

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moment, but let me thank my
media partner and sponsor, jobbing dot com.

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

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dedicated to helping employers find quality talent
in their own backyard while getting jobs control

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over the search if you can find
work close to home. In a previous

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episode, we were on the area
with principal Evan rob who was a middle

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school principal in Virginia. We talked
about many fascinating ideas in education and his

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

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

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

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of inter Drive, located in London, England. Inner Drive works in education

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

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with pressure. We will be talking
about how he founded inner Drive and the

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

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of what maybe problematic and how to
address that, and his specific ideas about

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how to better utilize Believe it or
not are mobile phones. He joins the

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viskype from London. Edward, welcome
to Working on Purpose. Thank you very

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much for having me on the show. I'm so glad I found you on

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scope and that you were gaining.
For this conversation, I want to get

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as much out of you as I
possibly can in a short amount of time,

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so let's just dive in, no
pun intended. So you founded your

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company Inner Drive eleven years ago.
Let me just start with that. Why

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why did you found this company?
Well, I think one of the reasons

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I found that it was really I
wanted to make a difference in the world.

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And I think at the time I
saw a lot of skills and attitude

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to work and life that people were
being expected to acquire almost by osmosis when

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I thought that they could actually be
taught and coached, and I think people

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were being left out on a limb
bit, particularly in education, but primarily

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in sport, where this is where
we first started. So that's really why

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I started it. What a concept, write the idea of what problem in

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the world do I want to help
solve that I can uniqually address, And

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you've done that, And of course
I'm a big fan of what you're doing

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now. I know, based on
what I've seen of your of your history,

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that what you do with the company
today is a bit different than it

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was when you when you first founded
it. How has the company evolved?

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Well, I think when we first
started we were I have a particularly interested

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in sport. I was very interested
in taking some of the ideas that I

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had, and I met somebody who
was a sports psychologist, so we sort

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of fell into the idea of helping
sportsmen be the best that they could be

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as we went along. I'd always
been interested in education and young helping young

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people get the best that they could
out of particularly the transition between academic life

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and work life, and we got
really presented with the opportunity to try some

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work out in schools, which we
did over sort of six month period,

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and the schools loved it, and
we built on what we'd learned from that

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particular experience, which was really about
helping young people using some of the skills

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and techniques that that we'd developed during
our sporting work. So that's kind of

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where we've got to. We do
work with many businesses now, but most

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of our work, most of our
bread and butter work, is still in

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education, where we help people use
their brains to be as effective as they

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can be. I want to call
out at least one important thing that you

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said there atward for the purposes of
this particular show. So many of the

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people that listen and call listen and
they're looking for ways to either change their

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career lives or consider maybe going to
business for themselves. And I want to

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call out that you what you founded
the company for is not exactly what it's

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doing today. That you were able
to respond to an emerging need in the

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marketplace and treat that. And I
really think it's important for listeners to get

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that. Oftentimes, whatever great idea
that we have for a business, it

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can actually get transformed as a marketplace
response to it. So I just think

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it's so important how you were able
to do that. Kudos. Yeah,

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And I come from an entrepreneur background
as well, and I think that's been

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my experience of being an entrepreneur,
is that the initial idea, you just

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got to get it out there and
start, and then when you get out

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there, you find out what really
needs to be done, and so you

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have to be reasonaly flexible, but
also spot the opportunities when they come up

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and don't be afraid to change.
Absolutely. I think today change in the

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marketplace is huge, right. So
a lot of the work that we do

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in consulting how to do with helping
organizations transform themselves to embrace change and opportunities.

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So I completely agree with that.
Now, speaking of your past,

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I didn't actually realize the extent to
which you were an entrepreneur in the past,

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but I do know that you spent
seven years in the Army, and

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I'm wondering if that experience that all
helped inform your perspective on people realizing their

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potential or coping with stress or pressure
anything in there. Yeah, I was

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very I consider myself to be very
lucky and privileged to have worked with a

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whole bunch of people in the Army
from different backgrounds, very very different backgrounds.

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And I think one of the things
that you find out when people get

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put under severe amounts of pressure,
stress deprivation, hardship, is you start

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seeing what the human body and the
human mind is capable of, particularly under

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pressure, and it is capable of
the most extraordinary things given the right motivation

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and the right tools, to be
able to solve some really rather difficult and

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

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The strength of the organization comes from
its people, and if you've got

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good people and you help them,
and you train them and you lead them.

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Well, there's not a lot that
cannot be achieved. One of the

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reasons I wanted to have you on
the show. There are many, obviously,

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Edward, we have many common interests. But I do think that the

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very work that you're doing to help
students more effectively cope with pressure and stress

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and tension is so important that I
know it. I know it probably translates

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to the work that you do within
businesses as well. But right if we

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know nothing about work today, we
know it's full of tension and pressure and

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stress. And so part of the
reason I want you to talk about what

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the work that you do is to
help us gain some more insight into that.

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So will you help us understand the
work that you do in Inner Drive?

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How do you work with students and
teachers? Okay, so we very

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much work on the basis of two
main two main ideas, and the first

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of which is that you have to
have the right mindset in order to forget

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yourself into a position to be able
to succeed. And then the second part

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of it is that once you've got
yourself into that position, then you need

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to be able to demonstrate it in
front of other people under pressure. So

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that means that most of our work
were our primary work really is down to

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what we would call the mastery mindset, but encompasses a lot of work that

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Carol Dwett did on growth mindset,
where we're looking at habits really of success,

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things like taking responsibility, setting goals, learning, learning every day,

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how you think the use of resources, work, ethic preparation. I think

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all the things that you would expect
in that particular category, and then when

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we talk about how you would then
implement that I performing under pressure, then

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we're talking about things like self talk, emotional control, what you focus on

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when you're under pressure, and then
some reasonably basic suffer around the body and

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how you use the body and breathing
and stuff like that. It's the pressure

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piece. I'm interested to know,
as somebody who does work with individuals to

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coach and with organizations to be able
to develop them, how do you situate

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or position that bit about the pressure
piece. I got to believe that you

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have to presence the idea of pressure
when you're working with students and teachers,

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So how do you situate that so
that they feel that pressure? That's an

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interesting one. I think one of
the things that we start off with the

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idea is that pressure isn't necessarily bad, and actually most of the good performances

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out there come when people are under
pressure, so it's not necessarily bad.

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It's how you deal with the sort
of excess pressure, I suppose, and

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we do a lot of coaching around
how you deal with specific part of that

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pressure and the specific things that your
brain does as a result of pressure.

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And we can demonstrate some of those
things with various games. So, for

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instance, you can show brain overload
with things like with sort of basic experiments

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

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the one of the great tools that
we use, particularly in education, more

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powerful now than perhaps it was in
the past, is this idea of standing

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up in front of other people and
saying what you think about something, which

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has become quite a pressured event for
young people now, and helping people with

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that particular idea. Okay, so
just really quick and then I won't do

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too much longer. You're fascinated on
this because it really is really interesting the

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work that you do. So once
you help somebody, you presence for someone,

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a student, or a teacher,
how they respond to pressure. Let's

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just say you know, however you
do it. Let's say on a scale

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of one to tent and being you
you know, you're great at it,

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and one being you're stuck at at
whatever it is. You help them identify

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how they respond. Then are you
then giving them tools or approaches to being

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able to improve their response to pressure? Oh? Absolutely. I mean if

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I take as an example, one
of the concepts we talk about is the

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concept of automatic negative thoughts, or
if you take the first letters letters of

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that, that ants that everybody has
negative thoughts which are sort of regulating your

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performance, stopping you doing silly things. Really, but when you're trying to

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perform under pressure, you need to
be able to manage those negative thoughts and

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to be able to deal with them. So we get very simple tools and

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techniques for students to be able to
regulate and stop those negative thoughts. Okay,

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gorgeous, gorgeous, I just wanted
to I'm doing this for two reasons,

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Edward. One, I'm hopelessly curious
myself, and I oftentimes see my

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radio shows as a way to be
able to share my own professional development with

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your listenership. But two, I
think it's just so important for listeners to

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

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

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which is of course the whole premise
of the growth mindset. Yes, yeah,

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I mean, I think one of
the basis of our of our work

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is particularly this is a personal feeling. In psychology, but or sports psychology,

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there's a lot of work on you
know why stuff happens and you know

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why that's bad, but we constantly
ask ourselves the question, so what,

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so, what can you do about
it? Sort Of a common metaphor that

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I use is if you say to
somebody, particularly a sportsman, you've got

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to eat fifty percent protein and thirty
percent fat and twenty percent carbohydrate or whatever

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the numbers are, they'll just a
normal sportsman just look at you and go

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just tell me what, Give me
a menu and I'll eat it. And

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so that's kind of where we go, which is like, so here we

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do highlight what the problems are and
why that could be an issue, but

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at the end of the day,
there's got to be something that you can

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do about it why it's not much
help, so applaud that. Well for

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this next question, let me kind
of give a little bit of context for

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our listeners here. So obviously you
work in the world of coaching and mental

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skills development for business, for students, for teachers, and it's really the

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whole idea around a growth mindset.
And one of the things that you've said

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in our phone conversation is that there's
a typical mindset that's held today around failure.

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And you said it's gone cosmid's bad, which I thought that was an

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incredibly descriptive phrase. So let's talk
about that. What do you mean that

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

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so bad for us today? Well, I think you have to start with

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what failure is and how it affects
us. So one of the things about

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growth mindset is the idea which is
effectively a learning it's about learning, is

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

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a very efficient way and powerful way
of learning. And if you think back

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

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hundred times as we were learning to
walk, and each one of those was

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

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

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

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encourages the idea that failure is bad. It is labeled as bad, and

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in particularly in the media, this
daily attempts to punish failure, to find

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out who's to fall, to blame
for this particular problem, to humiliate them

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

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

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and the only mistake you can make
is being scared of it. So what

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we sort of aspouse is the idea
that if you aren't making mistakes and you

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aren't failing it, then you're just
not trying hard enough, because it's easy

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

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hard and you won't learn it.
I think that you won't fail. And

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so for that for students, particularly
in our environment and the way that society

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has gone the students, that's a
massive revelation is that Actually, it's important

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to take risks, make mistakes and
fail, and you mustn't mistake what I'm

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

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just means you need to fail more. We don't say that talk because 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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as 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 to

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take us into our first break.
I'm your host, Alice Cortez. We

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don't think you're with Edward Watson,
who is a mindset coach and the founder

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

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the co author of Release Your Inner
Drive, Everything You Need to know about

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how to get good at stuff.
He joined us today from London, England

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the Skype. We've been talking a
bit about his approach to and why he

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

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

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

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he thinks needs to be addressed.
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call in to one triple eight three
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send an email to elease A l
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back to Working on Purpose. Thanks
for seeing what's us and welcome back to

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00:19:03.200 --> 00:19:06.519
Working on Purpose if you're just joining
us. My guest is Edward Watson,

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00:19:06.559 --> 00:19:10.079
who is a mindset coach and the
founder and CEO of Inner Drive. Located

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

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and teachers to realize their potential and
to cope effectively with pressure. He joined

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us today via s Guide from London, England. I'm your host, Alice

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Cortes. So before the break we
were talking about just how it is you

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got yourself into this business. Of
course you know, I'm puplessly fascinated.

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Now I want to talk a bit
if we can, Edward, about what

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you have a unique vantage point working
with kids in schools and you get to

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see families, etc. So can
you tell us what you're seeing in terms

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of how students are experiencing stress in
their day lives, what's going on for

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

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of the things that we taught about
when we told last was it's really the

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thing that's interesting is that differential changes
over the last eleven years, and we

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see it from professional point of view, We see changes in demand from schools

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and and and it is it does
seem to be split very much along gender

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lines. So in particularly in all
female schools, we see a lot of

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requests now for what is effectively stressed
management, because I think that schools tell

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

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they have trouble with being able to
show show that they've got the abilities either,

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they're just highly stressed out. And
in some places it goes further than

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that, so we get into clinical
issues around self harm, eating disorders,

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this inability to function, and that's
on the on the in the all girls

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school and then we get almost reverse
in all male schools, where really we're

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looking, we can't get to the
stress bit because we're we're talking more about

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

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questions, and there are a number
of reasons why why teachers say that this

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sort of stuff might be happening.
But that's that's what we're observing in schools

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is that there has been a change
over the last three years in the way

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that students are reacting to stress.
Can let me make sure that we can

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

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you say is that when you look
at when you go into all girls' school,

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what you see is that they what
they really need from you is being

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able to handle stress, and and
they don't really care about motivational topics.

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They're plenty motivated. But when you
go into boys audiences, what you see

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is that they need really more of
an address to unmotivational issues and aren't so

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concerned about stress, is there?
Right, that's that's right, and you

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

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in it, as you can imagine. And so again it's not a scientific

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example, and I ask pretty much
every time I go in and and talk,

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and some of it is it seems
to be related to things around particularly

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

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accelerator for it is the prevalence of
social media really and the ability to publish

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very easily, and so in a
way, you've got this device that allows

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people to make judgments on other people
and it's very very potent in for if

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

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suppose. And then we have the
reverse really with bias. You don't seem

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

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types of issues 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 pile, then

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

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hard, and a lot of these
kids parents, both of them, are

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working, and the parents naturally that
the solution to problems for their children is

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just to throw money at it,
so that there's kind of a social neglect

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going on at that top end.
So, you know, ideas around education

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is its power is kind of where
we go as in, this is something

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you really need to do to get
out of these situations, and so it

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is something important to do sort of
wrap Well, yeah, no, there

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was so much you said there,
Edward. There's so much in that.

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And one of the things that I
think you're talking about, let's go on

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the girl's front. I have a
fourteen year old daughter, as you might

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remember in our first conversation, So
I don't really know much about the boys

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world, but I know a little
something about the girls world, and I

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can say that interestingly enough, I
have been asked to come into schools and

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do strengths coaching with girls especially.
They're like, well, they don't have

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any problem with motivation, they just
need to feel better about themselves. So

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that kind of gets at what you're
saying, talk to us. Do you

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know anything about the extent to which
some of that social movement is manifesting in

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00:25:00.400 --> 00:25:07.200
it? Is there a difference between
genders. Well, again just from talking

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00:25:07.480 --> 00:25:12.880
that the problems are mainly gender specific, as in it does tend to be

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00:25:14.440 --> 00:25:21.160
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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at a school level, because it
is kind of crushing people. So if

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image 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 that's

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

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00:26:00.240 --> 00:26:04.079
what you are who you are,
and when you look at it from from

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00:26:04.079 --> 00:26:08.519
the outside, it looks like everybody
that you know is really successful and really

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happy, and but I know,
you know, my one of my best

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friends post postgraphs of her and her
family having a wonderful time on these fantastic

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

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00:26:22.400 --> 00:26:26.039
the last five you know, that's
the only five minutes that they all smile

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

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00:26:29.920 --> 00:26:33.400
each other. But all you see
is the finished product of someone who's successful

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and happy. And you look at
your own life and you go, I'm

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00:26:37.240 --> 00:26:41.920
not that happy and that's successful,
and so that breads unhappiness and discontent and

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00:26:41.920 --> 00:26:48.480
and and and kind of crosses the
spirit out of you. Okay, So

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00:26:48.599 --> 00:26:52.680
what I what I'm what I'm getting
from this. The second conversation now with

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00:26:52.759 --> 00:26:56.720
you is that because especially younger people
have such a preponderance, they realize so

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much on social media to get there, to get their news, to stay

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00:27:00.599 --> 00:27:04.559
connected, et cetera, that they
may be that there is an over abundance,

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00:27:04.559 --> 00:27:11.200
an over accentuation on you know,
success and positivity and how great something

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and the rest of the world is. And then when they're reading it,

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they're looking at and going, huh, but I'm not successful, so there

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00:27:17.119 --> 00:27:19.519
must be something wrong with me.
Is that part of what you think is

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00:27:19.519 --> 00:27:23.720
feeling this problem? Yes, and
I'm not alone in thinking of that.

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00:27:23.720 --> 00:27:29.079
There's some great videos. It's worth
looking up. Simon Sinek, who's written

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00:27:29.119 --> 00:27:33.160
some who's made some great videos on
this sort of stuff. If there's you

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00:27:33.200 --> 00:27:38.200
know, a big gap between your
expectation of your life and what your reality

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of your life is, and you're
going to be unhappy and so and social

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00:27:44.200 --> 00:27:48.880
media builds up if you know,
anybody can be successful, anybody can get

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this and have these fantastic, fantastic
life and life's not like that. And

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also it's just it's probably one of
the places in the world where you're both

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00:28:00.599 --> 00:28:03.119
the prisoner of the system, but
you can also be the judge and you

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00:28:03.160 --> 00:28:08.920
can dole it out too. So
it's and for me, it's about education.

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00:28:08.960 --> 00:28:11.759
It's about education. Is it's like, this isn't real. None of

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00:28:11.759 --> 00:28:17.680
this stuff's real. You know some
some of it clearly is real, but

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00:28:18.759 --> 00:28:22.519
it is you know, you need
to care more about yourself than you do

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00:28:22.559 --> 00:28:25.119
about what other people are doing.
I think is the main message I would

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00:28:25.119 --> 00:28:27.720
give, Okay, and that is
why I wanted to queue up that way

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

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then of course what can we do
about it? So the education piece,

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are you today addressing that piece in
the work that you do? We are

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00:28:38.559 --> 00:28:42.119
we work, we are working as
hard as we can on it. It's

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00:28:42.240 --> 00:28:48.240
one of those works in progress.
We do do it as part of our

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00:28:48.400 --> 00:28:52.440
of our other work, but we
I think in this next academic year we're

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00:28:52.480 --> 00:28:59.000
going to really major on it because
it has become so prevalent. Mm hmmmm

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00:28:59.079 --> 00:29:03.160
hmm. I want to talk about
the boys again here, difven just to

367
00:29:03.160 --> 00:29:06.640
say, but let me finish up
with the social media piece of it here.

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00:29:06.680 --> 00:29:10.880
So one of the things that,
of course I care about, in

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addition to what's happening from a societal
vantage point as a movement, is how

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00:29:17.039 --> 00:29:21.039
these young minds show up in the
workplace for them. So what I'm curious

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00:29:21.079 --> 00:29:25.480
about when you think about how social
media works on these young minds, how

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00:29:25.480 --> 00:29:29.440
does that internalized view of that quick
and wild success show up then for young

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00:29:29.440 --> 00:29:34.720
adults coming into the workplace. Well, again, just from observation, there's

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been a big shift over the last
few decades, I suppose, I'd say,

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00:29:42.039 --> 00:29:48.000
is that So I think my generation, or possibly the generation before me,

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00:29:48.519 --> 00:29:52.200
we were very much bought up on
the idea that success comes from hard

377
00:29:52.240 --> 00:29:55.240
work. Yeah, of course you
have to get the right jobs and you

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00:29:55.240 --> 00:29:59.079
have to do stuff that you believe
in. But really if you work hard,

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00:30:00.799 --> 00:30:06.880
and you will eventually get to a
position where after a lot of hard

380
00:30:06.920 --> 00:30:11.039
work, where you are at the
top of the organization, or you're successful

381
00:30:11.119 --> 00:30:15.480
or whatever it might be, sport
performance, you know, a business,

382
00:30:15.480 --> 00:30:19.799
whatever it happens to be. But
if you're if you believe what's going on

383
00:30:19.519 --> 00:30:29.200
on social media, actually you can
get that stuff almost instantaneously, and you

384
00:30:29.240 --> 00:30:34.119
know, and so if you have
to do all that boring stuff, why

385
00:30:34.160 --> 00:30:37.920
why are you doing that that boring
stuff? Why do you have to do

386
00:30:37.960 --> 00:30:44.319
that boring stuff when you can get
there or almost immediately, And if your

387
00:30:44.400 --> 00:30:52.039
expectation is all of this fantastic stuff
that's going to happen, and you don't

388
00:30:52.039 --> 00:30:53.960
get there, and then you're going
to start asking questions. So one of

389
00:30:55.079 --> 00:31:00.680
one of the stories that really hit
home to me was I I was talking

390
00:31:00.720 --> 00:31:07.000
to an executive at a company and
she'd just done some annual reviews, and

391
00:31:07.079 --> 00:31:11.799
part of the annual reviews was looking
at some young analysts who'd just come into

392
00:31:11.799 --> 00:31:18.039
the firm, and their feedback on
the annual review was, we think that

393
00:31:18.079 --> 00:31:22.480
we should get involved in more strategic
decisions, to which you know, of

394
00:31:22.519 --> 00:31:26.160
course, you're going to be spitting
into your callplace so that it's like you've

395
00:31:26.160 --> 00:31:33.119
been there two seconds. Why would
we ask you for stuff on strategic decisions

396
00:31:33.319 --> 00:31:37.039
when you need years of experience and
knowledge and hard graft have got to a

397
00:31:37.079 --> 00:31:41.559
position where I mean, this person
has been working in that business for twenty

398
00:31:41.599 --> 00:31:45.720
five years and knew it backwards and
is clearly the person who should be making

399
00:31:45.759 --> 00:31:55.680
decisions on that particular organization. And
so there's this sort of expectation that you

400
00:31:55.759 --> 00:32:01.079
don't you can be really influential within
a business before you're ready to be.

401
00:32:01.319 --> 00:32:07.279
And we all know, anybody who's
been in business knows that the real world

402
00:32:07.400 --> 00:32:10.480
is completely different from that that it
takes hard work. You need to do

403
00:32:10.519 --> 00:32:14.839
the boring stuff, you need to
get the spade work in before you get

404
00:32:14.880 --> 00:32:19.319
into a position where you've got the
experience and the knowledge to make serious decisions

405
00:32:19.359 --> 00:32:24.519
about important businesses. Okay, So
what I'm getting from this is that obviously

406
00:32:25.759 --> 00:32:30.440
the social media then sets the young
people up when they come into the workforce

407
00:32:30.480 --> 00:32:36.279
to be disillusioned, unhappy, disengaged, want more or different from the workforce

408
00:32:36.319 --> 00:32:40.640
than it really is prepared or can
give. Everybody gets upset, and so

409
00:32:42.200 --> 00:32:45.759
I think it's just really so important
to call out what this is and what

410
00:32:45.920 --> 00:32:50.599
is the disconnect? And I think
you might remember that I also work with

411
00:32:50.680 --> 00:32:53.559
senior level communication students in Dallas to
help them get and keep their first job,

412
00:32:53.599 --> 00:32:58.720
and that calibration of expectation is a
big thing that we talk about.

413
00:32:59.400 --> 00:33:02.680
Do you addres is that in your
programs at all? As we wouldn't address

414
00:33:02.759 --> 00:33:08.839
that specifically. I mean, I
think it's it's too rough to display it

415
00:33:08.880 --> 00:33:12.920
all on social media. I mean
I think to a certain extent, the

416
00:33:12.960 --> 00:33:16.680
way that parenting has changed has changed
it as well. So it's a very

417
00:33:16.680 --> 00:33:22.039
great mindset thing. But if you
just keep on going at your child,

418
00:33:22.160 --> 00:33:23.720
if you keep on talking to your
child and going you're so clever, you're

419
00:33:23.720 --> 00:33:28.559
so intelligent, you're brilliant at this, it's just like they'll believe you,

420
00:33:28.640 --> 00:33:30.559
I believe what you tell them.
And so when they get into the workplace

421
00:33:30.559 --> 00:33:35.000
and they're not the most intelligent and
they're not the most brilliant, there's a

422
00:33:35.000 --> 00:33:38.240
bit of a shock and it comes. You get some interesting behavior as a

423
00:33:38.240 --> 00:33:43.440
result of it. And I also
don't think that sometimes, not always,

424
00:33:43.480 --> 00:33:47.200
but sometimes businesses don't help themselves because
they're so desperate to get the higher that

425
00:33:47.279 --> 00:33:53.279
they set up the psychological contract between
the worker and the company wrong from the

426
00:33:53.359 --> 00:33:57.519
start. And if you set the
psychological contract, then buy that. I

427
00:33:57.559 --> 00:33:59.799
mean, this is what your job's
going to be, and this is what

428
00:33:59.839 --> 00:34:02.119
you can expect from it. If
you said it up wrong at the start,

429
00:34:02.160 --> 00:34:07.400
at some stage when it doesn't turn
out that way, the employee is

430
00:34:07.400 --> 00:34:08.880
going to go. It hasn't turned
out that way, you've let me down,

431
00:34:08.920 --> 00:34:14.639
So I have no loyalty. What's
over to you? Well, what

432
00:34:14.679 --> 00:34:17.840
a Chris way to delineate that,
Edward, I totally see that, totally

433
00:34:17.840 --> 00:34:21.920
see that in both the work that
I do with students as well as organizations.

434
00:34:22.599 --> 00:34:24.039
I want to talk more about the
boy part of the equation here,

435
00:34:24.039 --> 00:34:28.760
but let's go ahead and catch our
last break here. I'm Alice Cortez,

436
00:34:28.760 --> 00:34:30.159
your host. We've go on the
air with Edward Watson, who is a

437
00:34:30.199 --> 00:34:34.599
mindset coach and the founder and CEO
of Inner Drive, located in London,

438
00:34:34.639 --> 00:34:38.079
England. He is the co author
of Release Your Inner Drive Everything you Need

439
00:34:38.119 --> 00:34:42.119
to Know about how to get good
at stuff. He joined it today via

440
00:34:42.280 --> 00:34:45.039
Skype in London. After the break, we'll hear more about the boys and

441
00:34:45.119 --> 00:34:50.440
also talk about his perspective on how
we might better utilize mobile phones. Stay

442
00:34:50.519 --> 00:35:07.760
with us, become our friend on
Facebook, post your thoughts about our shows

443
00:35:07.760 --> 00:35:12.840
and network on our timeline. Visit
Facebook dot com, Forward slash Voice America.

444
00:35:13.039 --> 00:35:16.760
Alise Cortes is a speaker and engagement
and development catalyst. She designs and

445
00:35:16.840 --> 00:35:22.360
delivers professional development, leadership and engagement
workshops and can bring her expertise to your

446
00:35:22.440 --> 00:35:28.760
organization. She will help ignite meaningful
development within your workforce that will increase employee

447
00:35:28.840 --> 00:35:32.320
engagement, performance and retention. To
learn more or to invite Elise to speak

448
00:35:32.360 --> 00:35:37.880
to your organization, please visit her
at www dot Elisecortes dot com. She

449
00:35:37.960 --> 00:35:45.320
would welcome the opportunity to help get
your employees working on purpose. Have you

450
00:35:45.400 --> 00:35:49.159
friended us on Facebook yet? Why
not? Just go to Facebook dot com,

451
00:35:49.199 --> 00:35:52.239
forward slash Voice America or search for
the keywords Voice America. Once you

452
00:35:52.280 --> 00:35:57.039
are part of our Facebook network,
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453
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our shows, this week's feature guests, and new happenings at the Voice America

454
00:36:00.000 --> 00:36:04.719
talk radio network, and you can
add your voice to the always active discussions

455
00:36:04.719 --> 00:36:07.760
on our timeline. Just go to
Facebook dot com, Forward slash Voice America

456
00:36:07.880 --> 00:36:21.519
or search for Voice America. This
is Working on Purpose with Elise Cortes.

457
00:36:21.920 --> 00:36:24.679
To reach our program today, please
call in to one triple eight three four

458
00:36:24.840 --> 00:36:30.760
six nine one four one. Again
that's one triple eight three four six nine

459
00:36:30.840 --> 00:36:35.039
one four one. You may also
send an email to Elise A. L

460
00:36:35.280 --> 00:36:42.960
i Se at Elisecortes dot com.
Now back to Working on Purpose. Thanks

461
00:36:42.960 --> 00:36:45.800
for seeing with us, and welcome
back to Working on Purpose if you're just

462
00:36:45.840 --> 00:36:49.159
tuning in. My guest is Edward
Watson, who is a mindset coach and

463
00:36:49.199 --> 00:36:52.880
the founder and CEO of Inner Drive. Located in London, England. Inner

464
00:36:52.960 --> 00:36:57.199
Drive works in education and businesses,
coaching students and teachers to realize their potential

465
00:36:57.239 --> 00:37:00.000
and to cope effectively with pressure.
He joins the tovie Skype from London,

466
00:37:00.039 --> 00:37:05.000
England. I'm your host, Alice
Cortes. So before the break we were

467
00:37:05.000 --> 00:37:07.840
talking about what you're seeing in schools
and I wanted to say, have you

468
00:37:07.840 --> 00:37:09.800
say a bit more about the boys
side of the equation since we talked about

469
00:37:09.800 --> 00:37:15.880
the girls. So I'm interested in
the notion of the disaffected white males at

470
00:37:15.920 --> 00:37:17.880
the bottom of the academic ladder and
I do know because of my work that

471
00:37:19.039 --> 00:37:22.920
fifty seven percent of students at least
in the States going to college are women

472
00:37:22.119 --> 00:37:27.920
or girls. Say more about what's
happening for boys? Do you think in

473
00:37:28.000 --> 00:37:30.800
terms of what you've noticed in the
school system and what we can do to

474
00:37:30.840 --> 00:37:39.360
perhaps address that. Well, again, this is another interesting problem at and

475
00:37:39.639 --> 00:37:47.000
is being addressed by a whole kind
of people. Is at the bottom really,

476
00:37:47.159 --> 00:37:52.039
I say, of the social ladder
rather than the academic ladder. You've

477
00:37:52.039 --> 00:38:00.039
got a lot of kids who come
from third generation, unemployed families, and

478
00:38:00.239 --> 00:38:08.159
it is just but most people spend
most kids spend the vast majority of their

479
00:38:08.159 --> 00:38:13.719
time at home, not at school, and everyone has to go to school.

480
00:38:13.760 --> 00:38:17.239
So these kids turn up for school, and what do you expect from

481
00:38:17.239 --> 00:38:22.519
them really then to be slightly disillusioned, well, very disillusioned. Some of

482
00:38:22.559 --> 00:38:28.840
them make the effort and some don't, and those that don't, for me,

483
00:38:29.800 --> 00:38:38.519
that is the really difficult thing,
because there will be in a class,

484
00:38:38.599 --> 00:38:45.519
in a really hard school, there
will be three to four kids in

485
00:38:45.559 --> 00:38:47.800
a class whose sole role in they
see in the whole of life is to

486
00:38:47.880 --> 00:38:54.320
destroy what the teacher is trying to
build within that class. And then there'll

487
00:38:54.360 --> 00:39:00.480
be four or five guys who get
it and they really want to put through,

488
00:39:00.519 --> 00:39:02.239
and they will push through despite what
happens for the rest of them.

489
00:39:02.239 --> 00:39:09.559
But the vast majority of the young
boys in the middle, their education is

490
00:39:09.559 --> 00:39:15.440
being wrecked by these people. And
so you know, there is a there

491
00:39:15.480 --> 00:39:22.679
is a big piece to be done
in trying to sort that particular issue out.

492
00:39:22.920 --> 00:39:27.039
And you know, we have ideas. I mean, our ideas really

493
00:39:27.079 --> 00:39:30.679
are based around so why do we
go to school? And why is it

494
00:39:30.840 --> 00:39:35.320
societally so important? And why is
it important to you in particular you personally

495
00:39:35.960 --> 00:39:39.400
that you get an education, primarily
because it allows you to break out from

496
00:39:39.400 --> 00:39:45.199
where you are. But the difficulty
with all of these approaches is this is

497
00:39:45.199 --> 00:39:47.199
as somebody as in fact that the
psychologists pointed out to me, is this

498
00:39:47.360 --> 00:39:52.280
just like if you come from a
community or a society where these behaviors are,

499
00:39:53.159 --> 00:40:00.440
they are the culture you are trying
to change. You're trying to health

500
00:40:00.519 --> 00:40:04.480
like a young person that that culture
is wrong, and that is a really

501
00:40:04.519 --> 00:40:07.960
really hard thing to do and a
really hard thing to get somebody to change.

502
00:40:10.079 --> 00:40:15.280
Well, there's so much you said
in those in that bit of dialogue

503
00:40:15.280 --> 00:40:20.119
about boys, I guess the one
thing I want to say, Well,

504
00:40:20.159 --> 00:40:22.079
there's two things I want to say. One is just the notion that the

505
00:40:22.159 --> 00:40:27.360
repeat cycle piece of and the expectation
that what's the point about getting an education

506
00:40:27.360 --> 00:40:30.119
if you can't do it with it
anyway? So that whole notion of you

507
00:40:30.159 --> 00:40:34.000
know, if we're trapped in a
cage long enough, once the cage bars

508
00:40:34.000 --> 00:40:36.920
are removed, we don't even know
to try to get out. I think

509
00:40:36.920 --> 00:40:40.480
there's something interesting about that. And
then the second thing is just the repercussions

510
00:40:40.480 --> 00:40:44.639
of the other students in the class
who do want to learn something. They

511
00:40:44.679 --> 00:40:47.599
are there to learn, and they're
being disrupted and doing so because of that

512
00:40:47.639 --> 00:40:53.119
particular population you're talking about, and
that is an incredible shame. Well again,

513
00:40:53.159 --> 00:40:57.719
it's quite an interesting if you can
find it on YouTube, a great

514
00:40:57.760 --> 00:41:00.400
little video that shows that you can
do this with fleas. If you put

515
00:41:00.400 --> 00:41:05.480
fleed into a jar and you leave
them there for three days and then you

516
00:41:05.639 --> 00:41:08.960
take the lid off, the police
will not jump out of the outs of

517
00:41:09.000 --> 00:41:14.519
the jar because they don't know that
they can. And then what's even worse

518
00:41:14.559 --> 00:41:19.079
than that is that the when they
reproduce their children. Mind Tyler, that's

519
00:41:19.199 --> 00:41:22.360
incredible. Oh my gosh, that
getting goosebumps. That's just frightening. Oh

520
00:41:22.440 --> 00:41:25.320
I do I knew about I certainly
know about the former part of what you

521
00:41:25.400 --> 00:41:30.000
were talking about because of my previous
work in psychology study, but I didn't

522
00:41:30.079 --> 00:41:36.800
know about the next generation piece of
it. That's really frightening. Okay,

523
00:41:37.039 --> 00:41:38.800
well, we only have a little
bit of time left here in this third

524
00:41:38.800 --> 00:41:43.000
segment here, Edward, I want
to be sure and talk about they're very

525
00:41:43.159 --> 00:41:45.400
what I would consider to be quite
a unique role or a perspective that you

526
00:41:45.519 --> 00:41:51.360
have about mobile phones in our society
and attitudes of young people. Tell us

527
00:41:51.400 --> 00:41:54.480
what's on your mind there for that? Oh yeah, this could be an

528
00:41:54.480 --> 00:42:07.280
interesting one. So it is reasonably
easy to show experimentally with kids that the

529
00:42:07.400 --> 00:42:10.199
brain finds it very difficult, if
not impossible, to multitask. And yet

530
00:42:12.280 --> 00:42:15.599
the real temptation of a phone,
for instance, is to try and multitask

531
00:42:15.599 --> 00:42:19.719
because it is always demanding your attention
even when you've got important stuff to do.

532
00:42:20.920 --> 00:42:27.800
So that's one aspect, as in
it is just technically a the wrong

533
00:42:27.880 --> 00:42:30.760
thing to be having beside your desk
when you're supposed to be doing work of

534
00:42:30.800 --> 00:42:38.760
any type. The next bit about
it is because of the very very short

535
00:42:39.880 --> 00:42:45.920
viewing times whatever you'd like to call
them, like five seconds bits of information

536
00:42:47.199 --> 00:42:55.679
that bones tend to be used with
these pieces of equipment are teaching our children

537
00:42:57.239 --> 00:43:00.760
to react in different ways, so
that in effect, they're training children to

538
00:43:00.880 --> 00:43:06.239
be very very unconcentrated, not able
to concentrate for longer than five to ten

539
00:43:06.320 --> 00:43:10.159
seconds, and that is an issue
particularly at school, but also as they

540
00:43:10.159 --> 00:43:14.559
get into the workforce, and you
can see it everywhere. And the third

541
00:43:14.599 --> 00:43:17.320
bit, the third part of it, which made some quite dangerous busy kit

542
00:43:17.440 --> 00:43:25.639
is is the whole thing around sleep
and the effect that the phone has on

543
00:43:25.719 --> 00:43:32.719
the sleep cycle. So very very
again I'm really simplifying here, but the

544
00:43:32.880 --> 00:43:40.559
brains sleep patterns are governed by light, and the phone gives off a very

545
00:43:42.039 --> 00:43:45.960
intense white light that kind of mimics
daylight and which tricks the brain into thinking

546
00:43:45.960 --> 00:43:52.519
it shouldn't be releasing chemicals like melatonin, which allows the body to know when

547
00:43:52.519 --> 00:43:55.719
it's time to go to sleep.
And yet we allow our kids to take

548
00:43:55.760 --> 00:44:00.719
their phones into their beds and start
texting and doing all things that they do

549
00:44:00.880 --> 00:44:02.800
in bed with this great big white
light shining at them. And telling them

550
00:44:02.840 --> 00:44:08.800
not to go to sleep, and
lack of sleep has been shown and numerous

551
00:44:08.800 --> 00:44:17.199
studies to lack of sleep worsens concentration, worsens memory, It reduces the ability

552
00:44:17.199 --> 00:44:22.840
to cope with stress, It reduces
problem solving skills, creativity, all of

553
00:44:22.880 --> 00:44:25.920
these things are things that you need
in the classroom and in the workplace.

554
00:44:28.000 --> 00:44:34.800
And I just the last three four
years, it's incredible what you see in

555
00:44:34.840 --> 00:44:37.360
the classroom, where as kids in
there who can barely keep their eyes open

556
00:44:37.679 --> 00:44:42.559
because they've been on the phone all
night, and that is an issue.

557
00:44:42.559 --> 00:44:45.320
And for me, as a parent, I think the greatest gift you can

558
00:44:45.360 --> 00:44:51.519
give to your child is to teach
them and get them into a regular sleep

559
00:44:51.519 --> 00:44:55.119
pattern that allows them to get eight
nine hours sleep whatever it is that you

560
00:44:55.159 --> 00:44:59.920
decide is the right number every night, so that when they get to school,

561
00:45:00.199 --> 00:45:02.239
they learn better, they concentrate better, they have better relationships with other

562
00:45:02.280 --> 00:45:08.440
people, and they get better grades
as a result. Well, I'm convinced,

563
00:45:08.519 --> 00:45:12.320
certainly. So what do we need
to do, Edward? Do we

564
00:45:12.480 --> 00:45:15.079
just take the bones away at night? What do we need to do?

565
00:45:15.719 --> 00:45:20.719
Well? This is again very very
difficult, and it's nobody is saying this

566
00:45:20.800 --> 00:45:24.079
is easy. But the way that
I like to look at it is one

567
00:45:24.079 --> 00:45:30.800
of the reasons that phones are so
fantastic fun is because when you use it

568
00:45:30.920 --> 00:45:35.400
and you get you know, send
off texts and get replies back, and

569
00:45:35.440 --> 00:45:37.960
you get lightd on Facebook and that
sort of stuff, it releases a little

570
00:45:37.000 --> 00:45:44.039
tiny boost of dope. Mean and
don't Mean is a great drug in in

571
00:45:44.199 --> 00:45:46.519
that it makes you feel happy,
and it makes you it makes you feel

572
00:45:46.519 --> 00:45:51.480
happy, but it is an incredibly
adjective drug. It's the same drug that

573
00:45:51.519 --> 00:45:55.039
you released when, for instance,
you get into gambling or drinking or smoking.

574
00:45:55.599 --> 00:46:00.760
It's the same same drug. And
what I try. The thing that

575
00:46:00.920 --> 00:46:04.519
really brought it out to me,
particularly with my teenagers, was the idea

576
00:46:04.679 --> 00:46:09.920
that if you went into your child's
bedroom and you found a empty bottle of

577
00:46:10.000 --> 00:46:14.320
vodka on the pillow pillow next door
to him or her, you would go

578
00:46:14.440 --> 00:46:16.920
ballistic and you'd have a few words
to say. And yet you go into

579
00:46:16.920 --> 00:46:22.840
the into that room and you see
a telephone mobile telephone still on right next

580
00:46:22.840 --> 00:46:25.679
door to their face or and as
my son the other day had it on

581
00:46:25.719 --> 00:46:31.239
his on his back, and and
and we are to truck pushers. That

582
00:46:31.280 --> 00:46:35.840
phone belongs to us. It don't
belong to the kid. We paid for

583
00:46:35.880 --> 00:46:38.360
it, We paid for it to
function, We pay for the it to

584
00:46:38.519 --> 00:46:45.599
be connected to the Internet and to
the and to all all the networks.

585
00:46:45.360 --> 00:46:49.639
And yet I very often go in
and people say, but I can't take

586
00:46:49.639 --> 00:46:52.599
the phone off them because it's there. It's not it's not that it's yours.

587
00:46:52.840 --> 00:46:59.960
And again that is going to be
the big the big challenge I suppose

588
00:47:00.440 --> 00:47:06.320
for both us but also for our
kids is this bit of kit is one

589
00:47:06.320 --> 00:47:10.079
of the most powerful bits of kit
that the world has ever invented. I

590
00:47:10.119 --> 00:47:15.239
think you can talk to people across
the world instantaneously. You can influence millions

591
00:47:15.280 --> 00:47:20.599
of people just by sending out the
odd bit of text. You can do

592
00:47:20.719 --> 00:47:23.480
things now with that, you can
find information out, you can solve problems.

593
00:47:24.639 --> 00:47:30.119
It is such an incredible tool that
we never had in our generation.

594
00:47:30.559 --> 00:47:37.519
And yet it is so so very
dangerous, and so there has to be

595
00:47:37.519 --> 00:47:40.559
an education piece as to how to
use this tool for the good of the

596
00:47:40.599 --> 00:47:45.320
world, to make the world a
better place, and for it not to

597
00:47:45.360 --> 00:47:50.440
destroy people. And yet the teachers, I, you and me, we're

598
00:47:50.519 --> 00:47:54.159
just trying to catch up. We're
trying to catch back into a position where

599
00:47:54.159 --> 00:47:58.679
we know more and the kids are
hopelessly addicted, so they're not going to

600
00:47:58.719 --> 00:48:01.639
be doing a teaching So where's this
teaching going to come from? And that

601
00:48:01.719 --> 00:48:06.199
is going to be That is going
to be a key piece I think for

602
00:48:06.440 --> 00:48:08.719
this next generation is to learn to
use the tool for what it is to

603
00:48:08.800 --> 00:48:13.360
change the worldware out of place,
and to avoid the pitfall that it is

604
00:48:13.519 --> 00:48:22.679
associated with an incredibly addictive and life
destroying drug. This is such a profound

605
00:48:22.760 --> 00:48:24.199
conversation, which is of course when
I wanted to have you on the show,

606
00:48:24.239 --> 00:48:28.079
and it is provocative. You and
I talked about the fact that the

607
00:48:28.119 --> 00:48:30.559
content that we knew we were going
to talk about was going to be provocative,

608
00:48:30.599 --> 00:48:31.960
and I wanted to be part of
the process to help bring this to

609
00:48:32.039 --> 00:48:37.519
light. So part of what you
also said when we were talked before about

610
00:48:37.639 --> 00:48:42.000
about the whole notion of cell phone
usage is that when in fact it should

611
00:48:42.000 --> 00:48:45.199
be something that makes everything so much
better, it actually makes us more insecure.

612
00:48:45.840 --> 00:48:50.000
Would you say more about that?
Yeah, Again, it's sort of

613
00:48:50.039 --> 00:48:57.159
HARKing back to this social media thing. Is that again you are you are,

614
00:48:57.320 --> 00:49:06.599
you can be a victim because everyone
has the power to effectively do you

615
00:49:06.639 --> 00:49:14.480
over online and make your life very
very uncomfortable. And so I think if

616
00:49:14.480 --> 00:49:21.880
something bad happened in your class before
social media, before worldwide transmission, you

617
00:49:21.920 --> 00:49:23.199
know, there'd be a select number
of people that you wouldn't be able to

618
00:49:23.239 --> 00:49:27.159
look in the eye for a number
of days or weeks. But now you

619
00:49:27.199 --> 00:49:30.079
don't know who it is, and
it's everybody. It could be everybody.

620
00:49:30.960 --> 00:49:37.079
So that's going to cause insecurity and
unhappiness and all of those things. But

621
00:49:37.119 --> 00:49:42.639
again, it's about it's about education. It's like, you know, young

622
00:49:42.679 --> 00:49:47.800
people should well, we should probably
be encouraging young people to be more confident

623
00:49:47.840 --> 00:49:53.079
about themselves and their abilities and to
focus on those and also the relationships that

624
00:49:53.119 --> 00:49:58.320
they have with other people who you
know, real friends, real people that

625
00:49:58.360 --> 00:50:00.039
you care about. Those are the
people that we should be focusing on,

626
00:50:00.239 --> 00:50:05.320
not on some random person who happens
to be a friend of yours on Facebook.

627
00:50:07.679 --> 00:50:12.480
I certainly agree with that. Certainly, We've just got a couple of

628
00:50:12.480 --> 00:50:14.599
minutes left here, Edward, and
I always like to be able to give

629
00:50:14.639 --> 00:50:16.719
my guests a chance to be able
to close the show. I feel like

630
00:50:16.800 --> 00:50:21.039
look final parting thoughts, what would
you like to leave our listeners with today.

631
00:50:22.840 --> 00:50:27.639
Well, there's a whole ton of
stuff that I could talk about,

632
00:50:27.760 --> 00:50:31.400
but I think possibly the best advice
that I could give is to get hold

633
00:50:31.599 --> 00:50:37.440
of a couple of copy of Carol
Dwex' book Mindset. And the reason I

634
00:50:37.480 --> 00:50:40.440
say that is I'm reasonably dyslexic.
I'll find it very hard to read books,

635
00:50:42.039 --> 00:50:45.440
and this book I couldn't put it
down. I probably read it in

636
00:50:45.480 --> 00:50:49.159
one or two sessions. And when
I read it, I thought, this

637
00:50:49.320 --> 00:50:52.840
is about me. It's about the
relationships I have. It's about the way

638
00:50:52.480 --> 00:50:55.360
I think about the stuff. And
then I gave it to my wife and

639
00:50:55.400 --> 00:50:59.119
she said exactly the same thing,
not that it was about me, but

640
00:50:59.159 --> 00:51:01.199
there was about her. And then
she took it into her company and she

641
00:51:01.239 --> 00:51:05.880
gave that book to everybody in her
department because she felt that they needed to

642
00:51:06.360 --> 00:51:09.280
look at it. And it is
about not what you do in your daily

643
00:51:09.320 --> 00:51:14.199
life, but it's also you know, the relationships you have with your kids,

644
00:51:14.199 --> 00:51:16.960
with your spouse, with with other
people that you meet on a day

645
00:51:17.000 --> 00:51:21.440
to day basis, and about how
you learn how and how sometimes you don't

646
00:51:21.519 --> 00:51:23.559
learn and you make the same mistakes
over and over again. Because you're not

647
00:51:24.000 --> 00:51:30.079
learning, So that would be my
main thing that I would encourage people to

648
00:51:30.079 --> 00:51:34.119
to get hold of that particular book. And of course we've written a book.

649
00:51:34.119 --> 00:51:37.360
It's not called release You're in a
drive with Fuck, it's because you've

650
00:51:37.400 --> 00:51:39.880
got lots of pictures in it because
I like looking at pictures, so well

651
00:51:39.880 --> 00:51:45.000
worth buying out for your kids.
Wonderful way to finish, Edward. I

652
00:51:45.119 --> 00:51:49.400
have completely and thoroughly enjoyed this important
conversation and I wanted to help bring it

653
00:51:49.440 --> 00:51:52.119
to light. So thank you for
joining us today. Thank you very much

654
00:51:52.119 --> 00:51:55.840
for having me on your show.
Do you will learn more about Edward Watson

655
00:51:55.880 --> 00:52:00.119
and the work that they do in
your drive? Visit their website It's www

656
00:52:00.199 --> 00:52:07.360
dot Innerdrive dot co dot uk,
so Innerdrive dot co dot uk, and

657
00:52:07.440 --> 00:52:10.599
definitely do check out his book.
I think that your perspective on duct work

658
00:52:10.960 --> 00:52:15.119
has added to mine. So that
was an incredible If there's anything like that

659
00:52:15.159 --> 00:52:17.719
in a book, then by all
means, let's all read that and join

660
00:52:17.800 --> 00:52:22.000
us next week for another conversation to
help you more meaningfully and productively connect with

661
00:52:22.039 --> 00:52:23.400
your work. See you next week, and remember that work is at one

662
00:52:23.440 --> 00:52:32.400
third of our life, so let's
Work on Purpose. We hope you've enjoyed

663
00:52:32.400 --> 00:52:37.360
this week's program. Be sure to
tune into Working on Purpose, featuring your

664
00:52:37.400 --> 00:52:42.360
host, Elise Cortes, every Wednesday
at six pm Eastern Time three pm Pacific

665
00:52:42.400 --> 00:52:46.880
time on the Voice America Empowerment Channel. This week, find your life's purpose at work