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Hunger for Inspiration

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Our chief want is someone who will inspire us to be what we know we could be

Ralph Waldo Emerson

I think this offers us some powerful, but largely ignored, clues as to how we should design our enterprise development services.  We need to offer a service that helps people to seek, find and, crucially, act on their inspiration.

Their inspiration – not our policy goals.

Their inspiration – not ‘our’ desire to get ‘them’ off benefits or back into work.

Their inspiration – not our idea of ‘opportunities’ designed to meet employer demands.

Because the reality is that MOST enterprise development services are not designed to inspire.  They are designed to teach people how to commoditise themselves.  How to ‘fit in’ with the needs of the economy.

Take a good, honest look at your services.  Are they really designed to develop the users agenda – or to channel them into ours?

Perhaps this is why we are continually engaging ‘inspirational’ speakers in the false hope that we can somehow put back into our service a missing essence.  An essence that will always be missing until we change the assumptions around which our enteprise services are built.

The cornerstone of a service based on the hunger for inspiration would be a relationship in which users can be open and honest about their hopes and aspirations.  A relationship, not a workshop, or a series of workshops or advice.  A relationship.

A relationship that recognises that development takes time.  That it will feature highs and lows, lapses and relapses.

Because it is only in a relationship, characterised by compassion, competence, respect, belief, optimism, commitment and skill that people will be open and honest about their hopes and dreams and start to get in touch with what inspires them.  It is only in such a supportive relationship that people will really dare to dream and act.  It is I believe only through a relationship that people can really find inspiration and the resources for transformation.

  • So how would we market such a service?
  • Where would we find clients?
  • How would we pay for it?
  • Who would manage it?
  • What might we expect from it in terms of outputs and value for money?

But the big question that always gets asked here is about affordability.  A genuinely personalised service.  Delivered primarily through 121 conversations – isn’t that ridiculously expensive?  Well no its not.  The numbers stack up well in comparison to competing services.

The real challenge here is changing the mindset of service suppliers and commissioners.  Helping them to recognise that our communities are not full of the feckless and ignorant who need to be fixed.

They are full of people seeking inspiration and the power to act effectively on it.

Full of people who would love to become the kind of person that they know they could be.

As soon as we start designing our services around these assumptions we might get some much more positive results.

Interested?

The End of (Enterprise) Education?

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My eldest daughter came home from school last week with something like 10kg of university prospectuses.  She spent much of the week-end browsing the frightening range of courses available. 

And it got me thinking about whether the compulsory education that she has experienced so far, all 13 years of it, have really provided her with an excellent platform for wealth and fulfillment in her adult life.  And the result of my pondering was:

  1. As a premise I believe that education is at its best when it socialises people into the obligations and freedoms of active citizenship, and immunises them against imprisonment by the gilded cages of consumerism.  So why does so much (enterprise) education appear to be about the development of the next generation of employer fodder/entrepreneurs/snake oil sellers?
  2. Is this because we are failing to teach the real meaning of ‘social enterprise’ now that it has become embedded in what Todd Hannula describes as ‘agency led mush’? 
  3. Have we ever properly taught the notion of social enterprise?  Is it really more the the pursuit of ‘enlightened self interest’ in the marketplace?
  4. To release prodigious human energies and good will we must learn how to help people find powerful narratives that give meaning and direction to their lives.  
  5. We must help them to learn about themselves at least as much as we should help them learn about the world outside of them.
  6. We must encourage them to explore what they love and who they can become in pursuit of their potential.
  7. We must educate them to properly understand their own self interest and how this fits with the self interest of others in a mutually sustainable and progressive community. 
  8. We must help them to become experts in using power in pursuit of mutual self interest.
  9. We must help them to build their power in creating the kind of future that they want to see for themselves and for the diverse communities that live on spaceship earth.

Perhaps consideration of these statements might just help us to realise ‘the end of (enterprise) education’.

Teaching Enterprise and Entrepreneurship (or any other Significant Learning)

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When I did my teacher training back in 1986 I remember having my world rocked by a book called ‘Teaching as a Subversive Activity’ by Neil Postman and Charles Weingartner.   They make reference to a piece by Carl Rogers in ‘On Becoming a Person’.

“Rogers concludes:

  1. My experience has been that I cannot teach another person how to teach.
  2. It seems to me that anything that can be taught to another is relatively inconsequential, and has little or no significant impact on behavior.
  3. I realize increasingly that I am only interested in learnings which significantly influence behavior
  4. I have come to feel that the only learning which significantly influences behavior is self-discovered, self appropriated learning.
  5. Such self-discovered, truth that has been personally appropriated and assimilated in experience, cannot be directly communicated to another.
  6. As a consequence I have realised that I have lost interest in being a teacher

Rogers goes on to state that the outcomes of trying to teach are either unimportant or hurtful and that he is only interested in being a learner.  Some of our students react to this statement snidely, claiming that Rogers feels this way because he is a bad teacher.  Honest, but bad.  Others seem deeply disturbed by it and seek clarification on what Rogers means by ‘significant learning’.  We then produce Roger’s definition of the term, which is stated in the form of specific behaviours.  They include:

The person comes to see himself differently.

He accepts himself and his feelings more fully.

He becomes more self-confident and self directing.

He becomes more the person he would like to be.

He becomes more flexible, less rigid in his perceptions.

He adopts more realistic goals for himself.

He behaves in a more mature fashion.

He becomes more open to the evidence, both of what is going on outside of himself and what is going on inside of himself.”

Powerful stuff.  What Rogers seems to be saying is that what we can teach, in the traditional sense is more or less trivial.  However what the student can learn from the process is potentially transformational.

I think Rogers was onto something here, something that is particularlypowerful for those of us charges with ‘teaching enterprise’.  If we really want to develop more enterprising students then perhaps we should focus less on classes about marketing, branding, cash flow and taxation and more on providing and reviewing experiences that are designed to develop ‘Significant Learning’.

Because Rogers’ definition of  ‘Significant Learning’  looks a lot like ‘more enterprising’ to me. 

Thoughts?

Creative Business in Mumbai – Swami Art

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Thanks to Patrick Burgoyne, editor at Creative Review for pointing me in this direction.  A wonderful profile of a small creative business in India with a very honest story of how they have evolved.

[youtube=http://www.youtube.com/watch?v=qUujkS-AI_s]

I’d love to know what ‘take-aways’ you get from this.

For me it is about skill, style, creativity, knowledge of the market, right location, right price, stunning and rapidly evolving product and the risks of legislation.