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Enterprise Coaching is Being Broken

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Broken
Broken

I get so frustrated when I see a 4 day enterprise coaching course being commissioned that pays little or no attention to what makes the role of the enterprise coach different from the business adviser.

I witnessed one recently, delivered by an Enterprise Agency (so they MUST know what they are talking about) that started with a half day on ‘Building  empathy and rapport’ (this should have been subtitled ‘Using psychological flannel to manipulate your client’) before going on for a full three days about ‘business planning’, ‘marketing’ and ‘finance’.  It even included a ‘very useful’ glossary of financial terms that every enterprise coach should know (things like profit, loss, break-even and cash flow).  Essentially it was a four day course of basic business advice re-branded ‘Enterprise Coaching’.  SFEDI accredited which is handy, except as far as I know SFEDI have yet to do develop any standards for Enterprise Coaches (which makes me wonder how they can accredit the course)!

  • The challenge facing the enterprise coach is NOT to provide business advice to people living in areas of deprivation.
  • It is NOT to help people who want to start a business to develop viable business plans.
  • It is not to sell them places on workshops or training programmes – even if this is what mis-guided funders incentivise them to do.

It IS to:

  • make connections in communities
  • become trusted
  • have structured conversations that help people to uncover their aspiration and to get back in touch with their potential,
  • help people assess their options and choices and make decisions that are most likely to help them make progress with their lives.
  • to engage with pre-contemplators and to help them contemplate.  It is to help contemplators to prepare for change and to ensure that they can access relevant, high quality and personalised specialist services.

Enterprise coaches develop people.

They unstick people.

They help people to grasp the possibility and practicalities of progress.

They help people to get in touch which their enteprising soul.

They build social capital, they put people in touch with fellow travellers and with sources of specialist support.

They work on shaping social contexts to make them more supportive of enteprise.

Some of the people they work with will go on to develop businesses.  Others will go back into education and skills, some will remain as before.

After a relationship with a skilled and powerful enterprise coach each one of them will have been challenged to think about what they want to get from life and how they are going to get it.

They may not have had ‘Break-even’ explained.

The concept of enterprise coaching is being broken.

It is being broken by bureaucrats who believe that the best way to increase start up rates is to put watered down business advisers into deprived communities to push self employment and entrepreneurship.

It is being broken because the enterprise industry is exploiting an opportunity to re-package ‘bog standard’ business advice under another name and sell it to unsuspecting and ill-informed regeneration commissioners.

It is being broken because Reality TV and the media at large insist on promoting the ‘Entrepreneurship Fairytale’ in which all that is needed is a good idea and few hours with a business adviser.

It is being broken because we lack a brave, positive and long term approach to developing more enterprising communities.

It is being broken because we are not seriously trying to engage the disengaged in making a better life.

Anyone ready for a change?

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.