Degrees Aren’t Enough: Why Graduates Still Aren’t Job-Ready

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The topics and opinions express in the following show are
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solely those of the hosts and their guests and not
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What's working on Purpose? Anyway? Each week we ponder the
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answer to this question. People ache for meaning and purpose
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at work, to contribute their talents passionately and know their
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lives really matter. They crave being part of an organization
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that inspires them and helps them grow into realizing their
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highest potential. Business can be such a force for good
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in the world, elevating humanity. In our program, we provide
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guidance and inspiration to help usher in this world we
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all want Working on Purpose. Now, here's your host, doctor
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Elise Cortez.
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Welcome back to the Working on Purpose program, which has
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been brought to with passion and pride since February of
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twenty fifteen. Thanks for tuning in again this week. Great
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to have you. I'm your host, doctor Release Cortes. Most
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leaders are sitting on untapped human energy, and I help
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them unlock it. I'm an organizational psychologist, logo therapist, workforce
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advisor and the founder of the Gusto Now movement. But
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the title that I really love is much simpler. I
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traffic and energy. That's my jam, not the surface level
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motivation or another employee engagement initiative, but the deeper force
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what I call Gusto, the life force of performance that
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drives commitment, perseverance, and genuine ownership of a shared admission
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in the clients we serve. EVE only more beouts on
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how we can work together at gustodashnow dot com or
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my personal site, Eliscortes dot com. Getting in today's program
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we have with us Alexandra Levitt. She's the founder and
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CEO of Inspiration at Work, a woman owned futurist consulting
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business with the goal of preparing organizations and their employees
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to be competitive and marketable in the future business world.
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She's the author of several books, with her latest one
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co author called Make School Work, Solving the American youth
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employment crisis through work based learning and so out. Now
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we'll be talking today about the widespread problem of preparing
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youth for the workforce, how necessary upskilling is spearheading the
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direction of education and the approach she and her co
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authors advocate for solving the early workforce preparation problem. She
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joins us today from Chicago. Alexandra, Welcome to Working on Purpose.
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Thanks so much, Elise. It's great to be here.
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Isn't it great to be hanging out together? Absolutely well,
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let's celebrate this beautiful thing you brought into the world here.
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I love to be able to show this. I'm one
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of those people who still likes reading actual physical books
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and I use them to decorate my house, So thank
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you for the decoration.
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You're welcome if you enjoy what's inside us.
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I did, I did, which we're going to talk about.
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So let's just first, since I know quite a bit
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about you, having read your book and of course looking
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at your website and your LinkedIn, but our listeners and
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viewers don't, so if you could just start by introducing
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yourself and help us understand why you're so committed to
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helping young people enter the workforce. Prepared to work and
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earn a sustainable living wage.
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Sure. Well, first of all, I like to explain what
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a workforce futurist is, because most people are shaking their
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heads and saying, I've never heard of that job title. Well,
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just like the advice that I give others, I've morphed
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and pivoted with my own job title over years as
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I've determined what clients are looking for as a consultant.
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And I became a workforce futurist kind of informally as
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a result of a book that I wrote now over
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twenty years ago called they Don't Teach Corporate in College.
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And when the book came out, I was really just
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this twenty seven year old kid myself who I had
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a story of being a high achieving student and going
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out into the business world and failing in my first
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several jobs and going to the Dale Carnegie course and
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having a light bulb go off and say, someone should
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really tell other twenty somethings what they need to do
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to be successful. I can be that person wrote the
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book and really just intended it to be a side project.
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But I over time started getting asked by HR teams,
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in particular if they could advise on the future of
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this new prop of twenty somethings in town called the millennials.
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Millennials were making a huge splash at the time, and
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we didn't really know what to do with them. We
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had never seen the types of behaviors that they exhibited before,
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and so I was forced into a position of having
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to forecast what I thought the millennials would be like
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as they grew into their careers and as leaders. And
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at first that was just a bunch of quantitative research,
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just talking and surveying a ton of people. But over
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time I learned the method to the madness of the
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practice of strategic foresight, and over time I have gotten
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a little bit better at the scientific practice of this
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and doing it in a more formal way, as you
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might say, And it's been a ton of fun. The
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only way to know if you're any good as a
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futurist is to wait, and so it has been toughly
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entertaining to see my forecast that have come true and
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have not come true over the years. And for those
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of you who are again still pondering the term futurists,
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it really just means somebody who looks at trends that
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are coming up through whatever environment you're in. So in
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my world, it's the business world and tries to make
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an educated determination based on signals about what has the
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potential for disruption. And so we look at the education
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to work transition as being ripe for disruption and being
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one of those sticky, thorny problems that especially here in
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the US are dealing with. It is a global phenomena,
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but I think it's a little bit worse here in
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the sense that we have all of these new college graduates,
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very talented young people, and we simply, for a variety
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of reasons, do not have the jobs for them right now.
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And so we see stagnancy in the career launch of
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these young people. And so is there a better way?
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We think there is. And so when I met the
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folks at GPS Education Partners that were making a real
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difference in the West, trying to provide really high quality
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work based learning to high school students so they could
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then make a good decision about whether a four year
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college was the right next step for them. And it's
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been a journey, it's been a lot of fun, and
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I look forward to telling you all about it.
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Thank you. That was beautiful. It's wonderful to see your passion.
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And I want more people to be able to lean
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into their passion. And that's something I want to get
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to in just a second. But before we do, let's
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just sort of situate. You know, there's a real disconnect here.
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We have young people who are coming out of high
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school or maybe even finishing college, and they need to
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land their first job, and they don't have the experience
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or the skills to do that. At the same time,
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the US labor shortage sits at seventy percent, you say
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in your book, which is five points below the global average.
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And so what that means is that seven and ten
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employers are unable to find suitable workers for their job vacancies.
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I mean, this is just a crazy like mismatch here.
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Yeah, and this has been the case for quite some time.
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People like to blame it on AI and say, well,
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AI is the reason that college grads don't have jobs anymore,
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But we have always seen this gap between the positions
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that are available to be filled and the individuals who
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are ready and willing to take those positions. Here in
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the US. That's been a problem since I got into
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this space. Twenty years ago, and so it's only becoming
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more urgent. But it's not a particularly new problem. Unfortunately,
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it's one we haven't solved. But that's what we're here
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to do with Make School Work. We hope that we're
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posing one realistic and really practical solution to this quandary
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that we've been facing.
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I really appreciated the forward by Geen Eddie, who is
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the executive chair of the American Student Assistance. I love
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that she talked about the idea of helping students find
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their eke guy. I've had eke guy authors on my
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show before, and I was so delighted that that showed
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up in the book. And so those of you who
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don't know what eke guy is, it's a Japanese concept
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and it really speaks to like it kind of means
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something like what makes for a good life, life right,
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And so I love that, you know, she's mentioning here,
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she says, helping more young people they deserve to find
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their eke guys. She says that intersection of what they
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are good at, what they can be paid for, what
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the world needs, and there it is their passion. So
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I really appreciate this idea that you're trying to right
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out of the gate. Help you do that so they
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don't come to us or to me when there are
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forties and fifties and they just you know, hate their
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life and hate their job and wonder why they made
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this choice. So I want to celebrate that. And if
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you want to speak a little bit too, a little
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bit more of the spirit of what the GPS is
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trying to do with this regard, and we'll get more
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into the mechanics of it later, but at least let's
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start with how they're trying to help.
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Yeah, I think the critical thing is that we're providing
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or not me, but the GPS Education Partner programs are
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providing young people with information and choices. So when I
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was going through school, really there was only one choice
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given to me, and that was get enough good enough
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grades and do well enough that you will go to
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a good four year college. Once I got into the
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four year college, really nobody thought much about what I
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was going to do after that, and it was up
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to me to figure out, Okay, I have all this education.
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Now he might translate that to something that is actually marketable,
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will actually pay me a living wage. And now we
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see that the opportunities exist with employers facing increasing labor shortages,
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as you mentioned, to bring in high school students who
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are not just doing a job shadowing and not just
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doing a tour of the facility, but are actually working
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as entry level professionals and apprentices on let's say, a
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manufacturing shop floor, and they're doing this for a period
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of time so that they actually become an integrated part
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of that employer's team, which provides us all sorts of benefits.
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It provides the student with information and experience. Maybe they
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loved it and maybe they didn't, and the information that
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they got about what they don't like is just as
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important as the information about what they do like, So
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that's still a valuable experience, and they get that information.
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They also learn a lot more about how to work,
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which is not a skill that you just get. I mean,
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my own story is proof of that. My goodness, it
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took me five years to get it together and figure
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out the professional human skills that were necessary to be successful.
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And when you are working as a sixteen or seventeen
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year old high school student in a professional environment, you
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start to learn even really basic things at least like
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if I don't show up for a gig on time,
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or I don't show up for my job on time.
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I'm not just affecting myself, I'm affecting my entire team.
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And my team has families to support, so every time
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I let them down, there are real world consequences to that,
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and that is something that just most teenagers do not
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get exposure to. So by the time they graduate, they
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really are in a position to make a decision. Can
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I continue to work. Do I like this job? Do
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I like this industry? Do I see it as something
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I could continue to pursue and move up in? And
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if so, does my employer think I need additional education
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right now? And if they do, is it something they
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might help me pay for? So you get a little
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bit out of the debt situation that a lot of
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students find themselves in, or they might decide, Okay, well
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now I'm going to go to a four year college,
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but I'm much more targeted in what I want to
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do there, and I know how that college education is
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going to translate into a job when I get out.
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And so I think those are the values that are
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provided to the students. And another thing that we see
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a lot and we don't really think about or talk about,
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is the positive impact on the employees themselves who are
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working in an environment where an opportunity for mentorship can
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be golden. For people who maybe they feel stagnant in
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the job, maybe they feel like there's nothing more to
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learn or nothing more to teach, maybe they're worried about AI,
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i'd have all types of things going through their minds.
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But here's a young person who can really benefit from
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your expertise and you can really take under your wing.
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And we see that as an enormous impact on employee
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engagement and job satisfaction in existing employees.
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Yeah, and what I appreciate to even just still on
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the forward, just talking about there were so many ways
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to be able to educate, help prepare these youth for
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working apprenticeships, internships, company based programs. I love the stackable
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macro credentials, stemcams, community learning. You know, for me, as
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I read the book, you reminded me that for me,
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I grew up in a small town in northeastern Oregon.
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When I graduated high school, Alexandra, the population was four
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thy eight hundred, and I had one single, single ambition,
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and that was to get the heck out of there.
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And so I got a co op job in my
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senior year of high school and I was just answering
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phones in this pumping company. But the owner would call
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in from Portland and he liked my work ethic and
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the way that I interacted on the phone, and he
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said this magical phrase to me one day, said, if
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you ever find yourself in Portland, you've got a job
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with me. And that was my first job. That's how
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it happened. I just shuddered to think how I would
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have flailed if I didn't have that kind of conduit
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and that kind of preparation.
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And that's the beauty of work based learning. And you
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essentially did a work based learning assignment. You established a relationship,
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You learned enough about it so that you could hit
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the ground running, come on board right away, and not
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need as much of a training period. And that's how
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we hope this will work. And of course we can't
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promise every single person who goes through a work based
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learning program is going to end up working at the company.
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It's not the only solution to your pipeline issues. But
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I think what it does do in the community that
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you're in, is it fosters this sense of yes, we
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are going to take care of our own. We are
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going to look at the high school students in their area,
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and if they don't necessarily end up working for us, like,
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they'll still be working in our community and helping our
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community have the jobs filled that they need so that
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companies don't have to leave the community to go somewhere
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else because they don't have enough people, which we see
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happening a lot.
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Well. And as you say in the book, of all
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of this really hinges on this idea of public private
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educational collaboration and that's expanding. So if you could speak
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a little bit to that, this whole three P sort
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of approach.
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Yeah, I mean, I think it's it's tricky, and that
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is the one thing that we say about work based learning,
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especially what we deem high quality work based learning. It's
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not a particularly easy thing to do. And because of
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exactly what you're talking about, we do require in order
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to start one of these programs from scratch. There are
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a lot of stakeholders that are involved in the education
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of young people. So of course you have the individual
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school districts and the individual schools, you have public policy advocates,
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so this could be a nonprofit organization or even a
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government organization, and you have the employers, and so there
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are a lot of different parts here that may come
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to the table with agendas that don't exactly match up
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and objectives that might be slightly different. And so the
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role of an effective work based learning we call it
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a convener, is to gather all of these people in
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the same room, determine what are the similarities and differences
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in what they're trying to achieve, and develop a partnership
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that is truly a win win for everyone. And I
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think that it is tough, and we don't like to
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tell people that this is an easy thing to do,
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but it is doable. And as we said, this is
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a space that is ripe for disruption. So it's not
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like everyone in these organizations and schools and companies as
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being like, yeah, that our system works just fine as
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it is. Everybody recognizes that the system is fundamentally broken
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and we have to do something to change it. So
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the goal is, all right, if we want to get
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people to change, how do we get them to do
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that change in the most palatable, easy way possible. And
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that's what we try to do. When we bring everyone
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together for a work based learning program.
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Beautiful Alexandra, let us let our listeners and viewers dwell
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on what we've been talking about so far. We've been
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talking about the widespread problem of preparing youth for the workforce.
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I'm your host, doctor Relise Cortes. We've got on air
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with Alexandra Levitt, who's the founder and CEO of Inspiration
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at Work, a woman owned futurist consulting business with the
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goal of preparing organizations and their employees to be competitive
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and marketable in the future business world. When we come
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back from the break, we're going to talk about how
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necessary upskilling is spearheading the direction of education. We'll be
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right back.
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Doctor Elise Cortez is a management consultant specializing in meaning
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and purpose. An inspirational speaker and author, she helps companies
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visioneer for a greater purpose among stakeholders and develop purpose
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inspired leadership and meaning fuse cultures that elevate fulfillment, performance,
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and commitment within the workforce. To learn more or to
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invite a lease to speak to your organization, please visit
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her at Elisecortes dot com. Let's talk about how to
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get your employees working on Purpose. This is working on
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Purpose with doctor Elise Cortes. To reach our program today
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or to open a conversation with Elise, send an email
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to a lease A lisee at Eliscortes dot com. Now
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00:17:32.519 --> 00:17:34.119
back to working on Purpose.
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Thanks for staying with us, and welcome back to working
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on Purpose. I'm your host, doctor Release Cortes, as I'm
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dedicated to helping create a world where organizations thrive because
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their people thrive are led by inspirational leaders that help
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them find and contribute their greatness. And we do business
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at Betters the World. I keep researching and writing my
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own books. So one of my latest came out. It's
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called The Great Revitalization. How activating meeting and purpose can
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radically in liven your business. And I wrote it to
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help leaders understand today's workforce. What do they want to
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need to stick around and give you their best And
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then I provide you twenty two best practices for you
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to be able to elevate your leadership and your culture
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to keep them. You can find all my books on
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Amazon or also my personal site at least Cortes dot com.
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If you are just now joining us. My guest is
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Alexander Levitt. She's the author of Make School Work, Solving
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the American Youth Employment Crises through Work Based Learning. Co author,
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I should say, because there's two other authors as well.
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So now that we're talking in this segment about how
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necessary upskilling is spearheading the direction of education, we already
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said it in the last segment, how for your degrees
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are starting to lose their luster. You say that very
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very very directly in your book, and you talk about
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the appeal of micro credentials, and you yourself have done that,
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and you say here in the book that according to Cosera,
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ninety percent of students believe earning a micro credential can
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help them secure a job after graduation. At eighty percent
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of employers believe professional certificate strengthen job application. So there's
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some real need to this here.
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Yeah, And this is one of those trends where I mean,
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I told you least, I'm always honest about where I
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get things wrong and when I get them right, And
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this is one of those things that I would have
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expected to take off a lot more quickly than it did,
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meaning micro credentials, because it just makes logical sense that
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in a world it's getting increasingly more complex, where one
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shot at education at the very beginning of your life
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doesn't really prepare you with all of the skills you
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might need to have a career in different parts of history. Really,
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and if you think about if you have a fifty
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sixty year career, that's a really long time and a
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lot of things change during that period. And so to
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say that you would be done with education at the
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very beginning and that you would never need to learn
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anything else is a little bit It just doesn't make
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a ton of sense to me. And so the idea
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that you could be working in an industry or working
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in a function and you say, hey, I think I
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need some additional skills, for example, in data analytics. Well,
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you don't need to go to a back to a
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four year degree to get a PhD or a master's
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in data analytics unless that's your core job. But if
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you just need that as just something that's in your
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back pocket or something that's a nice adjacent skill for
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what you are doing, then getting a micro credential in
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that is highly efficient and effective. It's a lot of
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times done online. They're either free or low cost, they're
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accessible to the average person, and so What we really
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need to see though, with micro credentials is some kind
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of standardization, because I think there are outlets that are
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sort of universally respected, but there's a lot more courses
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out there when you're just kind of like, I don't
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know who's creating this content, who's vetting this content, and
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I'm not sure if I should, if I'm an employer,
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accept the micro credential, or if I'm just going to
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rest on my laurels and see if they have a
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degree or not in the area of question. But it should,
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in theory, be something that is highly beneficial to everyone
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involved because you can really scale up much more quickly
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doing it through micro credential or certification program than you
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could if you decide every time you need a new
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skill that you're going to go back for an additional degree.
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Yeah. Yeah, beautiful. So you already touched on this here, Alexander,
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but I want to go back to it here because
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you talked about Well, first, let me situate. One of
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the many things I like about your book is I
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love the case studies. So this isn't just an academic greed.
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You're sharing real world examples, and I want to get
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to one here later with IBM of how they're they're
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putting these work based learning programs to work, and so
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we really get to a feel for we could do
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that kind of thing. So one of the things I appreciated.
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You have a section of your book where a gentleman
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named Mike Irwin, who's a retired CEO at Tailored Label Products,
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commented that today's students need a structured, tangible way to
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evaluate career options and that being on the site alongside
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working adults and facing real rewards of consequences mature as
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kids in a way nothing else can. And I completely
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agree with that. I'm so grateful my parents made me
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work for them in their restaurant when I was fourteen
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years old, and I'm that nothing could replace that kind
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of learning.
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Yeah, and you know, we're seeing with our young people's
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stay and I have two teenagers, so I'm getting this firsthand.
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They don't work. And it's not necessarily that they don't
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want to work, it's just it's not pushed, it's not
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really facilitated. It just there's a higher barrier to entry
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in the world of teenage traditional teenage employment. And then
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you have people who are not teenagers who have to
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take traditional teenage employment because they don't have anything else.
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And so the result of all that is that our
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young people are not working at all as much as
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the youth do. And this really widens the gap even
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further as to whether or not they are ready to
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go to work when graduate from school, because a lot
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of times they haven't even had the experience of having
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an internship, or having a retail job or a hospitality job,
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the things that we used to take for granted. A
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lot of young people are not given access to them,
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and so they're really flying blind. And the folks at
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GPS said, no, I love to tell the story of
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my own son because I feel like this crystallizes the
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point of work based learning more than anything at least
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in my life currently. And he is all of his
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life thought he wanted to be an aerospace engineer, and
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he just thought it was cool to like build spaceships
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and build rockets, and we had no way of determining
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what the actual work of an entry level aerospace engineer is.
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So essentially, we were going to spend, you know, hundreds
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of thousands of dollars on a four year degree and
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we have no context for what whether my son will
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actually like the work or not. So it's extraordinarily risky
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where I have to be honest, I haven't had access
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to a work based learning program for him here in
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the city of Chicago, but we did do a nice
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job shadow with the folks at MXD. And at MXD
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they my son learned in pretty much the first ten
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minutes that as an entry level aerospace engineer you are
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not building the rocket. You're not even building a section
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of the rocket. You're not even building a major part
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of the rocket. You were building a single panel on
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that rocket. And was like, whoa, So it's going to
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be a long time before I'm involved in the entire process.
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And they're like, not even necessarily. You may never get
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there unless you're a systems engineer. These are the things
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that unless you're there, you're not going to find out.
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And wouldn't it be nice if my son had had
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that information prior to deciding on this courier?
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Absolutely? Oh my goodness, yeah, absolutely. Well. I mean, you know,
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kids are supposed to declare their you know, their general direction,
483
00:24:54.920 --> 00:24:58.960
but in middle school these days, it's just crazy. Yep, Okay,
484
00:24:58.960 --> 00:25:00.640
So I have to tell you, I was so delighted
485
00:25:00.680 --> 00:25:03.400
when I read about these three types of skills that
486
00:25:03.400 --> 00:25:07.880
the Druz Foundation articulated, which just blew me away. And
487
00:25:07.920 --> 00:25:10.759
of course, you know, why can you share with those
488
00:25:10.799 --> 00:25:12.720
three different skills and kind of how they're different?
489
00:25:13.599 --> 00:25:16.440
Well, I mean, I think I so GPSAID has their
490
00:25:16.480 --> 00:25:19.039
way of defining skills, and I have my way of
491
00:25:19.079 --> 00:25:23.400
defining skills, and they're mostly aligned. I think when I
492
00:25:23.519 --> 00:25:26.640
like to think of skills, I think of things that
493
00:25:26.799 --> 00:25:30.039
are tangible, hard skills that are things you can learn
494
00:25:30.119 --> 00:25:34.160
from reading a book or taking a course. Computer programming
495
00:25:34.240 --> 00:25:36.640
might be an example you talked about we talked about
496
00:25:36.680 --> 00:25:39.720
podcast hosting. That is actually an example of a hard skill.
497
00:25:39.759 --> 00:25:42.319
It's something that is much more tangible. And then you
498
00:25:42.440 --> 00:25:47.799
have more soft interpersonal skills that are associated with how
499
00:25:47.799 --> 00:25:51.119
you get along with people and how you make judgments
500
00:25:51.279 --> 00:25:55.279
and how you apply your intuition, how you solve problems.
501
00:25:55.839 --> 00:25:58.759
And then there are the skills that are sort of
502
00:25:58.920 --> 00:26:03.799
uniquely human skills. So, and I'm also talking about when
503
00:26:03.839 --> 00:26:06.920
I phrase these, I tend to call them pre industrial skills,
504
00:26:07.319 --> 00:26:10.680
which refers to the skills that we all needed before
505
00:26:10.720 --> 00:26:15.039
technology existed. So the skills to just be a person
506
00:26:15.079 --> 00:26:17.880
in the world and do so ethically, responsibly, and with
507
00:26:17.960 --> 00:26:21.079
an eye toward having the most meaningful life possible. So
508
00:26:21.119 --> 00:26:23.400
basically what you were talking about the very beginning with
509
00:26:23.519 --> 00:26:27.240
working on purpose or working with purpose. Human skills allow
510
00:26:27.359 --> 00:26:29.880
us to do that. So I mean, more or less,
511
00:26:29.920 --> 00:26:31.880
we're whether we're talking about it in the book in
512
00:26:31.920 --> 00:26:34.039
the context of work based learning, or we're talking about
513
00:26:34.039 --> 00:26:37.519
it more generally. Most people would agree there are buckets
514
00:26:37.559 --> 00:26:41.440
of skills. And I also love the part of the
515
00:26:41.440 --> 00:26:45.400
book where we talk about durable skills because to me,
516
00:26:45.519 --> 00:26:47.960
that's a little bit of a different dimension in the
517
00:26:48.039 --> 00:26:52.240
sense of I think skills in all three areas could
518
00:26:52.240 --> 00:26:56.680
be classified or not classified as durable skills. It just
519
00:26:56.680 --> 00:26:59.599
depends on what they are. But durable skills are those
520
00:26:59.640 --> 00:27:04.200
that you will need in a variety of different occupations,
521
00:27:04.240 --> 00:27:10.319
in a variety of different scenarios or roles. And because
522
00:27:10.359 --> 00:27:12.680
we have to become as broadly skilled as we can
523
00:27:13.160 --> 00:27:14.759
in a world where we don't know what career we're
524
00:27:14.799 --> 00:27:18.240
going to have next, those durable skills have increasing importance.
525
00:27:18.240 --> 00:27:20.400
We used to call them transferable skills. It's pretty much
526
00:27:20.400 --> 00:27:23.200
just the same thing as that, but I think it's
527
00:27:23.200 --> 00:27:26.359
important that when we look across the dimension of hard, soft,
528
00:27:26.400 --> 00:27:30.039
and human skills, we consider their durability because there are
529
00:27:30.079 --> 00:27:34.319
areas in all three where skills are more durable than others.
530
00:27:35.359 --> 00:27:37.240
Well, of course I picked up on that because you know,
531
00:27:37.279 --> 00:27:39.640
the durable you know in the book are really they're
532
00:27:39.680 --> 00:27:42.000
referencing what they used to be called soft skills or
533
00:27:42.039 --> 00:27:45.000
sexual self actualization skills, and so so much of that
534
00:27:45.200 --> 00:27:48.319
is what we've been doing for our leadership development programs
535
00:27:48.359 --> 00:27:50.119
and our culture work, et cetera, and totally what we
536
00:27:50.200 --> 00:27:52.599
evangelize in the Gusto Now movement, which is really about
537
00:27:52.680 --> 00:27:55.240
doubling down on humanity in the age of a AI,
538
00:27:55.319 --> 00:27:59.279
helping people to learn how to more deeply understand and
539
00:27:59.400 --> 00:28:02.759
live and use their emotions to be able to increase
540
00:28:02.799 --> 00:28:05.200
their effectiveness and being able to relate to you know,
541
00:28:05.240 --> 00:28:08.680
other people, customers, follows, et cetera. All those kinds.
542
00:28:09.599 --> 00:28:10.839
You're living the work right there.
543
00:28:10.920 --> 00:28:13.160
I am, Yes, that's it. So we're champions of this stuff.
544
00:28:13.200 --> 00:28:15.480
So I was just you know, I remember when I
545
00:28:15.480 --> 00:28:17.640
first got into the field, and I was really focused
546
00:28:17.680 --> 00:28:19.839
on more of those soft skills, and people are like, oh,
547
00:28:19.880 --> 00:28:21.880
you know, woo loo soft and now of course they're durable,
548
00:28:22.400 --> 00:28:25.720
so anyway, it just made me giggle. Okay, so just
549
00:28:25.839 --> 00:28:28.039
if we could briefly, I want to if I can
550
00:28:28.759 --> 00:28:31.759
have you situate. You have lots of those case studies
551
00:28:31.759 --> 00:28:33.599
and spotlights in the book, and there was just one
552
00:28:33.720 --> 00:28:38.279
about how IBM helped launch students immediately into the technology workforce,
553
00:28:38.519 --> 00:28:39.839
and if you can say a little bit about that,
554
00:28:39.880 --> 00:28:41.279
you don't have to go in a great detail, but
555
00:28:41.319 --> 00:28:42.480
it help us color it.
556
00:28:43.200 --> 00:28:46.039
So IBM was one of the first I think I
557
00:28:46.039 --> 00:28:48.559
can fairly confidently say that they were one of the
558
00:28:48.559 --> 00:28:52.759
first big Fortune five hundred companies to invest in young
559
00:28:52.799 --> 00:28:57.079
people through boot camps, so essentially having young people come
560
00:28:57.119 --> 00:29:01.359
to IBM or do something that IBM has created in
561
00:29:01.480 --> 00:29:04.200
order to gain a specific skill set so that they
562
00:29:04.240 --> 00:29:07.759
would be better prepared for digital careers in particular. And
563
00:29:07.799 --> 00:29:10.160
what I love about IBM's work is it's not all
564
00:29:10.160 --> 00:29:14.559
self serving. They really do look at that community aspect
565
00:29:14.599 --> 00:29:16.960
that I talked about a few minutes ago, that by
566
00:29:18.079 --> 00:29:20.920
making young people aware and skilled to go into technology
567
00:29:20.960 --> 00:29:24.880
careers in their community, it really benefits everyone. And I
568
00:29:24.920 --> 00:29:27.160
also like the age groups that IBM has worked with.
569
00:29:27.200 --> 00:29:31.640
I mean, they've started pretty young in getting middle schoolers
570
00:29:31.640 --> 00:29:35.200
and high schoolers interested in this by letting them try
571
00:29:35.200 --> 00:29:37.920
the work hands on so they can actually see is
572
00:29:37.960 --> 00:29:40.720
this something I could see myself doing for eight hours
573
00:29:40.759 --> 00:29:44.279
a day every day. And I really admire them because again,
574
00:29:44.319 --> 00:29:46.319
they were one of the first. They put their neck
575
00:29:46.319 --> 00:29:49.680
out to do something that not a lot of companies
576
00:29:49.759 --> 00:29:52.519
were doing. And frankly, it's that companies don't want to
577
00:29:52.559 --> 00:29:55.720
invest in programs like that, and that one was a
578
00:29:55.720 --> 00:29:58.960
lot broader than just having a single work based learning initiative.
579
00:30:00.160 --> 00:30:02.759
It was a huge investment, and I think giving them
580
00:30:02.799 --> 00:30:06.000
credit for that is important because it's something that has
581
00:30:06.000 --> 00:30:09.039
helped all of us in this quest to promote more
582
00:30:09.079 --> 00:30:09.839
work based learning.
583
00:30:10.960 --> 00:30:13.279
That's to know, a big part of what we evangelize
584
00:30:13.279 --> 00:30:14.960
in this program and in my own work. Business can
585
00:30:15.000 --> 00:30:16.759
be such a force for good in the world, you
586
00:30:16.799 --> 00:30:18.960
know when it's really directed here, and we have such
587
00:30:18.960 --> 00:30:21.759
an opportunity to partner, as you say in the book,
588
00:30:22.279 --> 00:30:24.799
with public organizations public agencies to be able to bring
589
00:30:24.839 --> 00:30:27.680
about these necessary changes. So all that to say, thanks
590
00:30:28.000 --> 00:30:32.079
for writing the book. Amazing. Let's grab our next break here.
591
00:30:32.119 --> 00:30:34.000
I'm your host, doctor Release Cortez. We' are on the
592
00:30:34.000 --> 00:30:36.599
air with Alexandro Levitt. She's the founder and CEO of
593
00:30:36.680 --> 00:30:40.440
Inspiration Network, which is a woman owned futurist consulting business
594
00:30:40.480 --> 00:30:43.039
with the goal of preparing organizations and their employees to
595
00:30:43.039 --> 00:30:45.880
be competitive and marketable in the future business world. And
596
00:30:45.920 --> 00:30:48.720
this last segment we were talking about how necessary upskilling
597
00:30:48.759 --> 00:30:51.759
is spearheading the direction of education. And the last segment
598
00:30:51.799 --> 00:30:53.920
here we're going to talk about the specific work that
599
00:30:54.119 --> 00:30:58.119
GPS Education Partners is doing to solve this early workforce
600
00:30:58.160 --> 00:30:59.960
preparation problem. We'll be right back.
601
00:31:15.240 --> 00:31:18.799
Doctor Elise Cortes is a management consultant specializing in meaning
602
00:31:18.880 --> 00:31:22.680
and purpose. An inspirational speaker and author, she helps companies
603
00:31:22.759 --> 00:31:26.559
visioneer for greater purpose among stakeholders and develop purpose inspired
604
00:31:26.640 --> 00:31:30.599
leadership and meaning imfuse cultures that elevate fulfillment, performance, and
605
00:31:30.680 --> 00:31:33.920
commitment within the workforce. To learn more or to invite
606
00:31:33.920 --> 00:31:36.680
a lease to speak to your organization, please visit her
607
00:31:36.720 --> 00:31:39.960
at Elisecortes dot com. Let's talk about how to get
608
00:31:40.000 --> 00:31:48.799
your employees working on purpose. This is working on purpose
609
00:31:48.920 --> 00:31:52.160
with doctor Elise Cortes. To reach our program today or
610
00:31:52.200 --> 00:31:54.960
to open a conversation with Elise, send an email to
611
00:31:55.039 --> 00:32:00.440
Alise a l se at Elisecortes dot com. Now back
612
00:32:00.480 --> 00:32:01.799
to Working on Purpose.
613
00:32:06.960 --> 00:32:08.720
Thanks for staying with us, and welcome back to Working
614
00:32:08.720 --> 00:32:11.359
on Purpose. I'm your host, doctor Les Cortes. As you
615
00:32:11.400 --> 00:32:13.599
know by now, my program is dedicated to empowering and
616
00:32:13.640 --> 00:32:16.319
inspiring you along your journey to realize more of your potential.
617
00:32:16.799 --> 00:32:19.240
I mentioned my last book, The Great Vitalization in the
618
00:32:19.319 --> 00:32:22.519
last segment there. What I did is that contains twenty
619
00:32:22.519 --> 00:32:24.640
two best practices to help you elevate the culture of
620
00:32:24.680 --> 00:32:28.200
your organization for today's discerning workforce. I created a simple
621
00:32:28.240 --> 00:32:30.839
three page assessment that you can download from my site.
622
00:32:30.839 --> 00:32:33.079
It's free to help you ascertain the extent to which
623
00:32:33.079 --> 00:32:34.960
you are meeting those standards. You can find it at
624
00:32:35.000 --> 00:32:38.240
gustodeshnow dot com if you are just now joining us.
625
00:32:38.319 --> 00:32:40.720
My guest is Alexander Levitt. She's the author or co
626
00:32:40.759 --> 00:32:44.000
author of Make School Work, Solving the American Youth Employment
627
00:32:44.039 --> 00:32:47.799
Crisis through Work Based Learning. So I want to do
628
00:32:47.880 --> 00:32:50.119
a little bit of justice to the work that GPS
629
00:32:50.240 --> 00:32:52.640
is doing. And I know this, maybe you can't speak
630
00:32:52.640 --> 00:32:55.160
to this as deeply as they can directly themselves, but
631
00:32:55.200 --> 00:32:56.960
I know you can give it some justice. Here So
632
00:32:57.359 --> 00:32:59.960
if we could start with this notion here. You say
633
00:33:00.079 --> 00:33:02.240
the book that all definitions of work based learning involve
634
00:33:02.559 --> 00:33:05.480
providing a work aligned experience as part of one's education
635
00:33:05.559 --> 00:33:09.000
to prepare for a potential career. But any of those
636
00:33:09.039 --> 00:33:14.359
experiences can be positioned on a continuum based on three variables, purpose, intensity,
637
00:33:14.440 --> 00:33:17.559
and immersiveness. Can you speak to a little bit about
638
00:33:17.559 --> 00:33:18.559
what that means?
639
00:33:19.559 --> 00:33:21.920
Well, I mean, I think one of the things that
640
00:33:22.039 --> 00:33:25.000
my colleague Steph Locke always says is we're not aiming
641
00:33:25.079 --> 00:33:28.160
for random acts of work based learning, which is what
642
00:33:28.240 --> 00:33:30.119
my son essentially did when he did, you know, a
643
00:33:30.119 --> 00:33:33.480
couple of hours job shadowing to find out, you know,
644
00:33:33.519 --> 00:33:37.240
how aerospace engineering really worked. And I think when we
645
00:33:37.279 --> 00:33:39.920
talk about work based learning in the context of the
646
00:33:39.960 --> 00:33:43.400
pergems that GPS Education Partners offers, we are talking about
647
00:33:43.480 --> 00:33:46.559
high quality work based learning. So there's a method to
648
00:33:46.599 --> 00:33:51.400
the madness. That's the purpose where we know why we're
649
00:33:51.400 --> 00:33:55.440
doing this, why are we interested in this particular opportunity,
650
00:33:55.720 --> 00:33:57.599
what are we hoping to learn from it? So we
651
00:33:57.640 --> 00:34:02.960
have really concrete goals, and how is the opportunity going
652
00:34:02.960 --> 00:34:05.000
to be structured? So are you going to go there
653
00:34:05.039 --> 00:34:07.319
three days a week? How is it going to fit
654
00:34:07.400 --> 00:34:09.960
into your school day, how long is it going to
655
00:34:10.000 --> 00:34:13.639
go for, what are your specific responsibilities going to be.
656
00:34:13.800 --> 00:34:18.960
So you've really bound it around fairly tight parameters so
657
00:34:19.000 --> 00:34:21.360
that when you go and do the experience, you know
658
00:34:21.599 --> 00:34:23.880
pretty much exactly what you're going to be doing and
659
00:34:23.920 --> 00:34:26.519
what you're going to get out of it. And then
660
00:34:26.639 --> 00:34:30.639
immersiveness is my personal favorite in the sense that I
661
00:34:30.679 --> 00:34:33.639
think just being on site, for example, on a shop
662
00:34:33.679 --> 00:34:37.840
floor in office and seeing day in and day out
663
00:34:37.920 --> 00:34:41.159
what people do to get work done. What does the
664
00:34:41.480 --> 00:34:44.760
process look like, what are the workflows, what are the
665
00:34:44.840 --> 00:34:50.079
technologies that are coming into for example, a manufacturing environment.
666
00:34:50.320 --> 00:34:53.920
Nobody has familiarity with a lot of these robotics technologies.
667
00:34:54.119 --> 00:34:56.679
But if you're a young person who's literally there when
668
00:34:56.719 --> 00:34:59.320
the technology is being brought in, you learn to do
669
00:34:59.440 --> 00:35:05.360
your job in service of that technology or leveraging that technology,
670
00:35:05.400 --> 00:35:08.440
and then you grow up alongside it as you acquire
671
00:35:08.440 --> 00:35:11.199
more skills, then you learn the next stage of dealing
672
00:35:11.280 --> 00:35:14.880
with that technology. And so I think immersiveness really refers
673
00:35:14.920 --> 00:35:17.400
to the fact that you have the opportunity to be
674
00:35:17.480 --> 00:35:21.920
up there, up close and understanding exactly what's going on
675
00:35:22.159 --> 00:35:25.239
and what the business is going to need and you're
676
00:35:25.320 --> 00:35:28.239
actively contributing to a solution as opposed to just being
677
00:35:28.239 --> 00:35:32.119
an observer, which a lot of programs that are geared
678
00:35:32.119 --> 00:35:35.440
toward young people, we allow them to look at what
679
00:35:35.480 --> 00:35:38.360
we're doing, but they don't actively participate. And I think
680
00:35:38.400 --> 00:35:41.559
high quality work based learning one of the very important
681
00:35:42.119 --> 00:35:45.880
things that it does is it allows young people to
682
00:35:46.000 --> 00:35:47.800
be in it to an extent that they really do
683
00:35:48.039 --> 00:35:50.480
understand what it would be like to have an entry
684
00:35:50.519 --> 00:35:51.800
level role in this field.
685
00:35:52.679 --> 00:35:55.480
Awesome, awesome help. So I think our listeners can view
686
00:35:55.519 --> 00:35:57.079
short to get their head around how can we make
687
00:35:57.079 --> 00:36:00.400
this work for our organization and then building on that.
688
00:36:00.599 --> 00:36:02.559
You also see in a book that high quality work
689
00:36:02.559 --> 00:36:07.400
based learning programs focus on what you call the four a's, authenticity, aspiration, ability,
690
00:36:07.440 --> 00:36:09.639
and agency. If you can speak a bit to those.
691
00:36:10.360 --> 00:36:13.079
Yeah, I mean this is another way that we define
692
00:36:13.119 --> 00:36:16.480
high quality work based learning, and authenticity is really it's
693
00:36:16.480 --> 00:36:18.599
something the student wants to do, the employer wants to
694
00:36:18.639 --> 00:36:21.960
have the students, So it's an authentic learning experience from
695
00:36:21.960 --> 00:36:25.840
the perspective of everyone is doing this for a specific purpose,
696
00:36:26.320 --> 00:36:29.960
and we hope to be true to ourselves in that purpose.
697
00:36:31.079 --> 00:36:36.239
Agility really just encourages students to try different things and
698
00:36:36.280 --> 00:36:39.840
to understand that what they pick might not be the
699
00:36:39.840 --> 00:36:42.840
be all, end all of career satisfaction, but that it's
700
00:36:42.880 --> 00:36:45.840
important because it allows them to learn those durable skills
701
00:36:46.119 --> 00:36:48.559
that will make it easier for them to work in general,
702
00:36:48.639 --> 00:36:52.039
in the purpose, in the future business world, or in
703
00:36:52.079 --> 00:36:58.599
a manufacturing setting, whatever they would choose. Aspiration helps them
704
00:36:58.639 --> 00:37:02.679
decide what their next steps are. And a lot of times,
705
00:37:02.760 --> 00:37:05.000
as I was saying a few minutes ago, if you
706
00:37:05.199 --> 00:37:07.880
have not tried things, you don't know what you don't
707
00:37:07.960 --> 00:37:11.159
like or what you do like. So it's very important
708
00:37:11.199 --> 00:37:14.280
to give young people the process of trying different things
709
00:37:14.760 --> 00:37:17.639
and understanding that at the end the day, they do
710
00:37:17.800 --> 00:37:20.039
want to earn a living wage and they want to
711
00:37:20.039 --> 00:37:22.800
have a career that they feel at least a little bit.
712
00:37:22.679 --> 00:37:23.320
Of passion for.
713
00:37:23.480 --> 00:37:25.840
So that that's the aspiration. And I missed one. Let's see,
714
00:37:25.880 --> 00:37:30.039
I did agency agency. Agency. Yeah, So I mean agency
715
00:37:30.079 --> 00:37:32.360
just fits really well with the other ones in the
716
00:37:32.400 --> 00:37:34.800
sense of the students in charge of their own destiny.
717
00:37:35.159 --> 00:37:37.519
It gives them the opportunity to say this is for
718
00:37:37.559 --> 00:37:40.159
me or this is not for me, and we don't
719
00:37:40.199 --> 00:37:42.280
just tell them, Okay, there's one path to a four
720
00:37:42.360 --> 00:37:44.960
year university and you better take it or else we
721
00:37:45.000 --> 00:37:47.000
are saying, you know, maybe that is for you, and
722
00:37:47.039 --> 00:37:49.519
maybe that isn't. But here are a whole bunch of options.
723
00:37:49.880 --> 00:37:53.039
You have the agency to decide what happens next, and
724
00:37:53.119 --> 00:37:55.480
you have the ability to make the most of this
725
00:37:55.599 --> 00:37:58.960
opportunity so that it gives you as much knowledge and
726
00:37:59.159 --> 00:38:01.800
background skill as possible moving forward.
727
00:38:02.400 --> 00:38:05.400
I love it. I absolutely love it. Okay, now let's
728
00:38:05.400 --> 00:38:07.679
celebrate another case study that you have in your book here.
729
00:38:07.679 --> 00:38:09.400
There were so many to choose from, but I really
730
00:38:09.480 --> 00:38:13.360
appreciated the Johnson Controls one that you that you situated
731
00:38:13.400 --> 00:38:16.760
that all about giving back while also combat to the
732
00:38:16.920 --> 00:38:20.480
HVAC labor shortage and at the same time being able
733
00:38:20.519 --> 00:38:24.519
to gain recruiting competitive advantage by cultivating that youth. That
734
00:38:24.639 --> 00:38:25.679
was just so smart to me.
735
00:38:26.480 --> 00:38:28.320
It's so smart to me too, at least, and I
736
00:38:28.360 --> 00:38:31.559
don't understand again, this goes back to the very beginning.
737
00:38:31.599 --> 00:38:33.920
Why to me, this is a no brainer. Why would
738
00:38:33.960 --> 00:38:37.639
you not take this low hanging fruit when you're having
739
00:38:37.800 --> 00:38:41.599
such trouble staffing your positions? And I think it really
740
00:38:41.599 --> 00:38:44.239
comes down to the pain hasn't gotten great enough yet.
741
00:38:44.800 --> 00:38:47.360
Assure as I look at demographic trends quite a bit,
742
00:38:47.920 --> 00:38:50.679
and what we see is that pretty much globally, there's
743
00:38:50.679 --> 00:38:53.480
a few countries where this is an exception, but globally
744
00:38:53.519 --> 00:38:56.159
we are losing population. There are not going to be
745
00:38:56.280 --> 00:38:59.360
enough young people available to work the jobs that we
746
00:38:59.440 --> 00:39:03.239
currently have, and there's a lot of discussion around AI
747
00:39:03.519 --> 00:39:06.320
might replace people in certain jobs. To date, that has
748
00:39:06.360 --> 00:39:10.280
not happened, but the projected labor shortage is still happening.
749
00:39:10.760 --> 00:39:13.559
So we need a solution that is not just well,
750
00:39:13.639 --> 00:39:15.559
we can expect that we won't need as many people
751
00:39:15.599 --> 00:39:18.679
because AI will take over everything that's not good enough.
752
00:39:18.719 --> 00:39:22.199
And so organizations that are saying, look, I've got a
753
00:39:22.400 --> 00:39:25.079
perfectly healthy pipeline of young people right here in my
754
00:39:25.159 --> 00:39:28.239
community who I can put to work and train them
755
00:39:28.280 --> 00:39:30.559
to go into these roles, and then I can stop
756
00:39:30.599 --> 00:39:33.320
worrying so much about the sources. Where am I going
757
00:39:33.360 --> 00:39:35.559
to get these people? How am I going to compete
758
00:39:35.840 --> 00:39:39.679
with big companies that have massive brand names in a space?
759
00:39:39.719 --> 00:39:41.599
I mean, that's something a lot of small to medium
760
00:39:41.679 --> 00:39:44.719
companies deal with. It's like, you don't have to do that,
761
00:39:45.360 --> 00:39:49.119
you can provide the experience that gets a student to
762
00:39:49.320 --> 00:39:53.199
your organization first, and if they're not working for your
763
00:39:53.280 --> 00:39:55.440
organization in the long run, maybe one of their relatives
764
00:39:55.519 --> 00:39:58.719
or friends is. It really does build that presence of
765
00:39:58.719 --> 00:40:02.679
an organization within the community that in an ideal world,
766
00:40:02.719 --> 00:40:03.519
it wants to stay in.
767
00:40:05.559 --> 00:40:08.920
So I want to finish really with the idea here
768
00:40:09.119 --> 00:40:11.320
you say it in the very last page of your book.
769
00:40:11.320 --> 00:40:13.519
Really is your ultimate goal and sharing the ideas in
770
00:40:13.559 --> 00:40:16.280
the book is to catalyze systemic change and how America
771
00:40:16.440 --> 00:40:19.599
prepares its young people for success. Boy, you know, talk
772
00:40:19.599 --> 00:40:21.800
about doing something with your one precious life. I think
773
00:40:21.840 --> 00:40:23.960
that's so fantastic. So if you could see a little
774
00:40:23.960 --> 00:40:26.119
bit more about just the whole spirit of why you
775
00:40:26.159 --> 00:40:28.239
wrote the book and what it is that you're trying
776
00:40:28.239 --> 00:40:29.880
to accomplish it with it.
777
00:40:30.320 --> 00:40:32.679
Well, I was so delighted when I met the folks
778
00:40:32.679 --> 00:40:35.519
at GPS, said, because I have been looking for a
779
00:40:35.519 --> 00:40:37.800
solution to this for the last twenty years, in the
780
00:40:37.840 --> 00:40:40.159
sense of I talk with companies all the time. They're
781
00:40:40.199 --> 00:40:43.559
thinking of moving out of their area, their state, or
782
00:40:43.599 --> 00:40:46.239
their community because they can't get enough people. And then
783
00:40:46.400 --> 00:40:51.119
we see this early entry level hiring crisis happening where
784
00:40:51.480 --> 00:40:55.119
there are more young people, more college grads out of
785
00:40:55.679 --> 00:40:58.800
the workforce than there have been in recent memory. And
786
00:40:58.880 --> 00:41:00.679
so we've got a lot of people look and for work,
787
00:41:00.719 --> 00:41:02.639
and we've got a lot of jobs. How do we
788
00:41:02.719 --> 00:41:05.280
match the two of And there are technology solutions to this,
789
00:41:05.880 --> 00:41:09.679
but I really like the education angle to it because
790
00:41:09.719 --> 00:41:12.880
I think we do spend a lot of education formal education,
791
00:41:13.079 --> 00:41:16.400
teaching people things they don't necessarily need to know, whereas
792
00:41:16.440 --> 00:41:19.559
this I think uses the time and the energy and
793
00:41:19.599 --> 00:41:23.440
the funds more productively. And so while it's a big
794
00:41:23.480 --> 00:41:27.280
mission to change our education system systemically, you have to
795
00:41:27.280 --> 00:41:30.800
start somewhere. And I'm hopeful that as a result of
796
00:41:30.800 --> 00:41:33.480
this book and all of the wonderful work that gps
797
00:41:33.679 --> 00:41:37.039
ED is able to expand nationally and before we know it,
798
00:41:37.079 --> 00:41:39.639
you can access work based learning wherever in the country
799
00:41:39.679 --> 00:41:40.079
you might be.
800
00:41:41.280 --> 00:41:43.400
I love that. I love that mission. It's so exciting.
801
00:41:44.239 --> 00:41:46.360
And that's the other thing is, of course, people want
802
00:41:46.400 --> 00:41:48.239
to be part of something that they can feel great about.
803
00:41:48.320 --> 00:41:50.719
They feel extended by being part of that. So it's
804
00:41:50.760 --> 00:41:52.480
just such a great thing. I think we'll turn on
805
00:41:52.519 --> 00:41:55.800
a lot of listeners and viewers toward that end. So
806
00:41:56.000 --> 00:41:58.119
in closing here, Alexander, I think you know that this
807
00:41:58.159 --> 00:42:00.119
show is listened to why people around the world, and
808
00:42:00.159 --> 00:42:02.199
they tune in for various reasons, but in part their
809
00:42:02.280 --> 00:42:05.239
tuning in because they want to become a better leader.
810
00:42:05.480 --> 00:42:08.840
They want to help create workplaces where people thrive, and
811
00:42:08.880 --> 00:42:11.559
they want to be able to create a space where
812
00:42:11.960 --> 00:42:14.280
everybody can learn and contribute. What would you like to
813
00:42:14.360 --> 00:42:14.800
leave them with.
814
00:42:15.800 --> 00:42:18.199
I would like to leave them with the idea that
815
00:42:18.239 --> 00:42:22.920
this is possible. Work. It takes creativity, it takes tenaciousness,
816
00:42:23.360 --> 00:42:26.679
but anyone in any part of the process, whether you're
817
00:42:26.679 --> 00:42:29.679
an educator, whether you're a public policy person, or whether
818
00:42:29.679 --> 00:42:33.840
you're an HR person or an employer, you can start
819
00:42:34.000 --> 00:42:37.079
with a pilot that is relatively simple to accomplish and
820
00:42:37.119 --> 00:42:39.639
grow it over time. This is work that is accessible
821
00:42:39.920 --> 00:42:42.840
to everyone, and yes, throughout the globe, there are some
822
00:42:43.480 --> 00:42:45.599
areas of the world, Europe being one of them, that
823
00:42:45.639 --> 00:42:49.599
are better at this work based learning thing than others,
824
00:42:49.719 --> 00:42:52.840
and so learning from those around us who have done
825
00:42:52.920 --> 00:42:56.599
things successfully and figuring out how we can adapt those
826
00:42:56.679 --> 00:42:59.800
successes to our own requirements and our own populations.
827
00:43:01.519 --> 00:43:03.840
I am just alighted to hear this, and I really think,
828
00:43:03.920 --> 00:43:05.760
you know, I don't I don't want to have us
829
00:43:05.760 --> 00:43:08.840
should in here, but I really do think that organizations,
830
00:43:08.880 --> 00:43:11.360
you know, we we rely on them. They are we
831
00:43:11.440 --> 00:43:13.599
they we We will help power their mission and in
832
00:43:13.599 --> 00:43:16.679
return we need a livelihood. And there's that partnership I
833
00:43:16.679 --> 00:43:19.519
think is really really beautiful. And I hope we've enticed
834
00:43:19.519 --> 00:43:22.360
at least a few listeners and viewers viewers to come
835
00:43:22.360 --> 00:43:23.599
and join us for this ride.
836
00:43:23.880 --> 00:43:24.559
I hope so too.
837
00:43:24.599 --> 00:43:27.760
Thanks Elise, I'm so grateful to admit to Alexandra to
838
00:43:27.880 --> 00:43:29.440
have read your book, to be inspired by it, and
839
00:43:29.480 --> 00:43:31.079
to share with listeners around the world. Thank you for
840
00:43:31.119 --> 00:43:34.639
being on working on purpose and my pleasure. Listeners and
841
00:43:34.679 --> 00:43:36.159
viewers you're going to you want to learn more about
842
00:43:36.159 --> 00:43:39.159
Alexandra Levitt, the work she does as a futurists consultant
843
00:43:39.159 --> 00:43:41.559
at Inspiration at Work, and her books, which include Make
844
00:43:41.599 --> 00:43:43.719
School Work A couple of places you can go. You
845
00:43:43.719 --> 00:43:46.719
can start on her personal site, which is Alexandra Levitt
846
00:43:46.719 --> 00:43:49.159
dot com. Let me spell that for you. So Alexandra
847
00:43:49.559 --> 00:43:51.880
A L e X A N D R A and
848
00:43:51.920 --> 00:43:54.280
her last name Levitt as just one T L E
849
00:43:54.360 --> 00:43:57.400
V I T Alexandra Levitt dot com. You can also
850
00:43:57.519 --> 00:44:01.320
go to Make school Work to learn more about the
851
00:44:01.320 --> 00:44:05.159
book itself Make Schoolwork dot org. Last week, if you
852
00:44:05.159 --> 00:44:06.719
missed the live show, you can always catch it be
853
00:44:06.760 --> 00:44:10.159
your Reported podcast. We were on the air with Ryan Godfredson,
854
00:44:10.239 --> 00:44:14.000
the author of Becoming Better, the groundbreaking Science of Personal Transformation.
855
00:44:14.360 --> 00:44:17.679
We talked about the difference between horizontal development and vertical
856
00:44:17.679 --> 00:44:20.880
development in leadership development. We dove into the being and
857
00:44:20.960 --> 00:44:23.920
doing sides of ourselves and then talked about some ways
858
00:44:23.920 --> 00:44:26.480
people can immediately start the process of vertically developing on
859
00:44:26.519 --> 00:44:28.760
their own. Next week, we will be on the air
860
00:44:28.800 --> 00:44:31.599
with Mary Bair talking about her playful and incredibly jam
861
00:44:31.599 --> 00:44:35.599
packed resource Treasure drow book called Squash the Sunday Scaries,
862
00:44:35.920 --> 00:44:39.079
a modern playbook to rebuild trust, transform culture, and ate
863
00:44:39.199 --> 00:44:42.079
nite your workplace. See you. Then, let's continue leaning into
864
00:44:42.119 --> 00:44:44.599
discovering how to elevate your operating system as a leader
865
00:44:44.760 --> 00:44:48.719
and create destination workplaces where legendary business takes place. Let's
866
00:44:48.800 --> 00:44:49.519
work on Purpose.
867
00:44:52.920 --> 00:44:55.559
We hope you've enjoyed this week's program. Be sure to
868
00:44:55.599 --> 00:44:58.639
tune into Working on Purpose featuring your host, doctor Elise
869
00:44:58.719 --> 00:45:02.679
Cortes each week on four cy. Together, we'll create a
870
00:45:02.719 --> 00:45:07.320
world where business operates conscientiously. Leadership inspires and passion performance
871
00:45:07.440 --> 00:45:10.159
and employees are fulfilled in work that provides the meaning
872
00:45:10.239 --> 00:45:14.039
and purpose they crave. See you there. Let's work on purpose.