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I was with the Manchester singer songwriter JP Cooper last week whilst he was  musing over his favourite children’s nursery rhyme:

Row, row, row your boat,

Gently down the stream,

Merrily, merrily, merrily, merrily,

Life is just a dream.

I  was reminded of what a very neat little example this was of a philosophy on how to lead one’s life.  I wondered how many of us choose to  make the time to really think about the words in the rhyme and how they might be  interpreted? It also reminded me of this Harry Stamford special:

Look before you leap because when you go to India you’ll be overpowered by heat.

Good Better Best

In the late 1960s children attending Woodhouse County Primary School in Davyhulme, Manchester learned their school motto, or they could face the wrath of the Headmaster Mr Bent.

I learned the words off by heart!

Good, better, best

Never let is rest,

Until the good is better,

And the better best.

Upon reflection some 40 years later,  I wonder if this little motto spurred the school children on, or whether it set us up for a life time of feeling that we had never done enough?

The school motto at Urmston Grammar School for Boys  was easy to understand, and it has served me well.

Manners Maketh Man

This blog  by Paul Hobcraft was first published on 21st September 2011 at www.societalinnovation.wordpress.com and I hope that you enjoy it.

Paul Writes…

I have been watching the BIF sessions live (http://businessinnovationfactory.com) . This is a sensational place to listen to peoples stories and simply stand back and get inspired.

One word is coming up often- “Eudaimonia”. So I went over to Wikipedia to take a look after one person at BIF said it is “life well lived” and “we learnt through practicial wisdom”

It is looking to make us happy and I felt this was worth sharing here- societal innovation needs this human flourishing. Think about this, it sounds something right for the moment.

Eudaimonia or eudaemonia (Ancient Greek: εὐδαιμονία [eu̯dai̯monía]), sometimes Anglicized as eudemonia (play/juːdɨˈmniə/), is a Greek word commonly translated as happiness or welfare; however, “human flourishing” has been proposed as a more accurate translation

Eudaimonia depends on all the things that would make us happy if we knew of their existence, but quite independently of whether we do know about them.

Ascribing eudaimonia to a person, then, may include ascribing such things as being virtuous, being loved and having good friends. But these are all objective judgments about someone’s life: they concern a person’s really being virtuous, really being loved, and really having fine friends. This implies that a person who has evil sons and daughters will not be judged to be eudaimonic even if he or she does not know that they are evil and feels pleased and contented with the way they have turned out (happy).

Conversely, being loved by your children would not count towards your happiness if you did not know that they loved you (and perhaps thought that they did not), but it would count towards your eudaimonia.

So eudaimonia corresponds to the idea of having an objectively good or desirable life, to some extent independently of whether one knows that certain things exist or not. It includes conscious experiences of well being, success, and failure, but also a whole lot more. (See Aristotle’s discussion: Nicomachean Ethics, book 1.10–1.11.)

Where does this fit for us all? A life ‘well lived’ is what everyone should have, learnt not through suffering and pain, but in having the chance to contribute, to be valued, to make a contribution.

 

Well maybe a few more than 100

This  document (which can be opened in a new window by clicking ‘document’ ) was produced over a short period of time on the weekend of the 20/21 August 2011 to collate the perspective of a few Mancunians about objects that trigger memories/portray our history (that is people from Manchester and Salford in the UK and/or people who feel an affinity to the cities of Salford and Manchester). It is a work in progress and the project will develop over the next few weeks.

Please add to any of the items on the list, add more details from your perspective or, even better, add a new object and explain why the object is important and what the object means to you.

The facts and the stories that we tell ourselves. 
Once upon a time when dinosaurs ruled the world our ancestors were in constant danger of being eaten alive by the odd velociraptor  ( a vicious Dinosaur) or two.
Our physiology adapted so that even at the slightest sound of something that vaguely sounded like one of these awful man/woman eating creatures chemicals in our body would be produced and trigger our brain to stop reasoning, our heart start to pump rapidly, our breathing to change, the digestive system to empty itself of all of its contents, and to focus every piece of energy so that we could dash for cover –  If there was nowhere to run then the energy would have to be used to fight for our lives.  These attributes were very useful in the times of Dinosaurs because we could be a victim to a terrifying event –  a useless skill in the offices and homes of 21st century suburbia though and a cause of problems, stress, and anger.
When we are triggered is it almost certain that we will be prompted to tell ourselves a story, a negative story, a story which puts us as a victim of the situation. A story that relates to potential danger, harm, possibly death. A story that focuses the mind. This is a useful skill in times of pre history. In the homes and offices of  today this automatic response can be, and usually is, counter productive.   A poorly worded email, a comment on Facebook, a request from the boss, imagining what might happen if the plane crashes can all be triggers and set the body going ready to flee or flight.
Our ability to tell ourselves imaginary negative stories about really bad things that  might possibly happen to us  is often unhelpful, blocks opportunities, can damage relationships, and usually is a  complete waste of our valuable resources.
In a book that I recommend  called ‘The way we’re working isn’t working’  the author offers an idea of ‘Lenses’ to help us make sense of the stories that we tell ourselves when triggered and in particular the stories which can often leave us feeling devalued.
The default lens
Most of us see the world as reality –  our reality. We see things the way they are – agree? Actually we see things the way that we see them – others may, and usually do, see things quite differently.  ’A man hears what he want’s to hear and disregards the rest’ as Paul Simon sings.   Tip number one – whilst our default lens, our reality lens, might be precious to us learning to use a broader set of lenses can be transformational.
The Reflective Lens

Using the reflective lens requires us to ask two questions “What are the facts of the situation” and “What is the story that I am telling myself” asking these questions gives us the ability to stand outside the situation and observe it and not just react to it.

The reflective lens gives us the chance to consider an alternative story or stories. It offers the possibility of asking ourselves “what if the first story that we told ourselves may not be ‘true’ what if there are many other possible stories?

The Reverse Lens

This is arguable the most difficult lens to look through because it involves accepting that we may not after all be the victim.

The reverse lens means looking and considering any given situation from the other persons view point. It is highly likely that the person who you feel triggered by has a completely different view of events than you have.

Whilst counter intuitive, one of the most powerful ways to reclaim your value when you have been triggered is to find a way to value the person who has triggered you.

The Long Lens

A third way to view the world is through the long lens. The long lens might provide an opportunity in those situations when whatever, or whoever, has triggered you still makes you feel devalued and threatened even after separating the facts from the story that you have told yourself, even after telling an alternative possible story,  even after considering things from the other point of view.

The long lens provides us with a way to look out into the future, regardless of what is going on in the present.  This is a very useful tool because as humans we are terrible at predicting in the present how we are going to feel tomorrow never mind six months from now.  Use the long lens to accept the reality of the current situation (the facts as you perceive them) and be lenient in your evaluation of past events.  Use the long lens to actively appreciate the positive aspects of the current situation, and then use it  as a matter of routine to emphasise possible positive opportunities for the future. The long lens can be a very effective device for allowing us to see the potential for learning or personal development despite the current difficulties that you/we might be facing.

Collaboration not Competition -

Whilst competition may bring the illusion of short term gains it must now be avoided in favour of an approach that makes the very best possible use of the limited resources that will be available to us all in the coming years.In my experience of working with organisations over the last 30 years it has become clear to me that when individuals, teams, organisations, and even governments collaborate great things can be achieved.

 

Lets have a look at a few examples of how collaboration works to improve the everyday life of citizens:

Healthcare – If you were under the surgeon’s knife would you want the team striving to save your life to be working together as a unit or to be in competition with each other?  Just close your eyes for a few moments and imagine what would happen if the theatre team behaved in the way that you, or some of your colleagues, do.

Innovation – How many of the great inventions of our time have been developed by an individual working alone? Not many.  I can, however, think of many examples of innovations that have been achieved by team working: The motor car; insulin; space travel; champions league football -
all of these have been achieved as a result of collaboration over a sustained period of time.

Community – Great communities are forged by people forming groups for the benefit of all. Great communities never consist of individuals working for personal gain.

Encouraging collaboration and co-operation is the responsibility of all of us and in particular the responsibility of senior management.  At home this is the job of parents, at school it is the job of the teachers, and at work it is the primary responsibility of the senior management team- the leaders.

How can we do this?

When organisations reward and recognise people for individual achievements then the organisation unwittingly or wittingly undermines collaboration. A strategy for ensuring collaboration may include the following characteristics, which were identified by Will and Kenneth Hopper, that the early Puritan migrants to America found so effective when establishing their new country.

First, the organisation needs crystal clarity as to its purpose; secondly, there needs to be an acceptance that the group is much more important than the individual; third,  those leading should only be leading if they have a thorough understanding of the organisation –  also known as domain knowledge; fourth the organisation needs to galvanise its resources; and finally new technology needs to be embraced.

The Hopper’s claim that these characteristics remained in the American psyche until recently.  It will come as no surprise that once these characteristics were abandoned in favour of short term individual greed  financial crisis ensued.

This post was inspired by the following publications.
The Times Business Book of the Year Will and Ken Hoppper’s The Puritan Gift

Toddlers ask great questions. Sometimes I wonder if children have been secretly trained at a leading law school. They are curious, they are interested in things and they ask open questions; who, what, when, where and how questions.  Once the bit is between their teeth they then  launch in with repeated salvos of  the why?  question.

And then, just as they start to get mastery of the art of asking great questions,  we (the parents) step in with the artillery and use the words ‘because I said so.’  The result might be that we encourage our children to stop asking questions and to start interpreting and using their own creativity to work out what is going on. The result might be that we (the parents and the other authorities)  remove, unintentionally, little by little, the natural inquisitiveness of our young people.

Many years later, when our young children are grey haired and  sat as members of a select committee of MP’s asking questions of powerful press barons, how useful would it be if they could recall those childhood days and start to ask those telling open questions and the telling  follow-up why questions?

The childs approach  to questions might be a useful lesson for us all both as leaders and as parents.

1) Be interested and curious about what is going on around us. Be interested in what other people are doing and what they are curious about. You may find out important information and you may also uncover opportunities for collaboration. (Children call this making friends – in business we call it networking).

2) Use open questions. Questions which require more than a yes/no answer.  Questions which start with how, what, why. Ask about how people feel about things as this question is much easier to answer than answering the question what do you think. When investigating ask why and keep asking why.

3) Resist the temptation to interpret too early, to jump (and we probably do) to too quick a conclusion. Dig a little deeper and it is more likely you will uncover what is really going on.

Try it and let me know how you get on.


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