Tag Archives: work

A Kite, to be free, needs an Anchor. So do we.

06 Monday Apr 2020

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Years ago, I was on a needed holiday. I’d arrived in a bad mood – I can’t remember why – but I felt tired, depressed, unmotivated and just completely uninterested, even in the holiday itself.

On the second day of that break, I found myself lying on a warm, grassy playing field. I was basking in warm sunshine, and I held the string of one of those plastic kites you can only seem to buy at the seaside. As I twisted and pulled the string of the kite to make it go hither an’ thither up in the sky in a fashion that I decreed it should, I had a sudden flash of the blinding obvious. You know the sort of thing: that realisation that you actually know something which you already knew, had forgotten, and needed to know right then.

The kite only succeeded if it was firmly anchored at the other end of its string.

If I let go of it, the kite would plummet uncontrollably to the ground. Even if it flew in a heavy wind for a few moments, eventually gravity – a principle – would take command of the situation and force it to clumsily dive into terra firma, and the flimsy toy would probably perish in the process.

He same applies to us, psychologically. Imagine that you’re like the kite. You are capable of whatever it is you have been trained and prepared for. In an ideal world you’ve selected the profession in which you work.

Then you lose some perspective. You forget why you chose that line. Perhaps someone has changed the rules and the values you upheld last week are no longer welcomed. The impositions have increased, but neither the time available nor the compensation have increased to match the added workload. The situation and the dedication that applied yesterday – have gone.

Suddenly, like an un-anchored kite you lose direction. You float where the wind blows but now it’s with no sense of control.

Maybe that’s how you feel in this period of isolation. You can’t do what you’ve been able to do for ever. So you drift, aimlessly. Towards the fridge, like as not.

But there’s a solution.

Rediscover that anchoring point, that ‘other end’ of the piece of string that can refocus you on what was important, and always will be important. Being current, professionally. Being available to family, friends, colleagues and your community. For me, that is a set of written, defined values and a personal mission statement. It could be like that for you, but you may choose other terms or a different route.

But it’s the anchor that lets you fly. Always was, always will be.

Find it, rediscover it, renew it. Perhaps, given the current uncertainty, completely rewrite it.

Whatever you decide is important, get it down in writing (rather than trying to remember it), and then work from it.

Your kite – a metaphor for your life – will fly all the better for that fixed point.

Why you choose not to manage time better.

31 Thursday Oct 2019

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What is your attitude to ‘Time Management’?

When I ask that question, I am not referring to how you ‘see’ time management as a method, or technique, or as a great big pile of ‘new stuff to learn’. In my book I cover that in a chapter entitled ‘Why NOT Time Management’.

No, what I intend to address here is more about your attitude towards the things that have an effect on how they manage their time or, more specifically, whether you want to (learn to) manage your time.

Another question is “Why is it people don’t think they need to, or even can manage their time?” – rather than “Why they don’t want to?”

The truth is, everyone needs to manage their time better, but many just don’t want to be told that. The suggestion that they need instruction in time management openly implies that they possess an inability to do what in their minds ‘should come naturally’ and they don’t like that. They are happy to be trained in their job, how to cook, or how to drive a car, but to many people time management is seen as an innate skill, even an instinct, and “I won’t / don’t need to be told how to do that!”

Your ability – or inability – to manage your time is affected by a plethora of circumstances, but if we were to identify specific situations where people find time management challenging, we would discover that they all come under one or more of five headings.

  1. Some of them are outside your control and you accept that;
  2. Some are controllable, but you simply won’t try because you think they can’t be controlled;
  3. Some aren’t controllable, but you mistakenly try, anyway, and your failure teaches you to stop trying at all;
  4. Some are within your ability to control them, and you know it, but nevertheless you don’t even try;
  5. But most of all you love the ones you think you can control, and you are controlling them.

The objective of my book is to increase the number you can and do control (bring 2 and 4 under 5); to manage your attitude and response to the ones you can’t (improve your understanding of 1 and 3); and to stop wasting your time trying to control the impossible.

I encourage you to think about that, deeply. I firmly believe what you are about to read applies to everything in your life. There are two reasons for this.

First of all, we don’t live compartmental lives any more, thanks to the smartphone, but we nevertheless still insist on thinking that we do. But the main reason I think it applies across the work/personal divide is because of the choices we make.

We choose our work – we apply for a job, fill out the form, complete silly answers to odd questions, maybe do a presentation, certainly undergo the ordeal of an interview, and then we get it. And then the job changes, things happen we didn’t expect, systems change, people change, laws and practices change, the work gets harder and more prolific, we aren’t retrained and we get fed up with what we used to love.

Everything in our lives – what we do, how we get what we have, how we behave – can have time management principles applied to it if we are to be at our most effective. And as personal time management can be affected by many criteria, it means our whole lives are affected by the same criteria.

What are those criteria, then?

  • Expectation – we have duties but we also make personal commitments which give rise to expectations in others, just as we expect others to do what we require of them.
  • Communication and miscommunication – how and what we communicate affects our ability to perform, just as it affects others’ ability to perform for us.
  • Interruptions (phone people) – the immediacy of the mobile phone has inadvertently enabled people to think it’s okay to interrupt other peoples’ conversations.
  • Priorities – we have priorities, those around us have priorities, and no-one thinks that everything being a priority means that nothing is a priority.
  • New systems, protocols and procedures – when you change a system, the training and changes to the old system have a time impact that is rarely taken into account.
  • Expanding responsibilities – the more you take on, imposed or elective, requires improved ability to manage everything.
  • Lack of practical training – a lot of what people need to know is now just ‘expected’. For example, is your ability use a computer now just assumed?
  • Lack of meaningful support – other peoples’ busy-ness means that they aren’t available to help as much as they used to be.
  • Values misalignment – what you think is important and requires passion, may not be approached in the same way by someone whose interests and focus lie elsewhere.
  • Unexpected responsibilities – surprise, you have a new role (no training, support, extra time or money available, sorry).

The challenge is not that these things shouldn’t happen. It is that they are facts of life. A lot of what we think is an annoying obstacle to our lovely and peaceful existence is, in fact, perfectly normal, and it is our response to it rather than the event itself that causes our stress. We think we can’t manage things, but the truth is, as indicated in the first paragraphs of this section, we choose not to manage things when we could, or we fail to learn how to manage things because we don’t want to or don’t know how to.

Proactivity and Time Management Methods are the answer. Or an effective part of it, anyway.

Go learn.

100-Day Challenge, Day 13. And a bit about kids and the world of work.

13 Thursday Jul 2017

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No run today – knee trembling (no, not like that) and as I am suddenly conscious that running as often as I am when I am as overweight as I am may not serve structural integrity unless I am careful. in other words, I must give my joints time to rest between runs, and if there’s a twinge – I should take note. I’ve also been to the doctor, who thinks my numb toes may be a recovering slipped disc somewhere around L5 in the spine and I certainly don’t want to make THAT any worse. Baby steps, Buster, baby steps.

Other than that, I’ve cleared out a bucket load of clutter and I can move in my ‘office’, which means I am closing on the final chapters of Police Time Management, which I am editing to make it more up to date. And I still eat wisely.

I was briefly amused by a report in the Welsh press about the Assembly’s desire to create 1,000,000 Welsh speakers by 2050. Nothing wrong with that, but such reports always give rise to swathes of comments about the pros and cons of that particular project.

Regardless of the debate on that particular subject, it made me think about children’s education in general. Universities are complaining that students are having to be taught ‘educational basics’ when they get into that top level of education, because they aren’t learning it/being taught properly at the primary and secondary stages of school. That may be so, but there is something even worse about those levels of education – they don’t teach our children how to live.

I am talking here about ‘Second Resolution’ competencies, competencies that enable people to live and serve others because they aren’t busy simply trying to live. Where are their money lessons? Where are their ‘how bureaucracies work’ lessons? Where are their driving lessons? (Okay, maybe that’s a logistical issue but simple drivers’ education may help them get jobs when they leave – and stay alive, perhaps.) And my personal favourite, how to manage their time to be most effective at getting what they want while providing service so that others can get what they want.

Years ago, it was suggested that education was warped because it had one malign intent – to prepare children for the workplace. Well, that horse has bolted. Kids are arriving at work unprepared for it. They have a Geography GCSE but its relevance in entry-level retail or repairing computers remains to be seen.

They arrive in work unaware that they are entitled to contracts (where applicable), that the money won’t last for ever and that maintaining a CV is a good idea. They occasionally work with an unfortunate, source-unknown sense of entitlement. We now have courses now where managers are taught how to manage ‘millennials’.

I am a dinosaur, I know, but here’s how to manage any new worker. Learn these lines:

“Do as I say until you can show me you can do it properly, then develop ways to make it better. Show me you are trustworthy, then I can let you have your head. Communicate that you won’t be a liability and cost me, and then I’ll leave you to it.”

Not: “I’m sorry I am asking you to do ‘work’, really I am, but that’s what we are here to do.”

Okay, over-reaction, but the message we need to tell ourselves as much as we need to tell our kids, is that all work is noble, we learn because we don’t know it all, we all get better by doing, and we are treated better if we show respect and earn trust.

Competencies can be learned. Character needs to be instilled – by parents, by peers, by education.

And isn’t it great when a school does that?