Real Learning is Creative


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The Question

“What is the relationship between creativity and learning?”

I get that question from many of the people I talk and consult with and usually babble some vague cliche about you can’t have one without the other, and that real learning depends on creativity. While that’s true the real answer is more complicated.

It’s not because we don’t have a good idea about the first part – the learning process –  but because the second part – the creative process – is still a mysterious unexplored territory. Like the old mapmakers would say about uncharted waters “Beware! Here there be monsters!”

Here’s what we know about the first part.

Rote — The First Type of Learning

There are two types of learning, rote and real. Rote is all about someone feeding the employee-cum-student with a spoonful of knowledge or know-how. The student eats, digests, and literally regurgitates that information back on a test and gets graded. (Actually, it’s the teacher who is being graded for their performance in the knowledge transfer since the student’s performance is rarely tested in the real world.) Rote learning has been the default for delivering and measuring learning for well over 100 years, starting in the formal school systems and carried over into the workplaces of the world. It is very structured, neat, linear, and inhibited.

Rote learning is all about recovery.

Rote learning is by-the-book learning. It’s bound by rules, guidelines, regulations, procedures, facts, and figures. It is designed to be shunted into short-term memory, regurgitated quickly, measured against the right answers, and just as quickly forgotten. And that is the biggest problem with this approach — The Forgetting Curve.

The Forgetting Curve

We know from research on the process of forgetting – a critical part of the learning process – that the rote approach is not effective. As far back as 1885, during the early part of the industrial economy, researchers wondered why training did not immediately meet the expectations for improved performance. Hermann Ebbinghaus extrapolated the hypothesis of the exponential nature of forgetting. The following formula roughly describes it: R = e – S / t, where R is memory retention, S is the relative strength of memory, and t is time.

A typical graph of the forgetting curve shows that we tend to forget as much as half of what we remember of the newly learned knowledge in a matter of days or weeks unless we consciously review and use what we learned.

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Yet we have persisted for well over 100 years employing rote learning as the primary way to learn. 

Research at IBM in the late 1980s, and in many other companies since then, showed that a disproportionate amount of learning—anywhere between 70 and 80 percent—takes place in context, on the job and in the course of your work. The implications are eye-opening. If rote-based programs account for only 20 to 30 percent of learning (if learners remember that much), then employees are entering the workplace with 70-80 percent left to try and remember and relearn. When these events are, for example, focused on compliance or safety procedures, it’s unsettling to imagine the results when we send people back to work having learned only 20-30 percent of what they need to know, which could endanger their lives and the lives of others.

How to Waste $289 Billion Dollars

Rote-based programs are the primary method of training. In 2017, almost 50 percent of the training hours were rote-based, including actual classroom and virtual classroom-in-a-box. When you factor in the results of the forgetting curve, where up to 80 percent is forgotten, the numbers add up to an incredible waste of time and money. Consider that $362 billion was spent on learning and development activities in 2017. This means that 80% of it or $289 billion of that was never fully realized and translated into improved performance. And yet I keep hearing it over and over. The answer to a problem is always more training.

Real — The Second Type of Learning

Real learning is the opposite of rote. Real learning is uninhibited learning. It’s freeform, creative, messy, unconstrained, and improvisational. You learn by continuously exploring, inventing, failing, creating, and then succeeding. Failing is hardwired into the process of real learning. Real learning—the kind of aha moment signaling that the brain has connected the dots—is a wonderful and amazing mystery. It involves long-term memory, synapses, endorphins, and encoding. Real learning is a result of those accidental and serendipitous moments. That’s what we mean by uninhibited. The process starts when your mind adopts new information and then adapts it (in a sense relearns it) under a constantly changing set of circumstances.

Real learning is all about discovery.

Every time—and we mean every time—you learn to do something new, you have done so by trial and error. Genius short-circuits the process. Talent gets you there quicker, but the process of learning is the same: trial and error. The latest neuroscience findings show us that the brain aggregates memory and builds trial and error into the way to do something. It appears that the “failed” trial and error cells are held back, while the “successful” trial and no error cells are moved to the front of the line. The current theory is that the old trial and error cells get recycled.

Enter Creativity

Creativity is a critical part of the real learning process in which knowledge and know-how are adapted in the real world. Here are just two examples.

  • I work in a supermarket at the deli counter and go to a class to learn the basics of handling meat and cheese. Every time a new customer comes to the counter with a different request, I need to creatively adapt what I learned in the class to provide service. And I need to do this every time thereafter when I serve a new and different customer. The overall impact is that all the learning, adapting and relearning adds up over time to a become level of mastery.
  • I learn how to play golf and, as a key part of my game used the putting green to learn to grip my putter the right way, gauge the distance to the hole, measure the energy in the stroke, move my body correctly, read the green, line up the shot. and putt. Every time I go out and play a round of golf, the conditions are different and I end up in a different place on the green. I need to adapt what I have been constantly trying, failing, succeeding and relearning about putting to make the putt.

That process of adaption is a creative process. The opposite is true and telling as well. In a situation in which an employee is learning by rote, if they raise their hand and say they have an idea – often a creative approach to whatever they are learning – they are told to stay focused on the material being presented. It starts the first day of the first year at school when the natural creativity that kids have is extinguished to support the fact that the schools and teachers are forced to meet state and federal standards as proven by the summative tests kids take at the end of every year.

… And The Answer Is …

So creativity is the driver for real learning. If we do not enable and support creativity we kill real learning. When we focus on recovery instead of discovery real learning has no chance. And that’s the answer to the question.

Stop Killing Creativity

Here’s a short animated video that shows you how creativity and real learning dies a slow and painful death.

 

The War of the Management Worlds


There’s a battle going on in the world that most people have never heard about that will soon rock your work world.

On one side we have the management and learning models developed during the Industrial Revolution when most people made things and companies needed to manage hands. This old 19th-century approaches and models are so entrenched we still use them by default today.

On the other side is a new smart model of management and learning born in the 1980’s that is spreading across industries and countries at an increasingly rapid rate. It reflects the fact that most people today work with their minds and we need to learn to manage minds. Some companies around the world are learning how to do it. Soon all companies will need to follow the leaders or they will be out of business.

Managing hands or managing minds is a choice that will dictate whether your organizations succeeds or fails as the Knowledge Economy grows. Learn more about it in our recent podcast with Andi Simon workplace anthropologist.

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Do you work? I bet you do. Listen in on my conversation with Stephen Gill and David Grebow about the changes taking place all around you in how you work. We have moved from building things with our hands to thinking things and creating them with our minds. Today’s “knowledge worker” in a tech startup is very different from the line worker in a plant, yet so many of our businesses have paid little attention to the changes happening every second. Don’t miss this!

Whether you are a college president or a college student, a worker or a boss, a leader or a manager—the times have changed and they are not going to stop, or even slow down. Time to pause and see work in a new way.

As Stephen and David describe it:

“For the first time in history, in the last 50 years, most people have been using their minds to produce work. We no longer need to manage hands; we have no choice but to restructure our organizations and change our approach to management and learning to reflect this historic change. In this mind-intensive knowledge economy, we must learn to manage minds to get the smartest, most creative, and most innovative results.”

Many companies have taken the lead in learning new ways to manage people.

They are discovering what it takes to enable people to grow and perform at their peak, professionally and personally. In this podcast, you will hear all about what you can do to build your organization around today’s knowledge workers.

 

The Conference in Paris


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I recently had the honor of presenting a keynote address about the research from my latest book Minds at Work at the 2018 Learning Technologies Conference and iLearning Forum in Paris, Porte de Versailles. There were over 8,000 people attending the two-day event and the interest in learning and learning technologies in the EU is as intense and focused as I have experienced.

The book is becoming a bestseller, and the groundbreaking research is helping promote a new and progressive form of management centered on what we are learning about the ways to effectively manage minds at work.

The book Minds at Work will be featured in the conference in January.

 

The only sustainable advantage in our hypercompetitive marketplace is the ability to learn and adapt faster than everyone else. Companies that cling to management practices of a bygone era continue to fade away. They desperately need managers who empower people to seek out learning at a moment’s notice.

Minds at Work can help you be that manager. This book captures the role managers play in the knowledge economy—where uninhibited, on-demand learning inspires employees to achieve higher levels of performance. Author David Grebow describes how managers can move from a traditional “command and control” position to become advocates of communication and collaboration. They share what happens when managers help their direct reports grow as people and use technology to pull the learning they need when they need it.

Minds at Work illustrates this shift to a learning community with success stories from forward-looking companies that are managing minds. With this better way to manage, these companies have unearthed those “aha!” moments as the dots connect after continuous problem solving, trial and error, and innovation. Each has redefined norms, made knowledge sharing flat, and created a workplace culture built to innovate, grow, be agile, nimble, and more competitive.

Use this book to embrace learning anytime, anywhere. Nurture the minds at work, and you’ll win the hearts of your organization.”

Using the Pivot Point for Real Learning


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When I was finishing the last chapter in my book, Minds at Work, co-authored with Stephen J. Gill, our focus was on a new model of managing and learning designed to respond to the needs of the new Knowledge Economy. We called it “managing minds” to distinguish it from the previous industrial era model of “managing hands”.

We studied the small but growing number of companies all over the world successfully “managing minds”. These companies were leaders in their industries, without the problems other companies were experiencing including finding and retaining talent, engaging employees, or driving innovation and growth. Because of my background in corporate education, I was especially interested in what it would mean to develop and manage learning programs in these progressively managed companies.

The current industrial era managing hands approach relies on push training – classroom or online scheduled events are pushed to employees. They go back to work as soon as the program is finished with the expectation is that they can do their jobs as a result of their training. They are getting ‘just-in-case training’- just in case they need it someday.

We know from our research that this model does not work. As far back as 1885, Hermann Ebbinghaus extrapolated the hypothesis of the exponential nature of forgetting. The following formula can roughly describe it: R=e^{-\frac{t}{S}} where R is memory retention, S is the relative strength of memory, and t is time. A typical graph of the forgetting curve purports to show that humans tend to halve their memory of newly learned knowledge in a matter of days or weeks unless they consciously review the learned material. Yet we have persisted for over 100 years in using the formal approach as the only way to train.

Further research, initially done at IBM in the late 1980’s, and many others since then, show a disproportionate amount of learning – as much as 70 to 80 percent – takes place during the pull phase after the classroom-based or online learning is completed [2]. The upshot is eye-opening.

The Numbers Are Depressing

What little learning we get (20-30%) during the formal training stage is rapidly forgotten. This means every $1.00 spent on training returns on average 20¢ – 30¢ of value.

Plus, the majority of training programs today are based on the old push model. The training stops when the initial 20% training period is over. Learners are on their own as they enter the workplace with 70-80% left to learn. The numbers change when you are presenting “high-wire” training, the kind that involves life or death split second decisions. That’s the only exception and it involves lots of simulations and time to practice.

In a managing minds organization, the push training programs are often designed to catapult the learner into the more critical period of pull learning, where the research tells us that as much as 70-80% of the learning occurs [3]. We imagined a future in a managing mind pull model [4] in which learners can get the information they need whenever and wherever it is needed. That would be just-in-time learning. And with the advent of new AI systems, learning can be customized even more to become just-for-me as well.

A push training program in a managing mind company would focus on how employees can get the most downstream from the class, from the pull learning side of the equation. That is a dramatic departure from the current push model that focuses on elements like attendance and test scores, and considers push training to be the beginning and end of the learning process.

The new push model, which is only the beginning of the real learning process, could include:

  • An ebook of key takeaways from the push training
  • Incorporating push training materials back at work as poster reminders
  • A place for feedback to report how easy it is to apply what was learned
  • Inclusion of useful apps to reinforce learning after training
  • Instruction on using just-in-time performance support tools
  • Contacts for finding experts for support
  • Opportunities for learner to teach what they learned
  • Ongoing ways to be tested on the lessons
  • Email or text reminders of key lessons.

We quickly realized the implications for change between the old and new models of training is significant. The old managing hands push model delivers formal training and stops. The new managing minds pull model that supports real learning uses formal training as a jumping off point. Push training is just the beginning. Push training programs would be the first step in the learning process [5], and would be more focused on laying the groundwork for the skills that need to be adopted, adapted, tested and acquired back at work.

In the new model there is a clear continuum from formal to informal. And that was the problem we uncovered. How do you identify the switch from formal to informal learning? What do you need to do to create the most useful bridge between these two aspects of the learning process? We call this the “The Pivot Point”.

The Pivot Point is Critical to Real Learning

Figure One: The Learning Process and The Pivot Point.

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Minds at work 2018

The Pivot Point is the moment formal training ends and informal learning begins. Focusing training on the Pivot Point is important for several reasons.

Learners need to be aware of what is involved when they pivot from formal to informal learning (and back again). The focus on the Pivot Point will make sure employee’s training is supported when they return to the workplace. A plan for a well-timed hand-off from the formal to the informal can be developed to support employee performance during their informal learning.

The training can take the Ebbinghaus curve [6] into account and provide tools to reinforce the basics upon which learners need to build skills and knowledge as they adopt and adapt what they learned in a formal training program. Training can be designed to mirror the actual environment in which learners will work to make the pivot as seamless as possible. This approach will reinforce the new goal of training: to prepare learners to successfully pivot and learn how to improve their skills during their informal learning period back at work.

How the Pivot Point Works

All learners start out unequal. That simply means no one brings the same level of skills to a training program. Yet a training program can still be one-size-fits-all. All learners will need certain basics as they go forward from the formal to the informal part of the learning. Those basics, listed earlier in this paper, can be covered in ways to help bridge the transition between the two parts of the learning process.

The initial learning curve represents the research done by Ebbinghaus and others. The research shows that there is a precipitous drop in what someone learns during the formal program. The learning curve peaks during the learning process at the Pivot Point, immediately at the end of the formal program. If nothing happens past the Pivot Point learners start to drop off the curve and forget their lessons.

At the Pivot Point, informal learning takes over. This may be towards the end of the formal training program even as the learners are still in class completing a survey or a smile sheet. We believe that learning is a process of employees adopting what they learn in a formal setting and then applying that learning to the workplace during the period of informal learning. What is adopted needs to be tested and expanded upon – in a sense relearned in a new context – and goes through a series of similar, shorter learning curves.

“We learn by strengthening connections between related elements, and only so much strengthening can happen in any one day before we literally need to sleep before more can be achieved. That’s why an “event” model of learning has a low likelihood of actually leading to meaningful change. Instead, learning needs to be spaced over time, with sufficient practice to achieve the retention we require. Consider ways to reactivate learning at intervals after the initial learning presentation.” Dr. Clark Quinn  [7]

Each of these later learning curves in the series has a downward side where there is a falling off of new learning. The difference is that each succeeding curve in this extended learning process becomes less steep. They remember more, need to learn less, and forget less as well. As employees draw closer to an expert level, the curve is almost a straight line.

“There are several ways to strengthen the relationships between related elements that lead to learning. We can represent the concept that guides performance, ideally in a new way. We can present another example of applying the concept in a new context, which both helps establish transfer to appropriate situations and, of course, supports greater retention. Or, best of all, we can provide another opportunity for the learner to practice applying the concept in context. All these activities, spaced over time, will support extending the learning, but, of course, the most important is sufficient spaced practice.” Dr. Clark Quinn [8]

The Pivot Point is when formal training needs to handoff to informal learning. Formal training needs to lead up to the pivot and create a bridge that helps learners move along the learning process continuum. Training programs in a Learning Culture can no longer be the end of learning before working, but, instead, as a critical beginning to being able to learn to perform a job or task at the highest level.

When we start to see learning as a continuous process from formal to informal (and maybe back again), we realize the value of the Pivot Point. And we realize that with planning, we can make that pivot a seamless move from only pushing knowledge and skills, to employees pulling what they need, when they need it, where it’s needed.

Minds at Work is the bestselling book from David Grebow and co-author Stephen J. Gill. Based on their groundbreaking and careful research into progressively managed companies, the book explains how many of the ideas we have about management and learning are outdated. These ideas were developed to meet the needs of the previous industrial economy, and are the root cause of the many of the problems experienced by companies around the world. These problems range from hiring to retaining talented people, increasing the engagement of employees, to having them be more collaborative, creative and innovative. All these problems can be viewed as symptoms caused by the impossibility of meeting the challenges of the 21st century knowledge economy using solutions developed for the 19th century industrial economy.

[1] Formal training happens when knowledge is captured and shared by people other than the original expert or owner of that knowledge. The knowledge can be captured in any format—written, video, audio—as long as it can be accessed anytime and anywhere, independent from the person who originally had it.

[2] Andrew Jefferson, Roy Pollock.”70:20:10: Where Is the Evidence?”, ATD Science of Learning Blog, Tuesday, July 08, 2014. https://www.td.org/Publications/Blogs/Science-of-Learning-Blog/2014/07/70-20-10-Where-Is-the-Evidence

[3] Ibid., ATD Science of Learning Blog

[4] Informal or pull Learning is what happens when knowledge has not been externalized or captured and exists only inside someone’s head. To get at the knowledge, you must locate and talk to that person in real time. Pull learning is learner-centered and in response to just-in-time need for knowledge and skills.

[5] We believe that learning is a process of adapting and adopting. Learners adopt what the lessons they learn in a formal program. They then adapt those lessons – through a self-directed process of trying, failing, succeeding and learning from experience – during a constantly changing set of circumstances.

[6] Weibell, C. J. (2011). Principles of learning: 7 principles to guide personalized, student-centered learning in the technology-enhanced, blended learning environment. Retrieved July 4, 2011 from https://principlesoflearning.wordpress.com.

[7] Clark Quinn, “77 Tips on Today’s Hottest Topics from DevLearn Thought Leaders” On Cognition and How the Brain Learns, 15-18, The eLearning Guild, 2015. http://elearningindustry.com/free-ebook-77-tips-on-todays-hottest-topics-from-devlearn-thought-leaders

[8] Ibid., p.18

What a New Year Surprise!


What an honor! John Baldoni is a popular leadership keynote speaker, executive coach and executive educator. He is an internationally recognized thought leader, and the author of 13 great management books, which have been translated into 10 languages. His most popular books you must read are MOXIE and Lead with Purpose.  He recently posted his “Inspiring Reads for 2018”. My latest book co-authored with Stephen J. Gill, “Minds at Work”, was on his list.

“Minds at Work: Managing for Success in the Knowledge Economy by David Grebow and Stephen J. Gill. If you think that management does a good job of bringing out the best in organizations, you don’t need to read this book. But, if you think as I do, that we too often squander the talents and skills of employees by not providing them an environment to learn and culture to thrive, then please read this book. Straight to the point and packed with research insights, Grebow and Gill (my friend) provide a road map to helping organizations unleash the power of their greatest assets: their employees’ minds!”

Here’s the full list to start off your New Year’s reading:

Inspiring Reads for 2018

Another Slice of Pizza, Please


zumeOne of the most widely read of my recent posts was The Pizza Story about the artisanal pizza made by robots in the Zume pizzeria in Palo Alto, California. The post showed that we have no idea how far automation has already reached its steely fingers into the many places in our lives. The point was to prove how far and how fast we are moving away from the industrial model of management and learning that focused on managing hands. We are rapidly approaching a time when almost all work will be performed either partly or completely by people’s minds, and we will need to discover how to manage minds and provide ways for them to learn and grow.

I loved this article in a recent issue of The Atlantic Monthly because of what happened to Freedom Carlson. Without a high school degree, let alone a college diploma to insulate her from the transition to managing minds, she was promoted from kitchen helper working alongside the robots to  “culinary-program administrator”. She is learning coding and how to use the software that determines the nutritional facts for a pizza you order from Zume.  She is a great example of how we can revise our old industrial era ideas about management and learning and move from managing hands to managing minds. The key is believing that people have a growth mindset that enables them to learn and providing the knowledge they need to grow.

Here’s the piece that appeared in The Atlantic Magazine:

“Less dystopian was the scene at Zume Pizza, in Mountain View, California, where I watched an assembly line of robots spread sauce on dough and lift pies into the oven. Thanks to its early investment in automation, Zume spends only 10 percent of its budget on labor, compared with 25 percent at a typical restaurant operation. The humans it does employ are given above-average wages and perks: Pay starts at $15 an hour and comes with full benefits; Zume also offers tuition reimbursement and tutoring in coding and data science. I talked with a worker named Freedom Carlson, who doesn’t have a college degree. She started in the kitchen, where she toiled alongside the robots. She has since been promoted to culinary-program administrator, and is learning to navigate the software that calculates nutritional facts for Zume pizzas.”

What struck me as instructive was the way the savings in labor costs – down to 10% from the standard 25% – was reinvested into the workers including

  • above-average wages – starting at $15 an hour
  • full benefits – health, vacation, and sick time
  • tuition reimbursement – this was what I loved that included tutoring in coding and data science.

The article goes on to point out something too often overlooked when we talk about the impact of automation on the workforce.  We need to focus on people’s minds and their ability to learn new technological skills, regardless of their level of educational attainment. It also makes a key point: We need progressive employers – with the help of a progressive government – to provide that learning and make it happen.

“This has typically been the story of automation: Technology obviates old jobs, but it also creates new ones—the job title radiology technician, for example, has been included in census data only since 1990. Transitioning to a new type of work is never easy, however, and it might be particularly difficult for many in the service sector. New jobs that arise after a technological upheaval tend to require skills that laid-off workers don’t have, and not all employers will be nearly as progressive as Zume. A college education helps insulate workers from automation, enabling them to develop the kind of expertise, judgment, and problem-solving abilities that robots can’t match. Yet nearly 80 percent of workers in food preparation and service-related occupations have a high-school diploma or less, according to the Bureau of Labor Statistics.”

The Atlantic Magazine

Minds at Work is a groundbreaking and carefully-researched explanation about why our ideas about management and learning are more than 100 years out-of-date and need to be revised. The book is published by ATD Press and is available in paperback and ebook versions on ATD Press and Amazon. The ATD Press site also has a free Executive Summary and Sample Chapter.

 

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The Pizza Story


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“Unemployment among robots is holding at zero percent.

Humans are not doing as well”

The Pizza Story

In our new book Minds at Work, we talk about the older labor-intensive economy in which we made things and needed to manage hands, and the newer mind-intensive economy in which we produce work with our minds and need to manage minds.

Automation creates a future in which there are no hands left to manage.

To bring that point  home, we have the pizza story.

This Makes it Personal.

When you walk in it seems like any other pizzeria. You sit, you order, you talk and drink your drink and wait.

In the kitchen in Palo Alto in the heart of Silicon Valley, the team at Zume Pizza goes to work. Pepe and Giorgio squirt on the sauce, and Marta spreads it in concentric circles, just like they do in Italy. Then Bruno puts the pizza in the oven to bake to perfection. And they do not stop for a moment to catch their breath.  That’s because Pepe, Giorgio, Marta, and Bruno are co-bots (robots). And while human employees still apply the toppings according to the customer’s wishes, it’s only a matter of time before they cede that role, too. Co-bots will soon be robots. Made-to-order, ready-to-go, fully automated pizza in as little as seven minutes: As the owners are proud of saying, it’s “artisanal robotic pizza.”

When there are no hands to manage, what’s left.

Postscript: When we originally came across this story and added it to the book Minds at Work, there were only 4 co-bots working at Zume. Since then they’ve added Vincenzo. Then they opened a second pizzeria with 4 more co-bots.

That means that the unemployment rate for robots is zero.

btw, that’s a selfie of Bruno at the top of this post …

MAGA-TV


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An Idea Whose Time Has Come

There are hundreds of cable and streaming channels all focused on a theme or subject just begging for an audience. I have an idea for one that at least 30 million people in this country are ready watch.

MAGA-TV – The Make America Great Again channel.

It’s the closest they can get to a time machine. Take them back to the last time America was great. When white flight was commuting to the suburbs light-years away from dangerous crime infested cities. A house cost $8,450, yearly wages for the breadwinning men topped $3,120. A new car? Easy installment payments at $1,510, but no worries gas was only 18¢ per gallon. Use as much as you want.

And to remember how happy they were, Mom or dad could take all the photographs they wanted on their Happi-Time camera!

So, I want my MAGA-TV. I want to go back to the 1950’s and be able to reimagine that America. We would have enough shows for everyone! Here are just a few …

Reality shows that taught us how to be a MAGA family

  • Father Knows Best
  • Leave it to Beaver
  • The Adventures of Ozzie and Harriet
  • The Andy Griffith show

Programs that would be MAGA fun for the whole family

  • I Dream of Jeannie
  • Green acres
  • Mister Ed
  • The Munsters

History shows about the way it used to be out in the MAGA west

  • The Lone Ranger
  • Little House on the Prairie
  • Bonanza

Shows that gave MAGA kids values to live by

  • Dennis the Menace
  • The Howdy Doody Show
  • Leave it to Beaver

Shows that revealed the hard life of MAGA crime

  • Dragnet
  • Perry mason

And for the blacks

Just to make sure MAGA-TV is not perceived as racist, we would also include a few shows that proved we liked them too.

  • Amos and Andy
  • Moving on Up
  • Stepford and Sons

And if we ran out of episodes, we can always go back to the beginning. After all isn’t that what you do with a fairy tale? Just read it again.

So, it would be MAGA-TV reruns, making America great again, and again, and again. Happily ever after.

Please smile for the Happi-Time Camera.

Sex, Bitcoin, and the Blockchain Brothel


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I’m always trying to learn something new. Every day…

So last night I was out with a friend of mine who is fabulously wealthy and amazingly smart. And we were eating dinner and talking about investments, retirement, 401K’s, reverse mortgages, and the California housing market after the fires. It was a calm and educational meal and then, over coffee and whisky (single malt of course), I mentioned the word …

bitcoin.

Twenty minutes of surprising ranting followed from my usually low-key and reasonable friend, and the upshot of his lecture – enjoyed by all the nearby diners – was “Bitcoin is bullshit, it’s for suckers with more money than brains, it’s gambling pure and simple!”

I let it go, we parted amicably, and I forgot about that part of the conversation until this morning in a steamy shower.

Bitcoin is gambling. So why not open an online bitcoin casino? The more I thought about the idea the more I liked it. A place online where you could only gamble with bitcoins. Since bitcoins are not recognized as real by any government in the world, there would be no regulation. Or even better taxation. You win you keep it all. You lose I get it all.

It could have all the features of any casino. Cards. Dice. Slots. Even a roulette wheel. Plus, it could add sports betting, already online, only it would be better. No government to get in your way. Bitcoins only. It would be the uber-site of gambling – gambling with currency that was based on gambling. Gambling gambling squared!

I would include The Bitcoin Bar where, over virtual drinks, you could exchange stories about fighting in the bitcoin and cryptocurrency wars. It would be like a global community. Meet fellow bitcoiners. And other cryptocurrency lovers. Maybe even meet IRL. Who knows there might even be a marriage or two to brag about someday.

And then there could be the VR Blockchain Brothel. Let’s get real. Pornography was the midwife for the Internet. Why not step it up a notch and provide the best and newest in VR sex? Need VR headgear? We sell it. Or provide it as a perk to our Golden Members Only Club.

I even had a name: The New Goldrush Casino. Now I just need to find investors who want to put their bitcoins to work.

Sorry, gotta run … haven’t checked the latest up or down news on my bitcoins in the last 5 minutes. That’s a lifetime in cryptocurrency years!

 

Stopping the Pandemic


All the ideas you have about the future of management and learning are wrong.

If you want to find out why, join us this Friday for a great webinar and some free valuable giveaways.

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