May 2, 2025 • 15 mins
Abbie and Adrian discuss the perspectives of recent college graduates and the unique challenges they face in today's job market. In an era where technology has rendered remote work more accessible, new grads are asking critical questions about workplace culture and the boundaries of work-life balance.
Abbie shares her thoughts on the relevance of working "9 to 5" (and sings a little Dolly Parton in the process). Are outdated workplace norms ready to accommodate a generation that thrives in hybrid environments? Are organizations that refuse to adapt at risk of losing potential talent?
We discuss the challenges employers face in bridging the generational divide and the impact of remote work on skills development. While we're not sure of the "right" answer, we conclude that advocating for more flexible, balanced, and inclusive work practices will foster richer workplace cultures in the future.
Read the transcript and notes for this episode on our website.
Key Takeaways
- The traditional 9-to-5 work model is becoming increasingly obsolete as recent graduates demand more flexible working environments.
- Boundaries, work-life balance, and the role of technology have become critical topics for new professionals entering the job market.
- There is a noticeable divide in how different generations perceive the evolving workplace, with significant implications for hiring practices.
- Hiring managers increasingly say they'd prefer AI / automation over hiring recent graduates, indicating a disconnect in expectations.
- The future of work may not center around a physical office space, requiring a shift in perspective for employers.
- Companies may miss out on significant talent by adhering strictly to traditional workplace expectations instead of considering a hybrid approach.
Follow the podcast
If you enjoyed this episode, please follow Copper State of Mind in Apple Podcasts, Spotify, or any other podcast app. We publish new episodes every other Friday. Just pick your preferred podcast player from this link, open the app, and click the button to “Follow” the show: https://www.copperstateofmind.show/listen
Need to hire a PR firm?
We demystify the process and give you some helpful advice in Episode 19: "How to Hire a Public Relations Agency in Arizona: Insider Tips for Executives and Marketing Directors"
Credits
Copper State of Mind, hosted by Abbie Fink and Dr. Adrian McIntyre, is a project of HMA Public Relations, a full-service public relations and marketing communications firm in Phoenix.
The show is recorded and produced by the team at Speed of Story, a B2B communications firm, and distributed by PHX.fm, the leading independent B2B podcast network in Arizona.
If you enjoyed this episode, you might also like the PRGN Presents podcast, hosted by Abbie Fink, featuring conversations about PR, marketing, and communications with members of the
Mark as Played
Transcript
Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
(00:04):
Unless you've been livingunder a rock for the past five years--and
I mean, if you have, good foryou; you've avoided a lot of nonsense
that's been going on--you willhave noticed that the world we live
in has significantly,profoundly changed in a relatively
short period of time. And ofcourse, at the same time, work has
changed, partly in response toa global pandemic that sent a lot
(00:27):
of people home, at least for awhile, and partly in response to
increasing advances intechnology that have made remote
and hybrid work ever moreaccessible to even more companies.
And there's a real interestingdivide that's shaping up between
the people who think this isgoodthingand the peoplewhothink think
it's not. Abbie, yourmind?
(00:48):
(singing) "Working 9 to 5 is away to make a living." Or is it?
The conversations I've beenhaving recently with up and coming
professionals,trulyanyoneintheworkplaceright in
the workplace right now,workplace. Nine tofivemight workplace
(01:10):
... nine to five might be alittle bit of a stretch, but that
show up every day in themorning and work until the end of
the day, every day, the waythat the workplace needs to be. Are
we going back to that? Do weneed to go back to that? And as we're
(01:34):
finding and as more and morestudies are coming out, talking to
this, you know, the graduatingclass of 20 25, these graduates think
that's a thinkabouthowthat'sgoingtoimpacttheworkthatwedoandisitsomethingthatweneedtoconcernourselveswithorarewejustgoingtosay,okay,fine,graduates,youcanthinkthatway,butthenyou'renotgoingtobegettingajobwithmycompany.Andifwetakethatstance,areweleavingoutanincredibleresourceofsmart,creative,technologydrivenprofessionalsjustbecausewewanttheminaworkplaceandtheydon'twanttobethere?Yeah.
(02:16):
You know, it's interesting.It's almost graduation for colleges
and universities across thecountry, the world really. For 11
years I taught in highereducation, both as a graduate student
then and as a professor. Andlooking back, that was ... it's been
a while now. But one of myfavorite things ... actually, of
all the things you have to doas a professor, there's like nine
or 10 types of things you haveto do. And I really only liked two
(02:38):
of them. One was being in theclassroom with students, who are
always interesting, alwayscurious, always challenging. And
the second was meeting withthem in office hours, where they
would bring their very realquestions, not just about the material
we were talking about in thecourse, but about life and careers
and how to navigate. And itseems to me that the questions students
(02:59):
are asking today are notunlike the questions they were asking
back then, except for thespecific content of the question
has really changed. Becausethe world, as I said, has changed.
You talk to a lot of studentsevery single year. What are they
asking you these days?
Well, yeah, you know, I justhosted a group of graduating seniors
(03:23):
from Northern ArizonaUniversity a couple weeks ago, and
amongst the more traditionaltypes of questions, multiple times
in multiple ways the questionshad to do with workplace culture,
having to do with the"boundaries," a word that I would
have never addressed when Iwas interviewing for jobs. But they
(03:43):
really wanted to understand,you know, if I come to work for a
place like HMAublicRelations,whatdoesthetypicaldaylooklike?But like?
But it wasn't about, Iclientandthisfor thisclient.Itwasreally,doIneedto
be thereeverydayintheoffice?DoIneed tobethere in the morning?BecauseI'mreallymuchmore
(04:04):
the morning? Becauseafternoonandearlyevening.Whatabout nightsandweekends?
BecauseIhaveanotherjoborIhavethisvolunteerthingthatIliketodo?And allextremelyvaluablequestions.Imean,
nothingwas outofline.But Andall extremely valuable questions.
mean,nothingwas out out ofline. But the fact that they are
(04:27):
thinking about it as part oftheir evaluation about whether or
not they're going to come towork for someone when, you know,
even as recently as maybe 10years ago, it was, what is the job
title, what is my salary, whatare my benefits, how much vacation
(04:49):
time am I going to get? Andnothing that would lead you down
the path of I will not be inthe office on Tuesdays and Fridays
after 4 o'clock. It justwasn't part of the vernacular. And
I think that's in part becausethis current graduating class has
(05:12):
known only a hybridenvironment. You know, they inhighschool
andcollege whenthe.When thepandemic was at its peak. So they
readily adapted to technologyand doing withtheir fellowstudentsinanonlineway.Theyunderstand
thattheycanbesuccessfulthatway,at that
(05:35):
they can be successful thatway, at least in their own mind,
from a college perspective.They completed their homework, they
took their tests, theypresented their papers. There's no
reason for them to think thatthey can't do it in the workplace.
The real challenge, I think,is those of us that are managing
(06:01):
workplaces and we may haveagain, an office like ours is multi
generational. We haverepresentation across all the different
Gen X, Y, Z,whatevertheyareall calledthesedays. days. And we
bring our own bias to thataboutwhat,youknow, how we were raised
(06:25):
notsuggestingthat I'm notsuggesting that anyone has to necessarily
change their mind about howthey want to orchestrate their own
particular workplace. Butwhether or not recent college graduates
fit into your cycle of hiringreally iacouplestudiesthathavebeenoutandone
(06:52):
and decide. And there are acouple studies that have been out,
and one of them that we'rekind of referencing here as we're
chatting, basically says that orartificialintelligencet
I'mreallystruck byinallofthisis themismatchbetweenmanydifferent
(07:16):
narrativeswhichjustdon'tseemtomakeanysense takencollectively.Andthisisa
verycasualand somewhatirresponsiblesociologythatI'm doinghere.But
takentogether, itseemsasifeveryone'ssearchingforanexplanation forsomethingwesimplycan'texplainyet.Wedon'treallyknowwhat's
goingon.We'vegotmembersoftheadministration,theCommerceSecretary,etcetera, sayingthat
(07:39):
the futureofAmericaispeopleputtinglittletinyscrewsintodevicesinfactoriesagain,whichisclearlyadisconnectfromwhat'sactuallyhappeningandwhat kindofjobspeoplewant.We'vegotcollege
graduates--everoptimistic,everrosyintheiroutlook--saying, "ohsure,"it's80-somethingpercentsaying,
"yes,I'llhavenoproblemfindingajob."Andthenashadawholebunchofhiring managerssaying,I'mnothiringthese
(08:04):
people. "I'mnothiringthesepeople!"37%ofthehiringmanagerssaidthattheywouldn'tdo that,44%
saidthey'drathergivethejobtoanolderfreelancerinsteadofanewgraduate.WhatI thinkisinterestingisthatnInotherwords,you'vegotabillionaire.Talkingabouthowgreatit'llspeakingabout.Inotherwords,you'vegota
billionairetalkingabouthowgreatit'llbewhensomebodySothey'reprojectingsomekindofimaginaryidealthingandatthesametimehavinganegativewhich doesn'texist
yet.Sothey'reprobablyalsodon'tknowalotbecausethey'vebeeninuniversity,maybeinternshipshaveexposedthem,etcetera.Butclearlythere'sastoryabouttheyouththatisbeingperpetuatedhere. Andthen,ofcourse,asmuchasIwouldliketotaketheirside,Ithinkthere'setcetera.Butclearlythere'sa
storyabout"theyouth"thatisbeingperpetuatedhere.Andthen,of course,asmuchas
I wouldliketo taketheirside,Ithinkthere'sadisconnectfromreality ifyou'vegotrecentgraduateswhoessentiallyhave
beenfollowing theplaybook foracareertrajectorythat Andnot existanymore.Andthey're
andstatementsabouteachrudeawakeningoftheir own.I
justdon't knowwhatto make ofAndthat'ssomethingthatIdon'tthinkwe'vefullywrappedourtheraround.
(09:28):
A physical place, right?
Yeah.
So I think where I land onthis, and this has been kind of my
view for a while, when wemight not have had the words to put
to the content. The context ofonline learning ... I taught classes
online, and those have evolvedfrom me recording my lectures and
(09:49):
students just popping in andwatching them at whatever time they
wanted to, all the way upthrough and doing teaching through
technology on Zoom or whatnot.My concern has always been about
the availability of onlinelearning opened up tremendous opportunities
for students that neededdifferent learning environments,
right? That their lifestyle,where they lived, what they were
(10:12):
doing in their own world, theyhad to work if they were an athlete,
whatever it might have--adancer, you know, whatever it might
have been--they needed adifferent learning environment and
online learning gave themthat. So it allowed them to continue
whatever they needed to do forin their personal lives and still
get the education. I'm 100% onboard with that. My concern has been
(10:33):
what happens when thoseindividuals are in the workplace,
the physical space that theywould come into every day. Because
my feeling was they weremissing some of the things that happen
in a classroom that are notthe textbook learning, the stuff
that says the other person onyour team isn't pulling their weight.
And how do you navigate thatso your grade doesn't fail? That
(10:56):
teaches you how to be on ateam. Or if the professor is, you're
just not jiving with theprofessor. And you've got to figure
out, you know, it's the onlysection of that class and it's the
last class you need tograduate. You've got to figure it
out. That's no different thanworking with a difficult boss or
a difficult coworker. Sowithout some of that learning opportunities,
(11:17):
were we creating a workplaceor an individual that was coming
into our workplace that didn'thave those kind of skill sets? To
some extent, I think that'strue. I think that has happened.
But we have jumped ahead ofthat now. And the fact that this
whole group of, well, we cancall them kids, a whole group of
kids are graduating who knownothing else. Do I then sound like
(11:43):
the old relic in the roombecause I don't know how to do building
a team online or dealing withmy difficult boss on a screen right
there. Am I the one that hasto figure out how to do this? Because
my workplace, my team, myemployees all know how to do this.
So to the extent that we agreeor disagree about the physicalness
(12:08):
of coming into work and, andwhat the structure is of our work
day, then we have to put thepeople into those positions that
make the most sense. And thatshould never change. I don't want
to hire someone simply becausethey're willing to work within my
(12:30):
guidelines. I want them to bethe best person for the job. I want
them to have the talent andthe skills to do it and, by the way,
happen to be okay with. But Idon't want to be so stubborn as to
say but that other candidatewho has told me at the interview
all the other wonderfulthings, but they ... The one thing
that doesn't sit with me isthis boundaries question. I'm probably
(12:53):
the one oingtoloseout ifIimmediatelystopthe.My my conversation
individualbecausethey'veaskedaquestionorthey'vehadthe nervetosuggest
thattherecouldbesomethingdifferentthanwhatIamproposing.Itdoesn't mean
Ihavetodo.Itdoesn'tmeanIhaveto agreewith
it. ButIcertainlywouldn'twantagree with it. But I fromhappeningjustbecauseit
(13:16):
doesn'tfitwithwhatI'vebeenprofessingtodo allthis time.Andwe'regoingtowatch,you
know,thereturntowork. all thistime. And we're going organizations,small
organizations work discussionswill continue getyour, youknow,getthe
work,theemployeesbackintotheoffice,and know,
(13:38):
it's time to get to work getthe employees back into the office.
Andit.That'sgoingtobeadecisionthatthey'regoingtohavetomake.I'mnotinclinedto may
not lose employees as a resultof it. That's going to be a decision
that they're going to have tomake. I'm not inclined thatyou'rein.ButIwouldwantallofustobeopen
(14:00):
totheideathatthisdifferentwayofthinkingandthisintentthatthesegraduateshaveoncreatingalittlebitmorebalanceintheirlifeisn'tsuchabadthing.Andperhaps,youknow, we
canalllearnfromthisdiscussionandexposeourselvesto somenewwaysofthinking.
(14:23):
Thanks for listening to thisepisode of Copper State of Mind.
If you enjoyed theconversation, please share it with
a colleague who might alsofind this podcast valuable. It's
easy to do. Just click the"Share" button listeningtonowtopassitalong.Youcan
alsofollow Copper Stateof MindinApplePodcasts,Spotify,oranyotherpodcastapp.WepublishnewepisodeseveryotherFriday.CopperStateofMindisbroughttoyoubyHMAPublicRelations,theoldestcontinuouslyoperatingPRfirmin Arizona.Theshowis
(14:57):
recordedandproducedbytheteamatSpeedofStory,a Arizona.
The show isinPhoenix,anddistributed byPHXFM,
theleadingindependentB2Bpodcastnetwork inArizona.Forall ofushereatSpeed
of PHX.fm, theFM,I'mAdrianMcIntyre.Thanksforlistening in
Arizona. For all of us here atyouchoosetodoso,we PHX.fm, I'm Adrian
(15:20):
McIntyre. Thanks for listeningand Mind.i.W
Unless you've been livingunder a rock for the past five years--and
I mean, if you have, good foryou; you've avoided a lot of nonsense
that's been going on--you willhave noticed that the world we live
in has significantly,profoundly changed in a relatively
short period of time. And ofcourse, at the same time, work has
changed, partly in response toa global pandemic that sent a lot
(00:27):
of people home, at least for awhile, and partly in response to
increasing advances intechnology that have made remote
and hybrid work ever moreaccessible to even more companies.
And there's a real interestingdivide that's shaping up between
the people who think this isgoodthingand the peoplewhothink think
it's not. Abbie, yourmind?
(00:48):
(singing) "Working 9 to 5 is away to make a living." Or is it?
The conversations I've beenhaving recently with up and coming
professionals,trulyanyoneintheworkplaceright in
the workplace right now,workplace. Nine tofivemight workplace
(01:10):
... nine to five might be alittle bit of a stretch, but that
show up every day in themorning and work until the end of
the day, every day, the waythat the workplace needs to be. Are
we going back to that? Do weneed to go back to that? And as we're
(01:34):
finding and as more and morestudies are coming out, talking to
this, you know, the graduatingclass of 20 25, these graduates think
that's a thinkabouthowthat'sgoingtoimpacttheworkthatwedoandisitsomethingthatweneedtoconcernourselveswithorarewejustgoingtosay,okay,fine,graduates,youcanthinkthatway,butthenyou'renotgoingtobegettingajobwithmycompany.Andifwetakethatstance,areweleavingoutanincredibleresourceofsmart,creative,technologydrivenprofessionalsjustbecausewewanttheminaworkplaceandtheydon'twanttobethere?Yeah.
(02:16):
You know, it's interesting.It's almost graduation for colleges
and universities across thecountry, the world really. For 11
years I taught in highereducation, both as a graduate student
then and as a professor. Andlooking back, that was ... it's been
a while now. But one of myfavorite things ... actually, of
all the things you have to doas a professor, there's like nine
or 10 types of things you haveto do. And I really only liked two
(02:38):
of them. One was being in theclassroom with students, who are
always interesting, alwayscurious, always challenging. And
the second was meeting withthem in office hours, where they
would bring their very realquestions, not just about the material
we were talking about in thecourse, but about life and careers
and how to navigate. And itseems to me that the questions students
(02:59):
are asking today are notunlike the questions they were asking
back then, except for thespecific content of the question
has really changed. Becausethe world, as I said, has changed.
You talk to a lot of studentsevery single year. What are they
asking you these days?
Well, yeah, you know, I justhosted a group of graduating seniors
(03:23):
from Northern ArizonaUniversity a couple weeks ago, and
amongst the more traditionaltypes of questions, multiple times
in multiple ways the questionshad to do with workplace culture,
having to do with the"boundaries," a word that I would
have never addressed when Iwas interviewing for jobs. But they
(03:43):
really wanted to understand,you know, if I come to work for a
place like HMAublicRelations,whatdoesthetypicaldaylooklike?But like?
But it wasn't about, Iclientandthisfor thisclient.Itwasreally,doIneedto
be thereeverydayintheoffice?DoIneed tobethere in the morning?BecauseI'mreallymuchmore
(04:04):
the morning? Becauseafternoonandearlyevening.Whatabout nightsandweekends?
BecauseIhaveanotherjoborIhavethisvolunteerthingthatIliketodo?And allextremelyvaluablequestions.Imean,
nothingwas outofline.But Andall extremely valuable questions.
mean,nothingwas out out ofline. But the fact that they are
(04:27):
thinking about it as part oftheir evaluation about whether or
not they're going to come towork for someone when, you know,
even as recently as maybe 10years ago, it was, what is the job
title, what is my salary, whatare my benefits, how much vacation
(04:49):
time am I going to get? Andnothing that would lead you down
the path of I will not be inthe office on Tuesdays and Fridays
after 4 o'clock. It justwasn't part of the vernacular. And
I think that's in part becausethis current graduating class has
(05:12):
known only a hybridenvironment. You know, they inhighschool
andcollege whenthe.When thepandemic was at its peak. So they
readily adapted to technologyand doing withtheir fellowstudentsinanonlineway.Theyunderstand
thattheycanbesuccessfulthatway,at that
(05:35):
they can be successful thatway, at least in their own mind,
from a college perspective.They completed their homework, they
took their tests, theypresented their papers. There's no
reason for them to think thatthey can't do it in the workplace.
The real challenge, I think,is those of us that are managing
(06:01):
workplaces and we may haveagain, an office like ours is multi
generational. We haverepresentation across all the different
Gen X, Y, Z,whatevertheyareall calledthesedays. days. And we
bring our own bias to thataboutwhat,youknow, how we were raised
(06:25):
notsuggestingthat I'm notsuggesting that anyone has to necessarily
change their mind about howthey want to orchestrate their own
particular workplace. Butwhether or not recent college graduates
fit into your cycle of hiringreally iacouplestudiesthathavebeenoutandone
(06:52):
and decide. And there are acouple studies that have been out,
and one of them that we'rekind of referencing here as we're
chatting, basically says that orartificialintelligencet
I'mreallystruck byinallofthisis themismatchbetweenmanydifferent
(07:16):
narrativeswhichjustdon'tseemtomakeanysense takencollectively.Andthisisa
verycasualand somewhatirresponsiblesociologythatI'm doinghere.But
takentogether, itseemsasifeveryone'ssearchingforanexplanation forsomethingwesimplycan'texplainyet.Wedon'treallyknowwhat's
goingon.We'vegotmembersoftheadministration,theCommerceSecretary,etcetera, sayingthat
(07:39):
the futureofAmericaispeopleputtinglittletinyscrewsintodevicesinfactoriesagain,whichisclearlyadisconnectfromwhat'sactuallyhappeningandwhat kindofjobspeoplewant.We'vegotcollege
graduates--everoptimistic,everrosyintheiroutlook--saying, "ohsure,"it's80-somethingpercentsaying,
"yes,I'llhavenoproblemfindingajob."Andthenashadawholebunchofhiring managerssaying,I'mnothiringthese
(08:04):
people. "I'mnothiringthesepeople!"37%ofthehiringmanagerssaidthattheywouldn'tdo that,44%
saidthey'drathergivethejobtoanolderfreelancerinsteadofanewgraduate.WhatI thinkisinterestingisthatnInotherwords,you'vegotabillionaire.Talkingabouthowgreatit'llspeakingabout.Inotherwords,you'vegota
billionairetalkingabouthowgreatit'llbewhensomebodySothey'reprojectingsomekindofimaginaryidealthingandatthesametimehavinganegativewhich doesn'texist
yet.Sothey'reprobablyalsodon'tknowalotbecausethey'vebeeninuniversity,maybeinternshipshaveexposedthem,etcetera.Butclearlythere'sastoryabouttheyouththatisbeingperpetuatedhere. Andthen,ofcourse,asmuchasIwouldliketotaketheirside,Ithinkthere'setcetera.Butclearlythere'sa
storyabout"theyouth"thatisbeingperpetuatedhere.Andthen,of course,asmuchas
I wouldliketo taketheirside,Ithinkthere'sadisconnectfromreality ifyou'vegotrecentgraduateswhoessentiallyhave
beenfollowing theplaybook foracareertrajectorythat Andnot existanymore.Andthey're
andstatementsabouteachrudeawakeningoftheir own.I
justdon't knowwhatto make ofAndthat'ssomethingthatIdon'tthinkwe'vefullywrappedourtheraround.
(09:28):
A physical place, right?
Yeah.
So I think where I land onthis, and this has been kind of my
view for a while, when wemight not have had the words to put
to the content. The context ofonline learning ... I taught classes
online, and those have evolvedfrom me recording my lectures and
(09:49):
students just popping in andwatching them at whatever time they
wanted to, all the way upthrough and doing teaching through
technology on Zoom or whatnot.My concern has always been about
the availability of onlinelearning opened up tremendous opportunities
for students that neededdifferent learning environments,
right? That their lifestyle,where they lived, what they were
(10:12):
doing in their own world, theyhad to work if they were an athlete,
whatever it might have--adancer, you know, whatever it might
have been--they needed adifferent learning environment and
online learning gave themthat. So it allowed them to continue
whatever they needed to do forin their personal lives and still
get the education. I'm 100% onboard with that. My concern has been
(10:33):
what happens when thoseindividuals are in the workplace,
the physical space that theywould come into every day. Because
my feeling was they weremissing some of the things that happen
in a classroom that are notthe textbook learning, the stuff
that says the other person onyour team isn't pulling their weight.
And how do you navigate thatso your grade doesn't fail? That
(10:56):
teaches you how to be on ateam. Or if the professor is, you're
just not jiving with theprofessor. And you've got to figure
out, you know, it's the onlysection of that class and it's the
last class you need tograduate. You've got to figure it
out. That's no different thanworking with a difficult boss or
a difficult coworker. Sowithout some of that learning opportunities,
(11:17):
were we creating a workplaceor an individual that was coming
into our workplace that didn'thave those kind of skill sets? To
some extent, I think that'strue. I think that has happened.
But we have jumped ahead ofthat now. And the fact that this
whole group of, well, we cancall them kids, a whole group of
kids are graduating who knownothing else. Do I then sound like
(11:43):
the old relic in the roombecause I don't know how to do building
a team online or dealing withmy difficult boss on a screen right
there. Am I the one that hasto figure out how to do this? Because
my workplace, my team, myemployees all know how to do this.
So to the extent that we agreeor disagree about the physicalness
(12:08):
of coming into work and, andwhat the structure is of our work
day, then we have to put thepeople into those positions that
make the most sense. And thatshould never change. I don't want
to hire someone simply becausethey're willing to work within my
(12:30):
guidelines. I want them to bethe best person for the job. I want
them to have the talent andthe skills to do it and, by the way,
happen to be okay with. But Idon't want to be so stubborn as to
say but that other candidatewho has told me at the interview
all the other wonderfulthings, but they ... The one thing
that doesn't sit with me isthis boundaries question. I'm probably
(12:53):
the one oingtoloseout ifIimmediatelystopthe.My my conversation
individualbecausethey'veaskedaquestionorthey'vehadthe nervetosuggest
thattherecouldbesomethingdifferentthanwhatIamproposing.Itdoesn't mean
Ihavetodo.Itdoesn'tmeanIhaveto agreewith
it. ButIcertainlywouldn'twantagree with it. But I fromhappeningjustbecauseit
(13:16):
doesn'tfitwithwhatI'vebeenprofessingtodo allthis time.Andwe'regoingtowatch,you
know,thereturntowork. all thistime. And we're going organizations,small
organizations work discussionswill continue getyour, youknow,getthe
work,theemployeesbackintotheoffice,and know,
(13:38):
it's time to get to work getthe employees back into the office.
Andit.That'sgoingtobeadecisionthatthey'regoingtohavetomake.I'mnotinclinedto may
not lose employees as a resultof it. That's going to be a decision
that they're going to have tomake. I'm not inclined thatyou'rein.ButIwouldwantallofustobeopen
(14:00):
totheideathatthisdifferentwayofthinkingandthisintentthatthesegraduateshaveoncreatingalittlebitmorebalanceintheirlifeisn'tsuchabadthing.Andperhaps,youknow, we
canalllearnfromthisdiscussionandexposeourselvesto somenewwaysofthinking.
(14:23):
Thanks for listening to thisepisode of Copper State of Mind.
If you enjoyed theconversation, please share it with
a colleague who might alsofind this podcast valuable. It's
easy to do. Just click the"Share" button listeningtonowtopassitalong.Youcan
alsofollow Copper Stateof MindinApplePodcasts,Spotify,oranyotherpodcastapp.WepublishnewepisodeseveryotherFriday.CopperStateofMindisbroughttoyoubyHMAPublicRelations,theoldestcontinuouslyoperatingPRfirmin Arizona.Theshowis
(14:57):
recordedandproducedbytheteamatSpeedofStory,a Arizona.
The show isinPhoenix,anddistributed byPHXFM,
theleadingindependentB2Bpodcastnetwork inArizona.Forall ofushereatSpeed
of PHX.fm, theFM,I'mAdrianMcIntyre.Thanksforlistening in
Arizona. For all of us here atyouchoosetodoso,we PHX.fm, I'm Adrian
(15:20):
McIntyre. Thanks for listeningand Mind.i.W
Popular Podcasts
Dateline NBC
Current and classic episodes, featuring compelling true-crime mysteries, powerful documentaries and in-depth investigations. Follow now to get the latest episodes of Dateline NBC completely free, or subscribe to Dateline Premium for ad-free listening and exclusive bonus content: DatelinePremium.com
24/7 News: The Latest
The latest news in 4 minutes updated every hour, every day.
Therapy Gecko
An unlicensed lizard psychologist travels the universe talking to strangers about absolutely nothing. TO CALL THE GECKO: follow me on https://www.twitch.tv/lyleforever to get a notification for when I am taking calls. I am usually live Mondays, Wednesdays, and Fridays but lately a lot of other times too. I am a gecko.