My blog

Category: Front Line

  • The A-Z of launching a new business

    The A-Z of launching a new business

    Simon Hay and Joe Mathewson

    Sometimes businesses get started for the most every day reasons. In our case it was procrastination. We were both studying for our GCSEs and were happy to do anything other than revision. 

    It was 1999 and the internet was really taking off. We were frustrated that we couldn’t access any school work online. During study leave we’d need to cycle back and forth to school to pick up printouts, revision advice and tests. Our bedrooms were in complete chaos with paper and revision notes everywhere.

    There’s no denying we were techie teenagers. We surveyed the mess, applied our teenage ingenuity, and thought it would be fun to write some software that could make the situation better. 

    And that was much more interesting than actually doing some revision. We didn’t know it then, but seeing a problem and not being able to resist ‘scratching the itch’ is pretty common amongst entrepreneurs who found businesses. 

    At the same time, our Physics teacher who was an early evangelist for technology, ran a student competition to develop ideas for using the Internet to improve learning. We both entered, and he encouraged us to collaborate.   

    School success and encouragement

    We created the very first version of our platform with the Physics department. From there, pupil power really spread the word and soon teachers from other subjects were asking if they could use our software. By the time we started A levels our school was using it across all subjects and we were being called out of lessons to set things up and troubleshoot. 

    It was incredibly exciting to have made such a difference at our school, but we soon realised schools across the world faced similar challenges with technology. Encouraged by our initial success we approached other schools and by the time we left sixth form we had a handful of founding customers. 

    Taking the plunge from hobby to full time business

    However, we still didn’t see its full potential as a business.  We went to university, travelled, Joe became a semi pro DJ, and we took up jobs in the City.  I think our families maybe thought we would settle down. But all the time we were working on the trading floor we had a second job running Firefly.

    It was challenging as we’d be taking calls from schools in the middle of the day.

    These constraints forced us to produce a really strong product that was easy to use and reliable – and it reduced the calls.

    Looking back, it is clear that despite the City being exciting and fun, we really wanted to run our own business and have greater control. We secured our thirtieth school customer and thought “right let’s do this”. It was a hugely important moment. We were leaving well paid, enjoyable jobs to launch into the unknown. But we knew we had a product the market wanted.

    Since then, Firefly has grown rapidly. We’ve raised £10m in investment to support expansion into 40 countries and now have nearly 1.5m students, teachers and parents using the platform. It’s been hard work but the sense of purpose we have and fulfilment it gives us makes it worth it. 

    Advice to others 

    • Find a buddy– We constantly challenge each other, and develop and refine our thinking. We have known each other for 20 years. It’s the combination of ‘us together’, which makes the special sauce that is Firefly. 
    • Don’t drop everything straight away– We slowly incubated Firefly whilst we went to university and got jobs. Starting a business isn’t always about dropping everything immediately. We wouldn’t have been successful without the experience we got along the way. 
    • Tightly focus your tech product–  Think really hard about the right shape of your product – what should be in and out of scope. Early clients will want you to build features that won’t have widespread application, learn to say no nicely, but firmly.  
    • Ask for help – People are ready to help young entrepreneurs. We received lots of advice and people were really generous with their time. Just remember to say thank you! 
    • Don’t stand still– Continually look ahead to help ensure your product remains relevant. We are still doing this and recently launched our Parent Portalin response to what schools now need.

    The Covid-19 pandemic has demonstrated how innovation, courage and dogged hard work can make a difference to individuals, communities and the world. These are the qualities needed to launch business ideas. It’s a tough economic climate, but history shows that many of the strongest and longest-lasting companies have been started during downturns.

    As technology advances, the barriers to getting started are getting lower and lower, and there are also more successful UK tech start-ups to light the way. We are keenly aware that young people have been affected significantly by the pandemic. However, we know they are also going to be key to taking us forward. We really encourage any young person with a smart tech idea to give it a go. Scratch that itch and you might well have a roaring success on your hands.

    Simon Hay and Joe Mathewson are co-founders of Firefly Learning, an education technology company.

    https://fireflylearning.com/
  • Hilary Leevers: engineering can provide ‘real fulfilment’

    Hilary Leevers: engineering can provide ‘real fulfilment’

    Hilary Leevers, CEO of EngineeringUK  

    With lockdown and restrictions affecting everything from socialising to exams, there’s no denying that there is much that young people might be worrying about. The future feels uncertain too; a recent survey found that the majority of 11 to 19 year olds feel that the coronavirus pandemic will make finding a job or undertaking higher education more difficult. While it is important that young people remain realistic about the challenges facing them, I want them to feel that their dreams are worth pursuing. There are still amazing career opportunities out there, and ways to bring these aspirations to life.  

    When it comes to young peoples’ aspirations, it is fantastic that so many are focused on choosing careers that make a positive difference to the world. Nine out of ten young people want a career that tackles social issues, from addressing environmental issues to keeping people safe and well. We also know that factors such as job opportunity and security are really important too, especially at this time of change.  

    For many young people, the job security and real fulfilment they seek could be found in engineering. 

    The engineering industry is incredibly diverse, with exciting career opportunities in everything from space and energy to design and food, sport and entertainment to gaming and technology.  Engineers are at the forefront of shaping the world we live in, helping to solve our biggest challenges. From dealing with cyber security and minimising the impact of natural disasters to developing sustainable energy, food, housing and products – engineers help pave the way to a better future for everyone. 

    You can make flying more environmentally friendly as an aerospace engineer or drive the use of renewable energy as an electrical or energy engineer. Biomedical engineers develop life-saving equipment and chemical engineers can stop the spread of disease. While, as a manufacturing engineer you could develop new ways of creating medical products. Mechanical engineering could see you designing prosthetic limbs and you can support international development or disaster recovery as a civil or structural engineer. 

    Recently, the coronavirus crisis has shone a spotlight on the brilliant work of scientists, technicians and engineers responding to the needs of the nation. We’ve seen exceptional examples of engineering across essential services and infrastructure – from the design and delivery of thousands of ventilators to the building of NHS Nightingale field hospitals. In fact, over three quarters of young people said they recognised the importance of engineers to developing new ventilators, keeping people connected through the crisis and turning spaces like exhibitions centres into hospitals.  

    As an engineer it’s possible you can save far more lives than as a medic. This is a powerful message but one that sometimes gets lost in the stereotypes that many people still hold about what an engineer is, and what they do. 

    The beauty of engineering is that it is just so diverse – not just in the range of problems engineers solve but in the types of people and the pathways they take into the industry. You don’t have to be a mathematical genius or chemistry wizard to become an engineer. A good understanding of maths and science (especially physics) will stand you in great stead, but so will skills in computing, D&T, construction, electronics. At its heart, engineering is all about creativity, problem-solving, teamwork and curiosity.  

    Engineers come from all different backgrounds and have achieved success through very different routes into the industry, including through apprenticeships, vocational training and university degrees. Employers and organisations like EngineeringUK have responded to our current crisis by making sure that information, advice, guidance and engineering experiences are now available online and remotely. The industry has really stepped up to support young people to explore their future and potential as engineers, including by pledging to work together to make engineering careers accessible for this generation of young people. If there are upsides of our current coronavirus world, it is that for young people, accessing engineering experiences can be done at any time, from anywhere.  

    Skills that engineers acquire – such as problem-solving, teamwork, project management and numeracy – are sought after by employers in nearly every industry, meaning that engineers are highly employable and can easily transfer their skills to different areas. Even though the pandemic is seeing shifts in the engineering workforce, employers are still reporting skills gaps, so there remains significant demand for engineering skills, with fantastic earning potential at all levels. And with the government’s commitments to investing in infrastructure, construction and decarbornisation, and innovation, now and into the future, hundreds of thousands more engineers will be needed. 

    At a time when young people are unsure about their futures, it is so important that they can explore career options, plan ahead, and be motivated to study. Now’s not the time to give up or feel frustrated. It’s the time to explore, plan and access as much support as possible to lay the path towards a fulfilling and secure career.  

    My message is that, while there are challenges ahead, there are also amazing career opportunities – not least in the world of engineering. I truly believe the future is bright for young people. Their desire to pursue careers that make a difference will bring them fulfilment and continue to help the UK engineering sector soar. 

    Additional information:

    To support schools to access Covid-secure engineering resources and experiences, EngineeringUK recently launched Neon, a digital platform that gives teachers easy access to quality assured online and offline engineering outreach activities. For the first time, Neon brings together the UK’s engineering experiences and career resources in one place, bringing STEM careers to life. With the support of the engineering community, Neon empowers teachers with the tools they need to engage young people in a career in the engineering sector, which makes up nearly 20% of the workforce.  

  • Mental Health focus: Dr. Triveni Joshi interview

    Mental Health focus: Dr. Triveni Joshi interview

    Concerns around the implication of prolonged lockdowns for children’s education and development have abounded over the last few months. Having recently spoken to campaign groups and other concerned stakeholders for our feature on self-employed parents, Finito World decided to follow up with Dr Triveni Joshi. 

    Dr Joshi is the Medical Director at Cygnet Joyce Parker Hospital, and a Children and Adolescent Mental Health Services (CAMHS) Consultant. Dr Joshi’s main areas of interest are neurodevelopment disorders and psychosis. She also works with young people suffering from depression anxiety and early childhood trauma. Dr Joshi has extensive experience across the NHS and independent sector, as well as experience working in Specialist ASC schools and Tier 4 service in-patient units.  

    How concerning do you find the lockdown situation for children with them being out of school and having a lack of social contact?

    There is evidence that is available suggesting there were some groups of young people who coped well for some time without much reduction in life satisfaction. However, the overwhelming evidence suggests particular groups of young people such as those with pre-existing mental health conditions, the economically disadvantaged, females and LGBTQ young people have been adversely affected in terms of their mental health and wellbeing.

    Lack of social contact, not having their outlet for continuing to be actively engaged in activities, changes in the way support could be accessed, anxiety about school work and uncertainty about what the future holds, may explain some of the reasons why young people have struggled.

    How does that lack of social stimulation affect their neurological development?

    To be honest this will need further research. I have so far not seen any evidence regarding this but it’s probably too soon to be able to draw any conclusions. 

    There is a publication titled ‘Babies in lockdown’ which was written following a survey between April and June looking at lockdown babies and the impact this may have in the long term. The conclusion from that study was that there could be severe and long-lasting effects on these babies. 

    However, we are seeing a wide range of symptoms of psychological stress due to lockdown with an increased number of young people presenting with low mood, insomnia, stress, anxiety, anger, irritability, emotional exhaustion, depression and post-traumatic stress symptoms.

    As mentioned previously, young people are not socialising as before and there is an increased use of social media which has its pros and cons. The fact that they’re not socialising as usual has an effect and using social media a lot more exposes them to false messages about lockdown and COVID-19, that might have an impact. There is a possibility of exposure to more cyber bullying and other online risks with young people spending more time on social media.

    I think the messages on social media regarding COVID-19 have been very varied and for young people who are probably already anxious, that can create a lot of anxiety, not knowing what it might mean for them or their family.

    For those young people who have anxiety disorders such as OCD, the messages of COVID-19 may have exacerbated their fear of contamination and may have increased symptoms such as hand washing and any other safety behaviours they may have.

    That is interesting you talk about the messaging, because I just read a piece a couple of days ago about how the government has bought a lot of advertising on TikTok to target young people with quite scary new adverts. What do you think about that? Is it maybe a bit harsh on young people or do you think it’s necessary to get them to comply with the rules?

    I cannot see how that will increase compliance because fear is not one of the best motivators for anyone. I think honest, transparent, consistent messaging is far more helpful.

    Scaring someone takes away from the message itself and if it’s too harsh, can have a negative impact on young people. It might increase anxieties that they already have and could disengage young people. I don’t think guilt or fear is best way of engaging young people. 

    You suggested you’re seeing many patients with anxiety around contamination. Have you seen an increase in referrals for OCD and related conditions?

    From my own experience and talking to colleagues at the London Psychiatry Clinic and in the community, there’s been an increase in a wide variety of referrals such as anxiety, low mood, depression, OCD and eating disorders. Referrals are being made from GPs and other professionals as well as schools, anxious parents and carers. 

    How do you think that we as a society, and with our health care, can help children that are suffering mentally now, and those that will continue to feel the impact when we leave lockdown?

    By staying connected. I think all of us need to be aware of the impact of lockdown and loneliness and take small steps to stay connected to young people within our circle. Give someone a call or be available in the variety of platforms that you have at your disposal. 

    If you are a parent or know other parents, be supportive of each other. It is equally important that adults take time for their own breaks and look after themselves so they can better support others. 

    It is difficult and it is stressful but we need to focus on quality time with each other and each day decide if there is a need to plan a fun activity to provide something positive to look forward to.

    If the weather allows, outdoor activities are a good way to get out of the house and get exercise, this always helps.

    As far as healthcare goes, we have to be more flexible in our working. Virtual appointments are readily available, meaning we can reach out more. There are some young people who might struggle with online appointments, so we need to ensure we also offer face-to-face appointments following safety guidelines.

    We also should be offering quality information around COVID-19 and related anxieties. 

    Websites such as Mind, YoungMinds and Children’s Society have some really good information for young people on how to cope during this time. 

    As we know, schools have already adapted their way of working to safely provide education to children. Some identified vulnerable children are also attending schools and getting the support they need.

    We also need to be prepared for when children come out of lockdown as however positive a step this is, we need to be aware that this is a change from what they have been used to which will create its own problems. We need a phased return, to be flexible and to factor in that some children may have increased anxiety returning. 

    Testing will be another thing some children will be scared of. We need to support the schools, parents and children in navigating this without disadvantaging anyone. 

    I read that some neurodivergent children have actually thrived educationally in lockdown because learning remotely really suits them. Do you think that this might actually be a bit of a turning point in understanding that different children will need to learn differently and perhaps some neurodivergent children can maybe adopt a more flexible approach?

    We do need to look at the whole of last year and have some take-aways from it. 

    We have always known that schools can be difficult for some young people and there has been a percentage of young people who have been home schooled previously and are doing well. Maybe it is time to start looking at flexible ways of learning and teaching, utilising the best of both worlds and taking into account different home circumstances. We are used to traditional ways and this may be the time to challenge those traditions and explore new ways and new methods to support young people through education. 

    As you said, when children come back after such a long period of isolation they will need to be cautiously reintroduced, what kind of behavioural symptoms do you think might occur when children go back to school?

    As mentioned previously, some young people will struggle with going back to school and they may struggle with the increase in social demands that they will be exposed to.

    While we have discussed the downsides, reintroduction to a different routine after a while is always going to be hard.

    We may see increased anxiety in facing those demands, as well as increased anxiety about catching the infection and we may see worries about what next and if this could possibly happen again. 

    One of their spokespeople for UsforThem told me last week that they’ve been speaking to school governors and headteachers that are quite worried because there’s been a significant increase in safeguarding referrals, particularly incidents of abusive trauma at home. Are you concerned that there might be a tidal wave of trauma to come from this generation of children that may have been in unstable homes?

    Yes, during lockdown there has been an increase in referrals to safeguarding. Increasing difficulties within the family, stresses around finance, increase in parental mental health problems, children not having their usual contacts or people they could talk to have probably all contributed to difficult situations at home and led to increased referrals. 

    As we come out of lockdown, we need to ensure the mental health and emotional wellbeing of children and young people is high on the agenda. We need to ensure we pre-empt and are prepared to support young people so that the long-lasting negative effects of lockdown are minimised. 

    Dr Triveni Joshi is a leading consultant psychiatrist in London who specialises in child and adolescent psychiatry. She has over 17 years worth of experience in psychiatry and over 14 years working with children and their families. Her areas of expertise include autism, mood disorders, behavioural problems, anxiety, ADHD and OCD.

    For further information:https://londonpsychiatry.clinic

  • Global education faces the ‘largest disruption in modern history’

    Global education faces the ‘largest disruption in modern history’

    Johanna Mitchell

    I worked as a career civil servant in Whitehall before moving into education consultancy.  My opposite numbers at the Russian and Chinese embassies liked to speak with me about their children’s education, eager for advice on selecting schools, or universities.  I’d sit in meetings thinking, “We’re supposed to be in a bilateral discussing UK/China science policy.  But here I am explaining the British education system.” After a spell as head of a small private school run by the Lawn Tennis Association, I set up my own company.

    Education consultancy combines a love of people, travel, languages with a desire to share my education expertise.  A careers advisor may not have this as an obvious choice. I have to be a counsellor, psychologist, diplomat and problem-solver all rolled into one. There is also instinct involved. Where would the family be happiest, thrive and achieve their potential?  People need to trust you.  

    Our clients often feel beleaguered, especially during the pandemic, and need help navigating UK and global education systems.  It feels good that we are able to mitigate this stress.  It is fascinating to see what drives another person, the life path they have chosen and what led them to this place – whether it be parental influence, inherited wealth or a childhood which may have been characterised by early hardship. Our experiences are primarily formed by the culture and political situation in which we and our nearest ancestors lived. 

    For instance, I have an enduring memory of a Russian client, now a dear friend, at the Lotte in Moscow saying ‘Johanna, what is it with you British? When you’re in your 20s and 30s, you just want to have a nice life and be happy.  In Russia, we work hard in our 20s and 30s.  And if we’re miserable, so what?  But when we’re 40 and have achieved the pinnacle of financial success, only then can we relax and enjoy it.”

    Covid-19 has changed our view of global mobility. Since my business is so international in flavour, working with families based from London, to New York to Azerbaijan, I’ve had to adapt. We have three distinct client groups: London-based families; families with homes in multiple jurisdictions; and those relocating to the UK for work or education. For the two latter groups, especially, we’ve overcome fresh challenges, negotiating changing travel corridors, specific visas and a combination of online university lectures, schooling and specialist tutors.  

    Despite the pandemic, British education is still in great demand, especially for families who are able to move easily to the UK. For instance, with US schools closed for a long period in 2020, we saw a rise in relocating US families. One family moved to Kensington prior to the US election, with their four young children. As one spouse worked from home as a stock trader, the family could live anywhere with reliable internet. London, with its top schools, was an attractive proposition.  Another US couple have enrolled their daughter in a London school for a year, while they take time to enjoy the city and study for an MA in Art History at UCL. 

    With several families moving from Europe, we also trained one firm’s senior management team to recognise differences in British and French work culture. The company is delighted with their new employee, who keeps them well-stocked with French wines and cheese. Our next challenge is to support a group of families from Hong Kong who will be taking advantage of the British National (Overseas) visa to settle in the UK. They will access UK schools and universities for their children. Pastoral care and access to nature now feature highly on wish lists of relocating families.

    I’ve been consistently impressed by how well the schools and universities with which we work have adapted to organisational and economic challenges. They have embraced EdTech and adjusted to offer an inclusive community – both in person and online – to combat the social isolation experienced by both students and their parents. Parents, more than ever, are looking for a high quality mix of one-to-one tutoring and school-based learning.  

    We are living with the largest disruption to the global education system in modern history.  The pandemic has been a catalyst to education change in the UK. While we are not yet in a position to see exactly where the cards will fall, I am certain that schools and universities will continue to evolve to provide outstanding education opportunities for both UK and international students.  

  • Bulletin from the Pandemic Front Lines

    Bulletin from the Pandemic Front Lines

    Liam Beadman

    My role working for a London Clinical Commissioning Group during 2020 has been dominated by COVID-19. Responding to the first wave of the pandemic we enabled our local GPs to continue to be able to care for their patients by rolling out phone and video consultations and worked with clinicians to make sure that appropriate infection control procedures were in place to ensure that those that needed to be seen face to face, either in the surgery or at home, could be seen safely. The summer saw a shift to ‘recovery’ – trying to catch up with all the people who had not been in touch with their GP during the first lockdown, either through not wanting to be a burden or simply from fear of catching the corona virus.

    From October and into November the anticipation that vaccines would be approved before Christmas started to become a reality and so my days since then have been spent trying to work out how we can administer life-saving vaccines to as many vulnerable people as quickly and safely as possible. I’m fortunate to work with some really brilliant people at all levels within my organisation and also at the local GP surgeries. The oft-maligned ‘NHS management’ has performed its role well in allowing clinicians to convert policy into a clinical model and then doing everything possible to ensure the model could be mobilised. Everyone has pulled together, working over and above already long hours, with a spirit of “we must do this for the good of our patients and the whole country”.

    At the start of December, we were written to by NHS England stating that they would give us 10 days’ notice of our first delivery of vaccine and low and behold on 4th December an email pops up in my mailbox – 975 doses of Pfizer vaccine will be delivered to our first site on Monday 14th December. This was closely followed by an email three days later stating that we would be getting the same delivery to our second site. The small details like taking delivery of a fridge, syringes, needles, computers, sanitiser etc. would be communicated to us in the coming days. Time to start calling staff and patients!

    975. This magic number would consume all of our thoughts for the following weeks. The high tech, mRNA vaccine from Pfizer must be stored at minus 70 degrees centigrade. It is then defrosted en route to the vaccination centre and upon delivery, we have around 3.5 days to get it into the arms of nearly 1,000 octo- and nonagenarians. Speed would be of the essence to ensure good patient ‘flow’ through the premises and enable us to maintain social distancing and infection control procedures to keep these vulnerable people as safe as possible. Many of them hadn’t felt able to leave their homes since March and most would not have been around so many people at one time since then either.

    After the first few clinics had bedded in and we had a better idea of the staffing requirements – use fewer doctors and more pharmacists to do the jabbing; make use of all the local people willing to volunteer – I decided that I would volunteer at the sites as often as my day job would allow. Expecting to do some stewarding, I was immediately thrust into the role of operational lead, which was a bit of a shock, but I took inspiration from the people around me and got stuck in.

    Throughout the sessions I’ve worked I’ve really been struck by the gratitude of all the residents who have attended for their vaccine. There’s a real sense of hope pervading the building accompanied by the occasional, very British, suppressed shout of “YESSS!!” from our particularly outgoing patients. I hear that in New York they have spontaneous applause, tears and whoops of joy, but the quiet gratitude and good humour of all of our patients is enough for me.

    Working at the vaccination hubs is thankfully, generally, uneventful. The early shift normally brings a few patients arriving at 7:15am for their booked appointment at 8am, happy to wait for 45 minutes until we’re ready to start. We have been let down only a couple of times by the National IT system for recording vaccinations, frantically writing down peoples’ details on paper forms to stop the queue outside in the snow from getting too long. The late shift at one of our sites culminates in a race to shut the doors before the local fox decides she wants to spend the night in the building. 

    I found myself doing a stint on the reception desk recently with one of the regular volunteers, Spirit. She had been working in a very sociable shop before the pandemic and had only been able to go back there when restrictions allowed. I could tell that she was really feeding off the energy of all the patients and we confided in each other that that was one of the many reasons for volunteering. In a selfish kind of a way it’s been really good for me too. I’m fortunate to be of an age and in good enough health that COVID-19 is less of a worry for me, but I have been confined to my house and the surrounding parks with my young family for 9 months now. It’s fantastic to be around lots of people again and to be able to have a chat with strangers (remember that?).

    Writing this shortly after the 15thFebruary target has been met to offer the vaccine to the 15 million people over 70 years old and the clinically extremely vulnerable gives me an enormous sense of pride. The government’s handling of the pandemic can only be properly assessed in the fullness of time. There have been elements that they probably could have done better, but the vaccination programme has been a massive success. New data coming out of Israel is giving firm evidence that the decision to delay the second dose of the vaccine to 12 weeks was indeed the correct one, allowing the maximum number of people to get a good level of protection against the virus. There was also very welcome news with the government’s recent announcement that surplus vaccines would be donated to Covax for use in developing countries, showing that the United Kingdom is still a respected leader in the international community.

    Having spent many long hours and expended large amounts of energy on inoculating our most vulnerable with a first dose of the life-saving vaccine, the programme continues. Those aged 65 to 70 years old and adults with underlying health problems are next, along with planning for the second doses for the 15 million vaccinated already. Uptake so far has been really good, but I’d like to finish with a call to action for our friends, colleagues and fellow citizens from black and ethnic minority backgrounds (BAME) to come forward for your vaccinations too. Uptake in these groups, particularly in people with African and Caribbean heritage is much lower than for the rest of the population, whereas they have disproportionately suffered the ill effects of COVID-19. It’s down to all of us to encourage our friends, parents and grandparents to take up the offer of vaccination in order to save lives and end the pandemic.

    Photo credit: CDC on UnSplash

  • Mentor Q&A: Andy Inman

    Mentor Q&A: Andy Inman

    When one of our students was furloughed from his job, he needed help to make the best use of his day-to-day. So, we brought in one of our mentors, Andy Inman, to show him that time waits for no man. 

    Andy, where did you first learn the importance of making the best use of your time?

    Retiring from a 30-year career in the military, I’d been well trained in making good use of time. From the very early days at Sandhurst – getting out of bed at 04.30 hrs to make my bed – to more recent projects like rapidly developing a workable plan on live operations in Afghanistan and Iraq, I know from first-hand experience that time can work for you as easily as it can work against you.

    What made you want to become a mentor with Finito?

    Now I own a small company that delivers military training to overseas customers, I’ve been able to take the skills acquired throughout my career and use them in a new and closely aligned environment. But having benefited enormously from mentoring before I started my career, and knowing what a huge difference it made for my life, I was delighted to learn of the work done by Finito. It resonated with me, and I realised that my hard-earned skills could be beneficial to an entirely different set of people.

    What was the situation when you first met our student?

    Having already mentored a number of the Finito students, the Covid-19 lockdown period came with its own challenges. Simon, having been furloughed from his job, had altered his daily routine to such an extent that he was getting up in the early afternoon to play games online, message mates and eventually get to sleep at around 05.00 hrs, having achieved little. He would repeat the routine daily, to the extent that he had lost track of the days and was growing despondent with “life going nowhere” and achieving little of substance each day.

    What advice were you able to offer Simon?

    I had already discussed with a number of my students a technique taught by the military to deal with isolation and imprisonment – and let’s face it, for many, Covid-19 lockdown wasn’t far off. By building structure into his day and including four simple elements, together we ensured Simon was feeding his mind, body and soul, and using the time that was forced upon him in useful ways. 

    What was the first step in the process?

    Simon and I discussed a way to bring his body clock more in line with the outside world. By sleeping through the morning, he was experiencing disturbed sleep because of the noise going on outside. So, through short WhatsApp discussions, we were able to get Simon to a point where he was getting up at 08.30 and going to bed at 11.00 pm, which was a significant improvement on where he had been! Once his sleeping pattern was in a better state, we were all set to move on to the next chapter of his journey – introducing the four elements.

    Can you talk us through that? What do you mean by skill-building?

    I wanted to find something that Simon was interested in learning, so he could exercise his brain. He eventually went for an app that taught him French, a subject he had learnt at school but hadn’t worked on for years. As with all of the elements, it was vital that this was not a chore – but something he would enjoy, and saw the point in doing. Plans to holiday in France were all the reason he needed to make it work.

    How did Simon handle the creative element of his day?

    Getting the creative juices flowing is crucial to exercise a different part of the brain. Simon is like me, in that the traditional arts didn’t sit easily with him, and he wasn’t keen to display his writing skills either. We settled on cookery – not necessarily the first thing that springs to mind when looking for a way to express creativity, but by coming up with recipes and cooking some meals, he was able to express himself as well as helping his parents by taking on the chore of feeding the family in the evening. He did admit that some of his creations were less successful than others, but using a variety of resources he became quite adept at creating dinner for the three of them.

    Physical activity is an important one – how did you bring this into Simon’s routine?

    With both sides of the brain busy with skill-building and creativity, the third element was to exercise the body. I explained that this could range from daily yoga to a brisk stroll, but Simon opted for taking the dog for a run, again ticking off a household task while completing the activity.

    Productivity can be really difficult during lockdown. How did you mentor Simon through this?

    The final piece of the daily routine was to “achieve” something, not necessarily completing it in a day, but at least spending the allotted time working towards the completion of a project before moving onto a new one. Once again the breadth and range of possibilities in this element were huge. Simon started off with reorganising his wardrobe and eventually went on to painting a wall and digging a new vegetable bed in his parent’s garden. This created valuable self-esteem, and a sense of accomplishment.

    Was it easy to keep Simon on track?

    With delightful candour and open honesty, Simon would report via short WhatsApp chats every other day between our regular mentoring chats, to let me know how he was doing. Initially he was only able to weave a couple of the elements into each day, but over the following fortnight he got used to ticking off all four, with the weekends being days where he could drop the routine entirely if he wished. Remember this is a young man who – only a couple of weeks before – had not been getting out of bed until after lunchtime. I worked for a few weeks more before moving Simon onto another Finito Mentor who had significant experience in the industry where he wanted to work.

    Andy Inman is a business mentor for Finito, helping students and career change mentoring candidates. Take a look at part one of this short series, to learn more about Andy’s background, and discover how he got Simon on the path to productivity.