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Speaker 1: Seven oh two Weekend Breakfast and Parenting with Nicky Bush.

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Speaker 2: In eleven minutes after eight o'clock. Time for us to

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Speaker 2: talk parenting for this week, and we are looking at

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Speaker 2: how parents can help prepare their kids for the future.

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Speaker 2: Every parent wants their kids to do well, sometimes even

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Speaker 2: better than they have already done.

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Speaker 1: But the world of work is shifting.

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Speaker 2: I mean, every week we hear about the ways in

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Speaker 2: which generative AI and agentic AI is changing the way

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Speaker 2: things work. We're constantly being told that in ten, fifteen,

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Speaker 2: twenty years that there are certain jobs that just won't

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Speaker 2: exist anymore as a result of developments in all advancements

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Speaker 2: and technology. But there are still some pretty good fundamentals

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Speaker 2: that you know, whether your industry is going to be

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Speaker 2: impacted by AI or not or exist in the future,

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Speaker 2: there are some pretty basic skills that are important for

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Speaker 2: parents to teach their kids. We often hear about these

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Speaker 2: soft skills, and so this morning that's what we're looking at.

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Speaker 2: How to help your child uncover the unique story and

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Speaker 2: help them, you know, take their place in the world

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Speaker 2: of work even as that world of work changes quite

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Speaker 2: a lot. So joined us always by our resident human

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Speaker 2: potential and parenting expert Nicki Bush. Nicki, very good morning

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Speaker 2: to you.

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Speaker 1: Good morning, ghirgs.

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Speaker 3: I can't really make sense of what you're saying because

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Speaker 3: I'm still hearing Cape talk at the same time.

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Speaker 2: Okay, we'll try and sort that out. Apologies for that.

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Speaker 2: Can you hear me now?

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Speaker 3: I can still hear Cape talk and you. So this

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Speaker 3: is very confusing, it's very strange. Okay, we'll try and

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Speaker 3: sort there we go. Okay, great morning, Nikki.

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Speaker 1: Good morning.

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Speaker 3: That's a cognitive dissonance when you hear two presenters talking

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Speaker 3: at the sameer.

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Speaker 1: I can imagine. So.

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Speaker 2: So so this morning, we're kind of looking towards, we're

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Speaker 2: looking ahead. So every parent kind of has a or

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Speaker 2: hopes that their kids will do well in life, that

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Speaker 2: they'll be able to be independent. We've had conversations about

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Speaker 2: how you, as a parent can prepare yourself for your

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Speaker 2: kids to be independent of you, to live on their

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Speaker 2: own or live on their you know, rely on themselves,

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Speaker 2: create a life where they are okay, And this feels

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Speaker 2: like part.

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Speaker 1: Of that conversation.

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Speaker 2: How do you help your kids, you know, get ahead

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Speaker 2: in the world of work, especially as that world changes

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Speaker 2: so quickly.

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Speaker 3: Yeah, and this is a conversation comes on the back

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Speaker 3: of a talk I gave it a school last week,

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Speaker 3: and the talk is called let Go and Let Grow,

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Speaker 3: and it's about enabling your children to become independent, resourceful

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Speaker 3: and resilient so they can go out and create their

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Speaker 3: own version of happiness and success one day. And so

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Speaker 3: you know, parents can't imagine, especially when you've got children

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Speaker 3: in preschool and primary school and maybe early high school,

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Speaker 3: that one of the best gifts you can give your

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Speaker 3: children is to set them up for success in the future.

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Speaker 3: And that means, actually, can they go out and find

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Speaker 3: a job one day, earn their own money and be

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Speaker 3: off your payroll and become the own editor of their

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Speaker 3: own life. You are the publisher. You published your child.

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Speaker 3: In newspaper speak, you created your child, and you're the

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Speaker 3: editor until a certain point in time, somewhere between kind

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Speaker 3: of eighteen and twenty one. And at some point you

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Speaker 3: have to hand over the pen to them, so to speak,

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Speaker 3: the reins to them. And this doesn't have to start

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Speaker 3: when your child finishes metric or goes off to university

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Speaker 3: or finds their first job. In fact, it can start

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Speaker 3: as early as eight years of age.

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Speaker 1: But I started that.

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Speaker 3: Talk last week by talking about what will an employer

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Speaker 3: look for in your child one day and what is

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Speaker 3: going to differentiate one candidate from another, Because an employer

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Speaker 3: might be sitting with five hundred possibilities to begin with

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Speaker 3: people who've applied for a job, and they'll whittle it

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Speaker 3: down to maybe ten, and then maybe five, and then

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Speaker 3: when they get down to five, you'll probably find that

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Speaker 3: most candidates have the same tertiary or similar tertiary education qualifications.

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Speaker 3: And then it's going to boil down to what makes

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Speaker 3: them different. And what makes them different are their stories,

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Speaker 3: their life experiences, and how they have actually used or

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Speaker 3: created or curated stories that showcase their ex factors for success,

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Speaker 3: those five X factors being things like resourcefulness and resilience,

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Speaker 3: creativity and innovation, loving learning, So being in charge of

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Speaker 3: your learning journey for your whole life, what strength you

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Speaker 3: bring to a team, and how well you know yourself

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Speaker 3: and these are going to be the differentiators. So as

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Speaker 3: a parent, what you can do from eight years of

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Speaker 3: age through to their teens is help them to start

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Speaker 3: curating stories of their lives. And I talk about young graduates.

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Speaker 3: I talk to young graduates about this exact same thing

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Speaker 3: it's the same thing I spoke to my son about

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Speaker 3: my youngest when he went for his first job interview.

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Speaker 1: I said, you've got a prep for this interview.

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Speaker 3: It's not good enough just to have a CV that

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Speaker 3: tells you how many languages, tells your future boss, how

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Speaker 3: many languages you speak, whether you've got a driver's license,

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Speaker 3: do you have a metric, what degree do you have,

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Speaker 3: what marks did you get and are there some testimonials?

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Speaker 3: And he said really, And I said yes, really, I said,

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Speaker 3: let's just talk about this is how we prepped for

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Speaker 3: his first job interview. Let's come up with five stories,

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Speaker 3: five examples that showcase why you are an architect, why

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Speaker 3: you have an architect's eye, and when did that start

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Speaker 3: in your life. And we could track that right back

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Speaker 3: to when he was about two years old, and how

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Speaker 3: I used to move things in his room and he

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Speaker 3: used to look at me and say, put it back,

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Speaker 3: put it back, because he could spot that I'd moved something.

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Speaker 3: And then we came up with a story about how

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Speaker 3: he used to use building blocks, that everything was symmetrical,

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Speaker 3: and this was when he was four and five. Everything

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Speaker 3: that happened on the left happened on the right. He's

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Speaker 3: got an amazing eye for symmetry. Then we had a

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Speaker 3: story from when he was ten years old when he

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Speaker 3: built his scale electric set, and then he told me

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Speaker 3: that afternoon, you know, next time I do this, Mum,

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Speaker 3: I'm first going to draw a plan on a piece

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Speaker 3: of paper of what I'm going to draw what I'm

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Speaker 3: going to build before I build it. And then we

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Speaker 3: went on and found a couple more stories from later

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Speaker 3: on in his life, and I said to him, why

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Speaker 3: don't you think about because over the years he told

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Speaker 3: me about aha as he'd had during lectures about space

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Speaker 3: and use of space and design. So I said, why

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Speaker 3: don't you note down five things that really moved the

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Speaker 3: needle for you in terms of how you think about

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Speaker 3: design and space. And he came up with moments in

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Speaker 3: lectures and particular quotes or things he'd read during his studies,

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Speaker 3: and so he could use all of this as backup.

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Speaker 1: When he went in for that job interview.

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Speaker 3: It brought the entire process alive. And so this is

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Speaker 3: what I've been encouraging parents to do since two thousand

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Speaker 3: and eight, and it works.

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Speaker 2: And it's interesting that you mentioned, you know, this idea

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Speaker 2: of kind of wanting kids to be a curious showing

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Speaker 2: their you know, ability to be curious, and lifelong learning.

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Speaker 2: For your son, he had been learning or thinking about

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Speaker 2: space since he was two, and that sort of gives

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Speaker 2: an indication of, you know, this kind of lifelong learning.

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Speaker 2: I was reading this year's Future of Work Report by

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Speaker 2: the w A WEF the World Economic for Economic and

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Speaker 2: you know that is among two of the curiosity and

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Speaker 2: lifelong learning among the soft skills that workers are going

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Speaker 2: to need to thrive in a changing world of work.

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Speaker 2: I mean they also mentioned, you know, sort of the

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Speaker 2: data skills, cybersecurity, technological literacy, but a lot of that

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Speaker 2: Tap ten is sort of these kind of softer skills,

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Speaker 2: so creative thinking, resilience, flexibility, agility, curiosity, and lifelong learning,

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Speaker 2: which I thought was so interesting that there's there's a

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Speaker 2: bit of a shift away from degree or you know,

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Speaker 2: specific degrees, but more these kinds of skills that are

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Speaker 2: going to be more important.

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Speaker 3: Yeah, we talk a lot these days about micro certifications

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Speaker 3: that whether you have a degree or not, you need

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Speaker 3: to keep learning and you need to keep adding micro certifications.

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Speaker 3: And this is about creating a skill set and a

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Speaker 3: knowledge base.

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Speaker 1: That is interesting.

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Speaker 3: So combinations of certifications and degrees, combinations of short courses

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Speaker 3: and certifications. Those are the things that make a candidate

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Speaker 3: for a job interesting because with the world of work

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Speaker 3: changing as fast as it is, your child may enter

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Speaker 3: an organization at point a land a job in X

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Speaker 3: y Z department, and suddenly, because of a I or

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Speaker 3: because the market has changed, there are economic headwinds, that

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Speaker 3: division may no longer exist or may get renamed, and

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Speaker 3: people in that division may be redeployed within the organization.

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Speaker 3: So when you mentioned the World Economic Forum talking about

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Speaker 3: adaptability and flexibility, this is a very real reality that

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Speaker 3: is going to happen to our children that they might

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Speaker 3: land a job they really want, but in two to

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Speaker 3: three months time or six months time, they may find

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Speaker 3: themselves in another part of the organization doing something quite different.

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Speaker 3: So that speaks to the adaptability and the lifelong learning

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Speaker 3: and flexibility. And so when you help your child to

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Speaker 3: put their CV together, I really suggest that you rename

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Speaker 3: it a talent profile, and a talentfile is a living,

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Speaker 3: breathing document that is constantly being updated and I say

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Speaker 3: colored in, colored in with colorful stories that showcase who

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Speaker 3: you are, not just what you do. And what qualifications

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Speaker 3: you may have, because who you are in the future

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Speaker 3: is going to be far more important than what you

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Speaker 3: do and what you sell, because what you do and

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Speaker 3: what you sell is going to keep changing, and so

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Speaker 3: the evergreen part of your CV is going to be

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Speaker 3: the who and all the stories that you pick up

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Speaker 3: along the way of how you have interacted and responded

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Speaker 3: to life.

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Speaker 1: That's what makes you interesting.

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Speaker 2: And so I guess there's also this idea of you know,

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Speaker 2: developing yourself outside of one area can be really really

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Speaker 2: great at your job. But increasingly it seems like the

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Speaker 2: world of work is looking to see, in addition to

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Speaker 2: being good at your job, what else can you do?

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Speaker 2: What else you know as part of your you know,

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Speaker 2: your talent profile, what else can you do? Because again

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Speaker 2: in that top ten skills on the rise in terms

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Speaker 2: of the world of work, leadership, social influence, talent management,

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Speaker 2: analytical thinking, and I thought that was this was also

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Speaker 2: quite interesting. Environmental stewardship are some of the skills that

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Speaker 2: are increasingly being looked for by employers.

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Speaker 3: Yeah. Absolutely, so when we talk about broad based, being

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Speaker 3: a broad based kind of person, the world of work

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Speaker 3: is celebrating what we call tea thinkers, tea thinkers, so

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Speaker 3: people who can work at the intersection between the sciences

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Speaker 3: and the humanities.

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Speaker 1: For example, For a.

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Speaker 3: Long time we've talked about niche yourself, and yes, there

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Speaker 3: there are certain jobs where you need to be tightly niched,

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Speaker 3: where you go deep into one particular topic.

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Speaker 1: But when when I talk.

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Speaker 3: To candidates for jobs, I want to know more than

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Speaker 3: just what they can do, and more than just what

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Speaker 3: they're qualified to do. I would want to know what

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Speaker 3: are you listening to? Which podcasts do you listen to,

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Speaker 3: and of the podcast you listen to, which episode jumped

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Speaker 3: out for you most recently and why? And so what

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Speaker 3: I love when I talk to groups of young people

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Speaker 3: is that question is a very interesting one, because podcasts

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Speaker 3: are just such a you know, an amazing portal for

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Speaker 3: information that is not necessarily in your niche. We land

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Speaker 3: up having amazing conversations about things like spirituality and trauma

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Speaker 3: and you name it, making money and how to create wealth.

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Speaker 3: Those are things that when I was a young person

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Speaker 3: in my twenties, those topics weren't necessarily on the agenda

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Speaker 3: because they weren't as accessible.

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Speaker 1: As they are today.

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Speaker 3: And so I find talking to young people who make

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Speaker 3: an effort to listen to podcasts who read broadly and

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Speaker 3: not necessarily only what they're interested in that makes them interesting.

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Speaker 3: And what we want is for our children to be

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Speaker 3: interesting and both interested. That too, is something that is

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Speaker 3: going to open doors for young people, so they don't

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Speaker 3: go into a situation as a lo at all. They

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Speaker 3: ask a lot of good questions. And if you think

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Speaker 3: of the whole rise of and prompt engineering, what AI

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Speaker 3: is doing in the workplace is that it's actually raised

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Speaker 3: the floor. It hasn't raised the ceiling. And I'm reading

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Speaker 3: an amazing book called Survive the AI Apocalypse at the moment.

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Speaker 3: I went to the book launch recently by Ronwan Williams

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Speaker 3: who's a futurist, and Sharon Pierce, and we didn't actually

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Speaker 3: talk at the book launch about what AI can do

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Speaker 3: and kinds of AI. It was actually more about talking

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Speaker 3: about value creation, because if you can create value in

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Speaker 3: your job, you will keep your job. If AI can

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Speaker 3: do your job and you can't justify your value, you

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Speaker 3: won't have a job. So what AI has done is

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Speaker 3: it's raised the floor, and every young person today and

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Speaker 3: every older person is miraculously now an amazing writer can

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Speaker 3: produce amazing proposals can sound incredibly smart, but what are

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Speaker 3: we going to do to raise the ceiling? How can

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Speaker 3: we old and young leverage AI to add value? And

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Speaker 3: that is all about adaptability resilience, you know, that's the

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Speaker 3: conversation is these supposedly soft skills are actually application skills.

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Speaker 3: How can we apply what we know? How can we

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Speaker 3: apply what we do in multiple and different ways? And

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Speaker 3: so this talent profile needs to showcase exactly that.

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Speaker 2: And so also I guess part of the work of

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Speaker 2: a putting together this talent profile, preparing work for the

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Speaker 2: preparing children for the world of work, is saying to

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Speaker 2: them that there is a lot of change, There's a

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Speaker 2: lot we don't know, there are going to be some

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Speaker 2: big shift. I mean, I'm still looking at this feature

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Speaker 2: of Jobs report about quite fundamental shifts in some industries.

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Speaker 2: But instead of making that daunting, it sounds as though

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Speaker 2: there's also an opportunity for parents to make that exciting,

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Speaker 2: to say, you know, there's a new world of work coming.

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Speaker 2: We don't quite know what it is, but you know

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Speaker 2: you are capable, you are smart, you can do you know,

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Speaker 2: do many things well, and so you'll be able to

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Speaker 2: adapt you'll be able to make sense of the world

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Speaker 2: as opposed to I guess making children afraid of what's

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Speaker 2: to come, especially if we're not sure what it is.

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Speaker 3: Yeah, and I just I just really had such an

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Speaker 3: interesting moment of observation last night on that point. It

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Speaker 3: was my son's twenty six, twenty sixth birthday, and we

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Speaker 3: had a whole lot of his mates around and family

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Speaker 3: last night. And my nephew is twenty. Do you know

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Speaker 3: that there is an absolute clear generational divide between a

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Speaker 3: twenty year old and a twenty six year old. And

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Speaker 3: I watched my nephew hold the law and these twenty

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Speaker 3: six to thirty year olds where we're clustered around him

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Speaker 3: like bees to a honeypot because he's making his money

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Speaker 3: on TikTok and as a drone pilot. And drone pilots

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Speaker 3: were one of the things in the first iteration of

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Speaker 3: my Future Proof Your childbook in two thousand and eight,

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Speaker 3: we put drone pilots down as a job of the future,

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Speaker 3: and already it's happening.

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Speaker 1: So what an interesting world we live in.

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Speaker 3: Yeah.

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Speaker 2: If parents are looking for some tools on how to

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Speaker 2: help their kids put together a talent profile to I

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Speaker 2: imagine many of us have never done for ourselves, so

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Speaker 2: we'd be kind of doing it for the first time

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Speaker 2: in learning. Where can we find some resources to get

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Speaker 2: started right?

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Speaker 3: So you can hop onto Nikkibush dot com, go to

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Speaker 3: the shop and order my book future Proof Your Child

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Speaker 3: for the twenty twenties and beyond. There's an entire chapter

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Speaker 3: on building a talent profile. And as I say, you

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Speaker 3: can start from the age of eight with something called

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Speaker 3: the Mirror Game, and then it shows you how to

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Speaker 3: do this and help your child do this for the

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Speaker 3: rest of their life. And if you, as an adult,

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Speaker 3: want to do it for yourself, because you really should,

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Speaker 3: you can go and get my book future Proof Yourself.

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Speaker 3: And in that book there is a chapter on how

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Speaker 3: adults can build their own talent profile.

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Speaker 2: Nikki has always a great pleasure having you on the show.

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Speaker 2: Thank you so much for your time.

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Speaker 1: It's a pleasure.

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Speaker 3: Thanks googs, and to all our parents, don't be scared

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Speaker 3: of the future, be bold.

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Speaker 1: Thank you very much.

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Speaker 2: That's our resident human potential and parenting expert Nicki Bush.

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Speaker 2: Coming up in a moment, we're going to be looking

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Speaker 2: at what's happening in seven oh two Land. We start

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Speaker 2: with what's happening at the theater at Monte Casino. They

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Speaker 2: are playing host to Echoes between Us, a collaboration between

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Speaker 2: Jeremy Luke and the legendary Lady Smith. Black Mambaso will

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Speaker 2: speak to Damon Forbes, director of the Breakout event, about that.

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Speaker 2: But first, it's twenty nine minutes before nine o'clock. Let's

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Speaker 2: check in with your latest ie Witness New Sport with

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Speaker 2: antherneath Schader