‘Bottom Up’ is the New Black

Leeds – Dec 1st

Whether it is more ‘civic enterprise’, community engagement or ‘Big Society,’ people with power, but increasingly little money, are looking for new ways to get things done.  The large capital infrastructure projects have not given us more inclusive communities and now we can’t afford them any way, so in some quarters at least interest is shifting from old school top down strategy to a more emergent process of bottom up development.  To processes where large numbers of people can shape their own futures and as a result the futures of the communities that they live in.

But making the shift from top down to bottom up is far from easy….

Over the last few years I have been developing low and no cost approaches to economic, personal and community development leading to new projects such as:

• Progress Schools
• Community Conversations
• Local Community Enterprise Accelerators (‘Elsies’)
• Innovation Labs and
• Results Factories

These are my best efforts to provide an infrastructure that allows the private, public, third sector and those of ‘no sector’ to give and get the help that they need to develop enterprising projects and people, and for the development of ‘community’ by building relationships and networks around local activists.  To bring ‘bottom up’ development to life.

This one day masterclass will provide:

• an overview of the ‘responsive’, bottom up philosophy that underpins each of these projects and its relationship to more commonly found ‘strategic efforts at community development and strategy implementation
• the implications for strategists and policy developers of the patterns and themes for development that emerge from these bottom up activities
• practical ‘warts and all’ insights into each of the 5 projects listed above including their progress, impact and cost base
• an exploration of the links between the various projects and how they work together to provide an infrastructure for progress
• an overview of the factors that drive their development and an exploration of how these can be managed
• insights into how the projects manage social inclusion
• opportunities to explore how these projects can be used to inform economic, community and personal development in your own area.

Who Should Attend?

• Professionals and practitioners interested in new apporaches to economic and community development
• Councillors and lcoal authority staff with responsibility for neighbourhoods and community
• Representatives from the private sector with an interest in community and neighbourhood development, corporate social repsonsibility or looking to develop links with their community
• Funders looking for new ideas in community development and regneration
• Local people looking for affordable and accessible approaches to community development

Find out more and book your place here – http://bottomupisthenewblack.eventbrite.co.uk/

First 15 to book get 50% off.

Enterprise, Self Interest, Power and Love

I have written before about the potential of representing enterprise (E) as a mathematical equation, and offered this as a starter for 10:

Enterprise = Power x Self Interest

This week I had a wonderful conversation with Mike Love – who runs Leeds based Together for Peace to explore some of his reservations about my work on community based enterprise and to help me understand some of his perspectives on community as the building block rather than individuals.  Mike is a deep thinker about philosophy, theology and social change and conversations with him are always a delight

We discussed the work of Adam Kahane – especially Power and Love – A Theory and Practice of Social Change . Kahane suggests that we need to learn to move forward in a rhythm in which power and love are exercised alternately.

This harks back to some ideas that Martin Luther King helped to articulate:

Power properly understood is nothing but the ability to achieve purpose. It is the strength required to bring about social, political and economic change…

There is nothing wrong with power if power is used correctly. You see, what happened is that some of our philosophers got off base. And one of the great problems of history is that the concepts of love and power have usually been contrasted as opposites — polar opposites — so that love is identified with a resignation of power, and power with a denial of love….

Now, we’ve got to get this thing right. What is needed is a realization that power without love is reckless and abusive, and love without power is sentimental and anemic. Power at its best is love implementing the demands of justice, and justice at its best is power correcting everything that stands against love.

So in the equation I have described ‘self interest’ – the role of self properly negotiated amongst others – can be seen as the exercise of love.  Love for self – and love for others.

So perhaps we could re-write the equation as

Enterprise = Power x Love

Love, in this case, for a better future for self and others – and power the ability to move towards it.

• Enterprise without love can become exploitation of people and planet.
• Love without power can be anemic and sentimental.

Good enterprise takes very seriously both concepts of love and power and seeks to use them in tandem to create a better world.

If we took this seriously our enterprise education programmes would focus on love at least as much as on power (the organisation of money and people to achieve purpose).  And our programme sand schemes would look very different.

More thinking to be done I suspect….

Craft, Motivation and Wasted Talent

Richard Sennett’s ‘The Craftsman‘ is well worth the considerable effort it has taken me to read it.  Although very well written many of the ideas it tackles are not easy!

He makes the point that we have used tests of intelligence and education to smear citizens along a bell-shaped curve of distribution that is in fact very flat and very wide.  As a result we have come to believe that ‘ability’ is not anywhere near uniformly spread through society.  And this belief has been used to justify the increased public investment in the education of the most able and the relative paucity of opportunity offered to those who, in the tests, appear to be ‘less able than average’.

Sennett then argues that this is a social construction with little basis in facts, outside of educational IQ tests such as the Stanford Binet.  These tests rely on questions to which there is an answer – either right or wrong.  They cannot deal with questions where the answer is a matter of opinion or insight.  Where the answer is contestable.  This especially, argues Sennett, serves to discriminate against those whose talents might lie in developing real craft skills.  Sennet is at great pains to point out that these are not just about traditional crafts but anything where learning happens over a long period of application through experience, reflection and adjustment.   This includes many roles that are incredibly relevant in modern society.  People who are capable of this craft type learning may do poorly on the Stanford Binet and its equivalents (SATS) and from that point on they are socialised as ‘low ability’.  Or those that thrive on the assessment regime they are socialised as ‘Gifted and Talented’.  It is hard to know which is more damaging!

This socialisation has little to do with true potential or inherent capability and more to do with what we choose as a society to recognise, label and invest in.

Sennett’s argument (again assuming that yours truly has understood it) is that capability is MUCH more evenly distributed – we just might need to search for it with a much more open and creative mind.  Many more of us are capable of doing ‘good work’.  This insight would have enormous implications for how we organise education.  Sennett says;

“Motivation is a more important issue than talent in consummating craftsmanship”

Socialisation serves to disconnect many of us from our talents as they are neither recognised not valued.  The capabilities remain, but our motivation is eroded.  Re-establishing motivation then becomes more important than extant talent.  Indeed the key motivation required to renew the search for potential and to enter into a period of ‘craft type’ learning action, reflection and adjustment, often over a period of years until the capability becomes a craft.

Another leading academic Nobel prize wining Amartya Sen also talks about capability, its recognition and development as a central tool in poverty reduction.  He also recognises the structural processes that serve to justify the enormous gaps between the haves and the have nots on a global scale.

Perhaps one of the vital roles of the enterprise coach is to help people to challenge the way that society has shaped them and to renew the search for ‘capability’ – the potential of those who use our services that has often been suppressed by societies warped, distorted and narrow perceptions of ability.

This is the Craft of the Enterprise Coach.  And it may have nothing to do with starting a business.

An Enterprise Escalator? No Thanks! Give Me a Sherpa Instead

Kevin Horne is the CEO of Norfolk and Waveney Enterprise Services (NWES) ‘one of the leading business support organisations’ in the UK.  NWES is a members of the National Federation of Enterprise Agencies and Kevin has written a piece drawing attention to the NFEA’s Enterprise Manifesto.

Kevin goes on to describe the ‘Enterprise Escalator’ which provides a ‘comprehensive customer journey’, comprising:

• Outreach and awareness raising.
• Pre-start advice.
• Start-up training.
• One to one support.
• Access to finance.
• Mentoring.
• Networking.

On the surface, good sensible stuff.  But it perpetuates a myth.  The ‘escalator’ implies that, if start up is right for me, I just have to get on and I will effortlessly ascend to the next level.  It is a false promise.  It is the enterprise fairytale.  Real world is less ‘escalator’ and more ‘snakes and ladders’.  Less gentle trip to the shopping centre and more laying siege to the mountain.  It is life making work.

And what if it is not right for me?  Kevin rightly suggest that we need to signpost to other services – but will any of those really help?  I have seen too many people with aspiration and potential be sent back to the job centre because the job of helping them find their enterprising feet will just take too long.  It won’t fit with the neatly packaged funded services that look to provide a start up fast track.

Perhaps we should offer an enterprise sherpa service.  Someone who has managed the ascent before – but who has also, on occasion, failed.  Someone who recognises that this is a risky endeavour and needs to be carefully managed if it is not to cause damage.  Someone who can recognise when the time is right to push for the summit and when the time is right to do more training and preparation at low levels.

If we are to engage people in communities then we have to engage them ‘where they are at’.  Some will already have made it to base camp and are hungrily eyeing the peak.  It might not quite be an escalator but we can certainly pass them the oxygen, clip them onto the fixed ropes and wish them luck.

But many remain in the valleys and seldom look to the cloud covered tops.

We have to personalise our services and we have to recognise that many are not yet close to being  ready to start a business – now is not the time to launch an assault for the summit – but instead to weigh up the pros and cons of even considering a short trek.

Different people are at different places.

Some will be highly motivated but with few skills.  Others will have skills (that they often don’t recognise) but little or no motivation.  Some will have neither motivation nor skill. A precious few will have both.

The real ‘enterprise’ challenge is to engage those who have already decided that the ‘labour market’ is not for them and to encourage them to reconsider what they can do with their lives.  It is about reconnecting them to their aspirations, helping them to find belief and confidence and finding ways in which they can unstick their lives and make progress.  It is about helping them to see that their is an enterprise journey that might be right for them.  Can we cost effectively extend our sherpa service to engage and inspire them?  What are the costs of not doing so?  This should be the realm of the enterprise coach.

It is often a protracted job that requires a long term, strong, supportive, challenging, trusting and non-judgemental relationship.  It is not about the ‘Enterprise Fairytale’ and fast start ups.  It is about the hard work of developing people and helping them to find ways to dare to move forward again.

I wonder if Enterprise Agencies have the skill and commitment to required to develop an enterprise based service that will really start where many people are at?

Drucker on Economic Development and the Value of ‘No-tech’

Above all, to have ‘high‑tech’ entrepreneurship alone without its being embedded in a broad entrepreneurial economy of ‘no‑tech’, ‘low‑tech’, and ‘middle‑tech’, is like having a mountaintop without the mountain.

Even high-tech people in such a situation will not take jobs in new, risky, high‑tech ventures. They will prefer the security of a job in the large, established, ‘safe’ company or in a government agency.

Of course, high‑tech ventures need a great many people who are not themselves high‑tech: accountants, salespeople, managers, and so on.

In an economy that spurns entrepreneurship and innovation except for that tiny extravaganza, the ‘glamorous high tech venture’, those people will keep an looking for jobs and career opportunities where society and economy (i.e., their classmates, their parents, and their teachers) encourage them to look: in the large, ‘safe’ established institution.

Neither will distributors be willing to take on the products of the new venture, nor are investors willing to back it.

Peter Drucker – What Will Not Work

Employment and Skills – 21st Century Stylee?

• How do we develop a workforce that is Fit for the Future?
• How do we tackle the problems of ‘worklessness’?

Important questions that we have sought solutions to for most of my working life.

Broadly speaking we have two possible approaches.  We can  set up a committee of the great and the good, employers, politicians, civil servants from Learning and Skills and Job Centre Plus and we can task them with collating evidence on labour markets, forecasting the future and identifying practical and affordable opportunities to intervene in the systems of education and worklessness that will make sure we develop the workforce that we need, when we need it.  This centralised approach puts power and resources in the hands of an Employment and Skills Board and sets them an impossible task.  It is the Soviet approach to planning tractor production.  It didn’t work for them.  And it hasn’t worked for us.

This approach results in a relatively small number of experiments (pilots) that are later rolled out.  It relies on a committee to accurately ‘read’ the future – to spot opportunities for job creation and then to exert an influence on the ‘production system’ quickly enough to make a positive difference.  This is usually done by setting targets, shifting resources and waiting to see how things unfold.  Strategies are typically set for perhaps half a decade and ‘refreshed’ annually – single-handedly tackling the worklessness agenda by employing a small army of civil servant and academics to collect data and produce reports.

Such boards end up being an ‘interesting’ balance between the voice of the private sector and democratic accountability.  In fact they usually become stylized ‘war zones’ from which the private sector often retreats beaten into submission by public sector and academic working practices.  Certainly the voice of the small business sector is rarely effectively heard.

Board strategies usually find a few ‘keys’ (NVQs, Diplomas, accredited in-house training, apprenticeships) to a few kingdoms (construction, health and beauty, tourism, call centres, and anything prefixed with ‘creative’, ‘digital’, ‘bio’, ‘high tech’ or ‘high growth’).  Aspirations and strengths of people are subordinated to the Board’s ideas about future skills needs and ‘opportunities’.  Conformity is valued over originality.  Learning ‘off piste’ becomes tricky.

Alternatively we could radically de-centralise and localise the process of thinking and planning about ‘fitness for the future’.  Instead of relying on an Employer Skills Boards to ‘make things right’ we could lay down a challenge to people to develop the skills and passions that they need to secure an economically viable future for themselves, to find what, for them, is ‘good work‘.  To  find their own contribution.   We could develop enterprising people supported in enterprising communities.  This would need schools and colleges to focus on the learner and their vision for their future rather than on the curriculum or qualification structures.

Such a decentralised, enterprising approach might:

• enable many more informed brains to be brought to bear on the problem of fitness for the future – academics, industrialists and civil servants do not have a great track record in ‘workforce development’
• enable people to explore ways of doing what they can do best – and not sub-optimising to conform with the ‘few keys to the few kingdoms’ identified by ‘The Board’
• encourage the local community to support people in acquiring the skills, experience and work opportunities that they need to flourish economically and socially
• support people to find learning experiences that help them to become the person that they want to be – rather than to conform with the ideal established by a fallible and distant Board
• significantly increase the volume of learning experiments in the labour market and enable word of mouth to make sure that we develop a dynamic, flexible, responsive and self-reliant workforce

Perhaps these are not alternatives.  Perhaps we need to develop both strategic and responsive approaches to employment, skills and worklessness in the 21st century.

One thing I am sure of… establishing yet another Employment and  Skills Board (this time for the Leeds City Region) is unlikely to give us a major step forward.

Enterprise, Community and Complexity

Enterprise, community and complexity.  Slippery words.  So slippery that I wonder what can be meaningfully written about them.  But I will have a go.

Having worked on these ideas for many years I hold my beliefs tentatively.  But they offer the possibility of a very different direction for both promoting enterprise and building ‘harmonious and cohesive’ communities.  And few would argue that we don’t need a fresh approach.  That more of the same will get the job done.

It won’t.  We need to innovate and experiment.

Lets start with ‘enterprise’.  First, empty your mind of all those misconceptions that I must be talking about ‘business start’s, ‘cash flow forecasts’, ‘profits’ and ‘Dragons’.

I am not.

I am talking about enterprise as a measure of ‘agency’ in one’s own life.  The extent to which an individual is able to recognise what ‘progress’ (another slippery word) means and to take action its pursuit.  This is what I mean by enterprise.  It is the product of clear self-interest (I know what I want) and power (I have the confidence, skills and knowledge to take organised action in its pursuit).  An enterprising person is one who is clear on what they want from their life and actively pursues it.  An enterprising community is one which has many such people – because they are valued and supported.

If self-interest is ‘enlightened’ then it is likely that the product of enterprise will be a positive contribution to society.  If on the other hand self-interest is poorly understood then the product of enterprise may be damaging.  Enterprise in itself is not an inherently good thing. If we are going to pursue this route then we need to have faith in the essential positive nature of human beings.

If we are serious about developing ‘enterprise’, rather than managing the outputs that most enterprise funders are looking for, we need to concern ourselves with the development of self-interest and the accrual of power.   We are in the realms of person centred facilitation and education.  Not business planning.  This is an enormous shift both in what we do, and how we do it.   Helping people to clarify their self-interest and find the power to pursue it requires very different structures and processes.

It is worth noting that if you have money, there is a fair chance that at some time you will have hired a coach to help you with the difficult and personal work of clarifying self-interest and gaining the power you need to pursue it. And if they were a good coach they would not have manipulated you towards their preferred outputs – but would let you work on your own personal agenda.  If you have little or no money the chances of you ever having access to such a potentially transformational relationship are slim to none.  The relationship that you have with various ‘helpers’ is likely to be one where they try to manipulate you ‘back to work’, towards a ‘healthy diet’  or some such policy goal of funded output.

Over the last few years I have spoken with many enterprise educators, bureaucrats and practitioners and they have all accepted that this conception of enterprise has merit.  Not only will it help us to get more business start ups, but it will also help us to get large numbers of people acting in pursuit of their own wellbeing – however they define it.  It will also help us to make significant and real progress towards PSA 21 – Building More Cohesive, Active and Empowered Communities.

Which brings us to the question of how does this conception of enterprise  fit with ‘community’?

Community is a property that emerges when individuals and groups learn to negotiate their self-interest with the self-interests of others.  Community is an emergent property.  If this contention is right then it raises serious questions about approaches which attempt to provide short cuts to community (building community centres and one stop shops for example) without addressing the preconditions necessary in a complex adaptive system (such as society) for its emergence.

Community emerges when individuals learn how to associate and collaborate in pursuit of mutual self-interest.  When they recognise that the best way to achieve their own self-interest is to help others to achieve theirs.   When they understand the nature of reciprocity.  Or to borrow the words a well known Business Networking group that ‘givers gain’.

A beautiful by product of this is a raised awareness of the importance of difference.

If I learn how to associate and collaborate with someone who has different skills and knowledge, or a different cultural heritage to my own I am likely to gain more opportunities than if I associate with people who are pretty much the same as me.  Association across race, gender, age and so on provides the key to opportunity and provides a precondition that will allow harmonious communities to emerge.

With difference comes both opportunity and resilience.

Enterprise Coaching is Being Broken

Broken

I get so frustrated when I see a 4 day enterprise coaching course being commissioned that pays little or no attention to what makes the role of the enterprise coach different from the business adviser.

I witnessed one recently, delivered by an Enterprise Agency (so they MUST know what they are talking about) that started with a half day on ‘Building  empathy and rapport’ (this should have been subtitled ‘Using psychological flannel to manipulate your client’) before going on for a full three days about ‘business planning’, ‘marketing’ and ‘finance’.  It even included a ‘very useful’ glossary of financial terms that every enterprise coach should know (things like profit, loss, break-even and cash flow).  Essentially it was a four day course of basic business advice re-branded ‘Enterprise Coaching’.  SFEDI accredited which is handy, except as far as I know SFEDI have yet to do develop any standards for Enterprise Coaches (which makes me wonder how they can accredit the course)!

• The challenge facing the enterprise coach is NOT to provide business advice to people living in areas of deprivation.
• It is NOT to help people who want to start a business to develop viable business plans.
• It is not to sell them places on workshops or training programmes – even if this is what mis-guided funders incentivise them to do.

It IS to:

• make connections in communities
• become trusted
• have structured conversations that help people to uncover their aspiration and to get back in touch with their potential,
• help people assess their options and choices and make decisions that are most likely to help them make progress with their lives.
• to engage with pre-contemplators and to help them contemplate.  It is to help contemplators to prepare for change and to ensure that they can access relevant, high quality and personalised specialist services.

Enterprise coaches develop people.

They unstick people.

They help people to grasp the possibility and practicalities of progress.

They help people to get in touch which their enteprising soul.

They build social capital, they put people in touch with fellow travellers and with sources of specialist support.

They work on shaping social contexts to make them more supportive of enteprise.

Some of the people they work with will go on to develop businesses.  Others will go back into education and skills, some will remain as before.

After a relationship with a skilled and powerful enterprise coach each one of them will have been challenged to think about what they want to get from life and how they are going to get it.

They may not have had ‘Break-even’ explained.

The concept of enterprise coaching is being broken.

It is being broken by bureaucrats who believe that the best way to increase start up rates is to put watered down business advisers into deprived communities to push self employment and entrepreneurship.

It is being broken because the enterprise industry is exploiting an opportunity to re-package ‘bog standard’ business advice under another name and sell it to unsuspecting and ill-informed regeneration commissioners.

It is being broken because Reality TV and the media at large insist on promoting the ‘Entrepreneurship Fairytale’ in which all that is needed is a good idea and few hours with a business adviser.

It is being broken because we lack a brave, positive and long term approach to developing more enterprising communities.

It is being broken because we are not seriously trying to engage the disengaged in making a better life.

Anyone ready for a change?

Why Do I Work In Enterprise?

‘We pass through this world but once.

Few tragedies can be more extensive than the stunting of life,

Few injustices deeper than the denial of an opportunity to strive,

Or even to hope,

By a limit imposed from without, but falsely identified as lying within.’

Stephen Jay Gould

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Year 10 – Industry Day

My 15 year old daughter brought home a letter yesterday telling me about Industry Day:

In conjunction with our Work Related Learning programme, we have organised Enterprise Days in which all year 10 pupils will participate.

Hidden curriculum lesson 1: Enterprise is not about freedom of expression and choice – it is about complying with the policy dictats of bureaucrats. You’d better get used to following orders.

Teams of personnel from Industry will be coming into school to help run the days which aim to introduce pupils (to) aspects of Enterprise education.

Hidden curriculum lesson 2: Forget being a living, breathing person full passion, aspiration and imagination. Once you are in Industry (why the capital – Orwellian reference perhaps?) you are just personnel in teams. This way you don’t have to exercise any autonomy – you just have to follow orders. Enterprise is a bit like a strange cult – we will introduce you to some aspects. But others had best remain a mystery….

Hidden curriculum lesson 3: Understand the power of language to obfuscate and confuse. I am a professional in enterprise education and I have no idea what ‘aspects of Enterprise education’ are.

Activities will focus on developing skills such as team building and communication and will be an excellent preparation towards work experience and the world of work.

Hidden curriculum lesson 4: There is a thing called the ‘world of work’. It has laws, practices and ways of being that are different to the rest of society. You had better know how to conform.

Hidden curriculum lesson 5: If you struggle with team work and communication then the world of work/enterprise/Industry is not for you. You had better develop your potential to survive in other worlds. See Hidden curriculum lesson 14 below

Pupils will be working in teams and your child will take part in the Industry Day on one of the following days…

(and yes the first one is on April 1st – perhaps the whole thing is a spoof!)

Hidden curriculum lesson 6: There is little room for the individual in Industry. They had better learn how to smooth of the sharp edges and get along with people. We wouldn’t want too many ‘rugged individualists’ in Industry. Forget what George Bernard Shaw said about all progress depending on the unreasonable man. In industry we are polite, formulaic team players.

It is intended that pupils will not follow normal timings for the school day. The day will be as follows:

08:45am – Sign in at Reception

9.00am – Industry conference starts

10.50am – Break

11.10am – Conference resumes

1.00pm – Conference ends – pupils involved in the Industry Day should go home

Hidden curriculum lesson 7: The world of work is dominated by the bosses clock. You will do as you are told – when you are told. Because employers are benevolent you will get a break.

Hidden curriculum lesson 8: If we do not have enough for you to do you will be laid off early.

Hidden curriculum lesson 9: You had better get used to confernces in Industry. They are a lot like lessons – but longer.

In order to give the pupils a chance to experience some aspects of the world of work the pupils will be required to:

• wear appropriate clothing for business; for the boys this could be simply school trousers, white shirt and a different tie (The David Brent school of office dress then). For girls, an appropriate example would be their normal trousers or skirts and a plain top (as opposed to the haute couture that they usually wear to school). This should not, therefore involve extra expense and I would stress that this is definitely not a ‘non uniform’ day.

Hidden curriculum lesson 10: In the world of work you will be one of many clones – similarly dressed and equipped to deal with the challenges of the stationery cupboard. In the world of work we will continue to discriminate by gender.

• sign in at Reception by 9.00am. This will mean that for this day the pupils will enter through the main entrance.

Hidden curriculum lesson 11: We will confuse you by our ambiguity over timings. Although earlier we said that you could sign in at Reception at 08.45am – you must be signed in by no later than 09.00. Got it? Any non-compliance in the first instance will be dealt with by sarcasm. You should be clear that in the world of work though time-keeping is a tool of power and any difficulty you have with it could lead to severe disciplinary consequences

Hidden curriculum lesson 12: The world of work is obsessed with clocking in and clocking off on time – get used to it. Again forget autonomy, initiative and flexibility.

• behave in an appropriate, business-like manner and follow all instructions from the personnel running the Industry Days

Hidden curriculum lesson 13: Learn to moderate your behaviour when in the world of work. Understanding the mysteries of what constitutes ‘business-like’ could hold the keys to the kingdom of the corner office on the third floor.

Hidden curriculum lesson 14: There are alternatives to the ‘world of work’. These include the worlds of:

• warcraft
• benefits
• crime

If the ‘world of work’ as experienced on Industry does not set your heart racing and your soul singing then perhaps one of these is right for you?

It is no wonder that so many highly committed educationalists who take the development of young people seriously are less than supportive when it comes to ’embedding enterprise in the curriculum’.

If Enterprise champions are pedalling such ill-conceived and poorly thought through programmes they deserve to be left to their own devices.

My eldest daughter went through a similar programme last year. The highlight for her was the ‘Enterprise Wordsearch’. You have to love those teachers for their great sense of irony!