In the 8th article in the EDUCHAOS series, Marie Jasinski reflects on the power of loose change and how with new currencies the world of education and training is loosening up.
Fast track
Loose change not tight change
A new currency
Change management
Loosening up
Loose change not tight change
In 1965, when I was nine, I started earning “wages”. It was 2 shillings a week. My jobs were cleaning out the chook house, collecting the eggs, milking the cow in the afternoon shift and digging up spuds for tea. I also did some things for free like tormenting the ferret. If I threw a hissy fit and didn’t work, I didn’t get any wages. Simple formula.
Friday night was wages night. My parents scratched around in their pockets and purses and asked each other the question that filled me with high levels of expectation:
“Got any loose change?”
Two shillings was counted out in the exact amount coin by coin with great ritual into my eagerly outstretched hand. Every week, my two shilling count-out came in different assortments of pennies, threepences, sixpences and halfpennies. Little bits that added up. From my loot, I would count out a shilling which I would drop coin by coin into my money box – a green tin replica of the Commonwealth Bank. Remember them?
The other shilling was mine to spend on my pleasure. I don’t know where this half-half save-spend formula came from and I never questioned it. Pleasure was usually an Archie comic, a White Night, a Choo Choo Bar and a four-for-a-penny licorice block. They were all good value. You could swap the comic with siblings or friends and the lollies lasted ages. Chewing the licorice block always made you dribble long bits of licorice slime right down your chin and if you were fast enough you could suck it up again for a bit of re-cycling.

Anyway, it was a momentous day when the money box was full. I’d take it to the bank, line up in the queue and when it was my turn I’d hand it up to the teller. With a flourish it was opened with what looked like a tin opener. It was symbolically broken into.
The loose change would tumble out and form a random pile of silver and copper. It always amazed me just how many of those coins could fit into the money box. How bounteous were the fruits of my daily labours! You just forgot that you filled it up one coin at a time and that took a concerted effort.
Each coin would be counted out by the teller, rolled in tight brown paper, stacked up and the final amount written in my bank book. The bank teller would give me a shiny new money box and the remnants of the old one. The sharp edges were great for doing autopsies on rats.
Year after year my assets grew. There came the time when I would cash some of it in for something I was saving up for and my parents would match it as a bonus for my diligence. Some of it I would keep as an investment in my future.
I quickly came to understand the value of loose change and what it was worth. To me change was always loose. My parents never said:
“Got any tight change?”
This is what I figured out:
Loose:
Change:
- It was something you earned and strived for.
-
It was cumulative. Small bits added up if you stuck at it.
-
It was a regular commitment
-
If you didn’t work for it, it didn’t happen
-
It gave a sense of purpose and control
-
Goals helped
-
You had choice and choices had consequences.

A new currency
Life is unpredictable. On 14th February, 1966, 11 days before my 10th birthday the change changed. Decimal currency arrived. At first it was great because you got to learn new songs like this (sung to “Click go the Shears”)
In come the dollars, in come the cents,
to replace the pounds and shillings and the pence.
Be prepared for changes when the coins begin to mix,
on the 14th of February, 1966.
The new coins were fantastic, all shiny and modern with all Australian animals. It was exciting and an added motivation to work hard to collect the whole set. That is, until you found out they didn’t exactly line up with the old coins. The value of the currency had changed.

The conversion formula didn’t make sense. Now I got 40 cents and I was worse off.
|
Pence |
Whole cents |
|
1 |
1 |
|
2 |
2 |
|
3 |
2 |
|
4 |
3 |
|
5 |
4 |
|
6 |
5 |
|
7 |
6 |
|
8 |
7 |
|
9 |
8 |
|
10 |
8 |
|
11 |
9 |
In the transition time when both currencies were in circulation, you realised that one and two cents were the go as they were a one-to-one match with pennies, but then you started to lose out. For example, sixpence worth of four-for-a penny licorice blocks gave you 24 blocks, but five cents worth only gave you 20. You could buy two cents worth at a time but that was time consuming and came to a halt when the shopkeeper got sick of all these enterprising kids and put a five cent minimum on mixed lollies. Choo Choo bars, White Nights and comics cost either sixpence or 5 cents, so not everything was affected. You learned to change your purchasing habits and make adjustments to the new currency.
However, there were advantages. With 1 and 2 cents being smaller, it meant that the money box filled up faster, so you went to the bank more frequently, you got more stamps in your bankbook and a larger collection of tin opened money boxes. If you just got copper and five cents, you felt like a millionaire. There was even more variation on how things could manifest.
Change management
This is what I learned about currency and loose change:
-
A different currency means different change management
-
The value we assign to things change
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There is a cost and an adjustment period when moving from one currency to another
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There is not always direct translation. It takes time to figure the new currency out.
-
With some change you are advantaged, but you can lose out as well
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You can argue and try to hang on to the old currency, but in the end you have to accept different values and sometimes this is imposed on you
-
Changing currency means a cost to the system and to individuals
Loosening up
As we come to the end of 2004 and look forward to 2005, what are some new currencies that challenge us to loosen up our thinking, our work practices and how we manage change?
Loosening up appreciation of human potential
Appreciative Inquiry Commons
These definitions say it all.
Ap-pre’ci-ate, v., 1. valuing; the act of recognizing the best in people or the world around us; affirming past and present strengths, successes, and potentials; to perceive those things that give life (health, vitality, excellence) to living systems 2. to increase in value, e.g. the economy has appreciated in value. Synonyms: VALUING, PRIZING, ESTEEMING, and HONORING.
In-quire’ (kwir), v., 1. the act of exploration and discovery. 2. To ask questions; to be open to seeing new potentials and possibilities. Synonyms: DISCOVERY, SEARCH, and SYSTEMATIC EXPLORATION, STUDY.
Loosening up the web of life
Small pieces loosely joined
David Weinberger’s book that everyone seems to have read challenges us to loosen up everything! Here’s an overview: The Web, a world of pure connection, free of the arbitrary constraints of matter, distance and time, is showing us who we are - and is undoing some of our deepest misunderstandings about what it means to be human in the real world.
Loosening up publishing
Wide open spaces: Wikis, ready or not
This easy-to-read Educause Review article by Brian Lamb outlines what's important about wikis in changing currency. They loosen up the traditional approach to publishing.
Loosening up knowledge
I heard it through the grapevine
In this article, Peter Cook explores the challenge of getting people and organisations to loosen up so that they more willingly share knowledge skills and experience. Loosening up means using a variety of strategies in order to leverage an organisation’s collective intelligence.
Loosening up learning
Informal learning: The other 80%
80% of our learning is informal. This article predicts the next wave of learning innovation is loosening up environments so they provide opportunities for the “other 80%” of learning to flourish.
Want more?
Informal Learning
Loosening up real time learning
Workflow learning
The newly established Workflow Learning Institute is a great start toward creating the vision for self-regulating, dynamic, collaborative learning systems. Until the end of 2004, membership is free!
Presentation on Workflow Learning
Stay loose and have a great Christmas break!
* Maruyama, Magoroh. (1983). Cross-Cultural Perspectives on Social and Community Change. In Edward Seidman (Ed.), Handbook of Social Intervention. Beverly Hills, CA.: Sage Publishing Company.
Articles in the EDUCHAOS series
EDUCHAOS: out of control and thriving!
EDUCHAOS- Disruptive Technologies
EDUCHAOS: Using improv and storytelling in business
EDUCHAOS: Job Sculpting - in tune with making work WORK!
EDUCHAOS: Patchworking – showing off your assets
EDUCHAOS: Go Conative - where there’s will, you’re away!
EDUCHAOS: Tuning in to your own voice!
EDUCHAOS: Loose change – a new currency
Cheers
M
Happy New Year,
Terry Lawler