A520.7.3.RB_MedleyKim_Mentors & Coaches: Welcome All

Mentors & Coaches: Welcome All

            Without a mentor or a coach, where would any of us be? Think about that for just a moment. My earliest mentors, like most mentors, were, according to Zachary (1997) “powerful influences” in my life, and primarily came from personal relationships, my grandmother, father, aunt; just to name a few (p. 3). Those early mentors helped me to walk, talk, and learn what Watt (2004) refers to as the basics I needed “to develop to cope with a changing situation” (p. 14). Other mentors came in and out of my life. Dance instructors taught me balance, poise, and patience. Softball coaches helped me to develop hand-eye coordination and an understanding of team work. Girl Scout leaders helped me to gain self-confidence, self-motivation, and elements of survival techniques. These early mentors were not simply relationships wherein wisdom was “passed from an authoritarian teacher to a supplicant student” (Zachary, 1997, p. 3). They represented years where learning took place between student and teacher such that the student was able to attain a greater understanding of the world; which established a solid foundation from which to pursue a career.

            Most of my career days were filled with mentors, not coaches as defined by Watt (2004), which entails a collaboration in which the coach develops a career map for the coachee and the coachee then follows the road map from point A to point B in order to reach the next career destination. The closest I ever came to having a coach was the person charged with giving me my annual review and even then, those plans were not as extensive or detailed as those explained by the numerous authorities from this week’s many readings. Nonetheless, their collective information was invaluable. In order to advance from file clerk to senior underwriter, map points were pinpointed. I took extra continuing education courses. I attended leadership seminars and eventually offered presentations to agency workforces. My coaches were my senior managers and human resource personnel. They did not follow the teachings of Good, Yeganeh, and Yeganeh (2010) and apply “Cognitive Behavioral Executive Coaching”; but, they did help me bring an element of flexibility to “a complex, fast-paced and ever changing environment” known as the insurance world of American Pioneer Life (p. 18-19). Perhaps if I would have had a formal coach, one that would have made me feel a bit uncomfortable, challenged me to step outside of my comfort zone, and helped me to see my “personal challenges and vulnerabilities”, maybe I would have returned to school earlier, or pursued another venue within the insurance industry (Watt, 2004, p. 16).

            Whether my lessons have been learned as a result of mentoring or coaching, many important leadership qualities have been developed over the years and will be enhanced with years to come. My “authenticity, active listening, empathy, and establishing trust” are skills and characteristics the majority of experts agree are critical in becoming a successful leader (Good, Yeganeh, & Yeganeh, 2010, p. 19). Looking back, the importance of each person who helped me to master a new skill and helped me to advance my position within the organization cannot be overstated. Each provided guidance that helped me to add to and enhance skills with which I was not born. The advice from mentors along with the hard questions and challenges from coaches have formed and built upon a foundation that has allowed me to pursue not only careers; but, a foundation from which to expand my knowledge on a regular basis and develop the courage I needed to return to school and master so many skills that were not even spoken of during my career days. For me, that is why having mentors and coaches enhance one’s life and should be welcomed with each passing opportunity.

References

Good, D., Yeganeh, B., & Yeganeh, R. (2010). Cognitive Behavioral Executive Coaching:

            A Structure for Increasing Leader Flexibility. OD Practitioner, 42(3), 18-23.

Watt, L. (2004). Mentoring and Coaching in the Workplace. The Canadian Manager; 29(3), 14-16.

Zachary, L. (1997). Creating a Mentoring Culture. All About Mentoring, (11), 3-7.

A640.7.3.RB_MedleyKim_Grandfather and a Hershey Bar

            After reading the article, “How to Answer Case Study Questions”, I find the recommendations are not that different from what I do, and have been doing, on a regular basis. King (n.d.) outlines six basic steps consisting of: finding practice tests and completing them to become more familiar with the case study, relaxing the day of the test, reading and listening for the topic sentence in order to provide the best possible answer, focusing on the overall meaning of the case and scope of the issue, imagining and visualizing the problem and scenario, and slowing down. With the exception of the first two, which do not apply as I am not prepping for a test, the remaining four are steps I am currently taking as I prepare to write my Service-Learning Project.

            The first two steps, finding practice tests, and the relaxing the day of a test, have been a part of my study habit since high school. It became a crystal-clear method when I took my driver’s license test. I had taken it once before. My father drove me to the driver’s license office. I passed the written segment; it was the driving test that was my downfall. I had a car without power steering and the three-point turn became a five-point nightmare. Needless to say, I was devastated. It was my grandfather who drove me to my second test. He never once mentioned the test. He stopped at the local Handy-Way convenience store and bought me a Hershey bar. He had completely managed to get my mind off of the test so that when the three-point turn presented again; I was able to master it. Since that time, the day of a test begins with a relaxation routine that always includes a Hershey bar. As I begin to gather my thoughts for the final paper, I find myself focusing on the third point, answering the question that is being asked.

            I have read the instructions and prompts for the Service-Learning project; today, I re-read it and began to underline the key areas of analysis that are to be included. I underlined key concepts and topics that are to be in the final paper. I have also started re-reading my journal entries as this will help me to remember and organize my thoughts. After identifying major elements, I then follow those points outlined in number four, focusing on what the study question means. In other words, what is the extent of the case study and the problems presented, and, do I understand the nature of the study? In order to have a clear understanding, I sent my instructor an e-mail so I would know the format to be followed. 

            As I have stated before, I am a visual person. I do quite a bit of imagining and visualizing. I try to put myself in the described situation and ask myself what I would do in that situation. It has led to quite a few conversations I have with myself; ones wherein I answer myself, too. This process reminds me of the episode of The Big Bang Theory wherein Sheldon Cooper is perplexed by a string theory problem. He eventually takes a job as a waiter to get his mind off of the problem at hand. His answer becomes clear after he drops a tray of dishes and sees the answer in his mind. By walking away, or by performing some other chore, like laundry, my mind focuses on something else; but, the wheels continue to turn in the background. That is usually when ideas come to me and I quickly jot them down. This process also helps me with King’s (n.d.) final point, slowing down. Many times I am not certain how to address a prompt; so, diversion allows me time to think and come back with a cleared mind. Shopping is another method I use when I am working on a project. Even if I do not buy something, the break away from the project at hand allows me to slow down. 

            For me, all of King’s (n.d.) points hold validity as they make sense. They are applicable to any class or case going forward; and they are very much a part of my own routine. Practice tests take the mystery out of test taking and help me to be better prepared. I am constantly re-reading and going in search of other sources that will help me have a better understanding of the entire problem that is before me. I imagine the scenario and try to put myself in the situation. I slow down. It is amazing what happens when you allow yourself to walk away and breathe. Finally, I have never tested well when I am a ball of nerves. I am forever grateful to my grandfather who first taught me the art of relaxation before any type of test. I honor his memory and the lessons learned each time I have coffee and a Hershey bar before a test.