"He learned some math while he was here because to run the (wheel) alignment you have to know decimals and how to figure out decimals. He had no idea. I found an easier way to work with students. When you're working with decimals, I work in dollars and cents. They know money. 'So when it calls out for .75, set this one as 75 cents and it's got to be within 50 cents of the other side.'"

"The important thing to realize is that the relationship is about both of you externalizing and verbalizing your thought processes based on what your convictions are and how they start to change as an experience from interacting. The most important thing to the internship is that I share with them why I do what I do, how I do it, and what I think of it, whenever I can. And I think that would relate to anybody, no matter what they're doing.

"What every mentor can share with each other is that you have to talk. It comforts the student because they could be intimidated. They've been told how to do something. But unless they really see that there's a human side behind it or that you have the same doubts that they have. . . or that you're asking what they're thinking, how do you know that they're really not inwardly terrified and are not doing the work because they're scared not because they can't do it? How do you know they're not sabotaging anything? They just basically didn't really get it and are afraid, too. So I think it's about communication and about really establishing rapport where you just make sure that there's a human connection and that the work is an extension of that."

Mentor explains step-by-step how to set up a room for a public speaker. "We tell him little things that we look for as far as how many people are inside the room. And then I physically have him with me and tell him to basically roll in the overheads. We show him where the power outlet is at. It's like a step-by-step (process). 'This is how you take the overhead. You run the power to over here. You make sure that the cord is in a straight line. And then the next point is you make sure that you have the tape and pins with the cart. Then you clean the overhead. You clean the cart. Then you roll in the podium, set-up the microphone, make sure the podium is clean, that the light is on, that you run power to the podium so that way the client can have height adjustment, reading light so that he can read his notes.'"

"I said we want to get her into the lead teller position, because that's the lowest part of supervising.... Banking is a great place to start your career. I said it's actually been rewarding for me. I didn't finish college. I don't have a problem with where my career is. It's been very good to me but you have to work at a lot of it too. It's not given to you. You have to work for it. If that's what you want to do and you like the finance side of it, you can stay in banking very easily the rest of your life."

Mentor teaches youth the basics of customer service in a fitness club. "'When you are here, act as though you are one of the people or like you would want you to act, as far as getting out of people's way or saying 'excuse me' or just letting the members do as they wish and not really being in their way.' I think that that was most of the new things I was telling them. 'Treat this place as though you are a member here and have the etiquette.'

"It was just teaching them that they should act as though this was their house as well. So that was most of the customer service that I imposed on them.... Not to be caught up in their duties or their tasks if there was somebody around. 'Put things down for a second. Let the members do what they need to do, get into the fridge, work out. Don't be in their way in order to do the job tasks. Let them enjoy the facility before trying to maintain it. Let them enjoy it.' Basically my explanation was, 'Let people do what they want to do. Let your tasks come secondary to what they're wanting to do.'"

"(One youth) would just babble off at the mouth, and I would have to say, 'Let's slow down here. We need a little peace and quiet sometimes at the office. We've got to pay attention to customers more.'"

"I pretty much stressed, 'Do a little more than you're expected, and you'll make the boss happy.' And all of a sudden (the boss) comes in on Monday morning, he says: 'Wow! You cleaned up over there! That's really nice, thank you.' ... Because a lot of them come in here and they only do what they have to do, and they're out of here. So I try to stress to them to try to go a little further than just the basic job."

"All of a sudden it gets a little bit, not so much frustrating, but it gets a little bit away from their capabilities. And they want to go get a can of pop or go to the bathroom. So then we need to get them back on task until the job's completed. 'Then go do whatever business you need to do.' Whenever they hit a frustration level they'll want to pull away from it and get away for a little bit. But what we're trying to teach them here, that this is the real world of manufacturing. 'You don't always have the luxury to get away from a job when you're in mass production. You need to get through it and keep going. Not just stop, shut down, and come back to it five minutes later.'

"A lot of times I'm sure students have the ability to just look out the window, tune out the teacher, and escape what is trying to be explained to them. In the real world you don't always have the luxury because someone is depending on you for performing this task, moving the product into the next step. That's the real world. We just can't shut down and say, 'I'm going to take a walk,' or 'I'm going to the bathroom,' or 'I'm going to get a can of pop.' We need that widget or whatever we're making completed and moved on to another individual for assembly or whatever we're doing. So I try to keep them on task."

A mentor helped a youth figure out what to put in a "manager's manual" she was creating for the office: "She had to do research. She had to listen because the only way you're going to explain it was to talk about it. So she had to interview me on my job.... 'What did I do? How did I do it? What percentage of time do you spend on this or what percentage of time do you spend on that? What things do you delegate? When you do something, once it leaves your desk where does it go? What things need signatures before they go out?' All different types of things and suggestions I had given her for questions that needed to go into the book."

"Always address the patient with their full name, Mr So and So. Do not call them by their first name. And always be respectful.... Call them sir, or ma'am, or say please. Just the basic courtesy and respect.... Since a lot of these patients are elderly... speak slow and not loud enough that you're yelling at the patient.... And also we have low-vision patients here, so [you have] to be very sensitive with these patients' needs.... You have to anticipate... (when) serving juice and crackers... little things like opening the crackers and hand it to a patient. Sometimes there are patients that are really scared.... You can sit down and talk to a patient, hold their hand, stuff like that. Provide support."