"I wanted her to see a big picture. Sometimes the doctors forget that in order for them to do surgery, there's a lot of process in it. Even our surgeons here, if the cases are late they don't know the reason. Maybe the patient is late or their paperwork is not complete. But they will also blame the floor and say, 'Oh, you nurses are so slow in getting this patient ready.' But that is not the reason. They don't have an EKG or there is some problem. So I wanted her to see that in order to do surgery, there are a lot of processes involved from registration to checking in the nurses' station.

"A patient has to change. Especially with an elderly, it takes a while for them to change. They have to go to the bathroom. And the process that the nurse has to go through to get the patient ready for surgery. They have to start an IV. If it's not an easy vein then they have to look. I think that would make her sensitive if she really wanted to be a doctor and a teacher. And that is a good thing for her to see. I think they're trying to sensitize medical students to the roles of other people instead of just being focused on themselves: 'No, I just need to do surgery.' They forget that a lot happens before the patient actually is in (surgery). Because surgeons are just called when the patient is ready. Yes, so that would make her a good doctor in the future."

"Usually when interns come here as part of the orientation process, I introduce them to everybody. On (my intern's) first day, I wanted her to meet people with whom she would be working closely. So I gave her a pencil and note pad and told her to go ahead and say hello again to the people I'd already introduced her to and explain to them what she was doing here and find ways that she could be of help to them."

"One of the things we did do, we spent some time with her trying to teach her about how markets work, how pricing gets built, and she was somewhat successful at that, not completely. It's talking about what are the components of price, and how do they fit together. We did some work on futures markets and gave her some literature on the Board of Trade in Chicago. How does the futures market work? What drives futures prices? What is technical analysis. Some of those type of things, kind of completing the relationship with the customer from the physical support all the way to the pricing at the top. She didn't do any pricing exercises necessarily, but we did spend some time trying to build some of those basic fundamental building blocks to understand the value of what we do here. That was the hardest part for her. It was the most abstract. But I do think that she did learn some of the concepts."

"The restaurant at the hotel is pretty much an amenity to the guests that are staying in house. I'll give you the analogy that I give my employees. Probably 70% of the revenue generated at this hotel is in overnight guest rooms. And then the 30% remaining is generated by food and beverage. And probably 80% of that 30% of food and beverage revenue is generated by banquets and conventions. So armed with that, I try to tell my employees, 'We are strictly an amenity to the guests. You know, the revenue that we are generating here in the restaurant does not pay the electric bill. So given that information, everything you do has to be completely and utterly friendly, cheerful, great attitude. Because if they get one nasty waiter that guest will never stay in the hotel again. And then we'll lose the revenue generated by the overnight guest room, which is the bread and butter of the revenue they're generating.'"

"She followed a patient from beginning to end. As they check in, and see how the nurses get them ready for the OR. Then she follows this patient in the OR, and then comes back with the patient. And after that I just asked her what did she learn."

A mentor debriefs her intern after a meeting with editors from a "high profile magazine." "She came back and was overwhelmed and excited. And she dumped all her excitement on me and told me, '(This person) watched this happen and (that person) was so great.' Rather than focusing on how great the experience was, I said how wonderful it was for her to do that. We talked about what she learned from that experience. She talked in the end with me about how it was cool how you did this or finagled that. I would say, also 'What skills do you think you learned by tagging along on this?' And we talked about being a good listener and not being overly excited or overly passionate about what you're doing to the point where it interferes."