Strengths, Talents, and Divination

Happy New Moon in Libra! Well... it was the New Moon. Now we're about halfway to the Full Moon in Taurus (a.k.a. The Hunters Moon) on October 27th.

Okay, so maybe it's not always something to celebrate, but I've made it a habit to break out the tarot cards every New Moon to reflect and make a conscious effort to make the next "moon", or month, an improvement. It's a routine that keeps me balanced, and this Libra Moon was all about balance. In fact, not just about the need for balance, but also in what ways I'm already juggling, maintaining the balancing act.

Two of Cups symbolizes the juggling act in order to maintain balance. Photo courtesy of Shadowscapes.com

Let me back up...

I've been doing this series of classes on Lynda.com by Dave Crenshaw, the first of which is called "Discovering Your Strengths". Oh, please... I've been doing these kind of evaluations all of my life. I know what my strengths are; there's just no easy way to make use of those strengths. But, it's the first in the series, and I didn't want to continue half-assed. So, I discovered my strengths. What's funny to me is how spot on my "talents" coordinate with my intended professional path: teaching college and making films. Not one or the other, mind you. I actually need the balance to help drive me forward. Like a friend once told me, it's like two people climbing really tall stairs; one pushes or pulls the other up, keeping their momentum going. But it's so difficult to show someone that I have a talent for teaching when that's not what my background is in or managing when I don't have a M.B.A. That's where I hope this exercise will come in handy.

In order to discover a "talent", one first must determine their gifts, loves, and skills. This requires a series of worksheets, evaluating multiple mentions, and then comparing the three to see if there is, in fact, a "talent". These talents can identify what you would be best at doing professionally. Below is the culmination of the three previous worksheets to show what my supposed "talents" are:

You might have guessed one of the items listed under "gifts" was organizing - I'm good at it and it comes easily to me, but I have little love for it - thus, the color-coding. Ask me about Skittles sometime - it's a great story. The strongest two "talents" are in orange and pink, and each have multiple associations. The scribble at the bottom is just the "talent equation".

As you can see, my greatest talent is Interacting and Motivating Others/Interacting with Others/Educating and/or Managing (orange). I'm a very project-oriented person, and I prefer working with people more than technology, so I tend to manage or lead projects. But I have a strong background in education, so my talent lends itself to educating. This was a HUGE light bulb for me. Even when I was a full-time massage therapist I would take the extra time to explain my observations, what was likely going on with a client's body, and what kind of techniques they could employ between sessions to improve their progress. I was assuming the responsibility of an educator, and was sincerely disappointed when someone wouldn't be interested in the information. Don't they want to help themselves get better? Unfortunately, the answer is often "no" because they want someone else to make them feel better (which, by the by, no one can make anyone feel better, but you could allow yourself to feel better with assistance... but I digress). If I were in an environment where people knew they were there to learn, however, I think people would be much more receptive to what I have to offer.

The Magician of the Major Arcana represents grasping the unseen and harnessing it to become reality. This immediately made me think of my next major "step", obtaining my Master's Degree in order to qualify to teach on the collegiate level. Photo courtesy of Shadowscapes.com

My secondary talent is quite like the first, except it's Confidently Interacting with Others/Problem Solving/Filmmaking (pink). This equation very much shows why it has been that I tend to assume the role of Producer - it is quintessentially those three things. But this talent also lends itself to being in front of the camera, since Confidently Interacting with Others/Acting/Filmmaking works well, too.

The Page of Wands is a creative, passionate, confident, assured and assertive person. She reminds me of what I am like when I am full of vitality and love. Photo courtesy of Shadowscapes.com

My last major talent, circled in purple, seems to be what I'm doing now - Storytelling and Collecting Stories/Writing and Blogging/Psychology and Interpersonal Growth. This is very much what I do to be a better person, not necessarily what I do to advance professionally.

There was one final talent that I thought was noteworthy, circled in blue - Capable of and enjoys physical challenges (probably why I did massage for so long) + Interacting with Others + Philosophy and Reflection through Activity. For me, this immediately brought to mind my love of Martial Arts. I studied it as a teenager and into my early twenties, but it was difficult to keep up the practice without my dojo and without making enough money to really have a "hobby". Massage became my physical outlet, but it was never the same; it was never a challenge. Now, I've had a craving, if you will, for kickboxing. Nothing philosophical, just pushing myself physically to clear myself mentally and emotionally. This exercise definitely brought into stark light that it isn't just a passion or a gift, it's a skill, and one I do not wish to loose.

XX Judgement of the Major Arcana represents reawakening, hearing a call, making a judgement, and making tough choices. This card reminds me to be brave in the face of success. After all, getting what you want is scary, too. Photo courtesy of Shadowscapes.com

All this to say, I've been studying and reflecting long enough that, in order to keep balance-over-time, I must now take action. It is time to graduate into becoming the teacher as well as the student. I am primed to take my own advice and start failing so that I may succeed. I'm feeling quite confident about my next round for pursuing my long-term plan. It includes kickboxing, children, a new car and house, a Master's Degree, and getting comfy in my new professional groove, balancing teaching and making films. I'm not entirely sure how it will pan out, but I have a plan, and that plan will help to guide me for the future elements I'll have to juggle.

What about you, dear readers? How do you reflect and motivate yourself into action? What's your preferred form of divination? How do you remind yourself of your strengths and talents?

The Self-Education of a Free-Spirited, Not-Quite-Novice Filmmaker : PART ONE

How'd you like all those hyphens, eh? Let's call it a creative choice.

As a only child, I've been an observer of human behavior and interaction all my life. Such a self-imposed role has a way of leading one to believe themselves more knowledgeable than those who live through the scenarios being observed. Debatable, sure, but I believe my continued education cannot contain simply absorbed information; I must also digest the concepts and put it back out into the world. Any of my professors would tell you that I was always very engaged in class discussions, with no shortage of opinions and unsolicited advice. With no classroom currently available to me, however, I've decided to record my thoughts in this blog based on certain recommended TED Talks.

An article in the Business Insider claimed these 10 TED Talks are worth more than an MBA. Seeing as I love listening to TED Talks and desperately want to pursue my graduate degree, I figured what do I have to loose? Also, while the content I'm reflecting on is geared towards those seeking a Masters in Business Administration and I am simply a Filmmaker seeking a Masters... of something... eventually... I fully intend to own and run my own studio during my lifetime, so I figure the free online education should supplement my aspirations nicely.

To keep a homework-like structure, I'll respond to each video as I see them. Please assume that I will be writing as if you, the reader, have already watched the video.


1) Carol Dweck: The Power of Believing That You Can Improve

As I read over this info-graphic, I begin to realize in what ways I have a fixed mindset. Time to embrace change! Graphic by Nigel Holmes, picture courtesy of innovationnu.wordpress.com

I know this lesson all too well, though thinking back to my childhood and adolescence, even now, I find it difficult to employ. My mother is a driven and academically-inclined woman who was unfortunately plagued with unsatisfactory, often heartbreaking, romantic relationships. After her fiancé died, we moved to the suburbs and I began middle school. I had struggled in my "Gifted and Talented" classes in elementary school, mostly because I was also dealing with my parents' divorce and my mother's soon-to-be husband. But after we moved, I decided I could not allow my school performance to be another burden on my mother. So, I made the effort. I became an honor roll student, even with the challenge of having all of my classes being "GT". Never straight A's, but always honors or advanced classes, and for the first time, I could say, "I'm doing well in school." But my mother never seemed satisfied with my progress, and so I gave up. My freshman year of high school, I tried to take all honors courses, but when I got a C in history, and a D in Biology, I decided it was too hard. I've always thrived on challenges, but this was the first time I did not rise to it. I took a normal Chemistry class my sophomore year, and found myself so bored that I both tutored the juniors in the class and got a C+ because I had no need to do the homework to pass the tests. I graduated with a 2.7 GPA and a ton of extracurricular activities because, quite frankly, I needed the encouragement they provided. I could see the results of my efforts in band and theater, and was more eager to improve when others relied on me.

Now, I'm 34 years old in a fantastic marriage where my partner supports me and encourages me and believes that I can make the giant leap from my old occupation as a Massage Therapist to my lingering and recently rediscovered passion for storytelling as a Filmmaker. He is my life line in ways that I'm not sure are healthy, but that's my problem to solve, not his. And he keeps me going, and it is imperative that I keep going. I'm just not sure I fully believe I can change. It's easy to believe that money is more important than emotional/spiritual fulfillment. It's hard to believe that what you do is of value when no one values it (it doesn't pay well or you receive no acknowledgement for your contribution) and no sees you as being knowledgeable ('cause anyone can do it, right?) and all employers judge you on your past work (in a visual medium, you need something that looks good, even if you aren't responsible for what looks bad). So, while I adore the idea that we are teaching kids to improve - and there is another fantastic TED Talk about being a champion for struggling students - and I would love to be that person for my children, sadly, my current situation, mental state, physical state, gives me too much to fight against to believe anything will change. Can it change? Sure, and I sincerely hope it will. But I think I will always feel "behind" a lot of my intelligent friends (or currently thriving friends) because of my childhood burdens and my unfortunate awareness of them (you can overcome a lot if you don't have to face the reality at the time). I've even downloaded several selections from classic literature that I have never read because I could listen in class and glean all I needed to pass. And grades, the judgement of others, was all that ever seemed to matter to the people that were important to me. Now, I hope that I can find fulfillment in my efforts, even if I'm not the best. But the truth is, while I've learned to be my own best friend, I am naturally my own worst critic, and that voice is much louder. And I still want to be the best, which is frustrating, because that will never happen, even if I'm successful. So... here's to being better!


2) Sam Richards: A Radical Experiment in Empathy

For those of you who know and love Star Trek, you'll appreciate how often this situation comes up. Picture courtesy of www.cultureofempathy.com

I had to take a Facebook break after this one. The issue that Mr. Richards asks you to empathize with is easy for me (my mother knew I was an empath at the tender age of 3 when she saw me cry at a funeral on television without knowing what it was; I could just see that they were sad, and it made me sad for them), but the subject matter always gets me riled up. Especially since this past summer I took a World Geography class, which helped to further inform me of "The Perils of Petrocracy" - a clever play on words, but not by me. Read the article, please. It's inspiring and heartbreaking and will make you rethink that gas-guzzling truck-with-hips.

Anyway, I understand what he's trying to say. He's saying that if we can empathize with what we could say is commonly accepted as "the enemy", then finding empathy in smaller annoyances or wrong-doing should be within our grasp. And yet, so often people do not - or at least their actions do not express their empathy. Admittedly, I'm more interested in Psychology than Sociology, but still, I see the validity of his lesson. As it relates to how this lesson would apply to an MBA, I'm quite sure you have to relate to your market or employees if ever you are to do business with them. Who among us would buy from a grocer who did not have sympathy for those who go hungry?

Unfortunately, I believe that the capability of empathy is declining in the United States due to the questionable nature of information and its sources. If there was a single person who could not sympathize with the Iraqi's position, it probably stemmed from the idea that something Mr. Richards said was false or inaccurate. Such an accusation would be enough to justify not feeling empathy because the situation to feel empathy for is fictional. This delusional cycle, and I call it delusional because it is a belief that relies on suspicion and not fact, is ammunition against the efforts of peace and conflict resolution, whether locally, nationally, or globally. Place blame where you may - on the media, on our community leaders, on our collective declining education, or our growing paranoia of anything "new" - but the truth is, ultimately confirming information, digesting it, and expressing empathy for others rests squarely on the shoulders of each individual. Taking personal responsibility for one's beliefs, reactions, and actions is at the core of being a human, conscious adult, and evidence of anything less than that shows us to be incompetent, and worse, barbaric.

Interestingly enough, this is why I had to stop being a Massage Therapist. Giving of my self, my compassion to those who did not extend that same compassion to themselves chipped away at my ability to care for people. It's hard to advocate for people's well-being when they couldn't care less about their well-being, vying instead for a quick fix that wasn't in pill form but still acted like a pill. But that's another story for another day.


3) Angela Lee Duckworth: The Key to Success? Grit.

A fantastic meme that captures the essence of Duckworth's TED Talk. Photo courtesy of the facebook account of the late Terry Pratchett.

 Well, that was delightful. A short but effective story that echoes the findings of Carol Dweck, who is pioneering the "Growth Mindset" for education. I'll admit, part of what I enjoyed was that it was short, focused, and very well thought-out. I even watched it twice, I enjoyed it so much. But, to the subject matter...

I sooooo identify with this. Unfortunately, I was the person with talent who tended to give up once they were given praise for how quickly they learn. It's only been as an adult who changed ALL of her childhood plans that I found myself setting goals for myself and challenged myself to meet them. In high school, I thought I was destined to be a law enforcement officer, but after starting a co-op, it no longer appealed to me (I no longer felt the need to be accepted into the "boys club" which is most police forces). My first year of college was a joke and found little value in the lessons I was paying for, so I worked entry-level positions for a year before realizing that I would surely drown without a skill that demanded a better wage. The plan to become a massage therapist was actually always a long-term goal that included: becoming financially independent, staying physically active, and making enough money where I could pay my way through college when the time was right. And I did. After the struggle of becoming financially independent, making decent money, I took two community college courses to see if I would be able to pass classes again after an eight-year hiatus. Do you know what I found? A complete 180. I was passionate, I was engaged, and I didn't just do my homework; I did the equivalent of TED Talks with every assignment. Why? Because I was finally ready to continue growing; I was ready for change. Now, so many things have changed (I'm 8 credits away from receiving my B.F.A. in Film & Video Production). Not all of them will be staying the same, so I long for a moment to "get settled" before moving on.

As for how it relates to an MBA, I imagine being able to identify the capacity for "grit" in yourself and others is essential for hiring and maintaining a productive work environment. It's the work ethic that older generations continually say they do not see in younger generations and the quality in young adults that is present but hard to find when so many have been coddled or scolded instead of encouraged. As a weird afterthought, it occurs to me that these lessons could also apply to being a parent, and I fully intend to encourage a "growth" mindset for my children. May they suffer only enough to grow and learn and become active, engaged, and successful human beings.

Well, this is the end of PART ONE. With 10 TED Talks to watch, I'd like to pace myself, and you, dear readers, with all of this lovely reflection. But let me finish with these questions for you:
1) What was your reaction to these videos?
2) Could you identify with the concepts? Why or why not?
3) How is this relevant to Business Administration or Entrepreneurship?
Leave your comments below! As Liz Gilbert would say, "Let's keep the conversation going!"

Cheers,
*~K~*

The Beginning of the End: U.S. History Censorship in Public Schools

School censorship of history, and regular neglect of recent history all together, may well be the greatest injustice to would-be American adults. The recent fuss in Jefferson County, Colorado is evidence enough that partisan officials are subverting education starting by excluding teachers unions from the decisions regarding their school district, and ending with omitting important aspects of U.S. History. They claim the analysis of curriculum is to "review curricular choices for conformity to Jeffco academic standards, accuracy and omissions", and present information accurately and objectively. How can you expect conformity AND academic standards through censorship? Your act of censorship immediately lowers your academic standards. How can information, riddled with omissions, be accurate or objective?

The act of censoring, by definition, makes the remaining information quite distinctly subjective.

It's no wonder that young adults have increasingly limited coping skills. How is anyone expected to cope with the horrors of our collective past as they echo in our ever changing future if they are not given the chance to digest the information over time? The intention of protecting our children rarely works, and is often sought after moreso than preparing our children. For the record, there is no "protecting our children". It's a myth; an illusion, as sure as perfection, that will never be achieved. What's worse is that in the pursuit of this illusion, we, perhaps unintentionally, hand over those children to anxious and unnecessarily complex lives.

The great irony is we make vulnerable that which we attempt to protect.

I'm quite sure, however, the current outlawing of historical events in public schools in Colorado in order to "not encourage or condone civil disorder, social strife or disregard of the law" has little to do with protecting children. This reeks of adults attempting to control youth through censorship; exactly the kind of behavior that incites social strife and civil disorder. Removing important aspects of history, even current events, has a way of finding its way into the hands and minds of people, and removing it from the forefront only begs the question: what are you hiding?

Remember this? And how outraged the public was to be shielded from an issue like a child in need of coddling? Yeah.

It wasn't a stand alone incident.

And you wonder why people go into a panic when something happens in the world!

Because censorship does nothing but make people angry when they finally find out the truth.

And apparently Americans are so self-centered that they'd rather hear about themselves ad nauseum. 

And can only handle rehashed, unsubstantial self-analysis, but can't deal with current events or adult situations. No, not American adults. Maybe it's because of their limited education *ahem*!

Now, don't let yourself be fooled. This isn't protecting six-year-olds, who are pretty well sheltered from the truth of life as it is. No, this censorship would go all the way to the end of public school's reach, affecting A.P. History, whose credit would be honored at higher education institutions. Higher education cannot function under the presumption of being "more than" general education when its sources are restricting knowledge on a foundational level. "Higher education" cannot be the establishment for which our nation's youth finally learns an unbiased version of U.S. History. Does this mean that the general populace is doomed to live in a shroud of deception? As it is, these youth could hardly be considered children any more. 

If high school students can be convicted of manslaughter by being given the responsibility of driving, then they can handle the gravity of their ancestors' legacy. 

Preparing for their personal authority as legal drivers and legal adults similarly requires thorough examination of the law as it applies to them. Denying young adults the information from our past also denies them the understanding of their legal rights: their right to peaceably gather, their right to protest, and, should it come to that, the right to abolish the government. 

Please, please, PLEASE take a moment to sign the petition to help prevent setting a precedent of censorship in our schools.

9-year-old Girl Accidentally Kills Shooting Range Instructor and NO ONE is Asking Some Essential Questions

As someone who believes in the value of having gun safety as a lifelong skill AND stricter gun safety laws, I felt the need to weigh in on this recent incident.

I first shot a gun when I was 10 years old. My father felt it was important, so he went with me as my guardian. It was a rifle, with a sight scope on it (I couldn't tell you what gauge). The way you shoot is by propping it up on the wooden gate in front of you, based on height. Because I was leaning forward, into the gun and onto the gate, there was no way I would loose control of the gun. Also, it was NOT an automatic (such as the one in the aforementioned incident).

I have since trained with police officers, active military, DEA instructors, and NRA members (I wanted to be in law enforcement in high school). Every time I've fired a weapon, there has never been a question as to whether or not I'd loose control of the weapon because every decision was based on "safety first".

Here are the questions I would pose before further judgement could be assessed:

1) Was there any instruction with the weapon BEFORE it was loaded? It seems to me that kind of reaction happens when the person holding the weapon hasn't become familiar with the weapon before loading it with ammunition and firing.

2) Is there a policy of where the instructor should stand while a CHILD is shooting (as opposed to normal adult clients)? Standing next to the child seems idiotic at best. Even when you are shooting at an indoor range, it's policy to stand BEHIND the person with a loaded gun.

3) Is there a policy for helping a child hold the gun? It should have been expected that a child couldn't handle an automatic uzi, and thus, at the very least, the first shots should have been secured with the instructors hands on the gun as well. Once they get used to the recoil, there may be a chance the child could handle it on their own.

4) Is there a policy that requires the child to learn on a rifle first (as the 5 year old is allowed to, according to the above article)? If a 9-year-old can't handle a .22 rifle, then they shouldn't be allowed to hold an automatic uzi.

As it stands, I'm not sure I'd want anyone under the age of 16 trying out an automatic uzi, much less someone not in double digits. Furthermore, that seems like an advanced weapon, which would require more than a parents signature on a waiver and parental supervision. Parents don't have superhuman powers. Unless they are taking the place of the professional (hands on the gun and everything), "parental supervision" means bubkus when that gun goes off.

I'm thinking this was a combination of professional incompetence, legal neglect, and parental disregard for their child's abilities. Children trust the adults around them to know better, and in this case, it seems like none of them did. 

Also, any injury on a range is ultimately the instructor's responsibility. I'm more than a little upset that they have not mentioned ONCE how the child is doing after KILLING a man. Unless they are somehow implying that the child did it purposefully, they need to stop pitying the instructor and worry for the sanity of that child. Shooting a gun is traumatic enough. Seeing the aftermath of shooting one at a human is beyond most people's ability to cope.

I would love more information about this company's policies and the laws of Nevada regarding this situation. If you have any links, please leave them in the comments below for all to peruse!

Professionalism 101: How Extracurricular Activities Taught Me About the Professional World

My first paying job, under the table of course, was when I was eleven. I started working for the same day care that took care of me over one summer. With my height (inching close to 5' 7"at the time; I was 5'9" by age fourteen) and stature, most younger children easily saw me as an authority figure. I would babysit occasionally after that. At fifteen, I had my first taxable paycheck, traveling almost an hour for less than six dollars an hour, and was invited back the next year as a supervisor for only seven dollars an hour. The summer after my high school graduation, I was the only paid intern at a small blackbox theater in downtown Washington D.C. and quickly picked up local, professional theater gigs. On several occasions I was chosen over older, but not necessarily more experienced technicians. And they called me.

At thirty-two years, I find myself grateful for my more than twenty years of work experience. Especially my time in theater. Just four years of a truly extraordinary high school theater experience taught me more about deadlines, professional relationships, and personal responsibility than papers or projects ever did. Such an application of education created a skill set I often see lacking in today's youth, which starts with a very tenuous concept: professionalism. 

The end cap to my theater education was my college course for Lighting Stagecraft, which the professor cleverly nicknamed "Professionalism 101". Even if theater is not your thing, I believe every young adult should learn and apply these principles before diving into the professional world. It is my intention that this series of blogs will help to clarify what it means to both act professional and be professional.

Be Prompt

Image courtesy of keepcalm-o-matic.co.uk

This lesson echoed loud and clear during my time at Regis University in Denver, striving for my B.F.A. in Screenwriting. I scheduled a meeting with a professor to solicit his advise on an outside project, but had to reschedule. The process of rescheduling was more grueling than one might expect. After all, shouldn't making up a test be a simple matter of walking in on another day when you feel up to it? Unfortunately, in the adult world, people's time is precious, and you must honor their commitment to dedicate any part of that to you. You cannot expect to get a job if you're late to an interview. No amount of explaining how traffic was atrocious or parking was limited will improve that first impression: 'You should know better'. And you should. Now, not everyone runs on deadlines, but better to be safe than sorry.

And this rule runs both ways. Don't, if you can help it, miss a deadline. There is a business term called a "hard stop". It means, no matter what, all efforts come to a halt at a certain time to ensure that everything that follows also stays on time. Here's a good example of the the term used in a sentence. In theater, there is always someone else who depends on your work to be done in order to do their job, so being late makes their job that much harder to do.

Be Prepared

The 5 P's was our theater mantra: Proper Preparation Prevents Poor Performance. This apparently was adapted from the British Army's 7 P's adage, "Proper Planning and Preparation Prevents Piss Poor Performance". This mantra helped us to understand the role of design before a production, including breaking down the script to figure out set, lighting, and sound design.

Meme courtesy of rottenecards.com

This is a hard lesson because if all you ever know is working toward a grade, then you don't fully see the consequences of _not_ "making the grade". When other people rely on you to be prepared, it puts tangible pressure into the picture. Tangible pressure is not to be confused with implied pressure. In a group project, for example, there is an impression that if you don't hold up your end of your responsibilities, then other people's grades will suffer for it. However, what if they just do the work for you? What if you're being graded individually? Then that pressure is only self-created, and, thus, easily cast aside.

Tangible Pressure = The Potential for Other People's Failure Due to Your Failure

It's amazing how people will suddenly try harder when there is an imperative.

It's Ok to Ask Questions 

This is also a valuable lesson learned when working as a temp (temporary employee), since most temps do not receive training as part of their assignments. In theater, however, the greatest advantage in the planning stages is communicating between the departments. The lighting technicians would talk with the art department about costumes, makeup or sets to coordinate color and intensity. Without that communication, actors could look melancholy when they should look aglow with young love. Asking questions is an essential component of being part of an organization and an effective team member at that. It's also the first line of defense to Prevent Poor Performance. This is often where instructional education and applied education tend to clash. In a instructional education, you are expected to sit and listen to a lecture without questioning, or read the book and regurgitate the information without inquiring further. 

Image courtesy of asktosinkinslowly.net

This isn't always the case (some schools take a classical approach and actually teach their students to question), but often there is no room for deviation from what the book or professor tells you and what's on the test. But in the real world of supply and demand, customer service, and corporate hierarchy, the "answers" aren't spelled out in black and white. Sometimes you have to read between the lines to "get the job done". But reading between the lines can be tricky, and asking questions is the only way to clarify.
This includes asking for help. It is better to ask for help and get the work done, than to fail alone, never giving yourself a chance to succeed.

The Production Triangle

This lesson should come with a great big neon flashing light. I once explained this concept to a client, and he asked "where did you go to business school?". "I didn't. I learned that in high school theater", I replied. Yeah... learning business basics in high school extracurricular activities. And it has served me well through event planning, filmmaking, and even in my own personal time management. Ultimately, the production triangle boils down to limitations and compromises. Whatever you want to do can either be done cheap, fast, or well. Choose two of the three, and you'll get it done every time. But you'll never have all three.

Compromise is a part of life, and this is often they way professionals figure out what and how to compromise. Know it, love it, use it.

This is the best way to explain it. Simple, but brilliant.

Though, this is what the triangle looks like. Whatever allows you to visualize it.

Be Honest About What You Can and Cannot Handle 

People can always tell when you are less than forthright.
Image courtesy of brandcure.com

Being honest with yourself is the first step to being honest with others. You must know and admit your own strengths and limitations. 

My freshman year of high school, I wanted so badly to be involved with theater, but I was taking all honors courses. I was already struggling academically, and could not see myself dedicating too much time to theater, unless I wanted to fail at both. So, I talked with the Theater Director, and she assigned me to the House Crew, which met a couple of times before the show, and only required attendance during performance days. 

Knowing and admitting this limitation saved us both the headache of me not performing my best, and her not receiving the best performance. On a similar note... 

Be Forthright

Plenty of people in the corporate world will contest this idea, arguing that volunteering information is foolish at best, and detrimental at worst. However, in my early years in professional theater, straight out of high school, I found people were more likely to trust me if I put all my cards out on the table. It saved us both time, and thus money, by not finding out once it was too late to remedy any complications. 

This is especially true since America has become a mostly service-oriented economy. Trust, which is necessary for any healthy relationship, is built only when everyone is on the same page. It's not enough to know your own strengths and weaknesses, but you also have to volunteer that information before it becomes a problem. Once others have evidence of your role in a situation, they can begin to give you more responsibility (which can mean better paying jobs). Now, that's not to say you shouldn't take legal precautions. For example, you don't want to volunteer your movie idea without having the recipient sign a non-discloser agreement. But, if you're on the same team, you've got to come clean. Ultimately, this rule is to ensure you are both consistent and ethical.

Always Take the High Road*This is the common connotation of "professionalism", and will be discussed further in another blog entry.

Stern is acceptable; rude is not. In theater, tensions run high, especially the week before production, which we endearingly term "Hell Week". People will snap, growl, and otherwise exchange unpleasantries, and this is mostly due to the extreme desire to do a good and noteworthy job. This kind of stress builds coping skills for future stressful situations. However, whether you are assuming the role of leader or subordinate or professional peer, it is unacceptable to: raise your voice, verbally threaten, make a scene in front of others, or otherwise let your emotions override your ability to make level-headed decisions while on the clock. Period. 
Luckily, we got a chance to get all of our novice, unprofessional tendencies out of the way (theoretically) before we left high school. Call it a trial run, which is precisely the kind of safe space school should be. Something has happened and you're not sure how to proceed? Ask a Question. Not sure you can creatively handle the conflict? Admit what you CAN and CANNOT handle, and then ASK FOR HELP!

Learning to be "professional" takes time, and I was lucky to have the opportunity to start practicing early on. You will make mistakes, but it is well worth the effort to attempt being professional at all times. Respect, courtesy, and efficiency will be your rewards.

What did YOU learn from your extracurricular activities? What were your first lessons in Professionalism? Leave a comment, and let me know!

Post Script: This BLOG is brought to you, in part, by a 21-year-old supervisor (and self-confessed "brat"), who thought she could crack the proverbial whip on me for picking up my client 5 minutes late (hey, I'm not perfect, but I make up for it by having the highest client request rate). Come to find out that she had not prepared the paperwork correctly, which delayed me, nor had she asked me if I needed any help, which delayed me further. Most importantly, she did not take the higher road and address this issue after the appointment, where she wouldn't inconvenience my client any further, nor did she take me aside to confront me individually, sparing myself and my co-workers the embarrassment of her tantrum.

To say the least, she just cost herself one of her most valuable employees (no, I'm not humble, but trust me, I am being entirely forthright).

This mentality has allowed young adults to think they know it all going into the professional world.