13: COACHING TO SUPPORT DOCTORAL ROLE TRANSITIONS ■ 305logical–mathematical, spatial, kinesthetic, musical, interpersonal, intrapersonal, and nat-
uralistic) to represent a wide range of ways in which we demonstrate our mental attri-
butes. Knowing our most and least developed intelligences provides important guidance,
particularly in times of uncertainty and transition. When we become aware of an under-
developed intelligence, we can work to strengthen it. For example, a DNP graduate who
took a position in a nurse-managed health clinic was formerly a highly revered, inspiring
lecturer of undergraduates. Her teaching skills were excellent. However, when she transi-
tioned into administrative responsibilities where she needed to collaborate with peers, she
was initially perceived as arrogant and unapproachable. Her interpersonal “intelligence”
was underdeveloped until it improved as a result of the executive coaching process.
AWARENESS OF OUR FIT WITH THE WORK ENVIRONMENT
Regardless of our professional competencies, we need to know in what environments
we can contribute and feel valued and to know those environments that are likely to
stifle our creativity and productivity. We are not interchangeable parts, easily fitting
into any work context. The following work story demonstrates this point. A DNP
graduate (a woman) sought coaching during her first year on a critical care team
when she found herself challenged with the team’s expectations. Passionate about
helping patients understand their medical conditions and treatments, she would fin-
ish her administrative tasks and spend time with patients and their families educat-
ing them, drawing charts, and explaining how their medications worked. Her team
members did not value spending this amount of time with families and criticized
her for not being committed to her other responsibilities. The DNP became worried
about her team’s perception of her and even began to doubt herself, but at the same
time questioned whether or not she could tolerate being on a team that believed that
greater boundaries between the DNP and patient made for better care. Coaching ses-
sions helped her understand that the criticism from her team was related to a culture
clash, not her professional competencies. With clear understanding about the honest
differences between herself and her team members, her anxiety diminished and she
learned to support her own choices while managing time in such a way that her team
was satisfied.
AWARENESS OF OUR “INNER CRITIC”
We all talk to ourselves silently inside our heads. The constant commentary is referred to
as self-talk , and learning how we talk to ourselves is an important part of self-awareness.
Some people are fortunate to have high levels of self-esteem that carry them through
challenges with little self-criticism; they have encouraging and positive self-talk. Many
of us, however, live with the internal voice of an inner critic that can hold us hostage to
self-doubt (Shure & Weinstock, 2009). The “inner critic” can thwart spontaneity, lim-
it freedom of expression, and create fear about what we have said or done. When we
transition into new roles, the inner critic has fertile ground to get activated. Faced with
a new role, it is easy to wonder:
- “Am I doing what I should be doing?”
- “Would someone be doing this a better way?”
- “Am I looking foolish in meetings when I speak up? Or when I don’t speak
up?” - “Will I learn the new job well enough to be successful?”