89 
Super Bowl Assistant Director
Kate’s first job was right out of graduate school for a company called TWI, which was the
world’s largest independent production company at the time the 1980s. She notes,
“They represented people like Arnold Palmer and Jack Nicklaus back in the 60’s and then
they started the television division called TWI. I worked with them for seven years, traveled
all over the US on sports jobs. I was the live AD (Assistant Director) for the international
feeds of three Super Bowls. . .I was always on the edge of actually doing something that I
really wanted to do. They gave me just enough and I was probably making $30,000 to
$40,000 in New York. I knew that people who had my experience who were doing
production work at the networks and they were making $90,000 a year.
The Real Apprentice
“Then in 1992, NBC came to do a show with our company and the guy who was in charge
of it was a hotshot sports producer and everyone in my company was afraid of him.
Nobody wanted to call him and talk about the project we had in front of us. I said, ‘give me
his phone number and I’ll call him’ and he said, ‘are you the one that made those horrible
pieces last year?’ I said ‘yeah, I’m that one.’ Well he said, ‘they sucked.’ And that was my
introduction to working with a big time network sports’ producer. I said, ‘teach me how to
do them better.’ So when I worked with him I realized he had a lot of talent. He saw my
potential and he helped me.” This was a relational opportunity where a determined, strong
person was able to push the ego aside and ask for guidance. Kate was enhancing her on-
the-job education without having to retool at school. This is a reminder, especially in a
workforce that requires teamwork, that we can utilize resources and talent within our
organizations to foster collaboration or learn new skills. This kind of mentorship is
invaluable and allowed Kate to go to the next level. She returns the favor by motivating and
encouraging many of the freelancers who work on her productions. Kenneth Gergen, a
psychologist, recognizes the importance of mutual engagement in the student and teacher
relationship:
The system teaches and the student learns; the factory grinds out its products. On
this view, we have no easy way of asking about the effects of the students on the
system; we don’t ask about the effects of computer software on the factory that
produced it. But what if we view the student and the teacher as participants in a
relationship? I am not speaking here of a relationship of bounded units, causing
each other’s movements like so many billiard balls. Rather, they are engaged in a
relationship in which they are mutually creating meaning, reason and value. . . With
mutual engagement the student and teacher actively participate in a mutual
Previous Page Next Page