50 Activities for Coaching/Mentoring
Donna Berry Charles Cadwell Joe Fehrmann

HRD Press, Inc. • Amherst • Massachusetts

Copyright © 1993, Donna Berry, Charles Cadwell, and Joe Fehrmann

The materials that appear in this book, other than those quoted from prior sources, may be reproduced for educational/training activities. There is no requirement to obtain special permission for such uses. We do, however, ask that the following statement appear on all reproductions: Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry, Charles Cadwell, and Joe Fehrmann. Amherst, MA: HRD Press, 1993. This permission statement is limited to reproduction of materials for educational or training events. Systematic or large-scale reproduction or distribution, or inclusion of items in publications for sale, may be carried out only with prior written permission from the publisher.

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HRD Press, Inc. 22 Amherst Road Amherst, MA 01002 1-800-822-8201 (U.S. and Canada) 413-253-3488 413-253-3490 (fax) www.hrdpress.com

ISBN 0-87425-218-0

Production services by Jean Miller Cover design by Eileen Klockars Editorial services by Sally M. Farnham

Contents
Preface ........................................................................................ Introduction ................................................................................... Developing Coaching/Mentoring Skills .................................................... Index to Activities............................................................................ Time Checklist ................................................................................ Symbols ........................................................................................ The Activities 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 Rock, Paper, Scissors .............................................................. Strike Three, You’re Out .......................................................... Card Exchange ...................................................................... Who am I?............................................................................ Attitudes or Attributes? ........................................................... Picture That ......................................................................... How do you rate? ................................................................... Focus on Coaching Skills........................................................... String Toss ........................................................................... Let’s Have a BEER .................................................................. Wanna BET?.......................................................................... Making a Sandwich ................................................................. Chair Walking ....................................................................... Positive Feedback .................................................................. Goal Ladder ......................................................................... Construction......................................................................... Origami............................................................................... Card Houses ......................................................................... Idea Exchange....................................................................... Reel Movies .......................................................................... Coaches Bowl........................................................................ How am I doing? .................................................................... Trivia Quiz ........................................................................... Dueling Families .................................................................... Concentrate on. . . ................................................................ Coaching Challenge ................................................................ Opposite Poles ...................................................................... Nonverbal Behaviors ............................................................... Fishbowl.............................................................................. Recognition Brainstorm............................................................ Word Search ......................................................................... Finish the Sentence ................................................................ 17 25 31 35 39 47 49 53 57 59 65 67 71 75 77 85 89 93 97 99 103 107 117 119 125 131 139 141 151 153 157 163 v 1 5 9 13 15

50 Activities for Coaching/Mentoring
33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 Theory X/Theory Y Assumptions ................................................. Letter to a Friend .................................................................. The Lovers ........................................................................... Say what you mean!................................................................ Three-Element Messages .......................................................... Proxemics............................................................................ What are you gonna do? ........................................................... Translation, Please................................................................. “Yeah, but. . .” .................................................................... Making Assignments ................................................................ Coaching Miscues ................................................................... Tic-Tac-Toe.......................................................................... Information Overload .............................................................. Listen up! ............................................................................ “Just Thought I’d Ask” ............................................................ “Say what?” ......................................................................... Tearing up Communication ....................................................... You want me to do what? ......................................................... 165 175 177 185 189 195 201 215 221 225 235 245 249 255 257 267 273 279 291

About the Authors ............................................................................

Although we’re not that old (in our own minds at least). but very few people do. We appreciate the input we received from several members of the Sunflower Chapter of the American Society for Training and Development (ASTD) who attended our pre-publishing party and helped us fine tune many of these exercises (and eliminate some that didn’t quite hit the mark). three heads were just the number we needed. In the meantime. We wanted to write a book too. among the three of us we have nearly 60 years of experience in education and training. Coming up with 50 activities meant less than one activity for each year of experience. but not a whole book. You can teach old dogs new tricks—and for that we’re grateful. Donna Berry Charles Cadwell Joe Fehrmann ∼v∼ . So we each wrote one-third of a book. They say two heads are better than one.Preface Everyone wants to write a book. For us.” we’d be glad to hear from you. If you have tricks you would like to share with these “old dogs. We think we’ve succeeded. we hope you’ll enjoy using these activities as much as we enjoyed putting them together. The hard part was remembering back through all those years and then finding the best ones.

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you can have active involvement of all participants if you break down larger groups into smaller subgroups. That belief has led us to strive for continuous improvement of our training activities so that the people who attend our sessions can apply what they learn on the job. We subscribe to Robert F. It was there that we began to learn how important active involvement was in adult education. Unless the people who attend training can perform their jobs in a way to help their organizations accomplish their goals and objectives. Mager’s belief that training is only a means to an end—and that the end is performance. we might as well not bother conducting training in the first place. but will do fine in a smaller group. Don’t feel left out— that’s a good sign. That knowledge has helped us remember that no matter what size group you are working with. We also know that some people are hesitant to get involved in a large group activity. The activities in this book will encourage your participants to interact more with each other than with you. As trainers in the corporate world we also learned the difference between “active learning” and “having a good time” in class.Introduction About Us All three of us started out in an academic environment and later switched to the business world. That’s why you’ll find that a majority of the activities in this book can easily be adapted to participant groups of 3 to 300. We soon realized what most trainers now take for granted— adults want to be actively involved in the learning process. This revelation has led us to stop thinking of ourselves as trainers and to start thinking of ourselves as learning facilitators. the more they will learn. ∼1∼ . Remember your job is to facilitate their learning. We know that the simple act of asking questions and getting people involved in a discussion increases their retention. That was the signal that we needed to develop our own specialized activities that related directly to the performance that management expected when our participants returned to their jobs. We also know that participants often learn more from each other than they do from us. not to be the allknowing trainer. About Course Participants Experience tells us that the more involved participants are in the process.

but it’s really harder work. They learn new ways of looking at things and are willing to admit they don’t have all the answers. The proper execution of the total learning experience will provide learners with proven methods of improving their job performance—which means successful facilitation for you. we consider them to be performance improvement exercises. Effective facilitators are always looking for ways to help their participants learn as much as possible from their experiences in the classroom. each activity is organized in a user friendly format that. We chose this approach because. as stated earlier. this volume will enable you to provide your participants with a wide variety of interactive exercises that will enhance their on-the-job performance of coaching/ mentoring skills. Improving performance requires being able to connect the classroom activity to the learner’s job. facilitators circulate through the groups to provide help and assistance to ensure that learning objectives are met. will guide you through the following process: • • • • • Establishing the objectives Conducting the activity Reviewing participant experience Discussing key learning points Considering application to job performance This process will ensure that learners do more than just participate in an activity. They learn what works and what doesn’t work and make necessary modifications for future participant groups. “What’s in it for me?” With this in mind. Anyone can be a trainer and conduct activities. About This Volume Although the activities in this volume are commonly referred to as training activities.50 Activities for Coaching/Mentoring About You Being a facilitator may sound like less work than being a trainer. The best facilitators are true practitioners of excellent customer service and do whatever it takes to satisfy their customers’ (participants’) need to learn. we understand that the real purpose of training is to improve performance. The activities in this book are designed to help your participants learn through active involvement. when followed. Whether you are an experienced veteran of the classroom or are new to the task. but improving performance is about facilitating learning. Improving performance means answering the often unspoken participant question. The best facilitators are constantly learning right along with their participants. While activities are in progress. ∼2∼ .

physical activities. Use the Index to Activities to identify the various coaching/mentoring skill areas covered in this volume. Timing will depend on group size and the depth to which you wish to pursue learning points. These are designed to increase participant involvement. while others will require more contemplation and analysis. at-a-glance guide to conducting the activity. About the Activities Each activity is presented in a uniform way. how to best use the activity. In order to initiate the discussion. Guidance on size and type of group. these are ready to be photocopied. when given. These are used in conjunction with some of the exercises and are also in a form that can be photocopied. • • • • ∼3∼ . They provide a means for communicating some of the key learning points or background information about the exercise. Again. A short outline of the activity. Skill areas. Then select the appropriate activity to develop the skill and performance of your learners. Method and note. provide either further background information or precise details of materials required for the activity. Participants. Some take only a few minutes. and suggested discussion points. Provides guidance on timing. A summary of the skills that can be developed by using this particular exercise. Observer sheets. role plays. What the participants should be able to do after they experience the activity. They are not intended for distribution and are found in only some of the activities. You will find questionnaires. Time. This is an estimate only. Handouts. Some will provide an obvious “ah-ha” to the learner. games. A step-by-step. Many different learning methods are employed. Objectives. They are ready to be photocopied for use during the activity. These notes.Introduction This volume contains a wide variety of activities. Trainer’s notes. background information. Exercises. and simulations. we have often provided a list of suggested questions to ask. The materials you’ll need to prepare to facilitate learning. Description. They range from the simple and lighthearted to the complex and risky. This mix reflects our belief that different approaches are required to achieve different learning objectives. The facilitator is provided with the following: • • • • • • • • Activity number and title. while others take longer. Resources.

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and help develop the individual’s skills and experience. but does not necessarily involve a direct reporting relationship. R.Developing Coaching/Mentoring Skills Importance of Coaching/Mentoring We have developed and assembled this collection of activities because we believe that the role of the coach/mentor is critical in today’s organizations. One distinction that can be drawn is to think of coaching in terms of the boss-employee relationship. improve their understanding of the work environment. A mentor. Performance coaching. identify problems that may be adversely affecting progress. may be a peer or another person in the organization. V. and follow up. Regardless of the term you prefer.” Closely associated with coaching is the concept of mentoring. answer questions. & Venkateswara. and realize their full potential. ∼5∼ . The two terms are often used interchangeably and indeed they have very similar meanings. Middle managers are expected to do more with less. Coaching and Mentoring Roles We define coaching as “the process of developing employees by providing them with opportunities to develop their skills and experience while ensuring they receive continuous feedback. on the other hand. They are getting smaller and flatter. the successful coach/mentor has to be able to help the people they are working with to • • • • • • • better appreciate their own strengths and weaknesses.1 1 Pareek. CA: University Associates). generate alternatives and an action plan for dealing with identified problems. One of the keys to the success of today’s supervisors will be their ability to lead and coach their people. The mentor has to rely on his/her ability to influence the other person without benefit of a supervisory relationship. counseling. Organizations are changing.. encourage them to establish goals or targets for further performance improvement. The 1990 Annual: Developing Human Resources (San Diego. The mentor’s role is to provide guidance. (1990). monitor and review progress in achieving their goals.

Coaching for commitment: managerial strategies for obtaining superior performance (San Diego. 2. Kinlaw. CA: University Associates). in his book Coaching for Commitment: Managerial Strategies for Obtaining Superior Performance. 4. Get agreement that a problem exists.D. What Are You Gonna Do? This activity also gives participants the opportunity to apply the coaching method in both a simulated and real work situation. and proactively managing their own careers. (1991).. Confronting and challenging. Success is measured by the degree to which a person helps others to obtain the knowledge and expertise needed in their work. 3. This coaching model is explained in detail in Activity 39. Mentoring. Thus. Kinlaw suggests this is the process of developing in others such things as political savvy. C. The role of coaching is largely undertaken in a variety of informal conversations. Dennis C. These skills are needed to help the less-thansuccessful performers to become successful and to challenge the successful employees to become superior performers. Kinlaw. This consists of helping other people solve their own problems rather than providing solutions. has suggested that successful coaches have to possess the following characteristics: • Contact and core communication skills. effective coaches use a fourstep process to solve performance problems: 1. Decide on a solution.2 • • • • The confronting and challenging skills require the use of a coaching model to deal with performance problems.50 Activities for Coaching/Mentoring Coaching Characteristics Successful coaches/mentors have to possess a variety of skills in order to succeed in their roles with those assigned to them. D. sensitivity to the organization’s culture. the coach must have regular and easy contact with those they are supposed to coach. 2 . Coaching Model When the performance of their people does not meet expectations or developmental goals are missed because of performance deficiencies. Ed. Follow up. Tutoring. Give recognition when the problem is solved. Counseling.

as you select and use the appropriate activities for your learning environments. We have included activities that address such skills as building trust. listening. the coaches and mentors you work with will be able to develop the skills they need to be successful and to lead their organizations. goal setting. and setting expectations.Developing Coaching/Mentoring Skills The 50 Activities Developing the skills and characteristics necessary to be effective and using the coaching model in a positive manner requires providing the would-be coach/mentor with a variety of learning experiences. collaboration. This volume is designed to do just that. We are confident. ∼7∼ . These and other skills areas are identified in the Index to Activities. counseling.

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Positive Feedback 15. String Toss 10. Picture That 7. How do you rate? 8. Wanna BET? 12. Goal Ladder Recognition and Reward Course Closures . Card Exchange 4. Chair Walking 14. Scissors 17 25 31 35 39 47 49 53 57 59 65 67 71 75 77 2. Who am I? Developing Coaching/Mentoring Skills ∼9∼ 5. Focus on Coaching Skills 9. Paper. You're Out 3. Making a Sandwich 13. Rock.Index to Activities Icebreakers Analyzing Performance Problems Assertiveness Building Trust Collaboration Communication Delegating Evaluation Goal Setting Listening Page Number Networking Nonverbal Communication Nurturing Orientation Questioning Role of Coach/Mentor Setting Expectations Training Counseling 1. Let's Have a BEER 11. Strike Three. Attitudes or Attributes? 6.

Concentrate on.. Idea Exchange 50 Activities for Coaching/Mentoring Course Closures ∼ 10 ∼ 20. Opposite Poles 28. Origami 18. Trivia Quiz 24. Construction 85 89 93 97 99 103 107 117 119 125 131 137 139 149 151 17.Index to Activities Icebreakers Analyzing Performance Problems Assertiveness Building Trust Collaboration Communication Delegating Evaluation Goal Setting Listening Page Number Networking Nonverbal Communication Nurturing Orientation Questioning Role of Coach/Mentor Setting Expectations Training Counseling 16. Recognition Brainstorm Recognition and Reward . Fishbowl 30. Dueling Families 25. Card Houses 19. Coaching Challenge 27. How am I doing? 23. Reel Movies 21. 26.. Nonverbal Behaviors 29. Coaches Bowl 22.

Tic-Tac-Toe 45. Three-Element Messages 38. Word Search 155 161 163 173 175 183 187 193 199 213 219 223 233 243 247 32. Please 41. Information Overload Recognition and Reward Course Closures . but. Making Assignments 43. "Yeah. Letter to a Friend Developing Coaching/Mentoring Skills ∼ 11 ∼ 35. What are you gonna do? 40. Say what you mean! 37. Translation. Finish the Sentence 33. Theory X/Theory Y Assumptions 34..Index to Activities Icebreakers Analyzing Performance Problems Assertiveness Building Trust Collaboration Communication Delegating Evaluation Goal Setting Listening Page Number Networking Nonverbal Communication Nurturing Orientation Questioning Role of Coach/Mentor Setting Expectations Training Counseling 31. Proxemics 39.. Coaching Miscues 44. The Lovers 36." 42.

Listen up! 48. You want me to do what? 277 49.50 Activities for Coaching/Mentoring ∼ 12 ∼ 46. "Just Thought I'd Ask" 50. Tearing up Communication 271 265 255 253 Page Number Icebreakers Analyzing Performance Problems Assertiveness Building Trust Collaboration Communication Counseling Delegating Evaluation Goal Setting Listening Networking Nonverbal Communication Nurturing Orientation Questioning Recognition and Reward Role of Coach/Mentor Setting Expectations Training Course Closures Index to Activities . "Say what?" 47.

The actual time will depend on size of group. . Theory X/Theory Y Assumptions ∼ 13 ∼ . One-half hour or less Strike Three. Please Listen up! “Say what?” Between one-half hour and one hour Rock. Paper. length of time allowed for discussion. Scissors Who am I? Attitudes or Attributes? Focus on Coaching Skills Let’s Have a BEER Making a Sandwich Coaches Bowl How am I doing? Dueling Families Concentrate on. and other variables that can occur during any course.Time Checklist This checklist gives an approximate indication of the minimum time necessary to conduct each activity. . You’re Out Card Exchange Picture That How do you rate? String Toss Wanna BET? Chair Walking Positive Feedback Construction Origami Card Houses Idea Exchange Reel Movies Trivia Quiz Coaching Challenge Opposite Poles Fishbowl Word Search Finish the Sentence Say what you mean! Three-Element Messages Proxemics Translation.

but…” Tic-Tac-Toe Information Overload “Just Thought I’d Ask” Tearing up Communications You want me to do what? More than one hour Goal Ladder Making Assignments Recognition Brainstorm What are you gonna do? Nonverbal Behaviors Coaching Miscues ∼ 14 ∼ .50 Activities for Coaching/Mentoring Letter to a Friend The Lovers “Yeah.

Symbols The following symbols are used throughout this document: Handout Exercise Trainer’s Notes ∼ 15 ∼ .

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Objectives By the end of this activity. including discussion Resources • • • One copy each of Handout 1. participants will be able to • • describe the value of collaboration rather than competition. Skill Areas • • Building trust Collaboration Participants Number: Type: 12 to 18 Any. Scissors This activity illustrates the issues that arise when people are assigned to team situations and are encouraged to compete with and beat the competition. and markers ∼ 17 ∼ . Paper.1 Description Rock.1 and Exercise 1.1 for each participant Sufficient space for two teams to work without being overheard by each other and an open space for participants to meet Flipchart stand. and explain the factors that affect building a trust relationship. paper. but especially those for whom a working relationship built on trust is important Time 30 to 60 minutes.

Explain the purpose of the activity: to accumulate as high a score as possible for the team. 5. Have each team select a name for the team. Rock (+) breaks Scissors (—) 2. Notes: Give each participant. Explain the rules: • • • The activity is based on the old game of Rock. Notes: • • • Rounds 1.1. When meeting. Paper (+) covers Rock (—) Step 3: Explain exercise “rounds. Scissors (+) cuts Paper (—) 3. a copy of Handout 1. Have each team elect or appoint a scorekeeper.1.Activity 1 Method Step 1: Introduce the activity. Players must. On the count of 3. 2. and 9: Players may talk with each other as well as with their team.1.” Refer participants to Exercise 1. At no time during the exercise are participants to talk to members of the other team or to class members who are observing. Notes: 50 Activities for Coaching/Mentoring Identify between 12 and 18 participants to take part in the activity. if any. Paper. Remaining participants. Rounds 4. 8. They do not talk to each other. • • • • Divide participants into two teams. and 6: Players consult with their team to decide how to play the game. they will each use their hand to represent one of the following: Rock = closed fist Paper = open hand Scissors = V formed with index and middle fingers • Scorekeepers will record the results on Exercise 1. Step 2: Distribute Handout 1. and 3: Players start the game without consulting their respective team and without talking to each other. Scissors.1 based on the scoring guidelines and these rules: 1. Rounds 7. however. are to record their observations for later discussion. ∼ 18 ∼ . players will face each other and maintain eye contact as they will each raise and lower one fist three times in a “table pounding” motion. proceed the way the team decides. including the players. Have each team elect or appoint a player.

and 9. Notes: Lead a discussion on how this exercise revealed issues in collaboration and teamwork. Total the scores at the end of the activity and congratulate the “winners” and give condolences to the “losers. During rounds 7. During rounds 4. scores are face value. The team with the highest score is the winner. and 9. and/or instructing one of the teams to “double-cross” the other team.” what could have been done to restore it? How were the teams like work groups or organizational units? What behavioral comparisons can be drawn? Did the players identify with their teams or with each other? ∼ 19 ∼ . 2. 8.” Option: You can influence the game’s outcome by • • instructing one of the teams to establish a “win-win” strategy. and 6.50 Activities for Coaching/Mentoring Activity 1 Step 4: Explain scoring. scores are tripled. 5. Step 6: Review the activity by asking the participants to describe what happened. Notes: Allow discussion for 30 seconds per round for rounds 4. Questions you might ask: • • • • • • • • • • • What was the objective of each team? In what ways did the teams collaborate? Did anything prevent collaboration? How could these obstacles have been overcome? Was there a clear “winner” or “loser”? Why or why not? Did one team have a higher score than the other? Does that create a “winner” or a “loser”? What was done to build trust between the players? What was done to build trust between the teams? If trust was “betrayed. Notes: Scorekeepers will assign points based on scoring guidelines. Have observers. scores are doubled. and 3. Have scorekeepers record scores after each round. and 6. • • • • During rounds 1. Step 5: Conduct the activity. 8. 5. Scores are totaled after round 9. Allow discussion for 60 seconds for rounds 7. verify scores. if any.

Collaboration between teams is sometimes difficult because of a natural competitive spirit. Some possibilities could be: • • • • Teams tend to be competitive. Focus on how learning can be applied on the job.Activity 1 50 Activities for Coaching/Mentoring Step 7: Summarize the learning points on a flipchart. Trust between individuals on a team has to be established before trust between teams is possible. The learning points should be those that emerged from Step 6. Collaboration can result in everyone being “winners. Notes: Allow 5 to 10 minutes.” ∼ 20 ∼ .

Scissors. On the count of 3. trying to guess what their opponent will do. and tripled during rounds 7—9. Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry.1 Rock. Charles Cadwell. ∼ 21 ∼ . MA: HRD Press. 1993. Scorekeepers will use the following scoring guidelines: scores are at face value during rounds 1—3. After the activity.Handout 1. they will raise and lower one of their fists three times in a “table pounding” motion. Paper. two players form symbols for rock. or scissors with their hands. the facilitator will lead a discussion. paper. Scissors This activity is based on the old game of Rock. they will each use their hand to represent one of the following: Rock = closed fist Paper = open hand Scissors = V formed with index and middle fingers Scoring follows this guideline: Rock (+) breaks Scissors (—) Scissors (+) cuts Paper (—) Paper (+) covers Rock (—) The game will include nine rounds of play. doubled during rounds 4—6. In this game. and Joe Fehrmann. The goal is to accumulate the highest possible score for your team. Maintaining eye contact. Team members who have been selected as players will face each other in an area apart from their team. Paper. Amherst.

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Amherst. Round 1: Round 2: Round 3: Choice Choice Choice Player 1 Score Score Score Choice Choice Choice Player 2 Score Score Score Rounds 4—6: Players may consult with their teams to decide how to play. Charles Cadwell. Rounds 1—3: Players play without consulting their teams. Discussion time is limited to one minute per round. ∼ 23 ∼ .1 Exercise 1. Scores are doubled.Exercise 1. 1993.1: Scoresheet Using the guidelines below. Discussion time is limited to 30 seconds per round. Scores are tripled. and Joe Fehrmann. Round 7: Round 8: Round 9: Choice Choice Choice Player 1 Score Score Score Scoring Guidelines Player 1 Choice Scissors Scissors Scissors Rock Rock Paper Score +5 0 +10 0 0 +10 Player 2 Choice Scissors Rock Paper Rock Paper Paper Score +5 +10 0 0 +5 +10 Choice Choice Choice Player 2 Score Score Score Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry. Round 4: Round 5: Round 6: Choice Choice Choice Player 1 Score Score Score Choice Choice Choice Player 2 Score Score Score Rounds 7—9: Players must now consult with each other. MA: HRD Press. They are not allowed to talk to each other. the scorekeepers will indicate each player’s choice and score for each round.

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experience the frustration of the worker who is expected to perform to standards that are either unknown or vague. It also demonstrates how an ineffective coach can cause people to become frustrated. honest. Objectives By the end of this activity. participants will be able to • • • • describe the need for complete. flipchart. fearful. Skill Areas • • • • • • Analyzing performance problems Collaboration Communication/Nonverbal communication Goal setting Role of the coach Setting expectations Participants Number: Type: Any Any Time 20 to 40 minutes Resources • • • • • • Exercise 2. and describe the attributes of an effective coach.1 for each team Balloons in a variety of colors (enough for 12 balloons per participant) Straight pins (or any sharp object) A timer. and open communication to meet competition. appreciate team effort. or whiteboard for scorekeeping Prizes (optional) ∼ 25 ∼ . resentful.1 for the coaches One copy of Exercise 2. and generally nonproductive. You’re Out This activity illustrates the necessity of complete communication between the coach and the team or individual.2 Description Strike Three.

Notes: 50 Activities for Coaching/Mentoring In order to illustrate the effectiveness of teams to produce in a competitive environment.” tell them that their coach will give them constant feedback concerning the acceptability of the balloon. Some teams will attempt to uncover the riddle of what made one balloon okay and caused another to be popped. Notes: The participants will want verbal feedback and will become increasingly frustrated as unacceptable balloons are popped. Ask each team to select a coach to lead the activity. Notes: Take the coaches out of the room and give them complete written instructions for what will be judged as an acceptable inflated balloon. divide the participants into groups of five. Rejection of inferior work will be indicated by the coach popping the balloon with the sharp object. Take the coaches back into the room. Step 5: Set the timer for five minutes and give the “Begin” signal. They will also receive the pin or some other sharp object. appoint that person as scorekeeper. Notes: Tell the teams that their coach will accept only those balloons that meet the criteria. the lesson will be clear. Instruct the teams that they will be given five minutes to produce balloons. ∼ 26 ∼ . Explain that each team will have a coach and that the team’s goal will be to produce more “acceptable” inflated balloons than the opposing team(s). If the participants ask what constitutes “acceptable. Remind them once again that they have five minutes to produce more acceptable balloons than the opposing team(s). The only feedback they are allowed to give their team is approval or rejection of balloons. Some teams will become fearful of the “reprimand pop” and will stop producing. Notes: Participants are to hold acceptable balloons high in the air until they are counted by the scorekeeper. Give 12 balloons to each participant. only acceptable balloons will count in their competitive standing. Step 2: Explain Exercise 2.1 to the coaches. In each respect. If you have an extra person. Step 3: Brief the team. Step 4: Brief the coaches.Activity 2 Method Step 1: Introduce the activity. Start timer.

Focus on how that understanding can be applied on the job. Step 9: Summarize the learning concepts on a flipchart. Ineffective communication causes people to become frustrated. ask for feedback. Some possibilities could be: • • • • Effective communication should be specific. Employees want to know what is expected of them. or confusion? Step 8: Review the activity. and resentful. ∼ 27 ∼ . Notes: In response to the complaints about the lack of fairness. Notes: Congratulate the winning team. Step 7: Nonverbal feedback: Distribute prizes to the winners if you have chosen that option. Lead the participants in understanding and discussing the attributes of the effective coach as a person who sets specific standards and makes sure that those standards are fully understood and accepted by the person or persons doing the work. Questions you might ask: • • • What problems did you have with production? What would have facilitated production? What caused frustration. Ineffective communication results in lower productivity. fearful. anxiety. Give condolences to the loser(s). Notes: Allow 5 to 10 minutes. Verbal feedback: Prepare to answer outcry. Notes: Ask the participants to describe: • • • What just happened? What was learned? Why was this activity conducted? Lead a discussion about the necessity of complete and fully understood communication for team or individual production and morale.50 Activities for Coaching/Mentoring Activity 2 Step 6: Call “Time” and stop production. The concepts learned should be those that emerged from the discussion during Step 8.

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Exercise 2. You will take a balloon only from a team member different from the last person who handed you one. You will be guided by the following criteria for the acceptance or rejection of each balloon submitted. You may accept balloons only if all of the following standards are met: 1. by members of the team. If balloons do not meet all of the above conditions. 2. No talking or explanations of any kind are permitted.1: The Coach’s Dilemma Instructions for the coach: As coach. 1993. ∼ 29 ∼ . one at a time. Production team members use only their left hands to give the balloons to you.1 Exercise 2. Charles Cadwell. The inflated balloons are handed to you. As a team. 4. Amherst. Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry. No production team member may submit two balloons in a row. they will produce balloons for your approval. You accept only a balloon that is different in color than the last one handed to you. and Joe Fehrmann. you must reject the balloon by immediately popping it. Accepted balloons are held in the air until the scorekeeper counts them and then they may be lowered. 3. MA: HRD Press. your team will depend on you for leadership in this competition.

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or at the end of a course.3 Description Card Exchange This activity encourages involvement and the interaction of all group members. Objectives By the end of this activity. participants will be able to • • interact with other participants. Skill Areas • • • • Icebreaker Networking Role of coach/mentor Course closure Participants Number: Type: Any Any Time 20 to 30 minutes Resources • • • • Business cards Index cards cut to the size of business cards Pen or pencil for each participant Flipchart stand. paper. during. and markers ∼ 31 ∼ . The activity is flexible and can be used at the beginning. and describe several roles of a coach/mentor.

Each participant is asked to select the role of a coach/mentor that they think is most important and write it on the back of their business cards/index cards. Note: Depending on the size of the group.” ∼ 32 ∼ . Have them write their names and any other pertinent information on one side of the card.Activity 3 Method Step 1: Prepare the activity. Notes: 50 Activities for Coaching/Mentoring Before the session in which you use this activity. As they meet. you may wish to divide into smaller groups. Cut index cards to use as business cards for those participants who need them. Each participant should complete the same number of cards as there are group members. Step 2: Introduce the activity. Step 3: Prepare the cards. Notes: Distribute blank cards to those who do not have business cards. Notes: Explain that the goal is to learn as many different coaching roles as possible and to network with as many other participants as possible. find out how many participants have business cards with them. Each participant will need the same number of cards as there are group members. Notes: Have participants walk around the room and meet with one another. Step 4: Start the activity. they exchange business cards and take 1 to 2 minutes to discuss the roles they have written on their cards. The activity continues in this manner until everyone has collected a card from each group member or until you call “Time.

50 Activities for Coaching/Mentoring Activity 3 Step 5: Getting acquainted (optional). Notes: Have participants go through the cards they collected and select the three coaching roles that they think are most important. If time permits. write their responses on a flipchart. Have them rank order their three choices. ∼ 33 ∼ . discuss other choices that they considered to be less important. Step 6: Review the activity. Notes: If used as an icebreaker. You should provide a list of things for them to find out about one another. As participants share their choices. when participants meet they should introduce themselves and find out about one another. Determine the group’s top three choices and discuss why they selected them. Conclude by relating the top choices to information you have (or will) be covering during the course.

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Skill Areas • • • • • Icebreaker Communication Listening Networking Questioning Participants Number: Type: Any Any Time 30 minutes Resources • • • Self-stick labels/name tags or paper signs and straight pins Paper and pen or pencil for each participant Prizes (optional) ∼ 35 ∼ . and name several other participants. participants will be able to • • ask questions to obtain information. Objectives By the end of this activity.4 Description Who am I? This activity encourages physical interaction and encourages participants to get involved in the learning process.

2. Some examples: John Wayne Madonna George Bush Moses Tom Sawyer Jimmy Stewart Cher Bill Clinton Jesus Huck Finn Another option is to prepare name tags in pairs so that the activity has two steps: 1.Activity 4 Method Step 1: Prepare the activity. ∼ 36 ∼ . Participants put the name tag on the back of the person standing in front of or behind them. Notes: Review the objectives. all of the same type. Names can be of those who are either living or dead. Find the person who goes with you. Step 3: Put a name tag on the back of each participant to prevent the individual from seeing it. Notes: One way to do this is to give each participant a name tag and have the group stand in two circles—one within the other. For example: Salt/Pepper Sugar/Cream George/Gracie Abbott/Costello Bush/Cheney Bill/Hillary Step 2: Introduce the activity. Notes: 50 Activities for Coaching/Mentoring Prior to participants arriving. Explain to participants that the greater number of people they interact with. the better their chances of being successful. real or fictional. Find out who you are. prepare name tags with names of famous people who would be known to participants. or mixed.

In this case “Salt” and “Pepper” would interview each other. Notes: Questions you might ask: • • • • • • How easy/difficult was it asking only yes/no questions? What other types of questions would have been helpful? What does this tell you about the types of questions you should ask to obtain information? How important was listening? Why did it take you so long to learn your identity? How can you apply what you’ve learned to a coaching situation? ∼ 37 ∼ .50 Activities for Coaching/Mentoring Activity 4 Step 4: Start the activity. You could also give a prize to the person who asks the fewest questions before learning his/her identity. Examples include: • • • • Am I a living person? Am I male? Am I a thing? Could you taste me? The activity continues until each person in the group learns his/her identity. Notes: To create a contest. Notes: If used as an icebreaker. you could give a prize to the person who learns his/her identity first. This works well if you use the “pairs” concept. Step 6: Award prizes (optional). Notes: Each participant is to ask someone else in the group a yes/no question about his/her identity. after participants learn their secret identity. Have participants keep track of how many questions they ask. have them meet with another person and learn about their real identities. Step 7: Review the activity. Step 5: Getting acquainted (optional).

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5 Description Attitudes or Attributes? This activity encourages participants to explore the importance of attitudes and attributes of successful coaches. participants will be able to • • • list attitudes of successful coaches. list attributes of successful coaches. and evaluate their own attitudes and attributes.1 and 5.2 for each participant Flipchart stand. paper. Participants also have the opportunity to evaluate their own attitudes and attributes. Skill Areas • • • • Evaluation Orientation Role of coach Training Participants Number: Type: Any Any Time 1 hour Resources • • One copy each of Exercises 5. Objectives By the end of this activity. and markers ∼ 39 ∼ .

Step 3: Discuss the importance of a coach’s attitude. Step 5: Discuss the importance of a coach’s attributes. Record pertinent comments on the flipchart. Questions you might ask: • • • What role do you think attributes play in a coach’s success? Think of someone you consider to be a successful coach. Record pertinent comments on the flipchart. Step 2: Distribute one copy of Exercise 5.2 to each participant. Notes: Review the directions with the group and allow 5 to 10 minutes to complete the questionnaire. Discuss specific attitudes and their importance. Notes: 50 Activities for Coaching/Mentoring Ask participants to define the terms “attitude” and “attribute. Notes: Ask participants to share the results of their worksheets. What attributes does he/she have? Which attributes do you think are most important? Why? ∼ 40 ∼ .” Discuss the differences between attitudes and attributes. Discuss specific attributes and their importance. Notes: Review the directions with the group and allow 5 to 10 minutes to complete the worksheet.1 to each participant. Questions you might ask: • • • • • What role do you think attitudes play in a coach’s success? Think of someone you consider to be a successful coach.Activity 5 Method Step 1: Introduce the activity. Notes: Ask participants to share the results of their questionnaires. What attitudes does he/she have? Which attitudes do you think are most important? Why? What can you do if you have a “low” attitude score? How can you use the results of this questionnaire on the job? Step 4: Distribute one copy of Exercise 5.

Notes: Challenge participants to identify one or two attitudes and/or attributes that they want to improve. Step 7: Review the activity. Have them write a brief statement of what they plan to do. ∼ 41 ∼ . Notes: Go back to the definitions agreed to earlier. The statement should be as specific as possible. Ask participants which they think are most important—attitudes or attributes.50 Activities for Coaching/Mentoring Activity 5 • • What can you do if you have a “low” attribute score? How can you use the results of this questionnaire on the job? Step 6: Discuss the relationship between attitudes and attributes. Ask participants to describe the relationship between attitudes and attributes as they relate to successful coaches. Ask participants if they still think their original definitions are valid or if they need to be changed.

Exercise 5.1

Exercise 5.1: Coaching Attitudes
Listed below are several attitudes that can affect your success as a coach. Circle the number that you think best describes your personal attitudes as a coach. Rarely 1. I am genuinely interested in what my people do. 2. I support the decisions my people make. 3. I praise my people when they are successful. 4. I encourage my people to think for themselves. 5. I allow my people to participate in decisions. 6. I encourage my people to work together as a team. 7. I am able to remain objective when discussing problems. 8. I look for the “good” in what people do rather than the “bad.” 9. I display a positive attitude even when things are going wrong. 10. I enjoy seeing my people be successful. 11. I enjoy helping my people be successful even when they get more credit than I do. 1 1 1 1 1 1 1 1 1 1 1 2 2 2 2 2 2 2 2 2 2 2 Sometimes 3 3 3 3 3 3 3 3 3 3 3 4 4 4 4 4 4 4 4 4 4 4 5 5 5 5 5 5 5 5 5 5 5 Often 6 6 6 6 6 6 6 6 6 6 6 7 7 7 7 7 7 7 7 7 7 7

Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry, Charles Cadwell, and Joe Fehrmann. Amherst, MA: HRD Press, 1993.

∼ 43 ∼

Exercise 5.2

Exercise 5.2: Coaching Attributes
Coaches who are successful display some basic attributes in their relationships with their people. Effective coaches focus on four activities described below. Use this worksheet to evaluate what you are currently doing and any improvements you may want to make. 1. Orientation and Training I have an orientation plan that I use with new people. I have a training plan to teach new people their jobs. Whether a person is new to the organization or just new to the team, orientation is necessary to give the person the right start. Orientation occurs during the first few days or weeks on the job. Training, on the other hand, is an ongoing activity. Use the space below to list any action(s) you need to take with regard to orientation and training.

2. Development I have met with each of my people individually to discuss strengths, weaknesses, and opportunities for improvement. I have written development plans for each of my people that list specific activities and deadlines. Whether a person is new to the organization or just new to the team, orientation is necessary to give the person the right start. Orientation occurs during the first few days or weeks on the job. Training, on the other hand, is an ongoing activity. Use the space below to list any action(s) you need to take with regard to orientation and training.

(Continued)

∼ 45 ∼

Exercise 5.2 (concluded)
3. Support and Encouragement I provide regular feedback, positive and corrective, to my people about their performance. I provide resources, remove barriers, or work directly with my people to help them be successful. Effective leaders know that when their people are successful, they will be successful. Regular support and encouragement leads to enhanced confidence, new skills, and better overall performance. Use the space below to list any action(s) you need to take to provide support and encouragement to your people.

4. Performance Problems I accept responsibility for helping my people with performance problems. I use a systematic process to resolve performance problems. Effective coaches help their people understand and overcome problems that get in the way of their best performance. They develop skills in dealing with performance problems. Use the space below to list any action(s) you need to take to improve your ability to handle performance problems.

Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry, Charles Cadwell, and Joe Fehrmann. Amherst, MA: HRD Press, 1993.

∼ 46 ∼

6 Description Picture That This activity works well as either an icebreaker exercise or a discussion starter. Skill Areas • • • Icebreaker Evaluation Setting expectations Participants Number: Type: Any Any Time 10 to 15 minutes Resources Tent cards and broad tip markers for each participant ∼ 47 ∼ . participants will be able to • • • express individual coaching skills. This exercise can also be used to determine the skill level of the participants. identify individual coaching skills needed. and name the other participants and the skill level of each. Objectives By the end of this activity.

Step 2: Exchange information. If this is the first opportunity to discuss coaching skills. the skills can be compiled on a chart as the target for training. participants should draw a representative picture of a coaching skill they currently possess (or a coaching skill that they need and want to acquire as a result of this training). Notes: Questions you might ask: • What skills are essential to the effective coach? • Which skills named do you need to improve on? • What are your expectations for this training? • How could you use this activity with the people you coach? ∼ 48 ∼ . This activity can be used to remind the trainer of the participant expectations.Activity 6 Method Step 1: Introduce the activity. Notes: 50 Activities for Coaching/Mentoring Explain that in addition to writing their name on the tent card. Step 3: Lead a discussion as a review of this activity. Ask that they use the broad tip markers and prepare to interpret their artwork. Notes: Ask participants to share introductory information (if you are using this activity as an icebreaker) along with the skill they have depicted on the tent card. This is also a good indicator of the current skill level so that training can be adapted to meet the needs of the audience.

discuss their strengths and weaknesses with other participants. participants will be able to • • • identify their strengths and weaknesses as a coach. Objectives By the end of this activity.7 Description How do you rate? This activity can be used at any time during a session or as a course closure to identify your coaching/mentoring strengths and weaknesses. Skill Areas • • • • Evaluation Goal setting Networking Course closure Participants Number: Type: Any Any Time 30 minutes Resources • • Tent cards for names Pen or pencil for each participant ∼ 49 ∼ . and set goals for improving their weaknesses.

you will have three or more people in the group. In most cases. Have participants form small groups in which people who have strengths meet with people who have the “matching” weaknesses. Notes: Review the objectives. Notes: Have participants walk around the room until they find a participant(s) who identified as a strength something they consider to be a weakness. In rare instances. Notes: Have participants write their greatest strength on the outside of their tent cards. Step 3: Participants find a partner. you might find two people who “match” exactly. Step 4: Set up small groups. 50 Activities for Coaching/Mentoring Step 2: Participants identify their greatest strengths and weaknesses. Have them write down the name(s) of the person(s) whose strengths correspond with their weaknesses. Step 5: Begin discussions. ∼ 50 ∼ .Activity 7 Method Step 1: Introduce the activity. Have participants write their greatest weaknesses on the inside of their tent cards. Use this time to identify participants who have “matching” strengths and weaknesses. Notes: Ask each participant to name one or two people who could be his/her partner. Notes: Allow groups 5 to 10 minutes to discuss strengths and weaknesses with each other.

Point out the importance of networking with other people. Have participants set goals to improve their weaknesses based on what they learned during the discussions.50 Activities for Coaching/Mentoring Activity 7 Step 6: Review the activity. Notes: Ask participants to comment on what they learned in their small group discussions. ∼ 51 ∼ . Encourage participants to keep in touch with the people they identified who might be able to provide them with help for their “weaknesses” after the course is over.

8
Description

Focus on Coaching Skills

This activity allows participants to interact with one another and to discuss their strengths, weaknesses, and goals in a nonthreatening manner.

Objectives
By the end of this activity, participants will be able to
• • • •

describe their strengths and weaknesses; identify other group members who have similar strengths and weaknesses; discuss coaching skills with other group members; and set goals for improvement.

Skill Areas
• • • • •

Building trust Goal setting Networking Role of coach/mentor Setting expectations

Participants
Number: Type: Any Any

Time
1 hour

Resources
One copy of Exercise 8.1 for each participant

∼ 53 ∼

Activity 8 Method
Step 1: Introduce the activity. Notes: Review the objectives.

50 Activities for Coaching/Mentoring

Explain that participants will be working in small groups. Step 2: Divide the group. Notes: Set up small groups of three to seven participants. Step 3: Distribute one copy of Exercise 8.1 to each participant. Notes: Review the exercise and answer any questions participants have. Step 4: Conduct the activity. Notes: Have participants fill in the top row of Exercise 8.1 with information about themselves. Have participants share with other people in their group what they have filled in on their exercise. Participants should fill in their exercises with information from other participants. As they fill in the information, they should discuss each person’s responses. Allow groups 30 minutes to discuss the questions and complete the exercise. Step 5: Review the activity. Notes: Reassemble the group. Discuss the exercise by reviewing the questions. Give participants the opportunity to find others in the larger group who share similar strengths and weaknesses. Discuss how knowledge of these strengths and weaknesses can be used during the training.

∼ 54 ∼

Exercise 8.1: Focus on Coaching Skills

Name

What I get paid for:

The best coach I ever had was… because…

My two best coaching skills are…

Hot buttons that keep me from being a successful coach:

Coaching skills I want to improve:

Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry, Charles Cadwell, and Joe Fehrmann. Amherst, MA: HRD Press, 1993.

∼ 55 ∼

Exercise 8.1

participants will be able to • • list coaching skills. Skill Areas • • • Evaluation Networking Course closure Participants Number: Type: 6 to 10 Any Time 10 to 15 minutes Resources A ball of yarn or string ∼ 57 ∼ .9 Description String Toss This activity can be used to brainstorm coaching skills or as a technique for review. and describe team cooperation. Objectives By the end of this activity.

If this activity has been an evaluation tool. Notes: While reviewing or brainstorming coaching skills. Notes: Give the ball to one of the participants and make sure he/she holds the end of the string while tossing the ball and calling out a skill. You can choose to draw that application or not. Step 2: Explain the activity.) Another? And another? Step 5: Review the activity. what comes to mind? What happens when one person drops the string that they hold? (Instruct someone to do just that. he/she must recall or think of an essential coaching skill. you will be able to determine course content recall by the responses. the participants have woven a team representation. connecting each person with the others. Explain that they will take turns calling out a coaching skill while holding the end of the string and tossing the ball to someone in the circle. Notes: Questions you might ask: • • When you observe the web that has resulted. Step 4: Lead a discussion. Notes: This activity calls for spontaneous response prompted by catching the ball of string. draw the participants’ attention to the web of string that has formed. depending upon how you use this exercise. Notes: 50 Activities for Coaching/Mentoring Ask the participants to stand and form a circle as a group. ∼ 58 ∼ .Activity 9 Method Step 1: Introduce the activity. Before one can toss it to another. Step 3: Conduct the activity. Listen for someone to call out “teamwork” or “team leadership” or some skill that indicates the teaming concept. When skills have been exhausted.

Skill Areas • • • • Analyzing performance problems Assertiveness Evaluation Setting expectations Participants Number: Type: Any Any Time 30 to 40 minutes Resources • • Flipchart stand. participants will be able to • • • describe the four-step model.10 Description Let’s Have a BEER This activity provides a four-step model for criticizing and correcting behavior and performance problems as well as an exercise to practice using the model. correct behavior in a nonthreatening manner. and markers Exercise 10.1 (optional) ∼ 59 ∼ . using the four-step process. Objectives By the end of this activity. paper. and enhance the four-step process with additional coaching activities.

Allow 2 to 3 minutes. Notes: Explain that you will now present a model for confronting an employee whose behavior or performance is unsatisfactory. Notes: Ask the participants to list all the effective things that the supervisor did. This morning. “X” is always on time. though. Direct the volunteer “supervisor” to face “X” and confront him/her.Activity 10 Method Step 1: Introduce the activity. One of your best workers is “X” (the other volunteer). then thank both volunteers. doesn’t complain. one of the other members of your team took you aside and voiced a complaint—“X” has a bad habit of picking his/her nose. Notes: 50 Activities for Coaching/Mentoring Ask for two volunteers for a role play. It’s gotten to the point that you need to confront “X” about this problem. often in front of customers. Describe the “situation” by addressing the volunteer you select to play the role of a supervisor (be sure this person can role play in front of a group): You supervise a work team here at (organization). The list will probably include: • • • • Used polite tone Expressed appreciation for “X’s” past work Got to the point Made clear what needs to be done Step 3: Describe the model. asking the group to show special appreciation for the effort given by the “supervisor.” Step 2: Discuss the role play. Write on the flipchart: B E E R ∼ 60 ∼ . and does acceptable work.

Notes: Instruct the class to recall a current or recent example of unacceptable behavior or performance. You may also have class members volunteer additional elements that can be added to the model to make it more supportive (such as asking the subordinate for his/her ideas to correct the problem). bothers others. etc. Expectation—What you expect the employee to do or not do to change Result—What will happen if the employee changes (positive tone) or the consequences of this behavior continuing (negative tone) Step 4: Practice the model.1 for practice. Have each pair practice the BEER model by confronting each other using their own examples. Each “supervisor” will need two to four minutes. ∼ 61 ∼ . Have participants pair up. Notes: Refer once more to the BEER model.50 Activities for Coaching/Mentoring Activity 10 Explain the acronym: B E E R Behavior—What the employee is doing or not doing that is unacceptable Effect—Why the behavior is unacceptable. Step 5: Summarize the activity. how it hurts productivity. Option: You may choose to use Exercise 10.

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it’s not uncommon for the mess to remain on the floor. MA: HRD Press. Whenever Jack makes a mistake. At the end of the day. It’s almost 5:00 now.1 Exercise 10. they are together right now. 5. Amherst. and Joe Fehrmann. Jack started cussing. After lunch. 4. Charles Cadwell. His voice carries. he just strolled back in. food wrappers litter her area. In fact. ∼ 63 ∼ . enough so that they frequently spend time together that should be spent working. You’ve just overheard her berating a new employee. Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry. and. and other employees have occasionally complained about his bad language. sure enough. She sometimes even calls them stupid if they ask her a question. and she’s once again showing no signs of cleaning up. has a problem. Tom is a good worker. but he has one nagging problem: he can’t seem to get back to work on time after lunch. 2. Susan has a bad habit of speaking sharply to coworkers. or drops something. You just heard the sound of a file hitting the floor. In fact. 3. he swears loudly. 15 minutes overdue. Bobbie can’t seem to remember to clean up after herself.1: Let’s Have a BEER 1. Ray and Marsha are obviously attracted to each other.Exercise 10. 1993.

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and praise another person using the three-step process. and markers ∼ 65 ∼ . Objectives By the end of this activity. Skill Areas • • • Recognition and reward Nurturing Evaluation Participants Number: Type: Any Any Time 10 to 15 minutes Resources Flipchart stand.11 Description Wanna BET? This activity provides a three-step process for praising employees. paper. as well as an opportunity to practice the model. participants will be able to • • describe the three-step model.

Notes: 50 Activities for Coaching/Mentoring A useful opening is to ask the class. Write on the flipchart: B E T Explain the acronym: B E T Behavior—What the employee is doing that is valuable Effect—Why the performance is important.Activity 11 Method Step 1: Describe the model. Notes: Instruct the class to recall a recent example of good performance. how it contributes Thank you—A tangible expression Step 2: Practice the model. Note: This exercise is also effective when paired with Activity 10: Let’s Have a BEER. Each “supervisor” will need one to three minutes. “How many of you have been praised too much lately?” Explain that you will present a model for praising good performance. Have each pair practice the BET model by praising each other using their own examples. ∼ 66 ∼ . Have participants pair up.

Skill Areas • • Delegating assignments Training Participants Number: Type: 10 to 50 Any Time 30 to 45 minutes Resources • • One copy of Exercise 12. participants will be able to • • describe an assignment or task using the Step/Key Idea outline. towels. spoons. apron. and explain the danger of making assumptions regarding others’ knowledge.12 Description Making a Sandwich This activity provides participants with a simple training model and employs a humorous approach to avoiding assumptions. paper plates. Objectives By the end of this activity.1 for each participant Sandwich-making supplies: bread. peanut butter. knives. etc. ∼ 67 ∼ . jelly.

Activity 12 Method Step 1: Distribute Exercise 12. Notes: Questions you might ask: • • What does this demonstration show us about assumptions? Has anyone ever been surprised by someone not understanding you? ∼ 68 ∼ . Steps of a task are just that—the actions necessary to complete a task.). Explain the Steps and Key Ideas of the exercise. frying an egg. Follow the steps literally. selecting one or two of the participants’ work to demonstrate. avoid assumptions. (Be sure to select examples that will illustrate the need to be clear. etc.” serve it to the participant. Step 4: Review the activity. Notes: 50 Activities for Coaching/Mentoring Introduce the purpose of this exercise: to describe an assignment or a task in a step-by-step sequence. When you’ve completed the “sandwich. display the sandwich-making supplies. Allow about seven to eight minutes. Notes: Instruct participants to explain the making of a peanut butter and jelly sandwich using the outline.). As participants are writing. Step 2: Provide an example. Have participants list steps and offer their ideas for the Key Ideas column. shortcuts. and make the sandwich as though you’ve never seen one in your life (put the peanut butter and jelly on opposite sides of the bread. Spend only two or three minutes doing this. Notes: Illustrate the use of the Step/Key Ideas outline with an example (such as starting a car. Step 3: Lead participants in the exercise. etc. optional steps—any information that helps the learner. shaving. spread jelly on the crust edge. Key Ideas include the “why” of a step (important for adults!). use the wrong end of the knife. safety tips.) As participants continue to write. and so forth. keep steps in sequence.1. grab the jellied bread with your hand. Secure the example(s) you will use and begin making the sandwich according to the instructions the participant wrote. circulate through the room.

∼ 69 ∼ . 1993. and Joe Fehrmann.1 Exercise 12. MA: HRD Press.1: Step-by-Step Objective or Task: Steps Key Ideas Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry. Charles Cadwell. Amherst.Exercise 12.

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Skill Areas • • • Building trust Networking Nonverbal communication Participants Number: Type: Five to six per team Any Time 20 to 30 minutes Resources • • Five to six sturdy. The trainer can also use this exercise to illustrate the advantage of networking. Objectives By the end of this activity. straight back chairs One blindfold per team (optional) ∼ 71 ∼ . and translate the need for trust to the coach/employee relationship. participants will be able to • • describe the feeling of trust.13 Description Chair Walking This activity demonstrates the necessity of trust in the coach/employee relationship.

Explain that this is not a competition. ask each team to position straight back chairs in a line so that the sides are touching (as closely as possible) and all chair fronts are facing in the same direction. Team members will want to stand alongside the chairs to give physical aid and reassurance to the “trusting” (blindfolded) walker. the advantage of networking. Notes: 50 Activities for Coaching/Mentoring Explain that this activity illustrates the need to have a trusting relationship in the workplace. Through this activity. eyes closed or blindfolded. with each person on the team taking a turn at walking the length of the chairs. If someone has vertigo.Activity 13 Method Step 1: Introduce the activity. Notes: Questions you might ask: • • How did you feel as you walked blindfolded or with your eyes closed? Would you have felt more or less confident without the help of your team members? ∼ 72 ∼ . Step 4: Lead a discussion. and the impact of nonverbal communication. Step 3: Observe the teams and the hesitancy or confidence exhibited. sturdy legs and straight backs. Give each team time enough to complete the exercise. Notes: After dividing the larger group into small teams of five to six. The best choice of chairs are those with flat bottoms—padded or not—with straight. you can demonstrate the need for trust in the coach/ employee relationship. Step 2: Explain the activity. it is an opportunity to experience vulnerability and trust.) Each person on the team will walk. on top of the chair seats with the guidance of team members. Notes: Attempt to determine why one team appeared to accomplish the task with greater ease and confidence than another. (Chairs with rollers on the legs will not work. allow the person to walk without the blindfold and with eyes open.

Notes: Questions you might ask: • • • Why did we do this exercise? What did we learn? How does this illustrate coaching responsibility? Step 6: Summarize the activity. Results of a trusting relationship in the workplace. Reasons trust is essential to coach/employee relationships. Notes: Ask the participants to list the following: 1.50 Activities for Coaching/Mentoring Activity 13 • • • Have you ever lacked confidence with a task in the workplace and depended on the support of a coach. mentor. ∼ 73 ∼ . or coworker for guidance and direction? Have you ever worked in a situation where there was no trust? How did that affect productivity or quality? Step 5: Review the activity. 2.

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Objectives By the end of this activity. Skill Areas • • • • • • Communication Counseling Evaluation Listening Nurturing Course closure Participants Number: Type: Any Any Time 10 to 20 minutes Resources None ∼ 75 ∼ . positive feedback to fellow participants.14 Description Positive Feedback This activity is useful as a summary for all or a portion of a session dealing with interpersonal skills such as counseling or listening. participants will be able to • • provide specific. It also serves as a trust builder for participants. and increase their comfort in giving positive feedback to another.

Step 3: Review the activity.Activity 14 Method Step 1: Introduce the activity. Each participant is to take two to three minutes to write down one or two skills or characteristics his or her partner has shown during the session that is a strength in coaching. Notes: Questions you might ask: • • • • Were you comfortable giving feedback? Why or why not? What made giving feedback easier? How did it feel to receive feedback? What topics of our program were mentioned? . Step 2: Conduct the activity. Notes: Allow four to five minutes for partners to exchange their comments. Notes: 50 Activities for Coaching/Mentoring Have participants pair up.

participants will be able to • • • define goals for seven separate areas of life. paper. although the exercise will concentrate on the entirety of the individual’s life. Objectives By the end of this activity. Skill Areas • • • Goal setting Setting expectations Training Participants Number: Type: Any Any Time 45 to 90 minutes Resources • • One copy of Exercise 15. create a set of goals for work based on the same method.1 for each participant Flipchart stand. and focus effort on areas for specific professional development. The coach can use this exercise to better understand what will motivate the employee as he or she trains in a new skill. and markers ∼ 77 ∼ . It can be used to demonstrate the need for goals and expectations in the workplace.15 Description Goal Ladder This activity gives each participant an opportunity to set goals.

they should attempt to set a goal for each division. Notes: 50 Activities for Coaching/Mentoring Explain that this activity is an opportunity to think about goals—both longand short-term—for several separate areas of each participant’s life. paying for college. ∼ 78 ∼ . The exercise will illustrate a technique that can be used repeatedly to update and track both personal and professional goals. planning a family reunion. they will not be required to share the goals with anyone. or credit belong here: establishing savings or retirement. educating someone. and annual goals. to envision. clubs. Encourage them to dream. Area 4—Financial Explain that any plans involving money. and to have fun with this exercise. Step 3: Define the Goal Areas. civic involvement. etc. purchasing insurance. Area 2—Avocation This is the recreational or leisure part of life.Activity 15 Method Step 1: Introduce the activity. and even though some areas are foreign (in that they have never given thought or planning to that aspect of their life). desired profession— what you do or plan to do to earn a living. establishing credit. current profession. Area 3—Family Explain that these are plans regarding marriage. Notes: Distribute Exercise 15. Step 2: Explain the activity. buying a car. paying off loans or credit cards. It is also a method that has been used effectively for long-range planning. The process is easily adapted to the workplace for setting and tracking quarterly. buying homes. friends. retiring. semi-annual. or entertainment. having children. assure the participants that • • • there will be sufficient time allowed to complete the exercise. sports. taking vacations. loans.1 to each participant. etc. What do you do for fun? This would include hobbies. After defining each area. Notes: Area 1—Vocation Explain that this area focuses on job.

Depending on the goal area. Next month.50 Activities for Coaching/Mentoring Activity 15 Area 5—Physical Ask about plans to improve or change physical condition: starting exercise or diet program. earning a degree. Notes: Explain the rungs on the ladder as follows: Long term. This is material for tomorrow’s “to do list. This would be the goal that falls somewhere between tomorrow and the intermediate point. Both of these are long-term goals and require the support of the following goal increments. for the 20 pounds. Area 6—Mental Ask about plans to “exercise” the mind.). Plan for success. What goals could they establish for themselves that would bring them to a level of greater development. Remind participants to keep their goals realistic. Goals that involve the body belong here. Ask participants to plan the first thing they must do to start on the road toward accomplishment. for the weight loss. Tomorrow. Intermediate. tournament. establishing a nutritional eating plan. What we are attempting to do is establish a tracking system so that our goals can be attainable and measurable. not failure. Step 4: Define the rungs of the Goal Ladder.” For the 8-year goal. this would be 3 months. taking a class. this would be 4 years from now. This could possibly be a place described as “half-way there. etc. training for developing physical endurance (a road race. league play. long-term goals will vary from 6 months to 10 years. giving up a habit. this would be a 2-year goal. Short term. Completion of a degree program may require a long-term goal of 6 years. learning more about anything that will improve a person mentally. learning a new language. This would be a measurable point between now and the short term. this would be a goal that comes at the 6-week point. Explain that you want goals that will stretch the mental capacity—reading. For the degree program.” ∼ 79 ∼ . Area 7—Spiritual Explain that humans are spiritual and ask each to consider what it is that gives their life purpose and what offers meaning to their existence. Next week. visiting local cultural spots. Losing 20 pounds may only need 6 months. This is self-explanatory: a tracking point for the very near future.

Step 6: Lead a discussion about the activity. and it is impossible to work on one without impacting the others. Notes: Ask someone to share the goal ladder in his/her chosen area. In the interest of time. For example.Activity 15 Step 5: Conduct the activity. the person who is planning to retire and travel in 5 years finds that the goals of vocation. but many times people are anxious to disclose what they learned about themselves. they should plan activity completely through the tomorrow rung. especially the way in which several areas are connected. Questions you might ask: • • • How did this exercise feel? Was anyone uncomfortable? Why? Many people feel discomfort because they are not accustomed to planning. Notes: 50 Activities for Coaching/Mentoring Allow participants at least 30 minutes to work through the exercise. financial. family. This is strictly voluntary. Experts tell us that we can only give concentrated effort to three of the areas at a time. and avocation are tied together. These are the people who live in a reactive kind of existence and the proactive exercise of goal setting is strange and somehow threatening to them. Notes: Ask the participants: • In what ways could you use this technique on the job to enhance production and quality of production? ∼ 80 ∼ . you might suggest that they first complete each area through the short term. Additional questions you might ask: • • • • • What have you learned about yourself? How might you use this in the workplace? How would this facilitate your workplace production? In what ways would this discipline help you manage your time and projects at work? In what ways could this activity enhance communication at work? At home? Step 7: Review the activity. Then for the three goals that seem most urgent to the individual. all the others seem to suffer or take a back seat until those areas demand priority.

Step 8: Summarize the activity.50 Activities for Coaching/Mentoring Activity 15 Breaking into small groups and assigning a participant to record observations will often create a need to work more diligently on this part of the task. Notes: List the application ideas on a flipchart or a whiteboard as they are contributed. It is important that participants see the application of this tool to the professional part of their life. ∼ 81 ∼ .

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Exercise 15. ∼ 83 ∼ Next Month Next Month Next Month Next Week Next Week Next Week Tomorrow Tomorrow Tomorrow Next Month Next Month Next Month Next Month Next Week Next Week Next Week Next Week Exercise 15.1 Tomorrow Tomorrow Tomorrow Tomorrow . Charles Cadwell. and Joe Fehrmann. MA: HRD Press. Amherst. 1993.1: Goal Ladder Worksheet Avocation Long Term Long Term Long Term Long Term Long Term Family Financial Physical Mental Spiritual Long Term Vocation Long Term Intermediate Intermediate Intermediate Intermediate Intermediate Intermediate Intermediate Short Term Short Term Short Term Short Term Short Term Short Term Short Term Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry.

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Objectives By the end of this activity.16 Description Construction This activity illustrates the contribution of communication to productivity. and describe the advantages of collaboration for team production. This exercise can also be used to demonstrate the benefit of collaboration for team building. Skill Areas • • • • Analyzing performance problems Collaboration Communication Role of coach/mentor Participants Number: Type: Five to six per group Any Time 20 to 30 minutes Resources • • • • A basic set of Tinkertoys (sticks and wheels) or building block set for each group of five to six participants A picture of an object for each group to build A timer Prizes (optional) ∼ 85 ∼ . participants will be able to • • define the importance of communication for performance.

First. Notes: Explain that their task is to construct the project. Step 3: Brief the teams. They can give verbal instructions to the team.Activity 16 Method Step 1: Introduce the activity. Either way. Award prizes. Step 5: Lead a discussion about the activity. but they are not allowed to touch the building pieces or show the picture to the team. if appropriate. Notes: Set the timer and have teams begin the construction. according to specification. Notes: Questions you might ask: • • Team: How did you feel during construction? Was there any frustration? Coach: What would have made your leadership tasks easier? ∼ 86 ∼ . Notes: 50 Activities for Coaching/Mentoring This activity is more effective if the purpose is not disclosed at the outset. Step 2: Brief the coaches and distribute materials. Notes: Take the coaches out of the room. They may share the name of the object only. the purpose is not affected. Instruct them to lead their team in completing the task⎯building the object to the specification shown in the picture in the seven-minute time limit. Teams enjoy the pressure of working to “beat an opponent.) Step 4: Conduct the activity.” You may also choose to award prizes to the winners. they are to select a team coach. When time has elapsed. Check to see which team is the closest to completion and has built the project nearest to the specifications detailed in the picture. (You may want to inject the competitive component at this point. This is completely optional. Give each coach a black-and-white picture of an object that can be built from this particular set of building blocks or Tinkertoys. in the seven-minute time limit. call “Time” to halt the construction. Simply inform the participants that they will divide into teams of five to six members and be given a construction project to complete within the sevenminute time limit.

for example—have constructed the project quicker and better alone? Step 6: Apply the activity to the workplace. you might consider constructing the project again under slightly different circumstances: 1. 4. Note: Variation Notes: At this point. Give out new project plans (a different picture) and let the teams build using the picture as a guide and in competition with one another. 2. Change coaches and let the team use the picture and complete the first project as soon as possible. the team felt frustration when trying to achieve a quality performance within time constraints. Notes: Ask some or all of these questions: • • • • Why did we do this exercise? What did we learn about teams? What is the advantage of working with teams? What one component is absolutely essential for team production and morale? (Communication) ∼ 87 ∼ . This exercise illustrated that with communication limited (full information was known only to the coach). Notes: Explain that for a team to produce to specified standards and with high morale. communication must be open and complete. free-standing object in four minutes. could an individual—the coach. Step 7: Review the activity.) With the handicapped conditions under which you worked. 3. Dismantle the project and give instructions that the construction goal will be to build the tallest. Dismantle the project and let the teams rebuild with the picture in full sight of everyone. The first team to finish wins.50 Activities for Coaching/Mentoring Activity 16 • • • What one thing handicapped production more than any other? What were the advantages of constructing this project with a team? (Each person could/did take responsibility for a different portion of the building. Establish a competition among the teams.

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and describe the advantage of collaboration for team production.) ∼ 89 ∼ . Use this activity to demonstrate the importance of communication to production and collaboration. Objectives By the end of this activity.17 Description Origami This activity is a variation of the previous Construction exercise but is better suited to larger groups (for which the cost of Tinkertoys or building block sets would be prohibitive). participants will be able to • • define the importance of communication for performance. Skill Areas • • • Analyzing performance problems Collaboration Role of coach/mentor Participants Number: Type: Five to six per group Any Time 20 to 30 minutes Resources • • A 6 x 6 square piece of lightweight paper for each participant A simple origami (paper-folding) project picture with instructions for each coach (Origami kits can be purchased in toyshops or bookstores and come complete with diagrams and instructions.

Notes: 50 Activities for Coaching/Mentoring This activity is more effective if the purpose is not disclosed at the outset. Step 2: Brief the coaches and distribute materials. Instruct them to lead their team in completing the task⎯folding the object to the specification shown in the picture in the seven-minute time limit. but they are not allowed to touch anyone’s paper. Either way. in the seven-minute time limit. Check to see which team is the closest to completion and has folded their papers correctly. Step 3: Brief the teams. (You may want to inject the competitive component at this point. Notes: Explain that their task is to construct the project. This is completely optional. the purpose is not affected. When time has elapsed. Most people are not generally familiar with the art of paper folding. call “Time” to halt the construction. Teams enjoy the pressure of working to “beat an opponent. Notes: Take the coaches out of the room. show the team the picture. They can give verbal instructions to the team. or demonstrate the folding. ∼ 90 ∼ .Activity 17 Method Step 1: Introduce the activity. according to specification. Award prizes. Notes: Set the timer and have teams begin the construction. if appropriate. Simply inform the participants that they will divide into teams of five to six members and be given a construction project to complete within the sevenminute time limit. and this practice time gives them a chance to figure out how they will verbally communicate the instructions to the team. Give them time to fold the object once or twice.” You may also choose to aware prizes to the winners.) Step 4: Conduct the activity. and give each of them a piece of folding paper and the picture of the object (which is the instruction information) that their team is to fold. they are to select a team coach. They may share the name of the object only. First.

50 Activities for Coaching/Mentoring Activity 17 Step 5: Lead a discussion about the activity. Notes: Ask some or all of these questions: • • • • Why did we do this exercise? What did we learn about teams? What is the advantage of working with teams? What one component is absolutely essential for team production and morale? (Communication) ∼ 91 ∼ . communication must be open and complete. This exercise illustrated that with communication limited (full information was known only by the coach). Notes: Explain that for a team to produce to specified standards and with high morale. Step 7: Review the activity. why? Coach: What would have made your leadership tasks easier? What one thing handicapped production more than any other? What were the advantages of constructing this project with the other members of the team around you? Would this task have been more difficult if you had been required to construct it on your own? Step 6: Apply the activity to the workplace. Notes: Questions you might ask: • • • • • Team: How did you feel during construction? Was there frustration? If so. the team felt frustration when trying to achieve a quality performance within time constraints.

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Objectives By the end of this activity. participants will be able to • • define the importance of communication for performance. Skill Areas • • • Analyzing performance problems Collaboration Role of coach/mentor Participants Number: Type: Five to six per group Any Time 20 to 30 minutes Resources • • • A package of 3 x 5 index cards for each group Paper clips and masking or cellulose tape Instructions for coaches ∼ 93 ∼ . and describe the advantages of collaboration for team production.18 Description Card Houses This activity illustrates the morale and general effectiveness of a team when managed with a directive style in comparison to a team-building attitude displayed by a coach.

(You may want to inject the competitive component at this point. Instruct that they are to lead their team to the successful production of a card house in the time limit allowed. This is completely optional. When time has elapsed. Notes: Explain that their task is to construct the project. they are to select a team coach. they will not be allowed to touch the building materials or show the sketch to the team. ∼ 94 ∼ .) Step 4: Conduct the activity. Notes: Set the timer and have teams begin the construction. Step 3: Brief the teams. The house is to be constructed from their own imagination. Tell them they will give verbal instructions only. call “Time” to halt the construction. Teams enjoy the pressure of working to “beat an opponent. Notes: 50 Activities for Coaching/Mentoring This activity is more effective if the purpose is not disclosed at the outset. Step 2: Brief the coaches and distribute materials.” You may also choose to award prizes to the winners. in the five-minute time limit. Notes: Take the coaches out of the room. Give them a package of 3 x 5 index cards. and a 12-inch piece of tape. Either way. the purpose is not affected. Simply inform the participants that they will divide into teams of five to six members and be given a construction project to complete within a fiveminute time limit. First. if appropriate. according to specification. a box of paper clips. They should be given a few minutes to make sketches so that you can evaluate the finished product against the design sketch.Activity 18 Method Step 1: Introduce the activity. Check to see which team is the closest to completion and has built the project nearest to the specifications detailed in the picture. Award prizes.

This exercise illustrated that with communication limited (full information was known only by the coach). Lead a discussion about the differences in attitude when everyone had a part in planning the actual construction and reward of fulfillment. for example—have constructed the project quicker and better alone? Step 6: Apply the activity to the workplace. The first construction exercise was conducted under a highly directive coaching style. Note: Variation Notes: At this point. the coach gives the team only a general description of the house (for example. a two-story colonial. This time use the team approach to leadership and allow the team to design and construct their own creation. the team felt frustration when trying to achieve a quality performance within time constraints. In contrast to the original directive coaching style. From that point. This variation is more effective when used with an observer who records the group dynamics and reports those during the discussion. Using the handsoff approach. the team will operate on its own. a rambling bungalow with twocar garage).50 Activities for Coaching/Mentoring Activity 18 Step 5: Lead a discussion about the activity. you might consider constructing the project again under slightly different circumstances.) With the handicapped conditions under which you worked. give the coaches instructions to adopt a completely laissez-faire attitude. could an individual—the coach. 2. Notes: Explain that for a team to produce to specified standards and with high morale. For example: 1. Notes: Questions you might ask: • • • • • Team: How did you feel during construction? Was there any frustration? Coach: What would have made your leadership tasks easier? What one thing handicapped production more than any other? What were the advantages of constructing this project with a team? (Each person could/did take responsibility for a different portion of the building. ∼ 95 ∼ . communication must be open and complete.

Notes: Ask some or all of these questions: • • • • 50 Activities for Coaching/Mentoring Why did we do this exercise? What did we learn about teams? What is the advantage of working with teams? What one component is absolutely essential for team production and morale? (Communication) ∼ 96 ∼ .Activity 18 Step 7: Review the activity.

such as counseling. Skill Areas • • • • • Icebreaker Goal setting Training Delegating Course closure (Note: This activity is also appropriate for other topics. and describe personal goal-setting strategies. and markers ∼ 97 ∼ . participants will be able to • • list 5 to 10 successful strategies for goal setting. paper. communicating. Objectives By the end of this activity.) Participants Number: Type: 12 to 30 Any Time 10 to 20 minutes Resources • • 3 x 5 index cards Flipchart stand.19 Description Idea Exchange This activity provides participants a way to initially explore a topic by listing their own successful experiences with it. etc.

Collect the cards and shuffle them (or mix them in a hat). Have each group volunteer one idea at a time as you list them on the flipchart.Activity 19 Method Step 1: Begin the activity. one per participant. Redistribute them to the group. ∼ 98 ∼ . Notes: 50 Activities for Coaching/Mentoring Distribute index cards. Allow five minutes. Instruct the groups to select the two best strategies they have. Notes: Divide the class into groups of five to seven. one per participant. Step 2: Facilitate group reports. Instruct participants to write down their most successful strategy for goal setting.

participants will be able to • • • recognize some effective coaching behavior. Skill Areas • • Role of coach/mentor Training Participants Number: Type: Any Any Time 10 to 15 minutes per clip Resources • • DVD player and monitor A movie DVD with appropriate credit and acknowledgment cued to the clip *Adapted from an idea originally used by Sylvia Roba.* Objectives By the end of this activity. contrast effective behavior with ineffective behavior. Davenport. This is an enjoyable and effective exercise that energizes participants. ∼ 99 ∼ .20 Description Reel Movies This activity uses clips of real Hollywood movies on DVD (as opposed to training DVDs) to illustrate effective and ineffective coaching techniques. and forecast the production for various coaching behaviors. Luke’s Hospital. St. Iowa.

You may choose a clip that displays an effective behavior or an example of ineffective skill. Notes: 50 Activities for Coaching/Mentoring To conduct this activity. Adjust the volume so that everyone can hear. It is helpful if you are familiar with the movies and if you watch them for illustrations of the skills that you want to teach. there are several examples of ineffective leadership in the movies Joe Versus the Volcano and Shock to the System. When you use this glitzy illustration technique. This is a highly effective training technique when used properly. Notes: Explain that you will show a clip from a real movie that illustrates an aspect of a coaching behavior. It is in violation of copyright laws to copy any portion of a movie. If the group is large. the American Society of Training and Development supplies a Copyright Information Kit by request. ∼ 100 ∼ .Activity 20 Method Step 1: Prepare the activity. and what is happening. it can have high impact. you must select a portion of a movie that depicts the skill. If you are in question about copyright restrictions. Anyone who goes to the movies or rents DVDs has made coaching application for themselves when watching various scenes. that you are attempting to illustrate to the coaches. so it is necessary to acknowledge and credit the movie DVD and cue it (run it to the place of the clip) prior to use in training. Step 3: Show the clip. There may be a fee. you will need a larger screen or multiple monitors with a single hook-up. Notes: Make sure the monitor is large enough for everyone to see. the characters. or lack of skill. Explain only those elements that participants can actually apply to the training. For example. “Set up” the clip by explaining something about the story line. Step 2: Introduce the activity.

but it is another highly effective way to present the material. Notes: Questions you might ask: • • • Why did we view this movie clip? What application can we make from the contrast (or similarity)? What have we learned with this illustration? Author’s note: I have used this technique for years. I find that participants remember the concept better as a result of this tool.50 Activities for Coaching/Mentoring Activity 20 Step 4: Lead a discussion about the clip and the skill that was illustrated. Notes: Questions you might ask: • • • • • How does this clip support or refute the principles or techniques we have been exploring? Have you ever experienced someone who operated in this fashion? What was your response to that person’s method? What was the general morale? What do you believe to be the morale or attitude of those in this movie? Step 5: Review the activity. and it has always been met with resounding positive response. ∼ 101 ∼ . It does take some effort and there is a cost investment.

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Objectives By the end of this activity. and markers Noise makers (optional) Prizes (optional) ∼ 103 ∼ . This activity can also be used to review individual sessions within a longer course. and evaluate the knowledge of other participants. participants will be able to • • evaluate their knowledge of key learning points. paper.21 Description Coaches Bowl This activity provides a fun and interesting way to review course material. Skill Areas • • Role of coach/mentor Course closure Participants Number: Type: Any Any Time 1 hour Resources • • • • • 20 3 x 5 index cards Pen or pencil for each participant Flipchart stand.

Seat the players at separate tables facing you. Read the questions. Give each team 10 index cards. Then go on to the next question. Notes: Select one to four participants from each team to represent their respective teams. Step 3: Set up the game area. Determine how players will signal when they want to answer a question. Notes: Divide the group into two teams. ∼ 104 ∼ . Shuffle the 15 cards and draw them one at a time. not just to “win” the game. Divide the chart into two columns and write the team names at the top of each column. It’s okay if teams get the questions they wrote since the objective is to review material. The question should be written on one side of the card and the answer on the other. While teams are writing their questions. You will act as the moderator for the game. Step 2: Prepare materials. Allow 15 minutes for each team to write 10 questions and answers based on the material to be covered. read the answer and discuss it. (This is where noise makers can be used. or you could have one team shout “Green” and the other team shout “Red. Players signal when they want to try to answer a question.Activity 21 Method Step 1: Introduce the activity. If no one responds within 15 seconds. Keep 5 in reserve as substitutes in case some questions don’t work as planned. Notes: Randomly select 15 of the cards for the game. prepare a flipchart to use for keeping score. Note: Use an uneven number of cards to prevent ties.”) Step 4: Conduct the activity. Explain how the game will be played (refer to Step 4). Notes: 50 Activities for Coaching/Mentoring Explain what material will be covered during the activity.

Option: Players on the other team can challenge the “correct” answer. Record scores on the flipchart. Option: Award prizes. Reinforce the importance of participants’ applying the knowledge on the job to be effective coaches for their people. award them 10 points instead of the team that originally answered the question. ∼ 105 ∼ . Option: You may want to deduct 5 points if teams signal to answer before you finish reading the question and they answer it incorrectly. award 10 points. If the question is answered incorrectly. The game is over after 15 questions have been asked. If their challenge is a better answer. do not deduct points. You will be the judge in these situations. Give the other team a chance to answer the question. Step 5: Review the activity. Notes: Summarize objectives and how they were met.50 Activities for Coaching/Mentoring Activity 21 If the question is answered correctly.

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and use a feedback tool to survey their employees. Skill Areas • • • • Counseling Listening Recognition and reward Setting expectations Participants Number: Type: Any Any Time 30 to 45 minutes Resources • • One copy each of Exercises 22. describe the importance of providing regular feedback.1 through 22.22 Description How am I doing? This activity provides participants with the opportunity to evaluate the quantity and quality of feedback they provide as coaches. Objectives By the end of this activity. They will also be able to survey their employees to determine their perceptions about the quantity and quality of the feedback they receive.3 for each participant Paper and pencil or pen for each participant ∼ 107 ∼ . participants will be able to • • • evaluate the feedback they provide others.

it has been estimated that 80 percent of the performance problems that occur on the job could be solved if supervisors gave better feedback more often. Most people want and need regular feedback about their performance.1. Notes: Ask participants about their scores. many employees don’t have the same perceptions as their supervisors about the quantity and quality of feedback they receive. In fact. “Feedback is the breakfast of champions. Ask: “Did they provide a lot of feedback? What kind of feedback?” Most supervisors think they do a good job of providing feedback to their employees. Notes: Read instructions together and have participants complete the exercise. The feedback may be either positive or corrective. Step 3: Discuss the activity. ∼ 108 ∼ . Author Ken Blanchard says. Step 2: Distribute Exercise 22. Questions you might ask: • • • • What were your highest/lowest scores? Why are these the highest/lowest? What benefit would there be to your employees if you raised your lower scores? How do you think your employees would respond to similar questions about your feedback style? Explain that when employees are asked about their supervisor’s feedback. Yet they rarely get 80/20 feedback (80 percent positive/20 percent corrective).Activity 22 Method 50 Activities for Coaching/Mentoring Step 1: Introduce the activity and prepare the participants for the questionnaire.” Ask participants: “What do you think he means by that?” Ask participants to think about the best coaches they have had. It has been estimated that people do things right 80 percent of the time. Notes: Explain that effective coaches provide regular performance feedback to the people with whom they work.

it’s important that you follow up. your time and effort should be focused on being positive. the person will assume everything is okay. there will be times when your people don’t meet performance standards. Recommend that supervisors distribute the surveys to employees at a group meeting and explain the reason for doing the survey. When the performance improves or meets established standards. After giving corrective feedback.2 and explain its use. Despite your best efforts. Poorly handled criticism was noted as a significant source of friction. Step 4: Discuss giving positive feedback. These supervisors don’t realize that most people are motivated by the desire to succeed and achieve results—as long as someone recognizes their efforts. People will work hard and long and go to extraordinary lengths if they know what they do is appreciated and recognized. ∼ 109 ∼ . Some supervisors think that as long as they don’t tell someone there is a problem. If performance is still unacceptable. • • Step 6: Distribute Exercise 22.50 Activities for Coaching/Mentoring Activity 22 One employee survey found that poor use of corrective feedback was listed among the top five causes of conflict at work. Notes: Explain how this tool gives supervisors a chance to see if their perceptions match their employees’ perceptions. • Step 5: Discuss giving corrective feedback. Notes: Key points you should make: • As a coach. These people said they would be less likely to cooperate or collaborate with their critics in the future. provide positive feedback. Notes: Key points you should make: • Positive feedback (recognition) strengthens performance. Recommend that employees mail the surveys back to the supervisors. Explain that the survey should be anonymous in order to obtain honest feedback. repeat the corrective feedback. The goal for giving corrective feedback is to eliminate the behavior that caused the problem.

Notes: Conclude by answering questions and briefly reviewing the importance of providing feedback. they plan to do differently. Encourage participants to have a group follow-up meeting with their employees and discuss what they learned from the employees’ surveys and what. if anything. Notes: Explain how to use this sheet to compare their perceptions with those of their employees. If you will be meeting with participants again in a few days or weeks. Participants should be cautioned against trying to determine who completed the individual surveys.3 and explain its use. ∼ 110 ∼ . Explain the importance of looking for trends in responses. Step 8: Review the activity.Activity 22 50 Activities for Coaching/Mentoring Step 7: Distribute Exercise 22. you might assign them to tally their employee surveys and bring the results to class for discussion.

MA: HRD Press. 7. 4. Provide specific feedback. 13. Try to find the good in things rather than the bad. Use graphs. Charles Cadwell. Provide help to improve. Provide positive feedback. etc. Listen to employees. charts. 10. Criticize behavior.1 Exercise 22. 11. Amherst. 8. 1993. Praise more than criticize. 3. Provide sincere feedback. .Exercise 22. 2. Offer support to employees. not the person. to provide feedback. 5. 6.. Give corrective feedback.1: Rate Your Use of Feedback Read each statement below and circle the number that you think best describes the feedback you give to your employees. ∼ 111 ∼ . 9. Rarely 1. I think that I. Focus on what’s right. . Total Score: 1 1 1 1 1 1 1 1 1 1 1 1 1 2 2 2 2 2 2 2 2 2 2 2 2 2 Sometimes 3 3 3 3 3 3 3 3 3 3 3 3 3 4 4 4 4 4 4 4 4 4 4 4 4 4 5 5 5 5 5 5 5 5 5 5 5 5 5 Often 6 6 6 6 6 6 6 6 6 6 6 6 6 7 7 7 7 7 7 7 7 7 7 7 7 7 Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry. Pass on positive feedback received from others. 12. and Joe Fehrmann.

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Listens to employees. charts. Uses graphs. not the person. Provides help to improve. 5. Provides positive feedback. . 4. ∼ 113 ∼ . 10. and Joe Fehrmann.2: Rate Your Boss’s Use of Feedback Read each statement below and circle the number that you think best describes the feedback your boss gives to you. 3. Passes on positive feedback received from others. Focuses on what’s right. 9. 12. Tries to find the good in things rather than the bad. Amherst. . 13. 11. 8. Total Score: 1 1 1 1 1 1 1 1 1 1 1 1 1 2 2 2 2 2 2 2 2 2 2 2 2 2 Sometimes 3 3 3 3 3 3 3 3 3 3 3 3 3 4 4 4 4 4 4 4 4 4 4 4 4 4 5 5 5 5 5 5 5 5 5 5 5 5 5 Often 6 6 6 6 6 6 6 6 6 6 6 6 6 7 7 7 7 7 7 7 7 7 7 7 7 7 Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry. 1993. 6. Criticizes behavior. Rarely 1. to provide feedback.2 Exercise 22.. Provides sincere feedback. Gives corrective feedback. Praises more than criticizes. Offers support to employees. Charles Cadwell. etc. MA: HRD Press. 2.Exercise 22. I think that my boss. 7. Provides specific feedback.

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Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry. Uses graphs. etc. Provides help to improve 7. etc. Mine 1. Criticizes behavior. and Joe Fehrmann. 1993. Use additional sheets if needed. Passes on positive feedback received from others 13. Charles Cadwell. Use the spaces to the right to indicate your employees’ scores for the same items.) for each item and compare it with your average score. not the person 6. Then determine the average score of the employee responses (columns E1. Differences of 2. Offers support to employees 12.3: Feedback Perception Comparison For each statement below. E2. Provides specific feedback 3. to provide feedback 11. etc.5 or more can indicate areas where improvement may be needed.) that you gave yourself for each item. Focuses on what’s right 9. Provides positive feedback 2. Provides sincere feedback 4. Gives corrective feedback 5.. Tries to find the good in things rather than the bad 8. Listens to employees 10.Exercise 22. charts. ∼ 115 ∼ . Praises more than criticizes E1 E2 E3 E4 E5 Avg.3 Exercise 22. MA: HRD Press. Amherst. 3. indicate the score (1.

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23 Description Trivia Quiz This activity is a tool for summarizing the important points covered in a coaching program. Skill Areas • • Role of coach/mentor Course closure Participants Number: Type: 12 to 30 Any Time 10 to 15 minutes Resources 10 to 20 bells. Objective By the end of this activity. participants will be able to list and discuss key learning points covered in a program. other signaling devices ∼ 117 ∼ . buzzers.

sarcasm. they score one point. The first team to ring the buzzer or bell may answer. the next team to ring the buzzer may answer.Activity 23 Method Step 1: Prepare the activity. etc. Notes: 50 Activities for Coaching/Mentoring Before class begins. Ohio) Name two positive and two negative listening behaviors. The team with the most points “wins.”) Ask the trivia questions. These questions will serve as a review of a half-day or oneday body of information. Arkansas. open posture. (You may assign a higher point value for tougher questions. Notes: Divide the class into teams of four to seven participants.) There is only one state that starts with the letter P. eye contact.) If they are wrong. Negative: interrupting. verbal or nonverbal? (nonverbal) • • Step 2: Conduct the activity. etc. loaded questions. A typical list for part of a unit on communication skills might include: • • • • • • Who was Fred Astaire’s dancing sister? (Adele Astaire) What do you call a question that forces someone to answer in a predetermined manner? (a leading question) What president caught pneumonia at his inauguration and served only one month? (William Henry Harrison) What is the listening technique that has listeners repeat in their own words what they heard another person say? (paraphrasing) Name three of the states that border on Missouri. prepare a list of quiz questions that include both program topics and trivia. Illinois.” ∼ 118 ∼ . What is it? (Pennsylvania) Which is a stronger communication channel. If they are right. (Positive: reflective listening. (You may also wish to assign a panel of “judges. (Kansas.

participants will be able to • • • recite learning to this point. Skill Areas • • • Assertiveness Evaluation Course closure Participants Number: Type: Two teams of four to six each Any Time 1 hour Resources • • • • • • One copy of Exercise 24.24 Description Dueling Families This activity works well to evaluate learning and/or to illustrate the effectiveness of appropriate coaching skills. interpret the nonverbal communication of coach and team members.1 for each of the team coaches Prepared questions for material covered to this point in training Instructions for the teams and the coaches A timer A scoreboard (flipchart or whiteboard) and markers Prizes (optional) ∼ 119 ∼ . Objectives By the end of this activity. and collaborate to effectively produce team effort.

they receive nothing but have the opportunity to play or pass the question to the other team. etc. good listener. Notes: 50 Activities for Coaching/Mentoring In advance. An example of such a question would be: Q: What are six characteristics of an effective team member? A: Honest. you will need to prepare questions that have multi-part answers.Activity 24 Method Pre-course work. unafraid of conflict. If the opposing team can complete the answers. self-confident. If only part of the question is answered correctly. the team will be awarded 50 points. flexible. Step 1: Introduce the activity. You will need to prepare either four. or eight questions with multi-part answers. they will receive 25 points and the other team will have a chance to complete the answer. open. Even numbers of questions ensure that both teams have equal opportunity to play and to score even though the rules or play will allow each team to play or pass when they receive that option. especially if the question is difficult and you think your team knows only part of the answer—a part they may be able to contribute later when the other team is stymied. six. Each team will need to pick a coach. It will be necessary to display the answers as they are called out correctly by the team members so provision should be made for adequate display. Sometimes it is advantageous to pass. there is enough tray space below chalkboards or whiteboards to hold the answers. if not. Print out the answers to each question separately on paper or poster board. they will receive 50 points. Probably the best method of display is either a flannel board (which you can make or purchase) or stick-on Velcro™ mounted to a large board with corresponding Velcro™ on the back of each answer. the teams will be asked questions with multi-part answers. ∼ 120 ∼ . Each team member will have an opportunity to contribute a part of the answer in the order in which they stand. In some situations. Explain that the teams will compete against one another in a friendly version of the TV game show Family Feud. tolerant. Take these questions and answers from the material that has been covered in the training to this point. Taking turns. For each complete answer (all parts correctly identified). Notes: Explain that the group will divide into two teams of four to six participants per team.

the team gets nine chances. the team gets eight chances. Notes: 1. If the team answers correctly. Allow 5 to 10 minutes for review of the rules and material prior to play. Allow the team who won the coin toss to confer and choose to play or pass. after conferring with the team. If the score is tied. In tiebreaker or grand prize categories. Play continues until even rounds have been played (four. For example. 9. Display or ask the question.1. it does not score but has the opportunity to play or pass the next question. If the team has still not arrived at all of the correct answers. Example: If the answer has 6 parts. ∼ 121 ∼ . Notes: Explain to coaches that they speak for their team on matters of general interest. If the original team correctly answers all parts and scores the 50 points. flip a coin to determine who will have the first option to answer. Prizes can be awarded if that option has been chosen. the opposing team gets the option to play or pass. Step 3: Conduct the activity. it receives 25 points for the answers given correctly. If the team cannot fill in the missing parts with correct answers. Give the coaches a copy of the exercise and ask that they discuss the rules with their teams. they express the team’s wish to play or pass to the other. The opposing team gets one chance for each missing part. each team chooses a representative and the first to answer the tiebreaker question correctly wins the game for his/her team.50 Activities for Coaching/Mentoring Activity 24 Step 2: Brief the coaches and distribute Exercise 24. 6. if the answer has five parts. or eight questions). six. 5. No materials will be used for reference during play. it gets 50 points. 2. The first team attempting to answer the question gets 50 percent more opportunities to answer than there are parts to the answer. 7. 8. and the turn passes to the other team. 4. they will lead as the team decides who will be the spokesperson. 3. With the teams lined up on opposite sides.

) How could you use this technique. for those whom you coach? ∼ 122 ∼ .Activity 24 Step 4: Review the activity. Notes: Ask some or all of these questions: • • 50 Activities for Coaching/Mentoring • What did we just do? What was the purpose of this exercise? (Most of the time the participants are amazed that they just reviewed most of the material covered and had fun doing it. or a form of this technique.

the team receives 50 points. Your team will line up opposite the other. the other team gets the chance to try. As a team. For example. 4. or one of the “dueling families. the team would have six chances to get them right.” Once chosen to speak for the team. The team that plays will give answers in the order that they stand in line. the team will receive 25 points. The way in which you line up could be critical. You will be given time to meet with your team to review the rules for play and the materials over which play will be based. The purpose of the exercise is to score more points for your team than the other one scores.Exercise 24. The individual will receive no help. For even a portion of correct answers. Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry. only encouragement. The first person to answer the tiebreaker question correctly wins the game for his/her “dueling family. the team will depend on your leadership for direction but not for the answers.1 Exercise 24. 3. If the opposing team gets all the remaining portions correct. it receives nothing but the option to play or pass to the next question.1: Dueling Families Instructions for the coach: As coach. Each person will take turns giving an answer. from the other “family” members. if there are four answers. it receives 50 points. No reference materials will be allowed. Charles Cadwell. Play continues until all rounds have been completed. that person will not be able to confer with the others about the answer. MA: HRD Press. A question will be asked or displayed. The team that won the toss will have the option (after considering the question) to play and attempt to answer or to pass and give the question to the other team. ∼ 123 ∼ . each team will confer and appoint a team representative to play in a tiebreaker. 1993. In case of a tie. If the team cannot answer all parts correctly. and Joe Fehrmann. 5. 6. 2. There will be 50 percent more opportunity to respond to the question correctly than there are answers. If the opposing team cannot. If all parts are answered correctly. Amherst. Consider how that might influence scoring. 7.” you will strategize playing or passing options in an attempt to answer more questions correctly when it is your turn to play. When it is time to play: 1.

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. Objectives By the end of this activity. and review personal knowledge level and recall ability. either one large. . for use by the entire group divided into two teams. participants will be able to • • recognize certain aspects of any topic. This activity can be used as an introduction to training or as a review technique. Skill Areas • • • Orientation Training Course closure Participants Number: Type: Any Any Time 30 to 45 minutes Resources • • • Play card(s). It can be used in triads or with the larger group divided into teams working in competition.25 Description Concentrate on. or enough for groups of three (see “Method”) Flipchart stand and paper or whiteboard and marker to be used for keeping score for a large group Trainer’s Notes ∼ 125 ∼ .

Play starts with the team rep who wins the coin toss. Allow play to continue until all groups are finished. Explain that the exercise will work similar to the TV game show Concentration. Explain that actually everyone wins. or a large play card can be prepared on a flipchart page or poster board for larger groups. they score a point and get to play again. Notes: Explain that this activity will be used to either: • • • Review the material just covered. Notes: 50 Activities for Coaching/Mentoring You will need to prepare play card(s) based on the topic. When all the pairs have been matched. the person or team with the highest score wins. Notes: Ask each team to appoint a representative who will play for the team. Notes: Ask the group of three to decide which two participants will play and who will keep score. When a person or team remembers correctly and uncovers a pair. ∼ 126 ∼ . For the larger version. Everyone will have either been introduced to the new material or will have reviewed the material just covered. Step 2: Introduce the activity. buttons. Playing pieces such as checkers. Magnetic strips can be used on a metal whiteboard. Introduce the material to be covered. When that occurs.Activity 25 Method Step 1: Prepare the activity (see Trainer’s Notes). remember to devise some method by which the words can be covered until correctly identified in matching pairs. Ask the participant keeping score and observing the play to cover the words so that the other two can’t see. Number the outside so that players call them as they attempt to match pairs. Step 3: Distribute materials if the group is playing in teams of three. That person continues to play until unable to make a match. Step 4: Begin play if two large teams are playing. Cards can be small (8½ x 11) for using with groups of three. When preparing the play card. it is the opponent’s turn. you can use Velcro™ on paper or poster board. or bottle caps can be used for the smaller version. The object is to uncover matching pairs.

skills. or concepts they need the most. Step 6: Review the activity. Notes: If you are using this as an introduction. You will have the beginnings of a class needs assessment.50 Activities for Coaching/Mentoring Activity 25 Suggest that. Notes: Questions you might ask: • • • • Which of these are easiest for you? Which are more difficult? Which are least often evident in your workplace? What benefit would result if all aspects were routinely apparent? ∼ 127 ∼ . the team verbally encourage their representative with enthusiasm. begin at this point to train the participants. You can ask them to introduce themselves by identifying which of the roles. while not calling out the matches. Play until all matches are made. If this is a review technique. you will want to congratulate the participants on how well they did.” Step 5: Lead a discussion. Tally the scores to determine the “winner.

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and Joe Fehrmann. Amherst. ∼ 129 ∼ . Charles Cadwell. MA: HRD Press. 1993.Trainer’s Notes Trainer’s Notes: Sample Game Coaching Roles Negotiator Counselor Mentor Negotiator Director Teacher Counselor Sponsor Mentor Leader Listener Advocate Leader Director Trainer Sponsor Advocate Listener Trainer Teacher Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry.

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participants will be able to • • define key terms related to the role of the coach/mentor. and describe the importance of various coaching roles Skill Areas • • Role of coach/mentor Course closure Participants Number: Type: Any Any Time 30 minutes Resources • • • • Trainer’s Notes One copy of Exercise 26.1 for each participant Pen or pencil for each participant Prizes for winners (optional) ∼ 131 ∼ . Objectives By the end of this activity. It can. also be used to create fun competition among participants.26 Description Coaching Challenge This activity can be used to review key concepts presented during the training. at your option.

If the explanation is satisfactory. Play until there is a winner. Award prizes to winners (optional). they will then explain why that role is important for a coach. horizontally.” The first person/team to get five in a row vertically. ∼ 132 ∼ . Notes: Have participants fill out their game cards. Decide if you want to provide “prizes” to the winners.Activity 26 Method Step 1: Prepare the activity.” If the explanation is not satisfactory. or diagonally wins. Notes: Review the objectives. Participants will find the correct answer and mark it with an “X.1. Step 2: Introduce the activity. Step 4: Explain the rules. Step 5: Conduct the activity. another person/team can win the “X” by giving the correct explanation. Participants must be able to both identify the term and explain its importance. provided they can explain the importance of the roles they have marked. they keep the “X. If they have marked the correct term. Notes: Read definitions one at a time. Random assignment of terms is best so that cards are different. Notes: You will provide only the definitions of coaching/mentoring terms. Notes: 50 Activities for Coaching/Mentoring Decide if the game will be played by individuals or teams. Step 3: Distribute Exercise 26. The person/team is asked to read the terms that are marked.

Go for “blackout” if time permits. Continue from where you left off with the previous winner. and diagonally). vertically. Step 6: Review the activity.50 Activities for Coaching/Mentoring Activity 26 Continue playing until there are winners in all directions (horizontally. ∼ 133 ∼ . Notes: Summarize objectives and discuss any questions participants have. Do not start a new game each time.

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The active participation of all members toward the same goal. Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry. it works best if it’s two way. Charles Cadwell. Number the definitions as you use them so that you can repeat the order when checking winners’ results. The act of exchanging information. whatever they are. The performance that is expected. An activity reserved for serious performance problems. The act of giving an employee the authority and responsibility to complete a task. The practice of using other people as resources in gathering information. The process of getting a new person started. Use the definitions in any order. An object or end that one strives to attain. A skill that allows coaches to find out what their people are thinking. Amherst. it should be realistic and attainable. and Joe Fehrmann. A person who provides guidance and feedback to another person on a regular basis. not demanded. performance is likely to be similar. A formal method of providing feedback. ∼ 135 ∼ . MA: HRD Press. 1993. it’s what really matters. Confidence in another person’s honesty. The process of helping an employee learn a new skill. Feedback Mentor Orientation Goal Communication Appraisal Listening Trust Training Teamwork Networking Performance Recognition Delegating Counseling Expectations Information given to employees to let them know how they are doing on a daily basis.Trainer’s Notes Trainer’s Notes: Coaching Definitions Use the following definitions or modify the list as necessary to fit with your course materials. it has to be earned. The act of executing. The act of letting employees know that their good work is appreciated.

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Listening Performance Teamwork Feedback Appraisal Expectations Counseling Communication Delegating Recognition Networking Orientation Trust Training Goal Mentor Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry. one term per square. Charles Cadwell. and Joe Fehrmann. ∼ 137 ∼ .Exercise 26. MA: HRD Press. When you are finished.1 Exercise 26.1: Coaching Challenge Instructions: Write the terms below in the squares in the matrix. You choose the square where you want to write the term. 1993. Amherst. you will have created your own individual “Coaching Challenge” game card.

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paper. participants will be able to • • list and discuss key benefits in delegating. and markers 3 x 5 index cards ∼ 139 ∼ . Objectives By the end of this activity. It is also useful for an initial small group activity. and develop ways to overcome the disadvantages of delegating. Skill Areas • • • Icebreaker Delegation Setting expectations Participants Number: Type: 12 to 40 Supervisors or managers Time 30 minutes Resources • • Flipchart stand.27 Description Opposite Poles This activity enables participants to identify key benefits and problems associated with delegating.

Notes: At the end of 10 minutes. ∼ 140 ∼ . have each group volunteer the two or three solutions they like the most. one at a time. List these on the flipchart. Note: This activity is useful for introducing many topics. especially those that may be perceived as having disadvantages such as counseling. Notes: 50 Activities for Coaching/Mentoring Divide the class into groups of five to seven participants each. When all the benefits have been listed. Give them 10 minutes to brainstorm ways of overcoming or minimizing the problems. criticizing.Activity 27 Method Step 1: Introduce the activity. along with the “problem” they attacked. Notes: Groups are to volunteer the benefits they listed. Write each on the flipchart. Each is to be written on a 3 x 5 index card. Step 2: Conduct the activity. Step 3: Facilitate discussion. etc. Instruct the groups to develop a list of the most significant benefits of delegating and the two biggest problems associated with delegating. instruct the groups to exchange the problems they listed with those of another group.

and markers ∼ 141 ∼ .28 Description Nonverbal Behaviors This is a “fish bowl” exercise to provide participants with practice in identifying positive and negative communication behaviors. and identify listening behaviors in others.1 through 28. Skill Areas • • • Communication Listening Nonverbal communication Participants Number: Type: 16 to 30 Any Time 60 to 90 minutes Resources • • One copy each of Exercises 28. paper. Objectives By the end of this activity.4 for each participant Flipchart stand. participants will be able to • • recognize when they are engaging in effective or ineffective listening behaviors.

and the other of all the remaining participants.” Questions you might ask: • • • • Did any of these behaviors go unnoticed by the committee members? Did any of these behaviors create feelings among the committee members (either positive or negative)? Did committee members try to overcome the effects of the negative behaviors? If so. Step 3: Discuss the communication process.3 and 28. Distribute copies of Exercises 28. how? Which of these behaviors do we find ourselves performing? ∼ 142 ∼ .4 to alternating observers (also designated as As and Bs).1 and 28. Write their remarks on a flipchart marked “Positive Behaviors” and “Negative Behaviors.Activity 28 Method Step 1: Introduce the activity. Step 2: Conduct the activity. Notes: 50 Activities for Coaching/Mentoring Tell participants that the purpose of this exercise is to see communication in action.2 to alternating committee members (designate them as As and Bs) and Exercises 28. per observer. Notes: Give the committee 30 to 40 minutes to discuss the issue of whom to hire for the position of executive director.” and the second group will be observers. Notes: Ask observers to share their notes (one observation at a time. one of 6 to 12 participants. Separate the class into two groups. The first group will be the “committee. so that all are able to contribute).

including very active Red Cross and Salvation Army chapters. Has chaired another chapter Fund Allocation Committee for three years. Was most recently director of a Red Cross chapter with 21 employees. Would encourage support of more agencies while expecting established agencies to gradually develop more of their own funding sources. serving seven counties with a total population of 450. Was most recently director of Development for a state university with 20. Age 45. Degree: BS. Age 42. Degree: MS. Would heighten fundraising efforts and emphasize counseling for families. no children. Your chapter. Wilma Johnson Larry Reynolds David Espinoza (Continued) ∼ 143 ∼ . divorced with custody of one child. married. Advocates more careful scrutiny and auditing of agencies. Was most recently vice president of Sales for a manufacturer of light aircraft.000 per year. Would place emphasis on children’s issues. especially those helping unemployed and hopeless. married with four grown children.000.1 Exercise 28. Age 37. Psychology. Has chaired several successful United Way campaigns. Has been a volunteer on a number of fundraising efforts. Was most recently owner of his own computer software company (which he sold at a fair profit).1: Discussion Instructions—Committee Member A You are a member of the search committee to hire a new executive director for the local chapter of the United Way.000 students. You have narrowed your list to four candidates and must select one during today’s meeting. Mid-America has a staff of 30 full-time employees and 5 part-time employees. Has led successful special event fundraisers. married with two children. Would set a goal of increasing local support to 125 percent of present level and use the additional funds to finance new agencies. the United Way of Mid-America. is a fairly large one. Degree: MBA.Exercise 28. Your chapter supports over 30 agencies. All are from outside your area: Fred Baxter Age 59. Education. The position pays $50.

∼ 144 ∼ . Amherst.Exercise 28. do your best to practice positive communication behaviors.1 (concluded) Throughout your discussion. Charles Cadwell. and Joe Fehrmann. 1993. such as: • • • • • • • Exhibiting an “inviting.” involved posture Encouraging others to contribute Maintaining eye contact Making your comments clearly and concisely Listening without interrupting Clarifying others’ comments Helping to resolve conflicts Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry. MA: HRD Press.

Was most recently director of Development for a state university with 20. divorced with custody of one child. Education. Has chaired another chapter Fund Allocation Committee for three years. Age 42. serving seven counties with a total population of 450.2: Discussion Instructions—Committee Member B You are a member of the search committee to hire a new executive director for the local chapter of the United Way. Mid-America has a staff of 30 full-time employees and 5 part-time employees. including very active Red Cross and Salvation Army chapters. Advocates more careful scrutiny and auditing of agencies. Has led successful special event fundraisers. Wilma Johnson Larry Reynolds David Espinoza (Continued) ∼ 145 ∼ . Has been a volunteer on a number of fundraising efforts. no children. Psychology. Would place emphasis on children’s issues. especially those helping unemployed and hopeless.Exercise 28. Was most recently director of a Red Cross chapter with 21 employees. married with two children. the United Way of Mid-America. married. Was most recently vice president of Sales for a manufacturer of light aircraft. is a fairly large one. The position pays $50.000. Your chapter supports over 30 agencies.2 Exercise 28. Age 45.000 per year. Has chaired several successful United Way campaigns. Age 37. Your chapter. All are from outside your area: Fred Baxter Age 59. Was most recently owner of his own computer software company (which he sold at a fair profit). married with four grown children. Would encourage support of more agencies while expecting established agencies to gradually develop more of their own funding sources. You have narrowed your list to four candidates and must select one during today’s meeting. Would set a goal of increasing local support to 125 percent of present level and use the additional funds to finance new agencies. Degree: MBA. Would heighten fundraising efforts and emphasize counseling for families. Degree: MS.000 students. Degree: BS.

1993.Exercise 28. Using sarcasm Asking “quiz questions” Judging others’ ideas Wandering off-track Creating conflict or arguments It is important that you be realistic in your behaviors. ∼ 146 ∼ . Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry. display negative communication behaviors. MA: HRD Press. etc. Amherst.2 (concluded) Throughout your discussion. Charles Cadwell. and Joe Fehrmann. Several of your committee members will receive these same instructions. such as: • • • • • • • • Exhibiting a closed or uninterested posture Interrupting others Looking away. cleaning nails. so you don’t have to display all of these negative behaviors yourself.

∼ 147 ∼ .clarified Susan’s comment by saying.” Name Behavior Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry. . .Exercise 28. . Charles Cadwell.3: Discussion Instructions—Observer A As you observe the committee. .” or “. MA: HRD Press.asked John if he had any ideas on how to. . watch for positive communication behaviors. . . Record your observations by using specific behavioral terms such as “. . 1993. .3 Exercise 28. Amherst. and Joe Fehrmann.

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and looked at his feet. Charles Cadwell.” or “.Exercise 28. .4 Exercise 28. and Joe Fehrmann. 1993.4: Discussion Instructions—Observer B As you observe the committee. . . . Record your observations by using specific behavioral terms such as “. .interrupted Susan by saying he never heard of. . . watch for negative communication behaviors.leaned back. ∼ 149 ∼ . Amherst. folded his arms. .” Name Behavior Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry. MA: HRD Press. .

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and markers ∼ 151 ∼ . paper. participants will be able to • • • identify key coaching concepts. Its purpose is to identify and discuss key coaching concepts. and describe expectations for the training session. Skill Areas • • Icebreaker Course closure Participants Number: Type: Any Any Time 30 minutes Resources • • • Fishbowl or similar container One 3 x 5 index card per participant (two if using as icebreaker) Flipchart stand.29 Description Fishbowl This activity can either be used as a discussion starter at the beginning of a session or to close the session. Objectives By the end of this activity. or describe how the course met expectations.

” If using as an icebreaker. comment on the coaching roles and explain which ones will be covered during the course. . Have the participants explain their responses to the group. Notes: If using the activity as an icebreaker. ∼ 152 ∼ . Step 3: Collect the cards and place them in the fishbowl. Step 2: Give each participant one index card. Notes: Review the objectives. Notes: Read what is on the card and ask for the participant who wrote the card to identify himself/herself. give participants a second card. If using the activity as an icebreaker: After you draw the “name” cards. Write the comment from the card on the flipchart. Continue until all cards have been drawn from the fishbowl. Notes: 50 Activities for Coaching/Mentoring Have participants write on the 3 x 5 index card the way they would finish the following sentence: “One of the most important roles of a coach is to. Step 4: Draw the cards from the fishbowl one at a time. compare comments to course expectations that were discussed at the beginning of the session. . Have them write their names on the second card.Activity 29 Method Step 1: Introduce the activity. List the information you want them to tell the group on a second flipchart so that the introductions will be consistent. If using this as a course closure. Step 5: Review the activity. have the participants introduce themselves to the group.

paper. Objectives By the end of this activity. and develop a plan for implementing recognition methods. and markers ∼ 153 ∼ . benefit from the experience of other participants.30 Description Recognition Brainstorm This activity encourages participants to think beyond monetary rewards and brainstorm other ways of recognizing positive performance. Skill Areas • • • • • Evaluation Goal setting Nurturing Recognition and reward Setting expectations Participants Number: Type: 10 to 15 Any Time 60 to 90 minutes Resources • • • • Four prepared flipcharts Ten (10) self-stick notes approximately 2 square for each participant Pen or pencil for each participant Flipchart stand. participants will be able to • • • identify (by 4 times the number of participants) methods to recognize performance.

Activity 30 Method Step 1: Prepare the activity. Step 4: Have participants identify types of recognition. Explain that other types of recognition. Show participants the headings on the four flipcharts and tell them they will be identifying nonmonetary methods of employee recognition. Notes: Review the objectives. Step 5: Brainstorming Round 1. Notes: Start with any one of the four categories. Notes: 50 Activities for Coaching/Mentoring Prepare four flipchart pages with the following headings: • • • • Free $10 or less $11—$25 Over $25 Step 2: Introduce the activity. ∼ 154 ∼ . Notes: Instruct participants to write on their self-stick notes at least one type of recognition that could be provided for each of the four categories shown on the flipcharts. Discuss how many organizations use monetary incentive systems that reward employees in actual cash. such as pins or badges and prizes. often have just as much (sometimes more) value to employees than monetary rewards. Discuss the importance of providing recognition to employees when they meet established goals or expectations. As participants are putting their notes on the chart. they should say what it is and briefly explain it if necessary. Have each participant go to the flipchart one at a time and put his/her note on the flipchart. Step 3: Distribute 10 self-stick notes to each participant.

then that person’s name could be published in the company newsletter or announced over the public address system. When there are no more ideas. Each group should: • • Evaluate each of the items on their list and develop their own “final” list. ∼ 155 ∼ . Do not discuss the list at this time. and 4. Notes: Summarize objectives and how they were met. conclude Round 1. For example. Come up with a strategy for implementing each item. Notes: Follow the same procedure as for Round 1 and complete the process for each of the other three categories. Step 6: Brainstorming Rounds 2. Notes: Divide participants into four groups. Reinforce the importance of recognition and using the various strategies identified by the group. Participants can use their extra notes if they want to place more than one note on the chart. if there is one. if a person is to be recognized. Assign each group one of the four categories. • Step 8: Have groups present reports. Step 9: Review the activity. 3. Notes: Have each small group present the results of their discussion to the entire group. Prepare a brief report on their list and strategies to present to the entire group. They may add or subtract from the initial list. Step 7: Discuss and evaluate the four lists.50 Activities for Coaching/Mentoring Activity 30 Follow brainstorming rules and do not permit other participants to discuss the idea at this time. Continue until every participant has placed at least one note on the chart.

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Skill Area Course closure Participants Number: Type: Any Any Time 30 minutes Resources • • • One copy of Exercise 31. Objectives By the end of this activity. participants will be able to • • identify key terms related to coaching skills.31 Description Word Search This is an end-of-course activity designed to allow participants to review key points of a coaching seminar in a fun and relaxing way.1 for each participant Trainer’s Notes Pen or pencil for each participant ∼ 157 ∼ . and describe the coaching skills they learned during the seminar.

Step 3: Conduct session review. Then have the participant briefly explain what he/she learned about that topic during the seminar. Cover as many words as you wish or as time permits. Use this time to reinforce key points. Have one participant who found the word tell where he/she found it. Notes: Name one of the words on the list and ask who found it. Step 2: Distribute Exercise 31. Notes: Review the objectives. Notes: 50 Activities for Coaching/Mentoring Read the instructions and have participants complete the activity. You may want to have other participants tell what they learned as well as the person who found the word.1.Activity 31 Method Step 1: Introduce the activity. ∼ 158 ∼ . Allow 5 to 10 minutes.

down. and diagonally. K R A B O A F E L L T T A B A G O S E C O L L A B O R A T I O N O T A P O D E E X P E C T A T I O N S T L M Y T E A M W O R K H L O E M P A M L A F P E R T E C X I N E O E S U A S O P N A A A O O S N C R R T N N S F R E C O G N I T I O N F I I G E E A T C R R O O E T U E O E C U R E I O I I E R B N R N T R F A A T D S L W E A L O I A S W M O T G I B A A R N T A A N I E O A R I E V A L U A T I O N G N L R N C O O E C I P C A R G S A I I K C A N I N K E O K T E U W O N N I E T A G E L E D I I R A S E G G N R I L E S I S I D O L D E T O E G T O R O S T S P O N S O R S H I P Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry. 1993. ∼ 159 ∼ . backward.Exercise 31. up.1 Exercise 31. Charles Cadwell.1: Word Search Hidden below are the following coaching terms: feedback mentor orientation goal sponsorship communication performance expectations collaboration recognition body language assertiveness coaching training teamwork counseling networking appraisal delegate listening evaluation trust Circle each word when you find it. Some letters are used in more than one word. Words can be found by reading frontward. and Joe Fehrmann. MA: HRD Press. across. Amherst.

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∼ 161 ∼ .1 Hidden below are the following coaching terms: feedback mentor orientation goal sponsorship communication performance expectations collaboration recognition body language assertiveness coaching training teamwork counseling networking appraisal delegate listening evaluation trust Circle each word when you find it. 1993. Some letters are used in more than one word. Charles Cadwell.Trainer’s Notes Trainer’s Notes: Answer Key to Exercise 31. up. down. backward. MA: HRD Press. Words can be found by reading frontward. K R A B O A F E L L T T A B A G O S E C O L L A B O R A T I O N O T A P O D E E X P E C T A T I O N S T L M Y T E A M W O R K H L O E M P A M L A F P E R T E C X I N E O E S U A S O P N A A A O O S N C R R T N N S F R E C O G N I T I O N F I I G E E A T C R R O O E T U E O E C U R E I O I I E R B N R N T R F A A T D S L W E A L O I A S W M O T G I B A A R N T A A N I E O A R I E V A L U A T I O N G N L R N A O O E C I P C A R G S A I I K C C N I N K E O K T E U W O N N I E T A G E L E D I I R A S E G G N R I L E S I S I D O L D E T O E G T O R O S T S P O N S O R S H I P Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry. Amherst. and Joe Fehrmann. and diagonally. across.

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32 Description Finish the Sentence This is a very short. paper. and markers 3 x 5 index cards Masking tape ∼ 163 ∼ . Objective By the end of this activity. participants will be able to express their own assumptions or beliefs on coaching. It is especially appropriate as an introductory exercise. Skill Areas • • Icebreaker Role of coach/mentor Participants Number: Type: 9 to 24 Any Time 15 to 30 minutes Resources • • • Flipchart stand. very flexible activity to begin an exploration of coaching by having participants discuss their own feelings or experiences with coaching.

Step 2: Conduct the activity. Some coaches are ineffective because they. Suggested sentences: • • • • • • A good coach always. . prepare index cards by printing an incomplete sentence on each card. If used as an icebreaker. A football coach and a business coach are not alike because. but this activity is most effective as a discussion starter at the beginning of the class. Participants tape their answers where the rest of the class can see them. Step 3: Discuss the group’s responses. Explain that they are to find other participants with the same sentence. Notes: One or two spokespersons from each team reads the whole sentence to the rest of the class. They should write their answers on a sheet of flipchart paper. . Relate group responses to learning points that will be covered later in the training. Instruct the rest of the team to explain why they responded as they did. Prepare four to six index cards with each sentence. A mentor is one who. .Activity 32 Method Step 1: Prepare the activity. The role of a coach in an organization is to. . Begin the class by instructing participants to finish their sentence in three to five ways. . . Distribute one card to each participant as they enter the room. ∼ 164 ∼ . . . . . Notes: 50 Activities for Coaching/Mentoring Before class begins. they are to introduce themselves to each other and form groups (of four to six members). A football coach and a business coach are alike because. Notes: Cards may be distributed at any time. . .

participants will be able to • • identify their own X and Y assumptions. but experience as supervisor is helpful Time 30 to 60 minutes Resources • • One copy each of Exercises 33. Skill Areas • • Building trust Role of coach/mentor Participants Number: Type: Any Any. and markers ∼ 165 ∼ . and practice behaviors appropriate for an X or Y situation.33 Description Theory X/Theory Y Assumptions This is a paper-and-pencil activity with follow-up discussion. It illustrates the effect that having assumptions about human behavior will have on coaching styles. Objectives By the end of this activity.3 for each participant Flipchart stand. paper.1 through 33.

Step 2: Distribute Exercise 33. Blue behaviors tend to focus on directing and controlling.” Explain MacGregor’s approach in simple terms: that he believed leaders hold two basic sets of assumptions about people. Explain that the terms blue and green will be used because biases exist regarding behaviors corresponding to X and Y. which he labeled “X” and “Y. Step 3: Discuss X and Y assumptions. ∼ 166 ∼ . Write X behaviors with a blue marker and Y behaviors with a green marker.” Write “Most people don’t want to work” in the X column. have the class volunteer a few behaviors that might result from each set of assumptions. Have the class volunteer assumptions that they think would be included in X. Label one column “X” and the other column “Y. Allow about 4 minutes for completion.Activity 33 Method Step 1: Prepare the activity. Notes: Begin a discussion of Theory X and Theory Y by drawing a vertical line to create two columns on the flipchart. green behaviors tend to focus on coaching and communicating. On another sheet of flipchart paper. Notes: 50 Activities for Coaching/Mentoring Prepare for this exercise by becoming familiar with Douglas MacGregor’s Theory X and Theory Y.1. Write “Most people seek responsibility” in the Y column. and how these assumptions affect the way we coach. This study of management assumptions about people is a standard part of motivation theory and will be easy for you to find. Notes: Explain that this exercise will examine some of the assumptions we hold about people. Have the class volunteer other assumptions.

Notes: Explain why. Step 6: Conclude the activity. Questions you might ask: • • • Do you think your score really reflects assumptions you hold about others? Why or why not? What has caused your behavior to be more blue/green? What do you think it might mean if you’re toward the middle of the scale? Step 5: Distribute Exercise 33.50 Activities for Coaching/Mentoring Activity 33 Step 4: Distribute Exercise 33. Summarize this activity by asking the class “What coaching conclusions can we draw from our responses?” Record their answers on the flipchart.3. ∼ 167 ∼ . Divide the class into groups of five to seven participants each. Notes: Have groups select a spokesperson to report their responses to the rest of the class. Instruct half of the groups to complete the questions in the “Blue” column and the other half of the groups to complete the questions in the “Green” column. how well they work together and how well they do their work).2. Notes: Have participants score their responses and mark their score on the X—Y scale. depending on how mature subordinates are (that is. more or less blue or green behavior might be appropriate.

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MA: HRD Press. 3. E. K. Employees are not interested in the objectives of the organization. C. Employees tend to get involved in inappropriate activity at work. J. D. Employees are able to plan their own work. N. F. I. Amherst. Employees work well together. For example: 2 1 I like Chevies.1 Exercise 33. Employees would rather be told what to do. Employees need to be pushed to respond to unusual requests. Employees’ decisions need to be “checked” for quality. Employees exercise good judgment. B. Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry. Employees should be told how to do a job. R. 6. 8. Employees take the initiative in anticipating unusual needs. 7. 2. or 0 3 I like to fish. and Joe Fehrmann. 5. Employees want to achieve the objectives of the organization. P. Employees want to understand the “why” of a request. 1993. H. O.Exercise 33. Employees are creative in devising better ways of accomplishing a task. L. Q. M. 4. Employees tend to let conflict get in the way of working together. Use only whole numbers. Employees focus their attention on getting an appropriate amount of work accomplished. 9.1 Coach’s Assumptions Divide three points between each pair of statements. I like Fords. I think that… 1. Employees want to come to work. G. A. My hobby is skydiving. Employees would rather stay home. Charles Cadwell. Employees need to be shown each step of a task. ∼ 169 ∼ . Generally.

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X 27 25 23 21 19 17 15 13 11 9 7 5 3 1 Y 1 3 5 7 9 11 13 15 17 19 21 23 25 27 Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry. Amherst. Charles Cadwell.2 Exercise 33. 1993.2: Scoring Add the points you gave to these items: B D E G J L M O R ________ ________ ________ ________ ________ ________ ________ ________ ________ ________ Add the points you gave to these items: A ________ C ________ F ________ H ________ I ________ K ________ N ________ P ________ Q ________ Total: ________ Total: Mark this total on the X score. ∼ 171 ∼ . Mark this total on the Y scale.Exercise 33. MA: HRD Press. and Joe Fehrmann.

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and Joe Fehrmann.3 Exercise 33. What are some examples of effective “blue” behavior? Example: • Green 1. 1993. Amherst.Exercise 33. Charles Cadwell. How might “green” and “blue” behaviors be combined? Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry. MA: HRD Press. How might “green” and “blue” behaviors be combined? 3. What are some examples of ineffective “blue” behaviors? Example: • 2. What are some examples of effective “green” behavior? Example: • Giving work instructions and following up to be sure they are followed Asking employees for their ideas on solving a problem 2. What are some examples of ineffective “green” behaviors? Example: • Shouting at employees Not responding to a rule infraction 3. ∼ 173 ∼ .3: Company Behaviors Blue 1.

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and use both written and verbal communication to describe performance. paper. participants will be able to • • express their opinion of performance in concrete. Objectives By the end of this activity. tangible terms. behavioral terms. and markers Writing paper for participants ∼ 175 ∼ . Skill Areas • • • • • Analyzing performance problems Counseling Evaluation Role of coach/mentor Setting expectations Participants Number: Type: 9 to 27 Any Time 30 to 45 minutes Resources • • Flipchart stand.34 Description Letter to a Friend This activity uses both written and verbal communication to enhance participants’ abilities to discuss performance and expectations in concrete.

If they are not supervisors. and read them. they should think of their best performer and their worst performer. Notes: Tell participants that they are going to write a letter to a friend who is a supervisor and to whom each of these two people has applied for a job. Notes: 50 Activities for Coaching/Mentoring Explain that one of the most difficult aspects of coaching is identifying or defining behavior. frequent use of words such as “attitude”)? Was it difficult to explain the employee’s performance in behavioral terms? Why or why not? Why is this skill important in the coaching process? ∼ 176 ∼ . Notes: Readers are to circle all statements that do not appear clear. Instruct participants to think of two people. Step 2: Conduct the activity. and in analyzing performance problems. Step 3: Lead the discussion. This skill is needed in setting performance expectations. that may be interpreted in more than one way. Partners are to discuss the letters until every reader understands fully what the writer meant to say. The letter is to give as accurate a description as possible. After the letters are written. in evaluating performance. or that do not describe behavior. have the participants pair up. Questions you might ask: • • • • • What was circled in your own letter? How could you have expressed things more clearly? Are any patterns present in our letters (e.g.. exchange their letters.Activity 34 Method Step 1: Explain the activity. they should think of current or former coworkers who would be best and worst as performers. If participants are supervisors.

and markers Copies of Exercise 35. Skill Areas • • Building trust Collaboration Participants Number: Type: Any Any. and understand the effect of differing values on a mentoring relationship. Objectives By the end of this activity.35 Description The Lovers This activity illustrates the part values and ethical decisions can play in the coaching or mentoring process. paper. copies of Exercise 35.1 for one-half of the participants.2 for the other half of the participants ∼ 177 ∼ . participants will be able to • • appreciate the significance of different value systems. but a mixture of men and women provides the richest discussion Time 30 to 40 minutes Resources • • Flipchart stand.

Notes: Half of the participants receive Exercise 35. after having two participants read the stories aloud. Instruct participants to silently read the hypothetical story. ∼ 178 ∼ . Step 3: Discuss responses. Ask participants to volunteer their responses to the exercise on ranking the behavior of the characters.” and complete the exercise after the story. ask for one more by saying. “The Lovers. especially when faced with difficult choices. Notes: 50 Activities for Coaching/Mentoring Explain that the activity will give us a quick look at how some of our own values may be different from others’. Step 2: Distribute the exercises to the class. “Does anyone have something different from this one?” Your goal is to get as wide a range of responses as possible. Notes: After participants have finished their individual work. Do this with both stories. After each.Activity 35 Method Step 1: Prepare the class for the activity.2.1 and half receive Exercise 35. draw the following charts on the flipchart: Jennifer David Preston John Thomas Jennifer David Mary John Donna Allow room for at least seven responses on each chart.

ask for reasons why. If rankings for Jennifer and Preston are different from those for David and Mary. Lead a discussion on how this story reveals issues of values in the coaching or mentoring process. with groups reporting their responses to the rest of the participants. Step 4: Conclude group discussion. Notes: This step may also be done in small groups.50 Activities for Coaching/Mentoring Activity 35 Prompt debate of the rankings by asking those who rate one character differently from others to explain their decisions. Questions you might ask: • • • • How do values affect the mentoring relationship? What positive results may be obtained by pairing mentors and protégés who have different backgrounds? What dangers are there in pairing mentors and protégés who have different backgrounds? What are some ways a mentor can deal with values that don’t fit the organization’s culture? ∼ 179 ∼ . If they are similar. focus discussion on why these characters were judged differently. Get participants to ask each other for reasons. Now focus attention on the two stories.

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When Jennifer told David what she had done. Jennifer and David were separated by dozens of feet of snow. Preston. the heavy clouds unleashed a blinding snowstorm that quickly halted the train.Exercise 35. Along the way. he left her. One or two hard snows. Jennifer knew that the wagons on the western slope must soon descend or risk being trapped hundreds of feet above help. and other delays slowed their progress until they were in danger of not being able to cross Breakneck Pass. one less person was exactly what their ruined crossing needed. for help. She stood at the edge of the encampment and sobbed. not only shocked by David’s behavior but also attracted to Jennifer. Suddenly. Through mile after mile of hard travel. swollen rivers. true to his word. the lead wagons finally reached the pass. (Continued) ∼ 181 ∼ . and could force Preston to help. they fell in love and decided to marry and settle down together when they reached their destination. a young woman named Jennifer and a young man named David joined a wagon train heading for California. They had dinner together. Jennifer explained her situation and pleaded for his help to take her across to join David.1: The Lovers During the days of the settlement of the Old West. he said. when they could see the campfires of the lead wagons below them. sought David out. Preston agreed. and the pass would be closed to wagon trains until spring. Unexpected rains. Jennifer went to John. Thomas. she reasoned. Jennifer could think of no other solution. Preston said he knew of a second pass that could be traveled by a single file of pack animals. but on the condition that they spend the evening together having dinner before they left. and agreed to Preston’s terms.1 Exercise 35. Only a few of the lead wagons reached the crest. One of the travelers. Distraught. named Thomas. In mid-September. After days of back-breaking work. John told her that Preston was hired to scout westward. Our story ends with Jennifer laughing as she watches the enraged Thomas horsewhip David. and on the next morning. the wagon train finally began its ascent of Breakneck Pass. the wagon master. Preston brought her across. however. Jennifer told her sad tale. below the worst of the blizzard. To her dismay. he pushed her away in disgust. As the snow deepened. She went to the train’s scout. they worked together by day and shared their dreams by night. and since they were descending to the east because of the snow. telling her he wanted nothing to do with an improper woman. he didn’t care what Preston did. but not wagons. heard her crying and sought to comfort her. He was Preston’s boss. the remainder turned to work their way back down the trail. David went to the front of the train to help with the lead wagon while Jennifer took charge of the children at the rear. Each day. their wagon train fell farther and farther behind its schedule. At dusk. In fact. Jennifer was heartbroken.

Jennifer David Preston John Thomas ________ ________ ________ ________ ________ Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry. Amherst. and Joe Fehrmann.Exercise 35. with 1 being the character whose behavior is most offensive.1 (concluded) Directions: Rank the characters of this story from 1 to 5. Charles Cadwell. 1993. MA: HRD Press. and 5 the character whose behavior is least offensive. ∼ 182 ∼ .

the heavy clouds unleashed a blinding snowstorm that quickly halted the train. however. Only a few of the lead wagons reached the crest. David knew that the wagons on the western slope must soon descend or risk being trapped hundreds of feet above help. He was the scout’s boss. the wagon master. Through mile after mile of hard travel. but on the condition that they spend the evening together having dinner before they left. Jennifer and David were separated by dozens of feet of snow. David went to John. sought Jennifer out. he didn’t care what Mary did.2 Exercise 35. he reasoned. when they could see the campfires of the lead wagons below them. and the pass would be closed to wagon trains until spring. They had dinner together. and other delays slowed their progress until they were in danger of not being able to cross Breakneck Pass. the lead wagons finally reached the pass. David went to the front of the train to help with the lead wagon while Jennifer took charge of the children at the rear. one less person was exactly what their ruined crossing needed. telling him she wanted nothing to do with a spineless creature who could do something so improper. named Donna. she left. Suddenly. David explained his situation and pleaded for her help to take him across to join Jennifer. a young woman named Jennifer and a young man named David joined a wagon train heading for California. John told him that Mary and her husband were hired to scout westward. Mary agreed. swollen rivers. true to her word. He stood at the edge of the encampment and sobbed. In fact. Distraught. Our story ends with David laughing as he watches the furious Donna attack Jennifer. the wife of the wagon train’s scout (who was across the pass with the lead wagons). David was heartbroken. When David told Jennifer what he had done. and on the next morning. he said. not only shocked by Jennifer’s behavior but also attracted to David. and could influence the scout’s wife. At dusk. (Continued) ∼ 183 ∼ . In mid-September. and since they were descending to the east because of the snow. Donna. the remainder turned to work their way back down the trail. Mary brought him across. and agreed to Mary’s terms. they fell in love and decided to marry and settle down together when they reached their destination. David could think of no other solution. After days of back-breaking work. she pushed him away in disgust. He went to Mary.Exercise 35. the wagon train finally began its ascent of Breakneck Pass. their wagon train fell farther and farther behind its schedule. Each day.2: The Lovers During the days of the settlement of the Old West. As the snow deepened. Along the way. One or two hard snows. below the worst of the blizzard. but not wagons. To his dismay. David told his sad tale. heard him crying and sought to comfort him. Unexpected rains. they worked together by day and shared their dreams by night. One of the other women. Mary said she knew of a second pass that could be traveled by a single file of pack animals.

and 5 the character whose behavior is least offensive. 1993. Amherst.2 (concluded) Directions: Rank the characters of this story from 1 to 5. MA: HRD Press. and Joe Fehrmann. with 1 being the character whose behavior is most offensive. ∼ 184 ∼ .Exercise 35. Charles Cadwell. Jennifer David Mary John Donna ________ ________ ________ ________ ________ Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry.

1 for each participant ∼ 185 ∼ . Skill Areas • • • Building trust Nonverbal communication Role of coach/mentor Participants Number: Type: Any Any Time 15 to 30 minutes Resources One copy of Exercise 36. the participants take turns reading the phrases with a change in emphasis and tone of voice in an attempt to understand the power of nonverbal communication. participants will be able to • • • recognize the change in meaning when the tone and inflection of voice is different. practice speaking so that tone and inflection complement and support the words. Objectives By the end of this activity. In groups of two or three.36 Description Say what you mean! This activity gives the participants an opportunity to hear simple coaching phrases spoken with a change in inflection. and describe the different feelings attached to the same words spoken in different ways.

Notes: Listen as they practice.1 to practice changing inflection. Step 5: Review the activity. Notes: Explain that well-intentioned phrases can be misinterpreted when inflection is improper. Step 4: Observe the activity. Notes: Questions you might ask: • • • How did meaning. Step 3: Continue the activity. Notes: Walk among the groups to hear the changes in inflection. and tone change? How would tone and inflection affect the employee’s response to the coach? What have we learned with this activity? ∼ 186 ∼ . You might want to demonstrate the example. The participants will use Exercise 36.Activity 36 Method 50 Activities for Coaching/Mentoring Step 1: Introduce the activity and distribute Exercise 36. Step 2: Observe the activity.1. Practice in advance to feel comfortable. Notes: Direct participants to use the phrases again. Help those who are having difficulty. this time using a tone of voice that depicts a mood. Instruct them to follow the instructions given in the exercise. inflection. Draw their attention to instructions 3 and 4.

MA: HRD Press. Note and discuss how the meaning is changed each time inflection is changed.1 Exercise 36.” “Have you read the procedures for this process?” “Is this the result you intended?” “What do you think?” 4.” 2.” “Please.Exercise 36. In groups of two or three. try that again.” a) b) c) d) “Please. Charles Cadwell. and Joe Fehrmann.1: Simple Coaching Phrases Instructions: 1. Amherst. take turns speaking the following simple coaching phrases with inflection or emphasis on a different word in the phrase each time. try that again. Use these phrases or create new ones: a) b) c) d) “You did that well this time. For example: “Please. try that again. try that again. 3.” “Please.” “Please. Use a tone of voice that reflects: • • • • • Anger Interest Pleasure Apathy Distraction Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry. 1993. ∼ 187 ∼ . Try the phrases again. try that again.

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37 Description Three-Element Messages This activity provides participants with an opportunity to practice and observe congruency (consistency) and incongruency (inconsistency) in coaching messages. This should be the opportunity to point out that incongruent messages result in distrust. Skill Areas • • • • • Building trust Communication Counseling Nonverbal communication Role of coach/mentor Participants Number: Type: Any. If the group is very large. participants will be able to • • • recognize incongruency in messages. congruent messages enable the coach to counsel effectively. and ask for clarification when receiving a message that is delivered with contradicting parts. Any Time 15 to 30 minutes ∼ 189 ∼ . this exercise would work better in teams of 6 to 10. Objectives By the end of this activity. and body language. however. communicate so that there is congruency with words. tone of voice.

Notes: For each of three separate containers labeled “Messages. Variation: Ask several different people to speak the same message but each drawing different tone and body language instructions. each person will take a “message” from the container and say it using the paper drawn from the “tone” container and combine the verbal with the nonverbal instruction from the “body language” container.Activity 37 Resources • 50 Activities for Coaching/Mentoring Three containers (or if the large group is divided into smaller teams. To illustrate the principle. ∼ 190 ∼ . Notes: Observe and assist as participants attempt to combine three elements. three containers for each team) labeled as follows: − − − “Messages” “Tone” “Body Language” • Slips of paper that describe: − − − Coaching messages for Container #1 Tone of voice instructions for Container #2 Body language instructions for Container #3 • Trainer’s Notes Method Step 1: Prepare the activity. (See Trainer’s Notes on page 191 for suggestions.” write statements on separate pieces of paper and place them in the appropriate containers. Notes: Explain that coaching phrases can lose intended meaning when tone of voice and body language contradict the words spoken.) Step 2: Introduce the activity. Ask the participants to make note of change in meaning.” and “Body Language. Step 3: Conduct the activity.” “Tone of Voice.

50 Activities for Coaching/Mentoring Activity 37 Step 4: Lead the discussion. the receiver is always more likely to believe the tone of voice and the body language. Notes: Questions you might ask: • • What changes in behavior could be facilitated or hindered by incongruent messages? How have you experienced incongruent messages in the workplace? Step 5: Review the activity. ∼ 191 ∼ . Notes: Make the point clear that when message parts contradict (or when the message is incongruent). Notes: Questions you might ask: • • • Why did we do this activity? What have we learned? Which is more powerful—what we say or how we say it? Step 6: Summarize and conclude the activity.

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lean back. lean toward the person. look down Turn and walk away as you speak Sit. and put your hands behind your head Look around as you say the message Empathetic Distracted Angry Puzzled Hold the person’s arm and look them straight in the eye as you repeat the message Cross your arms on your chest as you deliver the message “Feel free to come to me whenever you have a question or problem. Charles Cadwell. and look into his/her eyes Sit. and Joe Fehrmann. Amherst.” “Does this work meet the standard you have set for yourself?” “What can I do to help you?” Tone of Voice Abrupt Indifferent Body Language No eye contact.” “We are glad to have you on our team. 1993.” “Tell me what you think about this situation.Trainer’s Notes Trainer’s Notes: Message Component Suggestions Messages “How’s it going today?” “You seem to be doing a great job.” Genuinely pleased Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry. ∼ 193 ∼ . MA: HRD Press.

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∼ 195 ∼ . Objective By the end of this activity. Skill Areas • • Counseling Nonverbal communication Participants Number: Type: 9 to 94 Any Time 10 to 15 minutes Resources • • Exercise 38.1 and Exercise 38. and markers *Proxemics. participants will be able to use space effectively in one-on-one communication settings. from the Greek word meaning “to approach.2 for alternating participants Flipchart stand.38 Description Proxemics* This activity uses physical space to illustrate how nonverbal behaviors can affect communication.” is the study of how people use space. paper.

Notes: Begin the activity by saying “Begin your conversations.Activity 38 Method Step 1: Prepare the activity. Step 3: Review the activity. Questions you might ask: • • • • What did you notice about your conversation partner? Was anyone uncomfortable? How did your discomfort affect your conversation? What can you do when someone uses space differently than you do? Variation: Group B participants can display nonattentive or disinterested behaviors such as little or no eye contact. have participants return to their regular places. etc. Tell participants they are not to share exercises with members of the other group. A and B. Notes: Lead a discussion of how the use of space can affect the quality of communication.1 to group A and Exercise 38. Form pairs with one member from each group (group A member chooses a group B partner). Step 2: Begin the activity. At the end of that time.” Allow approximately five minutes for pairs to converse. leaning away. ∼ 196 ∼ . 50 Activities for Coaching/Mentoring Distribute Exercise 38. Notes: Divide participants into two groups.2 to group B.

Amherst. MA: HRD Press. “Begin your conversations. or choose one of your own. • • • • A local political issue Your (or your partner’s) favorite hobby A work-related topic The best performance evaluation format Your partner and you will converse for about five minutes. ∼ 197 ∼ .1: Group A Participants You are to initiate a conversation with your partner (a member of group B). Begin when the trainer says. 1993. and Joe Fehrmann. Select one of the following topics.1 Exercise 38. Charles Cadwell.Exercise 38.” Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry.

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2: Group B Participants You are to participate in a conversation with your partner (a member of group A). 1993. If your partner pulls away or moves.” Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry. gradually do two or more of the following: • • • Touch your partner with your hand Move to within 12 to 16 inches of his or her face Shift in your chair until your knee touches your partner’s knee Be sure to make your actions natural and gradual. MA: HRD Press. Charles Cadwell.Exercise 38. ∼ 199 ∼ . Take an active part in the conversation. and Joe Fehrmann. but as you converse. simply continue your gradual “encroachment. Your partner will select the conversation topic and will initiate the discussion.2 Exercise 38. Amherst.

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39
Description

What are you gonna do?

This activity presents a coaching method to use with an employee to resolve a performance problem and get commitment for improvement. Participants will be given the opportunity to practice the coaching method and get feedback on their success.

Objectives
By the end of this activity, participants will be able to
• • •

describe the four-step coaching method; apply the four-step coaching method during a role play; and develop a plan for using the coaching method on the job.

Skill Areas
• • • • • •

Analyzing performance problems Collaboration Counseling Listening Questioning Setting expectations

Participants
Number: Type: Any Any

Time
60 to 90 minutes

Resources

One copy of Handout 39.1 for each participant, one copy each of Exercises 39.1, 39.2, and 39.4 for each group, and three copies of Exercise 39.3 for each group Pen or pencil for each participant

∼ 201 ∼

Activity 39 Method
Step 1: Introduce the topic and the activity. Notes: Review the objectives. Use the following (or a similar) introduction:

50 Activities for Coaching/Mentoring

When the performance of their people does not meet expectations or developmental goals are missed because of performance deficiencies, effective coaches know it is their responsibility to help their people handle their problems. Examples of performance problems that might occur are
• • • •

a a a a

person’s performance, which has been good, begins to slip; person is having trouble meeting commitments; person obviously needs help in resolving a problem; or person comes to you and asks for assistance.

Step 2: Distribute Handout 39.1. Notes: Review the coaching model with participants. Discuss each of the four steps in detail. To focus the discussion, have one of the participants describe a performance problem he or she is currently having with an employee. Use that problem as an example and work through it using the coaching model. Step 3: Set up the role play and distribute Exercises 39.1, 39.2, and 39.3. Notes: Divide participants into groups of three. Assign one person in each group to one of the following roles:
• • •

Coach Employee Observer

Review instructions on each of the exercises. Conduct Role Play Situation 1. As participants do the role play, circulate among the groups to ensure they are staying on track. Also use this time to answer questions and provide assistance. After 10 minutes, stop the role play and have the observers provide feedback to the coaches.

∼ 202 ∼

50 Activities for Coaching/Mentoring

Activity 39

Step 4: Discuss the first role play. Notes: Questions you might ask:
• • • • • • • •

How successful was the coach in getting agreement that there was a problem? How did he or she go about getting this agreement? Was the employee involved in deciding on a solution? Did the employee and the coach generate several alternatives? Were clear expectations established between the coach and the employee? Does the coach have a follow-up plan? What type of recognition will be given if the problem is solved? What should the coach do if the problem is not solved?

Step 5: Conduct the second role play. Notes: Have participants switch roles and do Role Play Situation 2. After they are finished, discuss the role play using the questions in Step 4. Step 6: Conduct the third role play. Notes: Have participants switch roles again and do Role Play Situation 3. At this point, every participant should have been assigned all three roles. After they are finished, discuss the role play using the questions in Step 4. Step 7: Distribute Exercise 39.4 and discuss. Notes: Have participants complete the worksheet for a current performance problem they want to resolve. Step 8: Review the activity. Notes: Reassemble the entire group and conduct a wrap-up discussion. Questions you might ask:
• • • •

How effective do you think this process will be on the job? Why? What would you do differently? What did you learn during the role play that will help you? What obstacles, if any, do you face in using this process?

∼ 203 ∼

Handout 39.1

Handout 39.1: Coaching Model
When the performance of their people does not meet expectations or developmental goals are missed because of performance deficiencies, effective coaches use a fourstep process to solve performance problems. 1. Get Agreement that a Problem Exists
• • •

Ask questions to see if the person is aware of the problem Ensure that the person understands the consequences of the problem Get agreement from the person that a problem exists

2. Decide on a Solution
• • • • • •

Ask questions to involve the person with the problem Generate as many alternatives to the problem as possible Help the person think through the problem Let the person think through the problem Agree on the solution(s) that will be implemented Agree on a timetable for implementing the solution(s)

3. Follow Up
• • •

Check to see whether the solution is implemented Determine whether the solution is implemented on schedule Determine whether the solution is working

4. Give Recognition When the Problem Is Solved
• • •

Give specific feedback Be sincere when you give feedback Remember that recognition strengthens performance

Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry, Charles Cadwell, and Joe Fehrmann. Amherst, MA: HRD Press, 1993.

∼ 205 ∼

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Everything was fine the first two weeks. The reason you were late was because your employee Richard (Ruth) was late getting the information to you. You’ve scheduled a meeting with Richard (Ruth) to discuss the problem. This is the second time in the past two weeks this has happened. The result is that your department’s travel and expense costs are over budget for the first quarter. You’re now three months into the year. Friday. Charles Cadwell. Amherst.1: Role Play—Coach Situation 1 Three weeks ago Joan (John) transferred to your work group. and Joe Fehrmann. you’ll have the same problem again next week. You’ve scheduled a meeting with Barbara (Bob) to discuss his/her budget so that you can get things under control by the end of the second quarter. You know that if priorities aren’t set today. Situation 3 This year was going to be different. and Barbara (Bob) is 25 percent over budget. Situation 2 Your boss called you “on the carpet” today for not getting the productivity report in on time. 1993. Wednesday. but this week. All your employees submitted travel and expense budgets for the year and agreed to live within them. MA: HRD Press. You have to submit a budget exception report to your boss in two days.Exercise 39. and again today.1 Exercise 39. Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry. His/her previous supervisor warned you to expect that he/she would be late frequently. You want to take action now before the problem gets out of hand so you’ve asked Joan (John) to meet with you. he/she was a half-hour late Monday. The first week you were able to cover for Richard (Ruth) because your boss was out of town the day the report was due. ∼ 207 ∼ .

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but you assume it’s the fact that you were late three days this week. 1993. You’ve had several projects that required your follow up. and you agreed to make sure the kids get to school Monday. Now he/she has asked to meet with you about the report. you’ll be traveling just as much next quarter. Your spouse just took a new job. Wednesday. Charles Cadwell. and Friday. Situation 3 What a first quarter! You’ve been busier than ever.2: Role Play—Employee Situation 1 Your boss asked to meet with you to discuss a “problem. Situation 2 The “weekly productivity report”—what an ironic name! It’s been late the last two weeks because the people in Group 18. Besides. You’ve asked them to get the information to you. but they were even later this week than last week. well. You don’t see much changing over the second quarter.Exercise 39. You heard your boss really caught it from his/her boss today for being late with the report. but if not. but it just wasn’t possible. You didn’t think about telling your boss because you were only 20 minutes late and you see other people routinely coming in 15 minutes late.2 Exercise 39. If you cut down on your travel. ∼ 209 ∼ . you’re open. you stayed 45 minutes after everyone else on Monday and Wednesday. Amherst. and the travel schedule has been hectic. Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry. but you don’t have any authority over Group 18. You would have liked to have stayed within your new budget. If he/she has any good ideas. and Joe Fehrmann. MA: HRD Press. there’s a chance the projects won’t be successful. who are supposed to provide you with their information. Your boss has asked to meet with you to discuss your budget. Your spouse will be responsible on Tuesday and Thursday.” You’re not sure what the topic is. have been late. You sure wish there was something you could do.

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1. how? No If not. Did the coach get agreement that a problem exists? Yes If so. your responsibility is to observe the coach and determine how well he/she handles the situation. Did the coach and the employee decide on a solution? Yes If so.Exercise 39.3 Exercise 39.3: Role Play—Observer During the role play. how? No How involved was the employee? How involved was the coach? Did they agree on a specific timetable to solve the problem? (Continued) ∼ 211 ∼ . why not? 2. Use the checklist below to make notes so that you can provide feedback to the group after the role play.

What type of recognition would be appropriate for this situation? Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry. Charles Cadwell. Was a follow-up plan discussed? Yes No Do you think the coach will follow up? Why or why not? 4. Amherst.Exercise 39. and Joe Fehrmann. ∼ 212 ∼ . MA: HRD Press. 1993.3 (concluded) 3.

4 Exercise 39. Refer to it during the discussion to help keep yourself on track.Exercise 39. Step 1: Get agreement that a problem exists What questions will you ask? What did you agree to as the problem? Step 2: Decide on a solution What are the alternatives? What solution(s) did you agree to implement? By when? Step 3: Follow up When will you follow up? How will you know the solution is working? (Continued) ∼ 213 ∼ .4: Coaching Worksheet Use this worksheet to think about a current performance problem you have with one of your people and to develop a plan for resolving the problem. Employee: Date of planned discussion: Describe the problem that you think exists.

and Joe Fehrmann. 1993. Charles Cadwell. Amherst. ∼ 214 ∼ . MA: HRD Press.Exercise 39.4 (concluded) Step 4: Give recognition when the problem is solved What type of recognition will you give? What will you do to help keep the problem from happening again? Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry.

Please This activity reminds participants of the need to express themselves in ways that their listeners can understand.40 Description Translation. Objective By the end of this activity. Skill Areas • • • Icebreaker Counseling Delegating Participants Number: Type: Any Any Time 10 to 15 minutes Resources • • One copy of Exercise 40. participants will be able to understand the importance of using clear language and words appropriate for the listener.1 for each participant Trainer’s Notes ∼ 215 ∼ .

read correct “translations” from the Trainer’s Notes.1 to each participant. counseling. Recognize participant(s) with the most correct responses. When time is up. Questions you might ask: • • What dangers are there in using our own professional “languages”? Who has had the experience of now understanding another’s language? How did it feel? ∼ 216 ∼ . Step 2: Discuss the activity. or any other effort involving communication.Activity 40 Method 50 Activities for Coaching/Mentoring Step 1: Distribute Exercise 40. Notes: Emphasis should be on the importance of clear communication in delegating. the “language” to be spoken is one that the other person will understand. Notes: Allow 3 to 4 minutes for completion of the exercise.

Exercise 40.1

Exercise 40.1: “Translation, Please”
“Translate” as many of the following expressions as you can in the time allowed. All are common sayings. 1. Precipitation entails negation of economy.

2. It is deviation from the routine that gives zest to the cycle of existence.

3. Persons abiding in domiciles of silica combined with metallic oxides are advised not to hurl small geological missiles.

4. Each mass of water vapor suspended in the atmosphere has an exterior decoration of polished metallic hue.

5. Avian creates of kindred mind associate gregariously.

Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry, Charles Cadwell, and Joe Fehrmann. Amherst, MA: HRD Press, 1993.

∼ 217 ∼

Trainer’s Notes

Trainer’s Notes: Answers to “Translation, Please”
1. Haste makes waste. 2. Variety is the spice of life. 3. People who live in glass houses shouldn’t throw stones. 4. Every cloud has a silver lining. 5. Birds of a feather flock together.

Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry, Charles Cadwell, and Joe Fehrmann. Amherst, MA: HRD Press, 1993.

∼ 219 ∼

41
Description

“Yeah, but. . .”

This role-play activity demonstrates three frequent errors in listening and provides practice for developing empathic listening skills.

Objectives
By the end of this activity, participants will be able to
• •

demonstrate their empathic listening to a conversation partner; and avoid common, ineffective listening behaviors.

Skill Areas
• • • •

Counseling Listening Nonverbal communication Questioning

Participants
Number: Type: 12 to 14 Any

Time
20 to 40 minutes

Resources
• •

Flipchart stand, paper, and markers 3 x 5 index cards (one per participant)

∼ 221 ∼

Step 3: Discuss common listening errors.”) Quiz questions (leading and loaded questions.) • • • “Yeah. because we learn early in our lives to try to “win” discussions. ask participants to reveal their responses by raising their hands as you read each item. baseball Add other issues as you wish. 5.Activity 41 Method Step 1: Introduce the activity. first ask the volunteers and then other participants for examples of these behaviors shown in class. . Because of this.) All of these responses tend to set up a “win-lose” climate. Once this is done. vanilla ice cream Fords vs. interrupting. our listening responses tend to fall into three categories. or “logic trap” questions) Aggression (sarcasm. explain that our discussions with others frequently include poor listening habits.” (often disguised as. . nonverbal dismissing of the other. Chocolate ice cream vs. The two should have a discussion of the issue. ∼ 222 ∼ . Chevies Japanese vs. participants are to indicate which item in each pair they prefer. etc. however. on the other hand. “I understand your position. the Republican party Football vs. Next to each item. Notes: Ask for two participants whose answers disagree to volunteer to discuss one of the issues. . 2. Step 2: Ask for volunteers for demonstration. talking loudly. Allow several minutes for their discussion. Notes: After thanking volunteers. Notes: 50 Activities for Coaching/Mentoring Instruct participants to each write on a 3 x 5 index card the issues you recite: 1. Repeat with another pair of volunteers. 4. but. trusting climate in which a freer discussion may take place. (As you list each item. establishes a supportive. until one or more of the listening errors (some examples are listed in Step 3) have appeared. Empathic listening. 3. American cars The Democratic party vs. . Instruct one to begin with a statement of feeling or opinion and the other to respond naturally.

The list should include: • • • • • • Nodding Paraphrasing Maintaining eye contact Offering “mirror” responses Making encouraging comments Leaning forward Step 5: Practice active listening.” or otherwise “win”? What listening responses were most comfortable? Uncomfortable? What happened to your conversation when you showed you were listening? How can these behaviors contribute to understanding each other? ∼ 223 ∼ . Notes: Ask the participants for examples of empathic (or “active”) listening behaviors. Questions you might ask: • • • • Who had difficulty resisting the urge to “Yea. Notes: Ask partners to share their reactions to the exercise. List responses on the flipchart. but it is not vital). . Have each pair practice empathic listening.50 Activities for Coaching/Mentoring Activity 41 Step 4: Discuss empathic listening behaviors. but. Have participants pair up (it is helpful for partners to disagree on their discussion issues. . Notes: Ask for two more volunteers to discuss an issue. Have the volunteers and the class list the empathic listening behaviors each volunteer practices. Step 6: Review the activity.

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1 through 42. participants will be able to • • identify ineffective delegating behaviors. Objectives By the end of this activity.3 for each participant Flipchart stand. Skill Areas • • • • Building trust Delegating Nonverbal communication Setting expectations Participants Number: Type: 12 to 14 Any Time 60 to 90 minutes Resources • • One copy each of Exercises 42. paper. and markers ∼ 225 ∼ . and identify and practice effective delegating behaviors.42 Description Making Assignments This role-play activity allows participants to identify common errors in delegating.

Repeat until all have been the supervisor at least once. playing one of the roles. A second member plays the role of subordinate. be the opposite of items on the effective list. Notes: These will. quality requirements. Notes: Distribute one copy of each exercise to each participant. They are to make the assignment. Step 2: Lead a discussion of effective delegating behaviors. for the most part. Allow 5 minutes for participants to complete item #1 of Exercise 42.1. Each should record their reactions. Members are to each select one role from the list in item #2 of Exercise 42.1. Allow time as follows: • • • Role play: 5 minutes Subordinate reactions: 3 to 5 minutes Observer reactions: 3 to 5 minutes ∼ 226 ∼ . and standards Effective nonverbal behaviors. The list should include: • • • • • • • Explanation of the assignment Checking for the subordinate’s understanding Encouragement or emphasis on the value of the assignment Opportunity for the subordinate to ask questions Opportunity for the subordinate to suggest approaches Explanation of follow-up method. and the third member observes. Notes: 50 Activities for Coaching/Mentoring Explain that the class is about to demonstrate effective and ineffective delegating behaviors. such as: − − − − Eye contact Open posture Supportive tone Understandable pace Step 3: Lead a discussion of ineffective delegating behaviors. Notes: Discuss and list them on the flipchart. Have participants form into groups of three. Step 4: Conduct the role play.Activity 42 Method Step 1: Prepare the activity.

Notes: Ask participants for their observations and reactions. Record points on the flipchart. ∼ 227 ∼ .50 Activities for Coaching/Mentoring Activity 42 Step 5: Review the activity. Summarize by referring to the list of effective behaviors developed earlier.

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follow-up. Standards for completion: 1) Quality 2) Time 3) Cost 4) Other Other information. as appropriate (priority. Description of the assignment: B. Think of a task you assign to one or more of your subordinates that requires an explanation because it is not routine.): (Continued) ∼ 229 ∼ . other resources.1: Assignments 1. etc. Complete the following outline: A.Exercise 42.1 Exercise 42.

and you don’t want to discuss any more than necessary. Roles: A. in fact. This subordinate is capable. 1993. Be sure it is understood and the subordinate feels confident. This assignment is critical. this subordinate is not very capable and will probably mess it up. Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry. and you want to be sure he/she succeeds in this assignment. C. Amherst. and Joe Fehrmann. B. D. Unfortunately. You have a lot of faith in this subordinate. Charles Cadwell. You are in a hurry. ∼ 230 ∼ . already late and impatient to get to a meeting.1 (concluded) 2. MA: HRD Press. you don’t even need to discuss the assignment.Exercise 42.

2: Subordinate Reactions 1. How do you feel about this assignment? Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry. Amherst. How was this tone communicated? • • Verbally: Nonverbally: 3. and Joe Fehrmann.2 Exercise 42. MA: HRD Press. Charles Cadwell. What tone did your supervisor use? 2. Did you understand the assignment? 4.Exercise 42. ∼ 231 ∼ . 1993.

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MA: HRD Press.3: Observer Notes 1. Charles Cadwell.Exercise 42. ∼ 233 ∼ . What ineffective delegating behaviors were shown? Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry. 1993.3 Exercise 42. What message did the supervisor send? • • Verbally: Nonverbally: 4. Did the supervisor check for understanding? How? 3. and Joe Fehrmann. What effective delegating behaviors were shown? 5. What tone did the supervisor use? 2. Amherst.

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43 Description Coaching Miscues This activity allows participants to evaluate their coaching skills and learn ways to overcome common coaching errors. and develop a plan for preventing coaching errors. identify miscues in specific coaching situations. participants will be able to • • • describe the difference between ineffective and effective listening behaviors. Objectives By the end of this activity.1 and one copy each of Exercises 43.2 for each participant Pen or pencil for each participant ∼ 235 ∼ . Skill Areas • • • • • Analyzing performance problems Counseling Listening Nurturing Setting expectations Participants Number: Type: Any Any Time 1 to 2 hours Resources • • One copy of Handout 43.1 and 43.

As coaches. Often these errors seem minor and are unintentional. Use the following (or a similar) introduction: 50 Activities for Coaching/Mentoring People make mistakes. Notes: Have participants write their answers on the exercise. You might want to spend some time discussing the concept of “active listening. Notes: Review the characteristics described on the handout and compare and contrast the paired descriptions. they can cause problems in our relationship with our employees. Ask if these coaches were effective or ineffective. Then discuss each situation after they finish. Notes: Review the objectives.” Step 3: Distribute Exercise 43. our job is to help them make fewer mistakes so that their performance improves.1 and conduct the activity. Situation 2: • • ∼ 236 ∼ .1. The coach is trying to guess the problems and is implying that the employee is careless. Step 2: Distribute Handout 43. Ask participants for specific examples of coaches who have listening skills like those described. A better approach would be for the coach to gather more information and involve the employee in offering a solution. A more effective coach would try to find out more about the situation by asking the employee to analyze the conditions causing the errors. Situation 1: • • Employee seems to be blaming someone else.Activity 43 Method Step 1: Introduce the topic and the activity. This activity looks at some of those errors and how to prevent them. The manager accepts it without question and offers an “ideal” solution. Unfortunately. Emphasize the importance of listening when involved in a coaching situation. we sometimes make things worse instead of better because we make errors when we coach. Still.

2 and have participants work through the situations in small groups. Circulate among the groups and answer any questions during the activity. Also he/she seems to be impatient and making value judgments. The coach has not been practicing good follow up. 4. The coach has been allowing the behavior to go on too long without taking action. The employee is likely to be defensive. and 5. The coach would be better advised to find out why the employee feels this case is different. After each situation. Notes: Divide participants into groups of three: • • • Coach Employee Observer Review the instructions on the exercise and ensure that participants understand what to do. Use the notes given in Step 5 as a guide.50 Activities for Coaching/Mentoring Activity 43 Step 4: Distribute Exercise 43. Notes: Situation 3: • • The error is in implying lack of judgment rather than describing the behavior. A better response would be to use active listening and be sure you understand the employee’s point of view. discuss the scenario with the entire group. The coach should try to find out why the employee is late and determine if the problem can be solved. Step 5: Discuss situations 3. Asking a few questions would get the dialogue started. Situation 4: • • Situation 5: • • ∼ 237 ∼ .

Questions you might ask: • • • • • • • • • • • How effective do you think these coaches would be on the job? What did you learn from the exercises? How will this help you on the job? What benefits do you see in using these coaching techniques? What obstacles. will keep you from using what you’ve learned? Avoid judgment Maintain objectivity Be sincere Strive to help Get employee commitment Listening is critical Summary points to make about effective coaching: ∼ 238 ∼ . if any.Activity 43 Step 6: Review the activity. Notes: 50 Activities for Coaching/Mentoring Reassemble the entire group and conduct a wrap-up discussion.

1: Characteristics of Ineffective/Effective Listeners Ineffective Nonverbal Behavior Looks bored. avoids eye contact Maintains positive posture and avoids distracting behavior Effective Focus of Attention Shifts focus to self and talks about own accomplishments Keeps focus of comments on the other person Acceptance Doesn’t accept other person’s ideas or feelings. seems uninterested or judgmental. and Joe Fehrmann.Handout 43. ∼ 239 ∼ .1 Handout 43. MA: HRD Press. 1993. but does not play “20 questions” Paraphrasing Fails to check whether message was received accurately Paraphrases and restates what he/she thought the other person said Advice Narrows the choices by suggesting the best solution early in the discussion Asks for suggestions from the other person as well as providing own alternatives Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry. Charles Cadwell. Amherst. makes suggestions first Accepts ideas and feelings and probes for more information before making recommendations Empathy Fails to see or hear the other person’s point of view Tries to put himself/herself in the other person’s shoes Probing Fails to probe or follow up for additional information Probes in a helpful way.

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” Coach: “Do you proofread the articles before you send the newsletter to the printer?” Employee: “Every time.” Coach: “Are you sure you understand your new computer?” Coaching miscue: Suggested improvement: Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry. and Joe Fehrmann.1: Coaching Miscues—Part 1 Read the situations below.1 Exercise 43. Amherst.” Coaching miscue: Suggested improvement: Situation 2 Employee: “Yeah. Identify the miscues and then make your own suggestions for improvement. ∼ 241 ∼ . I know mistakes are costly. MA: HRD Press. 1993. I’m sure you two can solve this like adults so that we can get some work done around here. The coach makes one or more miscues.Exercise 43. Charles Cadwell.” Coach: “Why don’t you sit down and discuss it with her. Situation 1 Employee: “She gets on my nerves.

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” Coach: “Don’t you realize how much it disrupts my meetings to have you always coming in late?” Coaching miscue: Suggested improvement: (Continued) ∼ 243 ∼ .” Coach: “This is a holiday that comes every year at this time. or observer.Exercise 43. You need to improve your planning and use the system I showed you. Situation 3 Employee: “Things are really hectic this time of year. The observer should also ask the coach and employee for their own suggestions after they complete the exercise. Have the coach and employee read the situation below. We can’t get caught up because someone always wants something different this week than last week or last year. The observer should identify the miscues and then make suggestions for improvement.” Coach: “This is the third time you’ve been late this month!” Employee: “I didn’t know we had to punch a management time clock.” Coaching miscue: Suggested improvement: Situation 4 Employee: “Good morning.2: Coaching Miscues—Part 2 Each person in the group should take one of three roles: coach.2 Exercise 43. Have them continue the discussion to a conclusion after the script ends. employee.

Charles Cadwell. but that was different. and Joe Fehrmann. MA: HRD Press. ∼ 244 ∼ . I’m surprised you didn’t remember. Amherst.2 (concluded) Situation 5 Coach: “Didn’t we have this discussion once before?” Employee: “Yeah.” Coaching miscue: Suggested improvement: Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry. I don’t like having to stop what I’m doing to take care of something you should have handled.Exercise 43.” Coach: “Well. 1993.

44 Description Tic-Tac-Toe This activity uses a familiar childhood game to review course material. divided into teams of five to seven members if there is a large group Any Time 1 hour Resources • • • • 10 3 x 5 index cards per team Pen or pencil for each participant Flipchart stand. paper. and the knowledge of other participants. The activity can be conducted at any time during the course or as a course closure. participants will be able to evaluate • • their knowledge of key learning points. Objectives By the end of this activity. Skill Areas • • Role of coach/mentor Course closure Participants Number: Type: Any. and markers for tic-tac-toe diagram Prizes (optional) ∼ 245 ∼ .

Step 3: Set up the area. Allow no more than 30 seconds for teams to provide an answer. Allow 15 minutes for each team to write 10 questions based on their assigned material. If you have a large group. Notes: Use a coin toss to determine which team will go first. ∼ 246 ∼ . The opposing team asks the question on the card with the selected number. assign one participant per game to assist as moderators. it is recommended that you divide into several teams of five to seven members per team. Give each team 10 3 x 5 index cards. prepare as many tic-tac-toe diagrams as you will need. The first team selects a number from 1 to 10 and indicates on which space on the diagram they want to place their mark. If you will have more than one game. Assign specific course content areas to each team so that they will not have duplicate questions. Team members may confer to come up with their answer. Step 4: Conduct the activity. Seat the players facing the tic-tac-toe diagram. Have teams number the question side of each card. You should act as moderator for the game.Activity 44 Method Step 1: Introduce the activity. Notes: 50 Activities for Coaching/Mentoring Explain that you are going to conduct a game of tic-tac-toe and you’ll explain the special rules in just a few minutes. You will need an even number of teams. While teams are writing their questions. You will need one diagram for every two teams. Notes: Select one to four participants from each team as players to represent their respective teams. Each question should be written on one side of the card and the answer on the other. Step 2: Prepare materials. Notes: Divide the group into two teams designated X and O.

If no team has a tic-tac-toe after all 20 questions are used. place the team’s mark (X or O) in the designated space. Reinforce the importance of applying on-the-job skills they learned during the class. Option: Award prizes. If they answer incorrectly. Notes: Summarize the objectives and how they were met. Step 5: Review the activity. the space is left blank. the team with the most marks is the winner. ∼ 247 ∼ . Alternate between teams in this manner until one team gets a tic-tac-toe.50 Activities for Coaching/Mentoring Activity 44 If they answer correctly.

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Objectives By the end of this activity. and develop a plan for helping their employees listen. participants will be able to • • • describe their listening strengths and weaknesses. Skill Areas • • • • Icebreaker Delegating Listening Orientation Participants Number: Type: Any Any Time 30 to 45 minutes Resources • • Trainer’s Notes Pen or pencil and paper for each participant ∼ 249 ∼ . describe what can happen when making work assignments. It also provides an opportunity to explore what can happen when work assignments are delegated to employees.45 Description Information Overload This activity is designed to help participants be more aware of their listening habits.

Notes: Explain that you want to make sure the new person understands the job assignment. Discuss why scores were better or worse. Discuss the importance of asking questions when you don’t understand. Notes: Read the information at a normal rate of speed. Step 3: Administer the test.Activity 45 Method Step 1: Introduce the activity. Notes: Questions you might ask: • • • • • • How accurately does your score reflect your listening ability? Why did you score high/low? How do you think a new employee would react to such an assignment? What questions do you think a new employee would ask? Do different people listen in different ways? How? What is your motivation for listening to someone? Step 5: Repeat the exercise (optional). Try to be conversational. ∼ 250 ∼ . as if you were giving a real work assignment. Step 2: Read the assignment from the Trainer’s Notes to the participants. Step 4: Discuss the results. Notes: 50 Activities for Coaching/Mentoring Tell participants that they will experience what it is like to be a new employee being given a very specific work assignment. Notes: Compare scores the second time with those on the first try.

∼ 251 ∼ . Ask participants to think of situations where their inability to listen has caused problems. discuss the importance of listening during the course. Notes: Discuss the role of listening as it applies to being a successful coach/mentor. Ask them how they can improve these situations in the future.50 Activities for Coaching/Mentoring Activity 45 Step 6: Review the activity. If using as an icebreaker.

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If you get it done. Poulson is especially bad about expecting to get his handwritten notes typed up 30 minutes before the report is due. Unfortunately. The mail situation sounds tricky. I hope the boss filled you in on your breaks. She won’t give you much. If you spend too much time on his stuff. and again around 2:00 p. On Fridays you have to get to the mail room yourself to pick up the mail. you’ll never get your work done. The Orientation It’s good to have you with us.Trainer’s Notes Trainer’s Notes: Assignment Read the following information to participants at a normal rate of speed. but I can tell you from my own experience that answering the phone will take most of your time. (New employees generally are reluctant to ask questions. (Continued) ∼ 253 ∼ . Sometimes you can sort the mail while you’re walking back here.) The Situation This is your first day on the job. If you really have some rush stuff. we’ll try to get you out of here by 12:15 so that you can be back by 1:00 when the afternoon action gets started. and we still get his mail. They have so much they just can’t get it delivered. it’s a good idea to ask for project status reports the day before they are due so that you can start typing. Lunch time depends on whose day it is to answer the phones. and another 10 in the afternoon. You’ve got to take the mail that has been left on the desk to Charles Hall for pickup. take it to the mail room on the third floor. The boss had to go to a very important meeting. Comes in early and checks the files to see if they’re right. you’ll get the most from Goodwin. but it’s not so bad. Be as conversational as possible. They may be.m. once at 10:00 a. but you’d better get it right. It takes that long to figure out his hieroglyphics. I’m not sure she trusts anyone to do a job right. you can go anytime. By the way. even if they don’t understand. He just transferred up there a month ago. She probably already told you that filing and distributing the mail will be your most important duties. you’ll go around 9:55 to beat the rush. northeast corner. In the afternoon. 45 minutes at noon. but don’t permit any questions. We usually try to go between 11:30 and 1:00 in 15-minute intervals. He’s on the northeast corner of the lower level next to the computer lab. I’m a coworker the supervisor assigned to you to help with orientation. As far as the filing goes. You’ll need them—10 minutes in the morning. It comes in twice a day. Since you’re new. You’ll probably get a lot of mail that belongs to Preston in the marketing department. so she asked me to help get you started. Then there’s Mason. a lot of it will be personal stuff. She’s a real stickler. It’s next to Hunter’s office. If you’re smart. They’ll give it to you in bundles. go ahead and stop by Preston’s office and drop his off.m.

True Mason is likely to check the accuracy of your filing. 7. If you forget. False You are to call Jeno every morning at 8:45. If you have any questions. just ask. 1993. Listening Test Answer true or false. 9. Charles Cadwell. See you later. ∼ 254 ∼ . 4. Right now I’ve got to get over to the Legal department and pick up some stuff for Mason.Trainer’s Notes (concluded) One more thing: you are supposed to call Gina at 8:15 every morning and make sure she’s up and getting ready for work. 3. 10. 6. False Goodwin gives personal stuff to file. MA: HRD Press. morning and afternoon. 11. False Preston likes to give you handwritten copies to type. she gets very testy. You have to pick up the mail yourself on Thursday. True You should be back from lunch by 12:30. 1. True Your main jobs according to the boss are filing and answering the phone. False Charles Hall recently transferred to marketing. True Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry. 12. False Most of your time will be spent answering the phone. 2. 8. False Breaks are 10 minutes. 5. True Lunch is 45 minutes. and Joe Fehrmann. False The mail room is located on the lower level. Amherst.

identify bad listening habits of self. and describe the effects of poor listening behavior.46 Description Listen up! This activity asks the participants to examine bad listening habits by asking them to list things that people do when they are supposed to be listening. paper. participants will be able to • • • identify bad listening habits in others. Objectives By the end of this activity. and markers ∼ 255 ∼ . Skill Areas • • • Listening Nonverbal communication Role of coach/mentor Participants Number: Type: Any Any Time 10 to 30 minutes Resources Flipchart stand.

avoiding eye contact. Step 2: Discuss the behaviors.) What might cause you to act in these ways. you might ask: • • • • Which of these are most annoying or could even be considered rude? Why? What does that action signal? Which of these are you guilty of displaying on occasion? (Ask the participants to list three of the behaviors that they. Give an example. watching TV. How will knowing that information help you with your coaching effectiveness? How will knowing what causes such behavior help you with your skill development? ∼ 256 ∼ . etc. doodling. To fully cover the negative reaction to these types of behaviors. Notes: Participants will more than likely agree that the behaviors they contributed to the list annoy them. drinking. talking to someone else. eating. To better apply the concept. and ask for more ideas. grooming. have been known to display. Coaches are expected to be skilled listeners and to work to eliminate any ineffective behaviors. Notes: It is important for the participants to understand that the behaviors they have listed are unacceptable for an effective coach to exhibit. Notes: 50 Activities for Coaching/Mentoring Explain that the participants will make a list of bad listening habits—things that people do while assuring the talker that they are listening. walking away.Activity 46 Method Step 1: Introduce the activity. Step 3: Review the activity. ask some or all of the following questions: • • You have identified some of your own bad listening habits. Some of the behaviors that will be listed include reading. writing it on the flipchart page. personally.

Skill Areas • • • Assertiveness Building trust Listening Participants Number: Type: Any. emotion-laden messages and passive styles of relating. and practice effective assertive communication for optimum coaching skill. divided into groups of two or three Any Time 30 to 60 minutes Resources • • • One copy of Exercises 47.1 and 47. and markers ∼ 257 ∼ . and assertive styles of communication. Objectives By the end of this activity. participants will be able to • • recognize aggressive. passive.47 Description “Just Thought I’d Ask” This activity allows participants to practice assertive communication skills by learning to recognize and eliminate aggressive. paper.2 for each participant Trainer’s Notes Flipchart stand.

underhanded method that a person uses to gain his or her own way while appearing outwardly compliant. honest or dishonest method. The demanding tone indicates a feeling of superiority. A person using this type of communication always attempts to get his or her way. while assertive styles use nonjudgmental “I” messages. integrating. has the predictable outcome of win-win. desires. Assertive communication is active. Notes: 50 Activities for Coaching/Mentoring Explain that communication is generally divided into three categories: passive. aggressive. Passive communication is an indirect form of communication that indicates an inferior position. Other peoples’ rights are never sacrificed.Activity 47 Method Step 1: Introduce the activity. It communicates thoughts and feelings clearly and takes responsibility for personal emotions and beliefs. Step 2: Distribute Exercise 47. through either a direct or an indirect. aggressive. Step 3: Explain the activity. Notes: The obvious difference in aggressive and assertive communication is the language. Aggressive communication is plagued with accusing “you” messages. but the assertive person communicates self-respect as well as respect for others. Some aggressive behavior is passive-aggressive in nature. and assertive. and not accepting guilt or responsibility for the actions or feelings of anyone else. ∼ 258 ∼ . wants. People presenting a passive demeanor allow the other’s wants and desires to be more important and have more priority than their own. the passive-aggressive style is a deceitful. The passive person becomes a victim. aggressive people put their own needs. Assertive behavior creates a win-win situation by listening. and rights before anyone else’s. and honest. The first two result in win-lose relationships. assertive communication. negotiating. Notes: Call the participants’ attention to the definitions for passive. referring to your Trainer’s Notes if necessary. While simple aggressive behaviors bully the other person. while the third. In contrast.1. and assertive communication. both verbal and nonverbal. direct.

When everyone has finished.2. 3. Ask the participants to divide into groups of two or three. 2. Ask that they take notes in order to have a complete picture of the behavior. If you are using groups of three. Step 5: Review and summarize the activity. 2. Notes: 1. Allow 10 to 15 minutes for the role play.50 Activities for Coaching/Mentoring Activity 47 1. Fill in where the groups come up short on ideas. Notes: Questions you might ask: • • • • • • • Why did we do this activity? Which type of communication is more likely to result in cooperation? In resentment? In frustration? In trust? Which style is more fitting for the coaching form of leadership? Which type or style would you prefer in those that you coach? What did the role play reveal to you? What did you learn about yourself? How will you be able to use this information with your coaching responsibilities? ∼ 259 ∼ .1. Allow them 5 to 10 minutes to write their ideas in the box at the bottom of Exercise 47.1. Ask each group to brainstorm body language behaviors for each of the three types of communication. Record suggestions on a flipchart using the guide offered in Exercise 47. ask that they rotate the communicator role so that everyone has a chance to act and to react. review the activity.2 using the corresponding nonverbal behaviors identified in Exercise 47. Ask for feedback. Ask participants to role play the “you” and “I” statements printed in Exercise 47.1. Step 4: Distribute Exercise 47.

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integrating. and rights before anyone else’s. While simple aggressive behaviors bully the other person. ∼ 261 ∼ . aggressive people put their own needs.1 Exercise 47. and honest. honest or dishonest method. MA: HRD Press. underhanded method that a person uses to gain his or her own way while appearing outwardly compliant. The passive person becomes a victim.Exercise 47.1: Styles of Communication Passive communication is an indirect form of communication that indicates an inferior position. It communicates thoughts and feelings clearly and takes responsibility for personal emotions and beliefs. Assertive communication is active. wants. and not accepting guilt or responsibility for the actions or feelings of anyone else. desires. negotiating. List nonverbal behaviors of each style: Aggressive Passive Assertive Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry. the passive-aggressive style is a deceitful. People presenting a passive demeanor allow the other’s wants and desires to be more important and have more priority than their own. Charles Cadwell. Assertive behavior creates a win-win situation by listening. but the assertive person communicates selfrespect as well as respect for others. Other peoples’ rights are never sacrificed. Amherst. In contrast. 1993. The demanding tone indicates a feeling of superiority. through either a direct or an indirect. Some aggressive behavior is passive-aggressive in nature. A person using this type of communication always attempts to get his or her way. and Joe Fehrmann. direct.

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“You” messages create a climate of defensiveness in the listener. ∼ 263 ∼ .2 Exercise 47.” “You goofed again.” “I am angry about what you just said. Amherst. Aggressive communication is plagued with accusing “you” messages. Charles Cadwell.Exercise 47. An “I” statement places no blame but is representative of a person who is willing to take responsibility for himself and his feelings.” “I’m not sure I made myself clear about what was acceptable. “I’m concerned when I see behavior that is inappropriate.” “I feel very frustrated with these errors.1. while assertive styles use nonjudgmental “I” messages.2: Role Play—“You” and “I” An obvious difference in aggressive and assertive communication is the language—both verbal and nonverbal. 1993.” “You make me so mad. MA: HRD Press. and Joe Fehrmann. Practice the following “You” and “I” statements using the appropriate body language cues from your work in Exercise 47.” “You hurt my feelings.” “You are the rudest person I have ever met.” Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry.

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Trainer’s Notes Trainer’s Notes: Nonverbal Behaviors of Each Style Aggressive Stares Looks at clock or watch Paces Appears stiff Lowers eyebrows Passive Hand at or over mouth Shoulders slumped Leans on things Eyes look down Does not make eye contact Pouts. looks sad Nods head in agreement Speaks softly Whines. body straight with other person Makes eye contact but looks away every now and then Frowns Rolls eyes Points finger Uses pen or pencil to direct people Yells or screams Speaks loudly and/or rapidly Critical tone Tone is clear. mumbles Acts afraid Fiddles with objects Assertive Appears at ease and comfortable Shoulders and back are straight Leans forward. speaks with proper volume and rate Gives appropriate emphasis Facial expression shows interest Hands express emphasis Hands are open Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry. Amherst. ∼ 265 ∼ . MA: HRD Press. and Joe Fehrmann. 1993. Charles Cadwell.

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48 Description “Say what?” This activity is designed to illustrate the importance of and need for attentive listening skills in the coach. Skill Area Listening Participants Number: Type: Any Any Time 10 to 15 minutes Resources • • A copy of Exercise 48. the difficult job of determining what is important will become apparent.1 for each participant Trainer’s Notes ∼ 267 ∼ . and list reasons why coaches must be able to listen effectively and remember accurately. participants will be able to • • describe the frustration of receiving detailed information and not knowing what to remember and what to ignore. Objectives By the end of this activity. By asking the participant to hear and remember information.

Step 5: Review the activity. to the listen and remember test. Notes: Tell participants that they will use this sheet to record their answers. Divide total by number of participants to find the class average.Activity 48 Method 50 Activities for Coaching/Mentoring Step 1: Explain the activity and distribute Exercise 48. Notes: Allow participants to self-score tests as you read 1 through 6 again and give the answers. Step 2: Using the Trainer’s Notes. read the test “Say what?” Notes: Read test items 1 through 6 in a normal tone and at a normal rate of speed. score the results. This is a listening test. Step 3: Repeat the items and then give answers.1. Notes: Questions you might ask: • • • • • • What did you feel during this exercise? What did this activity tell you about your listening skills? When might a similar situation occur in the workplace? How important is listening and remembering to the coach? What makes it difficult to listen and remember? How can we work to overcome those barriers? ∼ 268 ∼ . without talking to anyone. Do not repeat. Notes: Collect scores of each participant and total them. Step 4: As an optional step.

Amherst. __________ 3.Exercise 48. ________ 6.1 Exercise 48. a. and Joe Fehrmann. 1993. ∼ 269 ∼ . __________ 5. __________ 2. ________ b. Charles Cadwell. MA: HRD Press. __________ 4. __________ How did I do? My score was __________ Compared to the class average of __________ Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry.1: “Say what?”—Answer Sheet 1.

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which color followed red? green 5. 22. for. How much money do you send? $1. Acme Products. me. you need to travel three blocks south. blue. Charles Cadwell. KS 67202. 3915 E. 29th Street. MA: HRD Press.25 4. a) What are the total number of blocks you must travel to 729 Market Avenue? seven b) What direction would you be going when you get to 729 Market Avenue? South 6. then turn left for one block. square. triangle. the third number was? 22 2. turn right for three blocks.Trainer’s Notes Trainer’s Notes: “Say. send the UPC bar code. In the series of colors yellow. white. green. your receipt. the fourth word was? from 3.25 for handling to our home office. at. 15. To get to 729 Market Avenue. Wichita. Inc. Amherst. To take advantage of this money-back offer. ∼ 271 ∼ . In the series of words to. 39. 1993. and $1. oval. red. which shape preceded rectangle? circle Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry.. In the series of numbers 5. 492. from. rectangle. postmarked before December 31. what?”— Listen and Remember Test 1. and Joe Fehrmann. In the series of shapes circle.

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including assumptions and perceptions. and use complete communication to reduce frustration.* Objectives By the end of this activity. Kate Martin & Associates ∼ 273 ∼ . identify blocks that interfere with the communication process. It also provides practical experience for giving effective instruction to coaches responsible for training their employees.49 Description Tearing up Communication This activity illustrates the problems associated with incomplete communication and how the communication process can be improved for more productive coaching. participants will be able to • • • • describe the benefit of combining verbal and nonverbal communication in sending a message. use feedback to improve the communication process. Skill Areas • • • • Building trust Listening Nonverbal communication Training Participants Number: Type: Any Any Time 30 to 45 minutes Resources Four pieces of paper (all the same size) for each participant and for you *Contributed by Kate Martin.

Senders will then describe to their receivers how to fold and tear the paper to produce an identical paper. Notes: Tell partners that the goal of the activity is to produce two identical papers after folding and tearing the paper. pausing after each fold or tear to allow senders to complete the process. ∼ 274 ∼ . They will fold and tear their papers as you provide direction. Fold the paper at least three times and tear it at least twice. Explain the procedures and the rules: • • • • Senders will learn how to fold and tear their papers by observing you. Inform senders that it is not critical that their papers match yours exactly. Step 2: Explain the activity.Activity 49 Method 50 Activities for Coaching/Mentoring Step 1: Introduce the activity and organize the group. ask one person to be an observer.” Partners should stand back-to-back with senders facing you. Notes: Divide the group into groups of two. however. Receivers may not talk or provide any form of nonverbal communication to the senders. Notes: Hold one piece of paper in front of you and in clear view of all senders. Step 3: Demonstrate a folding and tearing pattern to senders. If you have an odd number. Ask each pair to identify a “sender” and a “receiver. Senders should stand in a straight line or some other configuration so that no receivers can see any of the senders. the goal is for the receiver’s paper to match the senders. Senders and receivers must be standing back-to-back at all times. Do not give any verbal clues that receivers can hear.

you should watch partners to note any particularly effective communication practices as well as points at which receivers begin to fold or tear the wrong way. Notes: Give participants another sheet of paper.) Step 6: Repeat the activity (Stage 2). this time noting the impact of verbal feedback on the process. Notes: Questions you might ask: • • • • • How many matched? How many did not? What made this difficult? What would have made it easier? What blocks in the communication process can you identify? (Common problems identified are noise. Notes: Conduct a similar discussion. All other instructions remain the same. and assumptions. Along with any observers. Senders and receivers stay in the same role. lack of verbal feedback.50 Activities for Coaching/Mentoring Activity 49 Step 4: Conduct the activity (Stage 1). Notes: Tell senders to begin giving instructions. have them compare papers. After all partners have completed the instruction process. Step 7: Review Stage 2. This time senders and receivers may talk to each other. Step 5: Review Stage 1. ∼ 275 ∼ .

Step 12: Review the entire activity. but in such a way that the receiver cannot see the sender. This time senders and receivers may talk to each other. and visual cues. Notes: Conduct a similar discussion noting the impact of both verbal and visual confirmation by both partners. ∼ 276 ∼ . Point out that effective coaches use as many modes of communication as possible. Step 11: Review Stage 4. They also actively seek feedback to confirm understanding. Step 10: Repeat the activity (Stage 4—option). Discuss the impact of incomplete communication in the work environment as it pertains to coaching and training activities. Notes: In this stage. nonverbal. including verbal. Note: Sometimes you will find partners having trouble because of mirroring when the right hand is opposite the left hand.Activity 49 Step 8: Repeat the activity (Stage 3—option). If discussing training skills. Notes: Reassemble participants into one group. Notes: 50 Activities for Coaching/Mentoring Give participants another sheet of paper. Step 9: Review Stage 3. the sender can watch over the receiver’s shoulder and give instructions. note the importance of having the employee demonstrate the task to confirm understanding. instruct participants to work in the same teams and to talk and face each other. Notes: Conduct a similar discussion this time noting the impact of verbal interaction and visual confirmation by the sender. Senders and receivers stay in the same role.

50 Activities for Coaching/Mentoring Activity 49 Questions you might ask: • • • • What did you learn about the impact of nonverbal communication? What role do visual clues play in communication? What’s the relationship between what we say and what we do? How can you apply what you’ve learned on the job? ∼ 277 ∼ .

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and develop a plan for resolving current conflicts. Objectives By the end of this activity. participants will be able to • • • describe their preferred conflict resolution style. Skill Areas • • • • • Collaboration Consulting Listening Role of coach/mentor Setting expectations Participants Number: Type: Any Any Time 1 hour Resources • • • One copy each of Exercises 50. use a four-step process for resolving conflicts.3 for each participant One copy of Handout 50.1 through 50.1 for each participant Pen or pencil for each participant ∼ 279 ∼ .50 Description You want me to do what? This activity gives participants the opportunity to develop the skills necessary to resolve conflicts that prevent coaches and organizations from achieving their goals.

1 and review. Notes: 50 Activities for Coaching/Mentoring Review the objectives.2 and review. Notes: Review the five basic approaches to conflict resolution. they acknowledge it and begin to take steps to resolve it. Notes: Point out the value of using the problem-solving approach. Use the following (or a similar) introduction. Effective coaches do not ignore conflict. Effective coaches know that resolving conflicts can lead to achieving better results and having a more effective organization. Step 4: Distribute Handout 50. Instead. When a conflict occurs. Ask participants for specific examples of coaches they have worked with who used each of the styles. they accept the fact that conflicts will occur from time to time. Step 2: Distribute Exercise 50. Ask if these coaches were effective or ineffective. Step 3: Distribute Exercise 50. This questionnaire will help participants identify the style that they are most likely to use. Ask if they agree or disagree with the results of the questionnaire and why. Use a conflict example supplied by one of the participants as a point of reference when discussing the steps and their applications. Notes: Explain that there are five basic approaches to resolving conflict. Discuss each of the four steps. Allow 5 minutes to complete. ∼ 280 ∼ .1 and review.Activity 50 Method Step 1: Introduce the topic and the activity. Review the problem-solving model with participants. Have participants determine which style they are most likely to use based on the questionnaire they completed.

The observer should watch for the application of the four-step process. Notes: Have participants complete the worksheet for a current conflict they want to resolve. Option: You can provide prepared role plays. Assign each person one of the following roles: • • • Coach Employee Observer Have participants use their own “real world” examples as the basis for the role plays.50 Activities for Coaching/Mentoring Activity 50 Step 5: Conduct problem-solving role play. Step 8: Distribute Exercise 50. Have “coaches” explain a situation they need to resolve to the “employee” so that he/she can assume a realistic role.3 and discuss. Step 6: Discuss the first role play. ∼ 281 ∼ . Notes: Divide participants into groups of three. Notes: Have participants switch roles and complete another role play. Continue until all participants have experienced each of the three roles. Notes: Questions you might ask: • • • • • • Was the problem solved to the satisfaction of both parties? What were the biggest obstacles in solving the problem? What made the process go smoother? What other conflict resolution styles did you see emerge? Do you think the problem has been solved long term? Why or why not? What suggestions do you have for improving the process? Step 7: Conduct second and third role plays (option).

Activity 50 Step 9: Review the activity. Notes: Questions you might ask: • • • • • • • • 50 Activities for Coaching/Mentoring What are the five conflict resolution styles? Which one is preferable and why? Why is it important to acknowledge the conflict? Why is it important to discuss the conflict? What techniques can be used to agree on a solution? How can you monitor results? What did you learn that you can apply on the job? What obstacles. do you face using this process? ∼ 282 ∼ . if any.

1 Handout 50. Amherst. Acknowledge the Conflict • • • • Schedule a meeting Determine own conflict resolution style Determine other person’s style Decide to discuss the conflict 2. ∼ 283 ∼ .1: Problem-Solving Approach The ability to use a prescribed method of resolving conflict that focuses on solving problems is important for effective coaches. Agree on a Solution • • • Discuss alternatives Decide on mutually acceptable solution Decide how to implement the solution 4. and Joe Fehrmann. 1993. The four-step process below can help you reduce conflict and solve problems. 1. Charles Cadwell. Discuss the Conflict • • • • Decide what questions to ask Be prepared to listen Do you know what your point of view is? Do you understand the other person’s point of view? 3.Handout 50. MA: HRD Press. Monitor Results • • • Decide how you will verify that solution is implemented Ensure that conflict is resolved to everyone’s satisfaction Determine if anything else needs to be done Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry.

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∼ 285 ∼ . Charles Cadwell. and Joe Fehrmann.Exercise 50. Be cooperative. 6. Be assertive and cooperative. 3. 5. Think about conflicts you have had in the past as you rate the statements using the following scale. . Amherst. . 4 Always 3 Usually 2 Sometimes 1 Never When there are conflicts. 2. Not do anything that might damage relationships. Be agreeable and nonassertive. 4. 10. Ignore conflict because it will solve itself with time. These styles are reflected in the statements that follow.1: Resolving Conflict There are five generally accepted styles of resolving conflict. even at the expense of personal goals. Try to maintain good relationships. Prove that my position is the best. 9. 8. MA: HRD Press. Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry. Openly discuss mutually beneficial solutions.1 Exercise 50. 1. Believe there is more than one good way to do anything. 1993. Believe that I must win at any cost. 7. I tend to.

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___________ Total _________ Compromising 4. ___________ Total _________ Accommodating 2. must win at any cost Survival of the fittest. Style Avoidance 1. high respect for mutual support. ___________ 8. MA: HRD Press. ∼ 287 ∼ . attempts to solve might damage relationships Agreeable and nonassertive. ___________ 7.Exercise 50. ___________ Total _________ Problem Solving 3. ignores or passes over issues. ___________ 6. Amherst. must prove superiority and be correct Important that all parties achieve basic goals and maintain good relationships No one person or idea is perfect.1. denies issues are a problem Justification Difference too minor to worry about. and Joe Fehrmann.2 Exercise 50.2: Conflict Resolution Styles The five basic conflict resolution styles are described below. there is more than one good way to do anything. assertive and cooperative When all parties will openly discuss issues. a mutually beneficial solution can be found with major concessions Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry. The numbers in the first column refer to the numbered statements on the questionnaire in Exercise 50. 1993. ___________ 9. Charles Cadwell. Add your points for the statements to determine which style(s) you tend to use. cooperative even at the expense of personal goals Not worth risking damage to relationships or creating disharmony Confrontational and assertive. you must give to get Needs of both parties are legitimate and important. ___________ Total _________ Behavior Nonconfronting. ___________ Total _________ Win/Lose 3. ___________ 6.

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if any. 1. Acknowledge the Conflict Schedule a meeting.3: Problem-Solving Worksheet Use the worksheet to plan how you will work through a current on-the-job conflict. Discuss the Conflict What questions do you want to ask? Are you prepared to practice active listening? What is your point of view regarding the conflict? (Continued) ∼ 289 ∼ . need to be made in either style? Are both parties willing to discuss the conflict? 2.Exercise 50.3 Exercise 50. What conflict resolution style do you want to use? What conflict resolution style is the other person using? What changes.

Monitor Results How will you make sure the solution is acceptable? Has the conflict been resolved to both parties’ satisfaction? What else needs to be done at this time? Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry. Amherst. Charles Cadwell. Agree on a Solution What are the alternatives? What is the mutually acceptable solution? How will the solution be implemented? 4. MA: HRD Press.Exercise 50. 1993. ∼ 290 ∼ .3 (concluded) 3. and Joe Fehrmann.

RentA-Center. He currently serves as first vice president of Mulvane’s Lions Club. and computer skills. His client list has included national and international companies such as Pizza Hut. the Coleman Company. the State of Kansas. She was recently awarded the coveted ASTD Region VI Significant Contributor honor. and Director of Training for Popingo Video. She and her husband.. and salary administration.About the Authors Donna M. Prior to his current position. Berry is a trainer. He is active in the United Way and the American Red Cross and serves on the board of directors of the Sunflower Chapter of the American Society for Training and Development. Koch Industries. He oversees the training for 7. Kansas. Prior to starting his own consulting firm. Inc. In addition to his training and development work. He is a frequent speaker on management topics for professional groups. security management. and AT&T. specializing in management development. communication. Inc. ∼ 291 ∼ . As president of the Sunflower Chapter of the American Society for Training and Development (ASTD). technical. Steve. Fehrmann has been involved with policy development. Prior to that. Kansas)..000 employees in craft. She has operated her own consulting firm. Inc. She holds an MS in Adult Education from Kansas State University. he was director of training for Kansas Gas and Electric Company. Charles Cadwell is president of Training Systems+ in Mulvane. since 1986. Fehrmann holds an ME in Educational Administration from Wichita State University. Donna was employed in business and academics. and customer service skills. PepsiCo Food Service International. Donna was instrumental in chapter revitalization. Joe Fehrmann is manager of Management Development and Training for Beech Aircraft Corporation (Wichita. local colleges. reside in Wichita.. management. area chambers of commerce. and Burger King Corporation. he held positions as Director of Field Training for Pizza Hut. Inc. and businesses.. Donna’s work with business and industry includes such clients as Pizza Hut. He has almost 20 years of training experience. Training Choices. Cadwell is currently past president of both the Sunflower Chapter of the American Society for Training and Development and the United Methodist Men in Mulvane. sales. which specializes in training system design and development.

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