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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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 ............................................................................

We think we’ve succeeded. For us. among the three of us we have nearly 60 years of experience in education and training. Donna Berry Charles Cadwell Joe Fehrmann ∼v∼ . but not a whole book. 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. We wanted to write a book too. So we each wrote one-third of a book.” we’d be glad to hear from you. The hard part was remembering back through all those years and then finding the best ones. Coming up with 50 activities meant less than one activity for each year of experience. If you have tricks you would like to share with these “old dogs. They say two heads are better than one.Preface Everyone wants to write a book. but very few people do. In the meantime. Although we’re not that old (in our own minds at least). we hope you’ll enjoy using these activities as much as we enjoyed putting them together. You can teach old dogs new tricks—and for that we’re grateful.

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

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

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

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

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

These and other skills areas are identified in the Index to Activities. We are confident.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. We have included activities that address such skills as building trust. goal setting. This volume is designed to do just that. collaboration. ∼7∼ . as you select and use the appropriate activities for your learning environments. and setting expectations. counseling. 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.

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Wanna BET? 12.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. Making a Sandwich 13. You're Out 3. Let's Have a BEER 11. Who am I? Developing Coaching/Mentoring Skills ∼9∼ 5. Rock. String Toss 10. How do you rate? 8. Picture That 7. Strike Three. Chair Walking 14. Paper. Scissors 17 25 31 35 39 47 49 53 57 59 65 67 71 75 77 2. Attitudes or Attributes? 6. Positive Feedback 15. Card Exchange 4. Focus on Coaching Skills 9. Goal Ladder Recognition and Reward Course Closures .

26.. Dueling Families 25. Concentrate on. Opposite Poles 28. Nonverbal Behaviors 29. Trivia Quiz 24. Coaching Challenge 27. Idea Exchange 50 Activities for Coaching/Mentoring Course Closures ∼ 10 ∼ 20.. How am I doing? 23. Construction 85 89 93 97 99 103 107 117 119 125 131 137 139 149 151 17. Fishbowl 30. Origami 18. Card Houses 19.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. Reel Movies 21. Coaches Bowl 22. Recognition Brainstorm Recognition and Reward .

but. Please 41. Proxemics 39.." 42. Letter to a Friend Developing Coaching/Mentoring Skills ∼ 11 ∼ 35. Finish the Sentence 33. What are you gonna do? 40. Word Search 155 161 163 173 175 183 187 193 199 213 219 223 233 243 247 32. Coaching Miscues 44. Tic-Tac-Toe 45.. Three-Element Messages 38.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. Say what you mean! 37. "Yeah. Making Assignments 43. Translation. The Lovers 36. Information Overload Recognition and Reward Course Closures . Theory X/Theory Y Assumptions 34.

"Say what?" 47. 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 .50 Activities for Coaching/Mentoring ∼ 12 ∼ 46. "Just Thought I'd Ask" 50. Listen up! 48. You want me to do what? 277 49.

Paper.Time Checklist This checklist gives an approximate indication of the minimum time necessary to conduct each activity. Please Listen up! “Say what?” Between one-half hour and one hour Rock. 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. 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. Theory X/Theory Y Assumptions ∼ 13 ∼ . . . One-half hour or less Strike Three. The actual time will depend on size of group. length of time allowed for discussion. and other variables that can occur during any course.

50 Activities for Coaching/Mentoring Letter to a Friend The Lovers “Yeah. 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 ∼ .

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. Paper. but especially those for whom a working relationship built on trust is important Time 30 to 60 minutes.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. paper. 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. Skill Areas • • Building trust Collaboration Participants Number: Type: 12 to 18 Any. and markers ∼ 17 ∼ . participants will be able to • • describe the value of collaboration rather than competition. and explain the factors that affect building a trust relationship.1 Description Rock. including discussion Resources • • • One copy each of Handout 1.

At no time during the exercise are participants to talk to members of the other team or to class members who are observing. Remaining participants.1 based on the scoring guidelines and these rules: 1. Explain the purpose of the activity: to accumulate as high a score as possible for the team. 2. Scissors. Have each team elect or appoint a player. Players must. if any. and 9: Players may talk with each other as well as with their team. 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. a copy of Handout 1. Rounds 4. Have each team elect or appoint a scorekeeper. are to record their observations for later discussion.Activity 1 Method Step 1: Introduce the activity. proceed the way the team decides. Paper. Explain the rules: • • • The activity is based on the old game of Rock. When meeting. Paper (+) covers Rock (—) Step 3: Explain exercise “rounds. Notes: Give each participant. and 3: Players start the game without consulting their respective team and without talking to each other. 5. Notes: • • • Rounds 1. Rounds 7. • • • • Divide participants into two teams. 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. and 6: Players consult with their team to decide how to play the game. 8. Notes: 50 Activities for Coaching/Mentoring Identify between 12 and 18 participants to take part in the activity.” Refer participants to Exercise 1. however.1. On the count of 3. ∼ 18 ∼ . Rock (+) breaks Scissors (—) 2. Scissors (+) cuts Paper (—) 3.1. Step 2: Distribute Handout 1. Have each team select a name for the team. including the players.1. They do not talk to each other.

verify scores. if any. Notes: Scorekeepers will assign points based on scoring guidelines. 5. and 6. Step 6: Review the activity by asking the participants to describe what happened. 2. Step 5: Conduct the activity. Notes: Allow discussion for 30 seconds per round for rounds 4. Have scorekeepers record scores after each round. • • • • During rounds 1. Total the scores at the end of the activity and congratulate the “winners” and give condolences to the “losers. The team with the highest score is the winner. 8. and 9. 5. 8. Scores are totaled after round 9. and 9. and/or instructing one of the teams to “double-cross” the other team. During rounds 7. 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. Allow discussion for 60 seconds for rounds 7. and 6. During rounds 4. and 3. scores are doubled.” 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 ∼ . scores are face value. Notes: Lead a discussion on how this exercise revealed issues in collaboration and teamwork.” Option: You can influence the game’s outcome by • • instructing one of the teams to establish a “win-win” strategy. Have observers.50 Activities for Coaching/Mentoring Activity 1 Step 4: Explain scoring. scores are tripled.

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

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

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Rounds 1—3: Players play without consulting their teams. Discussion time is limited to 30 seconds per round.Exercise 1.1 Exercise 1. the scorekeepers will indicate each player’s choice and score for each round. Scores are doubled. 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. ∼ 23 ∼ . and Joe Fehrmann. Charles Cadwell. Amherst. Discussion time is limited to one minute per round. 1993. They are not allowed to talk to each other.1: Scoresheet Using the guidelines below. Scores are tripled. 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. MA: HRD Press. 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.

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

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

The concepts learned should be those that emerged from the discussion during Step 8. Notes: Congratulate the winning team. or confusion? Step 8: Review the activity. Some possibilities could be: • • • • Effective communication should be specific. Step 7: Nonverbal feedback: Distribute prizes to the winners if you have chosen that option. Verbal feedback: Prepare to answer outcry. Notes: Allow 5 to 10 minutes. Employees want to know what is expected of them. ask for feedback. and resentful. Focus on how that understanding can be applied on the job. anxiety. Ineffective communication results in lower productivity. Ineffective communication causes people to become frustrated. Give condolences to the loser(s). Notes: In response to the complaints about the lack of fairness. Step 9: Summarize the learning concepts on a flipchart.50 Activities for Coaching/Mentoring Activity 2 Step 6: Call “Time” and stop production. fearful. ∼ 27 ∼ . 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. 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.

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You accept only a balloon that is different in color than the last one handed to you. 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.1: The Coach’s Dilemma Instructions for the coach: As coach. Accepted balloons are held in the air until the scorekeeper counts them and then they may be lowered. 3. As a team. No production team member may submit two balloons in a row. your team will depend on you for leadership in this competition. MA: HRD Press. You may accept balloons only if all of the following standards are met: 1.1 Exercise 2. you must reject the balloon by immediately popping it. and Joe Fehrmann. Amherst. No talking or explanations of any kind are permitted. one at a time. The inflated balloons are handed to you. 4. they will produce balloons for your approval. 1993. ∼ 29 ∼ . Charles Cadwell. Production team members use only their left hands to give the balloons to you. 2. Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry.Exercise 2. If balloons do not meet all of the above conditions. by members of the team.

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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. during. or at the end of a course. participants will be able to • • interact with other participants. and describe several roles of a coach/mentor. paper.3 Description Card Exchange This activity encourages involvement and the interaction of all group members. Objectives By the end of this activity. The activity is flexible and can be used at the beginning. and markers ∼ 31 ∼ .

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

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

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4 Description Who am I? This activity encourages physical interaction and encourages participants to get involved in the learning process. and name several other participants. 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 ∼ . Objectives By the end of this activity. participants will be able to • • ask questions to obtain information.

2. Notes: Review the objectives. prepare name tags with names of famous people who would be known to participants. real or fictional. Find out who you are. Find the person who goes with you. 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. 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. ∼ 36 ∼ . all of the same type. Step 3: Put a name tag on the back of each participant to prevent the individual from seeing it. Names can be of those who are either living or dead. Notes: 50 Activities for Coaching/Mentoring Prior to participants arriving.Activity 4 Method Step 1: Prepare the activity. For example: Salt/Pepper Sugar/Cream George/Gracie Abbott/Costello Bush/Cheney Bill/Hillary Step 2: Introduce the activity. Participants put the name tag on the back of the person standing in front of or behind them. Explain to participants that the greater number of people they interact with. or mixed. the better their chances of being successful.

50 Activities for Coaching/Mentoring Activity 4 Step 4: Start the activity. Step 5: Getting acquainted (optional). In this case “Salt” and “Pepper” would interview each other. Step 7: Review the activity. You could also give a prize to the person who asks the fewest questions before learning his/her identity. you could give a prize to the person who learns his/her identity first. This works well if you use the “pairs” concept. Have participants keep track of how many questions they ask. Step 6: Award prizes (optional). Notes: Each participant is to ask someone else in the group a yes/no question about 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. after participants learn their secret identity. Notes: If used as an icebreaker. 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 ∼ . have them meet with another person and learn about their real identities. Notes: To create a contest.

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5 Description Attitudes or Attributes? This activity encourages participants to explore the importance of attitudes and attributes of successful coaches. and markers ∼ 39 ∼ . paper. Skill Areas • • • • Evaluation Orientation Role of coach Training Participants Number: Type: Any Any Time 1 hour Resources • • One copy each of Exercises 5. participants will be able to • • • list attitudes of successful coaches.1 and 5. and evaluate their own attitudes and attributes.2 for each participant Flipchart stand. list attributes of successful coaches. Objectives By the end of this activity. Participants also have the opportunity to evaluate their own attitudes and attributes.

Step 5: Discuss the importance of a coach’s attributes. Record pertinent comments on the flipchart. Notes: Ask participants to share the results of their questionnaires.Activity 5 Method Step 1: Introduce the activity. Discuss specific attributes and their importance. Notes: Review the directions with the group and allow 5 to 10 minutes to complete the worksheet. Discuss specific attitudes and their importance. 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. 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. Record pertinent comments on the flipchart. Step 3: Discuss the importance of a coach’s attitude. Step 2: Distribute one copy of Exercise 5. Notes: Review the directions with the group and allow 5 to 10 minutes to complete the questionnaire.2 to each participant. What attributes does he/she have? Which attributes do you think are most important? Why? ∼ 40 ∼ .1 to each participant. Notes: Ask participants to share the results of their worksheets. Notes: 50 Activities for Coaching/Mentoring Ask participants to define the terms “attitude” and “attribute. 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.” Discuss the differences between attitudes and attributes.

Ask participants if they still think their original definitions are valid or if they need to be changed. Have them write a brief statement of what they plan to do. Notes: Challenge participants to identify one or two attitudes and/or attributes that they want to improve.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. Step 7: Review the activity. The statement should be as specific as possible. Ask participants to describe the relationship between attitudes and attributes as they relate to successful coaches. Ask participants which they think are most important—attitudes or attributes. ∼ 41 ∼ . Notes: Go back to the definitions agreed to earlier.

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 ∼

This exercise can also be used to determine the skill level of the participants.6 Description Picture That This activity works well as either an icebreaker exercise or a discussion starter. and name the other participants and the skill level of each. 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. identify individual coaching skills needed. Objectives By the end of this activity.

If this is the first opportunity to discuss coaching skills. 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. 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). Step 2: Exchange information. This is also a good indicator of the current skill level so that training can be adapted to meet the needs of the audience. the skills can be compiled on a chart as the target for training. This activity can be used to remind the trainer of the participant expectations. 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. Ask that they use the broad tip markers and prepare to interpret their artwork. 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 ∼ .Activity 6 Method Step 1: Introduce the 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. Objectives By the end of this activity. discuss their strengths and weaknesses with other participants. 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. participants will be able to • • • identify their strengths and weaknesses as a coach.

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

Have participants set goals to improve their weaknesses based on what they learned during the discussions. ∼ 51 ∼ . Notes: Ask participants to comment on what they learned in their small group discussions. 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. Point out the importance of networking with other people.50 Activities for Coaching/Mentoring Activity 7 Step 6: Review the activity.

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. Objectives By the end of this activity. and describe team cooperation.9 Description String Toss This activity can be used to brainstorm coaching skills or as a technique for review. 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 ∼ .

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

Objectives By the end of this activity. paper. participants will be able to • • • describe the four-step model. and markers Exercise 10. and enhance the four-step process with additional coaching activities.1 (optional) ∼ 59 ∼ . correct behavior in a nonthreatening manner. using the four-step process. Skill Areas • • • • Analyzing performance problems Assertiveness Evaluation Setting expectations Participants Number: Type: Any Any Time 30 to 40 minutes Resources • • Flipchart stand.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.

“X” is always on time. Notes: Ask the participants to list all the effective things that the supervisor did. This morning. asking the group to show special appreciation for the effort given by the “supervisor. 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).Activity 10 Method Step 1: Introduce the activity. doesn’t complain. One of your best workers is “X” (the other volunteer). often in front of customers. then thank both volunteers. 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. Write on the flipchart: B E E R ∼ 60 ∼ . Direct the volunteer “supervisor” to face “X” and confront him/her.” Step 2: Discuss the role play. Allow 2 to 3 minutes. Notes: Explain that you will now present a model for confronting an employee whose behavior or performance is unsatisfactory. and does acceptable work. Notes: 50 Activities for Coaching/Mentoring Ask for two volunteers for a role play. though. It’s gotten to the point that you need to confront “X” about this problem. 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.

Have each pair practice the BEER model by confronting each other using their own examples. Option: You may choose to use Exercise 10. Notes: Refer once more to the BEER model. bothers others. Each “supervisor” will need two to four minutes. Step 5: Summarize the activity.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. ∼ 61 ∼ .1 for practice. Have participants pair up. 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). how it hurts productivity. Notes: Instruct the class to recall a current or recent example of unacceptable behavior or performance. 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. etc.

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

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and markers ∼ 65 ∼ . and praise another person using the three-step process. 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. participants will be able to • • describe the three-step model. as well as an opportunity to practice the model. paper. Objectives By the end of this activity.

“How many of you have been praised too much lately?” Explain that you will present a model for praising good performance. Each “supervisor” will need one to three minutes. 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. Notes: Instruct the class to recall a recent example of good performance. Have each pair practice the BET model by praising each other using their own examples. 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. ∼ 66 ∼ . Notes: 50 Activities for Coaching/Mentoring A useful opening is to ask the class. Have participants pair up.

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

selecting one or two of the participants’ work to demonstrate. Notes: Instruct participants to explain the making of a peanut butter and jelly sandwich using the outline. Follow the steps literally. 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. When you’ve completed the “sandwich. keep steps in sequence. Secure the example(s) you will use and begin making the sandwich according to the instructions the participant wrote.” serve it to the participant. Step 2: Provide an example.Activity 12 Method Step 1: Distribute Exercise 12. optional steps—any information that helps the learner. Steps of a task are just that—the actions necessary to complete a task. Step 3: Lead participants in the exercise. grab the jellied bread with your hand. Key Ideas include the “why” of a step (important for adults!). frying an egg. Spend only two or three minutes doing this. Step 4: Review the activity. (Be sure to select examples that will illustrate the need to be clear. Notes: Illustrate the use of the Step/Key Ideas outline with an example (such as starting a car. Explain the Steps and Key Ideas of the exercise. shaving. safety tips. spread jelly on the crust edge. use the wrong end of the knife.) As participants continue to write. 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. Notes: Questions you might ask: • • What does this demonstration show us about assumptions? Has anyone ever been surprised by someone not understanding you? ∼ 68 ∼ . As participants are writing. Allow about seven to eight minutes. avoid assumptions. and so forth. Have participants list steps and offer their ideas for the Key Ideas column. etc. circulate through the room. shortcuts.1. display the sandwich-making supplies.). etc.).

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

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and translate the need for trust to the coach/employee relationship. straight back chairs One blindfold per team (optional) ∼ 71 ∼ . 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.13 Description Chair Walking This activity demonstrates the necessity of trust in the coach/employee relationship. participants will be able to • • describe the feeling of trust. Objectives By the end of this activity. The trainer can also use this exercise to illustrate the advantage of networking.

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

∼ 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.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. Reasons trust is essential to coach/employee relationships. Notes: Ask the participants to list the following: 1. mentor. Results of a trusting relationship in the workplace. 2. 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.

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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. positive feedback to fellow participants. Objectives By the end of this activity. and increase their comfort in giving positive feedback to another. participants will be able to • • provide specific. Skill Areas • • • • • • Communication Counseling Evaluation Listening Nurturing Course closure Participants Number: Type: Any Any Time 10 to 20 minutes Resources None ∼ 75 ∼ . It also serves as a trust builder for participants.

Activity 14 Method Step 1: Introduce the activity. Notes: 50 Activities for Coaching/Mentoring Have participants pair up. Step 3: Review the activity. Step 2: Conduct 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? . Notes: Allow four to five minutes for partners to exchange their comments.

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

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

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

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

∼ 81 ∼ .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. It is important that participants see the application of this tool to the professional part of their life. Notes: List the application ideas on a flipchart or a whiteboard as they are contributed. Step 8: Summarize the activity.

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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. MA: HRD Press. and Joe Fehrmann.1 Tomorrow Tomorrow Tomorrow Tomorrow .Exercise 15. 1993. Charles Cadwell. Amherst. ∼ 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.

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and describe the advantages of collaboration for team production. Objectives By the end of this activity. 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. This exercise can also be used to demonstrate the benefit of collaboration for team building.16 Description Construction This activity illustrates the contribution of communication to productivity.

in the seven-minute time limit. if appropriate. call “Time” to halt the construction. Teams enjoy the pressure of working to “beat an opponent. according to specification. but they are not allowed to touch the building pieces or show the picture to the team. Step 2: Brief the coaches and distribute materials. the purpose is not affected.” You may also choose to award prizes to the winners. Notes: Take the coaches out of the room. 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 ∼ . This is completely optional. Check to see which team is the closest to completion and has built the project nearest to the specifications detailed in the picture. They can give verbal instructions to the team. They may share the name of the object only. (You may want to inject the competitive component at this point.Activity 16 Method Step 1: Introduce the activity. 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. 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. Notes: Set the timer and have teams begin the construction. they are to select a team coach. Award prizes. Notes: Explain that their task is to construct the project. Step 5: Lead a discussion about the activity. When time has elapsed. Notes: 50 Activities for Coaching/Mentoring This activity is more effective if the purpose is not disclosed at the outset. Give each coach a black-and-white picture of an object that can be built from this particular set of building blocks or Tinkertoys. Either way. Step 3: Brief the teams. First.) Step 4: Conduct the activity.

Notes: Explain that for a team to produce to specified standards and with high morale. Dismantle the project and let the teams rebuild with the picture in full sight of everyone. could an individual—the coach.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. Change coaches and let the team use the picture and complete the first project as soon as possible. you might consider constructing the project again under slightly different circumstances: 1. free-standing object in four minutes.) With the handicapped conditions under which you worked. 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 ∼ . for example—have constructed the project quicker and better alone? Step 6: Apply the activity to the workplace. communication must be open and complete. 3. 2. This exercise illustrated that with communication limited (full information was known only to the coach). Establish a competition among the teams. 4. Step 7: Review the activity. 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. Dismantle the project and give instructions that the construction goal will be to build the tallest. The first team to finish wins. Note: Variation Notes: At this point.

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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). and describe the advantage of collaboration for team production.) ∼ 89 ∼ . 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. Objectives By the end of this activity. Use this activity to demonstrate the importance of communication to production and collaboration. participants will be able to • • define the importance of communication for performance.

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

the team felt frustration when trying to achieve a quality performance within time constraints.50 Activities for Coaching/Mentoring Activity 17 Step 5: Lead a discussion about 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. This exercise illustrated that with communication limited (full information was known only by the coach). Notes: Questions you might ask: • • • • • Team: How did you feel during construction? Was there frustration? If so. Notes: Explain that for a team to produce to specified standards and with high morale. 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. Step 7: Review the activity.

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and describe the advantages of collaboration for team production. 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 ∼ . Objectives By the end of this activity. participants will be able to • • define the importance of communication for performance.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.

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

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

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.

participants will be able to • • list 5 to 10 successful strategies for goal setting. paper.) 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. and describe personal goal-setting strategies. Skill Areas • • • • • Icebreaker Goal setting Training Delegating Course closure (Note: This activity is also appropriate for other topics. such as counseling. and markers ∼ 97 ∼ . Objectives By the end of this activity. communicating. etc.

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

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. Iowa. ∼ 99 ∼ . Davenport. Luke’s Hospital.* Objectives By the end of this activity.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. contrast effective behavior with ineffective behavior. This is an enjoyable and effective exercise that energizes participants. and forecast the production for various coaching behaviors. participants will be able to • • • recognize some effective coaching behavior. St.

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

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. 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.50 Activities for Coaching/Mentoring Activity 20 Step 4: Lead a discussion about the clip and the skill that was illustrated. and it has always been met with resounding positive response. It does take some effort and there is a cost investment. but it is another highly effective way to present the material. I find that participants remember the concept better as a result of this tool. ∼ 101 ∼ .

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participants will be able to • • evaluate their knowledge of key learning points. paper. Objectives By the end of this activity.21 Description Coaches Bowl This activity provides a fun and interesting way to review course material. and markers Noise makers (optional) Prizes (optional) ∼ 103 ∼ . This activity can also be used to review individual sessions within a longer course. 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. and evaluate the knowledge of other participants.

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

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

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1 through 22.3 for each participant Paper and pencil or pen for each participant ∼ 107 ∼ . 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. They will also be able to survey their employees to determine their perceptions about the quantity and quality of the feedback they receive.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. and use a feedback tool to survey their employees. Objectives By the end of this activity. participants will be able to • • • evaluate the feedback they provide others.

many employees don’t have the same perceptions as their supervisors about the quantity and quality of feedback they receive. 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.Activity 22 Method 50 Activities for Coaching/Mentoring Step 1: Introduce the activity and prepare the participants for the questionnaire.1. 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. Author Ken Blanchard says. ∼ 108 ∼ . Notes: Ask participants about their scores. “Feedback is the breakfast of champions. Notes: Read instructions together and have participants complete the exercise. Notes: Explain that effective coaches provide regular performance feedback to the people with whom they work. The feedback may be either positive or corrective. In fact. Step 3: Discuss the activity. Most people want and need regular feedback about their performance. Step 2: Distribute Exercise 22. It has been estimated that people do things right 80 percent of the time.” Ask participants: “What do you think he means by that?” Ask participants to think about the best coaches they have had. Yet they rarely get 80/20 feedback (80 percent positive/20 percent corrective). 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.

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

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

Charles Cadwell.1 Exercise 22. Provide specific feedback. . 3. Give corrective feedback. 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. Try to find the good in things rather than the bad. Offer support to employees.Exercise 22. Listen to employees. 1993.1: 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. 6. I think that I. charts. Criticize behavior. Focus on what’s right. 4. 9. not the person. and Joe Fehrmann. Praise more than criticize. 5. 13. Rarely 1. Pass on positive feedback received from others. etc. 2. ∼ 111 ∼ . 11. Provide help to improve. 7. Provide positive feedback. . Provide sincere feedback.. Use graphs. MA: HRD Press. Amherst. 12. to provide feedback. 10. 8.

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Provides help to improve. 6. MA: HRD Press.Exercise 22. 13. Praises more than criticizes. . Rarely 1. Criticizes behavior. 12. Provides specific feedback. 10. 11.2 Exercise 22. Passes on positive feedback received from others. 8.. etc. charts. Amherst. Provides sincere feedback. ∼ 113 ∼ . Charles Cadwell. 3. I think that my boss. Uses graphs. 5. Focuses 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. and Joe Fehrmann. Tries to find the good in things rather than the bad.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. 2. 1993. Provides positive feedback. Gives corrective feedback. Listens to employees. 4. 9. not the person. Offers support to employees. . 7. to provide feedback.

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Exercise 22. Passes on positive feedback received from others 13. MA: HRD Press. and Joe Fehrmann.. Offers support to employees 12. Amherst.) that you gave yourself for each item. Charles Cadwell.3 Exercise 22. Provides specific feedback 3.5 or more can indicate areas where improvement may be needed. to provide feedback 11. 1993. charts. etc. Provides sincere feedback 4. Provides help to improve 7. Criticizes behavior. indicate the score (1. Focuses on what’s right 9. Differences of 2. etc. E2. 3. Then determine the average score of the employee responses (columns E1. Gives corrective feedback 5. not the person 6. Listens to employees 10. Use additional sheets if needed. 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. Mine 1. Provides positive feedback 2. Praises more than criticizes E1 E2 E3 E4 E5 Avg. ∼ 115 ∼ .3: Feedback Perception Comparison For each statement below. Tries to find the good in things rather than the bad 8. Uses graphs. Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry. etc.

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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. buzzers. other signaling devices ∼ 117 ∼ .23 Description Trivia Quiz This activity is a tool for summarizing the important points covered in a coaching program.

loaded questions. (You may assign a higher point value for tougher questions. verbal or nonverbal? (nonverbal) • • Step 2: Conduct the activity.Activity 23 Method Step 1: Prepare the activity. Ohio) Name two positive and two negative listening behaviors. If they are right. Notes: 50 Activities for Coaching/Mentoring Before class begins. Illinois. etc. Negative: interrupting. (You may also wish to assign a panel of “judges. eye contact. The first team to ring the buzzer or bell may answer.) If they are wrong. prepare a list of quiz questions that include both program topics and trivia. Arkansas.”) Ask the trivia questions.” ∼ 118 ∼ . What is it? (Pennsylvania) Which is a stronger communication channel. Notes: Divide the class into teams of four to seven participants. etc. they score one point.) There is only one state that starts with the letter P. sarcasm. (Kansas. 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. These questions will serve as a review of a half-day or oneday body of information. the next team to ring the buzzer may answer. The team with the most points “wins. open posture. (Positive: reflective listening.

24 Description Dueling Families This activity works well to evaluate learning and/or to illustrate the effectiveness of appropriate coaching skills.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 ∼ . interpret the nonverbal communication of coach and team members. Objectives By the end of this activity. participants will be able to • • • recite learning to this point. and collaborate to effectively produce team effort. 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.

In some situations. If the opposing team can complete the answers. Notes: 50 Activities for Coaching/Mentoring In advance. self-confident. 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. Notes: Explain that the group will divide into two teams of four to six participants per team. the team will be awarded 50 points. Each team member will have an opportunity to contribute a part of the answer in the order in which they stand. An example of such a question would be: Q: What are six characteristics of an effective team member? A: Honest. they will receive 25 points and the other team will have a chance to complete the answer. 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. Sometimes it is advantageous to pass. Step 1: Introduce the activity. or eight questions with multi-part answers. For each complete answer (all parts correctly identified). good listener. open. the teams will be asked questions with multi-part answers. they receive nothing but have the opportunity to play or pass the question to the other team. flexible. Explain that the teams will compete against one another in a friendly version of the TV game show Family Feud. tolerant. You will need to prepare either four. If only part of the question is answered correctly. Each team will need to pick a coach. you will need to prepare questions that have multi-part answers. if not. six. etc. 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. Take these questions and answers from the material that has been covered in the training to this point. 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. unafraid of conflict. Print out the answers to each question separately on paper or poster board. ∼ 120 ∼ . there is enough tray space below chalkboards or whiteboards to hold the answers.Activity 24 Method Pre-course work. they will receive 50 points. Taking turns.

Allow the team who won the coin toss to confer and choose to play or pass. Step 3: Conduct the activity. the opposing team gets the option to play or pass. they will lead as the team decides who will be the spokesperson. six. If the score is tied. Give the coaches a copy of the exercise and ask that they discuss the rules with their teams. 9. ∼ 121 ∼ . it gets 50 points. after conferring with the team. flip a coin to determine who will have the first option to answer. If the team answers correctly. For example. If the original team correctly answers all parts and scores the 50 points. Play continues until even rounds have been played (four. and the turn passes to the other team. Notes: Explain to coaches that they speak for their team on matters of general interest. the team gets eight chances. With the teams lined up on opposite sides. If the team cannot fill in the missing parts with correct answers. 7. Allow 5 to 10 minutes for review of the rules and material prior to play. The opposing team gets one chance for each missing part.1. 6.50 Activities for Coaching/Mentoring Activity 24 Step 2: Brief the coaches and distribute Exercise 24. If the team has still not arrived at all of the correct answers. 8. 3. or eight questions). Display or ask the question. they express the team’s wish to play or pass to the other. the team gets nine chances. The first team attempting to answer the question gets 50 percent more opportunities to answer than there are parts to the answer. No materials will be used for reference during play. In tiebreaker or grand prize categories. each team chooses a representative and the first to answer the tiebreaker question correctly wins the game for his/her team. it does not score but has the opportunity to play or pass the next question. Notes: 1. 2. 4. 5. Example: If the answer has 6 parts. Prizes can be awarded if that option has been chosen. if the answer has five parts. it receives 25 points for the answers given correctly.

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. for those whom you coach? ∼ 122 ∼ .) How could you use this technique.Activity 24 Step 4: Review the activity.

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

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

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

skills. or concepts they need the most. Play until all matches are made.” Step 5: Lead a discussion.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 ∼ . You will have the beginnings of a class needs assessment. Notes: If you are using this as an introduction. Step 6: Review the activity. Tally the scores to determine the “winner. you will want to congratulate the participants on how well they did. You can ask them to introduce themselves by identifying which of the roles. If this is a review technique. begin at this point to train the participants. the team verbally encourage their representative with enthusiasm. while not calling out the matches.

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1993. Amherst. Charles Cadwell. ∼ 129 ∼ . and Joe Fehrmann. MA: HRD Press.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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It can.26 Description Coaching Challenge This activity can be used to review key concepts presented during the training. also be used to create fun competition among participants.1 for each participant Pen or pencil for each participant Prizes for winners (optional) ∼ 131 ∼ . 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. Objectives By the end of this activity. at your option. participants will be able to • • define key terms related to the role of the coach/mentor.

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

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

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

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When you are finished. 1993.1 Exercise 26. Amherst. one term per square. MA: HRD Press. 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. Charles Cadwell.1: Coaching Challenge Instructions: Write the terms below in the squares in the matrix. ∼ 137 ∼ .Exercise 26. and Joe Fehrmann. You choose the square where you want to write the term. you will have created your own individual “Coaching Challenge” game card.

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

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

participants will be able to • • recognize when they are engaging in effective or ineffective listening behaviors.28 Description Nonverbal Behaviors This is a “fish bowl” exercise to provide participants with practice in identifying positive and negative communication behaviors. paper.4 for each participant Flipchart stand. and identify listening behaviors in others. and markers ∼ 141 ∼ . Skill Areas • • • Communication Listening Nonverbal communication Participants Number: Type: 16 to 30 Any Time 60 to 90 minutes Resources • • One copy each of Exercises 28.1 through 28. Objectives By the end of this activity.

how? Which of these behaviors do we find ourselves performing? ∼ 142 ∼ . Separate the class into two groups.Activity 28 Method Step 1: Introduce the activity. and the other of all the remaining participants. Notes: Ask observers to share their notes (one observation at a time. Step 3: Discuss the communication process. The first group will be the “committee.” 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. per observer. Distribute copies of Exercises 28.3 and 28. one of 6 to 12 participants.4 to alternating observers (also designated as As and Bs). Write their remarks on a flipchart marked “Positive Behaviors” and “Negative Behaviors. Step 2: Conduct the activity.2 to alternating committee members (designate them as As and Bs) and Exercises 28. Notes: Give the committee 30 to 40 minutes to discuss the issue of whom to hire for the position of executive director.1 and 28. Notes: 50 Activities for Coaching/Mentoring Tell participants that the purpose of this exercise is to see communication in action. so that all are able to contribute).” and the second group will be observers.

Has been a volunteer on a number of fundraising efforts. All are from outside your area: Fred Baxter Age 59. Was most recently vice president of Sales for a manufacturer of light aircraft. Psychology. the United Way of Mid-America. You have narrowed your list to four candidates and must select one during today’s meeting. Education. Has chaired several successful United Way campaigns. Your chapter.000 per year. Would heighten fundraising efforts and emphasize counseling for families. Advocates more careful scrutiny and auditing of agencies.000. Wilma Johnson Larry Reynolds David Espinoza (Continued) ∼ 143 ∼ . no children. is a fairly large one. Age 45. especially those helping unemployed and hopeless.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. Was most recently director of Development for a state university with 20. Was most recently owner of his own computer software company (which he sold at a fair profit). Would encourage support of more agencies while expecting established agencies to gradually develop more of their own funding sources. married with four grown children. The position pays $50. Degree: MS.000 students. including very active Red Cross and Salvation Army chapters. Degree: MBA. serving seven counties with a total population of 450. married. married with two children. Age 37.1 Exercise 28. Age 42. Your chapter supports over 30 agencies. Has chaired another chapter Fund Allocation Committee for three years. Would place emphasis on children’s issues.Exercise 28. Has led successful special event fundraisers. Degree: BS. divorced with custody of one child. Was most recently director of a Red Cross chapter with 21 employees. Would set a goal of increasing local support to 125 percent of present level and use the additional funds to finance new agencies. Mid-America has a staff of 30 full-time employees and 5 part-time employees.

Exercise 28. 1993.” 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. Charles Cadwell. MA: HRD Press. do your best to practice positive communication behaviors. ∼ 144 ∼ . and Joe Fehrmann. such as: • • • • • • • Exhibiting an “inviting. Amherst.1 (concluded) Throughout your discussion.

Age 42. married with four grown children. married with two children.2 Exercise 28. Mid-America has a staff of 30 full-time employees and 5 part-time employees. Degree: BS. Advocates more careful scrutiny and auditing of agencies. the United Way of Mid-America. including very active Red Cross and Salvation Army chapters. Was most recently director of a Red Cross chapter with 21 employees. especially those helping unemployed and hopeless. married. Was most recently owner of his own computer software company (which he sold at a fair profit). You have narrowed your list to four candidates and must select one during today’s meeting. Age 45. Age 37. Was most recently vice president of Sales for a manufacturer of light aircraft. serving seven counties with a total population of 450. Has led successful special event fundraisers. All are from outside your area: Fred Baxter Age 59. Education.Exercise 28. Was most recently director of Development for a state university with 20.000 students. no children. Has chaired several successful United Way campaigns.000. Your chapter. divorced with custody of one child. Has been a volunteer on a number of fundraising efforts. Would encourage support of more agencies while expecting established agencies to gradually develop more of their own funding sources. Wilma Johnson Larry Reynolds David Espinoza (Continued) ∼ 145 ∼ .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. Psychology. Degree: MBA. Your chapter supports over 30 agencies. Would set a goal of increasing local support to 125 percent of present level and use the additional funds to finance new agencies. Degree: MS. Has chaired another chapter Fund Allocation Committee for three years.000 per year. Would place emphasis on children’s issues. The position pays $50. Would heighten fundraising efforts and emphasize counseling for families. is a fairly large one.

display negative communication behaviors. Several of your committee members will receive these same instructions. MA: HRD Press.2 (concluded) Throughout your discussion. and Joe Fehrmann. cleaning nails. Amherst. Charles Cadwell. ∼ 146 ∼ . etc. Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry. 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.Exercise 28. so you don’t have to display all of these negative behaviors yourself. such as: • • • • • • • • Exhibiting a closed or uninterested posture Interrupting others Looking away. 1993.

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

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and Joe Fehrmann. . 1993. .” or “. .Exercise 28. . ∼ 149 ∼ . . Charles Cadwell.4 Exercise 28. folded his arms. MA: HRD Press. .4: Discussion Instructions—Observer B As you observe the committee.” Name Behavior Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry.leaned back. . and looked at his feet. .interrupted Susan by saying he never heard of. watch for negative communication behaviors. . Record your observations by using specific behavioral terms such as “. Amherst.

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Objectives By the end of this activity. or describe how the course met expectations. and describe expectations for the training session. paper. 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. Its purpose is to identify and discuss key coaching concepts. participants will be able to • • • identify key coaching concepts.29 Description Fishbowl This activity can either be used as a discussion starter at the beginning of a session or to close the session. and markers ∼ 151 ∼ .

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

benefit from the experience of other participants. and develop a plan for implementing recognition methods.30 Description Recognition Brainstorm This activity encourages participants to think beyond monetary rewards and brainstorm other ways of recognizing positive performance. participants will be able to • • • identify (by 4 times the number of participants) methods to recognize performance. paper. and markers ∼ 153 ∼ . Objectives By the end of this activity. 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.

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

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

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Skill Area Course closure Participants Number: Type: Any Any Time 30 minutes Resources • • • One copy of Exercise 31. 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. and describe the coaching skills they learned during the seminar. Objectives By the end of this activity.1 for each participant Trainer’s Notes Pen or pencil for each participant ∼ 157 ∼ .

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

1993. MA: HRD Press. Words can be found by reading frontward.1 Exercise 31.1: 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. Amherst. Charles Cadwell. and diagonally. Some letters are used in more than one word. and Joe Fehrmann. up. ∼ 159 ∼ .Exercise 31. backward. 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. down. across.

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Amherst. Words can be found by reading frontward. and Joe Fehrmann. down.Trainer’s Notes Trainer’s Notes: Answer Key to Exercise 31. up. 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.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. backward. Charles Cadwell. across. and diagonally. 1993. Some letters are used in more than one word. MA: HRD Press. ∼ 161 ∼ .

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

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

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

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

depending on how mature subordinates are (that is. 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. more or less blue or green behavior might be appropriate. Notes: Have groups select a spokesperson to report their responses to the rest of the class. Step 6: Conclude the activity. Notes: Have participants score their responses and mark their score on the X—Y scale. ∼ 167 ∼ . Summarize this activity by asking the class “What coaching conclusions can we draw from our responses?” Record their answers on the flipchart. how well they work together and how well they do their work).2. Notes: Explain why. 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.50 Activities for Coaching/Mentoring Activity 33 Step 4: Distribute Exercise 33. Divide the class into groups of five to seven participants each.3.

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1993. Employees are not interested in the objectives of the organization. For example: 2 1 I like Chevies. R. 5. B. C. O. 4. J. E. Employees need to be pushed to respond to unusual requests. Employees would rather be told what to do. 8. Q. ∼ 169 ∼ . Employees work well together. G. I.1 Exercise 33. 3. Employees take the initiative in anticipating unusual needs. Employees exercise good judgment.1 Coach’s Assumptions Divide three points between each pair of statements. Charles Cadwell. I like Fords. MA: HRD Press. Employees’ decisions need to be “checked” for quality. Employees want to understand the “why” of a request. Amherst. N. K.Exercise 33. Employees tend to let conflict get in the way of working together. Employees focus their attention on getting an appropriate amount of work accomplished. or 0 3 I like to fish. I think that… 1. F. P. Employees want to come to work. 6. 7. Generally. Employees are creative in devising better ways of accomplishing a task. Use only whole numbers. Employees would rather stay home. A. Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry. Employees should be told how to do a job. Employees tend to get involved in inappropriate activity at work. L. M. Employees need to be shown each step of a task. H. Employees are able to plan their own work. Employees want to achieve the objectives of the organization. D. 2. 9. and Joe Fehrmann. My hobby is skydiving.

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Mark this total on the Y scale. Charles Cadwell.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.Exercise 33. MA: HRD Press. ∼ 171 ∼ .2 Exercise 33. 1993. 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. and Joe Fehrmann.

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What are some examples of ineffective “blue” behaviors? Example: • 2. and Joe Fehrmann. Charles Cadwell. 1993. How might “green” and “blue” behaviors be combined? Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry.3 Exercise 33. What are some examples of effective “blue” behavior? Example: • Green 1. 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. How might “green” and “blue” behaviors be combined? 3. Amherst. ∼ 173 ∼ .3: Company Behaviors Blue 1.Exercise 33. MA: HRD Press.

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participants will be able to • • express their opinion of performance in concrete. and use both written and verbal communication to describe performance. paper. 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. behavioral terms. tangible terms. Objectives By the end of this activity.

After the letters are written.Activity 34 Method Step 1: Explain the activity. If participants are supervisors. 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 ∼ . exchange their letters. Partners are to discuss the letters until every reader understands fully what the writer meant to say. Step 2: Conduct the activity. 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. Step 3: Lead the discussion. 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. If they are not supervisors. or that do not describe behavior. This skill is needed in setting performance expectations. have the participants pair up. that may be interpreted in more than one way.g.. and read them. they should think of their best performer and their worst performer. they should think of current or former coworkers who would be best and worst as performers. Instruct participants to think of two people. in evaluating performance. Notes: Readers are to circle all statements that do not appear clear. and in analyzing performance problems. The letter is to give as accurate a description as possible.

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

Do this with both stories. ask for one more by saying. Notes: Half of the participants receive Exercise 35. after having two participants read the stories aloud. Ask participants to volunteer their responses to the exercise on ranking the behavior of the characters. ∼ 178 ∼ . “The Lovers. Step 2: Distribute the exercises to the class.2. After each. “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. especially when faced with difficult choices.” and complete the exercise after the story. 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’.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. Step 3: Discuss responses. Instruct participants to silently read the hypothetical story.Activity 35 Method Step 1: Prepare the class for the activity.

If rankings for Jennifer and Preston are different from those for David and Mary. If they are similar. ask for reasons why. focus discussion on why these characters were judged differently. 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 ∼ . with groups reporting their responses to the rest of the participants. Notes: This step may also be done in small groups. Lead a discussion on how this story reveals issues of values in the coaching or mentoring process. Step 4: Conclude group discussion. Now focus attention on the two stories.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. Get participants to ask each other for reasons.

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

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

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

with 1 being the character whose behavior is most offensive. Charles Cadwell. Jennifer David Mary John Donna ________ ________ ________ ________ ________ Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry. and 5 the character whose behavior is least offensive.Exercise 35. and Joe Fehrmann. ∼ 184 ∼ . Amherst. MA: HRD Press. 1993.2 (concluded) Directions: Rank the characters of this story from 1 to 5.

Objectives By the end of this activity. 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. 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. practice speaking so that tone and inflection complement and support the words.1 for each participant ∼ 185 ∼ . and describe the different feelings attached to the same words spoken in different ways. participants will be able to • • • recognize the change in meaning when the tone and inflection of voice is different.

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

” 2. Charles Cadwell. Try the phrases again. 3. MA: HRD Press. 1993.” “Please. try that again. In groups of two or three. try that again. Note and discuss how the meaning is changed each time inflection is changed. Amherst.” “Have you read the procedures for this process?” “Is this the result you intended?” “What do you think?” 4. and Joe Fehrmann. take turns speaking the following simple coaching phrases with inflection or emphasis on a different word in the phrase each time.” “Please.” “Please. ∼ 187 ∼ . For example: “Please.Exercise 36. Use a tone of voice that reflects: • • • • • Anger Interest Pleasure Apathy Distraction Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry. try that again. try that again.1: Simple Coaching Phrases Instructions: 1.1 Exercise 36.” a) b) c) d) “Please. Use these phrases or create new ones: a) b) c) d) “You did that well this time. try that again.

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

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

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.50 Activities for Coaching/Mentoring Activity 37 Step 4: Lead the discussion. Notes: Make the point clear that when message parts contradict (or when the message is incongruent). ∼ 191 ∼ . 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. the receiver is always more likely to believe the tone of voice and the body language.

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” Genuinely pleased Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry.” “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. and Joe Fehrmann. 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. lean toward the person. Charles Cadwell. look down Turn and walk away as you speak Sit. ∼ 193 ∼ .” “We are glad to have you on our team. 1993. MA: HRD Press. Amherst.” “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. and look into his/her eyes Sit. lean back.

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participants will be able to use space effectively in one-on-one communication settings. Objective By the end of this activity. and markers *Proxemics. Skill Areas • • Counseling Nonverbal communication Participants Number: Type: 9 to 94 Any Time 10 to 15 minutes Resources • • Exercise 38. paper.” is the study of how people use space. ∼ 195 ∼ . from the Greek word meaning “to approach.1 and Exercise 38.2 for alternating participants Flipchart stand.38 Description Proxemics* This activity uses physical space to illustrate how nonverbal behaviors can affect communication.

Step 2: Begin the activity. A and B. Form pairs with one member from each group (group A member chooses a group B partner).1 to group A and Exercise 38. Notes: Begin the activity by saying “Begin your conversations. 50 Activities for Coaching/Mentoring Distribute Exercise 38. Notes: Divide participants into two groups.Activity 38 Method Step 1: Prepare the activity.” Allow approximately five minutes for pairs to converse. Tell participants they are not to share exercises with members of the other group. Step 3: Review the activity. have participants return to their regular places. etc. At the end of that time. Notes: Lead a discussion of how the use of space can affect the quality of communication. 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.2 to group B. ∼ 196 ∼ . leaning away.

1993.” Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry. MA: HRD Press. Begin when the trainer says. • • • • 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. and Joe Fehrmann. Amherst.Exercise 38. “Begin your conversations. or choose one of your own. ∼ 197 ∼ . Select one of the following topics.1: Group A Participants You are to initiate a conversation with your partner (a member of group B). Charles Cadwell.1 Exercise 38.

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2: Group B Participants You are to participate in a conversation with your partner (a member of group A). 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. ∼ 199 ∼ . 1993. and Joe Fehrmann. simply continue your gradual “encroachment. Your partner will select the conversation topic and will initiate the discussion. but as you converse.Exercise 38. Charles Cadwell.2 Exercise 38. MA: HRD Press.” Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry. Take an active part in the conversation. Amherst. If your partner pulls away or moves.

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

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

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why not? 2. 1. 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 ∼ . your responsibility is to observe the coach and determine how well he/she handles the situation. Did the coach get agreement that a problem exists? Yes If so.3 Exercise 39. Use the checklist below to make notes so that you can provide feedback to the group after the role play. Did the coach and the employee decide on a solution? Yes If so.Exercise 39. how? No If not.3: Role Play—Observer During the role play.

3 (concluded) 3. Charles Cadwell.Exercise 39. and Joe Fehrmann. 1993. Was a follow-up plan discussed? Yes No Do you think the coach will follow up? Why or why not? 4. ∼ 212 ∼ . What type of recognition would be appropriate for this situation? Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry. MA: HRD Press. Amherst.

Employee: Date of planned discussion: Describe the problem that you think exists.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. Refer to it during the discussion to help keep yourself on track.4 Exercise 39.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 ∼ .

1993.4 (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.Exercise 39. ∼ 214 ∼ . MA: HRD Press. and Joe Fehrmann. Charles Cadwell. Amherst.

Please This activity reminds participants of the need to express themselves in ways that their listeners can understand.40 Description Translation. 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. Objective By the end of this activity.1 for each participant Trainer’s Notes ∼ 215 ∼ .

or any other effort involving communication.1 to each participant. Notes: Allow 3 to 4 minutes for completion of the exercise. Step 2: Discuss the activity. When time is up. read correct “translations” from the Trainer’s Notes. 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 ∼ . Notes: Emphasis should be on the importance of clear communication in delegating. Recognize participant(s) with the most correct responses.Activity 40 Method 50 Activities for Coaching/Mentoring Step 1: Distribute Exercise 40. the “language” to be spoken is one that the other person will understand. counseling.

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

Notes: Ask partners to share their reactions to the exercise. 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 ∼ . but. Step 6: Review the activity. . Have the volunteers and the class list the empathic listening behaviors each volunteer practices. Have each pair practice empathic listening. Notes: Ask for two more volunteers to discuss an issue. Notes: Ask the participants for examples of empathic (or “active”) listening behaviors.50 Activities for Coaching/Mentoring Activity 41 Step 4: Discuss empathic listening behaviors. but it is not vital). Have participants pair up (it is helpful for partners to disagree on their discussion issues. Questions you might ask: • • • • Who had difficulty resisting the urge to “Yea. List responses on the flipchart.

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paper. and identify and practice effective delegating behaviors. participants will be able to • • identify ineffective delegating behaviors.1 through 42.42 Description Making Assignments This role-play activity allows participants to identify common errors in delegating. and markers ∼ 225 ∼ . 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 42.3 for each participant Flipchart stand. Objectives By the end of this activity.

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

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

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

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

and Joe Fehrmann.Exercise 42. How was this tone communicated? • • Verbally: Nonverbally: 3. 1993. Amherst. How do you feel about this assignment? Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry. Charles Cadwell.2: Subordinate Reactions 1. Did you understand the assignment? 4. ∼ 231 ∼ . MA: HRD Press. What tone did your supervisor use? 2.2 Exercise 42.

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Did the supervisor check for understanding? How? 3. What tone did the supervisor use? 2.Exercise 42. What effective delegating behaviors were shown? 5. and Joe Fehrmann.3 Exercise 42. What ineffective delegating behaviors were shown? Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry. What message did the supervisor send? • • Verbally: Nonverbally: 4. 1993. Amherst. Charles Cadwell.3: Observer Notes 1. ∼ 233 ∼ . MA: HRD Press.

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and develop a plan for preventing coaching errors.1 and 43. identify miscues in specific coaching situations.1 and one copy each of Exercises 43. Objectives By the end of this activity.43 Description Coaching Miscues This activity allows participants to evaluate their coaching skills and learn ways to overcome common coaching errors.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. participants will be able to • • • describe the difference between ineffective and effective listening behaviors.

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

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

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. 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. 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 ∼ .

1: Characteristics of Ineffective/Effective Listeners Ineffective Nonverbal Behavior Looks bored. 1993. seems uninterested or judgmental. 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. MA: HRD Press. and Joe Fehrmann. ∼ 239 ∼ .1 Handout 43.Handout 43. Charles Cadwell. 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. Amherst. 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.

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I’m sure you two can solve this like adults so that we can get some work done around here. Identify the miscues and then make your own suggestions for improvement.” Coaching miscue: Suggested improvement: Situation 2 Employee: “Yeah. The coach makes one or more miscues. ∼ 241 ∼ . MA: HRD Press.” Coach: “Why don’t you sit down and discuss it with her.Exercise 43. and Joe Fehrmann.” Coach: “Do you proofread the articles before you send the newsletter to the printer?” Employee: “Every time. 1993.1 Exercise 43.1: Coaching Miscues—Part 1 Read the situations below.” Coach: “Are you sure you understand your new computer?” Coaching miscue: Suggested improvement: Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry. I know mistakes are costly. Amherst. Situation 1 Employee: “She gets on my nerves. Charles Cadwell.

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employee.” 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. You need to improve your planning and use the system I showed you. We can’t get caught up because someone always wants something different this week than last week or last year.” 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. The observer should also ask the coach and employee for their own suggestions after they complete the exercise.Exercise 43.2 Exercise 43. Situation 3 Employee: “Things are really hectic this time of year.” Coach: “Don’t you realize how much it disrupts my meetings to have you always coming in late?” Coaching miscue: Suggested improvement: (Continued) ∼ 243 ∼ . Have them continue the discussion to a conclusion after the script ends. or observer. Have the coach and employee read the situation below.” Coach: “This is a holiday that comes every year at this time. The observer should identify the miscues and then make suggestions for improvement.

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

participants will be able to evaluate • • their knowledge of key learning points. paper. and the knowledge of other participants. and markers for tic-tac-toe diagram Prizes (optional) ∼ 245 ∼ .44 Description Tic-Tac-Toe This activity uses a familiar childhood game to review course material. Skill Areas • • Role of coach/mentor Course closure Participants Number: Type: Any. The activity can be conducted at any time during the course or as a course closure. 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. Objectives By the end of this activity.

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

Option: Award prizes. the space is left blank. 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. If no team has a tic-tac-toe after all 20 questions are used. the team with the most marks is the winner. If they answer incorrectly. Step 5: Review the activity. Notes: Summarize the objectives and how they were met. ∼ 247 ∼ . Reinforce the importance of applying on-the-job skills they learned during the class. place the team’s mark (X or O) in the designated space.

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participants will be able to • • • describe their listening strengths and weaknesses. Objectives By the end of this activity. and develop a plan for helping their employees listen. 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 ∼ . 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. describe what can happen when making work assignments.

as if you were giving a real work assignment. Notes: Read the information at a normal rate of speed.Activity 45 Method Step 1: Introduce the activity. 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. Try to be conversational. Step 2: Read the assignment from the Trainer’s Notes to the participants. Discuss why scores were better or worse. ∼ 250 ∼ . Step 4: Discuss the results. Notes: Compare scores the second time with those on the first try. Notes: Explain that you want to make sure the new person understands the job assignment. Step 3: Administer the test. Discuss the importance of asking questions when you don’t understand. 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).

If using as an icebreaker. Ask participants to think of situations where their inability to listen has caused problems.50 Activities for Coaching/Mentoring Activity 45 Step 6: Review the activity. discuss the importance of listening during the course. ∼ 251 ∼ . 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.

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

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

and describe the effects of poor listening behavior. Objectives By the end of this activity. paper. identify bad listening habits of self.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. participants will be able to • • • identify bad listening habits in others. Skill Areas • • • Listening Nonverbal communication Role of coach/mentor Participants Number: Type: Any Any Time 10 to 30 minutes Resources Flipchart stand. and markers ∼ 255 ∼ .

personally.Activity 46 Method Step 1: Introduce the activity. Notes: Participants will more than likely agree that the behaviors they contributed to the list annoy them. 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 ∼ . To fully cover the negative reaction to these types of behaviors.) What might cause you to act in these ways. Step 3: Review the activity. avoiding eye contact. eating. talking to someone else. 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. drinking. To better apply the concept. Step 2: Discuss the behaviors. Notes: It is important for the participants to understand that the behaviors they have listed are unacceptable for an effective coach to exhibit. walking away. Some of the behaviors that will be listed include reading. writing it on the flipchart page. have been known to display. Coaches are expected to be skilled listeners and to work to eliminate any ineffective behaviors. grooming. and ask for more ideas. 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. ask some or all of the following questions: • • You have identified some of your own bad listening habits. etc. Give an example. doodling.

and assertive styles of communication.2 for each participant Trainer’s Notes Flipchart stand. Skill Areas • • • Assertiveness Building trust Listening Participants Number: Type: Any. paper. Objectives By the end of this activity. passive.47 Description “Just Thought I’d Ask” This activity allows participants to practice assertive communication skills by learning to recognize and eliminate aggressive. emotion-laden messages and passive styles of relating. and practice effective assertive communication for optimum coaching skill. participants will be able to • • recognize aggressive.1 and 47. divided into groups of two or three Any Time 30 to 60 minutes Resources • • • One copy of Exercises 47. and markers ∼ 257 ∼ .

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

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 ∼ . Allow 10 to 15 minutes for the role play.1.2 using the corresponding nonverbal behaviors identified in Exercise 47. ask that they rotate the communicator role so that everyone has a chance to act and to react. 3. Ask for feedback. Step 5: Review and summarize the activity. When everyone has finished. Ask that they take notes in order to have a complete picture of the behavior. 2. Record suggestions on a flipchart using the guide offered in Exercise 47. Ask each group to brainstorm body language behaviors for each of the three types of communication. Ask participants to role play the “you” and “I” statements printed in Exercise 47. Allow them 5 to 10 minutes to write their ideas in the box at the bottom of Exercise 47. 2.2. Ask the participants to divide into groups of two or three. review the activity. If you are using groups of three. Step 4: Distribute Exercise 47.1.50 Activities for Coaching/Mentoring Activity 47 1.1. Notes: 1. Fill in where the groups come up short on ideas.

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

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” “You make me so mad.” “I feel very frustrated with these errors.2: Role Play—“You” and “I” An obvious difference in aggressive and assertive communication is the language—both verbal and nonverbal. “I’m concerned when I see behavior that is inappropriate.” “You are the rudest person I have ever met. ∼ 263 ∼ .” “I’m not sure I made myself clear about what was acceptable. 1993. An “I” statement places no blame but is representative of a person who is willing to take responsibility for himself and his feelings.” “You goofed again. Aggressive communication is plagued with accusing “you” messages.1. Amherst. Charles Cadwell. while assertive styles use nonjudgmental “I” messages. “You” messages create a climate of defensiveness in the listener.Exercise 47.” “You hurt my feelings.” “I am angry about what you just said. MA: HRD Press. and Joe Fehrmann. Practice the following “You” and “I” statements using the appropriate body language cues from your work in Exercise 47.2 Exercise 47.” 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. mumbles Acts afraid Fiddles with objects Assertive Appears at ease and comfortable Shoulders and back are straight Leans forward. Charles Cadwell. 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. ∼ 265 ∼ . Amherst. 1993. MA: HRD Press. and Joe Fehrmann. 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.

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

Divide total by number of participants to find the class average. to the listen and remember test. without talking to anyone. read the test “Say what?” Notes: Read test items 1 through 6 in a normal tone and at a normal rate of speed.1. score the results. Notes: Collect scores of each participant and total them. Do not repeat. 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 ∼ . This is a listening test. Step 5: Review the activity.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 3: Repeat the items and then give answers. Notes: Tell participants that they will use this sheet to record their answers. Step 2: Using the Trainer’s Notes. Step 4: As an optional step.

and Joe Fehrmann. ________ b. Amherst. MA: HRD Press. __________ How did I do? My score was __________ Compared to the class average of __________ Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry. ________ 6. __________ 3. a. ∼ 269 ∼ . __________ 2. __________ 4.1: “Say what?”—Answer Sheet 1. 1993.1 Exercise 48. Charles Cadwell.Exercise 48. __________ 5.

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which shape preceded rectangle? circle Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry. In the series of words to. Charles Cadwell. MA: HRD Press. at. rectangle. 39. To get to 729 Market Avenue. In the series of numbers 5..25 4. what?”— Listen and Remember Test 1. blue. green. To take advantage of this money-back offer. Wichita. 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. postmarked before December 31. oval. In the series of shapes circle. 1993. In the series of colors yellow. 492.Trainer’s Notes Trainer’s Notes: “Say. which color followed red? green 5. then turn left for one block. send the UPC bar code. the third number was? 22 2. the fourth word was? from 3. white. your receipt. Acme Products. you need to travel three blocks south. triangle. 15. ∼ 271 ∼ . 29th Street. and Joe Fehrmann. square. for. Inc. How much money do you send? $1. red. KS 67202. 22. 3915 E. Amherst. turn right for three blocks. me.25 for handling to our home office. from. and $1.

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including assumptions and perceptions. identify blocks that interfere with the communication process.* Objectives By the end of this activity. and use complete communication to reduce frustration. It also provides practical experience for giving effective instruction to coaches responsible for training their employees. Kate Martin & Associates ∼ 273 ∼ . 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. participants will be able to • • • • describe the benefit of combining verbal and nonverbal communication in sending a message.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.

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

This time senders and receivers may talk to each other. 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. 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. After all partners have completed the instruction process.50 Activities for Coaching/Mentoring Activity 49 Step 4: Conduct the activity (Stage 1). have them compare papers. ∼ 275 ∼ . and assumptions. lack of verbal feedback. Senders and receivers stay in the same role. Notes: Conduct a similar discussion. All other instructions remain the same.) Step 6: Repeat the activity (Stage 2). Step 5: Review Stage 1. Notes: Tell senders to begin giving instructions. Step 7: Review Stage 2. this time noting the impact of verbal feedback on the process. Along with any observers.

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

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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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 through 50. and develop a plan for resolving current conflicts. Objectives By the end of this activity.1 for each participant Pen or pencil for each participant ∼ 279 ∼ . use a four-step process for resolving conflicts. participants will be able to • • • describe their preferred conflict resolution style.3 for each participant One copy of Handout 50. 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.

Ask participants for specific examples of coaches they have worked with who used each of the styles. Notes: Explain that there are five basic approaches to resolving conflict. they acknowledge it and begin to take steps to resolve it. Step 3: Distribute Exercise 50. Review the problem-solving model with participants. ∼ 280 ∼ .Activity 50 Method Step 1: Introduce the topic and the activity.2 and review. Allow 5 minutes to complete. they accept the fact that conflicts will occur from time to time. Step 4: Distribute Handout 50. Have participants determine which style they are most likely to use based on the questionnaire they completed.1 and review. Effective coaches do not ignore conflict. Instead. Ask if they agree or disagree with the results of the questionnaire and why. Notes: Point out the value of using the problem-solving approach. When a conflict occurs. Ask if these coaches were effective or ineffective. This questionnaire will help participants identify the style that they are most likely to use. Notes: Review the five basic approaches to conflict resolution. Use the following (or a similar) introduction. Step 2: Distribute Exercise 50.1 and review. Use a conflict example supplied by one of the participants as a point of reference when discussing the steps and their applications. Effective coaches know that resolving conflicts can lead to achieving better results and having a more effective organization. Discuss each of the four steps. Notes: 50 Activities for Coaching/Mentoring Review the objectives.

The observer should watch for the application of the four-step process. Notes: Have participants switch roles and complete another role play. Notes: Divide participants into groups of three.50 Activities for Coaching/Mentoring Activity 50 Step 5: Conduct problem-solving role play. Continue until all participants have experienced each of the three roles.3 and discuss. Have “coaches” explain a situation they need to resolve to the “employee” so that he/she can assume a realistic role. 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). Option: You can provide prepared role plays. Step 6: Discuss the first role play. Step 8: Distribute Exercise 50. Notes: Have participants complete the worksheet for a current conflict they want to resolve. 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. ∼ 281 ∼ .

if any.Activity 50 Step 9: Review the activity. do you face using this process? ∼ 282 ∼ . 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.

Acknowledge the Conflict • • • • Schedule a meeting Determine own conflict resolution style Determine other person’s style Decide to discuss the conflict 2.Handout 50. Amherst. Charles Cadwell. ∼ 283 ∼ . Agree on a Solution • • • Discuss alternatives Decide on mutually acceptable solution Decide how to implement the solution 4. MA: HRD Press.1: Problem-Solving Approach The ability to use a prescribed method of resolving conflict that focuses on solving problems is important for effective coaches. The four-step process below can help you reduce conflict and solve problems. 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. and Joe Fehrmann. 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. 1993.1 Handout 50. 1.

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

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

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1. need to be made in either style? Are both parties willing to discuss the conflict? 2.3: Problem-Solving Worksheet Use the worksheet to plan how you will work through a current on-the-job conflict. if any. 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 ∼ . Acknowledge the Conflict Schedule a meeting.Exercise 50. What conflict resolution style do you want to use? What conflict resolution style is the other person using? What changes.3 Exercise 50.

Exercise 50. 1993. Agree on a Solution What are the alternatives? What is the mutually acceptable solution? How will the solution be implemented? 4. Amherst. MA: HRD Press. Charles Cadwell. 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. and Joe Fehrmann.3 (concluded) 3. ∼ 290 ∼ .

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