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

HRD Press, Inc. • Amherst • Massachusetts

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

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

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

ISBN 0-87425-218-0

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

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

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

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

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

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

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

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

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

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

∼7∼ . as you select and use the appropriate activities for your learning environments. counseling. and setting expectations. We have included activities that address such skills as building trust.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. These and other skills areas are identified in the Index to Activities. the coaches and mentors you work with will be able to develop the skills they need to be successful and to lead their organizations. listening. goal setting. collaboration. We are confident. This volume is designed to do just that.

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

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

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

"Just Thought I'd Ask" 50. "Say what?" 47.50 Activities for Coaching/Mentoring ∼ 12 ∼ 46. Listen up! 48. You want me to do what? 277 49. 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 .

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

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

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

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

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

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

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Rounds 1—3: Players play without consulting their teams. Amherst. Round 1: Round 2: Round 3: Choice Choice Choice Player 1 Score Score Score Choice Choice Choice Player 2 Score Score Score Rounds 4—6: Players may consult with their teams to decide how to play.1 Exercise 1. They are not allowed to talk to each other. Discussion time is limited to one minute per round. Charles Cadwell. Scores are doubled. Scores are tripled. MA: HRD Press. Discussion time is limited to 30 seconds per round. 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. 1993. 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.1: Scoresheet Using the guidelines below. the scorekeepers will indicate each player’s choice and score for each round. and Joe Fehrmann. ∼ 23 ∼ .Exercise 1.

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

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

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

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one at a time. your team will depend on you for leadership in this competition. No production team member may submit two balloons in a row. The inflated balloons are handed to you. 2. Charles Cadwell. by members of the team. ∼ 29 ∼ . 4.1 Exercise 2. you must reject the balloon by immediately popping it. You may accept balloons only if all of the following standards are met: 1. Amherst. Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry. As a team. Accepted balloons are held in the air until the scorekeeper counts them and then they may be lowered. Production team members use only their left hands to give the balloons to you. MA: HRD Press. 1993.1: The Coach’s Dilemma Instructions for the coach: As coach. You will take a balloon only from a team member different from the last person who handed you one. they will produce balloons for your approval. If balloons do not meet all of the above conditions. No talking or explanations of any kind are permitted. 3. You will be guided by the following criteria for the acceptance or rejection of each balloon submitted.Exercise 2. You accept only a balloon that is different in color than the last one handed to you. and Joe Fehrmann.

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

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

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

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

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

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

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

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

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

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 ∼

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

This activity can be used to remind the trainer of the participant expectations. Notes: 50 Activities for Coaching/Mentoring Explain that in addition to writing their name on the tent card. 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 ∼ . Ask that they use the broad tip markers and prepare to interpret their artwork. Step 2: Exchange information. If this is the first opportunity to discuss coaching skills.Activity 6 Method Step 1: Introduce the 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). 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. 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. Step 3: Lead a discussion as a review of this activity.

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

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

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. Have participants set goals to improve their weaknesses based on what they learned during the discussions. ∼ 51 ∼ . Point out the importance of networking with other people. Notes: Ask participants to comment on what they learned in their small group discussions.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

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

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

using the four-step process.1 (optional) ∼ 59 ∼ . and markers Exercise 10.10 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. Objectives By the end of this activity. and enhance the four-step process with additional coaching activities. correct behavior in a nonthreatening manner. Skill Areas • • • • Analyzing performance problems Assertiveness Evaluation Setting expectations Participants Number: Type: Any Any Time 30 to 40 minutes Resources • • Flipchart stand. participants will be able to • • • describe the four-step model. paper.

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

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

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

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

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

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

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

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

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13 Description Chair Walking This activity demonstrates the necessity of trust in the coach/employee relationship. Objectives By the end of this activity. The trainer can also use this exercise to illustrate the advantage of networking. 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. participants will be able to • • describe the feeling of trust.

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

mentor. Notes: Questions you might ask: • • • Why did we do this exercise? What did we learn? How does this illustrate coaching responsibility? Step 6: Summarize the activity. Results of a trusting relationship in the workplace. Notes: Ask the participants to list the following: 1. ∼ 73 ∼ . 2. 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.

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participants will be able to • • provide specific. It also serves as a trust builder for participants. Skill Areas • • • • • • Communication Counseling Evaluation Listening Nurturing Course closure Participants Number: Type: Any Any Time 10 to 20 minutes Resources None ∼ 75 ∼ . positive feedback to fellow participants.14 Description Positive Feedback This activity is useful as a summary for all or a portion of a session dealing with interpersonal skills such as counseling or listening. and increase their comfort in giving positive feedback to another. Objectives By the end of this 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: 50 Activities for Coaching/Mentoring Have participants pair up.Activity 14 Method Step 1: Introduce the activity. Step 3: Review the activity. 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. Step 2: Conduct the activity.

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

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

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

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

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

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Amherst.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. ∼ 83 ∼ Next Month Next Month Next Month Next Week Next Week Next Week Tomorrow Tomorrow Tomorrow Next Month Next Month Next Month Next Month Next Week Next Week Next Week Next Week Exercise 15.1 Tomorrow Tomorrow Tomorrow Tomorrow . 1993.Exercise 15. MA: HRD Press. Charles Cadwell. and Joe Fehrmann.

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

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

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

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

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

Step 7: Review the activity. the team felt frustration when trying to achieve a quality performance within time constraints. 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: Explain that for a team to produce to specified standards and with high morale. communication must be open and complete. Notes: Questions you might ask: • • • • • Team: How did you feel during construction? Was there frustration? If so. 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 ∼ .50 Activities for Coaching/Mentoring Activity 17 Step 5: Lead a discussion about the activity.

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

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

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

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.

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

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

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

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

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

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

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

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

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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. describe the importance of providing regular feedback. and use a feedback tool to survey their employees. Objectives By the end of this activity.1 through 22. They will also be able to survey their employees to determine their perceptions about the quantity and quality of the feedback they receive. participants will be able to • • • evaluate the feedback they provide others. 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 22.3 for each participant Paper and pencil or pen for each participant ∼ 107 ∼ .

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

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

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

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

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Amherst. Uses graphs. Rarely 1. 4.2 Exercise 22.Exercise 22. Charles Cadwell. 8. I think that my boss. 6. Provides sincere feedback. Provides positive feedback. Criticizes behavior. 13. Offers support to employees. 5. 3. 1993. . ∼ 113 ∼ . not the person. and Joe Fehrmann.2: Rate Your Boss’s Use of Feedback Read each statement below and circle the number that you think best describes the feedback your boss gives to you. charts. . Tries to find the good in things rather than the bad. Focuses on what’s right. Provides specific 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. Listens to employees. MA: HRD Press. Praises more than criticizes. Provides help to improve. 9. 7. Passes on positive feedback received from others. Gives corrective feedback. 12. 2. 11. 10. etc.. to provide feedback.

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Provides specific feedback 3. charts.3: Feedback Perception Comparison For each statement below. Differences of 2. Uses graphs.Exercise 22. Use additional sheets if needed.3 Exercise 22. Provides positive feedback 2. etc. Gives corrective feedback 5. Amherst. Offers support to employees 12. Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry. Criticizes behavior. 3. Tries to find the good in things rather than the bad 8. Focuses on what’s right 9. not the person 6. etc. Charles Cadwell. and Joe Fehrmann. ∼ 115 ∼ .) for each item and compare it with your average score. Then determine the average score of the employee responses (columns E1. 1993. etc. Provides help to improve 7.) that you gave yourself for each item.. Provides sincere feedback 4.5 or more can indicate areas where improvement may be needed. Listens to employees 10. Passes on positive feedback received from others 13. Use the spaces to the right to indicate your employees’ scores for the same items. E2. MA: HRD Press. indicate the score (1. Praises more than criticizes E1 E2 E3 E4 E5 Avg. to provide feedback 11. Mine 1.

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

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

participants will be able to • • • recite learning to this point. Objectives By the end of this activity. 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. interpret the nonverbal communication of coach and team members.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 ∼ .

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

and the turn passes to the other team. the team gets nine chances. Allow the team who won the coin toss to confer and choose to play or pass. 9. Step 3: Conduct the activity. If the original team correctly answers all parts and scores the 50 points. 2. 3.50 Activities for Coaching/Mentoring Activity 24 Step 2: Brief the coaches and distribute Exercise 24. six. it receives 25 points for the answers given correctly. ∼ 121 ∼ . Notes: 1.1. The opposing team gets one chance for each missing part. 7. each team chooses a representative and the first to answer the tiebreaker question correctly wins the game for his/her team. 4. Example: If the answer has 6 parts. they will lead as the team decides who will be the spokesperson. Play continues until even rounds have been played (four. it gets 50 points. or eight questions). Display or ask the question. The first team attempting to answer the question gets 50 percent more opportunities to answer than there are parts to the answer. With the teams lined up on opposite sides. 6. flip a coin to determine who will have the first option to answer. they express the team’s wish to play or pass to the other. 8. if the answer has five parts. If the score is tied. it does not score but has the opportunity to play or pass the next question. Notes: Explain to coaches that they speak for their team on matters of general interest. In tiebreaker or grand prize categories. 5. Give the coaches a copy of the exercise and ask that they discuss the rules with their teams. Allow 5 to 10 minutes for review of the rules and material prior to play. If the team answers correctly. For example. after conferring with the team. If the team cannot fill in the missing parts with correct answers. No materials will be used for reference during play. the opposing team gets the option to play or pass. the team gets eight chances. Prizes can be awarded if that option has been chosen. If the team has still not arrived at all of the correct answers.

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

As a team. 5. 7. the team would have six chances to get them right. it receives 50 points. When it is time to play: 1. If the opposing team cannot. For even a portion of correct answers. 3. The first person to answer the tiebreaker question correctly wins the game for his/her “dueling family. that person will not be able to confer with the others about the answer. 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. Consider how that might influence scoring. Amherst. if there are four answers. or one of the “dueling families. 1993. the team receives 50 points. Your team will line up opposite the other. The purpose of the exercise is to score more points for your team than the other one scores. from the other “family” members.1 Exercise 24.1: Dueling Families Instructions for the coach: As coach. 4. For example. only encouragement. You will be given time to meet with your team to review the rules for play and the materials over which play will be based. The way in which you line up could be critical.Exercise 24. ∼ 123 ∼ . MA: HRD Press. the other team gets the chance to try. Each person will take turns giving an answer. the team will receive 25 points. Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry. No reference materials will be allowed. The individual will receive no help. The team that plays will give answers in the order that they stand in line. If the opposing team gets all the remaining portions correct. the team will depend on your leadership for direction but not for the answers. and Joe Fehrmann.” 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. 2. In case of a tie.” Once chosen to speak for the team. A question will be asked or displayed. If the team cannot answer all parts correctly. 6. 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. Play continues until all rounds have been completed. There will be 50 percent more opportunity to respond to the question correctly than there are answers. Charles Cadwell.

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

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

Step 6: Review the activity.” Step 5: Lead a discussion. or concepts they need the most. you will want to congratulate the participants on how well they did. the team verbally encourage their representative with enthusiasm. You can ask them to introduce themselves by identifying which of the roles. while not calling out the matches.50 Activities for Coaching/Mentoring Activity 25 Suggest that. Play until all matches are made. You will have the beginnings of a class needs assessment. Tally the scores to determine the “winner. 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 ∼ . skills. begin at this point to train the participants. If this is a review technique. Notes: If you are using this as an introduction.

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and Joe Fehrmann.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. Charles Cadwell. Amherst. 1993. ∼ 129 ∼ . MA: HRD Press.

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Objectives By the end of this activity. participants will be able to • • define key terms related to the role of the coach/mentor. It can.1 for each participant Pen or pencil for each participant Prizes for winners (optional) ∼ 131 ∼ . also be used to create fun competition among participants. at your option. 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 26.26 Description Coaching Challenge This activity can be used to review key concepts presented during the training.

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

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

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

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

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and markers 3 x 5 index cards ∼ 139 ∼ . paper. It is also useful for an initial small group activity. Objectives By the end of this activity. Skill Areas • • • Icebreaker Delegation Setting expectations Participants Number: Type: 12 to 40 Supervisors or managers Time 30 minutes Resources • • Flipchart stand. and develop ways to overcome the disadvantages of delegating. 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.

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

28 Description Nonverbal Behaviors This is a “fish bowl” exercise to provide participants with practice in identifying positive and negative communication behaviors. and identify listening behaviors in others. 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. participants will be able to • • recognize when they are engaging in effective or ineffective listening behaviors. paper.4 for each participant Flipchart stand. Objectives By the end of this activity.1 through 28.

so that all are able to contribute).Activity 28 Method Step 1: Introduce the activity.” and the second group will be observers.3 and 28.2 to alternating committee members (designate them as As and Bs) and Exercises 28.1 and 28.4 to alternating observers (also designated as As and Bs). Step 2: Conduct the activity. Write their remarks on a flipchart marked “Positive Behaviors” and “Negative Behaviors. Separate the class into two groups. Notes: Ask observers to share their notes (one observation at a time. per observer. Step 3: Discuss the communication process.” 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. how? Which of these behaviors do we find ourselves performing? ∼ 142 ∼ . Notes: Give the committee 30 to 40 minutes to discuss the issue of whom to hire for the position of executive director. The first group will be the “committee. Notes: 50 Activities for Coaching/Mentoring Tell participants that the purpose of this exercise is to see communication in action. one of 6 to 12 participants. Distribute copies of Exercises 28. and the other of all the remaining participants.

Your chapter.000 per year. especially those helping unemployed and hopeless. Degree: MBA. Would heighten fundraising efforts and emphasize counseling for families. Education. Has been a volunteer on a number of fundraising efforts. married with four grown children. divorced with custody of one child. Has led successful special event fundraisers. Was most recently vice president of Sales for a manufacturer of light aircraft. Was most recently director of a Red Cross chapter with 21 employees. Was most recently director of Development for a state university with 20. Your chapter supports over 30 agencies. Age 45. Age 42. Degree: MS. Would set a goal of increasing local support to 125 percent of present level and use the additional funds to finance new agencies.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. including very active Red Cross and Salvation Army chapters. You have narrowed your list to four candidates and must select one during today’s meeting. serving seven counties with a total population of 450.000. The position pays $50. married.Exercise 28. Advocates more careful scrutiny and auditing of agencies. Psychology. Would encourage support of more agencies while expecting established agencies to gradually develop more of their own funding sources. Degree: BS. Has chaired another chapter Fund Allocation Committee for three years. married with two children. no children.000 students. Wilma Johnson Larry Reynolds David Espinoza (Continued) ∼ 143 ∼ . Was most recently owner of his own computer software company (which he sold at a fair profit). Has chaired several successful United Way campaigns. All are from outside your area: Fred Baxter Age 59. Would place emphasis on children’s issues. Mid-America has a staff of 30 full-time employees and 5 part-time employees. the United Way of Mid-America. is a fairly large one. Age 37.1 Exercise 28.

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

Your chapter. married. married with two children. Was most recently director of a Red Cross chapter with 21 employees. including very active Red Cross and Salvation Army chapters. Degree: MS.2 Exercise 28. Degree: MBA. Would encourage support of more agencies while expecting established agencies to gradually develop more of their own funding sources. Has led successful special event fundraisers. Education.000 students. Wilma Johnson Larry Reynolds David Espinoza (Continued) ∼ 145 ∼ . divorced with custody of one child. Has chaired several successful United Way campaigns. Has chaired another chapter Fund Allocation Committee for three years. The position pays $50. Age 42. Was most recently owner of his own computer software company (which he sold at a fair profit).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. serving seven counties with a total population of 450. Your chapter supports over 30 agencies. Mid-America has a staff of 30 full-time employees and 5 part-time employees.000 per year.000. especially those helping unemployed and hopeless. the United Way of Mid-America. Was most recently director of Development for a state university with 20. Advocates more careful scrutiny and auditing of agencies. Has been a volunteer on a number of fundraising efforts. Psychology. Would heighten fundraising efforts and emphasize counseling for families.Exercise 28. Would set a goal of increasing local support to 125 percent of present level and use the additional funds to finance new agencies. is a fairly large one. Age 37. You have narrowed your list to four candidates and must select one during today’s meeting. married with four grown children. Degree: BS. Age 45. Would place emphasis on children’s issues. All are from outside your area: Fred Baxter Age 59. no children. Was most recently vice president of Sales for a manufacturer of light aircraft.

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

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

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

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and describe expectations for the training session. or describe how the course met expectations. paper. Objectives By the end of this activity. and markers ∼ 151 ∼ . 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. 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. Its purpose is to identify and discuss key coaching concepts.

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

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

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

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

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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. participants will be able to • • identify key terms related to coaching skills. Skill Area Course closure Participants Number: Type: Any Any Time 30 minutes Resources • • • One copy of Exercise 31. Objectives By the end of this activity.1 for each participant Trainer’s Notes Pen or pencil for each participant ∼ 157 ∼ .

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

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

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

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

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

paper.33 Description Theory X/Theory Y Assumptions This is a paper-and-pencil activity with follow-up discussion. Objectives By the end of this activity. participants will be able to • • identify their own X and Y assumptions.3 for each participant Flipchart stand. but experience as supervisor is helpful Time 30 to 60 minutes Resources • • One copy each of Exercises 33.1 through 33. It illustrates the effect that having assumptions about human behavior will have on coaching styles. and practice behaviors appropriate for an X or Y situation. and markers ∼ 165 ∼ . Skill Areas • • Building trust Role of coach/mentor Participants Number: Type: Any Any.

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

3. Summarize this activity by asking the class “What coaching conclusions can we draw from our responses?” Record their answers on the flipchart. Notes: Explain why. more or less blue or green behavior might be appropriate. Step 6: Conclude the activity.2.50 Activities for Coaching/Mentoring Activity 33 Step 4: Distribute Exercise 33. 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. 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. Divide the class into groups of five to seven participants each. how well they work together and how well they do their work). Notes: Have groups select a spokesperson to report their responses to the rest of the class. Notes: Have participants score their responses and mark their score on the X—Y scale. ∼ 167 ∼ .

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

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

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1993.Exercise 33. How might “green” and “blue” behaviors be combined? 3. What are some examples of ineffective “green” behaviors? Example: • Shouting at employees Not responding to a rule infraction 3. Amherst. What are some examples of ineffective “blue” behaviors? Example: • 2.3: Company Behaviors Blue 1. and Joe Fehrmann. How might “green” and “blue” behaviors be combined? Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry. 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. MA: HRD Press. ∼ 173 ∼ . What are some examples of effective “blue” behavior? Example: • Green 1.3 Exercise 33. Charles Cadwell.

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tangible terms. behavioral terms. and markers Writing paper for participants ∼ 175 ∼ . participants will be able to • • express their opinion of performance in concrete. Objectives By the end of this activity. and use both written and verbal communication to describe performance.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. paper. 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.

. If participants are supervisors. and in analyzing performance problems. they should think of current or former coworkers who would be best and worst as performers.g.Activity 34 Method Step 1: Explain the activity. exchange their letters. 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. and read them. in evaluating performance. that may be interpreted in more than one way. Notes: Readers are to circle all statements that do not appear clear. 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 ∼ . Step 3: Lead the discussion. Step 2: Conduct the activity. Notes: 50 Activities for Coaching/Mentoring Explain that one of the most difficult aspects of coaching is identifying or defining behavior. This skill is needed in setting performance expectations. or that do not describe behavior. After the letters are written. they should think of their best performer and their worst performer. If they are not supervisors. Partners are to discuss the letters until every reader understands fully what the writer meant to say. have the participants pair up. Instruct participants to think of two people. 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. The letter is to give as accurate a description as possible.

Skill Areas • • Building trust Collaboration Participants Number: Type: Any Any. copies of Exercise 35. and understand the effect of differing values on a mentoring relationship. Objectives By the end of this activity.2 for the other half of the participants ∼ 177 ∼ . participants will be able to • • appreciate the significance of different value systems. but a mixture of men and women provides the richest discussion Time 30 to 40 minutes Resources • • Flipchart stand.1 for one-half of the participants. paper. and markers Copies of Exercise 35.35 Description The Lovers This activity illustrates the part values and ethical decisions can play in the coaching or mentoring process.

Ask participants to volunteer their responses to the exercise on ranking the behavior of the characters. ∼ 178 ∼ . especially when faced with difficult choices. After each. after having two participants read the stories aloud.2. Instruct participants to silently read the hypothetical story. Notes: After participants have finished their individual work.1 and half receive Exercise 35. Notes: Half of the participants 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.Activity 35 Method Step 1: Prepare the class for the activity. “Does anyone have something different from this one?” Your goal is to get as wide a range of responses as possible. Step 2: Distribute the exercises to the class. Do this with both stories. “The Lovers. Step 3: Discuss responses. ask for one more by saying.” 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’.

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

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

Charles Cadwell. with 1 being the character whose behavior is most offensive. Amherst. MA: HRD Press. Jennifer David Preston John Thomas ________ ________ ________ ________ ________ Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry.Exercise 35. and Joe Fehrmann. 1993.1 (concluded) Directions: Rank the characters of this story from 1 to 5. and 5 the character whose behavior is least offensive. ∼ 182 ∼ .

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

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

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. practice speaking so that tone and inflection complement and support the words.36 Description Say what you mean! This activity gives the participants an opportunity to hear simple coaching phrases spoken with a change in inflection. 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. In groups of two or three. and describe the different feelings attached to the same words spoken in different ways.1 for each participant ∼ 185 ∼ . Objectives By the end of this activity. participants will be able to • • • recognize the change in meaning when the tone and inflection of voice is different.

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

try that again.” a) b) c) d) “Please. and Joe Fehrmann.” “Please. Use these phrases or create new ones: a) b) c) d) “You did that well this time.1: Simple Coaching Phrases Instructions: 1.” “Have you read the procedures for this process?” “Is this the result you intended?” “What do you think?” 4. try that again. 1993. try that again. Try the phrases again. ∼ 187 ∼ .” 2. Amherst.” “Please. try that again.Exercise 36.1 Exercise 36. MA: HRD Press. try that again. Use a tone of voice that reflects: • • • • • Anger Interest Pleasure Apathy Distraction Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry. Note and discuss how the meaning is changed each time inflection is changed. In groups of two or three.” “Please. take turns speaking the following simple coaching phrases with inflection or emphasis on a different word in the phrase each time. 3. Charles Cadwell. For example: “Please.

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

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

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). the receiver is always more likely to believe the tone of voice and the body language. Notes: Questions you might ask: • • What changes in behavior could be facilitated or hindered by incongruent messages? How have you experienced incongruent messages in the workplace? Step 5: Review the activity. ∼ 191 ∼ . Notes: Questions you might ask: • • • Why did we do this activity? What have we learned? Which is more powerful—what we say or how we say it? Step 6: Summarize and conclude the activity.

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1993. and Joe Fehrmann. Amherst. lean toward the person.” “Tell me what you think about this situation. and look into his/her eyes Sit. and put your hands behind your head Look around as you say the message Empathetic Distracted Angry Puzzled Hold the person’s arm and look them straight in the eye as you repeat the message Cross your arms on your chest as you deliver the message “Feel free to come to me whenever you have a question or problem. look down Turn and walk away as you speak Sit. Charles Cadwell.” Genuinely pleased Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry. ∼ 193 ∼ . MA: HRD Press.” “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.Trainer’s Notes Trainer’s Notes: Message Component Suggestions Messages “How’s it going today?” “You seem to be doing a great job. lean back.” “We are glad to have you on our team.

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paper.” is the study of how people use space. Skill Areas • • Counseling Nonverbal communication Participants Number: Type: 9 to 94 Any Time 10 to 15 minutes Resources • • Exercise 38. from the Greek word meaning “to approach. ∼ 195 ∼ .2 for alternating participants Flipchart stand. Objective By the end of this activity.1 and Exercise 38. participants will be able to use space effectively in one-on-one communication settings.38 Description Proxemics* This activity uses physical space to illustrate how nonverbal behaviors can affect communication. and markers *Proxemics.

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

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

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∼ 199 ∼ .Exercise 38. 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.2 Exercise 38.” Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry.2: Group B Participants You are to participate in a conversation with your partner (a member of group A). and Joe Fehrmann. 1993. Take an active part in the conversation. MA: HRD Press. Charles Cadwell. Your partner will select the conversation topic and will initiate the discussion. Amherst. simply continue your gradual “encroachment. but as you converse. 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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Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry. 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. Everything was fine the first two weeks. 1993. The reason you were late was because your employee Richard (Ruth) was late getting the information to you. The first week you were able to cover for Richard (Ruth) because your boss was out of town the day the report was due. Charles Cadwell. The result is that your department’s travel and expense costs are over budget for the first quarter. Situation 3 This year was going to be different. 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. and Joe Fehrmann.1 Exercise 39. and again today. Friday.1: Role Play—Coach Situation 1 Three weeks ago Joan (John) transferred to your work group. ∼ 207 ∼ . and Barbara (Bob) is 25 percent over budget.Exercise 39. but this week. Amherst. You have to submit a budget exception report to your boss in two days. You’re now three months into the year. You’ve scheduled a meeting with Richard (Ruth) to discuss the problem. You know that if priorities aren’t set today. This is the second time in the past two weeks this has happened. Wednesday. MA: HRD Press. Situation 2 Your boss called you “on the carpet” today for not getting the productivity report in on time. You want to take action now before the problem gets out of hand so you’ve asked Joan (John) to meet with you. you’ll have the same problem again next week. His/her previous supervisor warned you to expect that he/she would be late frequently.

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

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your responsibility is to observe the coach and determine how well he/she handles the situation.Exercise 39.3 Exercise 39. Did the coach get agreement that a problem exists? Yes If so. how? No How involved was the employee? How involved was the coach? Did they agree on a specific timetable to solve the problem? (Continued) ∼ 211 ∼ . why not? 2. Use the checklist below to make notes so that you can provide feedback to the group after the role play. Did the coach and the employee decide on a solution? Yes If so. 1.3: Role Play—Observer During the role play. how? No If not.

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

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 ∼ . Refer to it during the discussion to help keep yourself on track. 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.4 Exercise 39.

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

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

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

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 ∼

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

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

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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. and markers ∼ 225 ∼ . paper.1 through 42.42 Description Making Assignments This role-play activity allows participants to identify common errors in delegating. participants will be able to • • identify ineffective delegating behaviors. Objectives By the end of this activity.3 for each participant Flipchart stand. and identify and practice effective delegating behaviors.

Notes: These will. and standards Effective nonverbal behaviors. Members are to each select one role from the list in item #2 of Exercise 42. Step 4: Conduct the role play. Have participants form into groups of three. Notes: Discuss and list them on the flipchart. be the opposite of items on the effective list. A second member plays the role of subordinate. They are to make the assignment. The list should include: • • • • • • • Explanation of the assignment Checking for the subordinate’s understanding Encouragement or emphasis on the value of the assignment Opportunity for the subordinate to ask questions Opportunity for the subordinate to suggest approaches Explanation of follow-up method. and the third member observes. Allow 5 minutes for participants to complete item #1 of Exercise 42. Each should record their reactions. Repeat until all have been the supervisor at least once. playing one of the roles. Allow time as follows: • • • Role play: 5 minutes Subordinate reactions: 3 to 5 minutes Observer reactions: 3 to 5 minutes ∼ 226 ∼ . such as: − − − − Eye contact Open posture Supportive tone Understandable pace Step 3: Lead a discussion of ineffective delegating behaviors. Step 2: Lead a discussion of effective delegating behaviors. Notes: Distribute one copy of each exercise to each participant. Notes: 50 Activities for Coaching/Mentoring Explain that the class is about to demonstrate effective and ineffective delegating behaviors. quality requirements. for the most part.1.1.Activity 42 Method Step 1: Prepare the activity.

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

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

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

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

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

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1 and one copy each of Exercises 43. identify miscues in specific coaching situations.1 and 43. and develop a plan for preventing coaching errors. Objectives By the end of this activity. 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 43.43 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 ∼ . participants will be able to • • • describe the difference between ineffective and effective listening behaviors.

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

4. The coach has not been practicing good follow up. Notes: Situation 3: • • The error is in implying lack of judgment rather than describing the behavior. Use the notes given in Step 5 as a guide. The coach has been allowing the behavior to go on too long without taking action. The coach should try to find out why the employee is late and determine if the problem can be solved. After each situation. Also he/she seems to be impatient and making value judgments. Circulate among the groups and answer any questions during the activity. discuss the scenario with the entire group.50 Activities for Coaching/Mentoring Activity 43 Step 4: Distribute Exercise 43.2 and have participants work through the situations in small groups. The coach would be better advised to find out why the employee feels this case is different. Step 5: Discuss situations 3. The employee is likely to be defensive. Situation 4: • • Situation 5: • • ∼ 237 ∼ . Asking a few questions would get the dialogue started. Notes: Divide participants into groups of three: • • • Coach Employee Observer Review the instructions on the exercise and ensure that participants understand what to do. A better response would be to use active listening and be sure you understand the employee’s point of view. and 5.

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

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

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

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

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

participants will be able to evaluate • • their knowledge of key learning points. Objectives By the end of this activity. and markers for tic-tac-toe diagram Prizes (optional) ∼ 245 ∼ . 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. and the knowledge of other participants.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. paper.

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

If no team has a tic-tac-toe after all 20 questions are used. Notes: Summarize the objectives and how they were met. ∼ 247 ∼ . Alternate between teams in this manner until one team gets a tic-tac-toe.50 Activities for Coaching/Mentoring Activity 44 If they answer correctly. Step 5: Review the activity. the space is left blank. the team with the most marks is the winner. 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. Option: Award prizes. If they answer incorrectly.

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45 Description Information Overload This activity is designed to help participants be more aware of their listening habits. Objectives By the end of this activity. describe what can happen when making work assignments. 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 ∼ . participants will be able to • • • describe their listening strengths and weaknesses. It also provides an opportunity to explore what can happen when work assignments are delegated to employees. and develop a plan for helping their employees listen.

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

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

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

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

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

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

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

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

2. Step 4: Distribute Exercise 47. Ask that they take notes in order to have a complete picture of the behavior. 2. Allow 10 to 15 minutes for the role play. If you are using groups of three. Fill in where the groups come up short on ideas.2 using the corresponding nonverbal behaviors identified in Exercise 47. Ask participants to role play the “you” and “I” statements printed in Exercise 47. Ask the participants to divide into groups of two or three. review the activity. Record suggestions on a flipchart using the guide offered in Exercise 47. 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 ∼ . 2. When everyone has finished. 3.50 Activities for Coaching/Mentoring Activity 47 1. Allow them 5 to 10 minutes to write their ideas in the box at the bottom of Exercise 47. Ask for feedback.1. Step 5: Review and summarize the activity. ask that they rotate the communicator role so that everyone has a chance to act and to react.1. Ask each group to brainstorm body language behaviors for each of the three types of communication.1. Notes: 1.

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

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

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Charles Cadwell. 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.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. 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. MA: HRD Press. mumbles Acts afraid Fiddles with objects Assertive Appears at ease and comfortable Shoulders and back are straight Leans forward. and Joe Fehrmann. Amherst. 1993. ∼ 265 ∼ .

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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. participants will be able to • • describe the frustration of receiving detailed information and not knowing what to remember and what to ignore. Objectives By the end of this activity.48 Description “Say what?” This activity is designed to illustrate the importance of and need for attentive listening skills in the coach. Skill Area Listening Participants Number: Type: Any Any Time 10 to 15 minutes Resources • • A copy of Exercise 48.1 for each participant Trainer’s Notes ∼ 267 ∼ . By asking the participant to hear and remember information.

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

MA: HRD Press. __________ 2. ________ b. a.1 Exercise 48. ________ 6. __________ 4.1: “Say what?”—Answer Sheet 1. Amherst. ∼ 269 ∼ . __________ 3.Exercise 48. Charles Cadwell. and Joe Fehrmann. 1993. __________ 5. __________ How did I do? My score was __________ Compared to the class average of __________ Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry.

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

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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. 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. including assumptions and perceptions.* Objectives By the end of this activity.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. identify blocks that interfere with the communication process. and use complete communication to reduce frustration. participants will be able to • • • • describe the benefit of combining verbal and nonverbal communication in sending a message.

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

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

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

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

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

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

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

1: Problem-Solving Approach The ability to use a prescribed method of resolving conflict that focuses on solving problems is important for effective coaches. Agree on a Solution • • • Discuss alternatives Decide on mutually acceptable solution Decide how to implement the solution 4. and Joe Fehrmann. Charles Cadwell. 1993. Amherst.1 Handout 50. ∼ 283 ∼ . The four-step process below can help you reduce conflict and solve problems.Handout 50. 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. 1. MA: HRD Press. Acknowledge the Conflict • • • • Schedule a meeting Determine own conflict resolution style Determine other person’s style Decide to discuss the conflict 2. 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.

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

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

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3 Exercise 50.3: Problem-Solving Worksheet Use the worksheet to plan how you will work through a current on-the-job conflict. Acknowledge the Conflict Schedule a meeting. need to be made in either style? Are both parties willing to discuss the conflict? 2.Exercise 50. 1. What conflict resolution style do you want to use? What conflict resolution style is the other person using? What changes. 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 ∼ . if any.

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

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

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