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

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

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

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

Some take only a few minutes. Some will provide an obvious “ah-ha” to the learner. Objectives. while others take longer. Many different learning methods are employed. provide either further background information or precise details of materials required for the activity. at-a-glance guide to conducting the activity. Timing will depend on group size and the depth to which you wish to pursue learning points. Exercises. These are designed to increase participant involvement. A step-by-step. A short outline of the activity. They provide a means for communicating some of the key learning points or background information about the exercise. and suggested discussion points. Observer sheets. Participants. background information. • • • • ∼3∼ . The facilitator is provided with the following: • • • • • • • • Activity number and title. Again. how to best use the activity. About the Activities Each activity is presented in a uniform way. Use the Index to Activities to identify the various coaching/mentoring skill areas covered in this volume. You will find questionnaires. Time. A summary of the skills that can be developed by using this particular exercise. This is an estimate only. these are ready to be photocopied. role plays. This mix reflects our belief that different approaches are required to achieve different learning objectives. games. They are ready to be photocopied for use during the activity. Provides guidance on timing.Introduction This volume contains a wide variety of activities. What the participants should be able to do after they experience the activity. Trainer’s notes. 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. These notes. while others will require more contemplation and analysis. physical activities. The materials you’ll need to prepare to facilitate learning. Then select the appropriate activity to develop the skill and performance of your learners. Guidance on size and type of group. and simulations. Skill areas. These are used in conjunction with some of the exercises and are also in a form that can be photocopied. Handouts. Resources. They range from the simple and lighthearted to the complex and risky. when given. Method and note. In order to initiate the discussion. Description.

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

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

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

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

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

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

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

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

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

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

verify scores. if any. 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. The team with the highest score is the winner. During rounds 7. During rounds 4.50 Activities for Coaching/Mentoring Activity 1 Step 4: Explain scoring. and 6. Step 6: Review the activity by asking the participants to describe what happened. scores are face value. 2. 8. 5. Have observers. Have scorekeepers record scores after each round.” Option: You can influence the game’s outcome by • • instructing one of the teams to establish a “win-win” strategy. 5. Allow discussion for 60 seconds for rounds 7. Notes: Scorekeepers will assign points based on scoring guidelines. and 9. • • • • During rounds 1. Notes: Allow discussion for 30 seconds per round for rounds 4. scores are doubled. Scores are totaled after round 9.” 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 ∼ . and 9. 8. and/or instructing one of the teams to “double-cross” the other team. Total the scores at the end of the activity and congratulate the “winners” and give condolences to the “losers. and 6. Notes: Lead a discussion on how this exercise revealed issues in collaboration and teamwork. and 3. scores are tripled. Step 5: Conduct the activity.

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

Scissors. trying to guess what their opponent will do. Maintaining eye contact. ∼ 21 ∼ . After the activity. Charles Cadwell. or scissors with their hands. and Joe Fehrmann. and tripled during rounds 7—9.1 Rock. paper. Amherst. 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. Paper.Handout 1. doubled during rounds 4—6. Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry. MA: HRD Press. 1993. Scissors This activity is based on the old game of Rock. two players form symbols for rock. In this game. On the count of 3. Paper. Scorekeepers will use the following scoring guidelines: scores are at face value during rounds 1—3. they will raise and lower one of their fists three times in a “table pounding” motion. Team members who have been selected as players will face each other in an area apart from their team. the facilitator will lead a discussion. The goal is to accumulate the highest possible score for your team.

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∼ 23 ∼ . 1993. They are not allowed to talk to each other. Round 7: Round 8: Round 9: Choice Choice Choice Player 1 Score Score Score Scoring Guidelines Player 1 Choice Scissors Scissors Scissors Rock Rock Paper Score +5 0 +10 0 0 +10 Player 2 Choice Scissors Rock Paper Rock Paper Paper Score +5 +10 0 0 +5 +10 Choice Choice Choice Player 2 Score Score Score Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry. Round 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. the scorekeepers will indicate each player’s choice and score for each round. Scores are doubled. Discussion time is limited to one minute 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. MA: HRD Press.Exercise 1. Rounds 1—3: Players play without consulting their teams. Discussion time is limited to 30 seconds per round. Amherst.1 Exercise 1. Scores are tripled. Charles Cadwell. and Joe Fehrmann.1: Scoresheet Using the guidelines below.

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honest. and open communication to meet competition. experience the frustration of the worker who is expected to perform to standards that are either unknown or vague. participants will be able to • • • • describe the need for complete. resentful. and describe the attributes of an effective coach.2 Description Strike Three. flipchart.1 for the coaches One copy of Exercise 2. or whiteboard for scorekeeping Prizes (optional) ∼ 25 ∼ . and generally nonproductive. appreciate team effort. 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. fearful. 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. Objectives By the end of this activity.

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

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

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Charles Cadwell. by members of the team. 2.1 Exercise 2. If balloons do not meet all of the above conditions. your team will depend on you for leadership in this competition. ∼ 29 ∼ . You will take a balloon only from a team member different from the last person who handed you one. You will be guided by the following criteria for the acceptance or rejection of each balloon submitted. You may accept balloons only if all of the following standards are met: 1.1: The Coach’s Dilemma Instructions for the coach: As coach. and Joe Fehrmann. they will produce balloons for your approval. Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry. You accept only a balloon that is different in color than the last one handed to you.Exercise 2. 3. No talking or explanations of any kind are permitted. one at a time. 1993. Accepted balloons are held in the air until the scorekeeper counts them and then they may be lowered. No production team member may submit two balloons in a row. 4. you must reject the balloon by immediately popping it. The inflated balloons are handed to you. MA: HRD Press. Amherst. As a team. Production team members use only their left hands to give the balloons to you.

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

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

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

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

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

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

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

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

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

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 ∼

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

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

discuss their strengths and weaknesses with other participants. participants will be able to • • • identify their strengths and weaknesses as a coach. 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 ∼ .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. and set goals for improving their weaknesses. Objectives By the end of this activity.

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

Encourage participants to keep in touch with the people they identified who might be able to provide them with help for their “weaknesses” after the course is over. Point out the importance of networking with other people. Have participants set goals to improve their weaknesses based on what they learned during the discussions. Notes: Ask participants to comment on what they learned in their small group discussions. ∼ 51 ∼ .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. 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 ∼ . and describe team cooperation. participants will be able to • • list coaching skills.

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

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

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

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

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

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and praise another person using the three-step process. and markers ∼ 65 ∼ .11 Description Wanna BET? This activity provides a three-step process for praising employees. participants will be able to • • describe the three-step model. paper. Objectives By the end of this activity. 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.

Activity 11 Method Step 1: Describe the model. “How many of you have been praised too much lately?” Explain that you will present a model for praising good performance. Notes: Instruct the class to recall a recent example of good performance. 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. ∼ 66 ∼ . how it contributes Thank you—A tangible expression Step 2: Practice the model. Have participants pair up. Each “supervisor” will need one to three minutes. 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. Have each pair practice the BET model by praising each other using their own examples.

towels. Objectives By the end of this activity. jelly. and explain the danger of making assumptions regarding others’ knowledge. etc. apron.12 Description Making a Sandwich This activity provides participants with a simple training model and employs a humorous approach to avoiding assumptions. participants will be able to • • describe an assignment or task using the Step/Key Idea outline. ∼ 67 ∼ . spoons. paper plates. peanut butter. Skill Areas • • Delegating assignments Training Participants Number: Type: 10 to 50 Any Time 30 to 45 minutes Resources • • One copy of Exercise 12.1 for each participant Sandwich-making supplies: bread. knives.

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

and Joe Fehrmann. ∼ 69 ∼ .1 Exercise 12.1: Step-by-Step Objective or Task: Steps Key Ideas Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry.Exercise 12. 1993. Amherst. MA: HRD Press. Charles Cadwell.

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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. participants will be able to • • describe the feeling of trust. straight back chairs One blindfold per team (optional) ∼ 71 ∼ . The trainer can also use this exercise to illustrate the advantage of networking. and translate the need for trust to the coach/employee relationship. 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.

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

mentor. Notes: Ask the participants to list the following: 1. 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. Results of a trusting relationship in the workplace. ∼ 73 ∼ . 2. Reasons trust is essential to coach/employee relationships. 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.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.

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

Activity 14 Method Step 1: Introduce 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. Notes: 50 Activities for Coaching/Mentoring Have participants pair up. Step 2: Conduct the activity. Step 3: Review the activity. Each participant is to take two to three minutes to write down one or two skills or characteristics his or her partner has shown during the session that is a strength in coaching.

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

Step 3: Define the Goal Areas. current profession. Area 4—Financial Explain that any plans involving money. etc. they should attempt to set a goal for each division. buying a car. and to have fun with this exercise. Step 2: Explain the activity. or entertainment. buying homes. to envision. The process is easily adapted to the workplace for setting and tracking quarterly. Encourage them to dream. desired profession— what you do or plan to do to earn a living. semi-annual. retiring.Activity 15 Method Step 1: Introduce the activity. sports. clubs. they will not be required to share the goals with anyone. etc. educating someone. having children. friends. Notes: Distribute Exercise 15.1 to each participant. ∼ 78 ∼ . assure the participants that • • • there will be sufficient time allowed to complete the exercise. Area 2—Avocation This is the recreational or leisure part of life. The exercise will illustrate a technique that can be used repeatedly to update and track both personal and professional goals. It is also a method that has been used effectively for long-range planning. paying for college. and annual goals. loans. and even though some areas are foreign (in that they have never given thought or planning to that aspect of their life). civic involvement. paying off loans or credit cards. establishing credit. or credit belong here: establishing savings or retirement. What do you do for fun? This would include hobbies. After defining each area. 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. planning a family reunion. Area 3—Family Explain that these are plans regarding marriage. taking vacations. Notes: Area 1—Vocation Explain that this area focuses on job. purchasing insurance.

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

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

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. It is important that participants see the application of this tool to the professional part of their life. Step 8: Summarize the activity. ∼ 81 ∼ .

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

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

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

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

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17 Description Origami This activity is a variation of the previous Construction exercise but is better suited to larger groups (for which the cost of Tinkertoys or building block sets would be prohibitive). and describe the advantage of collaboration for team production.) ∼ 89 ∼ . Objectives By the end of this activity. participants will be able to • • define the importance of communication for performance. Use this activity to demonstrate the importance of communication to production and collaboration. 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.

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

Notes: Explain that for a team to produce to specified standards and with high morale. communication must be open and complete. This exercise illustrated that with communication limited (full information was known only by the coach). Step 7: Review the activity.50 Activities for Coaching/Mentoring Activity 17 Step 5: Lead a discussion about the activity. why? Coach: What would have made your leadership tasks easier? What one thing handicapped production more than any other? What were the advantages of constructing this project with the other members of the team around you? Would this task have been more difficult if you had been required to construct it on your own? Step 6: Apply the activity to the workplace. 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 ∼ . the team felt frustration when trying to achieve a quality performance within time constraints.

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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. Skill Areas • • • Analyzing performance problems Collaboration Role of coach/mentor Participants Number: Type: Five to six per group Any Time 20 to 30 minutes Resources • • • A package of 3 x 5 index cards for each group Paper clips and masking or cellulose tape Instructions for coaches ∼ 93 ∼ . Objectives By the end of this activity.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.

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

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

Activity 18 Step 7: Review the activity. 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 ∼ .

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

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

and forecast the production for various coaching behaviors. 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. This is an enjoyable and effective exercise that energizes participants. Luke’s Hospital. ∼ 99 ∼ . Iowa. St. Davenport.* Objectives By the end of this activity. participants will be able to • • • recognize some effective coaching behavior.20 Description Reel Movies This activity uses clips of real Hollywood movies on DVD (as opposed to training DVDs) to illustrate effective and ineffective coaching techniques. contrast effective behavior with ineffective behavior.

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

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

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

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

do not deduct points. If the question is answered incorrectly. Option: Award prizes. Notes: Summarize objectives and how they were met. You will be the judge in these situations. award 10 points. Step 5: Review the activity. 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. Option: Players on the other team can challenge the “correct” answer. ∼ 105 ∼ . Record scores on the flipchart. 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. If their challenge is a better answer. Option: You may want to deduct 5 points if teams signal to answer before you finish reading the question and they answer it incorrectly. Give the other team a chance to answer the question.

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participants will be able to • • • evaluate the feedback they provide others.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.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. 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 ∼ . describe the importance of providing regular feedback. Objectives By the end of this activity. and use a feedback tool to survey their employees.

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

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

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

Offer support to employees. Pass on positive feedback received from others. 8. MA: HRD Press. Try to find the good in things rather than the bad. ∼ 111 ∼ .Exercise 22. Provide specific feedback. 5. charts. Give corrective feedback. and Joe Fehrmann. 2. Praise more than criticize. Provide positive feedback. Focus on what’s right. 6. to provide feedback.1: Rate Your Use of Feedback Read each statement below and circle the number that you think best describes the feedback you give to your employees. etc. Rarely 1. Provide sincere feedback. 1993. 3. Charles Cadwell. Provide help to improve. 7. not the person. 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. 9. Listen to employees. 10. 4. 11.1 Exercise 22. 13. 12.. . I think that I. Use graphs. Criticize behavior. . Amherst.

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4. Passes on positive feedback received from others. Listens to employees. Charles Cadwell. etc. .Exercise 22.. 9. 1993. MA: HRD Press. Uses graphs. Offers support to employees. Criticizes behavior. 5. Provides help to improve. 10. . Amherst. charts. and Joe Fehrmann. 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. ∼ 113 ∼ . Provides specific feedback. I think that my boss. Focuses on what’s right. Praises more than criticizes. 11. 6. 7. 2. Tries to find the good in things rather than the bad. Provides sincere feedback.2 Exercise 22. Rarely 1.2: 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. 13. not the person. 3. to provide feedback. Gives corrective feedback. 8. 12. Provides positive feedback.

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

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

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

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

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

If the original team correctly answers all parts and scores the 50 points. if the answer has five parts. Display or ask the question. Prizes can be awarded if that option has been chosen. or eight questions). 6.1. No materials will be used for reference during play. flip a coin to determine who will have the first option to answer. The opposing team gets one chance for each missing part. In tiebreaker or grand prize categories. and the turn passes to the other team. it gets 50 points. they will lead as the team decides who will be the spokesperson. 9. If the score is tied. If the team cannot fill in the missing parts with correct answers. 8. they express the team’s wish to play or pass to the other. after conferring with the team. Notes: 1. ∼ 121 ∼ . Notes: Explain to coaches that they speak for their team on matters of general interest. The first team attempting to answer the question gets 50 percent more opportunities to answer than there are parts to the answer. If the team has still not arrived at all of the correct answers. 2. With the teams lined up on opposite sides. Step 3: Conduct the activity. Play continues until even rounds have been played (four. Allow 5 to 10 minutes for review of the rules and material prior to play. Example: If the answer has 6 parts. 5. Give the coaches a copy of the exercise and ask that they discuss the rules with their teams. it receives 25 points for the answers given correctly. the team gets nine chances. each team chooses a representative and the first to answer the tiebreaker question correctly wins the game for his/her team. 4. it does not score but has the opportunity to play or pass the next question. 7. the team gets eight chances. For example. six.50 Activities for Coaching/Mentoring Activity 24 Step 2: Brief the coaches and distribute Exercise 24. the opposing team gets the option to play or pass. If the team answers correctly. Allow the team who won the coin toss to confer and choose to play or pass. 3.

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

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

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

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

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

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

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

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

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

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

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one term per square. When you are finished.Exercise 26. 1993. ∼ 137 ∼ . Charles Cadwell. You choose the square where you want to write the term.1 Exercise 26. MA: HRD Press.1: Coaching Challenge Instructions: Write the terms below in the squares in the matrix. 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 will have created your own individual “Coaching Challenge” game card. and Joe Fehrmann. Amherst.

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

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

1 through 28. 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. Objectives By the end of this activity.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.4 for each participant Flipchart stand. participants will be able to • • recognize when they are engaging in effective or ineffective listening behaviors. paper.

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

1 Exercise 28. divorced with custody of one child. Mid-America has a staff of 30 full-time employees and 5 part-time employees. Advocates more careful scrutiny and auditing of agencies. Age 37.000 students. You have narrowed your list to four candidates and must select one during today’s meeting. including very active Red Cross and Salvation Army chapters. married. The position pays $50. Was most recently owner of his own computer software company (which he sold at a fair profit). Psychology. Would encourage support of more agencies while expecting established agencies to gradually develop more of their own funding sources. Age 42. Was most recently director of a Red Cross chapter with 21 employees. serving seven counties with a total population of 450. Age 45. Degree: MBA.000 per year. Your chapter supports over 30 agencies. Wilma Johnson Larry Reynolds David Espinoza (Continued) ∼ 143 ∼ . is a fairly large one. Has chaired another chapter Fund Allocation Committee for three years.Exercise 28. All are from outside your area: Fred Baxter Age 59.1: 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. Education. especially those helping unemployed and hopeless. Was most recently vice president of Sales for a manufacturer of light aircraft. Your chapter. Degree: BS. Has been a volunteer on a number of fundraising efforts. married with four grown children. Degree: MS. Was most recently director of Development for a state university with 20. Would place emphasis on children’s issues. Has chaired several successful United Way campaigns. married with two children.000. no children. Would set a goal of increasing local support to 125 percent of present level and use the additional funds to finance new agencies. the United Way of Mid-America. Has led successful special event fundraisers. Would heighten fundraising efforts and emphasize counseling for families.

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

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

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

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

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

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

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

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

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

Notes: Follow the same procedure as for Round 1 and complete the process for each of the other three categories. Participants can use their extra notes if they want to place more than one note on the chart. Continue until every participant has placed at least one note on the chart. Prepare a brief report on their list and strategies to present to the entire group. Notes: Summarize objectives and how they were met. Each group should: • • Evaluate each of the items on their list and develop their own “final” list. 3. When there are no more ideas. Reinforce the importance of recognition and using the various strategies identified by the group. Step 6: Brainstorming Rounds 2.50 Activities for Coaching/Mentoring Activity 30 Follow brainstorming rules and do not permit other participants to discuss the idea at this time. Notes: Divide participants into four groups. They may add or subtract from the initial list. Come up with a strategy for implementing each item. Step 9: Review the activity. conclude Round 1. ∼ 155 ∼ . if there is one. Notes: Have each small group present the results of their discussion to the entire group. Step 7: Discuss and evaluate the four lists. Do not discuss the list at this time. then that person’s name could be published in the company newsletter or announced over the public address system. if a person is to be recognized. For example. Assign each group one of the four categories. • Step 8: Have groups present reports. and 4.

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

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

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

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Amherst. 1993. down. up. K R A B O A F E L L T T A B A G O S E C O L L A B O R A T I O N O T A P O D E E X P E C T A T I O N S T L M Y T E A M W O R K H L O E M P A M L A F P E R T E C X I N E O E S U A S O P N A A A O O S N C R R T N N S F R E C O G N I T I O N F I I G E E A T C R R O O E T U E O E C U R E I O I I E R B N R N T R F A A T D S L W E A L O I A S W M O T G I B A A R N T A A N I E O A R I E V A L U A T I O N G N L R N A O O E C I P C A R G S A I I K C C N I N K E O K T E U W O N N I E T A G E L E D I I R A S E G G N R I L E S I S I D O L D E T O E G T O R O S T S P O N S O R S H I P Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry. ∼ 161 ∼ . MA: HRD Press. Charles Cadwell. Words can be found by reading frontward.Trainer’s Notes Trainer’s Notes: Answer Key to Exercise 31. Some letters are used in more than one word. backward. and diagonally. and Joe Fehrmann.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. across.

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Objective By the end of this activity.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. 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. participants will be able to express their own assumptions or beliefs on coaching.

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

paper. Objectives By the end of this activity.3 for each participant Flipchart stand. Skill Areas • • Building trust Role of coach/mentor Participants Number: Type: Any Any. but experience as supervisor is helpful Time 30 to 60 minutes Resources • • One copy each of Exercises 33. participants will be able to • • identify their own X and Y assumptions. and practice behaviors appropriate for an X or Y situation. It illustrates the effect that having assumptions about human behavior will have on coaching styles.1 through 33.33 Description Theory X/Theory Y Assumptions This is a paper-and-pencil activity with follow-up discussion. and markers ∼ 165 ∼ .

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

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

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

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

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

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

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

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

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

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

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

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

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

∼ 184 ∼ . Amherst. and Joe Fehrmann.Exercise 35.2 (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. and 5 the character whose behavior is least offensive. with 1 being the character whose behavior is most offensive. 1993. MA: HRD Press. Charles Cadwell.

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

Instruct them to follow the instructions given in the exercise. You might want to demonstrate the example. Step 5: Review the activity. and tone change? How would tone and inflection affect the employee’s response to the coach? What have we learned with this activity? ∼ 186 ∼ . Draw their attention to instructions 3 and 4.Activity 36 Method 50 Activities for Coaching/Mentoring Step 1: Introduce the activity and distribute Exercise 36.1. Step 4: Observe the activity. The participants will use Exercise 36. Notes: Explain that well-intentioned phrases can be misinterpreted when inflection is improper. this time using a tone of voice that depicts a mood. Notes: Walk among the groups to hear the changes in inflection. inflection.1 to practice changing inflection. Help those who are having difficulty. Notes: Questions you might ask: • • • How did meaning. Step 3: Continue the activity. Step 2: Observe the activity. Notes: Listen as they practice. Notes: Direct participants to use the phrases again. Practice in advance to feel comfortable.

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

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

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

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

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lean toward the person. look down Turn and walk away as you speak Sit. and Joe Fehrmann.Trainer’s Notes Trainer’s Notes: Message Component Suggestions Messages “How’s it going today?” “You seem to be doing a great job. Amherst. 1993. 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. ∼ 193 ∼ .” Genuinely pleased Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry.” “Tell me what you think about this situation. Charles Cadwell. lean back. 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. and look into his/her eyes Sit.” “We are glad to have you on our team.

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

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

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

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Your partner will select the conversation topic and will initiate the discussion. and Joe Fehrmann.” 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). ∼ 199 ∼ .Exercise 38. MA: HRD Press. simply continue your gradual “encroachment. 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. 1993. but as you converse. Take an active part in the conversation. Charles Cadwell. If your partner pulls away or moves. Amherst.

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39
Description

What are you gonna do?

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

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

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

Skill Areas
• • • • • •

Analyzing performance problems Collaboration Counseling Listening Questioning Setting expectations

Participants
Number: Type: Any Any

Time
60 to 90 minutes

Resources

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

∼ 201 ∼

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

50 Activities for Coaching/Mentoring

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

a a a a

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

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

Coach Employee Observer

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

∼ 202 ∼

50 Activities for Coaching/Mentoring

Activity 39

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

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

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

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

∼ 203 ∼

Handout 39.1

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

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

2. Decide on a Solution
• • • • • •

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

3. Follow Up
• • •

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

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

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

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

∼ 205 ∼

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

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

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3: Role Play—Observer During the role play. how? No How involved was the employee? How involved was the coach? Did they agree on a specific timetable to solve the problem? (Continued) ∼ 211 ∼ . Did the coach and the employee decide on a solution? Yes If so. Use the checklist below to make notes so that you can provide feedback to the group after the role play. how? No If not. Did the coach get agreement that a problem exists? Yes If so. your responsibility is to observe the coach and determine how well he/she handles the situation.Exercise 39.3 Exercise 39. 1. why not? 2.

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

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. Step 1: Get agreement that a problem exists What questions will you ask? What did you agree to as the problem? Step 2: Decide on a solution What are the alternatives? What solution(s) did you agree to implement? By when? Step 3: Follow up When will you follow up? How will you know the solution is working? (Continued) ∼ 213 ∼ .4 Exercise 39. Refer to it during the discussion to help keep yourself on track.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.Exercise 39. and Joe Fehrmann. MA: HRD Press. Amherst. Charles Cadwell. ∼ 214 ∼ . 1993.

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

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

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 ∼

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

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

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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. Objectives By the end of this activity. and markers ∼ 225 ∼ . paper.1 through 42. and identify and practice effective delegating behaviors. participants will be able to • • identify ineffective delegating behaviors.3 for each participant Flipchart stand.42 Description Making Assignments This role-play activity allows participants to identify common errors in delegating.

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

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

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

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

Exercise 42.2: Subordinate Reactions 1.2 Exercise 42. Amherst. 1993. MA: HRD Press. Did you understand the assignment? 4. and Joe Fehrmann. ∼ 231 ∼ . How do you feel about this assignment? Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry. What tone did your supervisor use? 2. Charles Cadwell. How was this tone communicated? • • Verbally: Nonverbally: 3.

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What effective delegating behaviors were shown? 5. and Joe Fehrmann.Exercise 42. What message did the supervisor send? • • Verbally: Nonverbally: 4. 1993. What tone did the supervisor use? 2. Charles Cadwell. ∼ 233 ∼ . MA: HRD Press. Amherst.3 Exercise 42.3: Observer Notes 1. Did the supervisor check for understanding? How? 3. What ineffective delegating behaviors were shown? Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry.

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1 and 43.43 Description Coaching Miscues This activity allows participants to evaluate their coaching skills and learn ways to overcome common coaching errors. Skill Areas • • • • • Analyzing performance problems Counseling Listening Nurturing Setting expectations Participants Number: Type: Any Any Time 1 to 2 hours Resources • • One copy of Handout 43.1 and one copy each of Exercises 43. identify miscues in specific coaching situations. and develop a plan for preventing 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. Objectives By the end of this activity.

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

The employee is likely to be defensive. Asking a few questions would get the dialogue started. The coach has been allowing the behavior to go on too long without taking action. The coach would be better advised to find out why the employee feels this case is different. Step 5: Discuss situations 3. After each situation. discuss the scenario with the entire group.50 Activities for Coaching/Mentoring Activity 43 Step 4: Distribute Exercise 43. Also he/she seems to be impatient and making value judgments. Situation 4: • • Situation 5: • • ∼ 237 ∼ . 4. The coach should try to find out why the employee is late and determine if the problem can be solved. and 5.2 and have participants work through the situations in small groups. Circulate among the groups and answer any questions during the activity. Use the notes given in Step 5 as a guide. Notes: Situation 3: • • The error is in implying lack of judgment rather than describing the behavior. The coach has not been practicing good follow up. 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.

if any.Activity 43 Step 6: Review the activity. 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 ∼ . Notes: 50 Activities for Coaching/Mentoring Reassemble the entire group and conduct a wrap-up discussion.

1: Characteristics of Ineffective/Effective Listeners Ineffective Nonverbal Behavior Looks bored. and Joe Fehrmann. 1993. Amherst. MA: HRD Press.Handout 43. ∼ 239 ∼ . 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.1 Handout 43. seems uninterested or judgmental. Charles Cadwell. 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. avoids eye contact Maintains positive posture and avoids distracting behavior Effective Focus of Attention Shifts focus to self and talks about own accomplishments Keeps focus of comments on the other person Acceptance Doesn’t accept other person’s ideas or feelings.

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

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

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

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

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

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

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

Notes: Explain that you want to make sure the new person understands the job assignment. Discuss why scores were better or worse. Notes: Compare scores the second time with those on the first try. Try to be conversational. ∼ 250 ∼ .Activity 45 Method Step 1: Introduce the activity. Notes: 50 Activities for Coaching/Mentoring Tell participants that they will experience what it is like to be a new employee being given a very specific work assignment. Notes: Read the information at a normal rate of speed. Step 2: Read the assignment from the Trainer’s Notes to the participants. Discuss the importance of asking questions when you don’t understand. as if you were giving a real work assignment. Step 4: Discuss the results. 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). Step 3: Administer the test.

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

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

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

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

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

1 and 47.2 for each participant Trainer’s Notes Flipchart stand. and practice effective assertive communication for optimum coaching skill.47 Description “Just Thought I’d Ask” This activity allows participants to practice assertive communication skills by learning to recognize and eliminate aggressive. emotion-laden messages and passive styles of relating. Objectives By the end of this activity. passive. participants will be able to • • recognize aggressive. divided into groups of two or three Any Time 30 to 60 minutes Resources • • • One copy of Exercises 47. and assertive styles of communication. paper. Skill Areas • • • Assertiveness Building trust Listening Participants Number: Type: Any. and markers ∼ 257 ∼ .

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

review the activity. 2. ask that they rotate the communicator role so that everyone has a chance to act and to react. Ask the participants to divide into groups of two or three. Allow them 5 to 10 minutes to write their ideas in the box at the bottom of Exercise 47.2.1. If you are using groups of three. Step 5: Review and summarize the activity. Notes: 1. Ask each group to brainstorm body language behaviors for each of the three types of communication. Allow 10 to 15 minutes for the role play. 2. Step 4: Distribute Exercise 47.1. Fill in where the groups come up short on ideas.2 using the corresponding nonverbal behaviors identified in Exercise 47. Ask for feedback. Ask participants to role play the “you” and “I” statements printed in Exercise 47. Ask that they take notes in order to have a complete picture of the behavior. 3. Notes: Questions you might ask: • • • • • • • Why did we do this activity? Which type of communication is more likely to result in cooperation? In resentment? In frustration? In trust? Which style is more fitting for the coaching form of leadership? Which type or style would you prefer in those that you coach? What did the role play reveal to you? What did you learn about yourself? How will you be able to use this information with your coaching responsibilities? ∼ 259 ∼ .1. When everyone has finished. Record suggestions on a flipchart using the guide offered in Exercise 47.50 Activities for Coaching/Mentoring Activity 47 1.

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

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“I’m concerned when I see behavior that is inappropriate. Amherst. Practice the following “You” and “I” statements using the appropriate body language cues from your work in Exercise 47.” “I’m not sure I made myself clear about what was acceptable. MA: HRD Press.” “You are the rudest person I have ever met.” “You goofed again.” Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry.” “I feel very frustrated with these errors. while assertive styles use nonjudgmental “I” messages. Charles Cadwell. Aggressive communication is plagued with accusing “you” messages.2 Exercise 47.1.” “You make me so mad. 1993.2: Role Play—“You” and “I” An obvious difference in aggressive and assertive communication is the language—both verbal and nonverbal.” “I am angry about what you just said.” “You hurt my feelings.Exercise 47. and Joe Fehrmann. ∼ 263 ∼ . An “I” statement places no blame but is representative of a person who is willing to take responsibility for himself and his feelings. “You” messages create a climate of defensiveness in the listener.

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MA: HRD Press. 1993. Amherst. ∼ 265 ∼ . 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. and Joe Fehrmann. Charles Cadwell. speaks with proper volume and rate Gives appropriate emphasis Facial expression shows interest Hands express emphasis Hands are open Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry. mumbles Acts afraid Fiddles with objects Assertive Appears at ease and comfortable Shoulders and back are straight Leans forward. looks sad Nods head in agreement Speaks softly Whines.

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participants will be able to • • describe the frustration of receiving detailed information and not knowing what to remember and what to ignore. the difficult job of determining what is important will become apparent. 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. Objectives By the end of this activity. and list reasons why coaches must be able to listen effectively and remember accurately.48 Description “Say what?” This activity is designed to illustrate the importance of and need for attentive listening skills in the coach.

read the test “Say what?” Notes: Read test items 1 through 6 in a normal tone and at a normal rate of speed. Step 5: Review the activity. Notes: Tell participants that they will use this sheet to record their answers. Notes: Collect scores of each participant and total them. Do not repeat. This is a listening test. score the results. Step 3: Repeat the items and then give answers. Divide total by number of participants to find the class average. to the listen and remember test. Notes: Allow participants to self-score tests as you read 1 through 6 again and give the answers.1.Activity 48 Method 50 Activities for Coaching/Mentoring Step 1: Explain the activity and distribute Exercise 48. without talking to anyone. Step 4: As an optional step. 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 ∼ . Step 2: Using the Trainer’s Notes.

1: “Say what?”—Answer Sheet 1. Charles Cadwell. MA: HRD Press.1 Exercise 48.Exercise 48. ________ 6. Amherst. ________ b. __________ 4. __________ 2. 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. __________ 3. a. ∼ 269 ∼ .

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Amherst. Acme Products. from. and Joe Fehrmann. MA: HRD Press. then turn left for one block. green. triangle. turn right for three blocks. 39. rectangle. Inc. send the UPC bar code. In the series of shapes circle.25 4. 15. square. To take advantage of this money-back offer. ∼ 271 ∼ . the third number was? 22 2. 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. the fourth word was? from 3. 22. blue. 29th Street. In the series of colors yellow. KS 67202.25 for handling to our home office. which shape preceded rectangle? circle Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry. 3915 E. your receipt. which color followed red? green 5.. and $1. To get to 729 Market Avenue. me. Charles Cadwell. oval. white. you need to travel three blocks south. 492. for. what?”— Listen and Remember Test 1. In the series of words to. In the series of numbers 5.Trainer’s Notes Trainer’s Notes: “Say. postmarked before December 31. Wichita. red. How much money do you send? $1. 1993. at.

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* Objectives By the end of this activity. Kate Martin & Associates ∼ 273 ∼ . identify blocks that interfere with the communication process. It also provides practical experience for giving effective instruction to coaches responsible for training their employees. use feedback to improve the communication process.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. 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. 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. including assumptions and perceptions.

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

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

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

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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use a four-step process for resolving conflicts. and develop a plan for resolving current conflicts.1 for each participant Pen or pencil for each participant ∼ 279 ∼ . 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 50.1 through 50. participants will be able to • • • describe their preferred conflict resolution style.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.3 for each participant One copy of Handout 50. Objectives By the end of this activity.

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

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

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

Handout 50. 1993. 1. ∼ 283 ∼ . 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? 3.1: Problem-Solving Approach The ability to use a prescribed method of resolving conflict that focuses on solving problems is important for effective coaches. Charles Cadwell. Amherst. 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. Acknowledge the Conflict • • • • Schedule a meeting Determine own conflict resolution style Determine other person’s style Decide to discuss the conflict 2. The four-step process below can help you reduce conflict and solve problems. and Joe Fehrmann. Agree on a Solution • • • Discuss alternatives Decide on mutually acceptable solution Decide how to implement the solution 4.1 Handout 50. MA: HRD Press.

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

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Style Avoidance 1. ___________ 6. a mutually beneficial solution can be found with major concessions Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry. and Joe Fehrmann. ___________ Total _________ Compromising 4. there is more than one good way to do anything. 1993. ignores or passes over issues. ∼ 287 ∼ . cooperative even at the expense of personal goals Not worth risking damage to relationships or creating disharmony Confrontational and assertive. ___________ Total _________ Problem Solving 3. Charles Cadwell.2 Exercise 50. high respect for mutual support. must prove superiority and be correct Important that all parties achieve basic goals and maintain good relationships No one person or idea is perfect. attempts to solve might damage relationships Agreeable and nonassertive. ___________ 6.2: Conflict Resolution Styles The five basic conflict resolution styles are described below. must win at any cost Survival of the fittest. ___________ 8.Exercise 50. ___________ 7.1. MA: HRD Press. ___________ Total _________ Win/Lose 3. Amherst. ___________ Total _________ Behavior Nonconfronting. Add your points for the statements to determine which style(s) you tend to use. assertive and cooperative When all parties will openly discuss issues. The numbers in the first column refer to the numbered statements on the questionnaire in Exercise 50. ___________ 9. denies issues are a problem Justification Difference too minor to worry about. ___________ Total _________ Accommodating 2. you must give to get Needs of both parties are legitimate and important.

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

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

he held positions as Director of Field Training for Pizza Hut. Steve. sales. reside in Wichita. and Burger King Corporation. Kansas). As president of the Sunflower Chapter of the American Society for Training and Development (ASTD). the Coleman Company. and Director of Training for Popingo Video. management.. Kansas. and businesses. the State of Kansas. He is a frequent speaker on management topics for professional groups. He is active in the United Way and the American Red Cross and serves on the board of directors of the Sunflower Chapter of the American Society for Training and Development. and customer service skills. Prior to that. and computer skills. PepsiCo Food Service International. She has operated her own consulting firm. Charles Cadwell is president of Training Systems+ in Mulvane. communication. he was director of training for Kansas Gas and Electric Company. since 1986.000 employees in craft. She was recently awarded the coveted ASTD Region VI Significant Contributor honor. He currently serves as first vice president of Mulvane’s Lions Club. Inc. technical. He has almost 20 years of training experience.About the Authors Donna M. Inc. Fehrmann holds an ME in Educational Administration from Wichita State University. Koch Industries. Joe Fehrmann is manager of Management Development and Training for Beech Aircraft Corporation (Wichita.. specializing in management development. ∼ 291 ∼ . Donna was instrumental in chapter revitalization. Prior to starting his own consulting firm. RentA-Center.. She and her husband. Berry is a trainer. which specializes in training system design and development. security management. Prior to his current position. Training Choices. He oversees the training for 7. 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. She holds an MS in Adult Education from Kansas State University. His client list has included national and international companies such as Pizza Hut. and salary administration. area chambers of commerce. and AT&T. Donna was employed in business and academics. Fehrmann has been involved with policy development. local colleges. Inc. Donna’s work with business and industry includes such clients as Pizza Hut. In addition to his training and development work.. Inc.