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.

Published by:

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

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

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

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

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

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

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

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

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

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

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

50 Activities for Coaching/Mentoring ∼ 12 ∼ 46. "Just Thought I'd Ask" 50. Listen up! 48. "Say what?" 47. Tearing up Communication 271 265 255 253 Page Number Icebreakers Analyzing Performance Problems Assertiveness Building Trust Collaboration Communication Counseling Delegating Evaluation Goal Setting Listening Networking Nonverbal Communication Nurturing Orientation Questioning Recognition and Reward Role of Coach/Mentor Setting Expectations Training Course Closures Index to Activities . You want me to do what? 277 49.

Theory X/Theory Y Assumptions ∼ 13 ∼ . 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. .Time Checklist This checklist gives an approximate indication of the minimum time necessary to conduct each activity. 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. and other variables that can occur during any course.

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

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

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

When meeting. however. Rounds 7. Remaining participants. Rounds 4. 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. • • • • Divide participants into two teams.Activity 1 Method Step 1: Introduce the activity.” Refer participants to Exercise 1. Scissors. Players must. 2. On the count of 3. Paper (+) covers Rock (—) Step 3: Explain exercise “rounds. Explain the purpose of the activity: to accumulate as high a score as possible for the team. Step 2: Distribute Handout 1. Paper. Notes: • • • Rounds 1. are to record their observations for later discussion. At no time during the exercise are participants to talk to members of the other team or to class members who are observing. if any. 5. 8.1. Rock (+) breaks Scissors (—) 2.1. Have each team elect or appoint a player.1 based on the scoring guidelines and these rules: 1. Notes: Give each participant. a copy of Handout 1. Scissors (+) cuts Paper (—) 3. ∼ 18 ∼ . and 3: Players start the game without consulting their respective team and without talking to each other.1. 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. Have each team elect or appoint a scorekeeper. proceed the way the team decides. including the players. Notes: 50 Activities for Coaching/Mentoring Identify between 12 and 18 participants to take part in the activity. Explain the rules: • • • The activity is based on the old game of Rock. and 9: Players may talk with each other as well as with their team. and 6: Players consult with their team to decide how to play the game. They do not talk to each other. Have each team select a name for the team.

Notes: Scorekeepers will assign points based on scoring guidelines. • • • • During rounds 1. scores are doubled. scores are tripled. and/or instructing one of the teams to “double-cross” the other team. and 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 ∼ . Step 6: Review the activity by asking the participants to describe what happened. Total the scores at the end of the activity and congratulate the “winners” and give condolences to the “losers. and 6. if any. and 6.50 Activities for Coaching/Mentoring Activity 1 Step 4: Explain scoring. 8. scores are face value. 5. Have scorekeepers record scores after each round. 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. Have observers. Notes: Lead a discussion on how this exercise revealed issues in collaboration and teamwork. Scores are totaled after round 9. During rounds 4. 5. During rounds 7. and 9. Allow discussion for 60 seconds for rounds 7. Step 5: Conduct the activity. Notes: Allow discussion for 30 seconds per round for rounds 4.” Option: You can influence the game’s outcome by • • instructing one of the teams to establish a “win-win” strategy. and 3. The team with the highest score is the winner. 2. verify scores. 8.

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

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

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

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

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

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

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

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

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

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

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

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

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

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list attributes of successful coaches. participants will be able to • • • list attitudes of successful coaches.5 Description Attitudes or Attributes? This activity encourages participants to explore the importance of attitudes and attributes of successful coaches. Participants also have the opportunity to evaluate their own attitudes and attributes. and markers ∼ 39 ∼ .2 for each participant Flipchart stand. and 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. paper.1 and 5.

What attributes does he/she have? Which attributes do you think are most important? Why? ∼ 40 ∼ . Notes: Review the directions with the group and allow 5 to 10 minutes to complete the questionnaire. Record pertinent comments on the flipchart. 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 5.1 to each participant. Notes: Review the directions with the group and allow 5 to 10 minutes to complete the worksheet. Questions you might ask: • • • • • What role do you think attitudes play in a coach’s success? Think of someone you consider to be a successful coach. Notes: Ask participants to share the results of their worksheets.” Discuss the differences between attitudes and attributes. Step 3: Discuss the importance of a coach’s attitude. Notes: 50 Activities for Coaching/Mentoring Ask participants to define the terms “attitude” and “attribute. Record pertinent comments on the flipchart. Questions you might ask: • • • What role do you think attributes play in a coach’s success? Think of someone you consider to be a successful coach. Discuss specific attributes and their importance. Notes: Ask participants to share the results of their questionnaires.2 to each participant.Activity 5 Method Step 1: Introduce the activity. Discuss specific attitudes and their importance. Step 5: Discuss the importance of a coach’s attributes. Step 2: Distribute one copy of Exercise 5.

Ask participants if they still think their original definitions are valid or if they need to be changed. Have them write a brief statement of what they plan to do. Ask participants which they think are most important—attitudes or attributes. ∼ 41 ∼ .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. 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. Notes: Challenge participants to identify one or two attitudes and/or attributes that they want to improve. The statement should be as specific as possible.

Exercise 5.1

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

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

∼ 43 ∼

Exercise 5.2

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

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

(Continued)

∼ 45 ∼

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

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

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

∼ 46 ∼

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

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

Objectives By the end of this activity.7 Description How do you rate? This activity can be used at any time during a session or as a course closure to identify your coaching/mentoring strengths and weaknesses. 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 ∼ . discuss their strengths and weaknesses with other participants. and set goals for improving their weaknesses.

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

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

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

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

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

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

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

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

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

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

Each “supervisor” will need one to three minutes. Note: This exercise is also effective when paired with Activity 10: Let’s Have a BEER.Activity 11 Method Step 1: Describe the model. 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 participants pair up. “How many of you have been praised too much lately?” Explain that you will present a model for praising good performance. how it contributes Thank you—A tangible expression Step 2: Practice the model. Notes: Instruct the class to recall a recent example of good performance. ∼ 66 ∼ . Have each pair practice the BET model by praising each other using their own examples. Notes: 50 Activities for Coaching/Mentoring A useful opening is to ask the class.

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

Follow the steps literally. Allow about seven to eight minutes. shaving. keep steps in sequence.). Explain the Steps and Key Ideas of the exercise. Step 4: Review the activity. etc. and so forth. frying an egg.1. Step 3: Lead participants in the exercise. Notes: Instruct participants to explain the making of a peanut butter and jelly sandwich using the outline. optional steps—any information that helps the learner. Steps of a task are just that—the actions necessary to complete a task. Have participants list steps and offer their ideas for the Key Ideas column. grab the jellied bread with your hand. Secure the example(s) you will use and begin making the sandwich according to the instructions the participant wrote. and make the sandwich as though you’ve never seen one in your life (put the peanut butter and jelly on opposite sides of the bread. Spend only two or three minutes doing this. shortcuts.).” serve it to the participant. etc. When you’ve completed the “sandwich. safety tips. Key Ideas include the “why” of a step (important for adults!).) As participants continue to write. Notes: 50 Activities for Coaching/Mentoring Introduce the purpose of this exercise: to describe an assignment or a task in a step-by-step sequence.Activity 12 Method Step 1: Distribute Exercise 12. (Be sure to select examples that will illustrate the need to be clear. use the wrong end of the knife. 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 ∼ . avoid assumptions. selecting one or two of the participants’ work to demonstrate. spread jelly on the crust edge. circulate through the room. Notes: Illustrate the use of the Step/Key Ideas outline with an example (such as starting a car. display the sandwich-making supplies. As participants are writing.

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

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

you can demonstrate the need for trust in the coach/ employee relationship. the advantage of networking. sturdy legs and straight backs. Notes: After dividing the larger group into small teams of five to six. If someone has vertigo. Step 2: Explain the activity. Step 3: Observe the teams and the hesitancy or confidence exhibited. on top of the chair seats with the guidance of team members. and the impact of nonverbal communication. 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. Through this activity. (Chairs with rollers on the legs will not work. Give each team time enough to complete the exercise. it is an opportunity to experience vulnerability and trust. The best choice of chairs are those with flat bottoms—padded or not—with straight. Step 4: Lead a discussion.) Each person on the team will walk. eyes closed or blindfolded. 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 ∼ . with each person on the team taking a turn at walking the length of the chairs. Notes: Attempt to determine why one team appeared to accomplish the task with greater ease and confidence than another. Explain that this is not a competition. Team members will want to stand alongside the chairs to give physical aid and reassurance to the “trusting” (blindfolded) walker. 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.Activity 13 Method Step 1: Introduce the activity.

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. mentor.50 Activities for Coaching/Mentoring Activity 13 • • • Have you ever lacked confidence with a task in the workplace and depended on the support of a coach. Reasons trust is essential to coach/employee relationships. Results of a trusting relationship in the workplace. 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. ∼ 73 ∼ . 2.

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participants will be able to • • provide specific.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. It also serves as a trust builder for 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 ∼ . positive feedback to fellow participants. Objectives By the end of this activity.

Notes: 50 Activities for Coaching/Mentoring Have participants pair up.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. 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.

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

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

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

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

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

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Exercise 15. MA: HRD Press. ∼ 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. Amherst. 1993. Charles Cadwell.1: Goal Ladder Worksheet Avocation Long Term Long Term Long Term Long Term Long Term Family Financial Physical Mental Spiritual Long Term Vocation Long Term Intermediate Intermediate Intermediate Intermediate Intermediate Intermediate Intermediate Short Term Short Term Short Term Short Term Short Term Short Term Short Term Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry.

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

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

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

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

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

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

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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. and describe the advantages of collaboration for team production.18 Description Card Houses This activity illustrates the morale and general effectiveness of a team when managed with a directive style in comparison to a team-building attitude displayed by a coach.

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

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

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 ∼ .

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

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

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

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

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

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

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

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

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

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

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

Activity 22 50 Activities for Coaching/Mentoring Step 7: Distribute Exercise 22.3 and explain its use. Notes: Conclude by answering questions and briefly reviewing the importance of providing feedback. Explain the importance of looking for trends in responses. Participants should be cautioned against trying to determine who completed the individual surveys. ∼ 110 ∼ . if anything. you might assign them to tally their employee surveys and bring the results to class for discussion. they plan to do differently. Notes: Explain how to use this sheet to compare their perceptions with those of their employees. Step 8: Review the activity. Encourage participants to have a group follow-up meeting with their employees and discuss what they learned from the employees’ surveys and what. If you will be meeting with participants again in a few days or weeks.

Offer support to employees. Provide sincere feedback. MA: HRD Press. I think that I. Charles Cadwell.. and Joe Fehrmann. Provide specific feedback. Listen to employees. not the person. . 3. Criticize behavior. Rarely 1.1 Exercise 22. 12. 10. Praise more than criticize. Amherst. 5. 2. Use graphs. ∼ 111 ∼ . Provide positive feedback. 8. to provide feedback. Focus on what’s right. 11. 1993. Try to find the good in things rather than the bad. . Give corrective feedback. Pass on positive feedback received from others. 6.1: 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. charts.Exercise 22. 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. 13. 4. Provide help to improve. etc. 7.

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to provide feedback. 6. Listens to employees. Criticizes behavior. . 7. charts. 13. Passes on positive feedback received from others. Provides sincere feedback. MA: HRD Press. 9. Offers support to employees. Charles Cadwell. . 5. 11. 10. 4. 2. 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. Gives corrective feedback. not the person. 3. Tries to find the good in things rather than the bad. 8. Focuses on what’s right. Provides specific feedback. Uses graphs. etc.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. Praises more than criticizes.. I think that my boss. ∼ 113 ∼ .2 Exercise 22. Provides help to improve. Rarely 1. Amherst. Provides positive feedback.Exercise 22. 12. and Joe Fehrmann. 1993.

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not the person 6. 1993. etc.) for each item and compare it with your average score. charts.5 or more can indicate areas where improvement may be needed. Mine 1. etc. Criticizes behavior. Listens to employees 10. 3. etc.. to provide feedback 11. Provides help to improve 7.3 Exercise 22. Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry. E2. Tries to find the good in things rather than the bad 8. Passes on positive feedback received from others 13. indicate the score (1. Then determine the average score of the employee responses (columns E1. Uses graphs. Differences of 2. ∼ 115 ∼ . Praises more than criticizes E1 E2 E3 E4 E5 Avg.) that you gave yourself for each item. Provides sincere feedback 4.Exercise 22. Use additional sheets if needed. Charles Cadwell. Provides specific feedback 3. Offers support to employees 12. Gives corrective feedback 5. Focuses on what’s right 9. MA: HRD Press. Amherst. and Joe Fehrmann. Use the spaces to the right to indicate your employees’ scores for the same items.3: Feedback Perception Comparison For each statement below. Provides positive feedback 2.

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

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

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

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

7. 9. If the team cannot fill in the missing parts with correct answers. flip a coin to determine who will have the first option to answer. Allow the team who won the coin toss to confer and choose to play or pass. they express the team’s wish to play or pass to the other. the team gets nine chances. No materials will be used for reference during play. If the team answers correctly. 4.50 Activities for Coaching/Mentoring Activity 24 Step 2: Brief the coaches and distribute Exercise 24. 6. and the turn passes to the other team. 2. six. they will lead as the team decides who will be the spokesperson. the team gets eight chances. after conferring with the team. If the original team correctly answers all parts and scores the 50 points. Notes: Explain to coaches that they speak for their team on matters of general interest. if the answer has five parts. Notes: 1. The first team attempting to answer the question gets 50 percent more opportunities to answer than there are parts to the answer. the opposing team gets the option to play or pass. With the teams lined up on opposite sides. Step 3: Conduct the activity. it does not score but has the opportunity to play or pass the next question.1. ∼ 121 ∼ . it receives 25 points for the answers given correctly. 8. Play continues until even rounds have been played (four. 3. Example: If the answer has 6 parts. Display or ask the question. If the team has still not arrived at all of the correct answers. it gets 50 points. 5. In tiebreaker or grand prize categories. or eight questions). Allow 5 to 10 minutes for review of the rules and material prior to play. If the score is tied. The opposing team gets one chance for each missing part. Prizes can be awarded if that option has been chosen. Give the coaches a copy of the exercise and ask that they discuss the rules with their teams. each team chooses a representative and the first to answer the tiebreaker question correctly wins the game for his/her team. For example.

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

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

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

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

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

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

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at your option.26 Description Coaching Challenge This activity can be used to review key concepts presented during the training. and describe the importance of various coaching roles Skill Areas • • Role of coach/mentor Course closure Participants Number: Type: Any Any Time 30 minutes Resources • • • • Trainer’s Notes One copy of Exercise 26. Objectives By the end of this activity. 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 ∼ . also be used to create fun competition among participants. It can.

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

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

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

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

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

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

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

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

divorced with custody of one child. Would heighten fundraising efforts and emphasize counseling for families. Would set a goal of increasing local support to 125 percent of present level and use the additional funds to finance new agencies. Age 45. married with two children. married with four grown children. Age 37. All are from outside your area: Fred Baxter Age 59.1 Exercise 28. Was most recently director of Development for a state university with 20. Advocates more careful scrutiny and auditing of agencies. Your chapter supports over 30 agencies. Was most recently director of a Red Cross chapter with 21 employees. 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. serving seven counties with a total population of 450. Your chapter. Was most recently vice president of Sales for a manufacturer of light aircraft. Has been a volunteer on a number of fundraising efforts. The position pays $50. Mid-America has a staff of 30 full-time employees and 5 part-time employees. Education. the United Way of Mid-America.000 students. Would place emphasis on children’s issues.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. Has led successful special event fundraisers. married. Degree: MS.000 per year. Wilma Johnson Larry Reynolds David Espinoza (Continued) ∼ 143 ∼ . Has chaired another chapter Fund Allocation Committee for three years. Psychology.Exercise 28. is a fairly large one. Degree: MBA. Would encourage support of more agencies while expecting established agencies to gradually develop more of their own funding sources. especially those helping unemployed and hopeless. Has chaired several successful United Way campaigns.000. no children. Degree: BS. Age 42. Was most recently owner of his own computer software company (which he sold at a fair profit).

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

Would heighten fundraising efforts and emphasize counseling for families.000 students. The position pays $50. no children. Psychology. especially those helping unemployed and hopeless. Advocates more careful scrutiny and auditing of agencies. Wilma Johnson Larry Reynolds David Espinoza (Continued) ∼ 145 ∼ . Age 45. Degree: MS. Was most recently director of Development for a state university with 20.000. married with two children. Degree: BS. Age 37. married. Would place emphasis on children’s issues. Has chaired several successful United Way campaigns. Would encourage support of more agencies while expecting established agencies to gradually develop more of their own funding sources. the United Way of Mid-America. Education. is a fairly large one.000 per year. Degree: MBA. divorced with custody of one child. Has chaired another chapter Fund Allocation Committee for three years. Was most recently owner of his own computer software company (which he sold at a fair profit).Exercise 28. Would set a goal of increasing local support to 125 percent of present level and use the additional funds to finance new agencies. Mid-America has a staff of 30 full-time employees and 5 part-time employees. married with four grown children. Was most recently vice president of Sales for a manufacturer of light aircraft. Was most recently director of a Red Cross chapter with 21 employees. Has been a volunteer on a number of fundraising efforts. Your chapter supports over 30 agencies. You have narrowed your list to four candidates and must select one during today’s meeting. Age 42. Your chapter. serving seven counties with a total population of 450. including very active Red Cross and Salvation Army chapters.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. Has led successful special event fundraisers. All are from outside your area: Fred Baxter Age 59.2 Exercise 28.

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

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

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

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

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

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

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

Do not discuss the list at this time. 3.50 Activities for Coaching/Mentoring Activity 30 Follow brainstorming rules and do not permit other participants to discuss the idea at this time. then that person’s name could be published in the company newsletter or announced over the public address system. Notes: Summarize objectives and how they were met. For example. Prepare a brief report on their list and strategies to present to the entire group. • Step 8: Have groups present reports. conclude Round 1. Continue until every participant has placed at least one note on the chart. Step 9: Review the activity. Notes: Have each small group present the results of their discussion to the entire group. and 4. Step 6: Brainstorming Rounds 2. When there are no more ideas. Step 7: Discuss and evaluate the four lists. if a person is to be recognized. if there is one. 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. They may add or subtract from the initial list. ∼ 155 ∼ . Each group should: • • Evaluate each of the items on their list and develop their own “final” list. Come up with a strategy for implementing each item. Assign each group one of the four categories. Notes: Divide participants into four groups. Reinforce the importance of recognition and using the various strategies identified by the group.

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and describe the coaching skills they learned during the seminar.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. 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. Objectives By the end of this activity.

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

down. Words can be found by reading frontward. MA: HRD Press. Charles Cadwell.1 Exercise 31.1: Word Search Hidden below are the following coaching terms: feedback mentor orientation goal sponsorship communication performance expectations collaboration recognition body language assertiveness coaching training teamwork counseling networking appraisal delegate listening evaluation trust Circle each word when you find it.Exercise 31. backward. and diagonally. Amherst. up. 1993. across. Some letters are used in more than one word. K R A B O A F E L L T T A B A G O S E C O L L A B O R A T I O N O T A P O D E E X P E C T A T I O N S T L M Y T E A M W O R K H L O E M P A M L A F P E R T E C X I N E O E S U A S O P N A A A O O S N C R R T N N S F R E C O G N I T I O N F I I G E E A T C R R O O E T U E O E C U R E I O I I E R B N R N T R F A A T D S L W E A L O I A S W M O T G I B A A R N T A A N I E O A R I E V A L U A T I O N G N L R N C O O E C I P C A R G S A I I K C A N I N K E O K T E U W O N N I E T A G E L E D I I R A S E G G N R I L E S I S I D O L D E T O E G T O R O S T S P O N S O R S H I P Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry. and Joe Fehrmann. ∼ 159 ∼ .

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Amherst. across. ∼ 161 ∼ . backward. 1993. up. Words can be found by reading frontward. Some letters are used in more than one word. 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. and diagonally. down.Trainer’s Notes Trainer’s Notes: Answer Key to Exercise 31.1 Hidden below are the following coaching terms: feedback mentor orientation goal sponsorship communication performance expectations collaboration recognition body language assertiveness coaching training teamwork counseling networking appraisal delegate listening evaluation trust Circle each word when you find it. Charles Cadwell. and Joe Fehrmann. MA: HRD Press.

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

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

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

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

how well they work together and how well they do their work). more or less blue or green behavior might be appropriate. Notes: Have groups select a spokesperson to report their responses to the rest of the class. depending on how mature subordinates are (that is. Notes: Explain why. Instruct half of the groups to complete the questions in the “Blue” column and the other half of the groups to complete the questions in the “Green” column. Notes: Have participants score their responses and mark their score on the X—Y scale. Divide the class into groups of five to seven participants each. ∼ 167 ∼ .2. 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. Step 6: Conclude the activity. Summarize this activity by asking the class “What coaching conclusions can we draw from our responses?” Record their answers on the flipchart.50 Activities for Coaching/Mentoring Activity 33 Step 4: Distribute Exercise 33.3.

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H. M. C. I like Fords. Employees are not interested in the objectives of the organization. Employees’ decisions need to be “checked” for quality. Employees exercise good judgment. Generally. 9. Employees want to understand the “why” of a request. Employees tend to get involved in inappropriate activity at work. and Joe Fehrmann. 5. L. E. or 0 3 I like to fish. Employees want to achieve the objectives of the organization. Employees are able to plan their own work. Q. Employees want to come to work. 3.1 Exercise 33.Exercise 33. Employees work well together. Employees should be told how to do a job. P. For example: 2 1 I like Chevies. I think that… 1. Employees would rather be told what to do. ∼ 169 ∼ . 8. O. 6. Employees take the initiative in anticipating unusual needs. 7. 4. N. D. Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry. Charles Cadwell. MA: HRD Press. Use only whole numbers. 2. 1993. A. Employees tend to let conflict get in the way of working together. I. G. Employees are creative in devising better ways of accomplishing a task.1 Coach’s Assumptions Divide three points between each pair of statements. J. Employees focus their attention on getting an appropriate amount of work accomplished. F. B. Amherst. R. Employees would rather stay home. K. Employees need to be shown each step of a task. Employees need to be pushed to respond to unusual requests. My hobby is skydiving.

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X 27 25 23 21 19 17 15 13 11 9 7 5 3 1 Y 1 3 5 7 9 11 13 15 17 19 21 23 25 27 Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry. Charles Cadwell.Exercise 33. MA: HRD Press.2 Exercise 33. ∼ 171 ∼ . and Joe Fehrmann.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. Mark this total on the Y scale. Amherst. 1993.

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

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

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

copies of Exercise 35. and understand the effect of differing values on a mentoring relationship.35 Description The Lovers This activity illustrates the part values and ethical decisions can play in the coaching or mentoring process. Skill Areas • • Building trust Collaboration Participants Number: Type: Any Any. but a mixture of men and women provides the richest discussion Time 30 to 40 minutes Resources • • Flipchart stand. Objectives By the end of this activity. paper.1 for one-half of the participants. participants will be able to • • appreciate the significance of different value systems. and markers Copies of Exercise 35.2 for the other half of the participants ∼ 177 ∼ .

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

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

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

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

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

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

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

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

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

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

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

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). the receiver is always more likely to believe the tone of voice and the body language. ∼ 191 ∼ . Notes: Questions you might ask: • • What changes in behavior could be facilitated or hindered by incongruent messages? How have you experienced incongruent messages in the workplace? Step 5: Review the activity.50 Activities for Coaching/Mentoring Activity 37 Step 4: Lead the discussion.

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

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” is the study of how people use space. ∼ 195 ∼ . paper.38 Description Proxemics* This activity uses physical space to illustrate how nonverbal behaviors can affect communication.2 for alternating participants Flipchart stand. Objective By the end of this activity. from the Greek word meaning “to approach. and markers *Proxemics.1 and Exercise 38. 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.

∼ 196 ∼ . Step 2: Begin the activity.Activity 38 Method Step 1: Prepare the activity. Form pairs with one member from each group (group A member chooses a group B partner). leaning away. A and B.2 to group B. etc. Step 3: Review the activity. 50 Activities for Coaching/Mentoring Distribute Exercise 38.1 to group A and Exercise 38.” Allow approximately five minutes for pairs to converse. Notes: Begin the activity by saying “Begin your conversations. 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. Notes: Divide participants into two groups. At the end of that time. Tell participants they are not to share exercises with members of the other group. Notes: Lead a discussion of how the use of space can affect the quality of communication. have participants return to their regular places.

Amherst. or choose one of your own. ∼ 197 ∼ . Select one of the following topics. • • • • A local political issue Your (or your partner’s) favorite hobby A work-related topic The best performance evaluation format Your partner and you will converse for about five minutes.Exercise 38. MA: HRD Press.1 Exercise 38. Begin when the trainer says. 1993.1: Group A Participants You are to initiate a conversation with your partner (a member of group B). Charles Cadwell. “Begin your conversations.” Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry. and Joe Fehrmann.

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simply continue your gradual “encroachment. Your partner will select the conversation topic and will initiate the discussion. If your partner pulls away or moves.Exercise 38. Charles Cadwell. 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. but as you converse. Take an active part in the conversation. ∼ 199 ∼ . MA: HRD Press. Amherst.2 Exercise 38.” Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry. 1993.2: Group B Participants You are to participate in a conversation with your partner (a member of group A). and Joe Fehrmann.

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

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Your boss has asked to meet with you to discuss your budget. but they were even later this week than last week. If you cut down on your travel. Charles Cadwell. but you assume it’s the fact that you were late three days this week. Situation 3 What a first quarter! You’ve been busier than ever. but it just wasn’t possible. You’ve asked them to get the information to you. and the travel schedule has been hectic. You heard your boss really caught it from his/her boss today for being late with the report. Wednesday. You would have liked to have stayed within your new budget. but you don’t have any authority over Group 18.Exercise 39. If he/she has any good ideas. you’ll be traveling just as much next quarter. 1993. Situation 2 The “weekly productivity report”—what an ironic name! It’s been late the last two weeks because the people in Group 18.2: Role Play—Employee Situation 1 Your boss asked to meet with you to discuss a “problem. ∼ 209 ∼ . you stayed 45 minutes after everyone else on Monday and Wednesday. there’s a chance the projects won’t be successful. and Joe Fehrmann.” You’re not sure what the topic is. Amherst. but if not. and you agreed to make sure the kids get to school Monday. You sure wish there was something you could do. Now he/she has asked to meet with you about the report. well.2 Exercise 39. Besides. Your spouse will be responsible on Tuesday and Thursday. who are supposed to provide you with their information. Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry. You’ve had several projects that required your follow up. You don’t see much changing over the second quarter. MA: HRD Press. have been late. and Friday. you’re open. 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. Your spouse just took a new job.

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

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

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

1993.4 (concluded) Step 4: Give recognition when the problem is solved What type of recognition will you give? What will you do to help keep the problem from happening again? Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry. and Joe Fehrmann.Exercise 39. ∼ 214 ∼ . Amherst. MA: HRD Press. Charles Cadwell.

Objective By the end of this activity. participants will be able to understand the importance of using clear language and words appropriate for the listener.1 for each participant Trainer’s Notes ∼ 215 ∼ .40 Description Translation. 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.

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

Exercise 40.1

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

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

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

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

5. Avian creates of kindred mind associate gregariously.

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

∼ 217 ∼

Trainer’s Notes

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

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

∼ 219 ∼

41
Description

“Yeah, but. . .”

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

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

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

Skill Areas
• • • •

Counseling Listening Nonverbal communication Questioning

Participants
Number: Type: 12 to 14 Any

Time
20 to 40 minutes

Resources
• •

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

∼ 221 ∼

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

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

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

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

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

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

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

Amherst.Exercise 42. Did you understand the assignment? 4. What tone did your supervisor use? 2. How do you feel about this assignment? Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry. 1993. ∼ 231 ∼ . and Joe Fehrmann.2 Exercise 42. MA: HRD Press. Charles Cadwell. How was this tone communicated? • • Verbally: Nonverbally: 3.2: Subordinate Reactions 1.

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MA: HRD Press. and Joe Fehrmann. ∼ 233 ∼ . What tone did the supervisor use? 2. What ineffective delegating behaviors were shown? Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry. 1993. Did the supervisor check for understanding? How? 3. What effective delegating behaviors were shown? 5.Exercise 42.3: Observer Notes 1. Amherst. What message did the supervisor send? • • Verbally: Nonverbally: 4.3 Exercise 42. Charles Cadwell.

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Skill Areas • • • • • Analyzing performance problems Counseling Listening Nurturing Setting expectations Participants Number: Type: Any Any Time 1 to 2 hours Resources • • One copy of Handout 43.43 Description Coaching Miscues This activity allows participants to evaluate their coaching skills and learn ways to overcome common coaching errors. Objectives By the end of this activity.1 and 43.2 for each participant Pen or pencil for each participant ∼ 235 ∼ . identify miscues in specific coaching situations. and develop a plan for preventing coaching errors.1 and one copy each of Exercises 43. participants will be able to • • • describe the difference between ineffective and effective listening behaviors.

This activity looks at some of those errors and how to prevent them.1 and conduct the activity. Notes: Review the characteristics described on the handout and compare and contrast the paired descriptions. they can cause problems in our relationship with our employees. Notes: Have participants write their answers on the exercise. Still. 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. Then discuss each situation after they finish. Emphasize the importance of listening when involved in a coaching situation. we sometimes make things worse instead of better because we make errors when we coach. Use the following (or a similar) introduction: 50 Activities for Coaching/Mentoring People make mistakes. Unfortunately. You might want to spend some time discussing the concept of “active listening. As coaches. A more effective coach would try to find out more about the situation by asking the employee to analyze the conditions causing the errors. Situation 2: • • ∼ 236 ∼ . Step 2: Distribute Handout 43. The coach is trying to guess the problems and is implying that the employee is careless. Ask if these coaches were effective or ineffective. our job is to help them make fewer mistakes so that their performance improves. Ask participants for specific examples of coaches who have listening skills like those described.” Step 3: Distribute Exercise 43.1. Situation 1: • • Employee seems to be blaming someone else.Activity 43 Method Step 1: Introduce the topic and the activity. The manager accepts it without question and offers an “ideal” solution. Notes: Review the objectives.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Skill Areas • • • Assertiveness Building trust Listening Participants Number: Type: Any. Objectives By the end of this activity. 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. and assertive styles of communication. and markers ∼ 257 ∼ . paper. passive. divided into groups of two or three Any Time 30 to 60 minutes Resources • • • One copy of Exercises 47.1 and 47.2 for each participant Trainer’s Notes Flipchart stand. emotion-laden messages and passive styles of relating. participants will be able to • • recognize aggressive.

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

Ask for feedback. Ask that they take notes in order to have a complete picture of the behavior. Allow 10 to 15 minutes for the role play.1. If you are using groups of three. Fill in where the groups come up short on ideas. 2. review the activity.1. ask that they rotate the communicator role so that everyone has a chance to act and to react. 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 ∼ . Step 4: Distribute Exercise 47. Ask each group to brainstorm body language behaviors for each of the three types of communication. Allow them 5 to 10 minutes to write their ideas in the box at the bottom of Exercise 47. 2.2. When everyone has finished. Ask participants to role play the “you” and “I” statements printed in Exercise 47. Notes: 1. Step 5: Review and summarize the activity. Ask the participants to divide into groups of two or three. Record suggestions on a flipchart using the guide offered in Exercise 47.50 Activities for Coaching/Mentoring Activity 47 1.2 using the corresponding nonverbal behaviors identified in Exercise 47.1.

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

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while assertive styles use nonjudgmental “I” messages.” “I’m not sure I made myself clear about what was acceptable. MA: HRD Press. Aggressive communication is plagued with accusing “you” messages.2: Role Play—“You” and “I” An obvious difference in aggressive and assertive communication is the language—both verbal and nonverbal. and Joe Fehrmann. An “I” statement places no blame but is representative of a person who is willing to take responsibility for himself and his feelings.” “I am angry about what you just said.” Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry.” “You are the rudest person I have ever met. ∼ 263 ∼ .” “I feel very frustrated with these errors. Charles Cadwell.” “You hurt my feelings. “You” messages create a climate of defensiveness in the listener. Amherst. 1993.” “You make me so mad.Exercise 47.2 Exercise 47. Practice the following “You” and “I” statements using the appropriate body language cues from your work in Exercise 47.1. “I’m concerned when I see behavior that is inappropriate.” “You goofed again.

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Amherst. 1993. and Joe Fehrmann. ∼ 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. MA: HRD Press. mumbles Acts afraid Fiddles with objects Assertive Appears at ease and comfortable Shoulders and back are straight Leans forward. Charles Cadwell. looks sad Nods head in agreement Speaks softly Whines.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. 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.

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

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

∼ 269 ∼ . Charles Cadwell. 1993. __________ 5. Amherst. and Joe Fehrmann. ________ 6. __________ How did I do? My score was __________ Compared to the class average of __________ Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry. __________ 4. a.1 Exercise 48.Exercise 48. __________ 2. MA: HRD Press. ________ b. __________ 3.1: “Say what?”—Answer Sheet 1.

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

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

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

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

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

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

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

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

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

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

MA: HRD Press. Acknowledge the Conflict • • • • Schedule a meeting Determine own conflict resolution style Determine other person’s style Decide to discuss the conflict 2. Discuss the Conflict • • • • Decide what questions to ask Be prepared to listen Do you know what your point of view is? Do you understand the other person’s point of view? 3.1 Handout 50. 1993.Handout 50. Monitor Results • • • Decide how you will verify that solution is implemented Ensure that conflict is resolved to everyone’s satisfaction Determine if anything else needs to be done Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry. The four-step process below can help you reduce conflict and solve problems. 1. ∼ 283 ∼ . and Joe Fehrmann.1: Problem-Solving Approach The ability to use a prescribed method of resolving conflict that focuses on solving problems is important for effective coaches. Amherst. Charles Cadwell. Agree on a Solution • • • Discuss alternatives Decide on mutually acceptable solution Decide how to implement the solution 4.

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1 Exercise 50. 4. 7. MA: HRD Press. and Joe Fehrmann. 5. Believe that I must win at any cost. 10. ∼ 285 ∼ . Amherst. 6. 4 Always 3 Usually 2 Sometimes 1 Never When there are conflicts. Be cooperative. 8. 9. even at the expense of personal goals. Prove that my position is the best. These styles are reflected in the statements that follow. Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry. Openly discuss mutually beneficial solutions. Believe there is more than one good way to do anything. Be agreeable and nonassertive. Be assertive and cooperative. Try to maintain good relationships. Think about conflicts you have had in the past as you rate the statements using the following scale. 3. Ignore conflict because it will solve itself with time. 2. Charles Cadwell. . 1.Exercise 50.1: Resolving Conflict There are five generally accepted styles of resolving conflict. 1993. . Not do anything that might damage relationships. I tend to.

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

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

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

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

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