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

HRD Press, Inc. • Amherst • Massachusetts

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

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

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ISBN 0-87425-218-0

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

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

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

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

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

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

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

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

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

C. Confronting and challenging. Ed. This coaching model is explained in detail in Activity 39. Coaching for commitment: managerial strategies for obtaining superior performance (San Diego.D. Counseling. Decide on a solution. CA: University Associates). 3. effective coaches use a fourstep process to solve performance problems: 1. Mentoring. 2. 2 . The role of coaching is largely undertaken in a variety of informal conversations.. Tutoring. D. Kinlaw suggests this is the process of developing in others such things as political savvy. Get agreement that a problem exists. has suggested that successful coaches have to possess the following characteristics: • Contact and core communication skills. This consists of helping other people solve their own problems rather than providing solutions.2 • • • • The confronting and challenging skills require the use of a coaching model to deal with performance problems. Follow up. and proactively managing their own careers. Give recognition when the problem is solved. Kinlaw. Dennis C. sensitivity to the organization’s culture. Kinlaw. the coach must have regular and easy contact with those they are supposed to coach. Thus. These skills are needed to help the less-thansuccessful performers to become successful and to challenge the successful employees to become superior performers. 4.50 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. Success is measured by the degree to which a person helps others to obtain the knowledge and expertise needed in their work. Coaching Model When the performance of their people does not meet expectations or developmental goals are missed because of performance deficiencies. 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. (1991). in his book Coaching for Commitment: Managerial Strategies for Obtaining Superior Performance.

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

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

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

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

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

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. Please Listen up! “Say what?” Between one-half hour and one hour Rock. The actual time will depend on size of group. length of time allowed for discussion. . . Paper. Scissors Who am I? Attitudes or Attributes? Focus on Coaching Skills Let’s Have a BEER Making a Sandwich Coaches Bowl How am I doing? Dueling Families Concentrate on. Theory X/Theory Y Assumptions ∼ 13 ∼ . One-half hour or less Strike Three. 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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Scissors This activity illustrates the issues that arise when people are assigned to team situations and are encouraged to compete with and beat the competition. Paper.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. Skill Areas • • Building trust Collaboration Participants Number: Type: 12 to 18 Any.1 and Exercise 1. and markers ∼ 17 ∼ . but especially those for whom a working relationship built on trust is important Time 30 to 60 minutes.1 Description Rock. including discussion Resources • • • One copy each of Handout 1. Objectives By the end of this activity. participants will be able to • • describe the value of collaboration rather than competition. and explain the factors that affect building a trust relationship. paper.

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

scores are doubled. 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. and/or instructing one of the teams to “double-cross” the other team. 5. scores are face value. Notes: Allow discussion for 30 seconds per round for rounds 4. and 6. 5. 8. During rounds 7. if any. and 6. verify scores. Have scorekeepers record scores after each round.” Option: You can influence the game’s outcome by • • instructing one of the teams to establish a “win-win” strategy. Allow discussion for 60 seconds for rounds 7. and 3. scores are tripled.” what could have been done to restore it? How were the teams like work groups or organizational units? What behavioral comparisons can be drawn? Did the players identify with their teams or with each other? ∼ 19 ∼ . Scores are totaled after round 9. The team with the highest score is the winner. Total the scores at the end of the activity and congratulate the “winners” and give condolences to the “losers. Notes: Scorekeepers will assign points based on scoring guidelines. • • • • During rounds 1. 8. and 9. 2. Step 6: Review the activity by asking the participants to describe what happened.50 Activities for Coaching/Mentoring Activity 1 Step 4: Explain scoring. Have observers. and 9. Notes: Lead a discussion on how this exercise revealed issues in collaboration and teamwork. During rounds 4. Step 5: Conduct the activity.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Exercise 5.1

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

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

∼ 43 ∼

Exercise 5.2

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

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

(Continued)

∼ 45 ∼

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

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

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

∼ 46 ∼

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

This is also a good indicator of the current skill level so that training can be adapted to meet the needs of the audience. 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. the skills can be compiled on a chart as the target for training. Step 3: Lead a discussion as a review of this 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 ∼ . If this is the first opportunity to discuss coaching skills. Step 2: Exchange information. 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). Ask that they use the broad tip markers and prepare to interpret their artwork.Activity 6 Method Step 1: Introduce the activity.

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. discuss their strengths and weaknesses with other participants. and set goals for improving their 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 ∼ .

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

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. 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. ∼ 51 ∼ . Point out the importance of networking with other people.

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

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

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

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

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

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

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

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

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

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

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

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

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

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. 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. mentor. Results of a trusting relationship in the workplace.50 Activities for Coaching/Mentoring Activity 13 • • • Have you ever lacked confidence with a task in the workplace and depended on the support of a coach. Reasons trust is essential to coach/employee relationships. Notes: Ask the participants to list the following: 1. ∼ 73 ∼ . 2.

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

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

and markers ∼ 77 ∼ . and focus effort on areas for specific professional development. paper.1 for each participant Flipchart stand. The coach can use this exercise to better understand what will motivate the employee as he or she trains in a new skill. It can be used to demonstrate the need for goals and expectations in the workplace. Objectives By the end of this activity. create a set of goals for work based on the same method.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. although the exercise will concentrate on the entirety of the individual’s life. participants will be able to • • • define goals for seven separate areas of life.

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

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

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

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

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MA: HRD Press.1: Goal Ladder Worksheet Avocation Long Term Long Term Long Term Long Term Long Term Family Financial Physical Mental Spiritual Long Term Vocation Long Term Intermediate Intermediate Intermediate Intermediate Intermediate Intermediate Intermediate Short Term Short Term Short Term Short Term Short Term Short Term Short Term Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry. 1993.1 Tomorrow Tomorrow Tomorrow Tomorrow . and Joe Fehrmann.Exercise 15. ∼ 83 ∼ Next Month Next Month Next Month Next Week Next Week Next Week Tomorrow Tomorrow Tomorrow Next Month Next Month Next Month Next Month Next Week Next Week Next Week Next Week Exercise 15. Charles Cadwell. Amherst.

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

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

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

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Objectives By the end of this activity. 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. and describe the advantage of collaboration for team production.) ∼ 89 ∼ . 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).

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

This exercise illustrated that with communication limited (full information was known only by the coach). 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.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. the team felt frustration when trying to achieve a quality performance within time constraints. Notes: Explain that for a team to produce to specified standards and with high morale. 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. communication must be open and complete.

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

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

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

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

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

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

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

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

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

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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. Objectives By the end of this activity. 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.21 Description Coaches Bowl This activity provides a fun and interesting way to review course material.

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

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

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participants will be able to • • • evaluate the feedback they provide others. describe the importance of providing regular feedback. Objectives By the end of this activity.1 through 22. 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 22.22 Description How am I doing? This activity provides participants with the opportunity to evaluate the quantity and quality of feedback they provide as coaches. and use a feedback tool to survey their employees. They will also be able to survey their employees to determine their perceptions about the quantity and quality of the feedback they receive.3 for each participant Paper and pencil or pen for each participant ∼ 107 ∼ .

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

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

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

10. 13. Pass on positive feedback received from others. 2.1 Exercise 22. Provide positive feedback. Listen to employees. 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. 7. . 9. 5. Provide help to improve. and Joe Fehrmann. .. 6. 11. charts. 3. to provide feedback. 12. Provide sincere feedback. not the person. 8. 1993.1: Rate Your Use of Feedback Read each statement below and circle the number that you think best describes the feedback you give to your employees. Rarely 1. Try to find the good in things rather than the bad. Offer support to employees. Use graphs. I think that I. ∼ 111 ∼ . Criticize behavior. Give corrective feedback. Charles Cadwell. Provide specific feedback. Praise more than criticize.Exercise 22. MA: HRD Press. etc. 4. Focus on what’s right. Amherst.

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

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

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buzzers. 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. Objective By the end of this activity. other signaling devices ∼ 117 ∼ . 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.

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

24 Description Dueling Families This activity works well to evaluate learning and/or to illustrate the effectiveness of appropriate coaching skills. interpret the nonverbal communication of coach and team members. Objectives By the end of this activity.1 for each of the team coaches Prepared questions for material covered to this point in training Instructions for the teams and the coaches A timer A scoreboard (flipchart or whiteboard) and markers Prizes (optional) ∼ 119 ∼ . participants will be able to • • • recite learning to this point. 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.

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

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

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

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

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

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

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

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

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1 for each participant Pen or pencil for each participant Prizes for winners (optional) ∼ 131 ∼ . It can.26 Description Coaching Challenge This activity can be used to review key concepts presented during the training. also be used to create fun competition among participants. 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. at your option.

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

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

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

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Exercise 26.1: Coaching Challenge Instructions: Write the terms below in the squares in the matrix. and Joe Fehrmann. you will have created your own individual “Coaching Challenge” game card. 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. MA: HRD Press. ∼ 137 ∼ . Charles Cadwell. one term per square.1 Exercise 26. Amherst. When you are finished. 1993. You choose the square where you want to write the term.

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

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

Objectives By the end of this activity. and identify listening behaviors in others. and markers ∼ 141 ∼ . participants will be able to • • recognize when they are engaging in effective or ineffective listening behaviors. paper. Skill Areas • • • Communication Listening Nonverbal communication Participants Number: Type: 16 to 30 Any Time 60 to 90 minutes Resources • • One copy each of Exercises 28.1 through 28.4 for each participant Flipchart stand.28 Description Nonverbal Behaviors This is a “fish bowl” exercise to provide participants with practice in identifying positive and negative communication behaviors.

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

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

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

Was most recently director of Development for a state university with 20. Degree: BS. married with two children. Would set a goal of increasing local support to 125 percent of present level and use the additional funds to finance new agencies. Has chaired several successful United Way campaigns. no children. Has led successful special event fundraisers. Has been a volunteer on a number of fundraising efforts. Was most recently director of a Red Cross chapter with 21 employees. Mid-America has a staff of 30 full-time employees and 5 part-time employees. is a fairly large one. Advocates more careful scrutiny and auditing of agencies.2 Exercise 28.000 students. Degree: MBA.000. Would place emphasis on children’s issues. The position pays $50.000 per year. including very active Red Cross and Salvation Army chapters. married with four grown children. Age 42.Exercise 28. Degree: MS. Psychology. the United Way of Mid-America. Was most recently owner of his own computer software company (which he sold at a fair profit). All are from outside your area: Fred Baxter Age 59. Would encourage support of more agencies while expecting established agencies to gradually develop more of their own funding sources. Wilma Johnson Larry Reynolds David Espinoza (Continued) ∼ 145 ∼ . especially those helping unemployed and hopeless. Education. serving seven counties with a total population of 450. married. Has chaired another chapter Fund Allocation Committee for three years. Was most recently vice president of Sales for a manufacturer of light aircraft. You have narrowed your list to four candidates and must select one during today’s meeting. Age 37. divorced with custody of one child.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. Age 45. Would heighten fundraising efforts and emphasize counseling for families. Your chapter. Your chapter supports over 30 agencies.

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

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

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

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

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

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

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

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

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

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

K R A B O A F E L L T T A B A G O S E C O L L A B O R A T I O N O T A P O D E E X P E C T A T I O N S T L M Y T E A M W O R K H L O E M P A M L A F P E R T E C X I N E O E S U A S O P N A A A O O S N C R R T N N S F R E C O G N I T I O N F I I G E E A T C R R O O E T U E O E C U R E I O I I E R B N R N T R F A A T D S L W E A L O I A S W M O T G I B A A R N T A A N I E O A R I E V A L U A T I O N G N L R N C O O E C I P C A R G S A I I K C A N I N K E O K T E U W O N N I E T A G E L E D I I R A S E G G N R I L E S I S I D O L D E T O E G T O R O S T S P O N S O R S H I P Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry. and diagonally. backward.1 Exercise 31. Some letters are used in more than one word. up. down. MA: HRD Press. across. Amherst. and Joe Fehrmann. ∼ 159 ∼ . 1993. Words can be found by reading frontward. Charles Cadwell.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.

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and Joe Fehrmann. 1993. up.1 Hidden below are the following coaching terms: feedback mentor orientation goal sponsorship communication performance expectations collaboration recognition body language assertiveness coaching training teamwork counseling networking appraisal delegate listening evaluation trust Circle each word when you find it. across. ∼ 161 ∼ . 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. MA: HRD Press. Amherst.Trainer’s Notes Trainer’s Notes: Answer Key to Exercise 31. Charles Cadwell. and diagonally. down. Some letters are used in more than one word. backward. Words can be found by reading frontward.

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paper. Skill Areas • • Icebreaker Role of coach/mentor Participants Number: Type: 9 to 24 Any Time 15 to 30 minutes Resources • • • Flipchart stand. Objective By the end of this activity. 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.32 Description Finish the Sentence This is a very short. and markers 3 x 5 index cards Masking tape ∼ 163 ∼ . It is especially appropriate as an introductory exercise.

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

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

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

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

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

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Exercise 33.2 Exercise 33.2: 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. Charles Cadwell. 1993. MA: HRD Press. 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. ∼ 171 ∼ . and Joe Fehrmann. Amherst.

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and Joe Fehrmann.3 Exercise 33. What are some examples of effective “blue” behavior? Example: • Green 1. How might “green” and “blue” behaviors be combined? Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry. How might “green” and “blue” behaviors be combined? 3.3: Company Behaviors Blue 1. ∼ 173 ∼ . What are some examples of ineffective “blue” behaviors? Example: • 2. Amherst.Exercise 33. MA: HRD Press. What are some examples of ineffective “green” behaviors? Example: • Shouting at employees Not responding to a rule infraction 3. Charles Cadwell. 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. 1993.

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

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

participants will be able to • • appreciate the significance of different value systems. but a mixture of men and women provides the richest discussion Time 30 to 40 minutes Resources • • Flipchart stand. and markers Copies of Exercise 35. paper.1 for one-half of the participants. Objectives By the end of this activity. copies of Exercise 35. Skill Areas • • Building trust Collaboration Participants Number: Type: Any Any.2 for the other half of the participants ∼ 177 ∼ . 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.

Notes: After participants have finished their individual work.2.1 and half receive Exercise 35. 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’.” and complete the exercise after the story. Instruct participants to silently read the hypothetical story. Step 2: Distribute the exercises to the class. After each.Activity 35 Method Step 1: Prepare the class for the activity. Ask participants to volunteer their responses to the exercise on ranking the behavior of the characters. ask for one more by saying. especially when faced with difficult choices. ∼ 178 ∼ . “Does anyone have something different from this one?” Your goal is to get as wide a range of responses as possible. 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. after having two participants read the stories aloud. “The Lovers. Do this with both stories. Step 3: Discuss responses. Notes: Half of the participants receive Exercise 35.

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

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

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

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

Exercise 35. with 1 being the character whose behavior is most offensive. and 5 the character whose behavior is least offensive. 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. and Joe Fehrmann. MA: HRD Press. Charles Cadwell. Amherst. ∼ 184 ∼ . 1993.

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

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

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

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

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

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

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

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Skill Areas • • Counseling Nonverbal communication Participants Number: Type: 9 to 94 Any Time 10 to 15 minutes Resources • • Exercise 38. Objective By the end of this activity. ∼ 195 ∼ . from the Greek word meaning “to approach.1 and Exercise 38.38 Description Proxemics* This activity uses physical space to illustrate how nonverbal behaviors can affect communication.2 for alternating participants Flipchart stand. paper.” is the study of how people use space. participants will be able to use space effectively in one-on-one communication settings. and markers *Proxemics.

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

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

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

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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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he/she was a half-hour late Monday. You’re now three months into the year. and Joe Fehrmann. You have to submit a budget exception report to your boss in two days. The reason you were late was because your employee Richard (Ruth) was late getting the information to you. This is the second time in the past two weeks this has happened. Everything was fine the first two weeks. 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. Amherst. ∼ 207 ∼ . The first week you were able to cover for Richard (Ruth) because your boss was out of town the day the report was due. 1993. Wednesday. You know that if priorities aren’t set today. His/her previous supervisor warned you to expect that he/she would be late frequently. The result is that your department’s travel and expense costs are over budget for the first quarter. Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry. and again today. you’ll have the same problem again next week. Charles Cadwell.Exercise 39. You’ve scheduled a meeting with Richard (Ruth) to discuss the problem. and Barbara (Bob) is 25 percent over budget. Situation 2 Your boss called you “on the carpet” today for not getting the productivity report in on time. You want to take action now before the problem gets out of hand so you’ve asked Joan (John) to meet with you. but this week. MA: HRD Press. Situation 3 This year was going to be different. Friday. All your employees submitted travel and expense budgets for the year and agreed to live within them.1 Exercise 39.1: Role Play—Coach Situation 1 Three weeks ago Joan (John) transferred to your work group.

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

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

MA: HRD Press. ∼ 212 ∼ . Charles Cadwell. 1993. What type of recognition would be appropriate for this situation? Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry.Exercise 39.3 (concluded) 3. Was a follow-up plan discussed? Yes No Do you think the coach will follow up? Why or why not? 4. and Joe Fehrmann. Amherst.

Exercise 39.4 Exercise 39.4: Coaching Worksheet Use this worksheet to think about a current performance problem you have with one of your people and to develop a plan for resolving the problem. Refer to it during the discussion to help keep yourself on track. Employee: Date of planned discussion: Describe the problem that you think exists. 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 ∼ .

MA: HRD Press.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. Charles Cadwell. and Joe Fehrmann. ∼ 214 ∼ . 1993.Exercise 39. Amherst.

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

When time is up. Notes: Emphasis should be on the importance of clear communication in delegating. read correct “translations” from the Trainer’s Notes. Step 2: Discuss the activity.Activity 40 Method 50 Activities for Coaching/Mentoring Step 1: Distribute Exercise 40.1 to each participant. Notes: Allow 3 to 4 minutes for completion of the exercise. or any other effort involving communication. Recognize participant(s) with the most correct responses. Questions you might ask: • • What dangers are there in using our own professional “languages”? Who has had the experience of now understanding another’s language? How did it feel? ∼ 216 ∼ . counseling. the “language” to be spoken is one that the other person will understand.

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 ∼

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

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

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

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

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

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

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

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

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What effective delegating behaviors were shown? 5. What tone did the supervisor use? 2. What ineffective delegating behaviors were shown? Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry.Exercise 42. and Joe Fehrmann. ∼ 233 ∼ . Did the supervisor check for understanding? How? 3.3: Observer Notes 1. 1993.3 Exercise 42. Amherst. MA: HRD Press. What message did the supervisor send? • • Verbally: Nonverbally: 4. Charles Cadwell.

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1 and one copy each of Exercises 43. identify miscues in specific coaching situations. 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 43.2 for each participant Pen or pencil for each participant ∼ 235 ∼ . Objectives By the end of this activity. participants will be able to • • • describe the difference between ineffective and effective listening behaviors. and develop a plan for preventing coaching errors.1 and 43.43 Description Coaching Miscues This activity allows participants to evaluate their coaching skills and learn ways to overcome common coaching errors.

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

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

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

MA: HRD Press.1 Handout 43. ∼ 239 ∼ . Amherst.1: Characteristics of Ineffective/Effective Listeners Ineffective Nonverbal Behavior Looks bored. 1993. but does not play “20 questions” Paraphrasing Fails to check whether message was received accurately Paraphrases and restates what he/she thought the other person said Advice Narrows the choices by suggesting the best solution early in the discussion Asks for suggestions from the other person as well as providing own alternatives Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry. 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. and Joe Fehrmann.Handout 43. 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.

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

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

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

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

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

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

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

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

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

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

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

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

Activity 46 Method Step 1: Introduce the activity. 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. Notes: It is important for the participants to understand that the behaviors they have listed are unacceptable for an effective coach to exhibit. Step 2: Discuss the behaviors. Some of the behaviors that will be listed include reading. watching TV. talking to someone else. personally. Step 3: Review the activity. eating. 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. ask some or all of the following questions: • • You have identified some of your own bad listening habits. Coaches are expected to be skilled listeners and to work to eliminate any ineffective behaviors. To better apply the concept. doodling. walking away. drinking.) What might cause you to act in these ways. How will knowing that information help you with your coaching effectiveness? How will knowing what causes such behavior help you with your skill development? ∼ 256 ∼ . etc. and ask for more ideas. grooming. avoiding eye contact. Notes: Participants will more than likely agree that the behaviors they contributed to the list annoy them. To fully cover the negative reaction to these types of behaviors. Give an example. writing it on the flipchart page.

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

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

3. ask that they rotate the communicator role so that everyone has a chance to act and to react. Record suggestions on a flipchart using the guide offered in Exercise 47. review the activity. Ask for feedback. Notes: 1. Allow 10 to 15 minutes for the role play.2 using the corresponding nonverbal behaviors identified in Exercise 47. Ask each group to brainstorm body language behaviors for each of the three types of communication. Ask the participants to divide into groups of two or three.1.1. Ask that they take notes in order to have a complete picture of the behavior. When everyone has finished.50 Activities for Coaching/Mentoring Activity 47 1. 2. Ask participants to role play the “you” and “I” statements printed in Exercise 47. Step 4: Distribute Exercise 47. Fill in where the groups come up short on ideas.2. Allow them 5 to 10 minutes to write their ideas in the box at the bottom of Exercise 47. 2. If you are using groups of three. Step 5: Review and summarize the activity.1. 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 ∼ .

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

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“You” messages create a climate of defensiveness in the listener.” “I feel very frustrated with these errors.Exercise 47.2: Role Play—“You” and “I” An obvious difference in aggressive and assertive communication is the language—both verbal and nonverbal.2 Exercise 47. while assertive styles use nonjudgmental “I” messages. 1993.” “You are the rudest person I have ever met. Charles Cadwell.1.” “You make me so mad.” “You hurt my feelings.” Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry. Aggressive communication is plagued with accusing “you” messages. Practice the following “You” and “I” statements using the appropriate body language cues from your work in Exercise 47.” “You goofed again. Amherst.” “I’m not sure I made myself clear about what was acceptable. and Joe Fehrmann.” “I am angry about what you just said. MA: HRD Press. “I’m concerned when I see behavior that is inappropriate. An “I” statement places no blame but is representative of a person who is willing to take responsibility for himself and his feelings. ∼ 263 ∼ .

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MA: HRD Press. 1993. Amherst. 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. looks sad Nods head in agreement Speaks softly Whines. Charles Cadwell. and Joe Fehrmann.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. ∼ 265 ∼ . mumbles Acts afraid Fiddles with objects Assertive Appears at ease and comfortable Shoulders and back are straight Leans forward.

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and list reasons why coaches must be able to listen effectively and remember accurately.1 for each participant Trainer’s Notes ∼ 267 ∼ . the difficult job of determining what is important will become apparent. By asking the participant to hear and remember information. Skill Area Listening Participants Number: Type: Any Any Time 10 to 15 minutes Resources • • A copy of Exercise 48.48 Description “Say what?” This activity is designed to illustrate the importance of and need for attentive listening skills in the coach. Objectives By the end of this activity. participants will be able to • • describe the frustration of receiving detailed information and not knowing what to remember and what to ignore.

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

1993. ∼ 269 ∼ . __________ 2.1 Exercise 48. __________ How did I do? My score was __________ Compared to the class average of __________ Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry. __________ 4. Charles Cadwell. ________ b. __________ 3.1: “Say what?”—Answer Sheet 1.Exercise 48. MA: HRD Press. Amherst. __________ 5. ________ 6. a. and Joe Fehrmann.

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39. ∼ 271 ∼ . How much money do you send? $1. rectangle. postmarked before December 31. Wichita. 29th Street. To take advantage of this money-back offer. triangle. send the UPC bar code. and $1. In the series of colors yellow. To get to 729 Market Avenue. then turn left for one block. Amherst.. MA: HRD Press. at. 492. blue. 1993. what?”— Listen and Remember Test 1. oval. 3915 E. Acme Products. from. you need to travel three blocks south. In the series of words to. 15. square. for. and Joe Fehrmann. red. your receipt. KS 67202. me. 22.Trainer’s Notes Trainer’s Notes: “Say. In the series of shapes circle. which color followed red? green 5. the fourth word was? from 3. the third number was? 22 2. white.25 4. green. Inc. which shape preceded rectangle? circle Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry. turn right for three blocks. Charles Cadwell. 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. In the series of numbers 5.25 for handling to our home office.

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

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

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

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

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

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1 through 50. Skill Areas • • • • • Collaboration Consulting Listening Role of coach/mentor Setting expectations Participants Number: Type: Any Any Time 1 hour Resources • • • One copy each of Exercises 50.1 for each participant Pen or pencil for each participant ∼ 279 ∼ . and develop a plan for resolving current conflicts.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. Objectives By the end of this activity. use a four-step process for resolving conflicts.3 for each participant One copy of Handout 50. participants will be able to • • • describe their preferred conflict resolution style.

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

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

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

Agree on a Solution • • • Discuss alternatives Decide on mutually acceptable solution Decide how to implement the solution 4. 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. Amherst. Monitor Results • • • Decide how you will verify that solution is implemented Ensure that conflict is resolved to everyone’s satisfaction Determine if anything else needs to be done Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry. 1.1 Handout 50. ∼ 283 ∼ . 1993. and Joe Fehrmann. MA: HRD Press. The four-step process below can help you reduce conflict and solve problems. Acknowledge the Conflict • • • • Schedule a meeting Determine own conflict resolution style Determine other person’s style Decide to discuss the conflict 2.1: Problem-Solving Approach The ability to use a prescribed method of resolving conflict that focuses on solving problems is important for effective coaches.Handout 50. Charles Cadwell.

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3. 1. 6. . Believe there is more than one good way to do anything. Not do anything that might damage relationships. Openly discuss mutually beneficial solutions. Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry. Charles Cadwell. Be agreeable and nonassertive. ∼ 285 ∼ . 4 Always 3 Usually 2 Sometimes 1 Never When there are conflicts. 2. 4. Believe that I must win at any cost. 10. I tend to.Exercise 50. Think about conflicts you have had in the past as you rate the statements using the following scale. 7. Be assertive and cooperative. Be cooperative. even at the expense of personal goals. 8.1: Resolving Conflict There are five generally accepted styles of resolving conflict. 1993. Ignore conflict because it will solve itself with time. . 9. Amherst. 5.1 Exercise 50. Prove that my position is the best. These styles are reflected in the statements that follow. Try to maintain good relationships. MA: HRD Press. and Joe Fehrmann.

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you must give to get Needs of both parties are legitimate and important.1. a mutually beneficial solution can be found with major concessions Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry. ___________ 6. The numbers in the first column refer to the numbered statements on the questionnaire in Exercise 50. ___________ 8. cooperative even at the expense of personal goals Not worth risking damage to relationships or creating disharmony Confrontational and assertive. MA: HRD Press. there is more than one good way to do anything. attempts to solve might damage relationships Agreeable and nonassertive. denies issues are a problem Justification Difference too minor to worry about. ___________ Total _________ Win/Lose 3. ignores or passes over issues. ___________ 9. Charles Cadwell. ___________ Total _________ Compromising 4. must prove superiority and be correct Important that all parties achieve basic goals and maintain good relationships No one person or idea is perfect. 1993. assertive and cooperative When all parties will openly discuss issues. ___________ 7.2 Exercise 50. ___________ 6. high respect for mutual support. and Joe Fehrmann. Style Avoidance 1. ___________ Total _________ Problem Solving 3. Amherst. ___________ Total _________ Behavior Nonconfronting. Add your points for the statements to determine which style(s) you tend to use.2: Conflict Resolution Styles The five basic conflict resolution styles are described below.Exercise 50. ∼ 287 ∼ . must win at any cost Survival of the fittest. ___________ Total _________ Accommodating 2.

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

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

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

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