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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Notes: Give each participant. When meeting. Paper. Notes: • • • Rounds 1. Have each team elect or appoint a player. and 9: Players may talk with each other as well as with their team. however. 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. proceed the way the team decides. Remaining participants. and 6: Players consult with their team to decide how to play the game. Scissors. Explain the purpose of the activity: to accumulate as high a score as possible for the team. and 3: Players start the game without consulting their respective team and without talking to each other. On the count of 3. Have each team select a name for the team. Explain the rules: • • • The activity is based on the old game of Rock. including the players. Notes: 50 Activities for Coaching/Mentoring Identify between 12 and 18 participants to take part in the activity. Rounds 7.1 based on the scoring guidelines and these rules: 1. ∼ 18 ∼ . Rounds 4. At no time during the exercise are participants to talk to members of the other team or to class members who are observing. Scissors (+) cuts Paper (—) 3. Paper (+) covers Rock (—) Step 3: Explain exercise “rounds.1.Activity 1 Method Step 1: Introduce the activity. They do not talk to each other. Players must.” Refer participants to Exercise 1. 2. they will each use their hand to represent one of the following: Rock = closed fist Paper = open hand Scissors = V formed with index and middle fingers • Scorekeepers will record the results on Exercise 1. Step 2: Distribute Handout 1. • • • • Divide participants into two teams. a copy of Handout 1. 5. Rock (+) breaks Scissors (—) 2. if any. are to record their observations for later discussion. Have each team elect or appoint a scorekeeper.1. 8.1.

and/or instructing one of the teams to “double-cross” the other team. • • • • During rounds 1. scores are face value. Have observers. Notes: Scorekeepers will assign points based on scoring guidelines. Notes: Allow discussion for 30 seconds per round for rounds 4. scores are tripled. if any. Notes: Lead a discussion on how this exercise revealed issues in collaboration and teamwork. Total the scores at the end of the activity and congratulate the “winners” and give condolences to the “losers. and 6. Step 6: Review the activity by asking the participants to describe what happened. verify scores. and 9. 5.50 Activities for Coaching/Mentoring Activity 1 Step 4: Explain scoring. 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. 5. Scores are totaled after round 9. Step 5: Conduct the activity. 8. 8. During rounds 4. and 9. 2. scores are doubled. Have scorekeepers record scores after each round. During rounds 7. and 3. The team with the highest score is the winner.” Option: You can influence the game’s outcome by • • instructing one of the teams to establish a “win-win” strategy. and 6. Allow discussion for 60 seconds for rounds 7.” 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 ∼ .

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

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

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

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participants will be able to • • • • describe the need for complete. You’re Out This activity illustrates the necessity of complete communication between the coach and the team or individual. 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 2.2 Description Strike Three.1 for each team Balloons in a variety of colors (enough for 12 balloons per participant) Straight pins (or any sharp object) A timer. resentful. and describe the attributes of an effective coach. Objectives By the end of this activity. fearful. and generally nonproductive. flipchart. or whiteboard for scorekeeping Prizes (optional) ∼ 25 ∼ . It also demonstrates how an ineffective coach can cause people to become frustrated. appreciate team effort. experience the frustration of the worker who is expected to perform to standards that are either unknown or vague. honest. and open communication to meet competition.1 for the coaches One copy of Exercise 2.

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

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

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Exercise 2.1: The Coach’s Dilemma Instructions for the coach: As coach. You may accept balloons only if all of the following standards are met: 1. You accept only a balloon that is different in color than the last one handed to you.1 Exercise 2. The inflated balloons are handed to you. No talking or explanations of any kind are permitted. Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry. 3. You will take a balloon only from a team member different from the last person who handed you one. Production team members use only their left hands to give the balloons to you. you must reject the balloon by immediately popping it. Amherst. by members of the team. 4. one at a time. Accepted balloons are held in the air until the scorekeeper counts them and then they may be lowered. No production team member may submit two balloons in a row. You will be guided by the following criteria for the acceptance or rejection of each balloon submitted. 1993. MA: HRD Press. Charles Cadwell. 2. they will produce balloons for your approval. If balloons do not meet all of the above conditions. As a team. your team will depend on you for leadership in this competition. ∼ 29 ∼ . and Joe Fehrmann.

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

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

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

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

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

Step 7: Review the activity. Notes: To create a contest. Step 6: Award prizes (optional). Step 5: Getting acquainted (optional). This works well if you use the “pairs” concept. In this case “Salt” and “Pepper” would interview each other. You could also give a prize to the person who asks the fewest questions before learning his/her identity. Examples include: • • • • Am I a living person? Am I male? Am I a thing? Could you taste me? The activity continues until each person in the group learns his/her identity. Notes: Each participant is to ask someone else in the group a yes/no question about his/her identity. Have participants keep track of how many questions they ask. have them meet with another person and learn about their real identities. Notes: If used as an icebreaker. you could give a prize to the person who learns his/her identity first.50 Activities for Coaching/Mentoring Activity 4 Step 4: Start the activity. after participants learn their secret identity. Notes: Questions you might ask: • • • • • • How easy/difficult was it asking only yes/no questions? What other types of questions would have been helpful? What does this tell you about the types of questions you should ask to obtain information? How important was listening? Why did it take you so long to learn your identity? How can you apply what you’ve learned to a coaching situation? ∼ 37 ∼ .

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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. and markers ∼ 39 ∼ . list attributes of successful coaches.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. and evaluate their own attitudes and attributes. paper. participants will be able to • • • list attitudes of successful coaches. Objectives By the end of this activity.1 and 5.

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

∼ 41 ∼ . Ask participants to describe the relationship between attitudes and attributes as they relate to successful coaches. Notes: Challenge participants to identify one or two attitudes and/or attributes that they want to improve. 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. The statement should be as specific as possible. Ask participants which they think are most important—attitudes or attributes. Notes: Go back to the definitions agreed to earlier. Step 7: Review the activity.

Exercise 5.1

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

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

∼ 43 ∼

Exercise 5.2

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

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

(Continued)

∼ 45 ∼

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

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

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

∼ 46 ∼

This exercise can also be used to determine the skill level of the participants. participants will be able to • • • express individual coaching skills. identify individual coaching skills needed. and name the other participants and the skill level of each. Objectives By the end of this activity.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 ∼ .

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

and set goals for improving their weaknesses. participants will be able to • • • identify their strengths and weaknesses as a coach. discuss their strengths and weaknesses with other participants. Skill Areas • • • • Evaluation Goal setting Networking Course closure Participants Number: Type: Any Any Time 30 minutes Resources • • Tent cards for names Pen or pencil for each participant ∼ 49 ∼ . 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.

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

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

8
Description

Focus on Coaching Skills

This activity allows participants to interact with one another and to discuss their strengths, weaknesses, and goals in a nonthreatening manner.

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

describe their strengths and weaknesses; identify other group members who have similar strengths and weaknesses; discuss coaching skills with other group members; and set goals for improvement.

Skill Areas
• • • • •

Building trust Goal setting Networking Role of coach/mentor Setting expectations

Participants
Number: Type: Any Any

Time
1 hour

Resources
One copy of Exercise 8.1 for each participant

∼ 53 ∼

Activity 8 Method
Step 1: Introduce the activity. Notes: Review the objectives.

50 Activities for Coaching/Mentoring

Explain that participants will be working in small groups. Step 2: Divide the group. Notes: Set up small groups of three to seven participants. Step 3: Distribute one copy of Exercise 8.1 to each participant. Notes: Review the exercise and answer any questions participants have. Step 4: Conduct the activity. Notes: Have participants fill in the top row of Exercise 8.1 with information about themselves. Have participants share with other people in their group what they have filled in on their exercise. Participants should fill in their exercises with information from other participants. As they fill in the information, they should discuss each person’s responses. Allow groups 30 minutes to discuss the questions and complete the exercise. Step 5: Review the activity. Notes: Reassemble the group. Discuss the exercise by reviewing the questions. Give participants the opportunity to find others in the larger group who share similar strengths and weaknesses. Discuss how knowledge of these strengths and weaknesses can be used during the training.

∼ 54 ∼

Exercise 8.1: Focus on Coaching Skills

Name

What I get paid for:

The best coach I ever had was… because…

My two best coaching skills are…

Hot buttons that keep me from being a successful coach:

Coaching skills I want to improve:

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

∼ 55 ∼

Exercise 8.1

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

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

participants will be able to • • • describe the four-step model. and markers Exercise 10.1 (optional) ∼ 59 ∼ . Skill Areas • • • • Analyzing performance problems Assertiveness Evaluation Setting expectations Participants Number: Type: Any Any Time 30 to 40 minutes Resources • • Flipchart stand. paper. correct behavior in a nonthreatening manner. and enhance the four-step process with additional coaching activities.10 Description Let’s Have a BEER This activity provides a four-step model for criticizing and correcting behavior and performance problems as well as an exercise to practice using the model. Objectives By the end of this activity. using the four-step process.

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

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

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

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

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

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

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

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

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

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

Notes: Ask the participants to list the following: 1. Reasons trust is essential to coach/employee relationships. mentor.50 Activities for Coaching/Mentoring Activity 13 • • • Have you ever lacked confidence with a task in the workplace and depended on the support of a coach. 2. Notes: Questions you might ask: • • • Why did we do this exercise? What did we learn? How does this illustrate coaching responsibility? Step 6: Summarize the activity. 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. ∼ 73 ∼ . Results of a trusting relationship in the workplace.

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

Notes: Questions you might ask: • • • • Were you comfortable giving feedback? Why or why not? What made giving feedback easier? How did it feel to receive feedback? What topics of our program were mentioned? . Notes: Allow four to five minutes for partners to exchange their comments. Step 3: Review the activity.Activity 14 Method Step 1: Introduce the activity. Each participant is to take two to three minutes to write down one or two skills or characteristics his or her partner has shown during the session that is a strength in coaching. Notes: 50 Activities for Coaching/Mentoring Have participants pair up. Step 2: Conduct the activity.

The coach can use this exercise to better understand what will motivate the employee as he or she trains in a new skill.15 Description Goal Ladder This activity gives each participant an opportunity to set goals. although the exercise will concentrate on the entirety of the individual’s life. It can be used to demonstrate the need for goals and expectations in the workplace. create a set of goals for work based on the same method. paper. participants will be able to • • • define goals for seven separate areas of life. and markers ∼ 77 ∼ . Skill Areas • • • Goal setting Setting expectations Training Participants Number: Type: Any Any Time 45 to 90 minutes Resources • • One copy of Exercise 15.1 for each participant Flipchart stand. Objectives By the end of this activity. and focus effort on areas for specific professional development.

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

visiting local cultural spots. Ask participants to plan the first thing they must do to start on the road toward accomplishment. league play. Step 4: Define the rungs of the Goal Ladder. Depending on the goal area. Completion of a degree program may require a long-term goal of 6 years. Losing 20 pounds may only need 6 months.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 could possibly be a place described as “half-way there. establishing a nutritional eating plan. taking a class. earning a degree. This would be a measurable point between now and the short term. etc. learning more about anything that will improve a person mentally. Notes: Explain the rungs on the ladder as follows: Long term. training for developing physical endurance (a road race. Explain that you want goals that will stretch the mental capacity—reading. learning a new language. this would be 3 months. Intermediate. This would be the goal that falls somewhere between tomorrow and the intermediate point. long-term goals will vary from 6 months to 10 years. not failure. for the 20 pounds.). What goals could they establish for themselves that would bring them to a level of greater development.” ∼ 79 ∼ . Tomorrow. this would be a goal that comes at the 6-week point. Plan for success. Next week. Remind participants to keep their goals realistic. Area 7—Spiritual Explain that humans are spiritual and ask each to consider what it is that gives their life purpose and what offers meaning to their existence. This is self-explanatory: a tracking point for the very near future. Short term. giving up a habit. Both of these are long-term goals and require the support of the following goal increments. for the weight loss. Area 6—Mental Ask about plans to “exercise” the mind. Next month. What we are attempting to do is establish a tracking system so that our goals can be attainable and measurable. For the degree program. Goals that involve the body belong here. tournament. this would be 4 years from now. This is material for tomorrow’s “to do list.” For the 8-year goal. this would be a 2-year goal.

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

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

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Amherst.1 Tomorrow Tomorrow Tomorrow Tomorrow . ∼ 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. and Joe Fehrmann. 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.Exercise 15.

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

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

Dismantle the project and let the teams rebuild with the picture in full sight of everyone. Establish a competition among the teams. Dismantle the project and give instructions that the construction goal will be to build the tallest. Note: Variation Notes: At this point.) With the handicapped conditions under which you worked. 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. for example—have constructed the project quicker and better alone? Step 6: Apply the activity to the workplace. could an individual—the coach. Change coaches and let the team use the picture and complete the first project as soon as possible.50 Activities for Coaching/Mentoring Activity 16 • • • What one thing handicapped production more than any other? What were the advantages of constructing this project with a team? (Each person could/did take responsibility for a different portion of the building. 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. 2. free-standing object in four minutes. This exercise illustrated that with communication limited (full information was known only to the coach). communication must be open and complete. Step 7: Review the activity. 3. 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 ∼ . you might consider constructing the project again under slightly different circumstances: 1. 4. The first team to finish wins.

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Skill Areas • • • Analyzing performance problems Collaboration Role of coach/mentor Participants Number: Type: Five to six per group Any Time 20 to 30 minutes Resources • • A 6 x 6 square piece of lightweight paper for each participant A simple origami (paper-folding) project picture with instructions for each coach (Origami kits can be purchased in toyshops or bookstores and come complete with diagrams and instructions. participants will be able to • • define the importance of communication for performance. Objectives By the end of this activity. Use this activity to demonstrate the importance of communication to production and collaboration.) ∼ 89 ∼ .17 Description Origami This activity is a variation of the previous Construction exercise but is better suited to larger groups (for which the cost of Tinkertoys or building block sets would be prohibitive). and describe the advantage of collaboration for team production.

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

Notes: Ask some or all of these questions: • • • • Why did we do this exercise? What did we learn about teams? What is the advantage of working with teams? What one component is absolutely essential for team production and morale? (Communication) ∼ 91 ∼ .50 Activities for Coaching/Mentoring Activity 17 Step 5: Lead a discussion about the activity. 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. Step 7: Review the activity. This exercise illustrated that with communication limited (full information was known only by the coach). Notes: Questions you might ask: • • • • • Team: How did you feel during construction? Was there frustration? If so. the team felt frustration when trying to achieve a quality performance within time constraints. communication must be open and complete. Notes: Explain that for a team to produce to specified standards and with high morale.

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

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

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

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

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

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

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

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

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. 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. ∼ 101 ∼ . It does take some effort and there is a cost investment. I find that participants remember the concept better as a result of this tool.

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

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

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

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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. Objectives By the end of this activity.3 for each participant Paper and pencil or pen for each participant ∼ 107 ∼ . They will also be able to survey their employees to determine their perceptions about the quantity and quality of the feedback they receive. describe the importance of providing regular feedback.1 through 22. participants will be able to • • • evaluate the feedback they provide others. and use a feedback tool to survey their employees.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.

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

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

Explain the importance of looking for trends in responses. Notes: Conclude by answering questions and briefly reviewing the importance of providing feedback. they plan to do differently.3 and explain its use. if anything. you might assign them to tally their employee surveys and bring the results to class for discussion.Activity 22 50 Activities for Coaching/Mentoring Step 7: Distribute Exercise 22. Participants should be cautioned against trying to determine who completed the individual surveys. 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. 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. ∼ 110 ∼ .

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

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and Joe Fehrmann. Total Score: 1 1 1 1 1 1 1 1 1 1 1 1 1 2 2 2 2 2 2 2 2 2 2 2 2 2 Sometimes 3 3 3 3 3 3 3 3 3 3 3 3 3 4 4 4 4 4 4 4 4 4 4 4 4 4 5 5 5 5 5 5 5 5 5 5 5 5 5 Often 6 6 6 6 6 6 6 6 6 6 6 6 6 7 7 7 7 7 7 7 7 7 7 7 7 7 Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry. Passes on positive feedback received from others. MA: HRD Press. 12. 7. 4. Uses graphs. Provides help to improve. Listens to employees. 2.. Criticizes behavior. I think that my boss. 3. Amherst. Offers support to employees. 13. 11.2 Exercise 22. ∼ 113 ∼ . . 6.Exercise 22. not the person. Gives corrective feedback. . 5. Provides sincere feedback. 1993. Focuses on what’s right. 10. Provides specific feedback.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. to provide feedback. charts. 8. Praises more than criticizes. Rarely 1. Tries to find the good in things rather than the bad. Charles Cadwell. etc. 9. Provides positive feedback.

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Uses graphs. not the person 6. Offers support to employees 12. Differences of 2. MA: HRD Press.5 or more can indicate areas where improvement may be needed. Use additional sheets if needed. E2. Provides positive feedback 2. Provides specific feedback 3. Mine 1. Praises more than criticizes E1 E2 E3 E4 E5 Avg. 3. etc. Provides sincere feedback 4. Tries to find the good in things rather than the bad 8.3: Feedback Perception Comparison For each statement below. Use the spaces to the right to indicate your employees’ scores for the same items. Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry. Provides help to improve 7. indicate the score (1.) that you gave yourself for each item. and Joe Fehrmann. 1993. Criticizes behavior. Then determine the average score of the employee responses (columns E1.) for each item and compare it with your average score. ∼ 115 ∼ . Focuses on what’s right 9. to provide feedback 11. etc. Amherst. Listens to employees 10. etc. Charles Cadwell.3 Exercise 22.Exercise 22. Gives corrective feedback 5.. Passes on positive feedback received from others 13. charts.

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

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

participants will be able to • • • recite learning to this point.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 ∼ . Objectives By the end of this activity.24 Description Dueling Families This activity works well to evaluate learning and/or to illustrate the effectiveness of appropriate coaching skills. Skill Areas • • • Assertiveness Evaluation Course closure Participants Number: Type: Two teams of four to six each Any Time 1 hour Resources • • • • • • One copy of Exercise 24. interpret the nonverbal communication of coach and team members. and collaborate to effectively produce team effort.

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

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

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

The individual will receive no help. Consider how that might influence scoring. it receives nothing but the option to play or pass to the next question. if there are four answers. Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry. A question will be asked or displayed.1: Dueling Families Instructions for the coach: As coach. Charles Cadwell. 1993. The first person to answer the tiebreaker question correctly wins the game for his/her “dueling family. 4. MA: HRD Press. You will be given time to meet with your team to review the rules for play and the materials over which play will be based. the other team gets the chance to try. Play continues until all rounds have been completed. 3. that person will not be able to confer with the others about the answer. In case of a tie. 7. or one of the “dueling families. from the other “family” members. only encouragement.” you will strategize playing or passing options in an attempt to answer more questions correctly when it is your turn to play. Your team will line up opposite the other. the team would have six chances to get them right. 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. and Joe Fehrmann. 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.” Once chosen to speak for the team. For example. the team will receive 25 points. 6. When it is time to play: 1.1 Exercise 24. it receives 50 points. each team will confer and appoint a team representative to play in a tiebreaker. ∼ 123 ∼ . The purpose of the exercise is to score more points for your team than the other one scores. Amherst. If the opposing team gets all the remaining portions correct. For even a portion of correct answers.Exercise 24. If the opposing team cannot. Each person will take turns giving an answer. The way in which you line up could be critical. 5. 2. If all parts are answered correctly. No reference materials will be allowed. If the team cannot answer all parts correctly. the team receives 50 points. As a team. the team will depend on your leadership for direction but not for the answers.

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

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

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

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

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Objectives By the end of this activity. at your option. It can.26 Description Coaching Challenge This activity can be used to review key concepts presented during the training. and describe the importance of various coaching roles Skill Areas • • Role of coach/mentor Course closure Participants Number: Type: Any Any Time 30 minutes Resources • • • • Trainer’s Notes One copy of Exercise 26.1 for each participant Pen or pencil for each participant Prizes for winners (optional) ∼ 131 ∼ . also be used to create fun competition among participants. participants will be able to • • define key terms related to the role of the coach/mentor.

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

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

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

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

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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. participants will be able to • • list and discuss key benefits in delegating. and markers 3 x 5 index cards ∼ 139 ∼ . It is also useful for an initial small group activity. and develop ways to overcome the disadvantages of delegating.27 Description Opposite Poles This activity enables participants to identify key benefits and problems associated with delegating. paper. Objectives By the end of this activity.

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

28 Description Nonverbal Behaviors This is a “fish bowl” exercise to provide participants with practice in identifying positive and negative communication behaviors. participants will be able to • • recognize when they are engaging in effective or ineffective listening behaviors. and identify listening behaviors in others. and markers ∼ 141 ∼ . 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. Objectives By the end of this activity.4 for each participant Flipchart stand.1 through 28.

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

Age 37. including very active Red Cross and Salvation Army chapters. Would encourage support of more agencies while expecting established agencies to gradually develop more of their own funding sources. serving seven counties with a total population of 450. no children.000 students. Your chapter. Education. married with four grown children. Degree: BS. married. Would heighten fundraising efforts and emphasize counseling for families. Age 42. You have narrowed your list to four candidates and must select one during today’s meeting. Degree: MS. Would place emphasis on children’s issues. Has led successful special event fundraisers. Psychology. married with two children. Advocates more careful scrutiny and auditing of agencies. Has chaired several successful United Way campaigns.000 per year. the United Way of Mid-America. The position pays $50.1: 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 owner of his own computer software company (which he sold at a fair profit). Was most recently vice president of Sales for a manufacturer of light aircraft. All are from outside your area: Fred Baxter Age 59. Has been a volunteer on a number of fundraising efforts. divorced with custody of one child. Age 45. Degree: MBA. Was most recently director of a Red Cross chapter with 21 employees. especially those helping unemployed and hopeless. Wilma Johnson Larry Reynolds David Espinoza (Continued) ∼ 143 ∼ . Mid-America has a staff of 30 full-time employees and 5 part-time employees. Your chapter supports over 30 agencies.000. Has chaired another chapter Fund Allocation Committee for three years. Was most recently director of Development for a state university with 20.Exercise 28. is a fairly large one. Would set a goal of increasing local support to 125 percent of present level and use the additional funds to finance new agencies.

Charles Cadwell. and Joe Fehrmann.” 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. MA: HRD Press.Exercise 28. such as: • • • • • • • Exhibiting an “inviting. do your best to practice positive communication behaviors. 1993.1 (concluded) Throughout your discussion. Amherst. ∼ 144 ∼ .

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

so you don’t have to display all of these negative behaviors yourself. etc. and Joe Fehrmann. such as: • • • • • • • • Exhibiting a closed or uninterested posture Interrupting others Looking away. MA: HRD Press. Several of your committee members will receive these same instructions. Amherst. Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry.Exercise 28. Charles Cadwell. 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. ∼ 146 ∼ . 1993.2 (concluded) Throughout your discussion. display negative communication behaviors. cleaning nails.

watch for positive communication behaviors. 1993.3 Exercise 28.” or “.” Name Behavior Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry. . Amherst. MA: HRD Press. and Joe Fehrmann. . . . . Charles Cadwell.clarified Susan’s comment by saying. . .asked John if he had any ideas on how to. Record your observations by using specific behavioral terms such as “. . .Exercise 28.3: Discussion Instructions—Observer A As you observe the committee. ∼ 147 ∼ .

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

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participants will be able to • • • identify key coaching concepts. and describe expectations for the training session. paper. Skill Areas • • Icebreaker Course closure Participants Number: Type: Any Any Time 30 minutes Resources • • • Fishbowl or similar container One 3 x 5 index card per participant (two if using as icebreaker) Flipchart stand. Its purpose is to identify and discuss key coaching concepts.29 Description Fishbowl This activity can either be used as a discussion starter at the beginning of a session or to close the session. or describe how the course met expectations. Objectives By the end of this activity. and markers ∼ 151 ∼ .

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

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

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

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

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Skill Area Course closure Participants Number: Type: Any Any Time 30 minutes Resources • • • One copy of Exercise 31.31 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. participants will be able to • • identify key terms related to coaching skills. and describe the coaching skills they learned during the seminar. Objectives By the end of this activity.1 for each participant Trainer’s Notes Pen or pencil for each participant ∼ 157 ∼ .

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

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

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Charles Cadwell. Words can be found by reading frontward. down. backward. ∼ 161 ∼ .Trainer’s Notes Trainer’s Notes: Answer Key to Exercise 31.1 Hidden below are the following coaching terms: feedback mentor orientation goal sponsorship communication performance expectations collaboration recognition body language assertiveness coaching training teamwork counseling networking appraisal delegate listening evaluation trust Circle each word when you find it. MA: HRD Press. across. and Joe Fehrmann. up. and diagonally. 1993. Some letters are used in more than one word. K R A B O A F E L L T T A B A G O S E C O L L A B O R A T I O N O T A P O D E E X P E C T A T I O N S T L M Y T E A M W O R K H L O E M P A M L A F P E R T E C X I N E O E S U A S O P N A A A O O S N C R R T N N S F R E C O G N I T I O N F I I G E E A T C R R O O E T U E O E C U R E I O I I E R B N R N T R F A A T D S L W E A L O I A S W M O T G I B A A R N T A A N I E O A R I E V A L U A T I O N G N L R N A O O E C I P C A R G S A I I K C C N I N K E O K T E U W O N N I E T A G E L E D I I R A S E G G N R I L E S I S I D O L D E T O E G T O R O S T S P O N S O R S H I P Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry. Amherst.

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

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

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

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

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 33.2.3. Notes: Have participants score their responses and mark their score on the X—Y scale. 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. 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. Step 6: Conclude the activity. Notes: Have groups select a spokesperson to report their responses to the rest of the class. depending on how mature subordinates are (that is.50 Activities for Coaching/Mentoring Activity 33 Step 4: Distribute Exercise 33. how well they work together and how well they do their work). more or less blue or green behavior might be appropriate. ∼ 167 ∼ . Notes: Explain why.

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

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Charles Cadwell. ∼ 171 ∼ . and Joe Fehrmann. Amherst.2: Scoring Add the points you gave to these items: B D E G J L M O R ________ ________ ________ ________ ________ ________ ________ ________ ________ ________ Add the points you gave to these items: A ________ C ________ F ________ H ________ I ________ K ________ N ________ P ________ Q ________ Total: ________ Total: Mark this total on the X score.Exercise 33. MA: HRD Press. X 27 25 23 21 19 17 15 13 11 9 7 5 3 1 Y 1 3 5 7 9 11 13 15 17 19 21 23 25 27 Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry.2 Exercise 33. Mark this total on the Y scale. 1993.

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How might “green” and “blue” behaviors be combined? Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry. Amherst.3: Company Behaviors Blue 1. 1993. What are some examples of ineffective “blue” behaviors? Example: • 2. What are some examples of effective “blue” behavior? Example: • Green 1.3 Exercise 33.Exercise 33. Charles Cadwell. MA: HRD Press. 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. and Joe Fehrmann. How might “green” and “blue” behaviors be combined? 3. ∼ 173 ∼ . What are some examples of ineffective “green” behaviors? Example: • Shouting at employees Not responding to a rule infraction 3.

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Objectives By the end of this activity. paper. behavioral terms. participants will be able to • • express their opinion of performance in concrete. and use both written and verbal communication to describe performance.34 Description Letter to a Friend This activity uses both written and verbal communication to enhance participants’ abilities to discuss performance and expectations in concrete. and markers Writing paper for participants ∼ 175 ∼ . Skill Areas • • • • • Analyzing performance problems Counseling Evaluation Role of coach/mentor Setting expectations Participants Number: Type: 9 to 27 Any Time 30 to 45 minutes Resources • • Flipchart stand. tangible terms.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Activity 38 Method Step 1: Prepare the activity. 50 Activities for Coaching/Mentoring Distribute Exercise 38.1 to group A and Exercise 38. Notes: Begin the activity by saying “Begin your conversations.” Allow approximately five minutes for pairs to converse. Notes: Lead a discussion of how the use of space can affect the quality of communication. have participants return to their regular places. Step 2: Begin the activity. At the end of that time. etc. Questions you might ask: • • • • What did you notice about your conversation partner? Was anyone uncomfortable? How did your discomfort affect your conversation? What can you do when someone uses space differently than you do? Variation: Group B participants can display nonattentive or disinterested behaviors such as little or no eye contact. Tell participants they are not to share exercises with members of the other group.2 to group B. Form pairs with one member from each group (group A member chooses a group B partner). ∼ 196 ∼ . Notes: Divide participants into two groups. leaning away. Step 3: Review the activity. A and B.

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

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

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

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

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

∼ 212 ∼ . Amherst. Was a follow-up plan discussed? Yes No Do you think the coach will follow up? Why or why not? 4. MA: HRD Press.Exercise 39. What type of recognition would be appropriate for this situation? Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry. Charles Cadwell. 1993.3 (concluded) 3. and Joe Fehrmann.

Employee: Date of planned discussion: Describe the problem that you think exists.4 Exercise 39. Step 1: Get agreement that a problem exists What questions will you ask? What did you agree to as the problem? Step 2: Decide on a solution What are the alternatives? What solution(s) did you agree to implement? By when? Step 3: Follow up When will you follow up? How will you know the solution is working? (Continued) ∼ 213 ∼ . Refer to it during the discussion to help keep yourself on track.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.Exercise 39.

1993.Exercise 39. Charles Cadwell. and Joe Fehrmann. Amherst. ∼ 214 ∼ . 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.

Skill Areas • • • Icebreaker Counseling Delegating Participants Number: Type: Any Any Time 10 to 15 minutes Resources • • One copy of Exercise 40.1 for each participant Trainer’s Notes ∼ 215 ∼ .40 Description Translation. Objective By the end of this activity. 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.

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

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 ∼

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

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

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

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

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

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

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

∼ 231 ∼ . Amherst. and Joe Fehrmann. Charles Cadwell. Did you understand the assignment? 4. MA: HRD Press. 1993.Exercise 42.2: Subordinate Reactions 1. How do you feel about this assignment? Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry. How was this tone communicated? • • Verbally: Nonverbally: 3. What tone did your supervisor use? 2.2 Exercise 42.

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Did the supervisor check for understanding? How? 3. 1993. MA: HRD Press. Charles Cadwell. Amherst. What effective delegating behaviors were shown? 5. and Joe Fehrmann.Exercise 42.3 Exercise 42. What ineffective delegating behaviors were shown? Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry. What tone did the supervisor use? 2.3: Observer Notes 1. ∼ 233 ∼ . What message did the supervisor send? • • Verbally: Nonverbally: 4.

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

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

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

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

1993. avoids eye contact Maintains positive posture and avoids distracting behavior Effective Focus of Attention Shifts focus to self and talks about own accomplishments Keeps focus of comments on the other person Acceptance Doesn’t accept other person’s ideas or feelings. MA: HRD Press. but does not play “20 questions” Paraphrasing Fails to check whether message was received accurately Paraphrases and restates what he/she thought the other person said Advice Narrows the choices by suggesting the best solution early in the discussion Asks for suggestions from the other person as well as providing own alternatives Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry. Charles Cadwell. seems uninterested or judgmental. makes suggestions first Accepts ideas and feelings and probes for more information before making recommendations Empathy Fails to see or hear the other person’s point of view Tries to put himself/herself in the other person’s shoes Probing Fails to probe or follow up for additional information Probes in a helpful way. Amherst. and Joe Fehrmann. ∼ 239 ∼ .1: Characteristics of Ineffective/Effective Listeners Ineffective Nonverbal Behavior Looks bored.1 Handout 43.Handout 43.

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

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

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

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

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

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

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45 Description Information Overload This activity is designed to help participants be more aware of their listening habits. describe what can happen when making work assignments. and develop a plan for helping their employees listen. Skill Areas • • • • Icebreaker Delegating Listening Orientation Participants Number: Type: Any Any Time 30 to 45 minutes Resources • • Trainer’s Notes Pen or pencil and paper for each participant ∼ 249 ∼ . It also provides an opportunity to explore what can happen when work assignments are delegated to employees. participants will be able to • • • describe their listening strengths and weaknesses. Objectives By the end of this activity.

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

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

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

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

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

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

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

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

Step 4: Distribute Exercise 47. Allow 10 to 15 minutes for the role play. Fill in where the groups come up short on ideas.2 using the corresponding nonverbal behaviors identified in Exercise 47. Ask the participants to divide into groups of two or three. Notes: 1. Ask each group to brainstorm body language behaviors for each of the three types of communication. Ask that they take notes in order to have a complete picture of the behavior. 2. Step 5: Review and summarize the activity.1.2. review the activity. Ask for feedback. 3.1. Allow them 5 to 10 minutes to write their ideas in the box at the bottom of Exercise 47.1. ask that they rotate the communicator role so that everyone has a chance to act and to react. 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 ∼ . When everyone has finished. Record suggestions on a flipchart using the guide offered in Exercise 47. Ask participants to role play the “you” and “I” statements printed in Exercise 47. 2. If you are using groups of three.50 Activities for Coaching/Mentoring Activity 47 1.

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

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

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Amherst. Charles Cadwell. and Joe Fehrmann. body straight with other person Makes eye contact but looks away every now and then Frowns Rolls eyes Points finger Uses pen or pencil to direct people Yells or screams Speaks loudly and/or rapidly Critical tone Tone is clear. 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.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. mumbles Acts afraid Fiddles with objects Assertive Appears at ease and comfortable Shoulders and back are straight Leans forward. looks sad Nods head in agreement Speaks softly Whines. MA: HRD Press. 1993. ∼ 265 ∼ .

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By asking the participant to hear and remember information. participants will be able to • • describe the frustration of receiving detailed information and not knowing what to remember and what to ignore. and list reasons why coaches must be able to listen effectively and remember accurately. 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. the difficult job of determining what is important will become apparent. Objectives By the end of this activity.1 for each participant Trainer’s Notes ∼ 267 ∼ .

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

1 Exercise 48. __________ 3. ________ 6. Amherst. Charles Cadwell. ∼ 269 ∼ . ________ b.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. __________ 5. and Joe Fehrmann. __________ 4. __________ 2. a. 1993.1: “Say what?”—Answer Sheet 1. MA: HRD Press.

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In the series of words to. ∼ 271 ∼ . then turn left for one block. and Joe Fehrmann. blue. the third number was? 22 2. red. To get to 729 Market Avenue. what?”— Listen and Remember Test 1. KS 67202. Charles Cadwell. from. which shape preceded rectangle? circle Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry.25 4.Trainer’s Notes Trainer’s Notes: “Say. which color followed red? green 5. me. Inc. white. In the series of shapes circle. send the UPC bar code. postmarked before December 31. 492.25 for handling to our home office.. at. In the series of numbers 5. How much money do you send? $1. you need to travel three blocks south. your receipt. for. In the series of colors yellow. and $1. Acme Products. To take advantage of this money-back offer. 3915 E. square. green. 1993. MA: HRD Press. 39. turn right for three blocks. triangle. the fourth word was? from 3. rectangle. 29th Street. oval. Amherst. 15. 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. 22. Wichita.

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including assumptions and perceptions. It also provides practical experience for giving effective instruction to coaches responsible for training their employees. identify blocks that interfere with the communication process.* Objectives By the end of this activity.49 Description Tearing up Communication This activity illustrates the problems associated with incomplete communication and how the communication process can be improved for more productive coaching. 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. Kate Martin & Associates ∼ 273 ∼ . use feedback to improve the communication process. participants will be able to • • • • describe the benefit of combining verbal and nonverbal communication in sending a message. and use complete communication to reduce frustration.

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

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

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

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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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 50.3 for each participant One copy of Handout 50. Objectives By the end of this activity. use a four-step process for resolving conflicts.1 for each participant Pen or pencil for each participant ∼ 279 ∼ . and develop a plan for resolving current conflicts. participants will be able to • • • describe their preferred conflict resolution style.50 Description You want me to do what? This activity gives participants the opportunity to develop the skills necessary to resolve conflicts that prevent coaches and organizations from achieving their goals.1 through 50.

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

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

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

Monitor Results • • • Decide how you will verify that solution is implemented Ensure that conflict is resolved to everyone’s satisfaction Determine if anything else needs to be done Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry. Acknowledge the Conflict • • • • Schedule a meeting Determine own conflict resolution style Determine other person’s style Decide to discuss the conflict 2. 1993.1: Problem-Solving Approach The ability to use a prescribed method of resolving conflict that focuses on solving problems is important for effective coaches. The four-step process below can help you reduce conflict and solve problems. and Joe Fehrmann. Agree on a Solution • • • Discuss alternatives Decide on mutually acceptable solution Decide how to implement the solution 4. Amherst. Charles Cadwell. Discuss the Conflict • • • • Decide what questions to ask Be prepared to listen Do you know what your point of view is? Do you understand the other person’s point of view? 3. 1. MA: HRD Press.1 Handout 50.Handout 50. ∼ 283 ∼ .

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

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Style Avoidance 1. Add your points for the statements to determine which style(s) you tend to use. The numbers in the first column refer to the numbered statements on the questionnaire in Exercise 50. there is more than one good way to do anything.Exercise 50.2 Exercise 50. ___________ 6. must win at any cost Survival of the fittest. Charles Cadwell. you must give to get Needs of both parties are legitimate and important. attempts to solve might damage relationships Agreeable and nonassertive. high respect for mutual support. denies issues are a problem Justification Difference too minor to worry about. ___________ 7. ∼ 287 ∼ . assertive and cooperative When all parties will openly discuss issues. ___________ Total _________ Problem Solving 3. MA: HRD Press. ___________ Total _________ Win/Lose 3. a mutually beneficial solution can be found with major concessions Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry. must prove superiority and be correct Important that all parties achieve basic goals and maintain good relationships No one person or idea is perfect.2: Conflict Resolution Styles The five basic conflict resolution styles are described below. cooperative even at the expense of personal goals Not worth risking damage to relationships or creating disharmony Confrontational and assertive.1. ___________ 9. and Joe Fehrmann. ___________ 6. Amherst. ___________ Total _________ Accommodating 2. ___________ Total _________ Behavior Nonconfronting. ___________ 8. ___________ Total _________ Compromising 4. 1993. ignores or passes over issues.

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

and Joe Fehrmann. MA: HRD Press. ∼ 290 ∼ .Exercise 50. Amherst. Monitor Results How will you make sure the solution is acceptable? Has the conflict been resolved to both parties’ satisfaction? What else needs to be done at this time? Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry. 1993. Charles Cadwell. Agree on a Solution What are the alternatives? What is the mutually acceptable solution? How will the solution be implemented? 4.3 (concluded) 3.

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

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