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

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

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

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

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

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

What Are You Gonna Do? This activity also gives participants the opportunity to apply the coaching method in both a simulated and real work situation. Kinlaw suggests this is the process of developing in others such things as political savvy. The role of coaching is largely undertaken in a variety of informal conversations.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. 4.2 • • • • The confronting and challenging skills require the use of a coaching model to deal with performance problems. Tutoring. Kinlaw. effective coaches use a fourstep process to solve performance problems: 1. Give recognition when the problem is solved. 2. Kinlaw. CA: University Associates). Counseling. This coaching model is explained in detail in Activity 39. Dennis C. has suggested that successful coaches have to possess the following characteristics: • Contact and core communication skills. Follow up. Coaching Model When the performance of their people does not meet expectations or developmental goals are missed because of performance deficiencies. sensitivity to the organization’s culture. Confronting and challenging. Success is measured by the degree to which a person helps others to obtain the knowledge and expertise needed in their work. Mentoring. and proactively managing their own careers. Thus. Get agreement that a problem exists. in his book Coaching for Commitment: Managerial Strategies for Obtaining Superior Performance. the coach must have regular and easy contact with those they are supposed to coach.. C. These skills are needed to help the less-thansuccessful performers to become successful and to challenge the successful employees to become superior performers.D. D. (1991). 2 . This consists of helping other people solve their own problems rather than providing solutions. Coaching for commitment: managerial strategies for obtaining superior performance (San Diego. Decide on a solution. Ed. 3.

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

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

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

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

Tearing up Communication 271 265 255 253 Page Number Icebreakers Analyzing Performance Problems Assertiveness Building Trust Collaboration Communication Counseling Delegating Evaluation Goal Setting Listening Networking Nonverbal Communication Nurturing Orientation Questioning Recognition and Reward Role of Coach/Mentor Setting Expectations Training Course Closures Index to Activities . You want me to do what? 277 49. "Say what?" 47. "Just Thought I'd Ask" 50.50 Activities for Coaching/Mentoring ∼ 12 ∼ 46. Listen up! 48.

and other variables that can occur during any course.Time Checklist This checklist gives an approximate indication of the minimum time necessary to conduct each activity. One-half hour or less Strike Three. The actual time will depend on size of group. Paper. Theory X/Theory Y Assumptions ∼ 13 ∼ . . Scissors Who am I? Attitudes or Attributes? Focus on Coaching Skills Let’s Have a BEER Making a Sandwich Coaches Bowl How am I doing? Dueling Families Concentrate on. 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. Please Listen up! “Say what?” Between one-half hour and one hour Rock.

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

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

Notes: Lead a discussion on how this exercise revealed issues in collaboration and teamwork. Have scorekeepers record scores after each round. and 9. 8. Have observers. The team with the highest score is the winner. 2. • • • • During rounds 1. During rounds 4. Step 6: Review the activity by asking the participants to describe what happened. scores are doubled. and/or instructing one of the teams to “double-cross” the other team. scores are tripled. verify scores. Scores are totaled after round 9. Total the scores at the end of the activity and congratulate the “winners” and give condolences to the “losers. 5. Notes: Allow discussion for 30 seconds per round for rounds 4. Allow discussion for 60 seconds for rounds 7. During rounds 7. and 3. if any. 8.” Option: You can influence the game’s outcome by • • instructing one of the teams to establish a “win-win” strategy.50 Activities for Coaching/Mentoring Activity 1 Step 4: Explain scoring. scores are face value. and 9. and 6.” 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 ∼ . Questions you might ask: • • • • • • • • • • • What was the objective of each team? In what ways did the teams collaborate? Did anything prevent collaboration? How could these obstacles have been overcome? Was there a clear “winner” or “loser”? Why or why not? Did one team have a higher score than the other? Does that create a “winner” or a “loser”? What was done to build trust between the players? What was done to build trust between the teams? If trust was “betrayed. and 6. Step 5: Conduct the activity. Notes: Scorekeepers will assign points based on scoring guidelines. 5.

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

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

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1 Exercise 1. Discussion time is limited to one minute per round. MA: HRD Press.1: Scoresheet Using the guidelines below. Amherst. Charles Cadwell. ∼ 23 ∼ . Rounds 1—3: Players play without consulting their teams.Exercise 1. Discussion time is limited to 30 seconds per round. Round 4: Round 5: Round 6: Choice Choice Choice Player 1 Score Score Score Choice Choice Choice Player 2 Score Score Score Rounds 7—9: Players must now consult with each other. and Joe Fehrmann. Scores are doubled. Round 1: Round 2: Round 3: Choice Choice Choice Player 1 Score Score Score Choice Choice Choice Player 2 Score Score Score Rounds 4—6: Players may consult with their teams to decide how to play. the scorekeepers will indicate each player’s choice and score for each round. Scores are tripled. 1993. Round 7: Round 8: Round 9: Choice Choice Choice Player 1 Score Score Score Scoring Guidelines Player 1 Choice Scissors Scissors Scissors Rock Rock Paper Score +5 0 +10 0 0 +10 Player 2 Choice Scissors Rock Paper Rock Paper Paper Score +5 +10 0 0 +5 +10 Choice Choice Choice Player 2 Score Score Score Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry. They are not allowed to talk to each other.

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

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

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

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

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

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

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

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

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

have them meet with another person and learn about their real identities. In this case “Salt” and “Pepper” would interview each other. Notes: Each participant is to ask someone else in the group a yes/no question about his/her identity. Step 6: Award prizes (optional). This works well if you use the “pairs” concept.50 Activities for Coaching/Mentoring Activity 4 Step 4: Start the activity. after participants learn their secret identity. you could give a prize to the person who learns his/her identity first. You could also give a prize to the person who asks the fewest questions before learning his/her identity. Step 7: Review the activity. Have participants keep track of how many questions they ask. 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: If used as an icebreaker. Notes: To create a contest. Step 5: Getting acquainted (optional). 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.2 for each participant Flipchart stand.1 and 5. Objectives By the end of this activity.5 Description Attitudes or Attributes? This activity encourages participants to explore the importance of attitudes and attributes of successful coaches. paper. list attributes of successful coaches. and 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. participants will be able to • • • list attitudes of successful coaches. and markers ∼ 39 ∼ .

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

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

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 ∼

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

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. Notes: 50 Activities for Coaching/Mentoring Explain that in addition to writing their name 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.Activity 6 Method Step 1: Introduce the activity. Notes: Ask participants to share introductory information (if you are using this activity as an icebreaker) along with the skill they have depicted on the tent card. This activity can be used to remind the trainer of the participant expectations. Notes: Questions you might ask: • What skills are essential to the effective coach? • Which skills named do you need to improve on? • What are your expectations for this training? • How could you use this activity with the people you coach? ∼ 48 ∼ . Ask that they use the broad tip markers and prepare to interpret their artwork.

discuss their strengths and weaknesses with other participants. Objectives By the end of this activity. participants will be able to • • • identify their strengths and weaknesses as a coach. and set goals for improving their weaknesses. Skill Areas • • • • Evaluation Goal setting Networking Course closure Participants Number: Type: Any Any Time 30 minutes Resources • • Tent cards for names Pen or pencil for each participant ∼ 49 ∼ .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. Notes: Ask each participant to name one or two people who could be his/her partner. ∼ 50 ∼ . In most cases.Activity 7 Method Step 1: Introduce the activity. 50 Activities for Coaching/Mentoring Step 2: Participants identify their greatest strengths and weaknesses. you might find two people who “match” exactly. Notes: Have participants write their greatest strength on the outside of their tent cards. Notes: Review the objectives. Have participants write their greatest weaknesses on the inside of their tent cards. Have them write down the name(s) of the person(s) whose strengths correspond with their weaknesses. you will have three or more people in the group. Have participants form small groups in which people who have strengths meet with people who have the “matching” weaknesses. Step 4: Set up small groups. In rare instances. Notes: Have participants walk around the room until they find a participant(s) who identified as a strength something they consider to be a weakness. Step 5: Begin discussions. 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.

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

Objectives By the end of this activity. Skill Areas • • • Evaluation Networking Course closure Participants Number: Type: 6 to 10 Any Time 10 to 15 minutes Resources A ball of yarn or string ∼ 57 ∼ .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. and describe team cooperation.

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

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

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

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

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

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

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

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

shaving. optional steps—any information that helps the learner.” serve it to the participant. Notes: Instruct participants to explain the making of a peanut butter and jelly sandwich using the outline. When you’ve completed the “sandwich. etc. avoid assumptions.1. Have participants list steps and offer their ideas for the Key Ideas column. frying an egg. Key Ideas include the “why” of a step (important for adults!). Follow the steps literally. keep steps in sequence.Activity 12 Method Step 1: Distribute Exercise 12.).). 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. grab the jellied bread with your hand. Notes: Illustrate the use of the Step/Key Ideas outline with an example (such as starting a car. selecting one or two of the participants’ work to demonstrate. (Be sure to select examples that will illustrate the need to be clear. As participants are writing. 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. Step 4: Review the activity. and so forth. safety tips. Explain the Steps and Key Ideas of the exercise. Step 3: Lead participants in the exercise. circulate through the room. display the sandwich-making supplies. etc. spread jelly on the crust edge. Spend only two or three minutes doing this. Secure the example(s) you will use and begin making the sandwich according to the instructions the participant wrote. use the wrong end of the knife. Steps of a task are just that—the actions necessary to complete a task.) As participants continue to write. Step 2: Provide an example. shortcuts. 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.

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

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

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

mentor. Reasons trust is essential to coach/employee relationships. Notes: Questions you might ask: • • • Why did we do this exercise? What did we learn? How does this illustrate coaching responsibility? Step 6: Summarize the activity. Results of a trusting relationship in the workplace. Notes: Ask the participants to list the following: 1. or coworker for guidance and direction? Have you ever worked in a situation where there was no trust? How did that affect productivity or quality? Step 5: Review the activity. 2. ∼ 73 ∼ .50 Activities for Coaching/Mentoring Activity 13 • • • Have you ever lacked confidence with a task in the workplace and depended on the support of a coach.

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

Activity 14 Method Step 1: Introduce the activity. Notes: Questions you might ask: • • • • Were you comfortable giving feedback? Why or why not? What made giving feedback easier? How did it feel to receive feedback? What topics of our program were mentioned? . 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: Allow four to five minutes for partners to exchange their comments. Step 3: Review the activity. Notes: 50 Activities for Coaching/Mentoring Have participants pair up. Step 2: Conduct the activity.

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

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

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

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

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

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

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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 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 ∼ . This exercise can also be used to demonstrate the benefit of collaboration for team building. and describe the advantages of collaboration for team production.16 Description Construction This activity illustrates the contribution of communication to productivity.

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

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

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

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

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

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

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

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

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

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

St. Davenport. participants will be able to • • • recognize some effective coaching behavior. Iowa. This is an enjoyable and effective exercise that energizes participants. Skill Areas • • Role of coach/mentor Training Participants Number: Type: Any Any Time 10 to 15 minutes per clip Resources • • DVD player and monitor A movie DVD with appropriate credit and acknowledgment cued to the clip *Adapted from an idea originally used by Sylvia Roba.* Objectives By the end of this activity. contrast effective behavior with ineffective behavior. Luke’s Hospital.20 Description Reel Movies This activity uses clips of real Hollywood movies on DVD (as opposed to training DVDs) to illustrate effective and ineffective coaching techniques. ∼ 99 ∼ . and forecast the production for various coaching behaviors.

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

∼ 101 ∼ . but it is another highly effective way to present the material.50 Activities for Coaching/Mentoring Activity 20 Step 4: Lead a discussion about the clip and the skill that was illustrated. Notes: Questions you might ask: • • • Why did we view this movie clip? What application can we make from the contrast (or similarity)? What have we learned with this illustration? Author’s note: I have used this technique for years. and it has always been met with resounding positive response. I find that participants remember the concept better as a result of this tool. 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. It does take some effort and there is a cost investment.

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

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

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

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

In fact.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.” Ask participants: “What do you think he means by that?” Ask participants to think about the best coaches they have had. “Feedback is the breakfast of champions. 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. it has been estimated that 80 percent of the performance problems that occur on the job could be solved if supervisors gave better feedback more often. Notes: Ask participants about their scores. Step 2: Distribute Exercise 22. 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. Most people want and need regular feedback about their performance.1. 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. Yet they rarely get 80/20 feedback (80 percent positive/20 percent corrective). It has been estimated that people do things right 80 percent of the time. Step 3: Discuss the activity. Notes: Explain that effective coaches provide regular performance feedback to the people with whom they work. Author Ken Blanchard says. ∼ 108 ∼ .

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

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

10. Praise more than criticize. 1993. 8. 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. 4. Amherst. Rarely 1. and Joe Fehrmann. 3. Listen to employees. I think that I. Provide help to improve. 12. 11. MA: HRD Press. Use graphs. Criticize behavior. Pass on positive feedback received from others. ∼ 111 ∼ . 7. 6. etc. 2. Provide sincere feedback.. Try to find the good in things rather than the bad. 5.1 Exercise 22. Provide positive feedback.Exercise 22. to provide feedback. Provide specific feedback. charts. Charles Cadwell. 13.1: 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. Offer support to employees. not the person. Focus on what’s right. Give corrective feedback. 9. . .

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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. 8. 13. MA: HRD Press. 10. Praises more than criticizes. 12. . etc. not the person. 1993. Gives corrective feedback. 6. Total Score: 1 1 1 1 1 1 1 1 1 1 1 1 1 2 2 2 2 2 2 2 2 2 2 2 2 2 Sometimes 3 3 3 3 3 3 3 3 3 3 3 3 3 4 4 4 4 4 4 4 4 4 4 4 4 4 5 5 5 5 5 5 5 5 5 5 5 5 5 Often 6 6 6 6 6 6 6 6 6 6 6 6 6 7 7 7 7 7 7 7 7 7 7 7 7 7 Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry. 7. 9. Charles Cadwell. . Uses graphs. Tries to find the good in things rather than the bad. Provides help to improve. 11.Exercise 22. Listens to employees. Focuses on what’s right. and Joe Fehrmann. Provides positive feedback. 5. Provides sincere feedback. charts. Rarely 1. 2. Offers support to employees. Passes on positive feedback received from others.2 Exercise 22. Amherst.. I think that my boss. to provide feedback. Provides specific feedback. ∼ 113 ∼ . 4. Criticizes behavior. 3.

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3: Feedback Perception Comparison For each statement below.) for each item and compare it with your average score. Listens to employees 10. MA: HRD Press. Passes on positive feedback received from others 13.5 or more can indicate areas where improvement may be needed. Criticizes behavior. Uses graphs. 3. Provides sincere feedback 4. ∼ 115 ∼ . Use additional sheets if needed. E2.) that you gave yourself for each item. Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry. 1993. and Joe Fehrmann. etc. Use the spaces to the right to indicate your employees’ scores for the same items. Amherst. Differences of 2. to provide feedback 11. Gives corrective feedback 5. Mine 1. Then determine the average score of the employee responses (columns E1. charts. indicate the score (1. not the person 6. etc.3 Exercise 22. etc. Focuses on what’s right 9.. Provides positive feedback 2. Charles Cadwell. Provides specific feedback 3. Tries to find the good in things rather than the bad 8. Praises more than criticizes E1 E2 E3 E4 E5 Avg.Exercise 22. Offers support to employees 12. Provides help to improve 7.

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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. buzzers. Skill Areas • • Role of coach/mentor Course closure Participants Number: Type: 12 to 30 Any Time 10 to 15 minutes Resources 10 to 20 bells. participants will be able to list and discuss key learning points covered in a program.

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

1 for each of the team coaches Prepared questions for material covered to this point in training Instructions for the teams and the coaches A timer A scoreboard (flipchart or whiteboard) and markers Prizes (optional) ∼ 119 ∼ . Skill Areas • • • Assertiveness Evaluation Course closure Participants Number: Type: Two teams of four to six each Any Time 1 hour Resources • • • • • • One copy of Exercise 24. Objectives By the end of this activity. and collaborate to effectively produce team effort. interpret the nonverbal communication of coach and team members. participants will be able to • • • recite learning to this point.24 Description Dueling Families This activity works well to evaluate learning and/or to illustrate the effectiveness of appropriate coaching skills.

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

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

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

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

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

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

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

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

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participants will be able to • • define key terms related to the role of the coach/mentor. 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 ∼ . at your option. also be used to create fun competition among participants. Objectives By the end of this activity.26 Description Coaching Challenge This activity can be used to review key concepts presented during the training. It can.

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

vertically. Do not start a new game each time. ∼ 133 ∼ . Step 6: Review the activity. Notes: Summarize objectives and discuss any questions participants have. Go for “blackout” if time permits.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. and diagonally).

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

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

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

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

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

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

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

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

Was most recently director of a Red Cross chapter with 21 employees. All are from outside your area: Fred Baxter Age 59.2: 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.000 students. Was most recently owner of his own computer software company (which he sold at a fair profit). Has chaired another chapter Fund Allocation Committee for three years. Would set a goal of increasing local support to 125 percent of present level and use the additional funds to finance new agencies.000 per year. including very active Red Cross and Salvation Army chapters. Education. married with four grown children. Age 45. Was most recently vice president of Sales for a manufacturer of light aircraft. Psychology. divorced with custody of one child.2 Exercise 28. Would encourage support of more agencies while expecting established agencies to gradually develop more of their own funding sources. Degree: MBA. Advocates more careful scrutiny and auditing of agencies. Has led successful special event fundraisers. Age 42. is a fairly large one. married with two children. no children. Degree: MS. the United Way of Mid-America. serving seven counties with a total population of 450. especially those helping unemployed and hopeless. Has been a volunteer on a number of fundraising efforts. married. Degree: BS. Wilma Johnson Larry Reynolds David Espinoza (Continued) ∼ 145 ∼ . Was most recently director of Development for a state university with 20. The position pays $50. Your chapter supports over 30 agencies. Age 37. Has chaired several successful United Way campaigns.Exercise 28. Would place emphasis on children’s issues.000. Your chapter. You have narrowed your list to four candidates and must select one during today’s meeting. Would heighten fundraising efforts and emphasize counseling for families. Mid-America has a staff of 30 full-time employees and 5 part-time employees.

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

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

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

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

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

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

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

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

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

Step 2: Distribute Exercise 31.1. Step 3: Conduct session review. Notes: Name one of the words on the list and ask who found it.Activity 31 Method Step 1: Introduce the activity. Have one participant who found the word tell where he/she found it. Notes: Review the objectives. Cover as many words as you wish or as time permits. Then have the participant briefly explain what he/she learned about that topic during the seminar. Use this time to reinforce key points. You may want to have other participants tell what they learned as well as the person who found the word. ∼ 158 ∼ . Notes: 50 Activities for Coaching/Mentoring Read the instructions and have participants complete the activity. Allow 5 to 10 minutes.

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

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

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

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

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

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

Questions you might ask: • • • Do you think your score really reflects assumptions you hold about others? Why or why not? What has caused your behavior to be more blue/green? What do you think it might mean if you’re toward the middle of the scale? Step 5: Distribute Exercise 33. Notes: Have participants score their responses and mark their score on the X—Y scale. Notes: Have groups select a spokesperson to report their responses to the rest of the class.50 Activities for Coaching/Mentoring Activity 33 Step 4: Distribute Exercise 33. more or less blue or green behavior might be appropriate. Notes: Explain why. how well they work together and how well they do their work). Divide the class into groups of five to seven participants each. ∼ 167 ∼ .2. 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. Step 6: Conclude the activity. depending on how mature subordinates are (that is.3. Summarize this activity by asking the class “What coaching conclusions can we draw from our responses?” Record their answers on the flipchart.

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Q. Generally. I. Employees take the initiative in anticipating unusual needs. MA: HRD Press. H. Employees want to achieve the objectives of the organization. 7. or 0 3 I like to fish. 6. Employees focus their attention on getting an appropriate amount of work accomplished. R. 4. Employees’ decisions need to be “checked” for quality. N. Employees should be told how to do a job. Employees work well together. Employees would rather stay home. Amherst. P. B. 8. Charles Cadwell. E. Employees are not interested in the objectives of the organization. For example: 2 1 I like Chevies. Employees are creative in devising better ways of accomplishing a task.1 Coach’s Assumptions Divide three points between each pair of statements. I like Fords. Employees would rather be told what to do. 1993. Employees need to be shown each step of a task. L. 3. M. Employees tend to let conflict get in the way of working together. My hobby is skydiving. Employees exercise good judgment. I think that… 1.1 Exercise 33. Employees tend to get involved in inappropriate activity at work. Use only whole numbers. C. Employees want to come to work. Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry.Exercise 33. A. K. ∼ 169 ∼ . 9. 5. O. 2. Employees are able to plan their own work. Employees need to be pushed to respond to unusual requests. and Joe Fehrmann. F. Employees want to understand the “why” of a request. D. G. J.

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

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

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and markers Writing paper for participants ∼ 175 ∼ . paper. tangible terms. Skill Areas • • • • • Analyzing performance problems Counseling Evaluation Role of coach/mentor Setting expectations Participants Number: Type: 9 to 27 Any Time 30 to 45 minutes Resources • • Flipchart stand. 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. behavioral terms. participants will be able to • • express their opinion of performance in concrete. Objectives By the end of this activity.

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

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

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

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

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

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

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

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

In groups of two or three.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. participants will be able to • • • recognize the change in meaning when the tone and inflection of voice is different. practice speaking so that tone and inflection complement and support the words. Skill Areas • • • Building trust Nonverbal communication Role of coach/mentor Participants Number: Type: Any Any Time 15 to 30 minutes Resources One copy of Exercise 36. Objectives By the end of this activity. 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.1 for each participant ∼ 185 ∼ .

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

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

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

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

∼ 191 ∼ . the receiver is always more likely to believe the tone of voice and the body language. Notes: Questions you might ask: • • What changes in behavior could be facilitated or hindered by incongruent messages? How have you experienced incongruent messages in the workplace? Step 5: Review the activity.50 Activities for Coaching/Mentoring Activity 37 Step 4: Lead the discussion. Notes: Make the point clear that when message parts contradict (or when the message is incongruent). Notes: Questions you might ask: • • • Why did we do this activity? What have we learned? Which is more powerful—what we say or how we say it? Step 6: Summarize and conclude the activity.

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

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

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

or choose one of your own.1: Group A Participants You are to initiate a conversation with your partner (a member of group B). Charles Cadwell. • • • • 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.” Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry.Exercise 38.1 Exercise 38. Begin when the trainer says. MA: HRD Press. Amherst. Select one of the following topics. 1993. and Joe Fehrmann. ∼ 197 ∼ . “Begin your conversations.

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MA: HRD Press. If your partner pulls away or moves. 1993.2 Exercise 38. simply continue your gradual “encroachment. gradually do two or more of the following: • • • Touch your partner with your hand Move to within 12 to 16 inches of his or her face Shift in your chair until your knee touches your partner’s knee Be sure to make your actions natural and gradual. ∼ 199 ∼ . but as you converse. Take an active part in the conversation.” Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry. Amherst. Charles Cadwell. and Joe Fehrmann.Exercise 38. Your partner will select the conversation topic and will initiate the discussion.2: Group B Participants You are to participate in a conversation with your partner (a member of group A).

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

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

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Did the coach get agreement that a problem exists? Yes If so. how? No If not.3 Exercise 39. your responsibility is to observe the coach and determine how well he/she handles the situation.Exercise 39. Use the checklist below to make notes so that you can provide feedback to the group after the role play. why not? 2. Did the coach and the employee decide on a solution? Yes If so. how? No How involved was the employee? How involved was the coach? Did they agree on a specific timetable to solve the problem? (Continued) ∼ 211 ∼ . 1.3: Role Play—Observer During the role play.

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

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

Amherst. ∼ 214 ∼ . 1993. Charles Cadwell. and Joe Fehrmann.4 (concluded) Step 4: Give recognition when the problem is solved What type of recognition will you give? What will you do to help keep the problem from happening again? Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry.Exercise 39. MA: HRD Press.

1 for each participant Trainer’s Notes ∼ 215 ∼ . Objective By the end of this activity. participants will be able to understand the importance of using clear language and words appropriate for the listener. Skill Areas • • • Icebreaker Counseling Delegating Participants Number: Type: Any Any Time 10 to 15 minutes Resources • • One copy of Exercise 40.40 Description Translation. Please This activity reminds participants of the need to express themselves in ways that their listeners can understand.

1 to each participant. counseling. When time is up. Step 2: Discuss the activity. Notes: Allow 3 to 4 minutes for completion of the exercise. Recognize participant(s) with the most correct responses. 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. 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 ∼ .Activity 40 Method 50 Activities for Coaching/Mentoring Step 1: Distribute Exercise 40. read correct “translations” from the Trainer’s Notes. or any other effort involving communication.

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 ∼

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

” 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 ∼ .50 Activities for Coaching/Mentoring Activity 41 Step 4: Discuss empathic listening behaviors. . Notes: Ask the participants for examples of empathic (or “active”) listening behaviors. Questions you might ask: • • • • Who had difficulty resisting the urge to “Yea. 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. Have each pair practice empathic listening. Step 6: Review the activity. Notes: Ask for two more volunteers to discuss an issue. but it is not vital). but. Have participants pair up (it is helpful for partners to disagree on their discussion issues. . List responses on the flipchart. Notes: Ask partners to share their reactions to the exercise.

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1 through 42.3 for each participant Flipchart stand. participants will be able to • • identify ineffective delegating behaviors.42 Description Making Assignments This role-play activity allows participants to identify common errors in delegating. and identify and practice effective delegating behaviors. paper. Objectives By the end of this activity. Skill Areas • • • • Building trust Delegating Nonverbal communication Setting expectations Participants Number: Type: 12 to 14 Any Time 60 to 90 minutes Resources • • One copy each of Exercises 42. and markers ∼ 225 ∼ .

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

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

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1: Assignments 1.): (Continued) ∼ 229 ∼ . etc. Standards for completion: 1) Quality 2) Time 3) Cost 4) Other Other information.1 Exercise 42. 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. other resources. follow-up. Complete the following outline: A. as appropriate (priority.Exercise 42.

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

and Joe Fehrmann. Amherst. 1993. Charles Cadwell. How was this tone communicated? • • Verbally: Nonverbally: 3.Exercise 42.2 Exercise 42. ∼ 231 ∼ . MA: HRD Press. Did you understand the assignment? 4. What tone did your supervisor use? 2. How do you feel about this assignment? Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry.2: Subordinate Reactions 1.

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

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1 and one copy each of Exercises 43. Skill Areas • • • • • Analyzing performance problems Counseling Listening Nurturing Setting expectations Participants Number: Type: Any Any Time 1 to 2 hours Resources • • One copy of Handout 43.2 for each participant Pen or pencil for each participant ∼ 235 ∼ . identify miscues in specific coaching situations. and develop a plan for preventing coaching errors. participants will be able to • • • describe the difference between ineffective and effective listening behaviors.1 and 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.

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

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

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

∼ 239 ∼ .Handout 43. Charles Cadwell.1 Handout 43. avoids eye contact Maintains positive posture and avoids distracting behavior Effective Focus of Attention Shifts focus to self and talks about own accomplishments Keeps focus of comments on the other person Acceptance Doesn’t accept other person’s ideas or feelings. 1993.1: Characteristics of Ineffective/Effective Listeners Ineffective Nonverbal Behavior Looks bored. 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. seems uninterested or judgmental. Amherst. makes suggestions first Accepts ideas and feelings and probes for more information before making recommendations Empathy Fails to see or hear the other person’s point of view Tries to put himself/herself in the other person’s shoes Probing Fails to probe or follow up for additional information Probes in a helpful way. and Joe Fehrmann. MA: HRD Press.

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

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

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

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

Step 2: Prepare materials. Each question should be written on one side of the card and the answer on the other. You should act as moderator for the game. You will need one diagram for every two teams. Have teams number the question side of each card. Seat the players facing the tic-tac-toe diagram. prepare as many tic-tac-toe diagrams as you will need. Step 4: Conduct the activity. The opposing team asks the question on the card with the selected number. ∼ 246 ∼ . Notes: Use a coin toss to determine which team will go first. You will need an even number of teams. The first team selects a number from 1 to 10 and indicates on which space on the diagram they want to place their mark. If you have a large group. Notes: Select one to four participants from each team as players to represent their respective teams. Step 3: Set up the area. it is recommended that you divide into several teams of five to seven members per team. Give each team 10 3 x 5 index cards. Notes: 50 Activities for Coaching/Mentoring Explain that you are going to conduct a game of tic-tac-toe and you’ll explain the special rules in just a few minutes. Assign specific course content areas to each team so that they will not have duplicate questions. Notes: Divide the group into two teams designated X and O. Allow 15 minutes for each team to write 10 questions based on their assigned material. If you will have more than one game. assign one participant per game to assist as moderators.Activity 44 Method Step 1: Introduce the activity. Team members may confer to come up with their answer. Allow no more than 30 seconds for teams to provide an answer. While teams are writing their questions.

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

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

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

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

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

7. morning and afternoon. You have to pick up the mail yourself on Thursday. she gets very testy. True Mason is likely to check the accuracy of your filing. 6. False Charles Hall recently transferred to marketing. False Preston likes to give you handwritten copies to type. False You are to call Jeno every morning at 8:45. False Breaks are 10 minutes. 11. 9. and Joe Fehrmann. Listening Test Answer true or false. True Your main jobs according to the boss are filing and answering the phone. False Goodwin gives personal stuff to file. 10. 4. False Most of your time will be spent answering the phone. False The mail room is located on the lower level. 1. Charles Cadwell. True You should be back from lunch by 12:30. 8. Right now I’ve got to get over to the Legal department and pick up some stuff for Mason. See you later. MA: HRD Press. If you have any questions. ∼ 254 ∼ . True Lunch is 45 minutes. True Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry. 12. 1993. 5. just ask. 3. Amherst. 2.Trainer’s Notes (concluded) One more thing: you are supposed to call Gina at 8:15 every morning and make sure she’s up and getting ready for work. If you forget.

Objectives By the end of this activity. paper. and describe the effects of poor listening behavior. 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. participants will be able to • • • identify bad listening habits in others.

doodling. talking to someone else. walking away.) What might cause you to act in these ways.Activity 46 Method Step 1: Introduce the activity. Some of the behaviors that will be listed include reading. watching TV. writing it on the flipchart page. and ask for more ideas. personally. ask some or all of the following questions: • • You have identified some of your own bad listening habits. To fully cover the negative reaction to these types of behaviors. Step 2: Discuss the behaviors. grooming. Step 3: Review the activity. drinking. avoiding eye contact. Notes: Participants will more than likely agree that the behaviors they contributed to the list annoy them. 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 ∼ . eating. Give an example. etc. 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. 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. To better apply the concept. Coaches are expected to be skilled listeners and to work to eliminate any ineffective behaviors. Notes: 50 Activities for Coaching/Mentoring Explain that the participants will make a list of bad listening habits—things that people do while assuring the talker that they are listening.

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

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

Allow 10 to 15 minutes for the role play. Ask that they take notes in order to have a complete picture of the behavior. 3. If you are using groups of three.50 Activities for Coaching/Mentoring Activity 47 1. Notes: 1.2.1. Ask participants to role play the “you” and “I” statements printed in Exercise 47. When everyone has finished. Record suggestions on a flipchart using the guide offered in Exercise 47. 2. Ask the participants to divide into groups of two or three. Ask each group to brainstorm body language behaviors for each of the three types of communication.2 using the corresponding nonverbal behaviors identified in Exercise 47.1. Notes: Questions you might ask: • • • • • • • Why did we do this activity? Which type of communication is more likely to result in cooperation? In resentment? In frustration? In trust? Which style is more fitting for the coaching form of leadership? Which type or style would you prefer in those that you coach? What did the role play reveal to you? What did you learn about yourself? How will you be able to use this information with your coaching responsibilities? ∼ 259 ∼ . 2. Fill in where the groups come up short on ideas. Step 5: Review and summarize the activity. Step 4: Distribute Exercise 47. review the activity. Allow them 5 to 10 minutes to write their ideas in the box at the bottom of Exercise 47. ask that they rotate the communicator role so that everyone has a chance to act and to react. Ask for feedback.1.

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

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while assertive styles use nonjudgmental “I” messages.2: Role Play—“You” and “I” An obvious difference in aggressive and assertive communication is the language—both verbal and nonverbal.” “You are the rudest person I have ever met.” “You make me so mad.” “I’m not sure I made myself clear about what was acceptable. and Joe Fehrmann.1. ∼ 263 ∼ . “I’m concerned when I see behavior that is inappropriate.” “I am angry about what you just said. Aggressive communication is plagued with accusing “you” messages. Practice the following “You” and “I” statements using the appropriate body language cues from your work in Exercise 47.2 Exercise 47.” “You goofed again. “You” messages create a climate of defensiveness in the listener. 1993.” Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry. Charles Cadwell. 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.Exercise 47. Amherst.” “You hurt my feelings.” “I feel very frustrated with these errors.

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∼ 265 ∼ . MA: HRD Press.Trainer’s Notes Trainer’s Notes: Nonverbal Behaviors of Each Style Aggressive Stares Looks at clock or watch Paces Appears stiff Lowers eyebrows Passive Hand at or over mouth Shoulders slumped Leans on things Eyes look down Does not make eye contact Pouts. and Joe Fehrmann. looks sad Nods head in agreement Speaks softly Whines. speaks with proper volume and rate Gives appropriate emphasis Facial expression shows interest Hands express emphasis Hands are open Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry. mumbles Acts afraid Fiddles with objects Assertive Appears at ease and comfortable Shoulders and back are straight Leans forward. Amherst. body straight with other person Makes eye contact but looks away every now and then Frowns Rolls eyes Points finger Uses pen or pencil to direct people Yells or screams Speaks loudly and/or rapidly Critical tone Tone is clear. 1993. Charles Cadwell.

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

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

1 Exercise 48. Amherst. MA: HRD Press. ________ 6. __________ 3. Charles Cadwell. __________ 2. __________ How did I do? My score was __________ Compared to the class average of __________ Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry. __________ 5.1: “Say what?”—Answer Sheet 1. ________ b. ∼ 269 ∼ . a.Exercise 48. 1993. __________ 4. and Joe Fehrmann.

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

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

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

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

Notes: Reassemble participants into one group. Step 11: Review Stage 4. Notes: 50 Activities for Coaching/Mentoring Give participants another sheet of paper. note the importance of having the employee demonstrate the task to confirm understanding. Step 12: Review the entire activity.Activity 49 Step 8: Repeat the activity (Stage 3—option). nonverbal. Notes: In this stage. 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. including verbal. the sender can watch over the receiver’s shoulder and give instructions. If discussing training skills. This time senders and receivers may talk to each other. Point out that effective coaches use as many modes of communication as possible. Step 9: Review Stage 3. ∼ 276 ∼ . and visual cues. instruct participants to work in the same teams and to talk and face each other. Step 10: Repeat the activity (Stage 4—option). but in such a way that the receiver cannot see the sender. Notes: Conduct a similar discussion noting the impact of both verbal and visual confirmation by both partners. Discuss the impact of incomplete communication in the work environment as it pertains to coaching and training activities. Notes: Conduct a similar discussion this time noting the impact of verbal interaction and visual confirmation by the sender. 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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1 for each participant Pen or pencil for each participant ∼ 279 ∼ . and develop a plan for resolving current conflicts.1 through 50. Skill Areas • • • • • Collaboration Consulting Listening Role of coach/mentor Setting expectations Participants Number: Type: Any Any Time 1 hour Resources • • • One copy each of Exercises 50. participants will be able to • • • describe their preferred conflict resolution style. use a four-step process for resolving conflicts.50 Description You want me to do what? This activity gives participants the opportunity to develop the skills necessary to resolve conflicts that prevent coaches and organizations from achieving their goals.3 for each participant One copy of Handout 50. Objectives By the end of this activity.

When a conflict occurs.Activity 50 Method Step 1: Introduce the topic and the activity. Instead. ∼ 280 ∼ . Ask if these coaches were effective or ineffective. Discuss each of the four steps.1 and review. Effective coaches do not ignore conflict. Notes: Point out the value of using the problem-solving approach. Use a conflict example supplied by one of the participants as a point of reference when discussing the steps and their applications. Use the following (or a similar) introduction. Have participants determine which style they are most likely to use based on the questionnaire they completed. Ask if they agree or disagree with the results of the questionnaire and why.1 and review. Notes: Explain that there are five basic approaches to resolving conflict. This questionnaire will help participants identify the style that they are most likely to use. they accept the fact that conflicts will occur from time to time. Step 4: Distribute Handout 50. Step 2: Distribute Exercise 50. Notes: Review the five basic approaches to conflict resolution. Review the problem-solving model with participants. they acknowledge it and begin to take steps to resolve it. Effective coaches know that resolving conflicts can lead to achieving better results and having a more effective organization. Step 3: Distribute Exercise 50.2 and review. Notes: 50 Activities for Coaching/Mentoring Review the objectives. Ask participants for specific examples of coaches they have worked with who used each of the styles. Allow 5 minutes to complete.

The observer should watch for the application of the four-step process. Step 8: Distribute Exercise 50. ∼ 281 ∼ .50 Activities for Coaching/Mentoring Activity 50 Step 5: Conduct problem-solving role play. 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. Option: You can provide prepared role plays.3 and discuss. 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: Divide participants into groups of three. Assign each person one of the following roles: • • • Coach Employee Observer Have participants use their own “real world” examples as the basis for the role plays. Notes: Have participants switch roles and complete another role play. Continue until all participants have experienced each of the three roles. Step 6: Discuss the first role play.

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

Agree on a Solution • • • Discuss alternatives Decide on mutually acceptable solution Decide how to implement the solution 4. The four-step process below can help you reduce conflict and solve problems. Charles Cadwell. 1993. ∼ 283 ∼ .Handout 50. Discuss the Conflict • • • • Decide what questions to ask Be prepared to listen Do you know what your point of view is? Do you understand the other person’s point of view? 3. Amherst.1: Problem-Solving Approach The ability to use a prescribed method of resolving conflict that focuses on solving problems is important for effective coaches. Acknowledge the Conflict • • • • Schedule a meeting Determine own conflict resolution style Determine other person’s style Decide to discuss the conflict 2. 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. MA: HRD Press.1 Handout 50. and Joe Fehrmann. 1.

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

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

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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. 1.3: Problem-Solving Worksheet Use the worksheet to plan how you will work through a current on-the-job conflict. Acknowledge the Conflict Schedule a meeting.Exercise 50.3 Exercise 50. Discuss the Conflict What questions do you want to ask? Are you prepared to practice active listening? What is your point of view regarding the conflict? (Continued) ∼ 289 ∼ . if any.

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

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

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