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

HRD Press, Inc. • Amherst • Massachusetts

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

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

Published by:

HRD Press, Inc. 22 Amherst Road Amherst, MA 01002 1-800-822-8201 (U.S. and Canada) 413-253-3488 413-253-3490 (fax) www.hrdpress.com

ISBN 0-87425-218-0

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

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

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

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

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

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

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

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

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

Give recognition when the problem is solved. and proactively managing their own careers. effective coaches use a fourstep process to solve performance problems: 1. D.50 Activities for Coaching/Mentoring Coaching Characteristics Successful coaches/mentors have to possess a variety of skills in order to succeed in their roles with those assigned to them. Success is measured by the degree to which a person helps others to obtain the knowledge and expertise needed in their work. 2 . Decide on a solution. These skills are needed to help the less-thansuccessful performers to become successful and to challenge the successful employees to become superior performers. 4. Counseling.D. CA: University Associates). Follow up. Kinlaw. (1991). The role of coaching is largely undertaken in a variety of informal conversations. Mentoring. Thus. Kinlaw suggests this is the process of developing in others such things as political savvy. Get agreement that a problem exists. sensitivity to the organization’s culture.2 • • • • The confronting and challenging skills require the use of a coaching model to deal with performance problems. This coaching model is explained in detail in Activity 39. Ed. Tutoring. Coaching for commitment: managerial strategies for obtaining superior performance (San Diego. Confronting and challenging. in his book Coaching for Commitment: Managerial Strategies for Obtaining Superior Performance. 2.. Coaching Model When the performance of their people does not meet expectations or developmental goals are missed because of performance deficiencies. Kinlaw. Dennis C. What Are You Gonna Do? This activity also gives participants the opportunity to apply the coaching method in both a simulated and real work situation. has suggested that successful coaches have to possess the following characteristics: • Contact and core communication skills. 3. This consists of helping other people solve their own problems rather than providing solutions. C. the coach must have regular and easy contact with those they are supposed to coach.

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

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

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

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

"Just Thought I'd Ask" 50. 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 . Listen up! 48.50 Activities for Coaching/Mentoring ∼ 12 ∼ 46. You want me to do what? 277 49. "Say what?" 47.

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

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

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

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

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

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

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

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

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MA: HRD Press. 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. Scores are tripled. and Joe Fehrmann. Rounds 1—3: Players play without consulting their teams. They are not allowed to talk to each other. ∼ 23 ∼ .1: Scoresheet Using the guidelines below. the scorekeepers will indicate each player’s choice and score for each round. Amherst. Scores are doubled.Exercise 1. Round 1: Round 2: Round 3: Choice Choice Choice Player 1 Score Score Score Choice Choice Choice Player 2 Score Score Score Rounds 4—6: Players may consult with their teams to decide how to play. Discussion time is limited to one minute per round.1 Exercise 1. Charles Cadwell. 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. 1993.

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

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

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

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by members of the team. Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry. your team will depend on you for leadership in this competition. 1993.1: The Coach’s Dilemma Instructions for the coach: As coach. As a team. The inflated balloons are handed to you. 4. Accepted balloons are held in the air until the scorekeeper counts them and then they may be lowered. You will take a balloon only from a team member different from the last person who handed you one. you must reject the balloon by immediately popping it. No production team member may submit two balloons in a row. they will produce balloons for your approval. You accept only a balloon that is different in color than the last one handed to you. If balloons do not meet all of the above conditions. Charles Cadwell. 2. No talking or explanations of any kind are permitted. MA: HRD Press.1 Exercise 2. one at a time. 3. and Joe Fehrmann.Exercise 2. You may accept balloons only if all of the following standards are met: 1. Production team members use only their left hands to give the balloons to you. ∼ 29 ∼ . You will be guided by the following criteria for the acceptance or rejection of each balloon submitted. Amherst.

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

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

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

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

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

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

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

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. 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 worksheet. Discuss specific attributes and their importance. Discuss specific attitudes and their importance. Notes: Review the directions with the group and allow 5 to 10 minutes to complete the questionnaire. Record pertinent comments on the flipchart. Notes: 50 Activities for Coaching/Mentoring Ask participants to define the terms “attitude” and “attribute. Step 5: Discuss the importance of a coach’s attributes. Record pertinent comments on the flipchart. 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. Step 3: Discuss the importance of a coach’s attitude.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 worksheets.” Discuss the differences between attitudes and attributes. Notes: Ask participants to share the results of their questionnaires.1 to each participant.Activity 5 Method Step 1: Introduce the activity.

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

Exercise 5.1

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

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

∼ 43 ∼

Exercise 5.2

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

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

(Continued)

∼ 45 ∼

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

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

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

∼ 46 ∼

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

1: Step-by-Step Objective or Task: Steps Key Ideas Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry.Exercise 12. Charles Cadwell. Amherst. 1993.1 Exercise 12. MA: HRD Press. and Joe Fehrmann. ∼ 69 ∼ .

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

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

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

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

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: 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? .Activity 14 Method Step 1: Introduce the activity. Step 2: Conduct the activity. Notes: 50 Activities for Coaching/Mentoring Have participants pair up.

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

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

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

Activity 15 Step 5: Conduct the activity. the person who is planning to retire and travel in 5 years finds that the goals of vocation. 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. you might suggest that they first complete each area through the short term. all the others seem to suffer or take a back seat until those areas demand priority. financial. Step 6: Lead a discussion about the activity. family. Experts tell us that we can only give concentrated effort to three of the areas at a time. Notes: Ask the participants: • In what ways could you use this technique on the job to enhance production and quality of production? ∼ 80 ∼ . This is strictly voluntary. In the interest of time. Notes: Ask someone to share the goal ladder in his/her chosen area. and avocation are tied together. 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. 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. they should plan activity completely through the tomorrow rung. Notes: 50 Activities for Coaching/Mentoring Allow participants at least 30 minutes to work through the exercise. but many times people are anxious to disclose what they learned about themselves. For example. and it is impossible to work on one without impacting the others. Then for the three goals that seem most urgent to the individual.

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

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Exercise 15.1 Tomorrow Tomorrow Tomorrow Tomorrow . Amherst. ∼ 83 ∼ Next Month Next Month Next Month Next Week Next Week Next Week Tomorrow Tomorrow Tomorrow Next Month Next Month Next Month Next Month Next Week Next Week Next Week Next Week Exercise 15.1: 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. Charles Cadwell. MA: HRD Press. 1993. and Joe Fehrmann.

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Skill Areas • • • • Analyzing performance problems Collaboration Communication Role of coach/mentor Participants Number: Type: Five to six per group Any Time 20 to 30 minutes Resources • • • • A basic set of Tinkertoys (sticks and wheels) or building block set for each group of five to six participants A picture of an object for each group to build A timer Prizes (optional) ∼ 85 ∼ . participants will be able to • • define the importance of communication for performance. 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. Objectives By the end of this activity.

When time has elapsed. Check to see which team is the closest to completion and has built the project nearest to the specifications detailed in the picture. they are to select a team coach. Step 3: Brief the teams. Simply inform the participants that they will divide into teams of five to six members and be given a construction project to complete within the sevenminute time limit. according to specification. Step 5: Lead a discussion about the activity. Notes: Questions you might ask: • • Team: How did you feel during construction? Was there any frustration? Coach: What would have made your leadership tasks easier? ∼ 86 ∼ . Step 2: Brief the coaches and distribute materials. but they are not allowed to touch the building pieces or show the picture to the team. 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. Give each coach a black-and-white picture of an object that can be built from this particular set of building blocks or Tinkertoys. the purpose is not affected. Notes: Explain that their task is to construct the project. Teams enjoy the pressure of working to “beat an opponent. Award prizes. Notes: 50 Activities for Coaching/Mentoring This activity is more effective if the purpose is not disclosed at the outset. call “Time” to halt the construction.” You may also choose to award prizes to the winners. They can give verbal instructions to the team. Notes: Take the coaches out of the room. Either way. (You may want to inject the competitive component at this point. in the seven-minute time limit.Activity 16 Method Step 1: Introduce the activity.) Step 4: Conduct the activity. if appropriate. This is completely optional. They may share the name of the object only. Notes: Set the timer and have teams begin the construction. First.

you might consider constructing the project again under slightly different circumstances: 1. 3. the team felt frustration when trying to achieve a quality performance within time constraints. 2. This exercise illustrated that with communication limited (full information was known only to the coach). communication must be open and complete. 4. Establish a competition among the teams. Dismantle the project and let the teams rebuild with the picture in full sight of everyone. free-standing object in four minutes.) With the handicapped conditions under which you worked. Step 7: Review 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) ∼ 87 ∼ . 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. for example—have constructed the project quicker and better alone? Step 6: Apply the activity to the workplace. The first team to finish wins. Change coaches and let the team use the picture and complete the first project as soon as possible. Notes: Explain that for a team to produce to specified standards and with high morale. Note: Variation Notes: At this point. could an individual—the coach. Dismantle the project and give instructions that the construction goal will be to build the tallest.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.

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) ∼ 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.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). 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.

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

the team felt frustration when trying to achieve a quality performance within time constraints. why? Coach: What would have made your leadership tasks easier? What one thing handicapped production more than any other? What were the advantages of constructing this project with the other members of the team around you? Would this task have been more difficult if you had been required to construct it on your own? Step 6: Apply the activity to the workplace. Notes: Explain that for a team to produce to specified standards and with high morale. Step 7: Review the activity. Notes: Questions you might ask: • • • • • Team: How did you feel during construction? Was there frustration? If so.50 Activities for Coaching/Mentoring Activity 17 Step 5: Lead a discussion about the activity. communication must be open and complete. Notes: Ask some or all of these questions: • • • • Why did we do this exercise? What did we learn about teams? What is the advantage of working with teams? What one component is absolutely essential for team production and morale? (Communication) ∼ 91 ∼ . This exercise illustrated that with communication limited (full information was known only by the coach).

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18 Description Card Houses This activity illustrates the morale and general effectiveness of a team when managed with a directive style in comparison to a team-building attitude displayed by a coach. Objectives By the end of this activity. participants will be able to • • define the importance of communication for performance. and describe the advantages of collaboration for team production. 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 ∼ .

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

communication must be open and complete. for example—have constructed the project quicker and better alone? Step 6: Apply the activity to the workplace. Note: Variation Notes: At this point. This time use the team approach to leadership and allow the team to design and construct their own creation. the coach gives the team only a general description of the house (for example. Using the handsoff approach. This variation is more effective when used with an observer who records the group dynamics and reports those during the discussion. ∼ 95 ∼ . For example: 1.50 Activities for Coaching/Mentoring Activity 18 Step 5: Lead a discussion about the activity. could an individual—the coach. you might consider constructing the project again under slightly different circumstances. the team felt frustration when trying to achieve a quality performance within time constraints. From that point. 2. In contrast to the original directive coaching style. the team will operate on its own. a rambling bungalow with twocar garage). give the coaches instructions to adopt a completely laissez-faire attitude. 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. Notes: Explain that for a team to produce to specified standards and with high morale. The first construction exercise was conducted under a highly directive coaching style. This exercise illustrated that with communication limited (full information was known only by the coach).) With the handicapped conditions under which you worked. a two-story colonial. Lead a discussion about the differences in attitude when everyone had a part in planning the actual construction and reward of fulfillment.

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

19 Description Idea Exchange This activity provides participants a way to initially explore a topic by listing their own successful experiences with it. participants will be able to • • list 5 to 10 successful strategies for goal setting. 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. such as counseling. Skill Areas • • • • • Icebreaker Goal setting Training Delegating Course closure (Note: This activity is also appropriate for other topics. paper. Objectives By the end of this activity. and markers ∼ 97 ∼ . etc. communicating.

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

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

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

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

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

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

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

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

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

there will be times when your people don’t meet performance standards. 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: Key points you should make: • As a coach. Despite your best efforts. ∼ 109 ∼ . These supervisors don’t realize that most people are motivated by the desire to succeed and achieve results—as long as someone recognizes their efforts. Poorly handled criticism was noted as a significant source of friction. repeat the corrective feedback. If performance is still unacceptable. provide positive feedback. Step 4: Discuss giving positive feedback. After giving corrective feedback. Notes: Explain how this tool gives supervisors a chance to see if their perceptions match their employees’ perceptions. • Step 5: Discuss giving corrective feedback. the person will assume everything is okay. The goal for giving corrective feedback is to eliminate the behavior that caused the problem. Some supervisors think that as long as they don’t tell someone there is a problem. Recommend that supervisors distribute the surveys to employees at a group meeting and explain the reason for doing the survey. These people said they would be less likely to cooperate or collaborate with their critics in the future. Explain that the survey should be anonymous in order to obtain honest feedback.50 Activities for Coaching/Mentoring Activity 22 One employee survey found that poor use of corrective feedback was listed among the top five causes of conflict at work. Recommend that employees mail the surveys back to the supervisors. When the performance improves or meets established standards. it’s important that you follow up.2 and explain its use. • • Step 6: Distribute Exercise 22. Notes: Key points you should make: • Positive feedback (recognition) strengthens performance.

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

MA: HRD Press.. to provide feedback. 7. 2.1 Exercise 22. Use graphs. Praise more than criticize. 12. 11. Provide sincere feedback. Charles Cadwell. Give corrective feedback. Offer support to employees. Provide specific feedback. etc. Listen to employees. Criticize behavior. I think that I. . Amherst. 6.1: Rate Your Use of Feedback Read each statement below and circle the number that you think best describes the feedback you give to your employees. 5. charts. . and Joe Fehrmann. 8. 9.Exercise 22. 10. Provide positive feedback. 3. 13. Rarely 1. Focus on what’s right. Try to find the good in things rather than the bad. Provide help to improve. 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. ∼ 111 ∼ . not the person. Pass on positive feedback received from others. 1993. 4.

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charts.. Rarely 1. Listens to employees. etc. to provide feedback. . 5. Passes on positive feedback received from others. and Joe Fehrmann. MA: HRD Press. 3. Uses graphs.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. Provides help to improve. Gives corrective feedback. Focuses on what’s right. Amherst. Criticizes behavior. Provides sincere feedback. 12. . 4. Praises more than criticizes. not the person. ∼ 113 ∼ . 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. I think that my boss. Charles Cadwell. Provides positive feedback. 7.2 Exercise 22. 13. 10. 6. 2. Offers support to employees. 11. Provides specific feedback. 1993. 8.Exercise 22. 9. Tries to find the good in things rather than the bad.

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Gives corrective feedback 5.5 or more can indicate areas where improvement may be needed. 3.3: Feedback Perception Comparison For each statement below. not the person 6. Offers support to employees 12. Charles Cadwell. Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry. MA: HRD Press.) that you gave yourself for each item. Passes on positive feedback received from others 13. charts. to provide feedback 11. Focuses on what’s right 9. indicate the score (1.. 1993. ∼ 115 ∼ . and Joe Fehrmann. E2.Exercise 22. Provides help to improve 7. etc. Criticizes behavior. Tries to find the good in things rather than the bad 8. Listens to employees 10. Praises more than criticizes E1 E2 E3 E4 E5 Avg. Amherst.3 Exercise 22. Use the spaces to the right to indicate your employees’ scores for the same items. Provides positive feedback 2. Uses graphs.) for each item and compare it with your average score. Use additional sheets if needed. Differences of 2. Mine 1. Provides specific feedback 3. Then determine the average score of the employee responses (columns E1. etc. Provides sincere feedback 4. etc.

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

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

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. 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. and collaborate to effectively produce team effort. interpret the nonverbal communication of coach and team members. Objectives By the end of this activity.

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

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

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

1993. the team would have six chances to get them right. The first person to answer the tiebreaker question correctly wins the game for his/her “dueling family. Each person will take turns giving an answer. If the opposing team cannot. As a team. If all parts are answered correctly. The way in which you line up could be critical. When it is time to play: 1. 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. only encouragement. The individual will receive no help. 4. The purpose of the exercise is to score more points for your team than the other one scores.Exercise 24. 7.1 Exercise 24. Consider how that might influence scoring. MA: HRD Press. Play continues until all rounds have been completed.” Once chosen to speak for the team. the team will receive 25 points. 3. and Joe Fehrmann. 6. There will be 50 percent more opportunity to respond to the question correctly than there are answers. from the other “family” members. it receives nothing but the option to play or pass to the next question.1: Dueling Families Instructions for the coach: As coach. ∼ 123 ∼ .” you will strategize playing or passing options in an attempt to answer more questions correctly when it is your turn to play. if there are four answers. 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. 2. each team will confer and appoint a team representative to play in a tiebreaker. Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry. or one of the “dueling families. A question will be asked or displayed. it receives 50 points. the team receives 50 points. the team will depend on your leadership for direction but not for the answers. 5. Amherst. that person will not be able to confer with the others about the answer. the other team gets the chance to try. If the opposing team gets all the remaining portions correct. For example. In case of a tie. Your team will line up opposite the other. No reference materials will be allowed. If the team cannot answer all parts correctly. The team that plays will give answers in the order that they stand in line. For even a portion of correct answers. Charles Cadwell.

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

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

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

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

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It can. at your option.1 for each participant Pen or pencil for each participant Prizes for winners (optional) ∼ 131 ∼ . participants will be able to • • define key terms related to the role of the coach/mentor. also be used to create fun competition among participants.26 Description Coaching Challenge This activity can be used to review key concepts presented during the training. and describe the importance of various coaching roles Skill Areas • • Role of coach/mentor Course closure Participants Number: Type: Any Any Time 30 minutes Resources • • • • Trainer’s Notes One copy of Exercise 26. Objectives By the end of this activity.

Decide if you want to provide “prizes” to the winners. Notes: Read definitions one at a time. they will then explain why that role is important for a coach. Award prizes to winners (optional). If they have marked the correct term. Play until there is a winner. Participants must be able to both identify the term and explain its importance. Notes: Have participants fill out their game cards. or diagonally wins.” If the explanation is not satisfactory. Random assignment of terms is best so that cards are different. another person/team can win the “X” by giving the correct explanation. they keep the “X. Notes: 50 Activities for Coaching/Mentoring Decide if the game will be played by individuals or teams. Notes: You will provide only the definitions of coaching/mentoring terms. Step 3: Distribute Exercise 26.1.” The first person/team to get five in a row vertically. If the explanation is satisfactory. Step 5: Conduct the activity. Step 2: Introduce the activity. provided they can explain the importance of the roles they have marked. Notes: Review the objectives. Step 4: Explain the rules.Activity 26 Method Step 1: Prepare the activity. The person/team is asked to read the terms that are marked. Participants will find the correct answer and mark it with an “X. ∼ 132 ∼ . horizontally.

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

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

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

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

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

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

Write their remarks on a flipchart marked “Positive Behaviors” and “Negative Behaviors. one of 6 to 12 participants. so that all are able to contribute). Step 2: Conduct the activity. Notes: Ask observers to share their notes (one observation at a time. Separate the class into two groups.3 and 28. Notes: Give the committee 30 to 40 minutes to discuss the issue of whom to hire for the position of executive director.4 to alternating observers (also designated as As and Bs).1 and 28. per observer. how? Which of these behaviors do we find ourselves performing? ∼ 142 ∼ . Notes: 50 Activities for Coaching/Mentoring Tell participants that the purpose of this exercise is to see communication in action. Distribute copies of Exercises 28.2 to alternating committee members (designate them as As and Bs) and Exercises 28.Activity 28 Method Step 1: Introduce the activity. Step 3: Discuss the communication process. The first group will be the “committee.” and the second group will be observers. and the other of all the remaining participants.” 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.

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

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

Has chaired several successful United Way campaigns.2: Discussion Instructions—Committee Member B You are a member of the search committee to hire a new executive director for the local chapter of the United Way. married with two children.000. 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. Was most recently owner of his own computer software company (which he sold at a fair profit). Wilma Johnson Larry Reynolds David Espinoza (Continued) ∼ 145 ∼ . Was most recently director of Development for a state university with 20. Degree: MS. Would heighten fundraising efforts and emphasize counseling for families. married with four grown children. serving seven counties with a total population of 450. The position pays $50. no children. Degree: BS. married.000 students. Would place emphasis on children’s issues. Your chapter supports over 30 agencies. Would encourage support of more agencies while expecting established agencies to gradually develop more of their own funding sources. is a fairly large one. Degree: MBA. the United Way of Mid-America.000 per year. All are from outside your area: Fred Baxter Age 59. Education. Has chaired another chapter Fund Allocation Committee for three years. Advocates more careful scrutiny and auditing of agencies. Psychology. Your chapter. including very active Red Cross and Salvation Army chapters. Has led successful special event fundraisers. divorced with custody of one child. Age 45. You have narrowed your list to four candidates and must select one during today’s meeting.Exercise 28. Age 37. Was most recently director of a Red Cross chapter with 21 employees. especially those helping unemployed and hopeless. Was most recently vice president of Sales for a manufacturer of light aircraft. Mid-America has a staff of 30 full-time employees and 5 part-time employees. Age 42.2 Exercise 28.

and Joe Fehrmann. display negative communication behaviors. cleaning nails.Exercise 28. Amherst. MA: HRD Press. ∼ 146 ∼ . so you don’t have to display all of these negative behaviors yourself.2 (concluded) Throughout your discussion. Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry. Several of your committee members will receive these same instructions. Using sarcasm Asking “quiz questions” Judging others’ ideas Wandering off-track Creating conflict or arguments It is important that you be realistic in your behaviors. Charles Cadwell. etc. 1993. such as: • • • • • • • • Exhibiting a closed or uninterested posture Interrupting others Looking away.

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

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

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

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

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

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

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

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

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

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

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

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

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

and practice behaviors appropriate for an X or Y situation. Skill Areas • • Building trust Role of coach/mentor Participants Number: Type: Any Any.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 33.3 for each participant Flipchart stand.33 Description Theory X/Theory Y Assumptions This is a paper-and-pencil activity with follow-up discussion. and markers ∼ 165 ∼ . Objectives By the end of this activity. paper. participants will be able to • • identify their own X and Y assumptions.

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

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

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

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

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Amherst. MA: HRD Press.3 Exercise 33. What are some examples of effective “blue” behavior? Example: • Green 1. What are some examples of ineffective “blue” behaviors? Example: • 2. How might “green” and “blue” behaviors be combined? 3. How might “green” and “blue” behaviors be combined? Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry. 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. Charles Cadwell. and Joe Fehrmann.Exercise 33. What are some examples of ineffective “green” behaviors? Example: • Shouting at employees Not responding to a rule infraction 3. 1993.3: Company Behaviors Blue 1. ∼ 173 ∼ .

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participants will be able to • • express their opinion of performance in concrete. and use both written and verbal communication to describe performance.34 Description Letter to a Friend This activity uses both written and verbal communication to enhance participants’ abilities to discuss performance and expectations in concrete. paper. tangible terms. Objectives By the end of this activity. and markers Writing paper for participants ∼ 175 ∼ . behavioral 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 read them. Partners are to discuss the letters until every reader understands fully what the writer meant to say. and in analyzing performance problems. This skill is needed in setting performance expectations. The letter is to give as accurate a description as possible. Instruct participants to think of two people. If they are not supervisors.g. Notes: Readers are to circle all statements that do not appear clear. in evaluating performance. If participants are supervisors. Notes: Tell participants that they are going to write a letter to a friend who is a supervisor and to whom each of these two people has applied for a job. they should think of current or former coworkers who would be best and worst as performers. 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 ∼ . Notes: 50 Activities for Coaching/Mentoring Explain that one of the most difficult aspects of coaching is identifying or defining behavior. Step 2: Conduct the activity. or that do not describe behavior.. have the participants pair up.Activity 34 Method Step 1: Explain the activity. they should think of their best performer and their worst performer. exchange their letters. that may be interpreted in more than one way. Step 3: Lead the discussion. Questions you might ask: • • • • • What was circled in your own letter? How could you have expressed things more clearly? Are any patterns present in our letters (e. After the letters are written.

Skill Areas • • Building trust Collaboration Participants Number: Type: Any Any. Objectives By the end of this activity. but a mixture of men and women provides the richest discussion Time 30 to 40 minutes Resources • • Flipchart stand. paper. copies of Exercise 35. participants will be able to • • appreciate the significance of different value systems.2 for the other half of the participants ∼ 177 ∼ .35 Description The Lovers This activity illustrates the part values and ethical decisions can play in the coaching or mentoring process. and markers Copies of Exercise 35.1 for one-half of the participants. and understand the effect of differing values on a mentoring relationship.

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

If rankings for Jennifer and Preston are different from those for David and Mary. focus discussion on why these characters were judged differently. If they are similar. Now focus attention on the two stories. 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 ∼ . 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. ask for reasons why. Get participants to ask each other for reasons. Notes: This step may also be done in small groups. Step 4: Conclude group discussion.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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When Jennifer told David what she had done. he didn’t care what Preston did. He was Preston’s boss. and other delays slowed their progress until they were in danger of not being able to cross Breakneck Pass. To her dismay. Jennifer went to John.Exercise 35. One of the travelers. she reasoned. Jennifer was heartbroken. (Continued) ∼ 181 ∼ . the heavy clouds unleashed a blinding snowstorm that quickly halted the train. Jennifer could think of no other solution. Thomas. not only shocked by David’s behavior but also attracted to Jennifer. and since they were descending to the east because of the snow. She went to the train’s scout. telling her he wanted nothing to do with an improper woman. one less person was exactly what their ruined crossing needed. they worked together by day and shared their dreams by night. Preston. She stood at the edge of the encampment and sobbed. heard her crying and sought to comfort her. a young woman named Jennifer and a young man named David joined a wagon train heading for California. In fact. They had dinner together. he pushed her away in disgust. Unexpected rains. and the pass would be closed to wagon trains until spring. however. Jennifer and David were separated by dozens of feet of snow. Distraught. Through mile after mile of hard travel. Each day. he left her. Along the way. Jennifer explained her situation and pleaded for his help to take her across to join David. At dusk. and agreed to Preston’s terms. named Thomas. they fell in love and decided to marry and settle down together when they reached their destination. the wagon master. David went to the front of the train to help with the lead wagon while Jennifer took charge of the children at the rear. he said.1 Exercise 35.1: The Lovers During the days of the settlement of the Old West. true to his word. Suddenly. After days of back-breaking work. when they could see the campfires of the lead wagons below them. their wagon train fell farther and farther behind its schedule. Only a few of the lead wagons reached the crest. the lead wagons finally reached the pass. sought David out. One or two hard snows. and on the next morning. the wagon train finally began its ascent of Breakneck Pass. the remainder turned to work their way back down the trail. and could force Preston to help. Preston agreed. As the snow deepened. Our story ends with Jennifer laughing as she watches the enraged Thomas horsewhip David. swollen rivers. below the worst of the blizzard. Jennifer knew that the wagons on the western slope must soon descend or risk being trapped hundreds of feet above help. Preston said he knew of a second pass that could be traveled by a single file of pack animals. for help. In mid-September. but not wagons. Preston brought her across. John told her that Preston was hired to scout westward. Jennifer told her sad tale. but on the condition that they spend the evening together having dinner before they left.

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

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

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

and describe the different feelings attached to the same words spoken in different ways.36 Description Say what you mean! This activity gives the participants an opportunity to hear simple coaching phrases spoken with a change in inflection.1 for each participant ∼ 185 ∼ . Objectives By the end of this activity. In groups of two or three. 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. 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.

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

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

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

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

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

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Charles Cadwell. lean back.” “Tell me what you think about this situation.” “Does this work meet the standard you have set for yourself?” “What can I do to help you?” Tone of Voice Abrupt Indifferent Body Language No eye contact. 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. 1993. lean toward the person.Trainer’s Notes Trainer’s Notes: Message Component Suggestions Messages “How’s it going today?” “You seem to be doing a great job. MA: HRD Press. look down Turn and walk away as you speak Sit.” Genuinely pleased Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry. ∼ 193 ∼ . Amherst.” “We are glad to have you on our team. and Joe Fehrmann. and look into his/her eyes Sit.

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

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

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

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gradually do two or more of the following: • • • Touch your partner with your hand Move to within 12 to 16 inches of his or her face Shift in your chair until your knee touches your partner’s knee Be sure to make your actions natural and gradual. Your partner will select the conversation topic and will initiate the discussion. simply continue your gradual “encroachment.2 Exercise 38. but as you converse. Amherst. ∼ 199 ∼ . MA: HRD Press. 1993. and Joe Fehrmann. Charles Cadwell. Take an active part in the conversation. If your partner pulls away or moves.2: Group B Participants You are to participate in a conversation with your partner (a member of group A).” Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry.Exercise 38.

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39
Description

What are you gonna do?

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

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

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

Skill Areas
• • • • • •

Analyzing performance problems Collaboration Counseling Listening Questioning Setting expectations

Participants
Number: Type: Any Any

Time
60 to 90 minutes

Resources

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

∼ 201 ∼

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

50 Activities for Coaching/Mentoring

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

a a a a

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

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

Coach Employee Observer

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

∼ 202 ∼

50 Activities for Coaching/Mentoring

Activity 39

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

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

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

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

∼ 203 ∼

Handout 39.1

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

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

2. Decide on a Solution
• • • • • •

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

3. Follow Up
• • •

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

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

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

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

∼ 205 ∼

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

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

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

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

Exercise 39.4: Coaching Worksheet Use this worksheet to think about a current performance problem you have with one of your people and to develop a plan for resolving the problem. Step 1: Get agreement that a problem exists What questions will you ask? What did you agree to as the problem? Step 2: Decide on a solution What are the alternatives? What solution(s) did you agree to implement? By when? Step 3: Follow up When will you follow up? How will you know the solution is working? (Continued) ∼ 213 ∼ . Refer to it during the discussion to help keep yourself on track.4 Exercise 39. Employee: Date of planned discussion: Describe the problem that you think exists.

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

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

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

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

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. Notes: Ask for two more volunteers to discuss an issue. Have participants pair up (it is helpful for partners to disagree on their discussion issues. List responses on the flipchart. Have the volunteers and the class list the empathic listening behaviors each volunteer practices. The list should include: • • • • • • Nodding Paraphrasing Maintaining eye contact Offering “mirror” responses Making encouraging comments Leaning forward Step 5: Practice active listening. but it is not vital). but. Have each pair practice empathic listening. Step 6: Review the activity. Questions you might ask: • • • • Who had difficulty resisting the urge to “Yea. . Notes: Ask partners to share their reactions to the exercise.” 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 ∼ .

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

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

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

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

B. you don’t even need to discuss the assignment. already late and impatient to get to a meeting. this subordinate is not very capable and will probably mess it up. You have a lot of faith in this subordinate. Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry. ∼ 230 ∼ . C. This subordinate is capable.Exercise 42. in fact. This assignment is critical. D. Be sure it is understood and the subordinate feels confident. MA: HRD Press. and you don’t want to discuss any more than necessary. You are in a hurry. and you want to be sure he/she succeeds in this assignment. Roles: A. Charles Cadwell. and Joe Fehrmann. Unfortunately. 1993.1 (concluded) 2. Amherst.

How do you feel about this assignment? Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry. What tone did your supervisor use? 2.2: Subordinate Reactions 1. 1993. and Joe Fehrmann. Did you understand the assignment? 4.2 Exercise 42. Charles Cadwell. Amherst. How was this tone communicated? • • Verbally: Nonverbally: 3.Exercise 42. ∼ 231 ∼ . MA: HRD Press.

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MA: HRD Press. What ineffective delegating behaviors were shown? Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry. What effective delegating behaviors were shown? 5. and Joe Fehrmann.Exercise 42. Amherst. What message did the supervisor send? • • Verbally: Nonverbally: 4.3: Observer Notes 1.3 Exercise 42. Charles Cadwell. Did the supervisor check for understanding? How? 3. 1993. What tone did the supervisor use? 2. ∼ 233 ∼ .

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

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

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

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

1 Handout 43. makes suggestions first Accepts ideas and feelings and probes for more information before making recommendations Empathy Fails to see or hear the other person’s point of view Tries to put himself/herself in the other person’s shoes Probing Fails to probe or follow up for additional information Probes in a helpful way. but does not play “20 questions” Paraphrasing Fails to check whether message was received accurately Paraphrases and restates what he/she thought the other person said Advice Narrows the choices by suggesting the best solution early in the discussion Asks for suggestions from the other person as well as providing own alternatives Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry. and Joe Fehrmann. Amherst. 1993.1: Characteristics of Ineffective/Effective Listeners Ineffective Nonverbal Behavior Looks bored. MA: HRD Press. ∼ 239 ∼ . avoids eye contact Maintains positive posture and avoids distracting behavior Effective Focus of Attention Shifts focus to self and talks about own accomplishments Keeps focus of comments on the other person Acceptance Doesn’t accept other person’s ideas or feelings. seems uninterested or judgmental. Charles Cadwell.Handout 43.

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

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

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

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

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

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

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Skill Areas • • • • Icebreaker Delegating Listening Orientation Participants Number: Type: Any Any Time 30 to 45 minutes Resources • • Trainer’s Notes Pen or pencil and paper for each participant ∼ 249 ∼ . and develop a plan for helping their employees listen. describe what can happen when making work assignments. It also provides an opportunity to explore what can happen when work assignments are delegated to employees.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. participants will be able to • • • describe their listening strengths and weaknesses.

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

If using as an icebreaker.50 Activities for Coaching/Mentoring Activity 45 Step 6: Review the activity. 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.

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and we still get his mail. We usually try to go between 11:30 and 1:00 in 15-minute intervals. If you spend too much time on his stuff. you can go anytime. She’s a real stickler. a lot of it will be personal stuff. Sometimes you can sort the mail while you’re walking back here. Lunch time depends on whose day it is to answer the phones. Be as conversational as possible. He’s on the northeast corner of the lower level next to the computer lab. The boss had to go to a very important meeting. Comes in early and checks the files to see if they’re right. (Continued) ∼ 253 ∼ . you’ll go around 9:55 to beat the rush. If you’re smart. They may be. we’ll try to get you out of here by 12:15 so that you can be back by 1:00 when the afternoon action gets started. Unfortunately.Trainer’s Notes Trainer’s Notes: Assignment Read the following information to participants at a normal rate of speed. and another 10 in the afternoon. She won’t give you much. He just transferred up there a month ago. even if they don’t understand. It’s next to Hunter’s office. The mail situation sounds tricky. In the afternoon.m. you’ll never get your work done. Poulson is especially bad about expecting to get his handwritten notes typed up 30 minutes before the report is due. The Orientation It’s good to have you with us. go ahead and stop by Preston’s office and drop his off. Since you’re new. I hope the boss filled you in on your breaks.m. take it to the mail room on the third floor. As far as the filing goes.) The Situation This is your first day on the job. so she asked me to help get you started. By the way. 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. If you really have some rush stuff. 45 minutes at noon. once at 10:00 a. and again around 2:00 p. but I can tell you from my own experience that answering the phone will take most of your time. If you get it done. Then there’s Mason. On Fridays you have to get to the mail room yourself to pick up the mail. northeast corner. You’ll need them—10 minutes in the morning. It takes that long to figure out his hieroglyphics. I’m not sure she trusts anyone to do a job right. but it’s not so bad. You’ll probably get a lot of mail that belongs to Preston in the marketing department. They have so much they just can’t get it delivered. but you’d better get it right. It comes in twice a day. She probably already told you that filing and distributing the mail will be your most important duties. you’ll get the most from Goodwin. They’ll give it to you in bundles. I’m a coworker the supervisor assigned to you to help with orientation. You’ve got to take the mail that has been left on the desk to Charles Hall for pickup. (New employees generally are reluctant to ask questions.

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

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

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

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

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

Ask each group to brainstorm body language behaviors for each of the three types of communication. Allow 10 to 15 minutes for the role play.1.2. Notes: 1. Allow them 5 to 10 minutes to write their ideas in the box at the bottom of Exercise 47. Step 5: Review and summarize the activity. 3. review the activity.2 using the corresponding nonverbal behaviors identified in Exercise 47. Record suggestions on a flipchart using the guide offered in Exercise 47. Ask participants to role play the “you” and “I” statements printed in Exercise 47. If you are using groups of three. Ask for feedback. 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 ∼ . ask that they rotate the communicator role so that everyone has a chance to act and to react. Fill in where the groups come up short on ideas.1. Step 4: Distribute Exercise 47.1. 2. When everyone has finished.50 Activities for Coaching/Mentoring Activity 47 1. 2. Ask the participants to divide into groups of two or three. Ask that they take notes in order to have a complete picture of the behavior.

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

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

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

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

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

MA: HRD Press. __________ 2. ∼ 269 ∼ . Charles Cadwell.1: “Say what?”—Answer Sheet 1.1 Exercise 48. 1993. and Joe Fehrmann. __________ 4. __________ How did I do? My score was __________ Compared to the class average of __________ Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry.Exercise 48. __________ 3. __________ 5. a. Amherst. ________ b. ________ 6.

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

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

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

you should watch partners to note any particularly effective communication practices as well as points at which receivers begin to fold or tear the wrong way. this time noting the impact of verbal feedback on the process. and assumptions. 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. After all partners have completed the instruction process. Notes: Conduct a similar discussion. lack of verbal feedback. All other instructions remain the same. Senders and receivers stay in the same role. Notes: Tell senders to begin giving instructions.50 Activities for Coaching/Mentoring Activity 49 Step 4: Conduct the activity (Stage 1). This time senders and receivers may talk to each other. Along with any observers. have them compare papers. ∼ 275 ∼ .) Step 6: Repeat the activity (Stage 2). Step 7: Review Stage 2. Step 5: Review Stage 1.

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

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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Objectives By the end of this activity. Skill Areas • • • • • Collaboration Consulting Listening Role of coach/mentor Setting expectations Participants Number: Type: Any Any Time 1 hour Resources • • • One copy each of Exercises 50. use a four-step process for resolving conflicts.1 for each participant Pen or pencil for each participant ∼ 279 ∼ .1 through 50. participants will be able to • • • describe their preferred conflict resolution style. and develop a plan for resolving current conflicts.3 for each participant One copy of Handout 50.50 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.

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

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

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

1993. and Joe Fehrmann. Amherst. Agree on a Solution • • • Discuss alternatives Decide on mutually acceptable solution Decide how to implement the solution 4. Discuss the Conflict • • • • Decide what questions to ask Be prepared to listen Do you know what your point of view is? Do you understand the other person’s point of view? 3. ∼ 283 ∼ . Charles Cadwell. 1.1 Handout 50. Monitor Results • • • Decide how you will verify that solution is implemented Ensure that conflict is resolved to everyone’s satisfaction Determine if anything else needs to be done Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry. MA: HRD Press. Acknowledge the Conflict • • • • Schedule a meeting Determine own conflict resolution style Determine other person’s style Decide to discuss the conflict 2. The four-step process below can help you reduce conflict and solve problems.1: Problem-Solving Approach The ability to use a prescribed method of resolving conflict that focuses on solving problems is important for effective coaches.Handout 50.

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

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___________ Total _________ Problem Solving 3. 1993.1. ___________ 9. high respect for mutual support. must win at any cost Survival of the fittest. cooperative even at the expense of personal goals Not worth risking damage to relationships or creating disharmony Confrontational and assertive. Add your points for the statements to determine which style(s) you tend to use. Charles Cadwell. The numbers in the first column refer to the numbered statements on the questionnaire in Exercise 50. ___________ 6. Amherst. ___________ Total _________ Win/Lose 3. ∼ 287 ∼ . ___________ Total _________ Compromising 4. ignores or passes over issues. there is more than one good way to do anything. ___________ 7.Exercise 50. ___________ Total _________ Behavior Nonconfronting. MA: HRD Press. attempts to solve might damage relationships Agreeable and nonassertive. assertive and cooperative When all parties will openly discuss issues. ___________ Total _________ Accommodating 2. ___________ 8. a mutually beneficial solution can be found with major concessions Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry. must prove superiority and be correct Important that all parties achieve basic goals and maintain good relationships No one person or idea is perfect. ___________ 6. denies issues are a problem Justification Difference too minor to worry about. Style Avoidance 1. you must give to get Needs of both parties are legitimate and important.2 Exercise 50. and Joe Fehrmann.2: Conflict Resolution Styles The five basic conflict resolution styles are described below.

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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 ∼ . Acknowledge the Conflict Schedule a meeting.3 Exercise 50. 1.Exercise 50. if any. 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.3: Problem-Solving Worksheet Use the worksheet to plan how you will work through a current on-the-job conflict.

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

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

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