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

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

.

Remember your job is to facilitate their learning. Mager’s belief that training is only a means to an end—and that the end is performance. About Course Participants Experience tells us that the more involved participants are in the process. the more they will learn. That’s why you’ll find that a majority of the activities in this book can easily be adapted to participant groups of 3 to 300. That knowledge has helped us remember that no matter what size group you are working with. Unless the people who attend training can perform their jobs in a way to help their organizations accomplish their goals and objectives. We soon realized what most trainers now take for granted— adults want to be actively involved in the learning process. we might as well not bother conducting training in the first place. 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. As trainers in the corporate world we also learned the difference between “active learning” and “having a good time” in class. We know that the simple act of asking questions and getting people involved in a discussion increases their retention. Don’t feel left out— that’s a good sign. This revelation has led us to stop thinking of ourselves as trainers and to start thinking of ourselves as learning facilitators. That was the signal that we needed to develop our own specialized activities that related directly to the performance that management expected when our participants returned to their jobs. We also know that some people are hesitant to get involved in a large group activity. but will do fine in a smaller group. 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. not to be the allknowing trainer. We subscribe to Robert F. ∼1∼ . We also know that participants often learn more from each other than they do from us.Introduction About Us All three of us started out in an academic environment and later switched to the business world. The activities in this book will encourage your participants to interact more with each other than with you.

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

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

.

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

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

as you select and use the appropriate activities for your learning environments. listening. goal setting. This volume is designed to do just that. ∼7∼ . counseling. We are confident. and setting expectations. collaboration. We have included activities that address such skills as building trust. 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.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.

.

Who am I? Developing Coaching/Mentoring Skills ∼9∼ 5. How do you rate? 8. Card Exchange 4. Focus on Coaching Skills 9. You're Out 3. Let's Have a BEER 11. Strike Three. String Toss 10. Paper. Positive Feedback 15. Making a Sandwich 13. Chair Walking 14. Goal Ladder Recognition and Reward Course Closures . Rock. Scissors 17 25 31 35 39 47 49 53 57 59 65 67 71 75 77 2. Picture That 7. Wanna BET? 12.Index to Activities Icebreakers Analyzing Performance Problems Assertiveness Building Trust Collaboration Communication Delegating Evaluation Goal Setting Listening Page Number Networking Nonverbal Communication Nurturing Orientation Questioning Role of Coach/Mentor Setting Expectations Training Counseling 1. Attitudes or Attributes? 6.

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

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

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

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

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

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

.

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

2.1. • • • • Divide participants into two teams. Rounds 4. Rock (+) breaks Scissors (—) 2. and 9: Players may talk with each other as well as with their team. Notes: Give each participant. Scissors. they will each use their hand to represent one of the following: Rock = closed fist Paper = open hand Scissors = V formed with index and middle fingers • Scorekeepers will record the results on Exercise 1. Have each team elect or appoint a player. if any. including the players.1. a copy of Handout 1. Notes: • • • Rounds 1. Scissors (+) cuts Paper (—) 3. Rounds 7.Activity 1 Method Step 1: Introduce the activity. Notes: 50 Activities for Coaching/Mentoring Identify between 12 and 18 participants to take part in the activity. are to record their observations for later discussion. They do not talk to each other. and 6: Players consult with their team to decide how to play the game. Remaining participants. Have each team select a name for the team. proceed the way the team decides.1. Step 2: Distribute Handout 1.1 based on the scoring guidelines and these rules: 1. At no time during the exercise are participants to talk to members of the other team or to class members who are observing. Explain the rules: • • • The activity is based on the old game of Rock.” Refer participants to Exercise 1. 8. ∼ 18 ∼ . however. Players must. and 3: Players start the game without consulting their respective team and without talking to each other. Paper. When meeting. On the count of 3. Paper (+) covers Rock (—) Step 3: Explain exercise “rounds. Have each team elect or appoint a scorekeeper. 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. 5. Explain the purpose of the activity: to accumulate as high a score as possible for the team.

Notes: Scorekeepers will assign points based on scoring guidelines. • • • • During rounds 1.” Option: You can influence the game’s outcome by • • instructing one of the teams to establish a “win-win” strategy.” 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 ∼ . During rounds 4. The team with the highest score is the winner. 8. verify scores. and/or instructing one of the teams to “double-cross” the other team. if any. and 9. Step 5: Conduct the activity. Have scorekeepers record scores after each round. Allow discussion for 60 seconds for rounds 7. Total the scores at the end of the activity and congratulate the “winners” and give condolences to the “losers. 2.50 Activities for Coaching/Mentoring Activity 1 Step 4: Explain scoring. Have observers. Scores are totaled after round 9. Questions you might ask: • • • • • • • • • • • What was the objective of each team? In what ways did the teams collaborate? Did anything prevent collaboration? How could these obstacles have been overcome? Was there a clear “winner” or “loser”? Why or why not? Did one team have a higher score than the other? Does that create a “winner” or a “loser”? What was done to build trust between the players? What was done to build trust between the teams? If trust was “betrayed. and 3. Notes: Allow discussion for 30 seconds per round for rounds 4. scores are tripled. and 9. scores are doubled. 8. and 6. and 6. During rounds 7. scores are face value. 5. 5. Notes: Lead a discussion on how this exercise revealed issues in collaboration and teamwork. Step 6: Review the activity by asking the participants to describe what happened.

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

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. and Joe Fehrmann. After the activity.Handout 1. the facilitator will lead a discussion. Charles Cadwell. or scissors with their hands. MA: HRD Press. trying to guess what their opponent will do. and tripled during rounds 7—9. Scissors. ∼ 21 ∼ . two players form symbols for rock. Scorekeepers will use the following scoring guidelines: scores are at face value during rounds 1—3. In this game. Paper. Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry. On the count of 3. Team members who have been selected as players will face each other in an area apart from their team. 1993.1 Rock. Scissors This activity is based on the old game of Rock. Amherst. they will raise and lower one of their fists three times in a “table pounding” motion. Maintaining eye contact. paper. The goal is to accumulate the highest possible score for your team. doubled during rounds 4—6. Paper.

.

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

.

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

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

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

.

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

.

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

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

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

.

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. participants will be able to • • ask questions to obtain information. and name several other participants. Objectives By the end of this activity.

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

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

.

Skill Areas • • • • Evaluation Orientation Role of coach Training Participants Number: Type: Any Any Time 1 hour Resources • • One copy each of Exercises 5.1 and 5. Objectives By the end of this activity.5 Description Attitudes or Attributes? This activity encourages participants to explore the importance of attitudes and attributes of successful coaches. participants will be able to • • • list attitudes of successful coaches. list attributes of successful coaches. paper. Participants also have the opportunity to evaluate their own attitudes and attributes.2 for each participant Flipchart stand. and markers ∼ 39 ∼ . and evaluate their own attitudes and attributes.

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

Ask participants to describe the relationship between attitudes and attributes as they relate to successful coaches. Step 7: Review the activity. Notes: Go back to the definitions agreed to earlier. ∼ 41 ∼ . Ask participants which they think are most important—attitudes or attributes. Ask participants if they still think their original definitions are valid or if they need to be changed. Notes: Challenge participants to identify one or two attitudes and/or attributes that they want to improve.50 Activities for Coaching/Mentoring Activity 5 • • What can you do if you have a “low” attribute score? How can you use the results of this questionnaire on the job? Step 6: Discuss the relationship between attitudes and attributes. Have them write a brief statement of what they plan to do. The statement should be as specific as possible.

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. identify individual coaching skills needed. Objectives By the end of this activity. participants will be able to • • • express individual coaching skills.

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

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

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

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

8
Description

Focus on Coaching Skills

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

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

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

Skill Areas
• • • • •

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

Participants
Number: Type: Any Any

Time
1 hour

Resources
One copy of Exercise 8.1 for each participant

∼ 53 ∼

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

50 Activities for Coaching/Mentoring

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

∼ 54 ∼

Exercise 8.1: Focus on Coaching Skills

Name

What I get paid for:

The best coach I ever had was… because…

My two best coaching skills are…

Hot buttons that keep me from being a successful coach:

Coaching skills I want to improve:

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

∼ 55 ∼

Exercise 8.1

participants will be able to • • list coaching skills. 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. Objectives By the end of this activity.

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

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

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

etc. Notes: Instruct the class to recall a current or recent example of unacceptable behavior or performance. Have each pair practice the BEER model by confronting each other using their own examples. You may also have class members volunteer additional elements that can be added to the model to make it more supportive (such as asking the subordinate for his/her ideas to correct the problem).50 Activities for Coaching/Mentoring Activity 10 Explain the acronym: B E E R Behavior—What the employee is doing or not doing that is unacceptable Effect—Why the behavior is unacceptable. 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. how it hurts productivity. Have participants pair up. Each “supervisor” will need two to four minutes. Notes: Refer once more to the BEER model. Step 5: Summarize the activity.1 for practice. bothers others. Option: You may choose to use Exercise 10. ∼ 61 ∼ .

.

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

.

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

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

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

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

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

.

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. 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.

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

∼ 73 ∼ . Results of a trusting relationship in the workplace. Reasons trust is essential to coach/employee relationships. Notes: Questions you might ask: • • • Why did we do this exercise? What did we learn? How does this illustrate coaching responsibility? Step 6: Summarize the activity. mentor. or coworker for guidance and direction? Have you ever worked in a situation where there was no trust? How did that affect productivity or quality? Step 5: Review the activity. Notes: Ask the participants to list the following: 1.50 Activities for Coaching/Mentoring Activity 13 • • • Have you ever lacked confidence with a task in the workplace and depended on the support of a coach. 2.

.

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

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

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

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

” ∼ 79 ∼ . Next month. league play. Both of these are long-term goals and require the support of the following goal increments. This would be a measurable point between now and the short term. learning more about anything that will improve a person mentally. This would be the goal that falls somewhere between tomorrow and the intermediate point. tournament. Explain that you want goals that will stretch the mental capacity—reading. What goals could they establish for themselves that would bring them to a level of greater development. establishing a nutritional eating plan. giving up a habit. this would be a goal that comes at the 6-week point. Losing 20 pounds may only need 6 months. Intermediate. Ask participants to plan the first thing they must do to start on the road toward accomplishment. Remind participants to keep their goals realistic. Completion of a degree program may require a long-term goal of 6 years. Area 7—Spiritual Explain that humans are spiritual and ask each to consider what it is that gives their life purpose and what offers meaning to their existence. This is material for tomorrow’s “to do list. learning a new language. Tomorrow. This could possibly be a place described as “half-way there.50 Activities for Coaching/Mentoring Activity 15 Area 5—Physical Ask about plans to improve or change physical condition: starting exercise or diet program. earning a degree. Plan for success. Short term. training for developing physical endurance (a road race. What we are attempting to do is establish a tracking system so that our goals can be attainable and measurable. this would be a 2-year goal. this would be 3 months. Depending on the goal area. This is self-explanatory: a tracking point for the very near future. For the degree program. not failure. Goals that involve the body belong here. Step 4: Define the rungs of the Goal Ladder. for the 20 pounds. for the weight loss. Next week. etc. visiting local cultural spots. Notes: Explain the rungs on the ladder as follows: Long term.” For the 8-year goal. taking a class.). long-term goals will vary from 6 months to 10 years. this would be 4 years from now. Area 6—Mental Ask about plans to “exercise” the mind.

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

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

.

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. and Joe Fehrmann. Charles Cadwell.1 Tomorrow Tomorrow Tomorrow Tomorrow . MA: HRD Press.Exercise 15. 1993.

.

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

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

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

.

and describe the advantage of collaboration for team production. participants will be able to • • define the importance of communication for performance. Skill Areas • • • Analyzing performance problems Collaboration Role of coach/mentor Participants Number: Type: Five to six per group Any Time 20 to 30 minutes Resources • • A 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.) ∼ 89 ∼ .17 Description Origami This activity is a variation of the previous Construction exercise but is better suited to larger groups (for which the cost of Tinkertoys or building block sets would be prohibitive). Objectives By the end of this activity. Use this activity to demonstrate the importance of communication to production and collaboration.

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

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

.

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 ∼ . Objectives By the end of this activity.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.

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

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

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

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

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

participants will be able to • • • recognize some effective coaching behavior.20 Description Reel Movies This activity uses clips of real Hollywood movies on DVD (as opposed to training DVDs) to illustrate effective and ineffective coaching techniques. Luke’s Hospital. St. and forecast the production for various coaching behaviors. This is an enjoyable and effective exercise that energizes participants. contrast effective behavior with ineffective behavior.* Objectives By the end of this activity. Davenport. Iowa. 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. ∼ 99 ∼ .

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

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. I find that participants remember the concept better as a result of this tool. and it has always been met with resounding positive response. but it is another highly effective way to present the material. 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.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. ∼ 101 ∼ .

.

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

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

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

.

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

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

The goal for giving corrective feedback is to eliminate the behavior that caused the problem. provide positive feedback. Recommend that employees mail the surveys back to the supervisors. These supervisors don’t realize that most people are motivated by the desire to succeed and achieve results—as long as someone recognizes their efforts. Some supervisors think that as long as they don’t tell someone there is a problem. Explain that the survey should be anonymous in order to obtain honest feedback. Recommend that supervisors distribute the surveys to employees at a group meeting and explain the reason for doing the survey. Despite your best efforts. If performance is still unacceptable. your time and effort should be focused on being positive. These people said they would be less likely to cooperate or collaborate with their critics in the future. People will work hard and long and go to extraordinary lengths if they know what they do is appreciated and recognized. When the performance improves or meets established standards. the person will assume everything is okay. ∼ 109 ∼ . Poorly handled criticism was noted as a significant source of friction. Notes: Key points you should make: • Positive feedback (recognition) strengthens performance. Notes: Explain how this tool gives supervisors a chance to see if their perceptions match their employees’ perceptions. • Step 5: Discuss giving corrective feedback. Notes: Key points you should make: • As a coach. there will be times when your people don’t meet performance standards. repeat the corrective feedback. • • Step 6: Distribute Exercise 22.50 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. it’s important that you follow up. After giving corrective feedback. Step 4: Discuss giving positive feedback.2 and explain its use.

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

12. not the person. 1993. . 10. 5.. Charles Cadwell. Provide sincere feedback. . ∼ 111 ∼ . and Joe Fehrmann. MA: HRD Press. Try to find the good in things rather than the bad. Provide positive feedback. 3. Praise more than criticize. 9. Provide specific feedback. Amherst. 2. Focus on what’s right. Use graphs. charts. to provide feedback.1 Exercise 22. Rarely 1. etc. 8.Exercise 22. Criticize behavior.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. 6. Total Score: 1 1 1 1 1 1 1 1 1 1 1 1 1 2 2 2 2 2 2 2 2 2 2 2 2 2 Sometimes 3 3 3 3 3 3 3 3 3 3 3 3 3 4 4 4 4 4 4 4 4 4 4 4 4 4 5 5 5 5 5 5 5 5 5 5 5 5 5 Often 6 6 6 6 6 6 6 6 6 6 6 6 6 7 7 7 7 7 7 7 7 7 7 7 7 7 Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry. 7. Provide help to improve. Listen to employees. 13. Offer support to employees. 11. 4. I think that I. Pass on positive feedback received from others. Give corrective feedback.

.

Provides sincere feedback. Rarely 1. 6. to provide feedback. 7. MA: HRD Press. Praises more than criticizes. Passes on positive feedback received from others.Exercise 22. 4. Criticizes behavior. 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. 13. ∼ 113 ∼ . Uses graphs. 10. charts. Amherst. Tries to find the good in things rather than the bad. etc. and Joe Fehrmann. . Provides specific feedback. Provides help to improve. Charles Cadwell. 8.2: 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. Gives corrective feedback. I think that my boss. .. 9. 12. Focuses on what’s right. Provides positive feedback. 1993. Listens to employees. 11. 5. 3. 2. not the person.2 Exercise 22. Offers support to employees.

.

Offers support to employees 12. Provides specific feedback 3.5 or more can indicate areas where improvement may be needed. and Joe Fehrmann.. Provides help to improve 7.3: Feedback Perception Comparison For each statement below. Listens to employees 10. Focuses on what’s right 9. Tries to find the good in things rather than the bad 8. to provide feedback 11.3 Exercise 22. Charles Cadwell. etc. Mine 1. 3. indicate the score (1. Differences of 2. charts. Praises more than criticizes E1 E2 E3 E4 E5 Avg. Gives corrective feedback 5. Provides positive feedback 2. ∼ 115 ∼ .Exercise 22. Provides sincere feedback 4. Use additional sheets if needed. Criticizes behavior. Use the spaces to the right to indicate your employees’ scores for the same items. Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry. 1993. Passes on positive feedback received from others 13.) that you gave yourself for each item. etc. E2. Uses graphs. not the person 6. Then determine the average score of the employee responses (columns E1. Amherst. MA: HRD Press. etc.) for each item and compare it with your average score.

.

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

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

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

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

If the team cannot fill in the missing parts with correct answers. Notes: 1. 7.50 Activities for Coaching/Mentoring Activity 24 Step 2: Brief the coaches and distribute Exercise 24. 4. 5. they express the team’s wish to play or pass to the other. No materials will be used for reference during play. Play continues until even rounds have been played (four. 9. six. Notes: Explain to coaches that they speak for their team on matters of general interest. With the teams lined up on opposite sides. For example. ∼ 121 ∼ . If the team has still not arrived at all of the correct answers. If the team answers correctly. the team gets nine chances. Give the coaches a copy of the exercise and ask that they discuss the rules with their teams. each team chooses a representative and the first to answer the tiebreaker question correctly wins the game for his/her team. Example: If the answer has 6 parts. they will lead as the team decides who will be the spokesperson. 6. after conferring with the team. 3. it gets 50 points.1. the team gets eight chances. flip a coin to determine who will have the first option to answer. 2. Step 3: Conduct the activity. Display or ask the question. and the turn passes to the other team. or eight questions). The opposing team gets one chance for each missing part. Prizes can be awarded if that option has been chosen. If the original team correctly answers all parts and scores the 50 points. it does not score but has the opportunity to play or pass the next question. if the answer has five parts. 8. the opposing team gets the option to play or pass. If the score is tied. Allow 5 to 10 minutes for review of the rules and material prior to play. The first team attempting to answer the question gets 50 percent more opportunities to answer than there are parts to the answer. it receives 25 points for the answers given correctly. Allow the team who won the coin toss to confer and choose to play or pass. In tiebreaker or grand prize categories.

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

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

.

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

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

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

.

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

.

participants will be able to • • define key terms related to the role of the coach/mentor.1 for each participant Pen or pencil for each participant Prizes for winners (optional) ∼ 131 ∼ . It can. Objectives By the end of this activity.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. also be used to create fun competition among participants. at your option.

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

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

.

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

.

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

.

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

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

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

Notes: 50 Activities for Coaching/Mentoring Tell participants that the purpose of this exercise is to see communication in action. so that all are able to contribute). per observer. and the other of all the remaining participants. Distribute copies of Exercises 28.4 to alternating observers (also designated as As and Bs).” and the second group will be observers. Step 3: Discuss the communication process.2 to alternating committee members (designate them as As and Bs) and Exercises 28.3 and 28.1 and 28.Activity 28 Method Step 1: Introduce the activity. how? Which of these behaviors do we find ourselves performing? ∼ 142 ∼ . one of 6 to 12 participants. Step 2: Conduct the activity. Separate the class into two groups. The first group will be the “committee. Notes: Give the committee 30 to 40 minutes to discuss the issue of whom to hire for the position of executive director. Write their remarks on a flipchart marked “Positive Behaviors” and “Negative Behaviors. Notes: Ask observers to share their notes (one observation at a time.” 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.

000. Would set a goal of increasing local support to 125 percent of present level and use the additional funds to finance new agencies.Exercise 28.000 per year. Degree: MBA. Would heighten fundraising efforts and emphasize counseling for families. Degree: MS. Would encourage support of more agencies while expecting established agencies to gradually develop more of their own funding sources. Advocates more careful scrutiny and auditing of agencies. Your chapter supports over 30 agencies. The position pays $50. the United Way of Mid-America. Mid-America has a staff of 30 full-time employees and 5 part-time employees. Age 42. Has chaired another chapter Fund Allocation Committee for three years. Was most recently vice president of Sales for a manufacturer of light aircraft. is a fairly large one. You have narrowed your list to four candidates and must select one during today’s meeting.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. Would place emphasis on children’s issues. Has led successful special event fundraisers. including very active Red Cross and Salvation Army chapters. Has been a volunteer on a number of fundraising efforts. Education.000 students. Wilma Johnson Larry Reynolds David Espinoza (Continued) ∼ 143 ∼ . married with four grown children. Was most recently director of Development for a state university with 20. Age 37. Your chapter. Psychology.1 Exercise 28. divorced with custody of one child. married. Degree: BS. Was most recently owner of his own computer software company (which he sold at a fair profit). Was most recently director of a Red Cross chapter with 21 employees. serving seven counties with a total population of 450. married with two children. Age 45. Has chaired several successful United Way campaigns. All are from outside your area: Fred Baxter Age 59. especially those helping unemployed and hopeless. no children.

such as: • • • • • • • Exhibiting an “inviting.1 (concluded) Throughout your discussion. and Joe Fehrmann. ∼ 144 ∼ . do your best to practice positive communication behaviors. Charles Cadwell. MA: HRD Press.Exercise 28.” 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. Amherst. 1993.

Degree: BS. divorced with custody of one child. Would heighten fundraising efforts and emphasize counseling for families. Degree: MS. serving seven counties with a total population of 450. Age 45. Age 37. Has chaired several successful United Way campaigns. Your chapter supports over 30 agencies. Has been a volunteer on a number of fundraising efforts. Was most recently director of Development for a state university with 20. the United Way of Mid-America. Has chaired another chapter Fund Allocation Committee for three years. Was most recently owner of his own computer software company (which he sold at a fair profit).000 students. married with two children. no children. especially those helping unemployed and hopeless.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. All are from outside your area: Fred Baxter Age 59.000 per year.000. Was most recently director of a Red Cross chapter with 21 employees.2 Exercise 28. Age 42. Has led successful special event fundraisers.Exercise 28. Mid-America has a staff of 30 full-time employees and 5 part-time employees. married. Your chapter. Wilma Johnson Larry Reynolds David Espinoza (Continued) ∼ 145 ∼ . Would encourage support of more agencies while expecting established agencies to gradually develop more of their own funding sources. Advocates more careful scrutiny and auditing of agencies. married with four grown children. Psychology. Degree: MBA. Education. including very active Red Cross and Salvation Army chapters. Would place emphasis on children’s issues. 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 vice president of Sales for a manufacturer of light aircraft. The position pays $50. You have narrowed your list to four candidates and must select one during today’s meeting. is a fairly large one.

cleaning nails. and Joe Fehrmann.Exercise 28. so you don’t have to display all of these negative behaviors yourself. etc. Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry. such as: • • • • • • • • Exhibiting a closed or uninterested posture Interrupting others Looking away. 1993.2 (concluded) Throughout your discussion. Charles Cadwell. Amherst. Several of your committee members will receive these same instructions. MA: HRD Press. display negative communication behaviors. Using sarcasm Asking “quiz questions” Judging others’ ideas Wandering off-track Creating conflict or arguments It is important that you be realistic in your behaviors. ∼ 146 ∼ .

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

.

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

.

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

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

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

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

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

.

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

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

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

.

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

.

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

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

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

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

3. ∼ 167 ∼ . Summarize this activity by asking the class “What coaching conclusions can we draw from our responses?” Record their answers on the flipchart. Notes: Explain why. how well they work together and how well they do their work). Notes: Have groups select a spokesperson to report their responses to the rest of the class. Divide the class into groups of five to seven participants each.2. depending on how mature subordinates are (that is. Instruct half of the groups to complete the questions in the “Blue” column and the other half of the groups to complete the questions in the “Green” column. Notes: Have participants score their responses and mark their score on the X—Y scale. 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. more or less blue or green behavior might be appropriate.50 Activities for Coaching/Mentoring Activity 33 Step 4: Distribute Exercise 33. Step 6: Conclude the activity.

.

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

.

Exercise 33. 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. MA: HRD Press. 1993. ∼ 171 ∼ . Mark this total on the Y scale. and Joe Fehrmann.2: Scoring Add the points you gave to these items: B D E G J L M O R ________ ________ ________ ________ ________ ________ ________ ________ ________ ________ Add the points you gave to these items: A ________ C ________ F ________ H ________ I ________ K ________ N ________ P ________ Q ________ Total: ________ Total: Mark this total on the X score.2 Exercise 33. Amherst. Charles Cadwell.

.

Amherst. What are some examples of effective “green” behavior? Example: • Giving work instructions and following up to be sure they are followed Asking employees for their ideas on solving a problem 2. What are some examples of ineffective “green” behaviors? Example: • Shouting at employees Not responding to a rule infraction 3. 1993.3 Exercise 33. ∼ 173 ∼ . and Joe Fehrmann. MA: HRD Press. Charles Cadwell. What are some examples of ineffective “blue” behaviors? Example: • 2.3: Company Behaviors Blue 1. How might “green” and “blue” behaviors be combined? 3. What are some examples of effective “blue” behavior? Example: • Green 1.Exercise 33. How might “green” and “blue” behaviors be combined? Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry.

.

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

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

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

” and complete the exercise after the story. “Does anyone have something different from this one?” Your goal is to get as wide a range of responses as possible. draw the following charts on the flipchart: Jennifer David Preston John Thomas Jennifer David Mary John Donna Allow room for at least seven responses on each chart. after having two participants read the stories aloud. Notes: After participants have finished their individual work. Step 2: Distribute the exercises to the class.1 and half receive Exercise 35. Notes: 50 Activities for Coaching/Mentoring Explain that the activity will give us a quick look at how some of our own values may be different from others’.Activity 35 Method Step 1: Prepare the class for the activity. “The Lovers. especially when faced with difficult choices. Do this with both stories. After each. ∼ 178 ∼ . ask for one more by saying. Notes: Half of the participants receive Exercise 35. Instruct participants to silently read the hypothetical story. Step 3: Discuss responses. Ask participants to volunteer their responses to the exercise on ranking the behavior of the characters.2.

ask for reasons why. Get participants to ask each other for reasons. If rankings for Jennifer and Preston are different from those for David and Mary. Notes: This step may also be done in small groups.50 Activities for Coaching/Mentoring Activity 35 Prompt debate of the rankings by asking those who rate one character differently from others to explain their decisions. If they are similar. with groups reporting their responses to the rest of the participants. focus discussion on why these characters were judged differently. Lead a discussion on how this story reveals issues of values in the coaching or mentoring process. 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 ∼ . Step 4: Conclude group discussion.

.

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

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

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

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

Objectives By the end of this activity. 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. 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.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 ∼ . In groups of two or three. and describe the different feelings attached to the same words spoken in different ways. participants will be able to • • • recognize the change in meaning when the tone and inflection of voice is different. practice speaking so that tone and inflection complement and support the words.

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

For example: “Please. ∼ 187 ∼ . Use these phrases or create new ones: a) b) c) d) “You did that well this time.” 2.” “Please. 1993.1 Exercise 36. try that again.” a) b) c) d) “Please. try that again. Try the phrases again.” “Please. In groups of two or three. take turns speaking the following simple coaching phrases with inflection or emphasis on a different word in the phrase each time. Amherst. try that again. and Joe Fehrmann. try that again.” “Please.” “Have you read the procedures for this process?” “Is this the result you intended?” “What do you think?” 4. try that again. Use a tone of voice that reflects: • • • • • Anger Interest Pleasure Apathy Distraction Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry.1: Simple Coaching Phrases Instructions: 1. MA: HRD Press. Charles Cadwell.Exercise 36. Note and discuss how the meaning is changed each time inflection is changed. 3.

.

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

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

.

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

.

from the Greek word meaning “to approach.38 Description Proxemics* This activity uses physical space to illustrate how nonverbal behaviors can affect communication.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. paper. ∼ 195 ∼ . Objective By the end of this activity. participants will be able to use space effectively in one-on-one communication settings.” is the study of how people use space. and markers *Proxemics.

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

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

.

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

.

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 ∼

.

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

.

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

.

why not? 2.Exercise 39.3 Exercise 39. 1. Use the checklist below to make notes so that you can provide feedback to the group after the role play. your responsibility is to observe the coach and determine how well he/she handles the situation. Did the coach and the employee decide on a solution? Yes If so.3: Role Play—Observer During the role play. how? No How involved was the employee? How involved was the coach? Did they agree on a specific timetable to solve the problem? (Continued) ∼ 211 ∼ . how? No If not. Did the coach get agreement that a problem exists? Yes If so.

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

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

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

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

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

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 ∼

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

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

.

Objectives By the end of this activity. paper. and markers ∼ 225 ∼ .1 through 42. participants will be able to • • identify ineffective delegating behaviors. Skill Areas • • • • Building trust Delegating Nonverbal communication Setting expectations Participants Number: Type: 12 to 14 Any Time 60 to 90 minutes Resources • • One copy each of Exercises 42.42 Description Making Assignments This role-play activity allows participants to identify common errors in delegating. and identify and practice effective delegating behaviors.3 for each participant Flipchart stand.

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

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

.

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

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

How do you feel about this assignment? Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry. Charles Cadwell. 1993. What tone did your supervisor use? 2. How was this tone communicated? • • Verbally: Nonverbally: 3. and Joe Fehrmann.2: Subordinate Reactions 1.2 Exercise 42. Amherst.Exercise 42. Did you understand the assignment? 4. MA: HRD Press. ∼ 231 ∼ .

.

MA: HRD Press.3 Exercise 42. 1993. What ineffective delegating behaviors were shown? Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry. Amherst. Did the supervisor check for understanding? How? 3. What tone did the supervisor use? 2. and Joe Fehrmann. Charles Cadwell.3: Observer Notes 1.Exercise 42. What effective delegating behaviors were shown? 5. ∼ 233 ∼ . What message did the supervisor send? • • Verbally: Nonverbally: 4.

.

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

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

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

Notes: 50 Activities for Coaching/Mentoring Reassemble the entire group and conduct a wrap-up discussion. if any. will keep you from using what you’ve learned? Avoid judgment Maintain objectivity Be sincere Strive to help Get employee commitment Listening is critical Summary points to make about effective coaching: ∼ 238 ∼ .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.

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

.

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

.

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

I don’t like having to stop what I’m doing to take care of something you should have handled. Charles Cadwell. MA: HRD Press. but that was different. I’m surprised you didn’t remember. and Joe Fehrmann. ∼ 244 ∼ . Amherst.” Coaching miscue: Suggested improvement: Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry.Exercise 43.” Coach: “Well. 1993.2 (concluded) Situation 5 Coach: “Didn’t we have this discussion once before?” Employee: “Yeah.

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

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

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

.

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

∼ 250 ∼ . as if you were giving a real work assignment. Try to be conversational. Step 4: Discuss the results. Step 3: Administer the test. Discuss why scores were better or worse. Discuss the importance of asking questions when you don’t understand.Activity 45 Method Step 1: Introduce the activity. Notes: Explain that you want to make sure the new person understands the job assignment. Notes: Compare scores the second time with those on the first try. Step 2: Read the assignment from the Trainer’s Notes to the participants. 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. 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).

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

.

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

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

participants will be able to • • • identify bad listening habits in others. and describe the effects of poor listening behavior. identify bad listening habits of self. paper. and markers ∼ 255 ∼ .46 Description Listen up! This activity asks the participants to examine bad listening habits by asking them to list things that people do when they are supposed to be listening. 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.

avoiding eye contact. writing it on the flipchart page. drinking. personally. Step 3: Review the activity. watching TV. you might ask: • • • • Which of these are most annoying or could even be considered rude? Why? What does that action signal? Which of these are you guilty of displaying on occasion? (Ask the participants to list three of the behaviors that they. grooming.) What might cause you to act in these ways. Some of the behaviors that will be listed include reading. walking away. To better apply the concept. Give an example. To fully cover the negative reaction to these types of behaviors.Activity 46 Method Step 1: Introduce the activity. etc. ask some or all of the following questions: • • You have identified some of your own bad listening habits. talking to someone else. Coaches are expected to be skilled listeners and to work to eliminate any ineffective behaviors. Notes: It is important for the participants to understand that the behaviors they have listed are unacceptable for an effective coach to exhibit. doodling. eating. How will knowing that information help you with your coaching effectiveness? How will knowing what causes such behavior help you with your skill development? ∼ 256 ∼ . and ask for more ideas. Step 2: Discuss the behaviors. have been known to display. Notes: 50 Activities for Coaching/Mentoring Explain that the participants will make a list of bad listening habits—things that people do while assuring the talker that they are listening. Notes: Participants will more than likely agree that the behaviors they contributed to the list annoy them.

passive.2 for each participant Trainer’s Notes Flipchart stand. and assertive styles of communication. and markers ∼ 257 ∼ . Skill Areas • • • Assertiveness Building trust Listening Participants Number: Type: Any. divided into groups of two or three Any Time 30 to 60 minutes Resources • • • One copy of Exercises 47.47 Description “Just Thought I’d Ask” This activity allows participants to practice assertive communication skills by learning to recognize and eliminate aggressive. paper. and practice effective assertive communication for optimum coaching skill. participants will be able to • • recognize aggressive. emotion-laden messages and passive styles of relating. Objectives By the end of this activity.1 and 47.

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

ask that they rotate the communicator role so that everyone has a chance to act and to react. Ask that they take notes in order to have a complete picture of the behavior. Allow 10 to 15 minutes for the role play. 2.50 Activities for Coaching/Mentoring Activity 47 1. Ask each group to brainstorm body language behaviors for each of the three types of communication. Ask the participants to divide into groups of two or three.1. When everyone has finished.2.1. Notes: Questions you might ask: • • • • • • • Why did we do this activity? Which type of communication is more likely to result in cooperation? In resentment? In frustration? In trust? Which style is more fitting for the coaching form of leadership? Which type or style would you prefer in those that you coach? What did the role play reveal to you? What did you learn about yourself? How will you be able to use this information with your coaching responsibilities? ∼ 259 ∼ . Notes: 1. Fill in where the groups come up short on ideas. Ask for feedback.1. Ask participants to role play the “you” and “I” statements printed in Exercise 47. If you are using groups of three. review the activity. Step 5: Review and summarize the activity. 3. Record suggestions on a flipchart using the guide offered in Exercise 47. Step 4: Distribute Exercise 47. 2.2 using the corresponding nonverbal behaviors identified in Exercise 47. Allow them 5 to 10 minutes to write their ideas in the box at the bottom of Exercise 47.

.

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

.

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

.

Amherst. 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. and Joe Fehrmann. body straight with other person Makes eye contact but looks away every now and then Frowns Rolls eyes Points finger Uses pen or pencil to direct people Yells or screams Speaks loudly and/or rapidly Critical tone Tone is clear.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. Charles Cadwell. MA: HRD Press. speaks with proper volume and rate Gives appropriate emphasis Facial expression shows interest Hands express emphasis Hands are open Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry. ∼ 265 ∼ . 1993.

.

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

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

__________ 3. __________ 2. and Joe Fehrmann. MA: HRD Press. __________ 4.1: “Say what?”—Answer Sheet 1.1 Exercise 48. __________ How did I do? My score was __________ Compared to the class average of __________ Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry. Amherst. ∼ 269 ∼ . ________ 6. 1993.Exercise 48. Charles Cadwell. a. ________ b. __________ 5.

.

turn right for three blocks. Charles Cadwell.Trainer’s Notes Trainer’s Notes: “Say. 1993. To get to 729 Market Avenue. the third number was? 22 2. which color followed red? green 5. from. blue. How much money do you send? $1. the fourth word was? from 3. Amherst. you need to travel three blocks south. In the series of words to. 39. MA: HRD Press. In the series of shapes circle. what?”— Listen and Remember Test 1. In the series of numbers 5. green. oval. 15. 29th Street. 22. To take advantage of this money-back offer. your receipt. KS 67202. postmarked before December 31.. and Joe Fehrmann. then turn left for one block. ∼ 271 ∼ . Acme Products. 492. send the UPC bar code. and $1. for. Wichita. which shape preceded rectangle? circle Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry. 3915 E. triangle. at. Inc. me.25 4. rectangle.25 for handling to our home office. square. red. white. a) What are the total number of blocks you must travel to 729 Market Avenue? seven b) What direction would you be going when you get to 729 Market Avenue? South 6. In the series of colors yellow.

.

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

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

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

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

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 ∼ .

.

1 for each participant Pen or pencil for each participant ∼ 279 ∼ . participants will be able to • • • describe their preferred conflict resolution style.1 through 50.3 for each participant One copy of Handout 50. Objectives By the end of this activity. and develop a plan for resolving current conflicts. Skill Areas • • • • • Collaboration Consulting Listening Role of coach/mentor Setting expectations Participants Number: Type: Any Any Time 1 hour Resources • • • One copy each of Exercises 50. use a four-step process for resolving conflicts.50 Description You want me to do what? This activity gives participants the opportunity to develop the skills necessary to resolve conflicts that prevent coaches and organizations from achieving their goals.

1 and review. Notes: Explain that there are five basic approaches to resolving conflict. Have participants determine which style they are most likely to use based on the questionnaire they completed. Notes: Review the five basic approaches to conflict resolution. Step 4: Distribute Handout 50. Ask if these coaches were effective or ineffective. Step 3: Distribute Exercise 50. Effective coaches know that resolving conflicts can lead to achieving better results and having a more effective organization. Use a conflict example supplied by one of the participants as a point of reference when discussing the steps and their applications. Review the problem-solving model with participants. Notes: 50 Activities for Coaching/Mentoring Review the objectives. they acknowledge it and begin to take steps to resolve it. Ask participants for specific examples of coaches they have worked with who used each of the styles. This questionnaire will help participants identify the style that they are most likely to use. Step 2: Distribute Exercise 50.1 and review. Notes: Point out the value of using the problem-solving approach. ∼ 280 ∼ . Discuss each of the four steps. Ask if they agree or disagree with the results of the questionnaire and why. Allow 5 minutes to complete. Effective coaches do not ignore conflict. When a conflict occurs.Activity 50 Method Step 1: Introduce the topic and the activity.2 and review. Use the following (or a similar) introduction. they accept the fact that conflicts will occur from time to time. Instead.

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

if any.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. do you face using this process? ∼ 282 ∼ .

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

.

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

.

___________ Total _________ Behavior Nonconfronting.2 Exercise 50. attempts to solve might damage relationships Agreeable and nonassertive. 1993. ___________ 6. ___________ Total _________ Problem Solving 3. and Joe Fehrmann. MA: HRD Press. Style Avoidance 1. ___________ 9.1. ∼ 287 ∼ . ___________ Total _________ Win/Lose 3.Exercise 50. ___________ 7. high respect for mutual support. there is more than one good way to do anything. The numbers in the first column refer to the numbered statements on the questionnaire in Exercise 50. assertive and cooperative When all parties will openly discuss issues. ___________ Total _________ Accommodating 2. ___________ 8. ignores or passes over issues. ___________ Total _________ Compromising 4. Amherst. cooperative even at the expense of personal goals Not worth risking damage to relationships or creating disharmony Confrontational and assertive. must prove superiority and be correct Important that all parties achieve basic goals and maintain good relationships No one person or idea is perfect.2: Conflict Resolution Styles The five basic conflict resolution styles are described below. a mutually beneficial solution can be found with major concessions Reproduced from 50 Activities for Coaching/Mentoring by Donna Berry. you must give to get Needs of both parties are legitimate and important. Charles Cadwell. must win at any cost Survival of the fittest. Add your points for the statements to determine which style(s) you tend to use. ___________ 6. denies issues are a problem Justification Difference too minor to worry about.

.

1.3 Exercise 50. Discuss the Conflict What questions do you want to ask? Are you prepared to practice active listening? What is your point of view regarding the conflict? (Continued) ∼ 289 ∼ . 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.Exercise 50. if any. Acknowledge the Conflict Schedule a meeting.3: Problem-Solving Worksheet Use the worksheet to plan how you will work through a current on-the-job conflict.

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

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

Sign up to vote on this title
UsefulNot useful