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Activity 43 Coaching Miscues

Donna Berry HRD Press PDF

Activity 43

50 Activities for Coaching/Mentoring

Method

Step 1: Introduce the topic and the activity.

Notes:

Review the objectives.

Use the following (or a similar) introduction:

People make mistakes. As coaches, our job is to help them make fewer mistakes so that their performance improves.

Unfortunately, we sometimes make things worse instead of better because we make errors when we coach. Often these errors seem minor and are unintentional. Still, they can cause problems in our relationship with our employees.

This activity looks at some of those errors and how to prevent them.

Step 2: Distribute Handout 43.1.

Notes:

Review the characteristics described on the handout and compare and contrast the paired descriptions.

Ask participants for specific examples of coaches who have listening skills like those described. Ask if these coaches were effective or ineffective.

Emphasize the importance of listening when involved in a coaching situation.

You might want to spend some time discussing the concept of “active listening.”

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Activity 40 Translation, Please

Donna Berry HRD Press PDF
Medium 9780874252187

Activity 17 Origami

Donna Berry HRD Press PDF

Activity 17

50 Activities for Coaching/Mentoring

Method

Step 1: Introduce the activity.

Notes:

This activity is more effective if the purpose is not disclosed at the outset.

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. First, they are to select a team coach.

Step 2: Brief the coaches and distribute materials.

Notes:

Take the coaches out of the room, 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.

Give them time to fold the object once or twice. Most people are not generally familiar with the art of paper folding, and this practice time gives them a chance to figure out how they will verbally communicate the instructions to the team.

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. They may share the name of the object only. They can give verbal instructions to the team, but they are not allowed to touch anyone’s paper, show the team the picture, or demonstrate the folding.

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Activity 46 Listen up!

Donna Berry HRD Press PDF

Activity 46

50 Activities for Coaching/Mentoring

Method

Step 1: Introduce the activity.

Notes:

Explain that the participants will make a list of bad listening habits—things that people do while assuring the talker that they are listening. Give an example, writing it on the flipchart page, and ask for more ideas.

Some of the behaviors that will be listed include reading, watching TV, walking away, avoiding eye contact, doodling, talking to someone else, grooming, eating, drinking, etc.

Step 2: Discuss the behaviors.

Notes:

Participants will more than likely agree that the behaviors they contributed to the list annoy them. To fully cover the negative reaction to these types of behaviors, 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, personally, have been known to display.)

What might cause you to act in these ways.

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Activity 38 Proxemics

Donna Berry HRD Press PDF

Activity 38

50 Activities for Coaching/Mentoring

Method

Step 1: Prepare the activity.

Notes:

Divide participants into two groups, A and B.

Distribute Exercise 38.1 to group A and Exercise 38.2 to group B. Tell participants they are not to share exercises with members of the other group.

Form pairs with one member from each group (group A member chooses a group B partner).

Step 2: Begin the activity.

Notes:

Begin the activity by saying “Begin your conversations.” Allow approximately five minutes for pairs to converse. At the end of that time, have participants return to their regular places.

Step 3: Review the activity.

Notes:

Lead a discussion of how the use of space can affect the quality of communication.

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, leaning away, etc.

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