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Activity 19 Idea Exchange

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Activity 31 Word Search

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Activity 36 Say what you mean!

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Activity 36

50 Activities for Coaching/Mentoring

Method

Step 1: Introduce the activity and distribute Exercise 36.1.

Notes:

Explain that well-intentioned phrases can be misinterpreted when inflection is improper.

The participants will use Exercise 36.1 to practice changing inflection.

Instruct them to follow the instructions given in the exercise. You might want to demonstrate the example. Practice in advance to feel comfortable.

Step 2: Observe the activity.

Notes:

Walk among the groups to hear the changes in inflection. Help those who are having difficulty.

Step 3: Continue the activity.

Notes:

Direct participants to use the phrases again, this time using a tone of voice that depicts a mood. Draw their attention to instructions 3 and 4.

Step 4: Observe the activity.

Notes:

Listen as they practice.

Step 5: Review the activity.

Notes:

Questions you might ask:

How did meaning, inflection, and tone change?

How would tone and inflection affect the employee’s response to the coach?

What have we learned with this activity?

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Activity 33 Theory X/Theory Y Assumptions

Donna Berry HRD Press PDF

Activity 33

50 Activities for Coaching/Mentoring

Method

Step 1: Prepare the activity.

Notes:

Prepare for this exercise by becoming familiar with Douglas MacGregor’s

Theory X and Theory Y. This study of management assumptions about people is a standard part of motivation theory and will be easy for you to find.

Step 2: Distribute Exercise 33.1.

Notes:

Explain that this exercise will examine some of the assumptions we hold about people, and how these assumptions affect the way we coach.

Allow about 4 minutes for completion.

Step 3: Discuss X and Y assumptions.

Notes:

Begin a discussion of Theory X and Theory Y by drawing a vertical line to create two columns on the flipchart. Label one column “X” and the other column “Y.” Explain MacGregor’s approach in simple terms: that he believed leaders hold two basic sets of assumptions about people, which he labeled

“X” and “Y.”

Write “Most people don’t want to work” in the X column. Have the class volunteer assumptions that they think would be included in X.

Write “Most people seek responsibility” in the Y column. Have the class volunteer other assumptions.

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Activity 45 Information Overload

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Activity 45

50 Activities for Coaching/Mentoring

Method

Step 1: Introduce the activity.

Notes:

Tell participants that they will experience what it is like to be a new employee being given a very specific work assignment.

Step 2: Read the assignment from the Trainer’s Notes to the participants.

Notes:

Read the information at a normal rate of speed. Try to be conversational, as if you were giving a real work assignment.

Step 3: Administer the test.

Notes:

Explain that you want to make sure the new person understands the job assignment.

Step 4: Discuss the results.

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).

Notes:

Compare scores the second time with those on the first try.

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