INSTRUC

TORS
MANUAL
COACHING &
MENTORING

KEYANO
COLLEGE

COACHING AND MENTORING THE INTERACTIVE EXERCISES

UNIT ONE
INTERACTIVE EXERCISE
The following question is posed to the class:
After reading the above material, and considering the information learned, how would you go
about setting goals with a client? Give very specific information about the process of goal
setting and its purpose in the coaching relationship.
INTERACTIVE EXERCISE
Create a list of the significant differences between coaching and mentoring. Then pair up. In
pairs, discuss whether you would prefer to be a coach or a mentor and why. Share with the class.
INTERACTIVE EXERCISE
As the previous information has demonstrated, one needs specific skills to become a successful
mentor. The following chart will give you a start. Review the information learned in this lesson
about mentoring and fill out the chart accordingly.

BECOMING A MENTOR

THE SKILLS I
HAVE

THE SKILLS I
NEED

MY BEST
ATTRIBUTES

WHAT I WANT TO
WORK ON

UNIT TWO
INTERACTIVE EXERCISE
Ask each person in the class to choose ONE of these models. Then, they are to imagine they are
working with a client. Have them set at least FIVE goals with this client. Afterwards, participants
care share their goal development, and the reason they chose the particular model to work with.
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UNIT THREE

INTERACTIVE EXERCISE
Given the high number of suggestions offered here, the task is for participants to select 10
characteristics from these lists. Five of these are traits they believe they already possess. Five of
these traits they want to develop in themselves. In addition, participants must give CONCRETE
EXAMPLES TO DEMONST RATE the traits they state they already have.
INTERACTIVE EXERCISE
From the above article, extract the qualities these doctors have expressed as examples of
successful mentors.
INTERACTIVE EXERCISE
The task is for participants to select 10 characteristics from these lists. Five of these are traits
they believe they already possess. Five of these traits they want to develop in themselves. In
addition, participants must give CONCRETE EXAMPLES TO DEMONSTRATE the traits they
state they already have.

UNIT FOUR
- THE WHEEL OF LIFE Below you will see one sample of THE WHEEL OF LIFE

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FRIENDS
FUN
PERSONAL
HEALTH
PERSONAL
DEVELOPMENT
FINANCES
CAREER
RELATIONSHIPS
RECREATION
FAMILY

Once participants have observed the wheel, the exercise below is the follow-up.
THE WHEEL OF LIFE EXERCISE
With so many responsibilities, each of us strives to find balance in our lives. Before someone can
coach others, they must be aware of the areas in their life that require more balance and therefore
more energy and attention.
For each section answer the following questions. (Note: the chart below is one way to organize
this information).
KEY QUESTIONS:
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1.
2.
3.
4.
5.
6.
7.

What amount of my time goes into this area of my life?

Why do I devote more time to certain areas than others? Which areas are these?
When I consider devoting less time to these areas, I experience the following....
What must I do in order to balance out the way I spend my time?
Who would I benefit if I brought more balance into my life?
How will I benefit if I bring more balance into my life?
How can I begin the process of bringing more balance into my life? What are the specific
steps I must take?
8. Who can support and advise me as I strive to find more balance?
WHEEL OF LIFE FOLLOW-UP EXERCISE
FINANCES

PERSONAL

FUN

CAREER

HEALTH

GROWTH

FRIENDS
FAMILY

MORE INTERACTIVE EXERCISES (NOTE TO INSTRUCTOR: Pick and choose from these
exercises as they tend to take a great deal of time and use the one(s) you feel most relevant to
your group of participants).
1. Conflict Resolution Negotiating
a. Have the class write down at least 3 5 issues or problems that frequently come to their
attention. Have them RATE the problems in order of frequency and severity.
b. Then, divide the class into threes. One person has the conflict, the other is the person
who will resolve, and the third is the observer. Then have them switch.
c. Have participants rate their roles using a Likert scale:

I.
1

THE ROLE I FOUND MOST COMFORTABLE WAS

2

II.
1
III.

THE ROLE I FOUND LEAST COMFORTABLE WAS

2

THE ROLE I FOUND MOST DIFFICULT WAS

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IV.
1

THE ROLE I FOUND THE LEAST DIFFICULT WAS

2

2. Building Self-Esteem
There is no one way to build self-esteem. The following brief questionnaire1 is a good beginning.
It asks practical questions and requires you to think about your answers. THERE ARE NO
RIGHT OR WRONG ANSWERS ONLY WHAT YOU THINK.
1. Do you like yourself? ___
2. Do you feel lonely most of the time? ___
3. Do you want to look different? ___
4. Do you take full responsibility for your actions? ___
5. Do you compare yourself to others? ___
6. Are you concerned about what others say about yourself? ___
7. Do you feel comfortable attending to a party? ___
8. Do you focus on your failures instead of your successes? ___
9. Do you think that you are worthy to be loved? ___
10. Do you blame others often? ___
11. Do you blame yourself often? ___
12. Do you always finish what you started? ___
13. Do you need recognition to feel good about yourself? ___
14. Are you confident all the time? ___
15. Do you stand up for yourself? ___
1 http://www.selfesteem2go.com/questionnaire-on-self-esteem.html
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16. Do you think that you are talented? ___

17. Do you have goals or dreams to accomplish? ___
18. Do you give before you get? ___
19. Do you tell the truths to yourself? ____
20. Do you think you can handle any situations? ___
21. Do you like being alone sometimes? ___
22. Do you always achieve your goals? ___
After the class has taken the time to answer these questions. Have each participant discuss ONE
QUESTION they found particularly difficult to answer. This is a clue to the area that this person
needs to work on. Then, as a follow-up you can ask these questions:
1. If there was one thing you always wanted to do but never felt you truly had the chance,
what would it be?
2. If there is one step you can take towards developing higher self-esteem, what do you
think it would be?
3. Group Facilitation
This roleplay exercise allows people to become aware of roles they may play in groups. People
often assume roles in specific groups that are different from their normal roles because of how
they want or need to be perceived. Often, they are playing a role but not aware of it. Some roles
are healthy, some are not. This exercise helps create awareness of role characteristics. This
exercise can be modified for use in about any kind of group.
HOW TO DO THE EXERCISE:
This exercise is often done after a group has been together for a period of time so that roles in the
group have emerged. You announce to the group that you will need some of them to play some
roles that are often found in groups. State that you need eight (six to ten) volunteers to roleplay
and they will draw their roles randomly out of a hat (basket). Each role is described and each will
have one or two goals that demonstrate some characteristics of the role. In your introduction,
make it sound like fun because it is in most situations.
Roleplayers will sit in a circle facing each other in the middle of the room while the rest of the
group becomes observers. Their task will be to determine each role. We will do this for 15 -20
minutes. The observers will then tell what they observed and then the roleplayers will tell what it
was like to play the role.

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Before you start, ask the roleplayers if any of them have a role they do not what to play. Try to
exchange it with another person or allow them to leave the group or quickly select another
person or leave that role out. Some people may develop psychological blocks for certain roles
and it would not be good for them to play it.
Designate one person as a leader. Help facilitate that person in getting the group started. You can
actually start it yourself by saying something like: Glad to have such a find group of people
here today to have some fun. Its time to start your roles. John, why dont you start us off. If
John has a problem getting the group going, step in and help only the minimum, then step out of
the circle.
You will know when to stop the roleplay because after awhile (10 20 minutes) they will usually
start getting silly, usually laughing at themselves. If not, just step into the circle and say, I think
we have developed enough of the roles to talk about them.
Start your debrief of the roleplay. Ask observers what roles they saw? Then move to the
roleplayers. You can ask them a number of questions about playing their role, like: Was your role
familiar to you? Was it hard to play? Did you like the role? How did the role make you feel? Etc.
Following the last debrief, you will need to go to the center of the circle and address each
roleplayer to defuse any residual feeling they may have about playing the role. About half the
people may get a role they have played. You need to tell them they are no longer playing the role
before they leave the circle and ask if any are having a problem with this? A few may and you
will need to process this with them so they can let go of the role.
ROLES FOR ROLEPLAY
The following roles are some I take with me to a group. (cut in strips ready to hand out) In
addition to these, I often will write out a role that I see would benefit the group to see in the
roleplay. Sometimes, I will modify a role to better match what is going on in this group, perhaps
combine two. The object is for all to become aware that individuals will play roles in groups and
that some roles are healthy and some are not.
THE AUTOMATIC TALKER

This person has something to say about what everyone else says and talks frequently but really
does not have much to say.
GOAL: Talk after someone else talks and do this 5 times. Pick up some word the previous talker
said and make some comment about it.
VICTIM or the POOR ME

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The victim or the poor me person tells a number of sad stories and usually with added drama
that people know is beyond the real story. They also often speak with a squeaky or high pitched
voice and look down with their eyes but will look up to see if they are getting the pity they are
looking for.
GOAL: Tell at least two sad stories acting out the characteristics of the victim.

THE DOMINATOR

This person will dominate the conversation in a group, talking about almost anything, but usually
about themselves but keeping it "safe" and not reveal much about themselves. --see footnote on
Dominator for why they do this.
GOAL: One time in the group, just start talking about something other than the subject. It can be
what you did yesterday or some other day. Try to do this for at least 5 minutes. [most dominators
talk for at least 15 minutes and may use all the time if the group does not stop them.] Do it a
second time later on in the exercise if time allows.
THE FOLLOW-ON DOMINATOR

This person may be another dominator and will coat-tail a dominator in an effort to avoid the real
subject of a meeting.
THE LOOOOOONG STORY TELLER

This person has problems expressing themselves and just take a time to get it out. They get
confused, backtrack, and take a long time to the their story. They dont know when to stop
talking.
GOAL: Tell your story in a confusing way and talk for at least 3 minutes. Start by saying you
dont know where to start or what to say but will start: I was born in Kansas to good parents.
My childhood was When I was xx years old I But that is not what I wanted to
tell, uh, Im getting confused now. OK, Ive got it now When I was born it was a cold winter
day with lots of snow on the ground. Etc.
THE DUMPER

This person comes into the group with a true sad tale to tell. He/She cant hold the story until the
group is really ready to hear it. So they dump into the group quickly without regard of the
impact on others. This is often too much for some people to hear at this point. The response is
too often that on one wants to hear it and someone often changes the subject quickly.
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GOAL: You are the dumper and you tell a sad, even hair raising story within about 5 minutes
after the group starts. Before this you show sadness by your actions.
THE SPOILER

The spoiler is the person that responds to the Dumper by changing the subject quickly after the
dumping.
GOAL: You are the person that comes right in after the dumper talks and you say something
about how nice a day it is and isnt it great we are all hear together today.
THE EGG SHELL KID

This person is very fragile, easily intimidated, seemingly scared of their own shadow. They
sometimes overcompensate by trying to play the opposite role, but quickly retreat. People feel
like they are walking on egg shells around them. A person like this may say, What you just said
really hurt me deeply. Yet what was said had nothing to do with them that you can tell. This
person is similar to the victim but often is very sensitive and really hurts.
GOAL: Play the part once and use body language to show personal hurt.
THE BULLY

This person comes into the group with a big chip on his shoulder. He / she is really angry and
feels a need to take it out on someone, they dont care much who it is. They enter the circle
pounding their fist and making comments like: someone will pay for this!
Goal: Lash out at someone in the group verbally. Then after the person replies, stand up, lean
forward and double up your fist and say something like: "I'm going to clean your plow."
PROBER

GOAL: Your role is to probe at least two people in the group to get them to reveal more about
something they have said, preferably about themselves. You can do this by making statements
like: I really need to know more about .... or I'm sure the group would like for you to you tell
us more about . . . . . . . Do the probe more than once.
ATTACK THE LEADER

GOAL: You are to attack the perceived leader at least twice by demanding they take some certain
action to "make" the group do what it should do.
THE WALK OUT

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GOAL: After someone says something to you that is somewhat derogatory. Just get up out of
your chair and leave the circle say, Ive had enough of this and Im leaving.
TEAM PLAYER PLAY AT IT

This person has all the right phrases and right answers about how the group should work as a
team. They can tell you about forming, storming, norming and performing. They avoid personal
risk at any cost by making general statements. They often criticize others for not being on the
team.
GOAL: play the part once.

THE CLAM

Quiet to the extreme. Even when asked directly and repeatedly the clam has no real contribution.
He provided vague answers but does talk.

GOAL: Act the part of the clam by being very indirect in any answer you may give. You may not
be asked any question, so you may say: No one is talking to me. (nothing more) Then when
someone asks you a question, reply very indirectly.
THE PHANTOM

This person is master of the hidden agenda and uses the group for manipulative gain. Frequently
presents issues then finds a way to blame others or credit self for outcome of what is said. Like:
You took what I said the wrong way.
GOAL: Act the part of the phantom. This is often a hard part to roleplay, but try.
PINBALL WIZZARD

This person often throws out one thought after another. They will talk about anything and
everything. They often shift topics without closure to a previous topic. They leave others dazed
and not knowing what to do with this person.
GOAL: Throw out at least 2 subjects in the middle of other conversations and then shift the
subject to another before closure is reached on the subject you brought up.
INTELLECTUALIZER

GOAL: Your role is to provide an intellectual framework to the group. You should state and
expound on two well-known facts or theories before the end of the roleplay.
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POLLYANNA

GOAL: Your role is to convince the group that life is great, the group is wonderful and
everything will work out in a beautiful way. Make at least two happy statements and try to get
one person to agree with you before the end of the roleplay.
ORGANIZER

GOAL: Your role is to devise a way to organize the group and make at least two attempts before
the end of the roleplay. Like: Lets divide into smaller groups because I feel better in small
groups.

CRITIC

GOAL: Your role is to judge the statements of members in the roleplay in a skeptical and critical
manner. Point out at least 3 faults by the end of the roleplay.
NON-PARTICIPATOR

GOAL: Your role is to make it obvious that you are not participating in this group. Get at least
one person to try to include you or draw you in by the end of the roleplay.
FIXER

GOAL: Your role is to give advice to individuals and the group. Correct people when they are in
error. Make it clear that you know the solutions to the problems of others. Offer at least three
solutions to others by the end of the roleplay. Like: If you would only do what I did, your
problems would go away.
RUBBER BANDER

This person makes commitments then never follows through. Ill go make the coffee in exactly
5 minutes. Five minutes passes, then 10 and no coffee is being made.
GOAL: Make some kind of firm commitment to the group and then do not do it.
VIPER

This person is often mad at the world, cynical and critical about everything. They may say, was
just waiting for you to say something stupid like that. I expected that from a person like you. At
times, they may even form their arm in the shape of a snake and direct it at the other person in

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snake like motions. They often project on to others what they feel.
GOAL: Play the part once by using hand motions such as pointing a finger, etc.
4. Active Listening
Divide the class into groups of three. One person will bring a problem forward, one will listen,
and one will observe. The goal of this exercise is to develop active listening. Each observer will
make notes so that they can state specifically how they thought the listener performed their
duty.
BECOMING AN ACTIVE LISTENER2
There are five key elements of active listening. They all help you ensure that you hear the other
person, and that the other person knows you are hearing what they say.
1. Pay attention.
Give the speaker your undivided attention, and acknowledge the message. Recognize
that non-verbal communication also "speaks" loudly.
Look at the speaker directly.

Put aside distracting thoughts. Don't mentally prepare a rebuttal!

Avoid being distracted by environmental factors.

"Listen" to the speaker's body language.

Refrain from side conversations when listening in a group setting.

2. Show that you are listening.

Use your own body language and gestures to convey your attention.
Nod occasionally.

Smile and use other facial expressions.

Note your posture and make sure it is open and inviting.

Encourage the speaker to continue with small verbal comments like yes, and
uh huh.

3. Provide feedback.
Our personal filters, assumptions, judgments, and beliefs can distort what we hear. As
a listener, your role is to understand what is being said. This may require you to reflect
what is being said and ask questions.
Reflect what has been said by paraphrasing. "What I'm hearing is." and
"Sounds like you are saying." are great ways to reflect back.

2 http://www.mindtools.com/CommSkll/ActiveListening.htm
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Ask questions to clarify certain points. "What do you mean when you say."
"Is this what you mean?"
Summarize the speaker's comments periodically.

Tip: If you find yourself responding emotionally to what someone said, say so, and ask for more
information: "I may not be understanding you correctly, and I find myself taking what you said
personally. What I thought you just said is XXX; is that what you meant?".
1

Defer judgment.
Interrupting is a waste of time. It frustrates the speaker and limits full understanding of
the message.
Allow the speaker to finish.

Don't interrupt with counter arguments.

Respond Appropriately.
Active listening is a model for respect and understanding. You are gaining information
and perspective. You add nothing by attacking the speaker or otherwise putting him or
her down.
Be candid, open, and honest in your response.

Assert your opinions respectfully.

Treat the other person as he or she would want to be treated.

IMPROVE COMMUNICATION IN THE WORKPLACE

Communication is very important when two or more people are expected to work together in a
particular place or towards a particular goal. It is one of the most important aspects in any
relation. Whether your relations are personal or professional, effective communication is a must.
Sometimes the progress of an organization gets affected to a large extent due to lack of
communication between the employees. Effective communication also leads to free flow of
thoughts, which are again one of the most basic necessities for success and growth. If you want
to learn how to improve communication in the workplace, follow these simple steps and you'll
see a change instantly.
How to Improve Communication in the Workplace: 7 Simple Steps
Availability
This is the first step towards increasing and improving communication in the workplace. The
superiors or managers have to make themselves available so that those below them in the
hierarchy can consult them at any given point. Many a time, issues remained unsolved in an
organization because the concerned person is not available. Only when one is available there can
be exchange of information that helps decision-making and communication.
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Feedback
This is one of the most important aspects of effective communication in an organization.
Employee feedbacks help the organization in more ways than one. First, the employees feel that
their opinions and suggestions are valued and that their say is important for the progress of the
company. Second, these feedbacks also help the organization in detecting errors and loopholes in
policies, structures, and procedures, so that necessary changes can be made wherever necessary,
thus improving the efficiency. Third, meaningful feedback helps to make the job easier and more
satisfying for the employees.
Seminars
Organizations should hold seminars and workshops after every few weeks. These also give a
break from the everyday routine. In these seminars, different methods and ways to improve
communication skills, presentation skills, and business writing skills can be taught to
employees. These skills are essential for success, and also help employees influence the
perceptions of others in all personal and professional interactions. This has been so aptly put by
John Powell, communication works for those who work at it.
Reviewing
Reviewing employee performance is essential for the growth of the company and the well-being
of its employees as a whole. Performance of every employee should be reviewed and the
progress should be discussed with him/her, accompanied with suggestions for improvement. If
efforts are taken for improving the performance of an employee, those efforts will surely be
reciprocated and the employees will surely appreciate the fact that efforts are being taken to help
them improve their skills. This helps in building a positive approach and also helps in
maintaining a healthy environment, which is necessary if proper communication needs to takes
place. Remember, in the progress of an employee, lies the progress of the company.
Learn to Listen
Listening is one of the most important aspects of communication. You have to be receptive to
thoughts, proposals, suggestions and ideas. If you aren't, no one is going to take efforts to
communicate with you. Epictetus rightly said, we have two ears and one mouth so that we can
listen twice as much as we speak. Understand that there is a difference between hearing
something and actually listening to it. Genuinely listening to grievances will help break a lot of
communication barriers.
Assumptions
If you want to make a conscious effort and improve the communication in the workplace, stop
judging people every now and then. Assumptions always lead to wrong conclusions and spread a
negative aura in the workplace. Do not assume the character of a person and even if you do, don't
involve that with processes related to work. Don't concentrate on the behavioral and personal
traits of a person, rather focus on the skills that are necessary for the organization's growth. Like
Bo Bennett said, communication is about being effective, not always about being proper.
Body Language
Body language is one of the most interfering aspects when it comes to improving communication
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in the workplace. A person's body language says a lot about what he/she thinks of another
person. A simple smirk can make all the difference, just like a simple smile does but in a positive
way. With improper body language, you feel as though you have already communicated a lot
without even talking. Like George Bernard Shaw said, the single biggest problem in
communication is the illusion that it has taken place. This kind of communication doesn't leave
any place for effective communication. With a conscious effort, we all need to be pleasant and
receptive even in terms of our body language.
These were 7 simple steps about how to improve communication in the workplace effectively
and positively. In today's world, where competition is so huge, teamwork is one of the most
important aspects. To achieve this, the importance of communication has to be understood and
instilled in the minds of all employees. One needs to take efforts to improve communication, it
just doesn't happen.
By Neha Joshi
Published: 3/15/2011

UNIT SIX
INTERACTIVE EXERCISE
Divide the class into pairs. One person is a senior manager and the other a junior manager. The
junior manager is being told they have to implement a mentoring program. Come up with the
questions you need to ask. Share these questions with the class. Also, discuss what you think
about such a program in your workplace.
INTERACTIVE EXERCISE
Divide the class in half and then into pairs. One set of pairs will be managers. The other half will
be employees. A directive has come down from the top that the company wants to implement a
mentoring program. Role play your reactions to this new directive. How do you feel about being
told you will have to implement this program? What are your thoughts about such a program?
What support do you have? What support do you need? What questions come up? What do you
know about mentoring? Have you ever been mentored before? Have you ever mentored
someone?
INTERACTIVE EXERCISE
Have the class work on and discuss the following chart:
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Why my
company
would benefit
from a
coaching
program or
strategy

Who would be in
the best position
to serve as
coaches and why

What kinds of
issues or
problems
should or could
be brought to a
company
coach?

Should training
be provided inhouse or from a
company that
specializes in
this field?

What would be
the most effective
way to interest
employees in a
coaching
program?

UNIT SEVEN
EALUATE A MENTORING PROGRAM
The following questions are on a Likert Scale and can be a beginning for the assessment of your
program:
FOR THE MENTEE (1 = HIGHLY DISAGREE; 5 = HIGHLY AGREE)
I found that I was
matched with a
mentor within a
reasonable time
frame.

I feel that I was

matched with an
appropriate mentor
for my needs.
I feel my mentor
had the knowledge
and expertise I
required.

I feel that the

mentoring program
has benefitted me in

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my work.
I feel the mentoring
program can
benefit other
employees.

I feel the mentoring

program improves
the overall work
experience

I feel that the

company provides
sufficient
information on the
mentoring program
I feel the company
provides sufficient
encouragement to
participate in the
mentoring program

I knew what to
expect when I
entered the
mentoring program

I feel that I
achieved my goals
through the
mentoring program

I would recommend
this program to my
peers/colleagues.

MY PERSONAL COMMENTS ON THE PROGRAM

MY SUGGESTIONS FOR IMPROVEMENTS OR CHANGES TO THE PROGRAM

FOR THE MENTOR (1 = HIGHLY DISAGREE ; 5 HIGHLY AGREE)

I feel the
mentoring

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program works
well
I feel I was
provided with
sufficient
training to
serve as a
mentor

I feel I am
provided with
sufficient
support and
resources to
serve as mentor

I feel I am being
matched with
appropriate
mentees

I feel the
company
supports the
mentoring
program

I feel this
program
enhanced my
overall work
performance

I feel the
mentoring
program works
well
I feel I was
provided with

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sufficient
information on
the role of the
mentor

I feel I was
provided with
sufficient
information on
the role of the
mentee
I feel mentoring
should be
available to all
employees
I feel mentoring
helps an
employee reach
their potential

I feel mentoring
is effective for
educating
employees on
company values
I feel that
serving as a
mentor
enhances my
knowledge of
diversity

I feel that the

mentoring
program
empowers
people to feel
more positive
about their
work

MY PERSONAL COMMENTS ON THE PROGRAM

MY SUGGESTIONS FOR IMPROVEMENTS OR CHANGES TO THE PROGRAM

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SCROLL DOWN FOR THE COACHING SECTION

EVALUATE A COACHING PROGRAM
FOR THE COACHEE(1 = HIGHLY DISAGREE ; 5 HIGHLY AGREE)
I feel the
coaching
program was
explained
thoroughly
I feel I
understood the
role of the coach
before I used
the program
I feel that on the
job coaching
was beneficial
to me as an
employee
I would
recommend
coaching to my
fellow
employees
I feel the
manager/coach
knew what they
were doing
during the
coaching
sessions
I feel the
manager/coach
acted
appropriately
during the
coaching
sessions
I feel the
manager/coach
made a
sufficient time
commitment to
the issues I
presented

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o 1

o 2

o 3

o 4

o 5

o 1

o 2

o 3

o 4

o 5

o 1

o 2

o 3

o 4

o 5

o 1

o 2

o 3

o 4

o 5

o 1

o 2

o 3

o 4

o 5

o 1

o 2

o 3

o 4

o 5

o 1

o 2

o 3

o 4

o 5

I feel the issues

I brought
forward were
dealt with
appropriately
I feel I was
given skills I
need to help me
deal with issues
in the future
I feel I was
treated
respectfully at
all times
I feel the
company
provides
sufficient
information to
employees
about the
coaching
program
I would use the
coaching
program again
I feel the
company should
increase its
support for the
coaching
program
I feel the
company
provides
sufficient
support for the
coaching
program

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MY PERSONAL COMMENTS ON THE PROGRAM

FOR THE COACH (1 = HIGHLY DISAGREE ; 5 HIGHLY AGREE)
I feel the
company
provided me
with sufficient

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training to
coach my
employees
I feel the
company
provides me
with sufficient
resources to
coach my
employees
I feel the
company
provides me
with sufficient
support to
fulfill my role as
a coach
I feel that I
have the time to
provide
coaching to my
employees
I feel all
employees
could benefit
from coaching
I feel only
certain
employees
require
coaching
(explain in
comment
section)
I feel that I
benefit in my
work when I
serve as a coach
I feel I dont
have the time to
provide
coaching to my
employees
I feel that
someone who is
professionally
trained should
serve in the role
of coach

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I feel the
company
provides
sufficient
information to
employees
about the
coaching
program
I feel that too
many
employees dont
know about the
coaching
program
I feel employee
coaching should
be kept
informal
I feel the
coaching
program should
be more formal
I feel in-house
training is best
for coaches
I feel a
professional
company or
organization
should train
managers for
coaching
Overall, I feel a
company
coaching
program is
beneficial to
employees

24 | P a g e

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o 5