2. Contents
1. Introduction
2. Employee Counselling
3. Need for Counselling
4. Features of
Counselling
5. Objectives
6. Benefits
7. Process of Counselling
8. Effective Counselling
9. Helping
10. Helping Relationship
1. Meaning
2. Definition
3. Characteristics of
mentoring
4. Types of mentoring
5. Benefits of mentoring
6. Characteristics of
mentor
7. Process of mentoring
EMPLOYEE
COUNSELLING
MENTORING
3. 1. INTRODUCTION
Counselling is a dyadic relationship between
two persons: a manager who is offering help
(counsellor) and an employee whom such help is
given (counselee).
It may be formal or informal. Formal counselling is
a planned and systematic way of offering help to
subordinates by expert counsellors.
Informal counselling is concerned with day-to-day
relationships between the manager and his
subordinates where help in readily offered without
any formal plan.
At this stage it may be useful to differentiate
employee counselling from coaching. For instance,
we typically use counselling when a performance
problem arises such as fighting, stealing,
4. 2.Employee Counselling
Counselling is associated with emotional
feelings of employees. It is related to problem
solving technique, so as to increase
employees performance. Counselling keeps
the mental health of the employees fit.
Counselling helps the employees feel
comfortable about him-self gives right feeling
about others. It is true that each employee
does not have problems but a few among
them have problems which is a disturbing
cause to the management in the present day
5. 3.Need for Counselling
Employee counselling arises due to a number of
problems faced by the employees. Most of the problems
which require counselling have some emotional
contents, emotional ups and downs are a part of out life.
1. Emotionally upset employees can do things which are
harmful
for their interest as well as the interest of the
organization.
2. The productivity of the employees may be reduced.
3. The absenteeism and turnover may increase because of
a
trivial conflict which may seem large to them.
6. 4.Features of Counselling
The focus is on developmental, educational,
preventive concerns.
Processes such as guidance, classification,
suggestion etc., are commonly employed.
The emphasis is on problem-solving and
situational difficulties.
The relationship between the counsellor and the
counselee is friendly, advisory, helpful and
trustworthy.
The aim is to clear the mind (of a counsellor) of
cob-webs, mental blocks and improve personal
7. 5.OBJECTIVES
Counselling helps a person overcome
emotional problems and weaknesses relating
to performance. It aims at developing the
counsellee fully. It involves the following.
Help him realise his full potential.
Help him understand his strengths and
weaknesses.
Gain insight into his behaviour and analyse the
dynamics of such behaviour.
8. Cont…
Help him understand the work environment
better.
Provide an empathic climate where he can
discuss his tensions, conflicts, concerns and
problems.
Increase his personal and inter-personal
effectiveness through prompt feedback about
his behaviour .
Prepare action plans for improving his
behaviour and performance.
9. 6.Benefits
Performance counselling takes a positive
approach. The underlying philosophy is quite
simple: People can grow and improve their
competence and performance with timely help
and proper coaching.
An effective counsellor-manager is one who
helps his employees to become more aware of
their strengths and weaknesses and helps
them to improve further on the strong points
and overcome weaknesses. Counselling,
generally speaking, offers the following
benefits to the counsellee:
10. Cont..
1. He learns to respond and adjust more
positively to people and situations.
2. He is able to improve his personal
effectiveness.
3. He is able to clear the mind of emotional
irritants; overcome his personal weaknesses
and work more effectively.
4. He feels more relaxed when he is able to
share his concerns and problems with a
trusted friend, the counsellor who assures
confidentiality and extends a helping hand
11. 7.The Process of Counselling:
Sequential Steps
The counselling process has three phases:
rapport building, exploration and action planning.
1. Rapport Building:
Initially the counsellor-manager should level
himself with his employee and tune himself to his
orientations. General opening rituals like offering a
chair, closing the door to indicate privacy, asking
the secretary not to disturb are all important in
demonstrating the manager's genuine interest in
employee's problems. The counsellor must listen
to the feelings and concerns of the employee
carefully and attentively. Leaning forward and eye
contact are important signs of active listening. The
employee must feel that he is wanted and the
counsellor is interested in him genuinely.
12. 2. Exploration:
Besides active listening, the counsellor should help
the employee find his own weaknesses and problems
through open and exploring questions. He should be
encouraged to open up fully and talk more on the
problem. This would enable both parties to uncover
various dimensions of the problem clearly. Once the
key issue is identified, (e.g., inability to get along with
colleagues, not being promoted despite hard work,
boss does not like his work etc.) it should be
diagnosed thoroughly. Open questions like-why do
people pick arguments with you ? On what occasions
did you try to get ahead in the race? Who are coming
in your way and why? - may help the employee
visualise the problem from different angles. The whole
exercise is meant to generate several alternative
causes of a problem.
13. 3. Action planning:
Counselling should finally help the employee find
alternative ways of resolving a problem. The list of
alternatives could be generated after two or three
brain storming sessions. The merits and
limitations of each course of action could also be
identified and the best course of action picked-up
keeping the background factors (boss, colleagues,
work-related issues, competitive pressures etc.) in
mind. The employee should be encouraged to
self-monitor the action plan without seeking
further help from the counsellor. The counselling
sessions could be monitored and reviewed at
regular intervals later on.
14. 8.Effective counselling
Counselling is an art. It requires serious effort
on the part of the counsellee to learn from each
situation and stand on his own. The counsellor
is there to lend a helping hand, clarify things,
enable the counsellee look at the picture himself
clearly, show the alternative paths and suggest
action plans for improvement. The process is
built around mutuality and trust - the belief that
each person has enough to contribute.
Both parties should be willing to invest their time
and energies on the following things:-
15. Cont...
Counsellee:
The subordinate must open up before the
counsellor-manager fully and share his problems,
feelings, concerns without any
reservation/hesitation. As far as possible he must
confine himself to issues relating to job
performance. He needs to take responsibility for
his behaviour and begin to look for ways to rectify
the problems. He should be willing to develop on
his own after carefully translating the suggestions
given by the counsellor into an action plan. After
all, a counsellor is there to help, not carry a poor
performer forever.
16. Cont…-
Counsellor:
Initially the counsellor should try to document specific
job behaviours like late coming. absenteeism, poor
quality, peer group conflicts in terms of dates, times
and what happened. He should encourage the
subordinate to come out with his own unique version
of what has happened. Instead of pointing an
accusing finger against the employee, he should help
the employee find where things have gone wrong.
After identifying the key issues, he should help the
subordinate develop alternative ways of resolving the
issue. Be specific as to what the employee is
expected to do, when it is expected and what
resources you are willing to commit to assist. Once
the plan is ready, evaluate the progress constantly
and reinforce good efforts to the extent possible.
17. Climate:
Both parties must focus on work-related goals
and performance behaviours. They should
discuss issues objectively, fairly and equitably.
The discussions should flourish in an
atmosphere of mutual trust, cooperation and
understanding.
18. 9.Helping
Counselling is essentially helping. According to
Carl Rogers, a helping relationship is one in
which at least one of the parties has the intent
of promoting the growth, development,
maturity, improved functioning. improved
coping with life of the other". Helping can be
reactive or proactive. When help is given to
someone who seeks help (or seen as requiring
help) it is reactive behaviour. On the other
hand, when help is given because of the
helper's need to give, helping is proactive.
19. Cont..
In the Indian context, when the receiver's need
is dominant it is called Biksha, but if the need
of the giver is more important, it is called Doan
In Biksha the giver has the upper hand,
whereas in Daan the recipient has a higher
status (because be obliges the giver by
accepting help). In the western literature, of
course, the helping relationship is examined
from the point of view of the recipient
(recipient's needs, aspirations etc.)
21. TASK
There are basically two ways of approaching the task
from the recipient's angle, i.e., whether he is able to
accomplish the task independently or not. If the recipient
is incapable of handling assigned tasks independently,
the helper (as an expert) treats the recipient as a patient
(assistance approach or medical model of helping)-takes
note of all symptoms, makes a diagnosis and comes out
with alternatives. In the other approach, called
'educational approach', the helper knows that the client
is capable of doing things independently and hence,
acts as a facilitator only (who works with the client in the
client's frame of reference) laying strong emphasis on
the client's problem solving skills.
22. HELPER
Effective helpers focus attention on task
accomplishment and are less concerned with
controlling the other person. Ineffective helpers,
often, do not act in the client's best interests.
They do not allow the client to develop a
personality of his own. They are inward working
and are more concerned with their own needs to
feel superior and try to peer over the shoulders
of clients from close quarters. According to Carl
Rogers, helpers should keep the following
things in mind - if they want to improve the
problem solving skills of clients:
23. Cont..
Communicate: Helpers should communicate
their helpful ideas, constructive suggestions and
positive attitudes /feelings clearly.
Positive: Helpers should experience positive
altitudes towards the recipients. They must show
warmth, liking, interest and treat the recipient with
respect. They must learn to respect their own
feelings as well as the client's feelings. They
should not attempt to depreciate the work of the
client, through criticism, ridicule, anger etc.
Freedom: Helpers should give the recipients a
free hand. They should allow the recipients to
carry on things independently (rather than making
them dependent) following helpful instructions,
advice etc., in a broad way.
24. Cont..
Empathy: Helpers should always work within the
frame of reference of the clients. They should
examine issues, observe things and experience
meanings through the eyes of the recipient. Only
then they will be able to offer help in a non-
threatening manner.
Accept: Helpers should accept all aspects of
client's personality unconditionally. They should not
try to receive something that is palatable and throw
other aspects that do not meet their demanding
criteria.
In the final analysis, the effective helper is one
who is sensitive, empathic, non-threatening and
often one who is willing to influence but not
dominate. If he is brash, over-confident and inward
looking he will only instill feelings of passivity and
25. RECEIVER
The helping relationship puts the receiver in a peculiar
position. Seeking help itself weakens his strength
considerably If the helper wants to control the
relationship, the receiver is forced to comply and
conform. The receiver is certainly in a disadvantageous
position in all such instances. The receiver obviously
begins to reap the benefits when the helper looks at the
receiver as someone capable of doing things
independently Such a positive stance will help boost the
morale of the receiver and improve his self- confidence
and problem solving skills.
26. Helping climate
Helping behaviour is a function of both the
person (receiver as well as helper) and the
environment. A climate of trust and openness
should be there. Empathic attitude of the helper
coupled with uninhibited participation of the
recipient improves the helping climate
considerably. Both parties should be willing to
exchange notes, opinions, feelings through a
process of dialogue. The discussion should
focus attention on how to achieve assigned
goals, taking behavioural and situational factors
into account.
28. 1. Mentoring
MEANING
Mentoring is a professional relationship in which
an experienced person (the mentor) assists
another (The mentee) in developing specific skills
and knowledge that will enhance the less
experienced person’s professional and personal
growth.
Mentoring is important at workplace because it
helps employees to do the right thing by exposing
them to senior employees.
Mentoring differs from coaching because
coaching is short term task and mentoring is long
term task. mentoring is widely recognized today
as an extremely beneficial career development
tool.
29. 2. Definition
“Mentoring is a long term relationship that
meets a development need ,helps develop full
potential and benefits all partners ,mentor,
mentee and the organization”.
-Suzanne
Faure
“Mentoring is a protected relationship in which
learning and experimentation can occur,
potential skills be developed, an in which
results can be measured in terms of
competencies gained.’’
30. 3. Characteristics of
Mentoring
The process of mentoring has following
characteristics :
Mentoring is long term in nature.
Mentoring involves two parties i.e. mentor and
mentee in which mentor is more qualified person
compared to mentee.
Mentoring is a professional relationship.
The process of mentoring enhances skills of
mentee.
Mentoring serves as a career development tool.
Mentoring leads to reduced training costs for an
organization.
31. 4. Types of mentoring
Mentoring
types
Formal
mentoring
Informal
mentoring
peer
mentoring
Group or
Team
mentoring
Special
project
mentoring
Reverse
mentoring
32. Cont…
1. Formal mentoring :
Formal mentoring also referred as classic
mentoring. This type of mentoring pairs a senior
faculty member with a junior member, usually from the
same department, for a specified period of time.
2. Informal mentoring :
Voluntary mentoring relationships that are not
assigned and lack structure about how mentors work
with mentees constitute ‘informal mentoring’.
3. Peer mentoring:
Members with equal ranks form either the same or
different departments develop supportive networks.
They meet regularly to discuss issues and challenges
they are facing as well as share advice, information
and strategies.
33. Cont…
4. Group or Team mentoring:
In group mentoring , senior faculty members serve as
mentors for a group of junior mentees who meet
regularly as a team . For example, a senior member
may meet with a group of junior faculty on a monthly
basis.
5. Special project mentoring:
Here mentor helps to guide mentees for short term
project or task (normally lasting a few weeks to a few
months).
6. Reverse mentoring:
Here, the roles of traditional mentoring are reversed. A
young employee takes on the role of the mentor while
the mentee is an older and often more experienced
employee. This relationship closes the knowledge gap
34. 5. Benefits of mentoring
The benefits of mentoring process observed in the following
areas :-
i. Mentors ii. Mentees iii. Organization
i. Benefits for mentors :
The benefits of mentoring for mentors given here as follows;
Mentoring process strengthens mentor’s active listening
skills.
Mentoring encourages knowledge sharing that increases
self worth (self value) of mentor.
A sense of fulfillment and achievement is established to
the mentor with mentoring.
Mentoring process helps to enhance mentor’s relationship
building skills.
The process of mentoring provides an added sense of
responsibility and purpose for one’s career.
35. Cont…
ii. Benefits for Mentees:
The benefits for mentee given here under;
Skills or competency levels of mentees
developed with mentoring process .
Mentoring improves mentees confidence in their
ability.
Communication skills of mentee will enhanced
with process of mentoring.
With mentoring process, mentee comes to know
how to maintain professional relationship.
Mentee’s network of contacts enhanced.
36. Cont…
iii. Benefits for organization:
With mentoring process, an organization will have following
benefits;
The process of mentoring helps an organization to achieve
its talent development goals like succession planning and
strong leadership development.
Mentoring process improves employee retention keeping
an employee for a long period in organization there by
reducing turnover rates .
The training costs get reduced by one to one interaction.
By mentoring process it is possible to inform everyone
throughout the company that leadership is willing to in its
employees.
Mentoring improves talent acquisition efforts( acquiring
skilled human labour to meet organizational needs) New
hires are aware of this organization’s career development
opportunities .
37. 6. Characteristics of Mentor
Mentors do not take their responsibility as a mentor
lightly. A good mentor is committed in helping their
mentees find success in their choosen profession.
mentor has following characteristics.
i. Willingness to share :
A mentor is willing to teach what he /she knows and
accept the mentee where they currently are in their
professional development . For this, a mentor must be
willing to share skills , knowledge and expertise.
ii. Good communicators:
Good mentor are able to communicate complex
concepts in a language that mentee understand and are
in constant communication with mentee.
38. Cont…
iii. Inspiring:
As a mentor, he or she must be able to inspire mentee
to achieve more and success in their profession by
motivating and inspiring the mentees.
iv. Responsive:
Mentors should respond to the needs of mentee and
also the needed tools and information should be
provided to help mentees for developing skills and
knowledge .
v. Patience:
Another vital characteristic of mentor is patience.
Patience is must because whatever the information the
mentors are sharing to mentees, it takes time to
39. Cont…
vi .Successful:
Being successful is one of the important characteristic of
mentor. As a mentor, they should have a successful
track record in their field . Then he or she will be a role
model to mentees.
vii. Supportive:
Always mentors should be supportive to the mentees by
providing support and guidance to make them
successful. This is also one of the important
characteristic a mentor should have.
viii. Respectful:
As a mentor, he is respected by colleague and
employees in the organization and the professional
40. Cont…
ix. provide insight:
In mentoring process, mentors use their
personal experience to help the mentees avoid
mistakes and learn from good decisions.
x .criticize constructively
Criticize means indicating the faults of
someone or something in a disapproving way.
when necessary mentors point out areas that
need improvement, always focusing on the
mentee’s behaviors .
41. 7. MENTORING PROCESS
PROCESS OF
MENTORING
Building the
relationship
Negotiating
Agreements
Developing
the mentee
Ending the
relationship
42. Cont…
I. Building the relationship:
This is the first and foremost step in the
process of mentoring. The mentor- mentee
relationship is the first vital aspect of mentoring
that needs to be established. Time and money
must be invested in building a good
relationship. The mentor and mentee take their
time in getting to know each other. With this,
the process of mentoring will be easy.
43. Cont..
II. Negotiating agreements:
Negotiating is the action of transferring legal
ownership of a document. In this step, a set of
agreements get established to be
implemented and followed during mentoring
relationship. This includes.
Defining the roles.
Setting schedules for mentoring sessions.
Identifying limitations.
Identifying mentoring style preferences.
44. Cont…
III. Developing the mentee:
This is the longest step of mentoring process. During
this stage , both the mentor and mentee will define
mentoring goals, create a list of mentoring activates to
achieve their goals and keep constant communication
with each other .
IV. Ending the relationship:
It is the final step in the process of mentoring. The
mentoring process ends with a celebration of the
accomplishments and evaluation of outcomes. The
mentoring relationship must end on a highly positive
note rather that closing in a rude manner.
