HR Counselling & Mentoring final-.ppt

1. COUNSELLING
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2. Relationship Issues
Depression
Bereavement and Loss
Low Self Esteem
Phobias / Trauma / Stress
Anger / Anxiety
Addictions / Eating Disorders
Meaning of Life Personal Development
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3. Counseling , Coaching and
Mentoring
Counseling and coaching/mentoring are
viewed as developmental programs and
are considered positive approaches in
aligning employees’ behavior with
employer’s expectations, goals and
organizational vision.
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4. Coaching, Mentoring, Counseling
 Coaching is a process where a peer or manager works with
an employee to motivate him/her, help to develop his/her
skills and provide reinforcement and feedback
 Mentoring is a process where an experienced productive
senior employee who helps to develop a less-experienced
employee.
 Employee Counseling is defined as a discussion between
the employer and the employee about the real or perceived
performance deficiency or job-related behavior; the
employee's perception of the identified behavior and the
employer’s involvement in helping the employee to correct
these behaviors; and the employee's attempt to reduce or
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5. Employee Counseling
 Direct face-to-face conversation
between a supervisor and a direct
report
 Used to help the employee identify the
reason for poor performance to
improve, not embarrass or humiliate
him or her
 Generally more formal than feedback
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6. EMPLOYEE COUNSELLING
 It is defined as discussion of an emotional problem with an employee, with
the general objective of decreasing it.
Counseling:
 Deals with an emotional problem.
 Is an act of communication.
 Is generally to understand and/or decrease an employee’s emotional
disorder.
 Can be done by both, the managers and the professionally trained
counselors.
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7. Counseling is :
 guiding,
 consoling,
 advising,
 sharing,
 Helping,
To resolve their problems whenever the
need arises.
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8. COUNSELLING IS NEEDED
BECAUSE
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9. OBJECTIVES OF COUNSELING
1. Understanding self
2. Making impersonal decisions
3. Setting achievable goals which enhance growth
4. Planning in the present to bring about desired future
5. Effective solutions to personal and interpersonal
problems.
6. Coping with difficult situations
7. Controlling self defeating emotions
8. Acquiring effective transaction skills.
9. Acquiring 'positive self-regard' and a sense of
optimism about one's own ability to satisfy one's basic
needs.
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10. TYPES OF COUNSELLING
Performance counseling:
Symptoms:
 signs of declining performance,
 being stressed in office-hours,
 bad decision-making etc.
Cause-Effect: Targets, employee's
responsibilities, problems faced, employee
aspirations, inter-personal relationships at the
workplace, etc.
 Personal and Family Well being:
Symptoms: Personal problems to their
workplaces,
Cause-Effect: affects their performance adversely.
 Other Problems: Other problems can range
from work-life balance to health problems.
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11. SEQUENTIAL OUTLOOK
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12. COUNSELLING FOR HEALTHY
LIVING
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13. Types of Counseling
Directive,
Non-directive, and
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14. Directive Counseling
 Directive counseling is the process of listening
to a member’s problem, deciding with the member
what should be done, and then encouraging and
motivating the person to do it
 Accomplishes the function of advice; but it may also
reassure; give emotional release; and, to a minor extent,
clarify thinking.
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15. Nondirective Counseling
 Nondirective, or client-centered, counseling is
the process of skillfully listening to a couns
elee,
encouraging the person to explain botherso
me problems, and helping them to understand
those problems and determine courses of ac
tion
 This type of counseling focuses on the mem
ber, rather than on the counselor as a judge and
advisor; hence, it is “client-centered.”
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16. Personal Counseling
 Examples - drug and alcohol abuse, psychological
problems or behavioral disorders, medical
problems, limitations, personality conflict.
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17. When to counsel?
 An employee should be counseled when he or she
has personal problems that affect job performance.
• Sudden change of behavior
• Irritability
• Increased accidents
• Increased fatigue
• Excessive drinking
• Reduced production
• Waste
• Difficulty in absorbing training.
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18. Who should do the counseling?
Supervisors/Managers or
(Superiors in hierarchy),
 Specialists, and
 Professional counselors.
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19. Generally Accepted Guidelines
 In any case, in the counseling
relationship, the following conditions are
essential:
 Counselee should psychologically accept the
counselor.
 Counselor must be able to listen well and
communicate effectively.
 An atmosphere of trust and confidence.
 Credibility & Sensitivity of the counselor.
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20. DO’s and DON’Ts of Counseling Your
Employee
DO’s
 Collect and review information before the
career counseling session.
 Give the employee notice of the meeting,
specifying time and place.
 Tell the employee how long the meeting will
last.
 Give the employee a statement about the
purpose of the meeting.
 Prepare questions and subjects for the meeting
that should be covered.
 Greet the employee in a friendly, unhurried
manner.
 Have a chair ready and in a position where the
employee faces the supervisor without
obstacles.
 Have the secretary hold all calls and keep
visitors from interrupting the meeting.
 Help the employee tell his or her story by being
accepting, by being interested, and by letting
the employee talk.
 Give the employee a chance to pause and
reflect.
DON'T
 Search for or attempt to review information
during the meeting.
 Call the employee on a moment’s notice and
expect a productive meeting.
 Abruptly end the meeting without notice.
 Leave the employee wondering what he or
she may have done wrong.
 Wait until the employee arrives to decide
what should be accomplished.
 Give the impressions that there is a big rush
to get this over with.
 Have the employee sit on the opposite side
of your desk with piles of paper between the
two of you.
 Let your attention wander to other people or
matters in the office.
 Prod the employee along, get the details
wanted, and then talk about your own
experiences.
 Talk rapidly, filling in all voids.
 Ask questions that are answered with quick
"yes" or "no."

21. Counseling skills?
 Listen carefully
 Demonstrate empathy
 Do not make judgments
 Understand emotions/feelings behind the story of the person being
counseled
 Question with care
 Ask open ended questions
 Reflect back, summarize and paraphrase so that the understanding
is correct and complete
 Use appropriate body language
 Do not show superiority or patronage
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22. MENTORING DEFINED
“Mentoring is advising, teaching, counseling and role modeling. Formal
mentoring matches a senior or more experienced person—the mentor—to a
junior or less experienced person—the mentee.
Mentors focus on a mentee’s achievements, success in school and
preparation for the workforce through a one-to-one relationship that is non-
threatening and non-judgmental to both parties.
It is a relationship that changes over time as each grows, learns, and gains
experiences in the relationship.”
Mentor = Trusted friend or advisor
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23. Foundations of Mentoring
 Clearly defined educational goals
 Measurable elements of
engineering performance
 Clearly defined expectations
 For the professors
 For the mentors
 For the mentees
 Mentor Training
 Mentoring is a learned
performance (not an innate skill)
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24. Peer Mentoring
Mentor / mentee - similar ages
Mentor experience > mentee experience
Group Mentoring
Multiple Mentees
Professional Mentoring
Major difference in life experience
Types of Mentoring
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25. Frequent
Durable
Relationships
Do These… Monitor These…. Measure These…
Active Mentoring Relationships
Positive
Effects
Frequent
Durable
Relationships
Strong
Emotional
Bonds
Program
Best
Practices
Mentoring Logic Model
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26. Characteristics of a Good Mentor
 Approachable and welcoming
 Shares information and experiences openly
 Good communication skills
 Trustworthy
 Provides accurate and appropriate feedback
 Technical expertise
 Motivating, encouraging, positive and
empowering
 Allocates appropriate time to mentoring
 Sensitive to the needs of the mentee
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27. The Mentoring Process
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28. Counselling Coaching Mentoring Consulting
Scope and
limitations
Deals with
emotional
problems
Deals with
performance
problems and
specific
challenges
Deals with
organisational,
career or
personal
transitions
Addresses
organisational
issues
predominately
Central focus Problem
centered
Task centered Possibility
centered
System
centered
What is worked on? Works on the
client’s
embodiment of
the problem
Works on
developing and
selecting
options for
behaviour in
specific
situations
Works on the
interface
between the
individual’s
identity and the
bigger picture
Works on the
system,
structure and
processes
within the
organisation
Counselling, Coaching, Mentoring & Consulting
Differences & Similarities
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29. Counselling, Coaching, Mentoring & Consulting
Differences & Similarities
Time frame Past and
present
Short to
medium term
Past, present &
future
Short to
medium term
Areas for
discussion
How the
mentee feels
How the
mentee acts
The mentee
thoughts,
feelings &
actions
What could be
improved
Who does it? Professional 3rd
party
Line manager
or professional
personal coach
Professional
unconnected to
day to day life
(off-line)
Professional 3rd
party
Areas for
potential
benefit
Insights Knowledge &
skills
Knowledge,
skills and
insights
Organisational
improvement
Counselling Coaching Mentoring Consulting
Mamun Muztaba, MC, BIM; 01716653626

30. Technical Reflection:
Reference the experience (Who,
What , Where, When)
Contextual Reflection:
Analyze the experience
(Why? How?)
Dialectical Reflection: Apply
to practice (Improve,
Transform)
REFLECTIONS
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31. "Effective mentoring relationships are reciprocal:
Both parties gain access to information, ideas and
ways of doing things."
Mentors Mentorees
increased visibility and public approval advice and support
increased peer recognition as a ‘developer of people’ learning about paths to advancement and blind alleys
access to different channels of communication/ networks understanding of organisational politics
access to feedback and alternative perspectives from the
‘grass roots’
increased awareness of potential stumbling blocks
replication of ideas and personal projects skill development
vicarious achievement through mentoree’s success short cut to accumulating expertise
emotional support and friendship confidence boost
open respect and admiration a personal (holistic) interest
intellectual stimulation multiple strategies, alternative approaches
investment in the future movement beyond the status quo
Benefits of Mentoring
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32. Mamun Muztaba, MC, BIM; 01716653626