SlideShare a Scribd company logo
Coaching, Counseling,
Mentoring
 Think of a particularly effective
coach you had in high school,
college, or any other situation
(e.g., sports, debate, music).
 Describe why he or she was so
effective.
 How do this helper's qualities
match up with those in the
Behavioral Checklist?
10-1
Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall
Helping Skills Checklist
 Asked questions to help discover sources of problems
 Actively listened and showed genuine interest
 Demonstrated unconditional positive regard by
suspending judgment and evaluation
 Tried to educate versus assist
 Used mistakes as learning opportunities
 Provided meaningful feedback for learning
 Encouraged continual improvement
 Recognized and rewarded small improvements
 Modeled desired behaviors
 Helped develop action plans for improvement
10-2
Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall
Coaching, Counseling,
Mentoring
 How have your parents
served as helpers for your
development?
 What did they do that was
particularly helpful?
 What could they have
done better?
10-3
Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall
Coaching versus Counseling
 How is coaching similar to
counseling?
 How are the two
different?
10-4
Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall
Coaching, Counseling, and
Interpersonal Skills
 Which of the earlier skills
in this book contribute to
coaching and counseling?
 How do they relate?
10-5
Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall
Modeling Exercise
 Problems in Napa
Valley
 Two volunteers for role
play
 Rest of class =
observers & provide
feedback re: Rating
Sheet
10-6
Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall
Group Exercises (Trios)
Conduct 3 coaching/counseling sessions
 Helping with a Peer Problem
Group Exercise 2
 #1 = Share personal problem (school, work)
 #2 = Coach/counselor
 #3 = Observer = feedback to coach
 Alternatives:
 Group Exercise 3: Camera Out of
Focus
 Group Exercise 1: Confessions of a
Sales Manager
10-7
Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or
transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or
otherwise, without the prior written permission of the publisher. Printed in the United States of
America.
This work is protected by United States copyright laws and is provided solely for
the use of instructors in teaching their courses and assessing student learning.
Dissemination or sale of any part of this work (including on the WorldWideWeb) will
destroy the integrity of the work and is not permitted. The work and materials from it
should never be made available to students except by instructors using the
accompanying text in their classes. All recipients of this work are expected to abide by these
restrictions and to honor the intended pedagogical purposes and the needs of other instructors
who rely on these materials.
10-8
Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall

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robbins_tips6_ppt_10.ppt

  • 1. Coaching, Counseling, Mentoring  Think of a particularly effective coach you had in high school, college, or any other situation (e.g., sports, debate, music).  Describe why he or she was so effective.  How do this helper's qualities match up with those in the Behavioral Checklist? 10-1 Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall
  • 2. Helping Skills Checklist  Asked questions to help discover sources of problems  Actively listened and showed genuine interest  Demonstrated unconditional positive regard by suspending judgment and evaluation  Tried to educate versus assist  Used mistakes as learning opportunities  Provided meaningful feedback for learning  Encouraged continual improvement  Recognized and rewarded small improvements  Modeled desired behaviors  Helped develop action plans for improvement 10-2 Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall
  • 3. Coaching, Counseling, Mentoring  How have your parents served as helpers for your development?  What did they do that was particularly helpful?  What could they have done better? 10-3 Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall
  • 4. Coaching versus Counseling  How is coaching similar to counseling?  How are the two different? 10-4 Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall
  • 5. Coaching, Counseling, and Interpersonal Skills  Which of the earlier skills in this book contribute to coaching and counseling?  How do they relate? 10-5 Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall
  • 6. Modeling Exercise  Problems in Napa Valley  Two volunteers for role play  Rest of class = observers & provide feedback re: Rating Sheet 10-6 Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall
  • 7. Group Exercises (Trios) Conduct 3 coaching/counseling sessions  Helping with a Peer Problem Group Exercise 2  #1 = Share personal problem (school, work)  #2 = Coach/counselor  #3 = Observer = feedback to coach  Alternatives:  Group Exercise 3: Camera Out of Focus  Group Exercise 1: Confessions of a Sales Manager 10-7 Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall
  • 8. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior written permission of the publisher. Printed in the United States of America. This work is protected by United States copyright laws and is provided solely for the use of instructors in teaching their courses and assessing student learning. Dissemination or sale of any part of this work (including on the WorldWideWeb) will destroy the integrity of the work and is not permitted. The work and materials from it should never be made available to students except by instructors using the accompanying text in their classes. All recipients of this work are expected to abide by these restrictions and to honor the intended pedagogical purposes and the needs of other instructors who rely on these materials. 10-8 Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall