The document outlines various methods of teaching, counselling, coaching, and mentoring aimed at enhancing the skills and performance of engineering students. It details the goals, approaches, communication styles, and benefits of these educational strategies, emphasizing their role in personal and professional development. Additionally, it highlights the importance of creating a supportive coaching culture within educational institutions, promoting better engagement, productivity, and overall student success.

1. TEACHING, COUNSELLING, TRAINING,
COACHING, MENTORING THE
ENGINEERING STUDENTS
THANIKACHALAM VEDHATHIRI, B.E., M. TECH., PH.D., M.S., FIE.,
FIGS., FFIUCEE

2. TEACHING

3. TEACHING
• GOAL: IMPARTING KNOWLEDGE AND FACILITATING LEARNING
• RESULTS: CHANGE IN BEHAVIOR, ACQUIRING NEW SKILLS, COMPETENCIES, AND RIGHT ATTITUDES
• APPROACH: CURRICULUM-BASED, OBJECTIVE ORIENTED, TESTS, ASSIGNMENTS, PROJECTS,
RESEARCH, AND PARTICIPATIVE
• FOCUSED AREA: KEY PERFORMING SKILLS, PROGRAM EDUCATIONAL OBJECTIVES, AND LEARNER
OUTCOMES
• RELATIONSHIPS: TEACHER-STUDENT
• COMMUNICATION STYLES: PRESENTATION OF INFORMATION, ASK QUESTIONS, GIVE FEEDBACK,
APPRECIATE , AND GUIDE
• TIME ORIENTATION: PRESENT

4. COUNSELLING

5. COUNSELLING
• GOAL: IMPROVE PERFORMANCE AND REACH STANDARDS
• RESULTS: PERFORMANCE IMPROVEMENT
• APPROACH: CONFRONT, CORRECT, AND INSTRUCT, BEHAVIORAL CHANGE, AND
ATTITUDINAL CHANGE
• FOCUSED AREAS: LISTEN TO THEIR ISSUES, GIVE FEEDBACK, AND MANAGE
EXPECTATIONS EXPLICITLY
• RELATIONSHIPS: MANAGEMENT AND MORE DIRECTIVE
• COMMUNICATION STYLES: TELL, ADVICE, AND ASK QUESTIONS

6. COUNSELLING BENEFITS
• DE-STRESSED STUDENTS
• BOOST HUMAN CAPITAL
• SAFE PLATFORM TO STUDENTS WHERE THEY CAN TALK ABOUT THE
ISSUES THAT NOT ALLOWING THEM TO PERFORM TO BEST OF
THEIR ABILITIES OR SKILLS
• MAINTAIN A HEALTHY WORK LIFE BALANCE
• INSTITUTION RUNS SMOOTHLY

7. COACHING

8. COACHING
• GOAL: IMPROVE BEHAVIORAL PERFORMANCE FOR PERSONAL AND PROFESSIONAL
SUCCESS
• RESULTS: GOAL ACHIEVEMENT
• APPROACH: HELP STUDENTS OR GROUPS SELF DISCOVER AND TAKE OWNERSHIP
TO ACHIEVE DESIRED GOAL
• FOCUSED AREAS: HELP STUDENTS SELF DISCOVER HIDDEN POTENTIALS AND
MAKE BEHAVIORAL AND PERFORMANCE CHANGE
• RELATIONSHIPS: COLLABORATION
• COMMUNICATION STYLES: ASK QUESTIONS, LISTEN, AND GIVE FEEDBACK
• TIME ORIENTATION: PRESENT TO FUTURE

9. LIFE COACHING

10. LIFE COACHING
• A LIFE COACH CAN HELP A STUDENT TO IDENTIFY STRENGTHS, DEVELOP THEM,
AND IDENTIFY PERSONAL AND PROFESSIONAL GOALS.
• ASSIST THE STUDENT THROUGHOUT THE CHANGE PROCESS

11. SELF COACHING

12. SELF-COACHING
• HEARING AND LISTENING TO ONE’S INNER VOICE
• HEAR, LISTEN, AND TRUST
• FEAR FREE
• SELF LEADERSHIP

13. COACHING BENEFITS
AWARDS CITATIONS

14. COACHING BENEFITS TO STUDENTS
• IMPROVED PERSONAL SKILLS AND BEHAVIOR
• MORE CONSIDERED WORK-LIFE BALANCE
• BETTER DECISION MAKING
• IMPROVED INTERPERSONAL SKILLS
• BETTER CAREER PLANNING
• INCREASED CONFIDENCE
• ENHANCED SELF-AWARENESS

15. COACHING BENEFITS TO STUDENTS…
• A SAFE SPACE FOR EXPLORING OPTIONS AND GROWING
• BETTER RISK MANAGEMENT
• INCREASED PERFORMANCE
• MORE SATISFACTION
• FLEXIBILITY
• BETTER NETWORKING OPPORTUNITIES
• GOAL ATTAINMENT

16. COACHING BENEFITS TO INSTITUTION
• BETTER RECOGNITION AND REPUTATION OF THE INSTITUTE
• INCREASED RETURN ON INVESTMENT (ROI)
• RETENTION OF BEST STUDENTS FOR FURTHER STUDIES
• LEADERSHIP
• IMPROVED RESEARCH PERFORMANCE AND PUBLICATION (INTELLECTUAL
PROPERTIES)
• CONTRIBUTION TO KNOWLEDGE CAPITAL
• BETTER ALUMNI RELATIONSHIPS

17. PEER COACHING IN EDUCATION
• A CONFIDENTIAL PROCESS THROUGH WHICH TWO OR MORE PROFESSIONAL
COLLEAGUES WORK TOGETHER TO REFLECT ON CURRENT PRACTICES; EXPEND,
REFINE, AND BUILD NEW SKILLS; SHARE IDEAS; TEACH ONE OTHER; CONDUCT
ACTION RESEARCH; OR SOLVE PROBLEMS. (ASSOCIATION FOR SUPERVISION AND
CURRICULUM DEVELOPMENT-ASCD, 1991)
• FORMAL – GROUP WORKING ON ASSIGNMENTS, PROJECTS, ETC.
• INFORMAL- STUDY GROUPS, GETTING ANSWERS FOR QUESTIONS
• REFINING, EXPANDING, AND ENHANCING ONE’S KNOWLEDGE
• CREATING A CLIMATE OF COLLEGIALITY

18. COACHING SKILLS FOR
DIRECTORS/DEANS/PRINCIPALS
• HIGH-PERFORMING PRINCIPALS/DEANS/DIRECTORS, ETC. PROVIDE ADVICE AND
GUIDANCE TO PROFESSORS/HODS REGARDING CREATING CENTER FOR
EXCELLENCE/ GETTING ACCREDITATION, DEVELOPING BID DOCUMENTS FOR
EXTERNALLY FUNDED PROJECTS, PREPARING DETAILED PROJECT PROPOSALS FOR
GRANTS-IN-AID, ETC.
• DEVELOPING A STRATEGIC PLAN
• ESTABLISHING A CONSULTANCY DEPARTMENT
• ESTABLISHING A FACULTY DEVELOPMENT CENTER, ETC.

19. LIFE COACHING
• HELPS A STUDENT TO IDENTIFY STRENGTHS, DEVELOP THEM, AND IDENTIFY
PERSONAL AND PROFESSIONAL GOALS
• ASSIST THE STUDENT THROUGHOUT THE CHANGE PROCESS
• FOCUS ON INTERPERSONAL AND INTRA-PERSONAL ISSUES
• A CLEAR LINK BETWEEN THE GOALS OF THE STUDENTS AND THE INSTITUTE
• STUDENT IS TO BE RESOURCEFUL
• COACH IS A FACILITATOR IN THE PROCESS

20. CAREER COACHING
• SOFT SKILL COACHING
• SAFE SPACE FOR THE STUDENTS TO PRACTICE NEWLY-ACQUIRED SOFT SKILLS
• IDENTIFYING STRENGTHS
• DEFINING SHORT AND LONG-TERM GOALS
• RESUME / PORTFOLIO DEVELOPMENT
• JOB READINESS
• DUAL PROGRAMS

21. TEAM COACHING
• INSTITUTIONAL CONTEXT (LEADERSHIP SUPPORT AND TRUST IN TEAM MEMBERS;
WELL-STRUCTURED TEAMS; TRUST IN COACHING RELATIONSHIP)
• TEAM EFFECTIVENESS (ALIGNMENT WITH INSTITUTIONAL STRATEGIC
OBJECTIVES)
• STUDENT ENGAGEMENT (WITH INCREASED TRUST IN STUDENTS COMES
INCREASED PRODUCTIVITY)

22. EXECUTIVE COACHING
• A COMMON COACHING PRACTICE AND LANGUAGE IS EVIDENT
• LEADERS ARE PRACTICE ROLE MODELS
• CHANGE MOVES FASTER
• THE ALIGNMENT AND INTEGRATION OF HUMAN RESOURCES IS CLEAR.
• A CULTURE IN WHICH STUDENTS AT ALL LEVELS HAVE SPACE TO GROW, RECEIVE
HONEST FEEDBACK, AND PURSUE PROFESSIONAL GOALS
• STUDENT’S OBJECTIVES ALIGN WITH THAT OF THE INSTITUTION.

23. BENEFITS OF LEADERSHIP COACHING
• ENGAGE IN STRENGTH IDENTIFICATION, SHORT AND LONG-TERM GOAL
IDENTIFICATION AND PROVIDE FEEDBACK
• COACH HAS AN OPPORTUNITY TO HIGHLIGHT EXACTLY HOW THE STUDENT FITS
INTO THE BIGGER INSTITUTE PICTURE.
• THEY CAN FORM AND CREATE A BOND WITH THE STUDENT
• LEARNING WHAT MAKES THE INSTITUTE UNIQUE
• LEARNING HOW S/HE FITS INTO THE INSTITUTE’S MISSION, AND
• INSTILLING THE INSTITUTE’S VISION, MISSION, AND VALUES INTO NEW HIRE.

24. BENEFITS OF CREATING A COACHING
CULTURE
• EMPOWERED TEAM MEMBERS
• MULTILEVEL AND SAME LEVEL COACHING
• OPEN, FREQUENT, CONSTRUCTIVE COMMUNICATION FROM ALL STAKEHOLDERS
• THERE IS A SENSE OF MUTUAL OWNERSHIP: IT IS AN “ALL FOR ONE, ONE FOR ALL”
MINDSET
• LOW STUDENT TURNOVER
• HIGH STUDENT SATISFACTION AND COMMITMENT
• INCREASED PRODUCTIVITY

25. BENEFITS OF COACHING IN AN INSTITUTION
• MORE RETURN ON INVESTMENT
• COGNITIVE BEHAVIORAL THERAPY (PSYCHOTHERAPY): HELPS STUDENTS
IDENTIFY AND OVERCOME NEGATIVE THINKING PATTERNS.
• HELPS TO THE STUDENTS BETTER HANDLE FUTURE CHALLENGING SITUATIONS
• STUDENTS EXPERIENCE GREATER SATISFACTION AND GOAL ATTAINMENT
• POSITIVELY INFLUENCE PERTINENT KNOWLEDGE ACQUISITION
• INFLUENCES AUTONOMY AND INTRINSIC MOTIVATION

26. AREAS AFFECTING THE GROWTH AND
LEGITIMACY OF COACHING
• POSITIVE PSYCHOLOGY: CHARACTER STRENGTH RESEARCH, POSITIVE EMOTIONS
• APPRECIATIVE INQUIRY: A CHANGE PROCESS THAT EXPLORES AND EMPHASIZES THE BEST IN
PERSON OR SITUATION
• MOTIVATIONAL INTERVIEWING: ENCOURAGES PEOPLE TO DEVELOP THEIR OWN REASONS FOR
CHANGE WHICH LEADS TO LESS RESISTANCE AND GREATER SUCCESS WHILE WORKING WITH A
COACH
• EMOTIONAL INTELLIGENCE : 1. SELF-AWARENESS, 2.SOCIAL AWARENESS, 3.SELF-
MANAGEMENT, 4. RELATIONSHIP MANAGEMENT
• DESIGN THINKING: A HUMAN-CENTERED METHOD THAT HELPS STUDENTS FIND CREATIVE
SOLUTIONS TO PROBLEMS
• FLOW THEORY: BEING IN THE ZONE

27. AREAS AFFECTING THE GROWTH AND
LEGITIMACY
OF COACHING…
• SOCIAL COGNITIVE THEORY: POSTULATES THAT LEARNING HAPPENS IN SOCIAL
CONTEXTS. IT IS INTERPLAY BETWEEN A STUDENT, THEIR ENVIRONMENT, AND
BEHAVIOR
• ADULT AND CONSTRUCTIVE DEVELOPMENT
• WHEN YOU THINK ABOUT THIS GOAL, WHAT FEELINGS DOES IT STIMULATE, AND
WHAT NEEDS DOES IN MEET?
• GOOD COACHING RELATIONSHIP IS TRUST AND AUTHENTICITY IS TRUST AND
AUTHORITY.
• SELF-COMPASSION: COMBINATION OF SELF-KINDNESS, MINDFULNESS, AND
SENSE OF COMMON HUMANITY.

28. AN UPWARD SPIRAL
• INSPIRATION
• HOPE
• PRIDE
• INTEREST
• LOVE
• AWE
• AMUSEMENT
• JOY
• GRATITUDE
• SERENITY

29. AUTONOMOUS MOTIVATION
• POSITIVE BEHAVIOR CHANGE LAST LONGER
• INCREASED CREATIVITY AND FLEXIBILITY
• IMPROVED PERFORMANCE
• MAKING CHANGES IS ENJOYABLE
• HEALTH AND PERSONAL RELATIONSHIPS IMPROVE

30. COACHING TOOLS
• RELAXATION
• SELF-TALK
• IMAGERY
• GOAL SETTING
• CONCENTRATION

31. DIFFERENCES BETWEEN COUNSELLING AND
COACHING
Counselling Coaching
Typically retrospective Focus is prospective
Student has decreased level
of individual functioning
Orientation on solution &
capacity for change
Why is oriented Achievement focused/ goal
oriented
Offers guidance and advice Co-related
Long-term though this
varies
Short-term

32. DIFFERENCES BETWEEN COACHING AND
MENTORING
Coaching Mentoring
Short-term Long-term
Formal and structured Informal
Specific and measurable Development driven
Performance-driven Looser parameters for
growth

33. TRAINING

34. TRAINING
• GOAL: TRANSFER SPECIFIC KNOWLEDGE, ATTITUDES AND NATURALIZATION OF
MOTOR SKILLS
• RESULTS: PERFORMANCE, PRODUCTIVITY, SAFETY, QUALITY, INNOVATION
• APPROACH: TRANSFER SPECIFIC KNOWLEDGE AND PSYCHOMOTOR SKILLS
• FOCUSED AREAS: TRAINING BASED ON PREDETERMINED STANDARDS, EQUIPMENT
SPECIFIC
• RELATIONSHIPS: CONTRACT
• COMMUNICATION STYLES: HANDHOLDING, STEP BY STEP DEMONSTRATION, SAFETY
• TIME ORIENTATION: PRESENT

35. MENTORING

36. MENTORING
• GOAL: SUPPORT AND GUIDE PERSONAL OR PROFESSIONAL GROWTH
• RESULTS: SUCCESSION
• APPROACH: TRANSFER FORMAL AND TACIT KNOWLEDGE, SKILLS, BEST PRACTICES,
EXPERIENCE, WISDOM AND MINDSET.
• FOCUSED AREAS: THE STUDENTS’ PERSONAL/CAREER GOAL, NO SPECIFIC PLAN-CAN
BE DONE FORMALLY AND INFORMALLY
• RELATIONSHIPS: ADVISORY, DIRECTIVE, NONDIRECTIVE
• COMMUNICATION STYLES: ASK QUESTIONS, LISTEN, AND GIVE ADVICE.
• TIME ORIENTATION: PRESENT TO FUTURE

37. MENTORING BENEFITS
• ENHANCES MOTIVATION AND WORK EFFECTIVENESS
• INSTITUTIONAL SUCCESS AND INDUSTRIAL COLLABORATION
• EXCELLENCE IN RESEARCH, PUBLICATION AND PATENTING
• GRADUATES ENTRY INTO COVETED ORGANIZATIONS
• MORE EFFICIENT WORK PRACTICES AND OUTSTANDING CONSULTANCY WORKS
• IMPROVED PRODUCTIVITY, AND ENTRY INTO MULTIDISCIPLINARY PROJECTS
• IMPROVED SELF-ESTEEM AND SELF AWARENESS

38. LIFE MENTORING
• PROVIDING MENTORING EVEN AFTER GRADUATION
• GUIDING FOR INTERNATIONAL FELLOWSHIPS
• GUIDING AND ENCOURAGING FOR INTERNATIONAL COMPETITIONS
• PROVIDING CONFIDENTIAL CERTIFICATES
• REVIEWING THE WRITTEN PROPOSAL
• HIGHLIGHTING THE KEY ACHIEVEMENTS

39. BENEFITS OF LIFE MENTORING
• RECOGNITION OF THE OUTSTANDING PERFORMANCE OF THE MENTEE AND THE
INSTITUTION
• REACHING GLOBAL STANDARDS
• GAINING NATIONAL AND GLOBAL REPUTATION
• AIDS IN BETTER RANKING FOR BIDS
• SUPPORT FOR INSTITUTE
• SUPPORT FOR ALUMNI
• GENERATES GRANTS IN AID

40. STAGES OF MENTORING
• CULTIVATION: THE STUDENT LEARNS FROM THE EXPERIENCES OF THE MENTOR
• SEPARATION: THIS IS THE END OF RELATIONSHIP.
• REDEFINITION : THE RELATIONSHIP REACHES THIS LEVEL AFTER SUCCESSFULLY
COMPLETING THE SEPARATION STAGE. DURING THIS PHASE, THE RELATIONSHIP
EVOLVES INTO A ‘COLLEGIAL RELATIONSHIP’ OR ‘ SOCIAL FRIEND SHIP’.

41. MENTORING BENEFITS
• ENHANCES WORK EFFECTIVENESS
• SUCCESS IN INSTITUTION IS MEASURED BY THE OUTSTANDING PUBLICATIONS,
SERVICES RENDERED TO THE INDUSTRY AND SOCIETY
• DEVELOPING THE DIVERSE GLOBAL PARTICIPANTS
• WHEN A BOND AND A SENSE OF BELONGING ARE FORMED BETWEEN COLLEAGUES
WISHING TO ADVANCE THEIR CAREERS WITHIN THE INSTITUTION, THEY TAKE
ACTION TOWARD THAT SUCCESS.
• PLACEMENT OF THE GRADUATES IN THE INTERNATIONAL DEVELOPMENT AGENCIES
AND MULTINATIONAL CORPORATIONS

42. THANK YOU
YOUR QUESTIONS PLEASE