Professional Documents
Culture Documents
MENTORING, COACHING
& COUNSELING
INFORMATION SHEET
SUPERVISION, MENTORING, COACHING AND
COUNSELING
I-031-3 (01)
Information Sheet
Page 1
SUPERVISION,
MENTORING, COACHING
& COUNSELING
I-031-3(01) IS 1
Information Sheet
Page 2
SUPERVISION,
MENTORING, COACHING
& COUNSELING
1.2.
(b)
Feeling of curiosity
Emphasize on intrinsic motives such as interest, feeling of
curiosity, involvement and mind exploration.
Arouse the feeling of curiosity before introducing the topic.
Create of the element of surprise.
Provide concrete and clear ideas.
(c)
(d)
(e)
Information Sheet
Page 3
SUPERVISION,
MENTORING, COACHING
& COUNSELING
(f)
Level of aspiration
Level of aspiration corresponds with trainees capability.
Trainee is high achiever. Level of aspiration must be high
compared to trainees who are low achievers
Give compliment and encouragement and not just give grades.
Mentor encourages protg to develop and arrive at short term and long term
goals.
Mentor provides professional guidance. He teaches protg day-to-day
survival skills and how to increase career scopes.
Mentor protects protg from committing major errors by not burdening him
with to much responsibility.
Mentor provides opportunity for protg to observe and participate in a
particular activity.
The institution provides information on rules but the mentor teaches the
necessary skills on how to handle and observe the rules concerned.
Mentor provides protg the opportunity for development of his professional
skills, through the activities of observation, assessment and practice. This
cycle enables communication and feedback to be acquired continuously.
Information Sheet
Page 4
SUPERVISION,
MENTORING, COACHING
& COUNSELING
I-031-3(01) IS 2
2.1
Counseling Skills
1.
a.
b.
c.
d.
e.
2.
a.
b.
c.
d.
3.
a.
b.
c.
d.
4.
a.
b.
c.
d.
e.
Information Sheet
Page 5
SUPERVISION,
MENTORING, COACHING
& COUNSELING
_____________________________
_____________________________
PRE
-STAGE
BUILDING
RELATIONSHIP
1. EARLY INVOLVMENT
2. PROVIDE ATTENTION
3. LISTEN
STAGE 1
FOCUSSING ON PROBLEM.
At this stage, counselor guides client to
focus on individual event, story or issue
explained earlier.
There might be several issues or a
significant
event
discussed.
The
counselor will use his skill and capability
to direct the client to the issue to be
explored. Choose whichever issue client
regards as most important which needs to
be resolved immediately
Information Sheet
Page 6
SUPERVISION,
MENTORING, COACHING
& COUNSELING
LEVEL 3
ANALYZE PROBLEM
Apart from the shared story or issue to be
explored, the client is invited by the
counselor to search for new perspectives
related to the issue mentioned by the
client. The counselor takes the client to
look at the perspective from a different
angle. Application of various counseling
theories will help the counselor to bring a
new perspective to the client
STAGE 2
EXPLORE
ALTERNATIVE
LEVEL 1
NEW SCENARIOS
LEVEL 2
SELF CRITIQUE
Information Sheet
Page 7
SUPERVISION,
MENTORING, COACHING
& COUNSELING
STAGE 3
SUMING UP
LEVEL 1
BRAINSTORMING STRATEGY
LEVEL 2
FORMULATING A PLAN
FOLLOW UP
Counselor invites client to take realistic
action. Counselor will provide support
and if necessary, carry out monitoring
activity. If it is successful, counseling
will be terminated. Otherwise, counselor
can invite client to revert to the stage of
exploring other issues involving the
client.
ii.
Information Sheet
Page 8
SUPERVISION,
MENTORING, COACHING
& COUNSELING
Information Sheet
Page 9
SUPERVISION,
MENTORING, COACHING
& COUNSELING
2.3
iv.
v.
vi.
Show yourself as a role model for any behavior. Demonstrate to the trainee
too, how a certain knowledge or information to arrive at a certain
achievement can be learnt.
vii.
Principle of learning
Having knowledge of basic learning principles will help a teacher or
instructor to enhance teaching and learning. Here are some principles
proven to be effective in teaching and learning.
a. Begin with what the trainee knows.
Learning will more faster when it builds on what the trainee already
knows.
b. More from simple to complex
The trainee will find more rewarding if he has the opportunity to
master simple concepts first, and then apply these concepts to more
complex ones.
c. Make material meaningful
Another way to facilitate learning is to relate material to the trainees
lifestyle. The more meaningful material is to a trainee, the quicker and
easier it will be learned.
d. Allow immediate application of knowledge
Giving the trainee the opportunity to apply his knowledge and skills
reinforces learning and builds confidence.
Information Sheet
Page 10
SUPERVISION,
MENTORING, COACHING
& COUNSELING
Information Sheet
Page 11
SUPERVISION,
MENTORING, COACHING
& COUNSELING
c.
d.
e.
f.
g.
iii.
Page 12
SUPERVISION,
MENTORING, COACHING
& COUNSELING
Information Sheet
Page 13