Coaching , Mentoring and Counselling
Chaitanya Purohit
Consultant
$ 20
Beginner course for learners
Foundational Learning
Access to Study Materials
Self-Paced Learning
Coaching , Mentoring and Counselling
Trainers feedback
4
(28 reviews)
Chaitanya Purohit
Consultant
Course type
Instructor led live training
Course duration
2 Hrs
Course start date & time
Coming in Next Month
Language
English
This course format is where trainer will explain you the subject via online live session. Date and time are not decided yet but it will be planned within next 2 weeks after you enroll & pay for this course()?. Get in touch with our team if any clarification is required.
Why enroll
Mastering Coaching, Mentoring, and Counseling can significantly enhance your career in various industries, leading to roles like Executive Coach, Leadership Development Manager, or Human Resources Director, with median salaries ranging from $80,000 to over $120,000. By developing expertise in guiding individuals and teams, fostering personal and professional growth, and driving performance improvement, you'll become a highly sought-after professional. This skillset enables you to build strong relationships, drive talent development, and achieve business results. As a certified expert in Coaching, Mentoring, and Counseling, you'll be highly valued for your ability to inspire and motivate others, drive change, and achieve exceptional results. Your expertise will also enable you to take on leadership roles, develop and implement talent development programs, and drive cultural transformation initiatives. By mastering Coaching, Mentoring, and Counseling, you'll unlock new career opportunities, build a strong professional reputation, and achieve long-term success.
Course details
Course suitable for
Oil & Gas Aerospace Automotive Mechanical Production
Key topics covered
Introduction to Coaching, Mentoring, and Counselling
Understanding the differences and similarities between coaching, mentoring, and counselling
The roles and responsibilities of coaches, mentors, and counselors
The impact of coaching, mentoring, and counselling on personal and professional development
Coaching: Unlocking Potential
Defining coaching and its purpose: helping individuals reach their full potential
Key coaching techniques: questioning, active listening, goal setting, and feedback
How to build rapport and trust with the coachee
The GROW model (Goal, Reality, Options, Will) for structured coaching conversations
Mentoring: Guiding and Supporting Growth
The role of a mentor: offering advice, guidance, and sharing experience
Building effective mentor-mentee relationships
Setting boundaries and managing expectations in mentoring
How to help mentees develop long-term career plans and navigate challenges
Counselling: Providing Emotional Support
Understanding counselling and its focus on emotional support and well-being
Key counselling skills: empathy, active listening, and creating a safe space
Approaches to counselling: person-centred, cognitive-behavioural, and solution-focused
Recognizing when to refer someone for professional counselling
Key Skills for Effective Coaching, Mentoring, and Counselling
The importance of emotional intelligence in all three roles
How to develop strong communication skills: active listening, asking powerful questions, and providing constructive feedback
Building trust and rapport with individuals to foster growth and openness
Establishing Goals and Action Plans
Setting clear, measurable goals in coaching and mentoring
How to create action plans for mentees and coachees to track progress
Encouraging accountability and self-reflection in both coaching and mentoring
Building and Maintaining Trust and Rapport
How to establish and maintain trust as a coach, mentor, or counsellor
Techniques for building rapport quickly and effectively
The role of empathy and confidentiality in fostering a supportive relationship
Dealing with Challenges in Coaching, Mentoring, and Counselling
Managing difficult conversations and challenging situations
How to handle resistance or lack of motivation in coachees and mentees
Addressing emotional or personal issues in counselling sessions
Ethics and Boundaries in Coaching, Mentoring, and Counselling
Ethical considerations: confidentiality, respect, and professional conduct
Setting and maintaining boundaries to ensure healthy relationships
When to refer to other professionals or seek external help
Feedback and Continuous Improvement
The importance of providing constructive feedback in coaching and mentoring
How to receive and act on feedback to improve your own coaching, mentoring, or counselling skills
The role of reflection in personal and professional growth
Case Studies and Real-World Applications
Analyzing real-life examples of successful coaching, mentoring, and counselling relationships
Learning from challenges and how to improve coaching, mentoring, and counselling practices
Group discussions on applying these techniques in different professional contexts
Training details
This is a live course that has a scheduled start date.
Live session
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Questions and Answers
A: Quarterly cadence leaves most deviations stale and trains people to wait out feedback. A fixed shift-based count ignores task density and creates blind spots on maintenance-heavy weeks. Lagging indicators push coaching weeks after the error and miss the control intent. Starting from observations per week and backing into hours keeps latency inside 72 hours without overloading supervisors.
A: Limiting scope to physical hazards contradicts the risk-based structure and would fail audit. Waiting on local law confuses minimum legal compliance with management system duties. Excluding operational roles ignores where fatigue has the highest consequence. The standard frames wellbeing as a hazard driver, so counselling fits as a control where fatigue raises risk.
A: Blind acceptance of the matrix risks unauthorized work slipping through. Full suspension overcorrects and creates staffing risk without proportional safety gain. Self-certification breaks traceability and won’t stand in audit. Checking authorization at task level keeps barriers intact while allowing non-critical work.
A: High ratios dilute contact time and turn mentoring into email review. Appraisals track outcomes but don’t transfer judgement. Mandatory one-to-one overshoots resource needs and slows succession. A sub‑1:3 ratio balances workload with the complexity of rotating equipment decisions.
A: Mandating a named model misreads performance-based intent. Treating human factors as optional contradicts the hazard analysis requirement. Substituting coaching for procedures erodes barriers. The practice expects structured management of human risk without prescribing the tool.
A: Outcome-only acceptance hides shallow feedback loops. Changing documents to fit behavior undermines control integrity. Calling it admin-only ignores learning depth risk. Checking content versus intent shows whether shortened sessions still close gaps or need correction.
A: Immediate escalation chills reporting and learning. Waiting for discipline lets risk compound. Annual timing ignores operational tempo. A defined repetition window links behaviour to risk while staying within just culture.
A: Paper-only assessments miss how work is actually done. Full reassessment burns schedule without proportional benefit. Verbal assurance lacks evidence. Focused observation on risk-critical tasks restores confidence quickly.
A: Banning mentoring misreads competence clauses. Limiting it to leaders ignores process owners on the floor. Using it to replace procedures weakens consistency. Linking mentoring to competence and conformity fits the standard’s intent.
A: Assuming no impact ignores human contribution to incidents. Expecting total elimination overstates control strength. Fixed reductions miss context and exposure. Field data supports a substantial but bounded reduction when counselling targets real drivers.
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