HR Professional in New Avtaar: HR as a trainer and teacher


These days in companies, everyone is talking about the role of HR staff as a coach and mentor. People are excited and confused. Stop, because it's new and it's challenging. Confused, because many people are not aware of the difference between guidance and training.

I received inspiration to write these recipes from one such confusion mail from one of my professionals. I was describing my work with these friends, as I mentioned that one of my role in the current job is "Employee Coaching", which he replied that what is a player's language training is "guiding" in companies. It was a shock to me. In this article I will cover:

Differences and similarities in guidance and training

Role of HR as a teacher and coach

What they should do as a coach and coach

How to act actively and trainer.

Basics of Guidance and Training

What is training?

Initial training is advisory and is a new and fast growing profession, especially in the field of personal trainers. Coaches know the strengths, weaknesses, goals and needs, usually through a series of pre-determined meetings a month. Bentley's words include four core elements in the training process, support, model, step-by-step development and motivation.

The key is to educate employees about how to better utilize the skills and knowledge they have.

Trainers assist in "improving or developing performance".

The training process focuses on raising information, asking questions and focusing on details, but telling people what to do. Coaches can be managers within the system and the best coach is probably your own boss.

What is the guide?

In Ancient Greece, Odysseus took his son's son, Telemachus, to become a consultant and a friend. This trusted and wise friend, Mentor, became allegedly a counselor, mentor, teacher and trainer, sponsor and advisor to his protégé, Telemachus. (Hunt & Michael 1983).

David Clutterbuck (1996) defines instructions as "help from one person to another to make a significant transformation into knowledge, work or thought."

The simplest is that Mentor is there to help Mentee to learn. Much of learning is enabled by teachers to guide Mentee in learning and then help them reflect and strengthen their studies.

To put in a professional way is a guiding method of helping others with transitions; It's about one person to help others (Megginson 1995, 14).

It involves one person, mentor, helping another person or mentor to accomplish his goals, with training, counseling, guidance, sponsors and parlaying knowledge (Stueart 1993, 144).

The supervisor is usually a "three way useful process", which helps a mentor, mentor and organization (Stueart 1993,144).

The main role of a mentor is to extend the mentee career, but the one who guides is not the only one who benefits from a relationship.

Specific goals that can be achieved through the guidance process are

Progress of Employees & # 39;

Relationship between Managers and Employees

Increased Commitment to Objectives and Values ​​of the Organization and

Personal Relationship Development

The key to the instructions is to closely link it with the mission, objectives and priorities of the organization. Only an integrated, easier process, related to current and future projects or business relationships, can be expected to counteract the winds of change. Of course, you need to follow the instructions and monitor the measurement of its effects (Murray 1995).

Differences / Differences between Train and Train

Training has had a long history with its roots dating back to the 8th century BC. where she got her name from elderly friends and counselor of Odysseus, called Mentor, who also offered guidance and worked as a teacher at Odysseus & # 39; son of telemachus It was still the basis of which trade, craft and art were transferred from ancient times to the absorption of capitalism. However, training has only been around the last decades and has only received much attention in the 1990s (North 1997, 206). Mentors can perform similar jobs as a coach, but usually those who work in the same facility, but coaches are more often than outside the organization, but not always (Judge 1997, 72).

Both training and instructions are a great opportunity to learn, using "an effective question that gives insight, which fuel curiosity, which brings wisdom". Asking questions, rather than saying or ordering, is the basic element, which leads to the process of teaching and training together. This consequence, of course, that you will be a great listener and broker.

However, they are very different ideas. Training involves training, but it also emphasizes the individual's performance, within the framework of the goals. A supervisor is unique "because it does not rule out other methods, but is present with them and adds them and increases value."

The difference between guidance and training is as follows:

"Training [is]" curriculum in a systematic manner with the aim of improving the ability to apply specific skills or dealing with difficult situations.

Supervisor [is] ] assign an active and qualified person (other than direct manager) to provide advice and advice to help someone handle and grow at work. "

Trainers focus on a particular problem, or "job results", examine the employee's solutions and opportunities to use.

The supervisor, on the other hand, is zero on the man, focusing not only on the present, but always with the eyes of the future. Mentors provide the same services as coaches, but they are based on a complex, ever-increasing singing relationship based on mutual respect and friendship.

How to prepare yourself for the role of coach or mentor

A great commitment is required for you to fulfill the role properly with the hope that managers are your communication skills at a level where the art of listening has been a master. And patience !!! In the words of Chip R. Bell, there are mentors, comic, booster, sergeant and companions, and believe that great mentors are "successful in giving up, accepting, marrying and extending." Abandoned in the sense of not controlling; accept or involve rather than judge marriage, do not use manipulatively; and prolong, push the union to grow beyond a predetermined limit.

From research conducted by teachers gathered at the beginning of the eighties, we know that there are three inseparable attributes that are highly appreciated by students, and they are

A profound understanding of management

Organizational Knowledge, and


Let your employees benefit from the experience, knowledge and achievements you have achieved and it will be win-win. Expect to get excited.

What To Have In Training / Guidance

Without reference and expectations, no communication can be achieved so that before any company becomes part of a training or guiding process, it must be an informed decision of managers and students.

Employees willing to take responsibility for their own growth and development, which are responsive to positive and negative feedback and willing to receive suggestions and recommendations, these employees are generally very positive about their jobs, their workplace and their universities, and are people that could be seen as future organizers (Gilley 1996, 177). After selecting a good candidate, especially one for guidance, you may want to develop a formal action plan that describes the precise guarantees, goals that the employee wishes to achieve, some strategies that can help and target dates to complete specific actions (Gilley 1996.181). A guidance plan can also be useful because it is visually identifiable of progress that can be made and can act as an incentive (Gilley 1996, 181). Of course, not all guiding / training events are harmonized and continue as ongoing discussions and meetings, regardless of the amount of commitment, you should set limits to prevent problems (Bell 1996, 60).

Gilley and Boughton have submitted various actions that employees should be responsible for if they want to participate in effective guiding tasks. They must be responsible for their own development, trust their mentors and # 39; suggestions and advice, expect both positive and negative feedback, not control, and be prepared to receive challenging tasks (Gilley 1996, 1975). And finally, make sure you understand that the results are ready and agree with the method of assessment will be done before the training or suggested contact can be cemented.


In the guiding role of HR professionals, work with the managing director and focus on development. Few internal HR people are spending time and energy for this powerful and useful intervention. Companies mainly employ external coaches and consultants. Indeed, HR employees do not miss an opportunity to increase their career if they decide to develop that relationship.

The fundamentals of the role are solid. "The manager may be embarrassing and acknowledge that he needs help or concern that the employee can tell others to the agency."

To help, the HR person must be highly credible with management. Do not expect to train yourself without the credentials, reputation and status of the company are impossible. Those who participate in the training must feel that you are looking for interests and maintaining confidentiality at all times.

HR professionals must be knowledgeable about technology and other audit tools to provide impartial feedback to the CEO. Training often takes training for individuals who are advanced in the career. Thus, HR employee must be well-known in management and behavioral habits. He / she must know and have access to various resources. The goal of adaptation methods and highly advanced communication skills is essential for the HR man to succeed.

How does a guiding work work?

For instructions to work efficiently, the teacher can not be held responsible for Mentee. In order for this to work, the mentor should be responsible for managing a relationship, but should allow Mentee to install the program and n "# 39;

The management of the Union is to ensure that Mentee's feet support and encourage and can talk to Mentor without fear of judgments being made. The mentor also needs to find discussions and confidential information. Another requirement is that Mentor enables Mentee to move towards greater self-esteem and independence as soon as possible . This should not be regarded as trying to put an end to the relationship, but to change it and to develop a relationship that is evener and more reciprocal.

Judges and Instructors


· Help to Breathe and Hope Mentée

· Help the person to stand out of the problems of the moment and see work and life in a wider context

· Listen spirit of ear to allow Mentee to get a part of his breast and

· Help the individual to think of different options

· Give information that Mentee could not get from other sources

· Provide surveillance in areas like and their style, often areas where others do not & # 39; disturb & # 39; to tell

· Give encouragement

· Share experiences


· Give lots of advice – You are usually too removed from complex situations to know what to do – help the mentor to come up with own answers

· Save them – it does not help in the long run if you deal with someone else's problems, people learn more about dealing with themselves and being more confident in the outcome

· Be typical and jump on conclusions

HR as a trainer

In the new training role, I propose HR professionals, the HR manages with the Managing Director, and focuses on her development. Few internal HR people work in this field. Companies have usually hired external coaches and consultants. But they do not always have to do it, if HR professionals are willing to take this new role. Indeed, HR employee misses opportunity to improve processing if she refuses to develop this communication.

The role of a mission, according to Christina Zelazek, SPHR, Managing Director of HR at The Mennonite Home of Albany, Oregon, is solid. "The manager may be embarrassing by acknowledging that he needs assistance or concerns about the employee being able to tell others in the organization." To help, she said: "The HR person must be very credible with executives. You gain credibility from how you control yourself, the ideas you have and your own political skills." Do not expect to train without the credentials, reputation and status of your company being impossible. The person involved in the training must feel that you are looking for his interests and maintaining confidentiality at all times.

One of the most important factors that the internal employee brings to the training role is her knowledge of the organization and the impact of managing director within that environment. This is also one of the reasons HR coaches do not attract internal customers for these new relationships. Beyond the issue of complete confidentiality, the training aid she is providing the manager must promote more than a planning response to help the manager further develop his potential.

What new role

HR coach must be knowledgeable about surveys and other audit tools to provide unbiased feedback to the CEO. Training often takes training for individuals who are advanced in the career. Thus, HR Specialist will be well-known in management and behavioral and habits. She must know and have access to various resources for the managing director as well. Assistance goals, follow-up and highly advanced communication skills are essential for HR coaches to succeed.
As a major organizational problem, HR Managing Director can serve as a means of coordinating and combining the process of training. It can track resource expenditures, check the credentials of external coaches, and assist in the measurement and determination of results.

Training Questions

A. What is the purpose of this discussion? What goals or activities are you working on?

B. What do you want to achieve, both short and long term? (Length of time will often affect what can be achieved.)

C. Are we talking about something you want to produce, or how you work (end goals like completing product design or performance goals like improving your writing skills)?

D. If the goal is positive, demanding, close and measurable? (If none of these conditions are met you should ask if the goal is worth it.)

E. What is happening now that relates to your goal? (Few goals are isolated from other people and plans within your organization and it's important to be aware of what's happening that will affect your plans.)

F. Who's involved and how do they look at this goal? (Most goals include other people and you need to make sure that these people are aware of what you are doing and support your efforts.)

G. What have you done about this so far and what results did your actions produce? (You need to know if the situation you are discussing is about a future plan or trying to fix a problem that has already occurred.)

H. What's happening, both within and outside the group and company, which will affect your goals? (Nobody works isolation, and you have to admit that other programs and events, both locally and in the larger world, can affect what you are doing.)

I. What are the main constraints to find a way to proceed? (You can not overcome obstacles to your goal unless you know what they are and deal with.)

J. What options do you have? (Getting the employee to consider other features can not only help expand his perspective on the situation but can also help you find options you have not thought in the past.)

K. What are the costs and benefits of each of these options? (This allows the employee to think about each option in a larger context.)

L. What if …? (If an employee has not taken into account all the factors you can think of, you can help to increase his thinking by raising other possibilities in the form of "what if …" questions.)

M. Want another suggestion? (If the question "what if" does not help an employee to consider other options that you want him to consider, ask if he would like any other suggestion to the employee. Creating a solution will not help an employee to learn. There are times when you have to come prevent a solution, for example, when the employee's schedule becomes dangerous to himself or herself.)

N. What are you going to do, and when are you going to do that? (Get the employee to commit to an action plan.)

O. Will this fulfill your goal? (If not, why did it?)

P. What obstacles do you expect and how will you overcome them? (This is also a real test.)

Q. Who needs to know what you are doing and what support do you need? (Make sure that an employee recognizes other people who need to participate or who will be affected by his work.)

R. Evaluate yourself, on scale 1 to 10, the chances of performing this feature. (If the rating is small, why are you continuing with planning?)

These questions should be suggested, not as a fixed list that you must review in all training situations. But using questions like this will provide incredibly positive results, whether you use them with an employee, peer or own manager. I have also used this method very well with my daughter at the age of two years to get her to carefully consider her plans and the consequences of her actions.

The training of your employees will make you a better manager and valuable employee of the company and can only help you in your own career development.


Training and instructions are not the same. Our findings and experience support the fact that the mentor is a powerful, bilateral mutual learning situation where the counselor provides counseling, disseminates knowledge and experience, and teaches using hypotension, self-awareness. Teaching through adult education towards teacher groups and being willing not only to ask for self-discovery but also freely sharing their own experiences and skills with protégé. Supervisor is both a source of information / knowledge and a researcher. If I'm your trainer, you probably work for me and my concern is your success, ability to adapt to changes, and sign up for future vision / policy for the workplace.


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