School of Management Studies, Nagaland University 1

MHR-107 Managing Interpersonal and Group Processes

Counseling in the Workplace

By Rokov N. Zhasa (NU Reg. No. 111291 of 2011-2012) March 22, 2013 Note: This write up covers the topic of counseling covered under Unit V of MGT 107 Managing Interpersonal and Group Processes, NU MBA old syllabus Content 1.1 Introduction 1.2 Definitions of Counseling 1.3 Personnel or Employee Counseling- Meaning 1.4 Features of Personnel or Employee Counseling 1.5 Need for employee counselling 1.6 When an employee needs counselling? 1.7 Benefits of Counseling 1.8 Principles of Counseling 1.9 Goals of Counseling 1.10 Approaches to counseling 1.11 Important concepts of counselling 1.12 Steps in Counselling Process 1.13 Characteristics of an Effective Counsellor 1.14 Case Study: Employee Counseling in Indian Tobacco Company 1.15 Conclusion Reference 1.1 Introduction The meaning of Counseling in the professional sense differ very much from the popular understanding of the term. For the layman it means a piece of advice, a suggestion, recommendation or providing some information. But professionally, Counseling is the scientific process of helping the individual to understand him/herself better in relation to his/ her environment so that he/ she becomes self-dependent, self-directed and self- sufficient and is able to lead a better and meaningful life. Counseling s aimed at helping the individual in solving problems that are already present, preventing the occurrence of problems in future and also enhancing personal, social, emotional, educational and vocational development. Thus, Counseling has remedial, preventive and developmental aspects. 1.2 Definitions of Counseling The various definitions of counseling are Rogers (1952) describes counseling as " The process by which the structure of the self is relaxed in the safety of the clients relationship with the therapist and previously desired experiences are perceived and then integrated into an altered self'. According to Halm and Mcheall (1955) "Counseling is a one to one relationship between an individual troubled by problems with which he cannot cope alone and a professional worker whose training and experience have qualified him to help others reach solutions to various types of personal difficulties".

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Smith (1955) defines "Counseling is a process in which the counselor assists the counseling to make interpretations of facts relating to a choice plan or adjustments which he needs to make". Pepisky and Pepisky (1954) defined "Counseling as that interaction which occurs between two individuals called counselor and client, takes place in a professional setting and is initiated and maintained to facilitate changes in the behavior of a client". According to Stefflre (1970) Counseling is a learning-teaching process". Gustad (1953) stated that " Counselling is a learning oriented process carried in a simple one to one social environment in which the counselor, professionally competent in relevant psychological skills and knowledge seeks to assist the client by methods appropriate to the latter's needs and within the context of the total personnel programme, to learn bow to put such understanding into effect in relation to more clearly perceived, realistically defined goals to the end that the client may become a happier and more productive member of society". From the several definitions given above it call be seen that "Counseling involves a relationship. It involves a relationship between a professionally trained, competent counselor and an individual seeking help. This relationship is not casual, matter of fact or business like. It is characterized by warmth, understanding, acceptance and trust". Counseling is a process of helping people to learn how to solve certain interpersonal, emotional and decision problems. 1.3 Personnel or Employee Counseling- Meaning Personnel counselling can be defined as discussion of an emotional problem with an employee, with the general objective of reducing it so that performance is maintained at adequate level or even improved upon. At many points of time in life or career people come across some problems either in their personal or work life when it starts influencing and affecting their performance and, increasing the stress level of the individual. Employee counselling provides help and support to the employees to face and sail through the difficult times in life. Counseling is: Guiding Consoling Advising and sharing, and Helping to resolve their problems whenever the need arises

1.4 Features of Personnel or Employee Counseling Personnel counseling has the following features that make it distinct from from other HRM activities: 1. It deals with emotional problems. It excludes difficulties on the job which do not have great emotional involvement e.g. job placement according to skill or technical aspects of the job. 2. Counseling is based on discussion, which means that it is an act of communication. Thus, successful counselling depends on communication skills. 3. It is to understand and reduce the employees emotional problems. Any two persons discussing socially on an emotional problem is not counselling. It becomes counselling only when the employee seeks understanding or help and/ or the counsellor offers it. 4. The definition does limit counselling to professional staff people only. Any administrator or supervisor can perform counselling. In fact no superior can avoid counselling since it is intimately tied up with his role as a manager in any organization. However, only when he is aware of its full implication, acquires skills in it which is simple and puts conscious and

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systematic efforts towards the application of it, he becomes an effective supervisor and counsellor at the same time. 1.5 Need for employee counselling Need for employee counselling arises due to various causes in addition to stress. These causes include: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Inability to deal effectively with ones own emotions Interpersonal problems and lack of team spirit at work place Inability to meet job demands Over work load Confrontation with authority Responsibility and accountability Conflict with superiors, subordinates and management Family problems Health problems Career problems

1.6 When an employee needs counselling? Situations that require counselling include an unhappy employee, an employee, an employee with persistent performance problems, or an employee who has conflict. An employee should be counseled when he or she has personal problems that affect job performance. Some signs of a troubled employee include: 1. 2. 3. 4. 5. 6. 7. 8. 9. Sudden change of behaviour Preoccupations Irritability Increased accidents Increased fatigue Excessive drinking Reduced production Waste Difficulty in absorbing training

1.7 Benefits of Counseling Counseling an emotionally troubled employee yields dividends for the individual in question and ultimately help him/ her re-become a contributing member of the organization. Here are some of the known benefits of counselling: 1. It helps the employee understand and help himself/ herself 2. It helps the employee understand the situations and look at them with a new perspective and positive outlook. 3. Help the employee make better decisions. 4. Helps the employee to identify alternate solutions to their problems. 5. Motivate and develop the employee to cope with the situation and the stress. 1.8 Principles of Counselling Counselling is based on a number of principles. These principles are: 1. Counselling is a process. It is necessary for the counsellor to understand that counselling is a process and a slow process. Failure to understand this will result in annoyance and disappointment. 2. Counselling is for all.

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3. Counselling is based on certain fundamental assumptions. a) every individual in this world is capable of taking responsibilities for his/ herself b) every individual has a right to choose his/her own path, based on the principles of democracy. 4. Counsellor does not deprive the right of self-choice but simply facilitates choice. The counsellor should give due respect to the individual and accept him/her as he/she is. 5. Counselling is not advice giving. 6. Counselling is not thinking for the client, but thinking with the client. Counseling is for enabling the client to do judicious thinking. 7. Counselling is not problem solving. The counselor simply assist the person to find solution on his/her own. 8. Counselling is not interviewing but conversing with the client in order to help him/her develop self-understanding, 9. The counsellor should determine individual differences and provide for them. 10. The counsellor has to prepare the client to open to criticism including self-criticism. 11. The counsellor acts as a facilitator or catalyst only. He creates an atmosphere which is permissive and non-threatening, through his warmth and accepting relationship with the client which helps the client to explore himself/ herself and understanding himself/herself better. 1.9 Goals of Counseling Some of the major goals of counselling generally accepted by counsellor are given below: 1. Achievement of Positive Mental Health An individual is said to have positive mental health when he is able to relate meaningfully with others and lead a fulfilling life. He is able to love and be loved. One goal of counselling is to help the individual to attain this state. 2. Problem resolution Another goal of counselling is to help the individual to come out of a difficult situation or problem. It must be remembered that the individual is only assisted and he himself find solution for the problems. 3. Counselling for decision making Ability to make right and timely decisions is crucial for success In life. One major goal of counselling is to make individual capable of making independent decisions. Counsellor may assist the individual by providing necessary information or clarifying the counselee's goals, etc. but the decision should be taken by the counselee himself/ herself. 4. Improving personal effectiveness As effective person is one who is able to control impulses, think in creative ways and has the competence to recognize, define and solve problems. It can be seen that these different goals are not exclusive. These are all interdependent and overlapping. 5. Help change For development, change is always necessary. Counselling helps individual to make changes in their attitudes, perceptions or personality. 6. Behaviour modification Another aim of counselling is to help in modifying behaviour. Removal of undesirable behaviour or sell-defeating behaviour and learning desirable behaviour is considered necessary for attaining effectiveness and good adjustment. The behaviourally oriented counsellors are the chief proponents of this view. 1.10 Approaches to counseling There are three major approaches to counselling. The directive approach, the non-directive approach and the eclectic approach.

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1.10.1 The Directive Approach As the name itself implies this approach envisages a more active role for the counsellor. The counsellor employs varying degrees of direction to help the counselee to reach sound solutions. Also, through his own specialised knowledge and experience in scientific diagnosis and interpretation of data, counselees are helped to reach earlier solutions for their problems. According to Frederick Thorne, the proponent of this approach, the need for direction by the counsellor is inversely proportional to the individual counselee's potentialities for self-regulation. Though the basic responsibility for reaching the solution is primarily with the counsellor as the counselling proceeds, counselees are encouraged more and more to take up increased responsibility for self-direction. This approach presupposes a more personalised relation with the counselee where the counsellor strives to identify psychologically with the counselee so that he can be understood better. Counselling Steps Directive counselling involves six stages. They are as follows: a) Analysis This involves collecting from various sources the data needed for an adequate understanding of the client. This include administration of psychological tests, etc. However, such testing and form filling should not come between the counsellor and counselee and its importance should be limited to the extend that it gives a better idea about the counselee. b) Synthesis This refers to summarising and organising the data so obtained, as to reveal the assets, liabilities, adjustments and maladjustments of the counselee. This includes of the data obtained through psychological testing also. c) Diagnosis This stage is concerned with formulating conclusions regarding the nature and the course of the problems exhibited by the student. Drawing conclusions from the results of psychological testing, administration of questionnaires etc. are done here. d) Prognosis This refers to predicting the future course of development of the counselee's problem in the light of conclusions as made earlier. e) Counselling This is the most important and time consuming step in the whole process. This is where the expertise of the counsellor is needed most. It is a highly personalized teaching and learning process. It may be direct teaching through explicit explanations, assistance in searching for relevant aptitudes, interests, etc. that illuminate the counselee's problems and so on. Sometimes the counsellor listens in a friendly encouraging way. It may also involve practice sessions where with the warm support of the counsellor the counselee acts out the way he/she should. Thus he/she becomes his/her own teacher to the extend his/her capabilities and circumstances permits. Success thus achieved reinforces and retains those successful behaviours which in turn establishes an adjusted way of life. Thus counselling involves (a) assisting the student in self-appraisal, i. e. identifying his/her interests motives and capabilities (b) helping himther to plan a course of action which utilizes the capabilities and potentialities so identified and (c) finally in establishing an adaptive life style. To help the counselee appraise himtherself two types of data are needed self perceived data and data from external appraisal. The counselee himself is the best saurce of certain type of information. However the counsellors should also communicate those information obtained through analysis and diagnosis. However, he/she should be cautious enough not to make the counselee think that both of them are in the same state of ignorance. Counsellor does not enumerate in detail the steps of his/her analysis diagnosis, etc. But the counselee is given an overall idea. He/ She should avoid a dogmatic position but through his/her theoretical knowledge, experience and judgment, assist the counselee. The counsellor should not at any time appear indecisive because it can cause loss of

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confidence in himther. He should maintain a varied and running discussion of the case-data taking clue from the counselee changing facial and verbal expressions. Thus the counsellor co-operate with the counselee to reach a valid interpretation of the case and an effective programme of adaptive behaviour changes. 1.10.2 Non-directive Counselling In this approach, the counsellor provides an atmosphere in which the client can fully explore his/her own thoughts and feelings freely without any fear or pressure. This by making the counselee understand his/her potentialities the counsellor acts as a catalytic agent. Here the source of data is the client him/herself and the responsibility for change rests with the counselee rather than the counsellor. The counsellor should not be as passive as trying to keep out clients way nor should be as active as to shift the focus from client to counsellor. Central Hypothesis Carl Rodgers, the chief proponent of the client centered approach has formulated a central hypothesis as follows: a) The individual has within him/herself the capacity latent if not evident to understand those aspects of him/herself and of his/her life which are causing him/her dissatisfaction anxiety or pain and the capacity and the tendency to reorganise him/herself and his/her relationship to life in the direction of self-actualization and maturity in such a way as to bring a greater degree of internal comfort. b) This capacity will be realised when the therapist can create a psychological climate characterized by genuine acceptance of the client as a person of unconditional worth, a continuing sensitive attempt to understand the existing feelings and communications of the client as a person of unconditional worth, a continuing sensitive attempt to understand the existing feelings and communications of the client and a continuing attempt to convey this empathetic understanding to the client. c) It further hypothesized that in such an acceptant understanding and non-threatening amosphere the client will reorganise him/herself. d) This adjusted way of life as achieved in the therapeutic relation with the counselor will be generalized to real life situations as a whole. Thus the whole idea of the theory is that the clients are capable of correcting misperceptions or incongruencies between self and experience, in the accepting environment of a counselling situation. If the counsellor possess some personal qualities like codgruency (counsellor being a genuine and integrated person), unconditional positive regard {non evaluative attitude of the counsellor whereby client's thoughts, feelings or behaviour are accepted without judging them as good or bad) and empathy (counsellor's ability to know the client's world as he/she does and to convey this understanding). However, this theory underestimates the need for the counsellor to be an expert in behavipur dynamics, problem solving techniques or developmental processes, etc. Moreover, Rogers rejects the use of diagnosis testing and other such techniques saying that they hinder the client's natural growth. Instead helshe stresses listening, paraphrasing, reflecting client's comments rather than interpreting direct questioning, etc. 1.10.3 Eclectic Approach Here the counsellor bases his/her counseling on concepts taken from various available viewpoints. He/she, incorporates those procedures and techniques which he/she believes to be most effective in the case of that particular counselee, without any prejudice or bias to any particular school of thought. According to Thorne, eclecticism is the most practicable and apt approach to counselling. Because no two people are able and as such no single theory of personality could explain the various behavioural pattern exhibited by individuals. So also each problem is unique in its content and intensity and a technique or approach suitable in one case need not even he effective in the second

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case. These suggests an approach which is tailor made to handle individual cases and eclecticism advocates this neopant. Thorne has coined the word 'Integrated psychology' to express his eclectic view. .Its theoretical foundations are based on the following postulates: i. All psychological conditions are examples of disorders of integrations and the goal of psychological counselling is to strengthen this integrative process, thus fostering high levels of self-actualization. The focus is therefore, the person in the present situation. ii. The therapist has to assess whether [he client has the necessary resources to take on the responsibilities of life. iii. If the therapist is satisfied, he gives the client the responsibility of taking on some routine tasks to start with. iv. Therapy involves the training and reduction of the client in acquiring the controls necessary for self-regulation. Thorne uses the term psychological case handling instead of psychotherapy. Steps involved in psychological case handling are: a) Systematic diagnosis to obtain a complete picture of the clients problem. b) Understanding the various counselling methods in term of their strengths and limitations. c) Concentrating on the underlying causes rather than symptoms. d) Choosing a specific method suited to the needs of the client. e) Evaluating the method on the basis of the results obtained. f) Scientifically analyzing the data and evaluating the result. 'Multimodal therapy' originated by Arnold Lazarus is yet another example of eclectic approach. He explains seven major areas of personality function (I) behaviour (observable action), (2) affective (emotional), (3) sensation (feelings), (4) images (imagination), (5) cognition's (thought process), (6) interpersonal relationships (social) and (7) drugs/biological (physical). He uses the acronym BASIC ID to encompass ill1 these modalities. An important feature of this approach is the insistence that every individual is unique with his own BASIC ID. Maladaptive behaviours are assumed to result from faulty learning and the goal of counselling is to bring about client desired changes that will be enduring and to accomplish this is an efficient and humane way. 1.11 Important concepts of counselling The term counselling in the professional sense is always concerned with helping others irrespective of the context in which it is used. Here it is all the more so, since the person as a whole is our focus of attention rather than a specific problem. Counselling can best be described as a process. It means that counselling involves a sequence of identifiable events spread over a period of time. The time taken, the sequence of events and dynamics involved, the nature and extent of exploration, etc. differ from individual to individual. However there are certain basic stages which form the part and parcel of each of such counselling processes. Some of the related concepts are as follows: Readiness Clients broadly fall under two broad categories, the first consisting of those who seeks assistance voluntarily and the second comprises those referred. Whatever the case be counselling pre supposes a desire on the part of the counselee, that makes the client come for assistance. This desire is referred to as 'readiness'. Counter Will Often people experience difficulty in asking for help and accepting it as well. Because in some cases, they are reluctant to face the consequences of change and for some receiving help means an

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admission of inadequacy or failure. Some feel that they need no assistance or cannot be helped at all. This negative feeling that holds back one from seeking help is referred to as 'counter will'. Case History A case history can he defined as a systematic collection of facts about the clients present and past life. However, the focus of attention varies with the theoretical orientations of the counsellor like a psychoanalytically oriented counsellor looking for relevant childhood experiences, etc. Rapport The importance of rapport in counselling cannot be over emphasized. It is a warm friendly and understanding atmosphere created by the counsellor which is catalytical in the formation of an effective counselling relationship. Warmth of relationship, communication of this warmth to the counselee and feeling of trust which grows out of unconditional acceptance are all important factors contributing to the establishment of rapport. Moving out to receive the client, greeting him warmly, putting him at ease and directing his attention away from the problem initially, are some of the techniques that can be used. Transference It refers to the client transferring to the therapist emotions originally felt toward significant others in early life. This is quite natural in counselling situation because the client trusts counsellor and is encouraged to express his/her feelings and emotions freely. As a counsellor, one should acknowledge these feelings and should be handled in a therapeutic way lest the relation should break down. Counter Transference This phenomenon is said to occur when therapists project their unresolved conflicts upon the client. When counsellors feel uncomfortable the client or experience irrational feelings of anger, resentment, etc. or when they tend to foster dependence on clients or become overemotionally involved. We can infer that counter transference has set in persistence of such feelings is not healthy and the counsellor himself should seek professional help if reasoning out by self does not improve his condition. Resistance It refers to clients inclination to oppose the counsellors attempt to work towards set goals. Recent trend is to view this as an expected part of counselling and is found to influence counselling outcome positively. Resistance ranges from open hostility to passively resistant behaviour like being late for an appointment etc. 1.12 Steps in Counselling Process* The usual counseling process goes through the following three phases: 1. Initiating- Developing Mutual understanding, openness and acceptance, sometimes termed as rapport building 2. Exploration- Which involves understanding with the help of the counselling the counsellees own situation, his feelings, his strengths and weakness, his problems and needs. The skill of the counselor lies in making the counselee discover his own shortcomings and weakness and size up his problem in the light of mutuality of the organizational situation. 3. Formulation of action plan for improved task performance in the organization: The counselling to be useful must culminate in formulation of an action plan which the employee is led to evolve and commit to. It may, however, take more than one session to arrive at the ultimate stage of formulation of the plan but at the end of each session the action plan following that may be worked out.

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The process and sub-processes in personnel counselling and associated behavior on the part of the counselor are described in detail in table 1.1 Table 1.1 Steps in counselling process and behavior on the part of the counselor. Counseling and the behavior associated with them are as follows: Steps in Counseling Process Behaviour on the part of the counsellor 1. INITIATING Relaxed cordiality Giving full care and attention i. Small talk Developing trust and confidence i. Showing interest Actively listen to (and not just hear) feelings and i. Seeking information emotions, apprehensions and doubts, issues and ii. Seeking help in obtaining information problems iii. Sitting nearer-physically attentive iv. Looking straight to the eyes v. Responding-both by words and gestures vi. Keeping all sources of disturbance away (Like phone calls, stray visitors, etc), maintaining privacy Recognition and acceptance of counsellees i. Sympathising feeling Empathy ii. Putting open questions and making supportive atatements to help counsellee to express his feelings iii. Helping release of emotional tension iv. Helping counsellee to express apprehensions and anxieties v. Checking guesses on feelings and apprehensions vi. Sharing relevant experience and feeling. 2. EXPLORATION Allowing rambling expression of feelings and helping to recall associated events in concrete terms. Exploring i. Giving encouragement to express freely by oral expression/ or physical gesture (nodding etc) ii. Repeating statements to check feelings. iii. Putting open questions to guide and help counsellee to continue. Identification of problem i. Putting questions to explore possible problems ii. Encouragement and help in identification of probable problems Finding the cause(s) of the problem i. Exploratory questions to help and guide the counsellee to generate possible causes. Diagnosis ii. Helping and guiding the counselle to identify the cause(s) which he can control himself and those which are outside his control. 3. FORMULATION OF AN ACTION PLAN Searching i. Helping and guiding the counsellee to explore possible solutions. ii. Finding out alternative solutions Deciding on the solution and appropriate action i. Putting questions to help counsellee to test alternative solutions on the tests of

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ii. iii. iv. i. ii. iii.

Consolidating mutual support for and commitment to the solution and action plan.

feasibility, consequences and priority. Selection of one solution. Discussion and decision on an appropriate action plan. Deciding on an alternative action plan. Identification of task areas in action plan. Sharing responsibility for control. Deciding on controls for implementation; sharing tasks and commitments.

Source: Ghosh, P.K., On co-operative Counseling-Modified on Performance Counseling (Reading Booklets) in Pareek, U. and Rao, T.V., Learning Systems, New Delhi, 1978 1.13 Characteristics of an Effective Counsellor There have been many attempts at identification of the characteristics of an effective counsellor. I. General Characteristics The National Vocational Guidance Association of USA has listed such characteristics as interest in people, patience, sensitiveness. emotional stability and objectivity as important. Harrnin and Paulsen (1950) listed understanding, sympathetic attitude, friendliness, sense of humour, stability, patience, objectivity, sincerity, tact, fairness, tolerance, neatness, calmness, broad, mindedness, kindness, pleasantness, social intelligence and poise. According to Howrer (1951) personal maturity is the most important desirable characteristics to be an effective counsellor. Association for counsellor education and supervision holds that there are six basic qualities viz.belief in each individual, commitment to individual human values, alertness to the world, open mindedness, understanding of self and professional commitment. Variables likes age, sex, experience also to a certain extent are found to affect counselling process. Clients were found to be confident in the ability of younger counsellors. Experience increases with age and counsellor improves with experience. Generally, female clients prefer to discuss emotionally loaded problems with female counsellors. Sex of the counsellor is importance depending on the clients ease or difficulty with which they can discuss their problem to the same or opposite sex. II. Personality Characteristics Several studies have been conducted to identify the personality characteristics basic to effective counselling. Weitz (1957), Snyder and Snyder (1961) and Styler (1961) have suggested the following traits: a) Interest in helping people - If the counsellor has a basic interest in helping others, the clients will feel more comfortable in their presence and this will increase the effectiveness. b) Perceptual sensitivity - Counsellors should perceive and understand the thoughts and feelings of the clients as well as the clues given by him. c) Personal adjustment - Counsellor should be a well adjusted person if he should be effective in solving other's problems. d) Personal security - Weitz (1957) suggests that the feeling of security in the role of a counsellor is a very important factor in effective counselling even though insecurities outside this area and other life situations is rather not that important as far as effectiveness is concerned. * Ghosh, P.K. and Ghorpade, M.B., Industrial Psychology, pp 404, Himalayan Publication e) Genuineness - Rogers (1958) suggests that counsellors should be able to establish a genuine relationship with the client to achieve the counselling goals to the best.

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III. Counsellors Attitudes and Beliefs This is important because it determines the nature of the counselling relationships formed. These are as follows: Beliefs: Counsellor should believe in treating the clients with dignity, equality, and individuality. He should believe in the worth of and value of the counsellee and in his need for freedom and liberty. Here liberty means power to strive for goals without external constraints. Values: Williamson( 1958) points out that counsellors cannot be indifferent to social and moral standards and nor should they be neutral. Salmer (1960) states that counsellor should be fully aware of social values and expose it also, because, a change in value constitute an important counselling goal. Acceptance: Rogers (1961) defines it as warm regard for the client as a person of unconditional self-worth and of value, no matter what his condition his behaviour or his feeling are. It implies a respect and liking for the client as a person. Tyler (1961) identifies two basic components of acceptance i. willingness to set individuals differ from one another in their behaviour and ii. realization that experience of each person comprises a complex pattern of striving, thinking and feeling. Thus the cousellor should have a non-judgemental attitude and this implies helping an individual and not controlling him. Understanding: Tyler (1961) defines understanding as the ability to grasp clearly and completely the meaning the client is trying to convey. Counsellor should be able to participate completely in the clients communications and his comments should harmonize with what the clients is trying to convey.

IV. Counsellor Skills Rapport, attentiveness and empathy are the three skills needed to facilitate counselling. These are closely related to acceptance and understanding. i. Rapport refers to that atmosphere created by the counsellor at the initial stage of the counselling process by which a comfortable and unconditional relation with the counsellee is established. Attentiveness: To establish rapport the cousellor has to take into consideration the needs, moods and conflicts of the counselee into consideration and for this a friendly and attentive attitude on the part of the counsellor is necessary. Empathy refers to feeling into. Dymond (1949) describes empathy as the imaginative of oneself into the thinking, feeling and acting of another and so structuring the workd as he does. This is a significant factor in counselling.

ii.

iii.

1.14 Case Study: Employee Counseling in Indian Tobacco Company To be Discussed during the powerpoint presentation 1.15 Conclusion HR initiatives only look at the organizational perspective, but the well being of the workforce depends just as much on the individuals well being. Counseling at workplace is a way of the organization to care about its employees. Counselling as a scientific technique is based on a set of principles and assumptions. Counselling assumes that every individual is capable of taking his/her own decisions and so that he/she has a

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right to choose his/her path. The counsellor does not give him/her advice or solves problems for him/her but only facilitates judicial thinking and decision-making . Lack of proper understanding as to what exactly are the goals of counselling will lead to unrealistic expectations and resultant disappointment. (1) achievement of positive mental health, (2) problem resolution, (3) decision-making, (4) improving personal effectiveness, (5) help change, and (6) behaviour modification are the major goals of counselling. The effectiveness of counselling to a great extent is dependent on the personality and other characteristics of counselling. Reference 1. Ghosh, P.K. and Ghorpade, M.B., Industrial Psychology, pp 390-417, Himalayan Publication 2. Khosla, Anju, Industrail Psychology, Industrial Psychology, pp. 223-230, Vayu Education of India