Based on the assessment of training in coaching provided to graduate students of work and organizational psychology for over two years, this presentation will demonstrate how such training can be used to build trust. Three instructors have been working with two cohorts of students enrolled in a graduate program at a public university in Poland. In the era of artificial intelligence, offering workshops on coaching where students were directly involved as coaches and clients, has provided a way for them to rely on interpersonal skills and cultural competence rather than electronic resources. From a non-clinical perspective, participants had an opportunity to learn how to build trust and listen attentively to each other, gaining a transferable skill useful at workplaces and institutions. However, before the students began working with clients, they were introduced to evidence-based approach in coaching practice. The structure of the coaching session was based on the GROW model. The preparation of students for working with clients was based on Gasiul's personalistic concept of personality development and Hermans' concept of the dialogical self. These two concepts allowed for an explanation of the mechanisms occurring between the client and the coach and clarified possible directions for development (Gasiul's three principles of personality development). Throughout a semester, each student took the role of a coach and of a client at least twice. Feedback after the sessions was provided by those actively involved, as well as fellow students who watched the session, besides the instructor. In line with principles of coaching, instructors encouraged coaches to refrain from giving advice and instead to assist the client in delineating a solution an practical steps to achieve it. As a result, students were trained in an ability to take the perspective of the other person, essential for their future careers.