The Institute has formulated a structured mentoring program to ensure that necessary academic, personal, career, and psycho-social counseling is regularly available to the students. Each faculty is a mentor to about 10-15 students. Four hours per week are allocated in the academic timetable for these mentoring sessions. Additional informal mentoring also takes place as and when required. Mentors maintain records of each mentee in a Mentoring Booklet prepared by the Institute. At the end of the course, each mentee is handed over a brief Profile/Career Graph of themselves which is prepared by the respective mentors.
The Institute believes that personal and professional development go hand in hand. The main goal of mentoring is to provide support to students in times of discouragement as well as success and to be mindful of signs of emotional and physical distress. The specific objectives of mentoring are:
∑ To facilitate learning and accelerate adaptation to the new environment.
∑ To provide guidance
∑ To promote higher performance.
∑ To manage interpersonal relationships
∑ To facilitate goal setting and achieve these goals.
∑ To respond to the Mentees problems and ease the same.
∑ To foster lifelong connectivity.
It has been found through observation and research that todayís youth is faced with numerous personal, professional, and psycho-social issues. These include peer pressure, family pressure, relationship issues, feeling of being disadvantaged due to economic or social family background, pressure to succeed, societal demands etc. All of these issues can create fear, stress, and anxiety among the students which in turn leads to poor academic performance. The Institute wanted to provide the students with a platform to discuss all kinds of issues with someone without the fear of being judged or being singled out. The mentoring practice was started in the Institute to facilitate such discussion which in turn creates conducive climate for personal and professional growth and career planning of students.
The Institute assigns 10-15 students from each batch to each faculty member as mentees. Each faculty member (mentor) provides academic, personal, and psycho-social support to students assigned to them (mentees). The mentors are required to establish contact with their mentees as soon as the academic year starts. Specific time slots of one hour per batch per week are allocated in the academic time table for mentoring sessions. During mentoring sessions mentors counsel and guide their mentees on various personal, professional, and psycho-social issues as the need may be. Informal mentoring is also encouraged at other times to ensure that students always feel supported and any signs of distress are addressed as early as possible.
The Institute has designed and developed a mentoring booklet which serves as a mechanism for record keeping. One mentoring booklet per student is maintained by the mentor. The basic profile of the mentee and his/her performance during the two years of study at the Institute is recorded in the mentoring booklet. The mentor also records the various discussions had with the mentee. In some cases, formal records are avoided to maintain confidentiality. Each mentor also monitors the performance of their mentees and discusses their progress and provides suggestions for improvement as and when required.
At the end of the two years of study, mentors prepare a brief profile/career graph of each mentee which describes their performance throughout the course and highlights the ways in which they have improved since joining the Institute. The profiles/career graphs are handed over to students along with comments by the Director.
Evidence of Success:
The activity has proven to be beneficial
for improving academic/professional excellence of the students along with
giving them guidance and support from time to time in their personal matters.
Several students that may have been at risk of drop out due to academic,
personal, economic, and psycho-social issues have been successfully coached and
guided towards improvement in academics as well as their general outlook.
Significant improvement in the academic performance of mentees has been
The table below lists details of specific counseling/guidance provided to certain students in the past:
|Sr No.||Type Of Support Needed||Support And Guidence Provided|
|1||Academic Guidance||One student of 2013-2015batch failed in all subjects in the 1st semester.
He was a sincere student and attended classes regularly. His mentor found out
that his writing speed was slow and hence he was not able to complete the
answers during the exam. He was given special coaching on writing answers in
bullet points and use of diagrams. He subsequently cleared all 6 out of 6
papers in which he had failed.
|2||Academic Guidance||During summer internship projects, one student was able to point out less
product awareness as a reason for low sales to the organization due to the
support provided by his guide. This was not known to the organization. The
external guide (corporate) appreciated the summer internship project done by
the student and implemented the suggestions suggested by him.
|3||Personal||One student of 2013-15 batch was having conflict with parents and was not
coming to the Institute. Mentor counseled the student and met his parents in
the presence of the Director. Thereafter the student started coming to the
Institute and also performed well in academic and extracurricular activities.
|4||Personal||A student asked his Mentorís opinion regarding joining his family business.
Mentor advised him to get some work experience before doing the same for the
purpose of having an idea how field staff works, what problems many employees
face, and the importance of leadership etc. The mentee gained one year work
experience and then subsequently joined his fatherís business.
|5||Psychosocial||During summer internship projects, one student was able to point out less
product awareness as a reason for low sales to the organization due to the support
provided by his guide. This was not known to the organization. The external
guide (corporate) appreciated the summer internship project done by the student
and implemented the suggestions suggested by him.
|6||Psychosocial||One student from rural background decided to cancel his admission. He had
lost his confidence due to poor communication skills. Mentor counseled him and
boosted his confidence level. The mentee continued the study and passed the
first year with first class.
|7||Academic||One student of 2011-2013 batch had failed in 5 external subjects out of 6.
Her mentor ensured that she solved old university question papers, completed
all assignments properly and met the subject faculty in case of any doubts. She
cleared all backlogs with regular papers in the next examination.
|8||Preparation for competitive exams||