Dr. Ruchi Handa
     Overall Virtual Parent Co-Ordinator
            Contact No. 9855946622

POLICY ON MENTOR AND MENTEE PROGRAMME

Introduction

The college life of students is changing very fast with pressures to achieve high in academics, secure jobs with respectable earnings, build their careers of their choice, and integrate learning of various skills with curriculum to ensure job security and to cope up with the information available on the social media. At the same time, with the fast advancement in international relations and developments in science and higher education is becoming more and more complex and challenging. All of this creates a lot of anxiety and uncertainties among college students about their success during and post-college. It is a well-established fact that the turning point in the career of students is not the curriculum topics but the relationship with the mentors who may be their peers or teachers or professionals. Khalsa College of Engineering & Technology, Amritsar admits students from all over India with diverse social, cultural and economic backgrounds. Hence, there is a requirement of continuous mentoring of students for academic, social, personal and career guidance. Looking at all these needs of students, the college instituted a Mentor-Mentee system where a group of students (Mentees) are assigned to a faculty (Mentor) from the different Departments, and this is one of the best practices which is going on in this college. The IQAC will hold sessions every year for faculty members on mentoring. The Following policy has been adopted by the college for its mentorship program.

Mentoring is a strategy to provide students with emotional and instrumental support they need to achieve learning goals. Direct academic issues e.g. selection of electives can be easily communicated to the student. But finer nuances e.g. career options or fear of a subject/course need greater involvement of the mentor.

In the context of higher education in educational institute, mentoring can be understood at two levels:

• Teacher to Student
• Student to Student

Objectives of Mentoring Policy

The purpose of this mentoring policy is to identify intervening mechanisms to improve the performance of the students. In this context, few objectives have been defined to achieve the desired result.

• To focus and motivate students to achieve learning goals and thereby improve their academic performance.
• To Guide, encourage, and advice the students about their upcoming student life, student health, mental and emotional well-being and listen to their issues with patience and help them solve their concerns with appropriate resources, support available.
• To generate interest in academics and other institutional activities amongst students.
• To provide students with information on preparatory courses such as bridge courses, skill courses etc.
• To imbibe the social and ethical values in the mentee.
• To make mentees emotionally strong enough to face the failures in life and to stand again for the further success stories.

Elements of Mentoring Policy

Under mentoring programs, certain important aspects have to be considered. They are as follows:

• Identification of weak students.
• Identification of mechanism to aid weak students.
• Identification of issues faced by students in their personal and institutional life cycle.
• Realization of desired outcomes post mentoring.

Mentor-Mentee Process Details

• Eligible faculty members are assigned a group of 13 to 14 mentee students whom they serve as mentors.
• The mentee preferably, as far as possible, be assigned to the same mentor throughout the program.
• The mentor shall be provided the basic data of the mentees through a list having Names, Roll No, Father Name, Batch etc. and mentor will enrich the data of mentees in due course of time.
• Proper confidentiality shall be maintained by the department and respective mentors to uphold the respect of individuals involved.
• The mentors shall be consulted/informed in case of disciplinary issues on code of conduct with a students

Role & Responsibility of the Mentor

A mentor should wear multiple hats. For effective mentoring, the mentor should embrace the ability and willingness to:

• Coach to advise the mentees on how to accomplish their goals.
• Provide guidance and help to increase the mentee’s exposure to new experiences.
• Teach to provide learning opportunities.
• Counsel to enhance the mentee’s self-esteem through supportive, non- judgmental discussions.
• Communicate through active listening. Focus fully on the mentee and show active verbal and non-verbal signs of listening.
• Share experiences and be open to sharing mistakes, failures and lessons learned.
• Maintain strict confidentiality of the information shared by the mentee.
• Be a role model to walk the talk and exhibit the behaviors essential for success
• If at any time, the mentor feel that the mentees need special counselling, the mentor may encourage the students to seek counselling with the professional expert – the Student Counsellor.
• If any student needs special academic tutoring, the mentor may direct the mentees to an appropriate faculty and may even ask the faculty to help their mentees in a particular area.
• Meet the group of students at least twice a month, through mentor mentee session.
• Continuously monitor, counsel, guide and motivate the students in all academic matters.
• Advise students regarding choice of electives, project, summer training etc.
• Contact parents/guardians if situation demands e.g. academic irregularities, negative behavioral changes and interpersonal relations, detrimental activities etc.
• Maintain contact with the students even after their graduation or pass out.
• Intimate HOD and suggest if any administrative action is called for.
• Maintain a detailed progressive record of the student.
• Maintain a brief but clear record of the notices and schedule of the meetings, that include discussions with students.
• Conduct at least one meeting (online/offline) in a month. In total each Mentor will spend at least 8 hours with mentees in a semester.
• Assess mentee’s background, knowledge, skill, motivation, experience, hobbies, etc.
• Help to improve upon communication skills and shed hesitation.
• Counsel, guide and advice mentee to accomplish their goal in academic and career development.
• Help them solve their concerns with appropriate support and referral available.
• Encourage inquisitiveness and interest in academic, extracurricular and social works.
• Conduct discussions on socio-cultural aspect of the country to make good citizen.
• If situation demands, contact parent/guardians and provide the information about the achievements of their wards.
• Update them on various scholarships, fellowships, competitions, internships, research projects, job opportunities, etc.
• Develop leadership quality, team work among mentee.
• Develop a long-term relationship and keep in contact to see the effects of mentoring and the progression of the mentee.
• After completion of each session, submit the meeting records and a brief report to IQAC keeping the information and discussions with the mentees confidential.
• Consult the college psychologist about the needs of any mentee and take necessary action.
• Listen to the mentees, be flexible, be empathetic, be respectful and invest time and efforts
• Identify the learning abilities of their mentees and suggest necessary action programs to the IQAC e.g. requirements of any skill development programs, career counselling sessions from professionals, preparation for various entrance examinations, etc.
• Reaching out to other colleagues to request to conduct special/remedial classes for slow learners in the group.

  Mentee’s Roles and Responsibilities

• Mentee is responsible for initiating all contact with the mentor and should be prepared and punctual for the mentoring sessions.
• Mentee is responsible for establishing the agenda for the conversation. The student might even email topics to the mentor ahead of time. At the beginning of each session, the mentee should provide a brief update on progress since the last conversation.
• Mentee should share his/her ideas, concerns, and professional goals so that the mentor is able to place the situation in perspective.
• Mentee should establish a mutually agreeable plan for mentoring sessions. He/she should schedule the sessions on his/her calendar and build in enough time around the sessions to prepare. By ensuring that conversations start and end on time, the mentee will demonstrate respect and responsibility.
• Mentee should focus on the relationship, rather than outcomes. Mentor’s role is not to provide a job; it is to share valuable experience with the mentee.
• Mentee should ask direct questions about what he/she most want to know and shouldn’t be shy about asking. Mentee is responsible for ensuring, the conversation meets, his/her needs.

  Major Pillars of Mentor and Mentee Programme

  Mentor Mentee programme is a 2-way programme, which cannot be successful unless both the stakeholders (Mentor & Mentee) understand the intent of the programme. Following are some identified pillars that contributes towards success of the programme but only if religiously understood and practiced by both stakeholders.

• Identifying the strengths, weaknesses, and biases: Mentors and mentees experience mentoring relationships through their own personal lenses which include facets of identity such as disability, race, gender, class and sexual orientation; particularly when they are related to marginalization and privilege within a broader society. Before engaging in a mentor/mentee relationship, identifying strengths, weaknesses, and biases. Mentors need to be sensitive to the mentee’s perspective. Mentees need to be clear about their needs and goals and be active participants in the relationship. Consider the assumptions about mentoring, how it should work, and whether or not these assumptions best serve the mentee’s needs. Think of mentors you have had – Why were/are they great or troublesome? How can you address the weaknesses/biases and be the best mentor or mentee possible?

• Assess and build the communication and listening skills: A major skill that cuts across all mentor relationships is the ability to communicate and listen. This is required in order to build trust and a productive relationship. Good communication skills involve the following at minimum:
  • The ability to give full attention when communicating.
  • Engaging in good listening skills.
  • Giving constructive feedback that includes both criticism and praise.
  • Clarifying mutual expectations for the relationship.
  • Being complete yet succinct in comments and explanations.
  • Build productive mentor/mentee relationships: Every mentoring relationship is unique and should be grounded in the mentor’s strengths and the mentee’s needs. No one mentor can meet all of a mentee’s needs. The following steps are therefore recommended:
  • Clarify the mentee’s expectations for the mentor/mentee relationship and their needs related to career development.
  • Establish clear, shared expectations for the relationship including time commitment, meeting schedule, and ground rules.
  • Discuss confidentiality and the extent to which confidentiality can and will be secured.
  • Negotiate and document short-term & long-term goals and outcomes.
  • Mentors should refer mentees to colleagues for expertise outside their purview. Recommend and facilitate ways in which to build on the mentor/mentee relationship with other career development resources. This requires knowing what resources exist or how to find out and developing a “mindset” or awareness of opportunities for the mentee.
  • Develop a mentoring plan that includes multiple “mentors”.
  • Follow up regularly to help mentee keep on track.
  • Both mentor and mentee should provide feedback and modify the relationship, expectations, and strategies as needed.

For mentors: Assess and address concerns about mentoring

Common mentor concerns include not having enough time for good mentoring; uncertainty about how to be a good mentor; how to work with “difficult” mentees; and lack of compensation or rewards. Many concerns can be addressed through mentor orientations, workshops and networking. Opportunities for mentors to meet and exchange challenges and ideas are valuable. The following time-saver tips can help make mentoring manageable and therefore less stressful, more productive and more rewarding:

• Set specific goals and timelines with benchmarks/dates.
• Schedule regular time together – even if brief, over coffee, a walk around the building, or during a recreational activity.
• Have agenda items in mind – clear to both in advance.
• Use email for news of events, grant opportunities; deadline reminders; sending articles; encouragement and e-mentoring.
• Attend events together – workshops, lectures, and conferences.
• Share the load: refer mentee to other colleagues, peer groups, and networks.

For mentors: Fostering mentee career advancement

Promoting career advancement includes advising the mentee on ways in which to manage and excel at academic job responsibilities such as teaching, research, service, and administrative requirements. This can be achieved through the following activities:

• Advise on promotion requirements and processes
• Advise on time allocation across professional activities, for example research, teaching, service, and administrative duties
• Advise on committee choices and load
• Advise on University policies and practices
• Advise on strategies for effective teaching
• Observe classroom instruction and provide constructive feedback
• Review draft proposals and manuscripts and encourage submissions
• Provide targeted expertise on methodology or theory
• Direct mentee to relevant funding opportunities and appropriate journals
• Learn about resources and opportunities and communicate these to mentee
• It also involves nurturing the mentee’s career through assisting him/her in identifying and choosing career development opportunities and linking to colleagues and professional networks. The following are examples of ways in which to do this:
• Collaborate on research projects, manuscripts, and
• Advise on key relationships to cultivate and facilitate
• Include mentee in organized
• Advise about key conferences your mentee should consider
• Assist mentee in developing a career
• Invite mentee to present at workshops or conferences.

For mentees: Fostering own career advancement

• Be proactive in developing the own professional career.
• See the mentor/mentee relationship as an important resource for career development and establishing a life-long colleague.
• Be open to mentor suggestions and actively practice what you learn.
• Recognize that one mentor can’t meet all needs. Mentees should take responsibility for identifying gaps and building a network of multiple mentors with needed strengths.
• Provide honest, constructive feedback during evaluation process.

Faculty and college responsibility towards Slow learners

Slow learners cannot be defined as poor achievers or suffering from any kind of illness. The slow learning may be because of social background, lesser exposure to society, academic facilities, field, hesitation to ask questions in the class, medium of instruction, previous knowledge of the subject due to different curriculum in state boards, etc. mentors can help mentees to overcome many of their problems. The following strategies of more may be adopted by the faculty to motivate and guide slow learners.

• Making provisions of easy lecture notes/study materials.
• Recording their lectures and providing the same to the students so that the students can listen to the class content at their pace.
• Arranging special classes in the form of remedial classes.
• Peer education strategies can be used by following buddy system or peer mentors.
• Provide academic and personal counselling
• Encourage group learning activities.
• Encouraging the students to join or participate in Co-Curricular activities
• Teaching Learning through examples and case studies related to their social background.
• Encouraging students to be more inquisitive and to join the skill development courses on life communication skills.

Faculty and college responsibility towards advanced learners

Advanced learners are those students who have better Intelligence Quotient and faster understanding of the subject. Such students require to be groomed beyond curriculum to explore their full potential.

• Providing extra facilities and academic input for better career growth.
• Encouragement to join research projects run by the college to inculcate research orientation.
• Encouragement to write and publish research/popular/review papers or book chapters under the guidance of faculty members.
• Encourage to read research papers and make presentations before the class.
• Encourage to participate in National/International Conferences, Seminar and workshop so that they can present their works as well as interact with renowned academician.
• Provide scholarships/Awards to acknowledge their efforts and to enhance their performance.
• Encourage to join Online Courses offered by Swayam or other platforms for enhancing the knowledge horizon.
• Offer a range of texts with more difficult books than the peer
• Offer deeper questions with moving from factual to conceptual thoughts.
• Honour and support innovative thinking. Help nurture their innovative ideas into products or models.
• Consider the following general principles of teaching and learning of explore, create, envision, support, improve and exhibit.

Virtual Parent Cell

Apart from teaching learning process, Khalsa College of Engineering and Technology has also introduced Virtual Parent Cell in which Virtual Parents (teachers) are assigned to the students. Students can discuss their problems with their virtual Parents related to academics, career goals, wellness, mental health etc. Proper counseling sessions are done on time to time as per requirement. With the help of these sessions students are get to know about their strengths and weaknesses so they can further work on it to improve themselves. Also, with the guidance of their mentors, students can develop their Social Skills, Professional skills, Ethical values.

Virtual Parent

Virtual Parent help all the students in the areas of academic achievement, career, social and emotional development, ensuring today’s students become the productive, well-adjusted adults of tomorrow. They offer guidance to individuals and groups who are dealing with issues that affect their mental health and well-being and help them to define goals, plan action and gain insight. They also encourage students to talk to their parents or guardians about the things that they are worried about. When students do not feel comfortable talking about emotional or social problems at home, Virtual Parents have individual counseling sessions with them. If there is a problem occurring with a group of students, a group counseling session is warranted. Sometimes Virtual Parent include the parents in these sessions for serious issues to determine whether outside counseling or support is necessary.

Some of specific areas taken care by Virtual Parent are: –
• Self-awareness and empathy

• Self esteem
  • Interpersonal relationship
  • Effective communication
  • Assertiveness
  • Coping with stress
  • Managing emotions
  • Decision making
  • Problem solving
  • Adolescent Problems

Goals and Objectives of Virtual Parenting:

• Recognize, respect and address needs of cultural diversity and the economic positions of families.
• Increase awareness and accountability of parents’ roles in student achievement.
• Improve communication between school and parents.
• Increase academic achievement and graduation rates among underserved communities.
• Ensure parents are provided with the tools necessary to remain involved.
• Foster strong relationships among families, teachers, community organizations and city departments to ensure sustainability.
• Provide access to education and technology.
• Promote economic development to ensure community sustainability.
• To discuss the performance of the students.
• To discuss the personal as well as academic problems of the students can be discussed jointly, and efforts made to solve these problems.
• To make efforts to solve the problems of the students.
• To bring desired changes in students’ attitude.
• To shape behavior and conduct.
• Acquisition of knowledge.
• To improve the learning skills of students.
• Formation of belief.
• To become a social & efficient member of society.
• Establish good rapport with external bodies.
• Carry out individual and group counselling.
• Plan motivational program for students
• Help the student to understand inner self (potential) and his social relationship.
• Help the students to maximize his potential and capability.
• Provides the students information to parents and administrators on the students’ well-being.

Virtual Parent as a Teacher

First of all, we need to know who is a virtual parent as a teacher. In general, the definition of teacher goes like, a person who teaches pupils in schools, colleges, or private and imparts knowledge on specific subjects, checks the homework, and provides feedback. 

Well, that’s a common definition but the term ‘Virtual Parent Teacher’ is something more than this. Being a virtual parent teacher is something much more than only giving away knowledge, lectures, and attending back-to-back classes. A virtual parent as a teacher is the one who makes a significant impact in their students’ lives. He/she inspires them to be a better version of themselves and achieve something significant in life.

Virtual parent as a teacher educates the candidates on unique qualities like fellow feeling, brotherhood, kindness, and simplicity. They never collide with the same type of students everywhere, rather the types are varied. Today they can meet someone with high ambition and readily give them suitable advice. The real challenge is meeting aimless individuals with zero seriousness and influencing them to become a better version of themselves. So a virtual parent as a teacher’s duty isn’t restricted to attending lectures and sending notes. It is something beyond it and has a vital significance in their student’s life. 

Significant Characteristics of Virtual Parent as a Teacher

Being a virtual parent as a teacher isn’t easy and they need to deal with a lot throughout their career. Certain features mark the difference between a commoner and a great. The case with virtual parent as a teachers isn’t an exception either. The virtual parent as a teacher needs to be the ideals of the candidates, they must look upon them with massive respect. It is only then we can make sure the students are following in their footsteps as shown by his virtual parent as a teacher. 

The following characteristic attributes make the biggest difference between a good and an outstanding virtual parent as a teacher:

• Compassionate: Being a skilled virtual parent as a teacher needs the person to be very compassionate not only towards the students but to his colleagues, staff, and parents. 
• Passionate towards Learning: Establishing a successful virtual parent as a teacher teaching career, needs the virtual parent teacher to be a p assionate learner. He/she must have a supreme interest in unfolding innovative topics and always be a dedicated learner. 
• In-depth Understanding Capacity: Being a virtual parent as a teacher requires the person to have a strong understanding capacity to analyze the distinct problems faced by the students. 
• Patience: Patience is the key to success in the teaching domain. The virtual parent as a teachers need to be super patient while dealing with candidates, the school system, curriculum, and the parents and handle any issues peacefully. 
• Being a Good Follower of Own Words: If the virtual parent as a teacher is educating the students to be a good person and follow all the fine qualities, they need to be a staunch follower of the same. They need to be the ones imparting the education not just by telling but by proving it with his activities too.
• Great Communicator: Outstanding virtual parent as teachers are superb communicators and they can talk afresh with the students and analyze the issues they might go through. They can provide them with the support they need. 
• Great at Putting Efforts: The virtual parent as a teacher should put effort. The ones with a ‘don’t care’ attitude really can’t make it far in the teaching line. To differ from others and to stand out from the crowd, influential teachers always put extra effort into the classroom and students to help them get better. 

Role of a Virtual Parent as a Teacher in Student’s Life

A Virtual Parent as a teacher influence on their students’ lives is undeniable. Youths are the future of the nation, who are responsible for carrying out vital duties across several domains and serving society this way or another. What influences them to do something great in life? Besides parents, whose credit is it when the youth today grow up to be beautiful human beings tomorrow? It is the teacher! Teachers are builders of a better tomorrow. They shape the youths today and help them achieve something great in life.

There are many significant ways through which virtual parent as a teachers have a remarkable impact on the student’s life. They not only are the role models but help the pupils with the right guidance to move their heads towards a better future.

• Provide Right Guidance: Virtual parent as a teacher evaluates the strengths and weaknesses of their students and guide them to follow the best practices. They not only bring out the best from the students but teach them valuable life skills too like communication, compassion, organization, and presentation. Virtual parent as a teacher are the ones who motivate the students to do better in every domain and help them achieve life goals. Through their guidance, the students know to differentiate between right and wrong.
• Act as Role Models: Virtual parent as a teacher are the ultimate role models in a student’s life. In their academic life, students come across different types of teachers. A great teacher is always supportive and compassionate towards his students and appreciates their achievements in every field. They have a precious connection with the students and always encourage them to do better. Teachers are their role models who always hold a positive attitude in life and so help their students to follow the same.
• Shape the Society: Virtual parent as a teachers are dedicated learners who can not only teach but listen to the students problems and try mentoring them to the best of their ability. Skilled teachers handle things patiently and can shape the academic goals of the youths. They rarely do it for recognition rather they follow their heart! The concept of powerful education and teaching students valuable skills are directly proportional. Teachers know the cause and contribute towards shopping for a better tomorrow.
• Change Lives for Better: Its not always the “good” students that Virtual parent as a teachers cross paths with. Rather there are many aimless pupils too who are careless about life and least bothered about academics. A brilliant teacher is equally compassionate to them and helps them change for the better. They even encourage students to be full of spirit during their lows and these are responsible to change the lives of the students for the better. 
• Academic Guidance: In helping students understand their learning needs and blocks, such as equipping them with study skills, doing semi-formal assessments for Learning Disabilities and Difficulties. Academic guidance is often necessary for children that are unable to get it at home, or have a paucity of resources to equip them with specific knowledge otherwise.
• Career and Vocational Guidance: While career guidance exists as a field in itself, school counsellors are generally required to keep abreast with career options as well as things such as entrance examinations, college requirements etc. More pertinent in virtual parent as a teacher can help by providing information on the various career and vocational options available. Virtual parent as teacher can guide the students in choosing the right career based on suitable aptitude tests.
• Issues with Peers: Issues such as bullying, clique formation, estrangement and infighting, are all issues that we worked with in our fieldwork setting. Within this, we saw how the teachers, administration and parents interacted to either mediate or exacerbate the situation as well as how it was developmentally crucial to resolve these issues.
• Psychosocial Problems: A virtual parent as a teacher helps in early identification of problem behaviours and takes suitable steps to prevent the onset of psychosocial problems. In case of psychosocial problems detected after their onset, He/she works towards finding suitable solutions, or due to the time constraints in school, looks at referring the child to a more suitable setting if the child’s home environment allows for it.
• Working with Parents: To enable holistic support and to ensure that the child’s home environment is secure and nurturing for her, as well as to keep the parents in the loop about the work done in counselling, and how to ensure that the results are maintained at home.
• Working with other Teachers: Teacher meetings are extremely crucial in order to ensure two basic things 1) to keep the teacher in the loop about the work being done, and how to modify his/her behavior accordingly, as well as for inputs about the conditions of the classroom 2) help the teacher manage his own workload, by providing them with skills such as coping skills or problem solving strategies or emotional unburdening.

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