Newly joined faculty members need more support, guidance, and training for their professional career development and contribution. The senior faculty members should provide mentoring so that the institute can retain outstanding faculty members.

1. Mentoring the New
Engineering Faculty
Members
Thanikachalam Vedhathiri, B.E.,
M. Tech., Ph. D., M.S., FIE., FIGS., FFIUCEE
vthani2025@gmail.com

2. Why do We Need Mentors?
• The problems of Volatility, Uncertainty, Complexity and Ambiguity (VUCA)
are more in engineering institutes in the 21st century.
• The demands of the parents, government, employers and learners are
unlimited.
• Sometimes Funds, Internal Revenue and Grants-in-aid are limited.
• The impact of disruptive technologies are more on engineering institutes.
• New faculty and outstanding faculty members are to be mentored
periodically so that they are well developed to plan industry specific
programs, undertake industry sponsored research and development
programs, and create human capital for the fast growth of economy.
• Institutes should not lose high performing faculty teams.

3. Board Goals of Mentoring: To realize the
institute’s vision and fulfill its mission
• Strategic priorities: Caring the high potential faculty members.
-Respect for high performers
-Display honesty
-Implement fairness
-Taking responsibility
- Indicate perseverance
- Indicating empathy
- Show resiliency
- Create innovation

4. Responsible Stewardship of Institutional
Resources by and through:
• Maximizing the Return on Investment in Academic Resources
• Utilization of Space, Human Resources, Institutional Facilities and
Technical Services to Industry
• Consolidating Academic Resources
• Optimizing Human Resources
• Technology Opportunities
• Aligning Resources for Regional Competitiveness in the Knowledge-
based Economy
• Environmental Protection and Management

5. Engineering Faculty Achievement and Well
being through and with:
• Quality Instruction
• Faculty Engagement
• Equity and Inclusive Engineering Education
• Smart Faculty Voice
• Authentic, Relevant and Professional Learning Experiences
• Serving Industry Expectations
• Charter Engineering Education
• Global Engineers
• Faculty Supports

6. Building Industry and Community
Relationships by
• Strengthening Institute’s Understanding of the Industrial Needs and
Community We have to Serve
• Strengthening Partnerships between the Industry, Society and
Community
• Utilization of Space, Resources, and Well Trained Faculty
• Optimizing High Performing Human Capital
• Creating a Culture of Trust
• Fostering a Climate of Trust and Transparency
• Developing Leadership

7. Why Mentoring?
• Orientation to all New Faculty Members to both the Institution, the
Industry, Disruptive Technologies and Total Quality Management in
Engineering Education
• Professional Development and training based on the Needs
• Mentoring New Faculty Members towards the Challenges due to
Fast Growing Industry-4.o and Knowledge-based Economy
• Promote and Provide Professional Development Opportunities to all
the Faculty Members
• Attract and Retain Outstanding Faculty Members

8. Learning Mentoring Process: Learning through
• Personal Interaction
• The Experience of Others
• Shared Experiences
• Observation
• Long-term Exposure

9. What will happen if we don’t have mentors?
• Loss to productivity, research work, publications, and services.
• Loss to sustainability.
• Loss to reputation.
• Slow growth of human capital and knowledge capital.
• Loss of regional competitiveness.
• High performing faculty team will be moving to foreign universities.
• Loss of service to industries.
• Conflicts.

10. Solving Various Crises in Faculty Career Growth
• Middle level faculty members are facing unexpected problems in their
career growth.
• They are expected to plan interdisciplinary programs in the cutting
edge technologies.
• They need support for all creative works.
• Senior faculty members plan top careers so that they can contribute
more for the growth of human and knowledge capital.
• Many disruptions due to digital technologies are happening.
• Institutes may lose the outstanding faculty teams if they are not
cared.

11. Where are the cost-free solutions for
these problems?
People leading people.
Self governance, conflict resolution, assistance to reach
excellence.
Saints who can solve the problems are “MENTORS”

12. Primary Goal of the Mentors
• HODs, Deans, Directors, Principals, Vice-Chancellors etc. are chief
operating officers/ faculty members who can be mentors;
• Faculty members are classified into three groups;
• Newly Joined Faculty Members, Middle level Faculty Members and
Senior Faculty Members;
• To help the newly joined faculty members (proteges) become
reflective about their own professional activities and take careful
steps for their own growth.
• Others also need support for their continuous contribution.

13. Mentors Understanding of Newly Joined
Faculty Members
• Newly joined faculty members are more receptive to learn;
• Many newly joined faculty members struggle more than other seniors;
• They need guidance in selecting courses that they can offer to the students;
• They need orientation to the current digital technology-based educational
system;
• They need guidance on the university standards in planning the instruction,
preparing the learning packages, conducting quizzes, tests, assignments,
arranging field visits, projects, and preparing students for professional
competitions, etc.
• Some mentors want to intervene too quickly and solve their problems.
• Many others avoid giving any suggestions for fear of sounding too critical.

14. Building and Maintaining Relationships
• Goal Setting for High Academic Performance;
• Communicating the Best Practices & Listening to the faculty’s problems;
• Providing Ethical Solutions and Receiving Feedback;
• Reflecting on the Faculties Performance;
• Guiding to towards Higher Bench Marks & Facilitating to reach Excellence;
• Encouraging to undertake Industry Specific Projects and Coaching the
students;
• Managing Conflicts in getting the Resources, Funds, Arranging Alternate
Classes, etc.
• Critical Problem-Solving.

15. Quality of Successful Mentors
• Need to be counsellors, coaches, mentors, & “spiritual leaders”;
• Dedicated Guides for ethical works;
• Facilitators of the faculty’s excellent performance;
• Available for discussion when they need quick advice;
• Should NOT protect the criminals;
• Should NOT discourage in planning multidisciplinary development
projects under IDAs;
• Should NOT stop the diverse overseas faculty development programs
which were approved by the Board, Ministry and University.

16. Quality of Successful Mentors
• Display appropriate skills that are associated with effective mentoring;
• Competent instructional designers, learning package developers, successful
consultants to MSMEs, Government Engineering Departments, other
institutes;
• Creative thinkers to develop new interdisciplinary and multidisciplinary
programs;
• Committed professionals to achieve excellence;
• Star performers;
• Should NOT compel other senior members to vacate the CEO in-charge
post to facilitate the poor quality faculty member of their liking.

17. Display of Interpersonal Characteristics
• Approachability and may allot time for meeting, discussing through
mobiles, WhatsApp, emails, SMS, etc.
• Willingness to review the research proposals, book publications,
jointly conducting faculty development programs, preparing video
scripts, bidding documents, etc.
• Willingness to spend time but inform the suitability of place, & time.
• Trust Worthiness, Receptivity, Openness, Cooperativeness, &
Flexibility.
• Should NOT compel the expert members of the selection committee
NOT to select the outstanding faculty member for a senior post.

18. Mentors have to use discretion for
development only!
• Many situations can NOT be solved through discretion.
• Mentors have to follow the rules, ethics, and laws.
• If well performing faculty members are suspended or ousted based
on discretion, then they will approach the Hon'ble Courts and get
justice due to them.
• What happened to the reputation of the Institutes?
• Many senior mentors have to evaluate the problem and offer ethical
suggestions to CEOs.

19. Professional Characteristics of Mentors
• Integrity, Sincerity, Confident, Enthusiastic, Positive Outlook;
• Tactfulness;
• Should NOT hijack the development projects and entrust to the
external organizations.
• Should NOT conceal the Letters of Invitation (LoI) received from MNCs
or IDAs or Governments from the faculty members.
• Should NOT deny nomination to present papers as per the Service
and Recruitment rules of the institute;
• Should NOT deny nomination to undergo global faculty development
program for which the faculty was approved earlier.

20. Mentors should be …
• Committed to self-evaluating and developing their own practice;
• Able to model the standards-based teaching that the faculty is
attempting the plan;
• Able to work with new faculty members, middle level members and
senior faculty members from diverse backgrounds;
• Sensitive to the viewpoints of specialists;
• Knowledge about mentor responsibilities and willing to make the
necessary commitment to carryout these responsibilities, including a
substantial time commitment.
• Committed to ethical practice.

21. Mentors should be…
• Fostering Cooperation and Collaboration;
• Committed to providing both professional and emotional support to
the faculty members for meeting challenges;
• Have completed the required number of years of teaching,
publications, research projects, undertaking complex and state
specific multidisciplinary research and development projects under
International Development Agencies;
• Sharing the knowledge capital;
• Patenting intellectual properties generated.

22. Selection Criteria for Mentors
• Knowledge of new faculty development, facilitating middle faculty for
further growth and assisting senior faculty to get recognition;
• Knowledge of NPE 2020/ UGC/AICTE/University/ M o E (MHRD)/State
Directorate of Technical Education prescribed standards and performance
levels for students;
• Knowledge of AICTE/UGC prescribed multidisciplinary curriculum
frameworks;
• Knowledge of AICTE/UGC Standards for qualification, publications in the
peer reviewed journals/ conferences, planning patent application,
submitting the accomplishments to national and international awards,
participation in the national and international conferences, etc.

23. Selection Criteria for Mentors…
• Record of outstanding professional training undergone to acquire the
prescribed competencies;
• Willingness to acquire the knowledge and abilities needed to be an
effective mentor;
• Willingness to engage in formative assessment processes, including
nonevaluative reflective conversations about formative assessment
evidence with participating faculty members;
• Willingness to share instructional ideas and resource materials with
participating faculty members.

24. Selection Criteria for Mentors…
• Willingness to deepen understanding of cultural, ethnic, cognitive,
linguistic, and gender diversity;
• Effective interpersonal and communication skills;
• Willingness to work with participating faculty members;
• Demonstrated commitment to personal growth and learning;
• Willingness and ability to be an excellent role model.

25. Guidance to Mentees
• Discussing and assisting the faculty members to get national and
international fellowships like FINAE, FINSA, FIE, FIGS, FFIUCEE, etc.
• Motivating the faculty members to apply for global fellowships like
Fulbright Fellowship, etc.
• Guiding to plan summer schools/ winter schools, workshops, outreach
programs, national and international conferences;
• Guiding to bid for global research and development projects under
Government of India and International Development Agencies like Asian
Development Bank, DANIDA, GIZ, SIDA, UNDP, UNESCO, and World Bank;
• Guiding to start interdisciplinary postgraduate program and
multidisciplinary research projects.

26. Guiding the Outstanding Faculty to Establish…
• Continuing Education programs for working professionals;
• Consultancy, Research and Development Unit;
• Selecting research scholars for Ph.D. programs as per the university;
• Establishing Doctoral Committees by including external experts;
• Permit the seminars of the research scholars for presenting the
synopsis;
• Establishing a Diverse Global Faculty Development Center;
• Permit the star faculty to Bid and Undertake Research and
Development programs under the Asian Development Bank, DANIDA,
EU, GIZ, SIDA, UNDP, UNESCO, World Bank, etc.

27. Guidance to Establish…
• In-house Faculty Development Center;
• In-house Publication Unit;
• In-house Multimedia Learning Package (MMLP) Production Unit;
• Networking with Global Research Universities;
• Accrediting Programs through NBA/ABET;

28. Mentoring Senior Faculty Members
• Follow the Service and Recruitment Rules of the Board
• Provide Higher Academic Grade for the outstanding faculty members
and follow the guideline of the Ministry of Education
• Allow the superannuated faculty to continue to guide the research
scholars for Ph.D. as per the University/UGC rules.
• Create Emeritus Professors Post
• Eradicate all types corruption in the institute
• Distribute project gains as per the Rules of AICTE or Board
• Call for applications for Dean posts and select the outstanding
candidates

29. Research Clusters
• Support the formation of Research Clusters;
• Support the assistance from other institutions in the cluster;
• Bid for global projects through cluster members;
• Share all communications with other members of the Research
Cluster;
• Define the work to be done by other faculty members of Cluster;
• Review the Research Reports;
• Finalize the Project Report and Submit;
• Share the Project Gains among the cluster institutes.

30. Mentors Duty as Supervisors for Research Scholars
• Guide the research scholars to refine the problem as an important
topic of research;
• Check the needs of this research work;
• Constitute a Doctoral Committee of experts who can assist you and
the scholar;
• Suggest the collection of project specific literature;
• Suggest appropriate method of research, and adequacy of sample size
• Prepare the curricula of the prescribed courses;
• Conduct examinations and review the performance through the
Doctoral Committee.

31. Check and Review the Progress
• Review the data collection;
• Check the appropriateness of the samples’ responses and anlyses;
• Assist in preparing the research papers and their relevance to the
objectives of the research topics;
• Check the synopsis through the Doctoral Committee;
• Get the criticism from the participants of the Seminar conducted;
• Review the draft thesis;
• Review the inferences, diagrams, suggestions, conclusions,
references, and draft thesis in total.

32. Ethics in Supporting the Faculty’s Research
• Do NOT transfer the faculty members while they are doing research;
• Do NOT withhold advance increments for earning Ph.D.
• Do NOT close the departments which are essential for the conduct of
postgraduate programs and doctoral works.
• Do NOT hijack the postgraduate programs and hand them over to
unrelated departments.
• Do NOT destroy the reputation of the institute.

33. Benefits for Mentors
• Personal Satisfaction as a Result of Helping another Faculty
• Far less Isolated and more of a High Performing Team Member
• Development of Professional Growth
• Allows for Reflection on One’s Own Behaviors, Attitudes and Values
• Recognition for being an Exemplary Mentor and being viewed as a
Valuable Resource Person

34. Benefits for Mentees
• Acquisition of professional knowledge and refinement of advanced
cognitive abilities and motor skills
• Increased professional competencies in planning interdisciplinary
programs and multidisciplinary research work and undertaking
complex consultancy projects from MNCs and IDAs
• Capacity to plan executive development programs
• More professional success and less frustration
• On-going support to reduce feelings of isolation
• Increased confidence and competence to undertake development
projects under MNCs and IDAs.

35. Is Institute having any Approved Mentors ?
• Whether the Service and Recruitment Rules prescribe qualification for
Mentors?
• INAE provides mentors who can advice the faculty members.
• Software companies are interested in selecting mentors and get the
benefit of retaining outstanding software developers!
• Japanese companies mastered the process of mentoring and
achieved excellent products.

36. Thank you
•Your Questions, Please