The document discusses student mentoring and its implementation at Jaipuria Institute of Management. It defines mentoring as guidance from experienced individuals to less experienced individuals. It outlines various types and dimensions of mentoring including intellectual, psychological, social and career dimensions. It then discusses the stages of mentoring and learning, benefits of mentoring, and strategies for implementing a mentoring program including forming groups, training, and evaluation. It provides details of Jaipuria Institute of Management's mentoring program which aims to enhance student success, employability, and social integration through a formal and informal eclectic mentoring approach.

1. STUDENT MENTORING
Anup K. Singh, Ph.D.

2. A Three Pronged Strategy for Student
Success
Classroom Instruction
Mentoring
Developmental
Activities
Student Success

3. Defining Mentoring
 Support, guidance and advice from a more
experience individual to another less
experienced individual with a view to ensure
his/her success

4. Variety of Mentoring
 Small group mentoring
 One-on-one mentoring
 Peer mentoring
 Informal mentoring
 Special group mentoring

5. Issues in Mentoring
Informal Formal
Psychological
Academic &
Social
One-on-One Small Group
Long Term Short &
Medium Term

6. Dimensions of Mentoring
 Intellectual
 Academic matters
 Communication and writing skills
 Perspective building
 Feedback and constructive criticism
 Psychological
 Self-confidence
 Encouragement
 Identity
 Trust
 Empathy and acceptance

7. Contd…
 Social
 Social integration
 Mutual support
 Friendship
 Group identity
 Networking
 Career
 SWOT analysis
 Information about industries and roles
 Goal setting and career planning
 Interview and related skills

8. Theoretical Model (Reflective
Dialogue)
 Proposed by Brockbank and McGill (2007)
 “Reflection … those intellectual and affective
activities in which individuals engage to explore
their experiences in order to lead to new
understandings and appreciation” (Boyd and
Fales, 1983 Pg. 100)
 Reflective dialogue
 “The material for dialogue … is often about the
content of work, the tasks and processes which form
the work we do”
 Reflective dialogue engages the learner’s realities
and subjective experience, giving space for the
learner to consider and reconsider…

9. Stages of Mentoring (David
Clutterbuck, 1998)
 Rapport building
 Direction setting
 Progress working
 Maturation
 Closing down

10. Stages of Learning (Goldberger et
al, 1996)
 Silence
 Not knowing
 Received knowing
 knowledge outside oneself
 Subjective knowing
 Knowledge is personal and private

11. Contd…
 Procedural Knowing
 Techniques for acquiring, validating and
evaluating knowledge are developed
 Separated knowing (Reasoning against another
person)
 Connected knowing (Reasoning with another person)
 Constructed knowing
 Truth as contextual; knowledge as tentative;
knower as the constructor of knowledge

12. Outcomes
 Benefits to the mentee
 Academic success
 Individualised attention
 Academic support
 Greater employability
 Higher self-efficacy
 Networking/social capital
 Social integration

13. Benefits to the mentor
 Satisfaction
 Long term relationship with students
 Development of skills
 Organisational citizenship

14. Benefits to the Institution
 Student success
 Retention
 Long term relationship
 Immediate feedback from students
 Better grievance handling

15. Strategies
 Philosophy of mentoring as a vital tool of
student learning and development
 Organisational leadership
 Design of a mentoring programme
 Development of mentoring policy
 Structuring of roles
 Responsibilities of the coordinator, mentors
and mentees
 Setting up processes

16. Processes
 Forming mentee groups
 Planning mentee activities
 Initial training
 Monitoring of processes by the programme
office
 Evaluating mentor and mentees

17. Activities for Mentoring
 Ice breaking
 Clarification of
expectations and roles
 Discussion on
academic
topics/perspective
building
 Group discussion
 Careers and
roles/career guidance
 Paper writing
 Birthday celebration
 Pizza party
 Support for
assignments/projects
 Personal counselling
 Discussion about
learning from co-
curricular and extra-
curricular activities
 Industry visit
 Mock interview
 Problem solving
 Grievance handling

18. Evaluation
 Information
collection of
feedback
 Monitoring of
meetings
 Mentee evaluation
 Mentor evaluation
 Review and
improvement of
processes
 Process evaluation
 Outcome evaluation

19. Problems in Implementing
Mentoring
 Value of mentoring not properly defined / a lack of
clarity of purpose
 Cultural resistance
 Poor documentation
 Lack of training
 Lack of interest and expertise
 Problems in scheduling of meetings
 Lack of time on the part of mentors
 Extra load on students and instructors
 Intra-group conflicts
 Weak Programme Coordinator

20. Ideal Mentoring Programme
 Sponsoring the
programme
 Development of
philosophy, policy and
processes
 Coordinating the
programme
 Identification of resources
and roadblocks
 Preparation
 Selection
 Training
 Process ownership
 Post-training support
 Monitoring and mid-
process improvement
 Measurement
 Review and rejuvenation

21. Jaipuria Institute of Management, Noida
Case Study

22. Precipitating Factors
 Consultant’s report on branding
 Withdrawn students; lacking sense of belonging;
poor employability
 Faculty’s resolve to make a difference in the
life of a student
 Benchmarking

23. Sponsorship, Philosophy and
Policy
 Director of the Institute as sponsor
 Philosophy of individualised attention for
student success in mass educational model
 Developing a student for employment from
day one
 Social integration
 Mentor as the most important point of care
and support for a student

24. Nature of Mentoring (Eclectic)
 Formal and informal
 Individual and small group
 Diverse set of activities
 Focus on intellectual, psychological, social
and career aspects
 Faculty and industry mentors
 Supervision of SIP
 Process evaluation
 Recognition to faculty for mentoring

25. Contd…
 Development of policy
 Review of literature
 Benchmarking with other business schools
 Formation of a policy committee
 Discussion in Faculty Council
 Finalisation of policy and notification to faculty

26. Objectives of Mentoring
 The specific objectives of the policy are:
 To help students adjust at the Institute.
 To facilitate academic and personal development
of students.
 To enhance employability skills of the students.
 To establish a bridge between teaching and
students communities.

27. Implementation of Mentoring
Programme
 Appointment of Coordinator
 Elaboration of the processes
 Formation of Mentee groups
 Announcement of Mentor-Mentee Meetings
 Documentation of meetings
 Monitoring by the Coordinator
 Discussion about the mentoring programme in
Faculty Meetings
 Minor intervention by the sponsor from time to
time to ameliorate the process

28. Evaluation of Mentoring
Programme
 Counting of mentor-mentee meeting per
mentor
 Evaluation of the mentor by the mentees
 Evaluation of the mentees by the mentees
 Open discussion about the mentoring
programme in Faculty Council
 Change in policy to boost mentoring
programme
 Credit to faculty for mentoring load
 Mentoring supported by other developmental
activities

29. Sl. No. Learning Enhancers Frequency
1 Presentation 54
2 Guest Lecture 47
3 Case Analysis 27
4 Mentoring 26
5 Class Discussion and Experiential Pedagogy 24
6 Interaction with Faculty 21
7 Assignment 20
8 Quiz 16
9 Events 14
10 Environment 13
11 Study Group 12
12 Timings/Discipline 11
13 Stress Management 10
14 Liquid Class 9
15 Politics/Diplacy 8
16 Live Project 7
17 Miscellaneous 6
Table 1. Learning Enhances As Perceived by Students (N=1

30. Sl. No. Learning Inhibitors Frequency
1 Business Cmunication through Liquid 63
2 Guest Lecture 30
3 Assignment 25
4 Study Group 20
5 Long Hectic Schedule 16
6 Mentoring 14
7 Hectic Exam Schedule 13
8 Rules and Norms 9
9 Clubs 7
10 Grading 5
11 Miscellaneous 32
Table 2. Learning Inhibitors As Perceived by Students
(N=166)

31. Learning from Case Study
 Learning is a psycho-social process in nature. An
institution needs to promote learning using social
engagement
 Each learner needs individualised attention.
Mentoring provides such attention
 Mentoring is very important in the 1st Term. Then it
progresses automatically
 Industry mentor complements and supplements the
faculty member in a significant manner
 Some students and faculty do have their reservations
about mentoring process. The benefits of mentoring
far exceed its cost. Of course, it is advisable to
improve its quality continuously