Mentoring Cell – The Aim is to THRIVE and Not Just Survive


The Aim is to THRIVE and Not Just Survive

Role of Mentor is Beyond the role of Teacher, Coach, Trainer, or Counselor. Out of all the roles, the role of The Mentor is most challenging and much needed by students throughout their school, college and even working life.   Out of the above-mentioned roles, mentoring is one the most personal because of the one-on-one relationship, low turnover rate, and the situation. A teacher’s job is to successfully pass on knowledge to their pupils to prepare them for their future. The measurement of success is how well the student performs academically, and equal responsibility for that success is shared between both parties. When it comes to student and teacher relationships, most teachers are responsible for dozens to hundreds of students, making it difficult to obtain a close and personal relationship. A mentor helps their mentee in all aspects: academically, personally, socially, and psychologically. In a way, mentoring has elements of teaching, coaching, training, and counselling.

Mentoring is the personal and professional relationship between the two people, with one instilling guidance and knowledge upon the other. The measurement of success is how well the mentee does in life and the majority of the responsibility is put on the mentor because it is up to the mentor to hold the mentee accountable for the improvements and success in their lives. A person doesn’t have to have a degree or be an expert in order to be a mentor. What is more important in mentoring, having experience, and a heart that cares enough to share that to another person – mentee, in order to benefit their life.

At DME we give emphasis on the Mentor-Mentee Relationship. The basic idea of Mentoring Cell is to create a conducive environment for faculty (Mentor) and student (Mentee) relationship. In order to resolve day to day problems (beyond academics) of the students, mentors are appointed for a batch of students, and they will counsel the respective students once in a week, to solve the problems come across during their course of study. Once a month a meeting is done with parents also to update them with this ward’s progress in academics, extracurricular activities, personality, and conduct observation, etc.  Time to time DME invites Parents as well as alumni as guest speakers for experience sharing with the students. This also helps to have the positive involvement of parents in the grooming of students.

Mentoring is a continuous process at DME until the end of the academic career of the student. During the last semester of study, students are advised for higher studies along with proper career guidance. Reasonable numbers of students have secured admissions for their higher studies and they, in turn, guide their juniors for their prospective admissions or job interviews.  at DME, Mentor’s guide students whenever they are faced with new phases of their start of college life, career, or life that require the development of new knowledge, skills, or attitudes.   The name of DME Mentoring Cell is THRIVE. The whole structure is in place to ensure that DME students don’t just survive in life but they thrive and prosper in academics, career, and personal life.

Dr. Poorva Ranjan,
Professor – Management
Head – DME Management School
Head – Mentoring Cell

Objectives of the Practice

  1. The Purpose of mentoring is to make the students to adapt the new environment and academic schedule, to understand the needs of the curriculum, to develop healthy interpersonal relationships, and also for personality development.
  2. Keeping the parents informed about the attendance and performance of their wards from time to time and guiding the students to the choose right career paths for jobs, higher studies, entrepreneurship, etc. is the prime motto.
  3. To motivate the students and develop the confidence to take up challenging tasks in their lives and help society in nation-building.
  4. The mentors also try to identify the potential and interests of his mentees and guide them accordingly towards active participation in co-curricular, extra-curricular, institute, and university-level activities

The Context

  1. Transitioning from sheltered to peer-pressure college life can be difficult for many youngsters. Mentors make this transition smooth and pressure-free.
  2. Post-school parents often feel uninvolved as wards don’t keep them updated of the college life. Mentoring cell collaborates with parents to keep them actively involved in wards progress by timely meetings, sharing attendance and academic progress
  3. The biggest challenge faced providing the right training to mentors. Mentoring cell conducts periodic training to ensure that mentors can effectively handle delicate situations.

Contact Details
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The Mentoring Practice The fundamental idea of Mentoring Cell is to create a conducive environment for faculty (Mentor) and student (Mentee) relationship. In order to resolve day to day academic problems of the students, mentors are appointed for a batch of 30 students, and they will counsel the respective students once in a week, to solve the problems faced during their course of study and any other issues faced. Focus is given on building a Mentor-Mentee bond, where mentee can freely seek help and guidance of mentor on various issues. This is a continuous process that starts at the entry to college till the end of the academic career of the student at DME. Role of a Mentor:
  1. Strengthening Mentor Mentee Bond
    1. Based on talent or passion guiding students to join Society/Cell/Club
    2. Helping students to decide career options between Job, Higher Education, or Startup
    3. Encouraging students to participate in college & inter-college activities
    4. Encouraging students to discuss problems
  2. Strengthen Parents-Mentor Interaction
    1. Conducting Parents Mentors Meet [PMM] twice in a semester
    2. Conveying student attendance, internal marks, events-based participation
    3. Communication of students’ overall conduct on campus
    4. Involving parents in events participation, guest lectures
  3. Problem Identification and Resolution
    1. Identification of low attendance cases and discussion with parents
    2. Identification of change in mentee behavior related to any anger issues
    3. Identification of drop in academic performance and discussion with HoD
Identification of cases of depression, trauma, stress, and anxiety and getting the right professional help from DME Mental Health Cell for counseling

Evidence of the Success

  1. On Campus PMM [Parents Mentor Meet] – Most of the higher education institutes convey information to students being major stakeholders in the academic process. Parents are unaware until something major like disciplinary action etc is taken. DME firmly believes that the network of Mentor-Parent-Student is needed for the progress of the student. Active involvement of parents to understand the progress of their ward in terms of academic performance, activity participation, campus behavior etc. DME conducts two PMM in a semester which is usually held on 1st working Saturday of a month to cater to working parents as well. Parents visit the institute to meet the mentors. Mentors convey attendance, marks, activity participation etc. details to parents. Parents are also able to express their concerns about their wards to mentors. It helps mentors to take timely corrective action. This also strengthens parents’ faith in DME. 
  2. ePMM:  During the pandemic also regular e-PMM was conducted to ease all kinds of fears in the minds of parents and students. It created an environment of strong communication and trust between all three parties amidst the pandemic chaos and uncertainty. Also, helps the stakeholders to be aligned for the overall development of the student. Working parents unable to attend On Campus PMM get a chance to attend ePMM, and Parents who are working elsewhere or settled in different towns get a chance to interact with their mentor online. Parents show appreciation for this opportunity since the now adult child doesn’t share much about what is happening in college life. Via this interaction, the parents feel better connected and updated.
  3. Mentor Parents Knowledge Series:  Many parents are well placed in the field of Law, Media, and Management. These domain-expert parents volunteered to interact with students to share their valuable professional expertise probono. Students were also very excited and happy to see their father/mother or batch mate’s father being invited to address the whole batch. Students were asking questions and interacting with Parent Mentors without hesitation as compared to a new face from industry. Based on the success of initial sessions, more parents volunteered to guide students and act as Parent Mentors

Problems & Action Taken


Problems/ Issue

Action Taken


The concept of mentoring for college-level students was not taken seriously by students as they needed freedom post-school life

With constant help received from mentors, the students realized the support system they have and accepted mentors as Go-to persons for all information and guidance


Students not liking the idea of PMM post-school years

Parents appreciated and showed support as this created a transparent system to ensure parents are aware of wards progress and performance


When and where to hold an interactive session with mentees

A structured Timetable-based class slot has been created to ensure both Mentor and Mentee are aware of the time slot to meet


To whom students must meet to seek guidance

Dedicated Mentors are assigned to a group of 30 students


Lack of voluntary student presence in Mentor-Mentee class

Initially, to ensure students attend the Mentor-Mentee Session it was decided to give attendance just like other subject classes


Difficult to ensure all the courses are able to hold Mentor Mentee Sessions

It was discussed among all heads and streamlined via time table to hold Mentor Mentee Sessions every Thursday. Specific slots are added in the regular Time Table and PMM on 1st Saturday of the month twice a semester is added to Academic Calendar.


Mentors unable to provide Professional physiological counseling

Such identified students are informed to DME Mental Health Cell Meraki. A professionally qualified and experienced Psychotherapist & Counsellor, Dr. Ragini Singh, has been hired to help students. The role of the mentor is to identify students who need help and connect them with Dr. Ragini Singh to ensure the required help is provided.


What to be discussed in the Mentor-Mentee Session

A detailed schedule/planner is drafted to ensure all mentors follow the same for a given year ensuring that topics are streamlined across the whole institute


Difficult to manage the issues faced in one program year

The concept of a Program Leader was introduced who will be supervising the Mentors of a specific year


Difficult to manage the mentoring of 2500+ students and more than 70+ mentors and streamlining/monitoring/decision making

The structure of Mentoring Cell has been created, led by the designation of Head – Mentoring Cell, Convenor and Co-Convenors in respective Schools. This team will supervise Program Leaders/Mentors/Mentees/Parent Network etc and monitor the activities across the three courses


Management of vast mentee database of every detail academic and cultural etc

An online Mentee Card System has been put into place which is on ERP to maintain a complete record of a mentee


Contribution Of Mentoring Cell

Caselet –I: Problem- Depressed due to Broken Family Issue
Student, Ms. Tanvi (BA LLB), showed a marked downfall in attendance and was not willing to come to College. Mentor identified the issue of parents’ constant fights and separation. After holding regular sessions with the student we could motivate her not only to attend regular classes but also to earn after college time to support her single mother with a home bakery business.

Caselet –II- Problem- Parent-Child Relationship issues
Ms. Nikita, a student of (BBA LLB), suffering from parental-relationship issues, left her home to stay in a PG. Parents called the Mentor and requested to intervene and help. Students had a good bond with the mentor built over the years.  Mentor counselled the student about the pros and cons of moving out at an early age with no financial and emotional backing. The mentor ensured that Nikita moves back in with the parents. Parents were also counselled by the mentor to make them more flexible while dealing with grow up children. She, thereafter, started staying with parents and started focusing on her passion – Classical Music.

Caselet –III- Problem- Student failed in all subjects in the Internal Exam
Ms. Saumya, a student of (BBA LLB), could not clear any of her exams in the 2nd semester. Mentor inquired and found that Ms. Saumya has been a regular and a student good in studies as per 1st sem results. Mentor found out via the student’s friend circle that She was doing some Modelling assignments to support her mother financially. Mentor connected Ms. Saumya, with the placement cell for work-from-home opportunities for extra earning. This gave the student to the  prepare better for her Re-Internal exams.

Caselet –IV- Problem- Slow Learner Student
Ms. Sagar, a student of (BBA), was identified as a slow Learner by the Mentor. The same was communicated to the HoD for adequate tutorial classes and special attention by subject teachers

Caselet –V- Problem- Lack of Confidence Issues
Ms. Manav, a student of (BBA) was reluctant to give a presentation in the Class for Internal Evaluation and was ready to lose his marks also. Upon further probe about the reason, he said that since his school days he lacked confidence and thus, stammered while standing in public. Mentor took his presentation without an audience and made Mr. Manav practice a few times before he gave the class presentation. With all the efforts Mr. Manav was successfully able to give all internal presentations and gained confidence.

Caselet –VI: Problem- Student Showing Lack of Personal Hygiene
Ms. Vidhi, a student of (BBA), showed a lack of personal hygiene and her fellow batch mates informed the same to class mentor. Ms. Vidhi was restless and lacked focus as well. We have referred her to Dr. Ragini Singh, Psychotherapist & Counsellor in DME as the above were symptoms of bad mental health. Now she is better than before.

Caselet –VII:  Problem- Financial Problem
Ms. Garima, a student of (BBA), whose father has Cancer, could not pay the fee due to costly treatment. She was helped to get a scholarship from the DME to cover fees

Caselet –VIII:  Problem- Financial Issues due to fathers’ death.
Ms. Preeti, student of (BAJMC). She was not able to pay the fees due to her father’s death during the pandemic. Also, belonged to the EWS category. The mentor coordinated and helped get the EWS Scholarship, which is still under process.

Caselet –IX: Problem- Lack of Student Class Participation
Ms. Drishti, a student of (BAJMC). She displayed very low interest in studies and activities in the Class. Upon enquiring, the student was going through some depression post-pandemic lockdowns and the loss of family members during COVID. She has been referred to Dr. Ragini Singh, Psychotherapist & Counsellor in DME

Caselet –X: Problem- Student under peer pressure
Ms. Sanjay, a student of (BAJMC) was caught stealing a phone from a batch mates bag, verified via CCTV footage. Apparently, he needed money for the birthday party that his peer group was pressurizing for. Not from a sound financial background he took shortcuts to steal and sell the phone. Post mentors counseling he returned the phone to the owner and decided to let go of this kind of peer group and focus more on studies.