SCORING PROCESS FOR MANAGING A ‘CRITICAL MENTEE’ UNDER PBAS

Abstract

ABSTRACT “SCORING PROCESS FOR MANAGING A ‘CRITICAL MENTEE’ UNDER PBAS” The invention provides a scoring process for managing critical mentees under the Performance-Based Appraisal System (PBAS). It introduces a systematic method to identify, rank, and prioritize critical mentees based on observed personality traits, with input from multiple stakeholders. A five-point Likert scale is used to assess the criticality of mentees, ensuring fair grading of mentors who take initiative in managing them. The system prevents the malicious inflation of PBAS scores by filtering and prioritizing genuine cases. The mentor’s performance is evaluated based on the mentee’s improvement, graded using a university scale. The process aligns with several Sustainable Development Goals (SDGs), promoting mental health, educational quality, and social inclusivity. This system is applicable in educational institutions, corporate sectors, and families to enhance performance, mentorship quality, and institutional accreditation. Figure 1

Specification

Description:TECHNICAL FIELD
[0001] The present invention relates to the field of educational systems, and more particularly, the present invention relates to the scoring process for managing a 'critical mentee' under PBAS.
BACKGROUND ART
[0002] The following discussion of the background of the invention is intended to facilitate an understanding of the present invention. However, it should be appreciated that the discussion is not an acknowledgment or admission that any of the material referred to was published, known, or part of the common general knowledge in any jurisdiction as of the application's priority date. The details provided herein the background if belongs to any publication is taken only as a reference for describing the problems, in general terminologies or principles or both of science and technology in the associated prior art.
[0003] Performance Based Appraisal System (PBAS) awards scores to educators based on their year to year performance. Performances are broadly divided under three categories - academic contributions, mentoring activities and research and developmental works. Scores are claimed by educators under self-assessment method. After assessment screening committee of quality assurance cell finalizes the score.
[0004] Since the final scores of PBAS are considered for career advancement, the temptations to inflate the scores are very high. Thus robust steps need to be taken by quality assurance cell to handle any type of unprofessional conduct. Screening of academic contributions can be done by academic heads of different departments. Documented evidences for research and development can be gathered from both internal and external sources. Screening of mentoring related activities is complicated. Since many of the activities are reported by the educators for which there might not be any documented evidence. So testimony of the educator is generally accepted.
[0005] Mentors act as bridge between parents, higher authorities, subject teachers, and mentees. In the absence of parents, mentor act as the guardian. Thus, they have high influence on the thinking process of the students. When faced with a sensitive situation, the mentor can positively motivate a mentee or negatively instigate the mentees based on his/her discretion.
[0006] Mentees may be segregated into two heads based on their performance - mentees and 'critical mentee'. Critical mentee is a black sheep among other mentees. When a mentee is found with slow learning ability, suffering from attention-deficit/hyperactivity disorder (ADHD), post-traumatic stress disorder (PTSD), mental toughness, emotional fragility, and weird behavioral traits that distinguish the particular mentee from the cohort, he/she is flagged as 'critical mentee'. Mentoring of such 'critical mentee' is difficult. Thus the more critical the mentee is, the more score the educator should receive for managing him/her. And frequency of 'critical mentee' under a mentor should be directly related to score board.
[0007] This line of thought makes turning a mentee into a critical mentee, to inflate PBAS score a lucrative option. It act may be intentionally or unintentionally. To discourage such malicious acts, a proper system should be developed to ascertain the authenticity of scores under managing 'critical mentee'.
[0008] In light of the foregoing, there is a need for Scoring process for managing a 'critical mentee' under PBAS that overcomes problems prevalent in the prior art associated with the traditionally available method or system, of the above-mentioned inventions that can be used with the presented disclosed technique with or without modification.
[0009] UGC regulations the role of an educator as a mentor is very concise. Under contribution to corporate life and management of institution, there is a sub heading as 'responsible for, or participation in committees for student welfare, counseling and discipline'. The sub heading has 10 points in total (5 each). But the grading scheme is not explicitly mentioned. This leads to ambiguity.
[0010] All publications herein are incorporated by reference to the same extent as if each individual publication or patent application were specifically and individually indicated to be incorporated by reference. Where a definition or use of a term in an incorporated reference is inconsistent or contrary to the definition of that term provided herein, the definition of that term provided herein applies, and the definition of that term in the reference does not apply.
OBJECTS OF THE INVENTION
[0011] The principal object of the present invention is to overcome the disadvantages of the prior art by providing scoring process for managing a 'critical mentee' under PBAS.
[0012] Another object of the present invention is to provide a scoring process for managing a 'critical mentee' under PBAS that priorities 'critical mentee' based on their severity.
[0013] Provide score to mentors who take the initiative to oversee a 'critical mentee' under PBAS that balances out the malevolent motives of mentors towards turning mentees into 'critical mentees' in order to inflate scores in PBAS.
[0014] The foregoing and other objects of the present invention will become readily apparent upon further review of the following detailed description of the embodiments as illustrated in the accompanying drawings.
SUMMARY OF THE INVENTION
[0015] The present invention relates to Scoring process for managing a 'critical mentee' under PBAS.
[0016] It provides a grading tool to:
- Rank 'critical mentee' based on the priority basis
- Award scores to mentors who are taking the initiative to manage 'critical mentee',
- Fading out the malicious intentions of inflating scores in PBAS by turning mentees to 'critical mentees'.
[0017] Mentor has to first identify a potential 'critical mentee' by obserbing weird personality traits. Once a mentor detects a potential 'critical mentee', mentor has to refer below stakeholders for further processing. Each stakeholders need to grade the potential 'critical mentee' based on their analysis, of how critical they think the case is. Five point likert scales can be used for grading process. Starting with definitely (4), probably(3), possibly(2), probably not(1) and definitely not (0).
[0018] While the invention has been described and shown with reference to the preferred embodiment, it will be apparent that variations might be possible that would fall within the scope of the present invention.
BRIEF DESCRIPTION OF DRAWINGS
[0019] So that the manner in which the above-recited features of the present invention can be understood in detail, a more particular description of the invention, briefly summarized above, may have been referred by embodiments, some of which are illustrated in the appended drawings. It is to be noted, however, that the appended drawings illustrate only typical embodiments of this invention and are therefore not to be considered limiting of its scope, for the invention may admit to other equally effective embodiments.
[0020] These and other features, benefits, and advantages of the present invention will become apparent by reference to the following text figure, with like reference numbers referring to like structures across the views, wherein:
[0021] Figure 1: The gap between institutional and external scores will reveal the discrepancy between the two sources.
DETAILED DESCRIPTION OF THE INVENTION
[0022] While the present invention is described herein by way of example using embodiments and illustrative drawings, those skilled in the art will recognize that the invention is not limited to the embodiments of drawing or drawings described and are not intended to represent the scale of the various components. Further, some components that may form a part of the invention may not be illustrated in certain figures, for ease of illustration, and such omissions do not limit the embodiments outlined in any way. It should be understood that the drawings and the detailed description thereto are not intended to limit the invention to the particular form disclosed, but on the contrary, the invention is to cover all modifications, equivalents, and alternatives falling within the scope of the present invention as defined by the appended claim.
[0023] As used throughout this description, the word "may" is used in a permissive sense (i.e. meaning having the potential to), rather than the mandatory sense, (i.e. meaning must). Further, the words "a" or "an" mean "at least one" and the word "plurality" means "one or more" unless otherwise mentioned. Furthermore, the terminology and phraseology used herein are solely used for descriptive purposes and should not be construed as limiting in scope. Language such as "including," "comprising," "having," "containing," or "involving," and variations thereof, is intended to be broad and encompass the subject matter listed thereafter, equivalents, and additional subject matter not recited, and is not intended to exclude other additives, components, integers, or steps. Likewise, the term "comprising" is considered synonymous with the terms "including" or "containing" for applicable legal purposes. Any discussion of documents, acts, materials, devices, articles, and the like are included in the specification solely for the purpose of providing a context for the present invention. It is not suggested or represented that any or all these matters form part of the prior art base or were common general knowledge in the field relevant to the present invention.
[0024] In this disclosure, whenever a composition or an element or a group of elements is preceded with the transitional phrase "comprising", it is understood that we also contemplate the same composition, element, or group of elements with transitional phrases "consisting of", "consisting", "selected from the group of consisting of, "including", or "is" preceding the recitation of the composition, element or group of elements and vice versa.
[0025] The present invention is described hereinafter by various embodiments with reference to the accompanying drawing, wherein reference numerals used in the accompanying drawing correspond to the like elements throughout the description. This invention may, however, be embodied in many different forms and should not be construed as limited to the embodiment set forth herein. Rather, the embodiment is provided so that this disclosure will be thorough and complete and will fully convey the scope of the invention to those skilled in the art. In the following detailed description, numeric values and ranges are provided for various aspects of the implementations described. These values and ranges are to be treated as examples only and are not intended to limit the scope of the claims. In addition, several materials are identified as suitable for various facets of the implementations. These materials are to be treated as exemplary and are not intended to limit the scope of the invention.
[0026] The present invention relates to Scoring process for managing a 'critical mentee' under PBAS.
[0027] It provides a grading tool to:
- Rank 'critical mentee' based on the priority basis;
- Award scores to mentors who are taking the initiative to manage 'critical mentee',
- Fading out the malicious intentions of inflating scores in PBAS by turning mentees to 'critical mentees'.
[0028] Mentor has to first identify a potential 'critical mentee' by obserbing weird personality traits. Once a mentor detects a potential 'critical mentee', mentor has to refer below stakeholders for further processing. Each stakeholders need to grade the potential 'critical mentee' based on their analysis, of how critical they think the case is. Five point likert scales can be used for grading process. Starting with definitely (4), probably (3), possibly(2), probably not(1) and definitely not (0).
[0029] Table 1: List of stakeholders to be considered while grading scores to mentor for managing 'critical mentee'

[0030] Both of the cases have total score of 30. But looking carefully Critical Mentee#1 have institutional score of 18 and external score of 10. On the contrary Critical Mentee#2 have institutional score of 14 and external score of 13. The gap for first case is of 8 points and in second case it is of only 1 point. The chance of inflated score is high in the first case. Critical Mentee#2 need prior attention.
[0031] Table 2: Ranking of Critical Mentee (without weight):

[0032] Table 3: Ranking of Critical Mentee (with weight):

[0033] Blue - Institutional, Green- External, Red- both or either; Weighted Score= Weight*Score; Critical Mentee#2 need prior attention
[0034] Albeit the end result remains same with and without weight but still the magnitude of gap differs. Now that Critical Mentee#2 need prior attention, the mentor as the team leader along with stake holders begins the treatment.
[0035] Table 4: Scoring points for educators under PBAS

[0036] Gap without weight is 50 point improvement of student's performance (from 30 to 15). Gap with weight is 1.40 point improvement of student's performance. Using universal university grading scale, mentoring activities can now be graded from O to E based on improvement of the student's performance.
[0037] Alignment of the idea with SDGs:
- Aligning with SDG-3 to pursue good health and wellbeing, this method can promote mental health wellbeing among mentees
- Aligning with SDG-4 to promote quality education, the method can boost confidence level of slow learners.
- Aligning with SDG-5 to bring about gender equality, the method can do away with traditional notion of 'Boys will be Boys'.
- Aligning with SDG-8 the method will develop good working environment, in educational sector.
- Aligning with SDG-9 the process with boost educators to come out with innovative way of managing 'critical mentee'.
- Aligning with SDG-10 to empower and promote the social, economic, and political inclusiveness, by bringing the 'critical mentee' to mainstream.
- Aligning with SDG-11, since the process deals with identifying 'critical mentee' and encouraging mentors to handle them with love and care, it can provide safe public spaces, in particular for women and children, older persons and persons with disabilities who are often targeted by 'critical mentee'
- Aligning with SDG-16, the successful adaptation of the process can end abuse, exploitation all forms of violence against and torture of mentees.
- Aligning with SDG-17, the process from the beginning plans to amalgamate the educational institutions with the community and other allied sectors to increase quality of student performance.
[0038] Comparative Analysis:
- In the already existing documents the word used is 'counseling and discipline'. The present work uses the word 'mentoring' which is larger in scope.
- The existing documents remain silent on malicious motive of inflating PBAS scores relating to mentoring, the current work considers it as a high possibility and suggests step to filter and priorities sensitive cases.
- The existing documents do not give a systematic methodology to grade mentoring of 'critical mentee', which is taken care of here.
[0039] Economic potential or commercial applications:
[0040] The scoring method can be adopted by-
- Higher educational institutes to align with 9 out of 17 SDGs.
- Educators to increase their PBAS
- Institutions to identify 'critical mentee'
- Institutions to increase their accreditation scores
- Corporate sector to understand the mental wellbeing of the potential candidate
- Family to plan the future of their ward
- Students to self-retrospect and improve their performance
[0041] Innovative Features:
- This approach can support mental health well-being and is consistent with SDG-3, which aims to promote good health and wellbeing.
- The approach can help slow learners by aligning with SDG-4 to enhance quality education.
- By aligning with SDG-5 to achieve gender equality, the strategy can get rid of the old axiom "Boys will be Boys."
- The strategy will create a positive working environment in the educational sector, in line with SDG-8.
- The process of aligning with SDG-9 will encourage educators to develop creative methods for handling "critical mentees."
- The effort can bring the "critical mentee" into the mainstream by aligning with SDG-10 to encourage and promote social, economic, and political inclusivity.
- In line with SDG-11, the project can create safe public areas, especially for women, children, the elderly, and people with disabilities who are frequently the targets of "critical mentee" behaviour.
- In keeping with SDG-16, the procedure' successful adaption can put an end to student abuse, exploitation, and torture.
- In keeping with SDG-17, the process was designed from the outset with the goal of combining educational institutions with the community and other related sectors to improve student performance.
[0042] Application:
- The alignment of higher education institutions with 9 of the 17 SDGs.
- Teachers can raise their PBAS scores and thus earnings
- For students to perform better
- Organizations will screen mentees for 'critical mentees'
- Increasing the accreditation scores of institutions
- The corporate sector can comprehend the candidate's psychological health
- Parents can plan for their children's future.
[0043] Various modifications to these embodiments are apparent to those skilled in the art from the description and the accompanying drawings. The principles associated with the various embodiments described herein may be applied to other embodiments. Therefore, the description is not intended to be limited to the 5 embodiments shown along with the accompanying drawings but is to be providing the broadest scope consistent with the principles and the novel and inventive features disclosed or suggested herein. Accordingly, the invention is anticipated to hold on to all other such alternatives, modifications, and variations that fall within the scope of the present invention and appended claims. , Claims:CLAIMS
We Claim:
1) A scoring process for managing a critical mentee under PBAS (Performance-Based Appraisal System), comprising:
- a module for identifying and ranking critical mentees based on observed personality traits;
- a scoring tool for awarding mentors who take the initiative in managing critical mentees;
- a process for preventing the inflation of PBAS scores by filtering out cases of potential score manipulation through the identification of genuine critical mentees.
2) The process as claimed in claim 1, wherein the mentor identifies a potential critical mentee by observing unusual personality traits and refers the mentee to various stakeholders for further evaluation, each stakeholder providing a score based on the criticality of the case using a five-point Likert scale ranging from "definitely not critical" (0) to "definitely critical" (4).
3) The process as claimed in claim 1, wherein the stakeholders involved in scoring a critical mentee include institutional and external entities, and the scores are used to determine the mentee's priority for receiving attention and intervention.
4) The process as claimed in claim 1, wherein the scoring of mentors is based on their performance in handling critical mentees, and the score is used to prevent malicious inflation of PBAS scores by avoiding manipulation of mentee statuses.
5) The process as claimed in claim 1, wherein the critical mentee scores are evaluated both with and without weighting, allowing for accurate ranking of critical mentees, and ensuring that cases with higher discrepancies between institutional and external scores are flagged for further attention.
6) The process as claimed in claim 1, wherein the mentor, as team leader, collaborates with the involved stakeholders to manage and treat the critical mentee based on the assigned scores and ranking.

Documents