Goal Setting and Faculty Development in an Indian Engineering College

Pradeep Kashinath Waychal; Mukund Vishnu Kavade

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Conference: 2017 ASEE Annual Conference & Exposition
Location: Columbus, Ohio
Publication Date: June 24, 2017
Start Date: June 24, 2017
End Date: June 28, 2017
Conference Session: Continuing Education for Faculty
Tagged Division: International
Page Count: 16
DOI: 10.18260/1-2--28414
Permanent URL: https://peer.asee.org/28414
Download Count: 1995

Paper Authors

biography

Pradeep Kashinath Waychal Guruji Education Foundation orcid.org/0000-0001-8142-2464

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Dr Pradeep Waychal is a founder trustee of Guruji Education Foundation that provides holistic support to the higher education of underprivileged students and a visiting professor of Engineering Education at CRICPE of Western Michigan University, US. Earlier, Dr Waychal has worked at Patni Computer Systems for 20 years in various positions including the head of innovations, NMIMS as the director Shirpur campus, and at College of Engineering Pune (COEP) as the founder head of the innovation Center.

Dr Waychal earned his Ph D in the area of developing Innovation Competencies in Information System Organizations from IIT Bombay and M Tech in Control Engineering from IIT Delhi. He has presented keynote / invited talks in many high proﬁle international conferences and has published papers in peer-reviewed journals. He / his teams have won awards in Engineering Education, Innovation, Six Sigma, and Knowledge Management at international events. His current research interests are engineering education, software engineering, and developing innovative entrepreneurs and intrapreneurs. He has been chosen as one of the five outstanding engineering educators by IUCEE (Indo-universal consortium of engineering education).

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biography

Mukund Vishnu Kavade Rajarambapu Institute of Technology, India

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Prof. Mukund V. Kavade is presently working as Asspciate Professor in Mechanical Engineering, Rajarambapu Institute of Technology, Rajaramnagar, Maharashtra State , India. Holds Batcheloe degree in Mechanical Engineering and post graduate degree in Mechanical (Production) Engineering, obtained from Government College of Engineering, Karad. He has published 34 research papers in various International / National journals and conferences. Authored a monograph on Quality Control. Life member of Indian Society for Technical Education (ISTE) and Indian society for Training Development (ISTD). He is handling the additional portfolio of OBE Coordinator
Area of interest includes Computer Aided Manufacturing, Manufacturing Enineering etc. Also interested in innovative teaching methods. Believes in cooperative learning.

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Abstract

Faculty members are the most critical resource that engineering education institutes possess and their development is the most important thing that the institutes can do. The development activities, however, largely focus on core engineering and, to some extent, on instructional strategies. The activities do not cover other developmental aspects such as goal-setting.

A rural Indian college - one of the top 100 engineering colleges in India - decided to change that. The college leadership organized a workshop to set goals for all their forty senior faculty members. The workshop had the following broad elements: self-assessment using a variety of techniques, alignment with organizational goals, analysis of the aligned goals and their discussions with the full cohort.

The workshop prerequisites included watching the Indian movie “Lakshya” (meaning goal), filling a questionnaire on career goals, and self-assessment using an instrument from PLOTR, a free-to-access, government-supported, and industry-led organization that identifies strengths of individuals. The workshop started with the discussion of importance of meditation in education followed by a 20-minute meditation session. That helped participants to calm their minds and note the activities that they would undertake if they did not have to earn for livelihood. After a 30-minute break, participants identified activities that they were best at and activities that they enjoyed the most. The lists were peer-reviewed and validated. All these self-assessment measures brought forth capabilities and interests of individual faculty members.

Then we discussed the fundamentals of goal-setting and presented the organizational goals set by the college administrators. Participants formed groups of two to four faculty members each and each group chose an organizational goal. Interestingly, there was no contention over any of the goals and all (twelve) goals, except one, were chosen. The groups analyzed their goals using the force-field analysis technique, which resulted in concrete projects that they would undertake to achieve the goals, and presented them to the cohort. The participants’ overall rating of the workshop was 4.1/5.0. The college leadership regularly reviews the identified projects to ensure their success and plans to administer the career goal questionnaire after a few project reviews to ascertain that the workshop has contributed to the development of the faculty members. The final paper will have details of the workshop, analysis of participants’ feedback, and analysis of the pre- and post-goal questionnaires.

Citation
Format

Waychal, P. K., & Kavade, M. V. (2017, June), Goal Setting and Faculty Development in an Indian Engineering College Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. 10.18260/1-2--28414

TY - CPAPER
AB - Faculty members are the most critical resource that engineering education institutes possess and their development is the most important thing that the institutes can do. The development activities, however, largely focus on core engineering and, to some extent, on instructional strategies. The activities do not cover other developmental aspects such as goal-setting.

A rural Indian college - one of the top 100 engineering colleges in India - decided to change that. The college leadership organized a workshop to set goals for all their forty senior faculty members. The workshop had the following broad elements: self-assessment using a variety of techniques, alignment with organizational goals, analysis of the aligned goals and their discussions with the full cohort.

The workshop prerequisites included watching the Indian movie “Lakshya” (meaning goal), filling a questionnaire on career goals, and self-assessment using an instrument from PLOTR, a free-to-access, government-supported, and industry-led organization that identifies strengths of individuals. The workshop started with the discussion of importance of meditation in education followed by a 20-minute meditation session. That helped participants to calm their minds and note the activities that they would undertake if they did not have to earn for livelihood. After a 30-minute break, participants identified activities that they were best at and activities that they enjoyed the most. The lists were peer-reviewed and validated. All these self-assessment measures brought forth capabilities and interests of individual faculty members.

Then we discussed the fundamentals of goal-setting and presented the organizational goals set by the college administrators. Participants formed groups of two to four faculty members each and each group chose an organizational goal. Interestingly, there was no contention over any of the goals and all (twelve) goals, except one, were chosen. The groups analyzed their goals using the force-field analysis technique, which resulted in concrete projects that they would undertake to achieve the goals, and presented them to the cohort. The participants’ overall rating of the workshop was 4.1/5.0. The college leadership regularly reviews the identified projects to ensure their success and plans to administer the career goal questionnaire after a few project reviews to ascertain that the workshop has contributed to the development of the faculty members. The final paper will have details of the workshop, analysis of participants’ feedback, and analysis of the pre- and post-goal questionnaires.
AU - Pradeep Kashinath Waychal
AU - Mukund Vishnu Kavade
CY - Columbus, Ohio
DA - 2017/06/24
PB - ASEE Conferences
TI - Goal Setting and Faculty Development in an Indian Engineering College
UR - https://peer.asee.org/28414
DO - 10.18260/1-2--28414
ER -