On a critical note, reversed mentoring

Almost 8 years ago (when I set up the mentoring programme for the Dutch Business Roundtable in Switzerland called Minds of Tomorrow), I was inspired to write a paper about the value of mentoring for both young talent and experienced hires in senior positions.

Close to a decade later, I find myself listening to a podcast of Brené Brown (a bit of a fan here) and Patricia Gordon on reversed mentoring. And for those of you who are unfamiliar with these powerhouses, the podcast can be found here. This very episode inspired me to share my thoughts on reversed mentoring.

So first, let’s make sure we are on the same page as definitions matter. Traditionally, mentorship programmes focus on teaching junior employees a lot of implicit and tacit knowledge that is acquired with experience, like how to build a network, how to translate theory to practice, how to navigate the organisational culture successfully, etcetera. On the other hand, reversed mentoring, is about having senior leaders embrace the fact that there are things they still want to learn and that this knowledge is not always found at prestigious educational institutions or with even more senior peers around the world. Oftentimes, the most valuable lessons and insights can be found just around the corner. Reversed mentorship is when these senior leaders connect with younger or more junior professionals and take a back seat, learning from the experiences and strengths of these young or emerging talents.

There is currently insufficient data available about the number of organisations that have introduced reversed mentoring within their workforce. Data from CIPD suggests that the number might linger around 12% at the beginning of 2024. Organisations that are known to have introduced this type of mentoring are Deloitte, Virgin and Proctor & Gamble. However, it is important to note that one could debate whether the implemented programmes always carry the same definition.

The positive effect of reversed mentoring

Reversed mentoring can focus on several educational experiences. Firstly, the experience allows leaders to learn from fresh perspectives, and gain new insights into theories and innovations. Secondly, it is an avenue to better understand different cultural and social perspectives, which can be all the more valuable when you have underserved and underrepresented demographics in your workforce or a fairly homogeneous network.

By forming authentic relationships with employees from underrepresented and underserved demographics, leaders can gain firsthand knowledge of their experiences and the barriers employees encounter at work or societal issues they face, based on one or more of their identity markers. Through storytelling and heart-to-heart conversations, leaders will grow their appreciation for both the personal and business imperatives for diversity, equity and inclusion. Such interactions not only broaden understanding but also equip leaders in positions of power with the necessary insights to effectively amplify the voices of those who deserve to be heard and to take appropriate actions to remove the barriers these underrepresented and underserved employees face.

Their deepened understanding enables them to foster a more inclusive organisational culture and empowers leaders to tackle inequitable systems more effectively. As such, leaders not only enhance their capabilities but also contribute more to creating a more equitable workplace.

Moreover, as leaders are tasked with spearheading new policies and strategies, having the opportunity to learn how things are experienced in practice, is priceless. Honest feedback gives you more insight into how theoretical concepts play out in reality.

The critical note, what may ly in its shadow

Before I delve into how organisations could structure a reversed mentoring programme, it is important to acknowledge some of the rightful critiques.

As plenty of organisational cultures are still not socially or psychologically safe, even with the best intentions, these programmes could have negative effects. For one, it expects professionals from underserved and underrepresented groups to educate people with formal power. The power dynamic can harm the position of the junior employee, as an effective exchange requires them to uncover and be honest about their personal experiences. Reflecting on these experiences means speaking out against systems and structures, culture and other aspects that fall under the responsibility of leadership. This can trigger a self-defensive response and result in a negative fallout towards the employee. Employees may be worried about their safety, yet as a new employee or one with little formal power, saying no to a reversed mentoring request may be difficult to do. Another critique is that sharing personal experiences, especially negative ones, puts an emotional strain on employees who are already required to use much of their resilience to deal with negative effects in and around their workplace. It is not unusual for underserved and underrepresented professionals to be expected to educate others on their experiences, and this increases their chance of burnout. Is it fair to put the onus on junior professionals from underserved and underrepresented groups??

So, what guidelines to follow if you want to introduce a reversed mentoring programme?

1.??????? Psychological and social safety

Any professional leaning into their vulnerability needs to feel safe to do so. This means that psychological and social safety are key to any programme (or organisation for that matter). The first thing you can do is to normalise learning at all levels of the organisation. Leaders need not have all the answers so invite them to ask questions! Another aspect that supports social and psychological safety is creating cooperative systems (through environmental and social assets) with openness in which worries, issues, questions and mistakes can be discussed openly and are seen as opportunities for growth (failure is a core feature of learning). The last tip is to simply follow through, nothing screams unsafety louder than not keeping your word or following through (lip service).

2.??????? Set SMART goals

Creating SMART goals is essential for defining the success of both individual mentorships and mentorship programmes. Successful mentorship is marked by clear objectives and measurable outcomes. Participants should have specific, achievable, and relevant goals that align with their growth and development. By establishing SMART goals - Specific, Measurable, Achievable, Relevant, and Time-bound - mentors and mentees can effectively track progress and ensure that the mentorship journey is purposeful and impactful. Clear communication of goals and objectives lays the foundation, enabling participants to work towards tangible results and fostering a sense of accomplishment.

3.??????? Training is needed before stepping into a mentoring programme

Before participating, comprehensive training is imperative to equip participants for success. Every individual engaging in the programme deserves to be fully prepared, understanding not only what lies ahead but also what is required of them. This entails providing thorough guidance on managing expectations, navigating the emotions of both yourself and the other, and honing essential communication skills such as active listening. Moreover, it is crucial to empower leaders with the ability to leverage insights gained from their interactions without making sweeping generalisations. Mentorship represents just one phase of the journey; hence, it is vital to initiate a process of ongoing exploration. This can be realised by checking in with your ERG or an expert organisation to look deeper into dynamics and experiences. Ask questions, deepen your understanding and clarify needs.

4.??????? Time to participate in the programme

Ensuring that participants have the necessary time to engage in the mentoring programme is crucial for its success. Therefore, it is important to recognise that this investment of time contributes directly to organisational progress. Given that professionals typically face many demands on their time, it becomes imperative to prioritise and accommodate participation in programmes that foster organisational well-being. Therefore, the organisation must establish a supportive structure that facilitates the allocation of time. This entails devising strategies to integrate growth opportunities seamlessly into existing schedules and creating accommodations that prioritise the well-being of participants. By proactively addressing these considerations, the organisation can cultivate an environment conducive to both professional development and personal flourishing.

5.??????? Let the matching be done by an independent party

Mentoring programmes benefit from a linking pin, someone who matches participants based on preferences, needs and possible connection points that will facilitate learning. This professional should also be the point of contact for participants when they encounter issues and act as a coach for both participants during their learning journey, by offering reflective sessions throughout the year.

6.??????? Ensure a reciprocal exchange

Full disclosure, I believe that many reversed mentoring programmes are in fact reciprocal. Reciprocity means that both participants derive benefits from the relationship, a natural interdependence, characterised by a balanced exchange. This principle becomes even more significant when working with underserved and underrepresented employees. Reciprocity underscores the importance of equitable participation. If your programme lacks clear advantages for junior employees, it's essential to reevaluate and prioritise equity. How will you ensure that the more junior employee also benefits from the exchange?

7.??????? Enable cross-organisational exchanges

Facilitating cross-organisational exchanges is advisable, particularly in large organisations where leaders and senior employees may inadvertently overlook the privileges they enjoy, such as access to various educational opportunities like events, mentorship programmes, sponsorships, and educational tracks. Conversely, for professionals in smaller organisations or those working independently, these educational experiences often seem like luxuries beyond reach. Such discrepancies in opportunities can significantly impede career progression, particularly those of underrepresented groups.

To foster inclusivity and broaden access to opportunities, consider cross-organisational setups. By extending support to local communities, organisations can bridge the gap in access to resources and opportunities while simultaneously growing their talent pool.

Moreover, recognise that power dynamics within an organisation may affect the openness and social safety of participants. One effective strategy to address this challenge is by engaging in mentoring relationships with individuals from outside the organisational ecosystem. This approach not only promotes inclusivity but also cultivates diverse perspectives and enriches the learning experience.

8.??????? Build a process of accountability

Being accountable means that organisations set up formal processes and tie objectives to leadership KPIs. Operationalise accountability by setting up a mentorship contract that clearly states what is expected from both parties, by defining organisational goals and by incorporating reflective moments and iterative processes to improve the programme itself.

9.??????? Create a clear structure

How will the programme run? Set up the process for sourcing participants, matching, preparations and required resources, kick-off, a roadmap for the duration of the relationship (often 12 months) and feedback moments. Regular check-ins and evaluations can help track progress and make adjustments if necessary. Make sure the structure is created following the stated goals, objectives and expectations.

10.?? Recognise and reward participation

Showing organisational commitment means recognising and rewarding participation. Think about which forms of acknowledgement feel appropriate and how these tools can work in tandem to strengthen the programme. You could tie mentorship with the ability to transcend to sponsorship*, offer visibility and recognition, certificates, reward programmes or other benefits.

*Reverse mentoring is not the same as sponsorship. While they are both professional relationships developed for career advancement, there are some significant differences.

Sponsorship is focused on preparing employees for promotions or leadership opportunities. In these relationships, the senior employee becomes an active advocate to help the more junior employee gain access to job opportunities.

In comparison, reverse mentoring is about helping senior employees develop an understanding of new perspectives from employees different from themselves. Meaning you need both to further diversity.

Source: Overton, L. (2023) Learning at work 2023 survey report. London: Chartered Institute of Personnel and Development.