An Examination of Reverse

i\/lentoring in the Workpiace

DI: Judith L Bm and Dr. Debbie D. Dulrcne

ABSTRACT

riluiiiij^ refers fo tin ujyunffinent m wfii("li^()[inj;ft iwrl;fr's Sfrv'c us mentors to senior o

to teach new ihlh in tcchiiolo^ ami other ureiis. Nunio't'iis organizutiom rfpt>rl .siiccfss in rewne mfnWrjuj;
pwff'ams. Uimilun; sujgfsfs (liiH mwse mentoring worfes bes! whai mcntonng pairs iiiv tarcfully xwuimt.
programs conkiin sujfuient stntctiire. and ^oah arc cleurly established wiLh process toward than meuiwed. -A
simiy iy sluiknl teams w imsiness commumuttion iliisscs was uiidertulwn to iLtenmne the me und (xrceivcd
e§tLti\e'\ess oj revasc mcntonnj^ in a wklc iissortmeni oj husmesse^. A sw\ey iws dtveloped and gnen to a
com'cnience mmpic ofpli-time employees in businesses. A third oj respondents rejvrted that rc\-erse nientorin^
Wits used in their oi}^(inizations. and the mil rjiujority oj those who had {xiiticipated in it deemed H benejiaul,
espcaaliv in Icdmologf Wncfits. Recommajdations tire made concerning tiie need to help students rfulia: (he
benefits and opixirtunities ojre\'ersc

Mentoring has long been a pan of the coiporate scene. The majority of Fonune 500
companies iind many private firms use mentoring in their oi^aniTations. In its tradi-
tional form, mentonng was infomial with a seasoned executive counseling a younger,
upwardly mobile protegee (Madigan, 2000). Reverse mentoring is similar but wori<s
in the reverse way with younger executi\'es who are new to the workplace teaching
new skills to those experienced executives m upper management tBrennan, 2003).
Reverse mentoring as a fomi of training enables knowledge sharing between sea-
soned veterans and newcomers in the workpliice. Frequently, the business wisdom
of experienced workers and managers is shared with recent college graduates who are
computer savvy and can oQer invaluable assistance to those who lack a lifelong expo-
sure to technology (Closser, 2000). Jack Welch, former CEO of General Electric, was
one of the hist executives to institute the use of reverse mentoring in his company in
1999 (Greengard, 2002). Other large companies that have established reverse men-
toring programs include General Motors, Random House, Best Buy, Procter & Gam-
ble, Philip Morris, 3M, and Siemens (Lewis. 2001; Greengard, 2003, Carter, 2004;
Rintels, 2005). Cor^sequently, an increasing number of ot^ganizations are now asking
tech-sawy employees to "teach the 'old dogp' new tricks" (Greengard, 2002).

Purpose
The purpose of this research was to investigate the use and perceived value of re-
verse mentoring through a sur\'ey of employees in various types ol orgiiniziidons.

Dr. Judiili 1.. Bivs ami Dr. Debbie D. Dul-rcne are Pn)fessors at Stephen F Austin Stule Univcrsiiy.
Dr. Biss may be readied by email at Jbi^sfO'[Link]. Dr. Dul-renc may be reatheU by email M
ddufrene@[Link].

30 BUSINESS EmorttiN DIGEST

Literature Review
Reverse mcntonng has a dedicated following. A study conducted by the Center for
Coaching and Mentonng found that 41% of responding businesses used reverse
mentoring to develop technical expertise, and 26% used younger staff members to
help executives gun a more youthful pet:spective (Grcengard, 2002). In many com-
panies, reverse mentoring focuses mainly on computer or electronic skills, includitig
the use of e-mail and the Intemet. Once executives gain basic technolos^ skills, they
can then leam more advanced computer skills from their younger mentors, such as
presentation skills and ollice suites (Brennan, 2003). Technology mentors are typi-
cally young people, two to seven years out of school (Costello, 2000).
The use of revet^e mentoring in organizations is not always a younger-to-older
person relationship. An online survey conducted by Fast Company found that re-
vetse mentoring is often a peer-to-peer relationship where both people have much
to teach and leam (Starcevich, 2001). Rjiner (2002) described co-mentorships as
two-way mentoring that is dependent on strong leaming relationships of mutual
tmst that facilitate significant individual change for both partners.

Organizational Applications
The pet5on genctally credited vinth launching a formal reverse mentoring program
IS General Flectric's fonner CEO, Jack Welch. In 1999, he ordered 600 top execu-
tives to find mentors for themselves who were knowledgeable of the intemct. He
chose Pam Wickham. age 37, as his mentor and scheduled regular time to leam
about the use ofthe Intemet (Grcengard, 2002). Wickham describes the GE reverse
mentoring program as "informal, driven by the mentces' needs and structured by
the mentoring pair It's done in the spirit of the 'e' environment. It's very fast and
very adaptable to schedules" (Madigan, 2000). At GE. the mcntees range in age
from their late 30s to around 60; the mentors are usually in their 20s and 30s. Ac-
cording to Michael Useem, a professor of management at Wharton School, Welch
demonstrated that leadership Is a two-way street in his mentoring relationship with
Wickham (McCann, 2003).
Pearl AMP of Australia initiated a revetsc mentoring iurangement they refer to
as the "e-possum programme" that not only produced technology benefits but also
fonncd the basis for a company think tank on customers of the future (Hoare, 2000;
Smarter, 2000). Other large companies that have instituted reverse mentoring pro-
grams include Geneial Motors, Dcloittc & Touchc, Random House, Philip Morris,
Best Buy, Siemens, Chase Manhattan Bank, and Procter & Gamble (Lewis, 2001;
Greengard. 2003; Carter, 2004).
Not all reverse mentoring programs have focused on the Intemet or computer
technology. Procter and Gamble has used reverse mentoring programs to match em-
ployees with executives who may need a new perspective in diversity or biotechnol-
ogy, as well in infonnation technology (Solomon, 2001). When FYocter and Gamble
noticed that ihere was a high attrition rate among promising feniale managers, ii

Issue W May 2006 31

established a unique Mentor Up program. It asked junior-level female managers to
counsel senior-level male executives about work-related issues affecting women at
Procter and Gamble. It provided female managers with access to top decision-mak-
ers and opened communication between the genders. Within a two-year period,
"regretted losses" of female manageis were down 95% (Zielinski, 2000). According
to Steve David, the current Procter and Gamble reverse mentoring program was an
outgrowth of the original mentoring program and has been used extensively in dif-
ferent areas to either change the culture or develop more sensirivity to certain types
of issues (Zielinski, 2000).
Reverse mentoring programs have also been used in educational organizations.
In the summer of 2002, the Seattle Public School System chose female students to
instruct teachers in computers and technolo^. "The goal ol" the prograrn. named
Generation www.Y, was to integrate technology into the classroom and improve
student leaming. The students designed the curriculum, ailes and lesson plans and
collaborated with teachers at South Seattle Communit)' College" (Greengard, 2003.
HlO). A program that matched students in a nutrition education course at the Uni-
versity of Delaware with dietetic professionals to help the practitioners improve their
Intemet skills proved successful from the perspective of both participant groups
(Cotugna &r Vickery, 1998), The University of Pennsylvania's Whartun Business
School matches MBA students with top executives in the nation to teach them how
the Intemet can help change their businesses (Greengard, 2003). .. ^

Success Faclors in Reverse Menioring

In order for reverse mentoring to work favorably, training must be provided for
both the mentor and the student (Greengard, 2002). Addirionally, essential plan-
ning is necessary to assure that participants do not end up overwhelmed with
regular work and skip sessions. According to experts in reverse mentoring, suc-
cessful relationships cannot be forced. Some consultants suggest that programs
should be stntctured, with set rimes for meeting, specific goals, and a definite
durarion (Carter, 2004), Phillips (2002) offers several guidelines lor successful
reverse mentoring: . ,

' Be clear about objectives. Participants should agree about what they hope to
achieve and how the relationship will work.
• Assign duties clearly. Panicipants should know who is responsible for arrang-
ing sessions, setting agendas, etc.
• Be selective in choosing participants. Some manager may resent the process
and not cooperate fully. Young workers chosen lor participation should be those
who are able to communicate with confidence with managers.
• Have defined rules. Panicipants, for instance, must feel free to give and receive
constmctive criticism.
• Measure what you do. Compare results with targets to determine if the process
is worldng.

32 BUSINESS HixonoN DKEFT

 while participants must be compatible, benefits may exist in pairing individuals
that do not necessarily have a lot in common in order to challenge divetgent think-
ing (Diihle, 1998). Some experts s u r e s t that mentors be selected from outside
the organization in order to protect the privacy and confidentiality of high-level
managets. Using outsiders also avoids issues with other employees who sec a junior
worker getting special access to the executive suite (Henricks, 2002). Caution is
also advised to no[ allow a technology focus to eause a loss of focus on the broader
goals oi the ot;ganization ("The Geek as Boss." 2001). Matt Starcevich ofthe Center
for Coaching and Mentoring states the following about the success ol reverse men-
toring programs: "Clarity on what we will accomplish, our commitment, how we
go about it, and how we will relate to one another, emerge as clear indicators of a
satisfying mentoring relationship" (Rintels, 2005).
While success stories relating the advantages of reverse mentoring have been
presented in popular business literature, little formal research has been done on
the subject. This paper describes a research study conducted by students in busi-
ness communication classes in an effort to educate students about the concept
and allow them to uncover Impoitant infonnation about how it occurs in various
organizations.

Research Design
Students enrolied in a business communication course at a "fexas university in 2004
developed a questionnaire to survey conveniently selected, full-rime employees of
various organizations on the use of reverse mentoring in their workplaces. As part of
the educational experience, 90 students worked together with their instmctor to de-
velop the questions that were included on the survey instrument. The questionnaire
iisked for certain demographic information from respondents that might correlate
v>ath the use of reverse mentoring in the workplace. These questions included infor-
mation on the types of businesses respondents worked in, and the job categories,
educarion level, and gender of respondents. Respondents were asked about the use
of traditional mentoring and reverse mentoring in their companies and their views
about the value of reverse mentoring for them personally.
After development of the survey instrument, each student was instructed to
sur\'ey two employees of their choosing, with the only criteria being that those sur-
veyed worked in full-time positions. Many students indicated that they had given the
cjuestionnaire to parents, relatives, and friends. This convenience sampling method
was selected due to limitations on time and resources imposed by a class situation.
Convenience sampling is used in exploratory research in which the researcher is
interested in getting an inexpensive approximation of the tmth. This nonprobability
method is often used during preliminary research elTons to get a gross estimate of
the results, without incuning the cost or rime required to select a random sample
(StatPac, 2005). Given the cotistraints of a semester-long course and no available
funding, this method was deemed acceptable.

k-nic XV May 2006 33

 Based on the review of literature, the following hypotheses were formulated for
testing:
Hypothesis 1: Females will be more likely tlian males to perceive value in
reverse mentoring for enhancing their job performance/position in the com-
pany.
Hypothesis 2: Females will be more likely than males to be interested in
participating in reverse mentoring.
Hypothesis 3: Respondents' reported years in their careets career will be
positively conelated to their perception of the value of reverse mentonng to
enhance job performance.
Hypothesis 4: Respondents' reported years in their careers will be positively
conielated to their interest in participating in reverse mentoring.

Given the nature of this classroom project, researchers made no attempt to

srmcture or screen those surveyed; however, completed surwys showed that the
selected employees worked in organizations that represented a cross-section of
employment categories such as manufacturing, retail, service, and education. The
tabulated results are based on the 183 usable surveys that were retumed.

Findings
The organizations included in the study represented were of a variety of sizes and
types, Neariy 50% of the respondents indicated that they worked in businesses that
employed less than 50 people; however, 19% worked in businesses that employed
more than 500 people. The majority of employees sui*veyed, nearly 42%, worked
for businesses that primarily provided services, as shown in Figure 1, Besides the
Service sector, respondents were rather equitably distributed among businesses fo-
cused on manulactunng, retail, education, and other categories.
Respondents answered several
demographic questions relating
Emplcrymcm Seclois ofRcspomkim
to the following; length of time
Manufacturing
employed in current career; level
12% „..
of educarion; and current type of
Service
position. Nearly 36% had been m
Retail 12%
13% their current career for five years
or less, 13% for 6-10 years, 22%
for 11-20 years, and 29% for
more than 20 years. Responses
Education indicated that 47% were college
16% graduates, and of these, 10% had
attended graduate school. The re-
mainder of the respondents had
high school degrees, with 16%

34 BL'SINESS EDIKAVON DIGEST

noting other education, such as vcKational/tcchnical training, that was non-degree
oriented- Of fhc respondents, 106 (58%) were male, and 77 (42%) were female.
Survey i^pondents worked in a variety of positions, as shown in Figure 2.
As indicated, survey par-
ticipants represented both Fi^oc 2. Job CMlcgones oJ
large and small businesses of
a variety of types, and they Technical
held a variety of positions 8%
within those firms. Clerical
10%
Responses to survey
questions that pertained to
the use of traditional men- Executive
toring in the workplace re- 13%
vealed that nearly 80% ol
resptindents worked in orga-
nizations that use traditional Midmanagement
mentoring between experi- 23%
Administrative
enced employees and new
22%
employees. One third, 33%
reported that their organiza-
tions used reverse mentor- /-ij,Tirc 3. Rcvay.c Menlorinj; Expfii
ing. Of those businesses that
tiid use reverse mentoring Unsuccessful
as a method of instmcrion 6%
Unsure
and training. 58% used it 10%
infrequently, and 70% used Successful
it infonnally rather than as
pan of a structured program
or practice. Those employ-
ees who have participated in
reverse mentoring practices
consider it successful by an
overwhelming majority of
84%, as indicated in Figure
3. Respondents were asked to indicate from a list of choices how reverse mentoring
might potentially improve their companies, irgardless of whether their businesses
had ever used reverse mentoring. Figure 4 summarizes those anticipated benefits.
Over half of respondents expected gains In the area of efficiency, and only 17%
believed that the practice would not benefit their organization at aii. Respondents
were also asked to indicate whether they felt that reverse mentoritig would ben-
efit their organization in a number of areas. As Figure 5 indicates, the majority of

hsuc XV Mav 2006 35

Figure 4. ftiteulicil Jmpovcnienf Offcrtd hy Revere Mentoring

Other
None
Profitability
Productivity
Cooperation
Efficiency

10 20 30 40 50 60
PERCENT

Olhsr induded irrpfoved cornpuier. comrrumcatior. and upper-level nwiagemetn skill.

jpirc 5. Areas BenejilUd by Revene Menionng

Other • • 1 ^
Markets ^ ^ ^ ^ ^ ^ ^ H
Etiquette ^^BBBBJI^^B
Recruitment MBBBB^^B^B
Research MMB^^BMH
Diversity •Hj^^^^H^^^
Organization BMWB^BBB^^B
Communication HBHHH||^^^^^^
Technology • ^ ^ • • ^ ^ ^ • • • • • • H
10 20 30 40 50 60
PERCENT

Other ifiduded cusmmer seivica, wort IBChniques, producl inlormalion. and sales l

Does [Link] respondents felt that the technol-

ogy/computeis area would benefit
Unsure IVom reverse mentorinE,
At least a third of respondents
believed that reverse mentoring
would also be useful for itnprov-
ing and developing the areas of
public relations/communications,
organizational skills, diversity is-
sues, or new research techniques.
These areas were not specifically
defined in the survey, which re-
quired that respondents decided
for thetnselves the specific charac-

36 BL'SWESS EDUCATION DKEIT

teristics of these particular areas depending on the nature of their organizations.
Responses showed that most thought reverse mentoring would enhance their
personal job performances, as shown in Figure 6, Respondents were also asked
about their interest in participating in a reverse mentoring program if it were offered.
On a 1-5 scale, with 1 being least interested and 5 being most interested, 24%
indicated the neutt^l score, and 45% marked values on the interested side of the
continuum. Less than one-third, 31%, indicated values on the disinterested side of
neutral, indicating that they would not participate in a revetse mentoring program
if given the opportunity.
Anova analysis was used to test the four hypotheses. In Ano\^ calculations, a sig-
nificant difference is shown if the F statistic is greater than the F critical value or if P
is less than the selected alpha level (Statsoft. 2003). Results are shown in Table 1,

Table I. Corrdalwrt Cakulaliom

COMPARISONS F CHITffiAL P-VALUE F OBTAINED

H t; Gender/Recognition of value to job performance 3,87 1,8E-33 178,94*

H2: Gender/Interest in participating in mentoring 3,87 3.07E-^8 289.95*
H3: Years in Career/Recognition of value to job perlomnance 3.87 3,26E-12 51.99*
H4; Year in Career/Interest in Mentoring 3,87 ,406338 ,69
'Btattottcanystgnrtlcant, siplia ".05 r

Testing of Hypotheses 1 and 2 involved the examination of respondents' gender

as related to two survey questions: (1) whether reverse mentoring woufd enhance
their job [Tciformance/position in the company, and (2) to what degree they would
be interested in participating in a reverse mentoring program if it were olTcrcd in
their workplace. The results of the perceived job enhancement by gender are shown
in Table 2:

Tal^c 2. Perceived job PerjormaiKC BnluvKCinait Resulting from Reverse Mmloiing

NO UNSURE YES

Male 21 27 58
(n -106) 19,8% 25,5% 54 7%
Female 16 15 45
(n=77) 20,8% 19,5% 59,7%

Though more than half of both men and women felt that reverse mentoring
would enhance their job performance, women were somewhat more likely to think
it would have a positive effect as supposed by Hypothesis 1, This finding was statis-
tically significant, as shown in Table 1,
Gender of panicipants was also ex^imined in relation to their interest in partici-
pating in a reverse mentoring program. On a Liken rating scale of 1-5 with 1 being

Issue XV May 2006 37

least interesced and 5 most interested, the average score assigned by women was
3.06, while the average scale iissigned by men was 3.22. While there was a statisti-
cally significant difference between men and women conceming their interest in
participating in mentoring (as shown in Table 1), men were the ones most likely to
expres.s interest, thus contradicting the supposition o[ Hypothesis 2.
Hypotheses 3 and 4 were tested by examining the relationship of respondents'
reponed years in career as related to the same two survey questions as in the first
comparison: (1) whether reverse mentoring would enhance their job performance/
position in the company, and (2) to what degree they would be [Link] in partici-
pating in a reverse mentoring program if it were offered in their workplace. Workers
with less work experience were statistically more likely to see the value of reverse
mentoring to positively affect their job performance, thus conti-adicting the expec-
tation expressed in Hypothesis 3 CTable 1). Hypothesis 4 speculated tliat respon-
dents' reponed years in their careers would be positively con-elated to their interest
in panicipating in revetse mentoring; this, however, was not supponed by the data,
as shown in Table 1. '

Discussion
Results showed that 58% of respondents felt that reverse mentoring would enhance
their job performance/position in the company and another 20% was not sure.
Hypothesis 1 speculated that females would be more likely than males to perceive
value in reverse mentoring for enhancing their job performance/position in the com-
pany. This did prove to be an accurate assumprion. While 69% of respondenLs
indicated a neutral or positive answer when asked about their degree of interest in
participating in reverse mentonng, it had been hypothesized that females would be
more likely than males to be interested in participation. This supposition was not
supported, as men were more likely to express interest in participation than were
women. Hypothesis 2 was therefore rejected. Hypothesis 3 speculated that those
who had been in their career field longer would perceive more value than those with
less time in their career field. The opposite proved to be tme, however, thus result-
ing in the rejection of Hypothesis 3. Analysis revealed that there was no statistically
significant relationship between the number of years a respondent reported in their
careeis and their interest m participating in reveree mentoring; Hypothesis 4 was
therefore rejected.
As speculated, women were more likely tlian men to indicate that reverse men-
toring would enhance their job performance or position m the company. However,
it was the men—not the women—who expressed a higher degree of interest in
participating in a reverse mentoring program. Rather than linding that more sea-
soned employees would see value in reverse mentoring, it was instead employees
with less work experience who felt it would enhance tiieir job performance or [Link]-
tion. Rather than finding that those in their career fields longest would be most
suj^ponive of reverse mentoring, the results suggested that the opposite was indeed

38 Bi;siNESS EDUCAVQS DIGEST

true, perhaps because seasoned workers see little value in being mcntorcd by a less
experienced worker. Work experience also did not prove to be related to degree of
interest in participating in a reverse mentoring program.

Conclusions
This study results supported literature in confirming that mentoring is commonly
used in businesses of various sizes, while reveree mentoring occurs less frequently.
The survey indicated that most workers feel that reverse mentoring could benefit
the organization in one or more ways and that technology/computer learning is
most likely to benefit from reverse mentoring programs. The majority of workers
feel that their own job performance could be enhaneed by participating in reverse
mentoring, and most were neutral or positive concerning parricipation in reverse
mentoring if such a program were oiTered in their workplaces. ,
Gender did appear to be a differentiating factor in attitudes toward reverse men-
toring. Women were more likely to ieel that reverse mentoring would enhance their
job performance, while men indicated a higher interest in participating in reverse
mentoring. Perhaps some women are not willing or able to invest the time and ef-
fort that such a program would require, even though they recognize the job perfor-
mance enhancement that could be gained.
Years in career had some bearing on the results, with less experienced workers
more likely to seeing reverse mentoring as a way to enhance their job performance.
Years in career, howevci; was not a predictor of interest in participating in reverse
mentoring. Workers who are well established in their careers may not be as con-
cemed about career advancement as are younger workers, and older workers may
not realize the potential benefits for them from parriciparion in reverse mentoring
programs. Overall, recognition of the enhancing possibiliries of reverse mentoring
docs not equate to interest in actually participating in a program.

Limitations and Needs for Further Research

Limitations do exist concerning the findings of this study. The non-random man-
ner in which the sample was selected means that tbe results may not be gener-
aiizablc to the general population or to a particular idenrified subset of it. While
the size oi the sample was adequate for general analysis, a larger sample would
be desirable. Fuaher research is needed concerning the indication that women
do view the value reverse mentoring more favorably yet men are more interested
in actual participation in a program. Research is also needed i\s to whether men
and women who have participated in the reverse mentoring process as either
mentors or mentees have experienced expected benefits. Further study is also
warranted as to the benefit of reverse mentoring to workers at various stages
in their careers and why employees who have been in their careers the longest
may not view reverse mentoring as favorably iis shorter term employees. Barri-
ere to participarion should be identified, since longer tenured etnpioyees could

issue XV May 2006 39

potentially benefit significantly from the infusion of new knowledge that younger
employees could oiler

Recommendations for Instruction

Tins .study proved to be an excellent vehicle for raising students' awareness of the
populanty and perceived value of reverse mentoring in today's workplace. Students
in business courses should be made aware of the role of mentoting as a means of
training in contemporary organizations of various sizes, Funher, discussions should
take place that focus on the imponance of mtcrgenerational cooperacion in work
settings and the potential value in reverse mentoring relationships. Guest speakers
who can address the benefit of mentoring relationships in their career development
will reinforce the reality of the concept in the workplace. Classroom discussions and
activities should challenge students to assume professional responsibility for both
giving and receiving mentoring as it is appropriate in their career development.

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41