Alternative Formal Mentoring:
Variations on an Old Theme
Insights from a Dissertation Study by Christine D. Hegstad
Originally published in the Summer 2003 IMA "Mentoring Connections"
In searching for a definition of formal mentoring, you'll likely encounter something
like an organization-managed developmental relationship between two employees. The
mentor is frequently a higher-level, or more experienced employee, whereas the protege
may be new to the organization, the position, or somehow less experienced. Mentoring
in this form has existed since the dawn of the workplace.
As the dynamics of the working environment have changed, however, so have those of mentoring. A recent study of exemplary mentoring programs uncovered several factors related to successful programs, as well as the growing changes within the format of mentoring (Hegstad, 2002). Three alternative methods continually reappear: group, reverse, and selfguided. This article aims to provide a brief summary of information, stemming from literature as well as anecdotal evidence from the aforementioned study, about each of these formats increasingly being used to complement traditional mentoring
Typically, group mentoring involves six to eight employees who take turns serving
as mentors for the group. "That's how we accomplish quite a lotóthe ability
to reach out and access many proteges at a time through group circling." explained
the corporate mentoring coordinator for a global pharmaceuticals company.
Research has shown that a one-on-one relationship is not a necessary requirement
for obtaining mentoring benefits (Allen, Poteet, & Burroughs, 1997). Functions
and outcomes of group mentoring are similar to those of traditional mentoring in
that they shape learning and development based on performance monitoring and regular
feedback, as well as provide participants with a sense of identity and self-esteem
(Dansky, 1996; Eby, 1997).
In a traditional setting, the mentor is at least one to two levels above the protege
on the hierarchical ladder. In reverse mentoring, however, the tables are turned:
a junior-level employee mentors a senior-level employee. At first glance, one might
have difficulty finding the benefit in such a format. According to those utilizing
this format, however, the benefits speak for themselves.
A multinational cosmetics company implemented a reverse mentoring program with the
goal of advancing women into the upper levels. As a result, the design team decided
to partner entry level women mentors with upper level male and female executives.
The outcome? Senior managers with more knowledge, awareness, and understanding for
those in the lower echelons, as well as networking bonds developing between and across
those lines. The company has thus experienced a great return on investment; retention
of women in greater numbers who are now advancing as never before.
A financial services corporation has benefited from matching computer-savvy, newer
employees as mentors to more senior-level managers with less comfort and ability
on the computer and internet. The result has been a transfer of knowledge, which
would have been costly to gain through outside experts.
Of the varying forms of alternative mentoring, self-guided programs may be the most innovative. In essence, self-guided mentoring functions as a complementary blend between formal and informal mentoring:
Numerous benefits result from this type of system.
Self-guided mentoring may be considered an effective meeting point for those promoting
informal over formal mentoring and vice-versa.
Several mentoring variations can be implemented to support a company's human resource development initiative. As with any such effort, careful consideration of these options is needed during the program design and development phases to determine the most appropriate method. Specifically, the author recommends identifying goals and objectives andthen, developing a program to support them.
Benefits of traditional formal mentoring are multitudinous and can be found repeatedly
in the literature. Thus, alternative mentoring does not need to be thought of as
a replacement for traditional methods, but perhaps rather, a complementary mechanism
designed to support and grow the mentoring effort.
Christine D. Hegstad, Ph.D. is editor of "Meaning and Purpose" and owns
MAP Professional Development in Ankeny, lowa. She recently presented part of her
dissertation research at the IMA Conference in Philadelphia.
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