Implementing successful mentoring programs: career definition vs mentoring approach

Abstract

PurposeThe purpose of this paper is to present the challenges posed by designing and implementing mentoring programs when program coordinators, managers and participants may hold different assumptions about what mentoring is and what career development is. It aims to create an awareness of the inherent conflicts between the old and the new definitions of careers when implementing mentoring programs.Design/methodology/approachThe paper is a presentation of the different definitions of careers as well as the different approaches to mentoring and a discussion of the implications of these in corporate mentoring programs.FindingsThis paper presents viewpoints on where to focus the attention in designing and implementing mentoring programs to achieve maximum results for the organization as well as for the participants.Originality/valueHuman resource professionals, managers and potential mentors and mentees might find value in reading this paper to become aware of obstacles for learning and growth.

The missing voices of learning and development professionals: Factors influencing formal and informal practices of reverse mentoring

“…While in a traditional mentoring relationship, more than expertise, experience is being sought for, in a reverse mentoring relationship, expertise in one domain is highly valued. A traditional mentor is usually selected based on the years of experience, power, influence, and the network one has, and the focus is more on sharing organizational knowledge and wisdom (Poulsen, 2006). In reverse mentoring, usually high potential younger employees who have a specific expertise in one particular topic are typically chosen to be the mentors.…”

“…The traditional model of mentoring is best exemplified by the story of the “mythological Mentor, the elder guiding Telmachus, son of Odysseus and Penelope, in a hierarchical, unidirectional role as committed teacher and sponsor” (Gammel & Rutstein–Riley, 2016, p. 29). While the traditional model is useful and has yielded positive career outcomes, such as promotions, leadership development, and socialization, for mentees (Eby et al, 2013; Joo et al, 2018; Son, 2016), it has also been critiqued for focusing only on the junior mentee's learning without any attention to how the senior mentor might benefit from the relationship (Ragins, 2009). Besides, the traditional mentoring perspective perpetuates normative expectations about appropriate age for the roles of mentor and mentee so that only senior employees are expected to serve as mentors to their junior colleagues who belong to a younger generation (Chaudhuri & Ghosh, 2012).…”

“…Thus, the notion of reverse mentoring aligns with the relational mentoring perspective that emphasizes reciprocity through redefining “the power imbalance, hierarchy, formality, objectivity, directionality, and limited focus” (Gammel & Rutstein–Riley, 2016, p. 29) of the traditional model. Indeed, reverse mentoring could build the foundation for a truly generative and mutual mentoring relationship where both younger mentors and senior mentees actively learn and grow from each other (Ragins, 2009). In the process, reverse mentoring acts as a pivot for enhancing the intergenerational competencies, challenging the hierarchical status quo and strengthening the leadership pipeline (Garg et al, 2021).…”

About the (non) existence of a lifelong education system in Chile

“…By including the rationale of the private sector in lifelong education, literature related to the human capital theory (Didier, 2013) or the career development tradition (Barabasch & Merrill, 2014; Poulsen, 2006) can be encountered. The first perspective presents the option of lifelong education as a strategy to increase worker productivity, and therefore, company productivity.…”