Reverse Mentoring: A Strategic Approach for Professional Growth in K12 Education

A Review of the Literature

By

Nicole Lipps

Lamar University

September 28, 2023

Introduction

The rapid advancement of technology has significantly changed the demands placed on schools, necessitating a change in both teaching methods and learning processes. At my junior high school, teachers are constantly struggling to effectively integrate new technological tools while addressing the diverse needs of students, including those who are Emergent Bilingual (EB) and Dyslexic. The recent explosion in technology, while thrilling, has added yet another hurdle for already overworked educators. This has piqued my interest in finding creative ways to develop teacher’s technology integration skills easier while also improving the learning experience for our students.

To address these challenges, I was attracted to the promising model of reverse mentoring, which seemed particularly relevant and timely. It promises to empower teachers with technology skills and create a collaborative learning environment where students and teachers can learn from each other. I was fascinated by this mutually beneficial relationship because it has the potential to invigorate teachers while giving students a sense of empowerment and responsibility. Therefore, the action research question guiding this literature review is: "What is the effect of junior high Emergent Bilingual (EB) and Dyslexic students participating in reverse mentoring on the implementation of digital tools for support in the classroom?"

Review of the Literature

Definition of Reverse Mentoring

Traditional mentoring, as referenced by Bozak (2021), has its roots stretching back to the ancient Greeks. It's the classic model where someone experienced in a field shares their knowledge with someone new to it. According to Browne (2021), this form of guidance not only maintains institutional wisdom and practices but also cultivates a community of continuous learning and prepares the next generation of leaders.

Frey (2021) describes reverse mentoring as a relatively recent emergence to bridge the technological divide, a need highlighted by the abrupt digital transition due to the COVID-19 outbreak. In this innovative setup, younger individuals—those native to the digital era—serve as guides, assisting their older counterparts in incorporating technological tools. The uniqueness of this approach lies in the reciprocal nature of the learning process. According to Campbell (2020), the exchange is far from one-sided. While the younger mentors impart technological wisdom, the older mentees respond with organizational insights and life lessons, thereby facilitating a process of mutual learning and growth.

Raymond (2021) observes that technology has ushered in notable shifts in how generations communicate and learn. Reverse Mentoring, as Zaucher (2017) suggests, can be a bridge between these generational divides. This approach creates a collaborative environment where mentor and mentee engage in shared development. Not only does it foster learning from one another, but it also plays a vital role in dismantling stereotypes and fostering a culture of intergenerational collaboration.

Bozak (2021) builds on this generational theme by defining a "generation" as a group of people who share common experiences from a specific time period. Technological advancements, particularly the rise of the internet, have made these generational lines more defined, leading to diverse learning, communication styles, and expectations. In areas such as banking, finance, and technology, reverse mentoring is now seen as an essential tool for bridging these generational gaps. (Gubler, 2017; Kulesza, 2013; Valle, 2022).

Bozak (2021) also describes the key aspects of reverse mentoring: it flips the traditional mentor-mentee relationship, emphasizes the sharing of current knowledge, helps young mentors grow professionally, and collaborates toward mutual learning. Essentially, it is about leveraging the strengths of both generations. Young professionals bring fresh, tech-savvy perspectives, while the older generation offers insights from their experiences, creating a rich, mutually beneficial learning environment.

Reverse mentoring is more than just a mentoring strategy—it bridges the generational divide, fostering mutual learning and collaboration. Both parties regardless of their age, both mentors and mentees can benefit from each other's knowledge and experience.

Types of Reverse Mentoring

Reverse Mentoring in Corporate Context

Reverse mentoring, a modern adaptation of traditional mentoring finds its roots in the corporate world. Pioneered by Jack Welch, the CEO of General Electric, this concept underscores the principle that every member of an organization, regardless of age or rank, possesses unique value (Kulesza, 2013). He introduced reverse mentoring at GE to educate senior executives, including himself, on emerging technological trends, like the Internet (Gubler, 2017).

Witnessing the benefits of reverse mentoring, leading global corporations—Dell, Procter & Gamble, Time Warner, Cisco, and HP, to name a few—embraced this strategy. They saw it as more than just simply teaching about new technologies; it became an essential plan for promoting intergenerational relationships, fostering diversity, driving innovation, and transferring cross-generational knowledge, thus creating a cohesive and strengthened organization (Gubler, 2017; Valle, 2022).

Reverse Mentoring in Higher Education Context

Higher education, particularly in light of the need to close the skills gap, has become increasingly receptive to the reverse mentoring model. Notably, the National Association of Colleges and Employers highlighted a concerning mismatch: employers’ expectations of soft skills versus what new graduates actually offer (Raymond, 2021). Given the need to adjust this skills gap, there is a mounting need to re-evaluate and innovate educational approaches. Reverse mentoring provides a promising pathway (Gubler, 2019).

Leh (2005) conducted one of the earliest studies in a higher education setting on reverse mentoring between graduate students and university professors, taking cues from the corporate world. This was based on the notion that younger generations are often more adept at adapting to technological advancements. Then, in 2021, Raymond introduced a seven-step model to harness student-employee reverse mentoring effectively. This method aligns company employees with university students, letting them explore and address organizational challenges. By doing so, students not only gain a firmer grasp of academic concepts but are also better equipped for jobs in the corporate world. The combination of academic theory and real-world problem-solving is a mutually beneficial situation for both universities and businesses.

The Colombian government's decision to make English a mandatory subject starting in first grade has been met with a number of challenges, including the lack of adequately trained teachers. To address this issue, innovative approaches such as the English Teaching Practicum have been implemented, which is an early use of reverse mentoring in higher education and K12 settings. In this program, experienced teachers learn from pre-service teachers trained in more modern and effective language instruction methods, allowing them to implement more effective teaching techniques (Porras, 2018).

Reverse mentoring has the potential to be a valuable tool for bridging the skills gap in higher education. However, more research is needed to identify the most effective ways to implement reverse mentoring in educational settings (Browne, 2021; Callahan et al., 2017; Kăse et al., 2019).

Problems with Technology Professional Development for K12 Teachers

Traditional professional development models in education are now under the microscope. Callahan (2017) pointed out a fundamental flaw: these models often lean on external experts, who might not fully grasp the specific needs of local classrooms. This can lead to a generic or irrelevant, one-size-fits-all approach, causing a disconnect between professional development and what's needed in the classroom. Certain surveys have branded these traditional methods among the least effective in professional development (Callahan, 2017; Frey, 2021). As technology advances occur at an accelerating pace, there is growing doubt about whether traditional professional development models can keep up.

As Callahan (2017) argues, professional growth must be comprehensive—anchored in research, connected directly to student outcomes, interactive, and related to specific curriculum areas—in order to truly change teacher practice. However, current professional development models often lack sustained impact, leading to brief changes, if any. These models overlook building technology confidence among educators, do not provide enough planning time or practice for technology integration, provide inadequate support and limited resources, and do not take into account the varied technological expertise of teachers. Therefore, many teachers feel underequipped to weave technology into their classrooms (Williams, 2023). That is why it is crucial to find an innovative professional development model to revamp how technology professional development is prepared and delivered for K-12 educators (Callahan, 2017; Mouza, 2019).

Theoretical Background for Reverse Mentoring

Reverse mentoring, while a relatively new concept, is firmly rooted in long-standing learning theories that explain its effectiveness and underlying principles. Central to this model is the constructivist view of learning, which holds that knowledge is not simply transferred but rather collaboratively created within the mentor-mentee relationship. It is not just about imparting wisdom but rather mutually navigating and co-constructing it. It is not just about giving knowledge but rather about together exploring and creating it (Zaucher, 2017). The collaborative concept is consistent with Knowles' theory of andragogy, which asserts that adults are self-directed learners who bring a wealth of life experience to the learning table. Adults are not blank slates but rather come to learning with a desire to apply what they learn to their lives. They are motivated by internal factors, and their learning thrives in collaborative environments that allow them to share their experiences and learn from each other (Zaucher, 2017).

Mezirow's transformative learning theory builds on the idea that introspection is essential for true and profound learning. Individuals learn best when they engage in self-reflection, challenging and redefining their pre-existing beliefs and assumptions. In this light, a mentor acts more as a guide than an instructor. Action learning theory, which emphasizes learning through action, problem-solving, and continuous dialogue, augments this idea. This theory, with its emphasis on collaboration without a singular authority figure, serves as a foundation for reverse mentoring models. (Zaucher, 2017).

In the context of K12 education, it is evident that teachers must constantly evolve to meet the demands of a technologically advanced world (Callahan, 2017). However, traditional professional development often reflects outdated teaching methods. The call for classrooms to shift from "teacher-centered" to "student-centered" aligns with the push to reshape professional development around the needs and experiences of the adult learner - the teacher (Bazok, 2021). In other words, teachers need to be given the opportunity to learn new teaching methods and technologies that will allow them to better prepare their students for the future.

Advantages of Reverse Mentoring in K12 Education

This mentorship model reverses the traditional roles of mentor and mentee, creating a dynamic in which both parties learn and grow. Both mentors and mentees bring unique perspectives and experiences to the table, with educators sharing their wealth of knowledge and expertise. Students, on the other hand, infuse fresh perspectives and digital familiarity, resulting in enriched educational experiences. (Valle, 2022) In this situation, students from diverse backgrounds can provide invaluable insights, assisting educators in fostering inclusivity and reducing the sense of isolation that minority students frequently experience. (Campbell, 2020)

Reverse mentoring has several advantages over traditional mentoring. First, it is more cost-effective because it uses existing talent within the school. Second, it is more adaptable because it can be tailored to the specific needs of the school (Callahan, 2017; Contuga, 1998). Furthermore, Generation Z, often the mentors in this model, gain an opportunity to apply their knowledge practically and contribute to the campus climate. This engagement goes beyond mere tech proficiency, allowing them to cultivate communication skills, foster relationships, and make a meaningful impact in their learning community (Frey, 2021).

Reverse mentoring is a valuable tool for professional development that can benefit both mentors and mentees. It is particularly well-suited for the K-12 setting, where it can help educators stay up-to-date on technological trends and develop new teaching strategies.

Barriers to Implementing Reverse Mentoring in K12 Education

Implementing reverse mentoring in K12 education is not without its challenges. One concern is confidentiality. When reverse mentoring exposes the vulnerabilities of the senior individual, typically the teacher, there's potential for power dynamics to shift, especially when the relationship has a hierarchical framework, like that between a teacher and student. Venturing into areas of weakness could, in some situations, compromise the integrity of the student-teacher relationship (Kulesza, 2013). This emphasizes the importance of establishing boundaries and maintaining trust in the reverse mentoring process.

Time constraints are another significant barrier. According to Callahan (2017) and Porras (2018), aligning schedules between teachers and their mentors can be difficult due to individual commitments. Teachers, navigating their tight timelines, often crave more mentoring sessions to truly reap the potential benefits of reverse mentoring. As a result, time management is critical to the model's success in educational settings.

Another challenge that adds to the time issue is finding the right mentors. Students with the right combination of temperament, knowledge, and skill set who are also available during the teachers' schedules can be difficult to find. (Callahan, 2017). In addition to these challenges, there are concerns about technology issues, which can lead to frustration and a lack of commitment from mentors. Some mentors may not be sufficiently committed, which can undermine the overall effectiveness of the process. Moreover, cultural and hierarchical dynamics can complicate the relationship, especially when traditional roles are reversed, making it difficult for some educators to accept and adapt to the model (Bozak, 2021). Despite these challenges, reverse mentoring can be a valuable tool for K-12 education. When implemented effectively, it can bridge the generational divide, promote innovation, and improve student outcomes.

Summary

This Review and the Field of Education

This literature review provides a comprehensive exploration of the role of reverse mentoring in K-12 education. It highlights the transformative potential of reverse mentoring, as well as the possible barriers to implementation. The review examines various studies to emphasize the two-fold nature of reverse mentoring: as a tool for technology integration and bridging generational divides and as a way for both parties to learn from each other. The review also presents the theoretical background of reverse mentoring, focusing on the combination of constructivist, action learning, and adult learning theories. By detailing the advantages and barriers of reverse mentoring, the review provides a broad view that allows educators and school administrators to make informed decisions about integrating this model. As classrooms become more complex and the demands on educators increase, this review's emphasis on a dynamic and reciprocal mentorship model is timely and relevant. It hopefully paves the way for future innovations in teacher professional development and student engagement.

Strengths and Weaknesses of this Body of Literature

The literature on reverse mentoring shows that the educational landscape is changing, particularly in terms of technological advancements. These studies emphasize the need to rethink traditional mentoring relationships to ensure that education remains relevant in today's digital age. Authors such as Callahan (2017) and Campbell (2020) acknowledge the potential benefits of reverse mentoring, such as improved collaboration, professional development, and meeting the unique needs of younger generations. The focus on mutual learning and bidirectional knowledge transfer reflects a broader trend toward more equitable and inclusive teaching practices. Additionally, several authors shed light on the theoretical foundation of reverse mentoring and its place in an educational space.

While the existing literature on reverse mentoring provides valuable information, there are clear gaps and weaknesses. Zaucher (2017) and Kăse (2019) point out a lack of scientific research on this topic, particularly in school environments. In addition to the lack of research, many existing studies often rely on quantitative data that does not sufficiently capture the complexities of mentoring relationships. Browne (2021) claims that existing research is too focused on teaching technology skills to senior professionals while neglecting to explore the changing dynamics of these relationships in more depth. Additionally, Callahan (2017) suggests that there is a lack of studies examining the impact of reverse mentorship on student mentors, leaving a significant aspect of reverse mentoring unexplored. The literature also lacks comparisons between reverse mentoring and traditional mentoring, underscoring the need for more in-depth research to harness the full potential of this innovative approach. In summary, the literature on reverse mentoring is limited in scope; more research is needed to explore the full potential of reverse mentoring.

Focus of the Current Study

My findings from the literature review on reverse mentoring serve as a guide for our upcoming tech playground at my junior high. Teachers are under a lot of pressure and have a lot of work to do. We also have a wonderful, diverse group of students from all over the world who are learning English and could benefit from using technology to improve their language skills. According to research (Campbell, 2020; Frey, 2021), reverse mentoring is not a one-way street but a fantastic two-way mutual learning experience. It is not just about students helping teachers become tech-savvy; it is also about teachers and students learning and growing together. Downes (2017) and Demski (2010) found that teachers are more likely to use technology in their classes after working with students, which is a positive sign for my action research.

I believe that reverse mentoring can be a valuable tool for our campus. It can help bridge the gap between teachers and students, and it can also help teachers learn new technologies that they can use in their classrooms. I am excited to see how reverse mentoring can help us to improve the learning experience for our students. I plan to launch a student tech team in January to support teachers and improve the climate and culture at our school, with a special focus on using technology to help our Emergent Bilingual (EB) and Dyslexic students.I will track the progress by surveying teachers and observing how teachers and student tech mentors collaborate during tech playground sessions. This practical, hands-on approach ensures that our teachers are comfortable using technology to support all students' learning, guided by a plan informed by this literature review.

Conclusion

Reverse mentoring is a transformative approach in education that flips the traditional mentor-mentee relationship by positioning students as guides in the digital age. This intergenerational exchange not only enhances teachers' technological skills but also strengthens their teaching methods and creates an environment of mutual growth and collaboration. By leveraging students' natural strengths and combining them with the expertise of educators, reverse mentoring emerges as a cost-effective and impactful model for professional development that is aligned with modern educational needs.

However, this reverse mentoring has challenges, with time constraints being a major concern. Yet, this challenge highlights the program's value, as participants' desire for more sessions indicates its impact. Overcoming these challenges requires adaptability and planning, with a focus on support and clear objectives. In short, reverse mentoring helps to close generational knowledge gaps and paves the way for a more unified and forward-thinking educational future.

References

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Browne, I., (2021). Exploring reverse mentoring: “Win-win” relationships in the multi-generational workplace. International Journal of Evidence-Based Coaching and Mentoring, S15, 246–259. https://doi-org.libproxy.lamar.edu/10.24384/jkc9-2r51

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