How can we maximise the value of peer mentoring? Lis Merrick reports
Mentoring comes in all shapes and sizes these days, but one under-used approach in organisations is peer mentoring, whereas in the education sector, peer mentoring is used widely.
In my view, many of the advantages of peer mentoring showcased in education could be transferred elsewhere, particularly with the move to flatter, more agile and less structured organisations. However, peer mentoring is kept mainly as an induction tool and used infrequently within formal mentoring programmes. The main challenge to its popularity within organisations is the lack of kudos that mentees perceive from not having a more ‘glamorous’ and senior status symbol mentor to work with them.
Use in education
In education, peer mentoring supports students academically and pastorally, including with transitions, forming supportive networks, developing
self-confidence, growing personally and enhancing learning. This type of relationship features lots of advice, guidance and ‘showing the ropes’.
In the workplace
Most organisational peer mentoring is described as ‘buddying’. Buddying can support new employees informally and in a structured way to develop on-the-job knowledge and experience that’s directly relevant personally and for their role. It’s usually associated with an induction process. The buddy is a ‘friendly face’ in the first few months of a job, helping the new employee with their orientation into their new working practices.
The mentoring is generally informal and often consists of ‘water cooler’ conversations. It helps people feel welcome and connected when first joining an organisation. Buddying needn’t be part of a more formal programme, instead it can be used simply to facilitate information sharing, give advice and answer day-to-day questions about settling into work. However, I find briefing the buddies about their role makes them far more effective in how they operate.
Key attributes of a peer/mentor buddy
- Accessibility – there are probably many questions from their mentee that need answering over a short period of time. More regular meetings/interactions and patience are required!
- Being comfortable signposting – to other people, resources, policies, procedures, etc. The relationship will be fairly action-orientated, with the mentor digging around at times to support their mentee.
Reciprocal peer mentoring
Using peer mentors within organisations, particularly where each party takes a turn to be the mentor, is an enormously powerful, though sadly little-used type of relationship. It’s a form I use when I end up with too many mentees in a programme and insufficient mentors. The mentoring pair can rotate the mentor role in one conversation, or set up separate sessions to do so. It’s a great way to promote institutional knowledge transfer. It supports diversity and inclusion and builds strong organisational relationships. It erodes any power dimension creeping into the relationship. Working with a peer mentor who has a different approach to problem-solving, communication or delivering work goals, can open up refreshing challenge and insights.
Next time you’re introducing mentoring, challenge yourself on the type you’re developing. Using more senior role model mentors can often just reinforce the same culture and silos within your organisation. If you want to engage and retain new joiners, foster a more collaborative environment, improve organisational knowledge management or promote more diversity of thought and style, then peer mentoring may be the most effective way forward.
- Next issue: Guest writer Bob Garvey on ‘realist evaluation’ – a practical, more complete evaluation alternative to simply evaluating outcomes
- Lis Merrick is a consultant specialising in mentoring programme design and development. She welcomes correspondence on anything to do with mentoring. She is a past winner of the Coaching at Work ‘Mentoring Person of the Year’ award.
Lismerrick@coachmentoring.co.uk