An Attitude Survey on Reverse Mentoring Technique of Learning At Work Place

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1 An Attitude Survey on Reverse Mentoring Technique of Learning At Work Place Shashi Kumar C Assistant Professor, Department Of Management Studies MVJ College Of Engineering, Bangalore Visvesvaraya Technological University, Belagavi, Karnataka Divya S Assistant Professor, Department Of Management Studies MVJ College Of Engineering, Bangalore Visvesvaraya Technological University, Belagavi, Karnataka ABSTRACT Reverse mentoring is one of the most innovative ways to encourage learning and facilitate cross-generational relationships. It gives the opportunity to the senior employees to learn from their younger coworkers. The purpose of implementing reverse mentoring is to provide an opportunity to the senior employees of the company to get updated on latest technologies, social media and emerging trends through the young employees. The purpose of this study is to investigate the attitude of senior employees towards reverse mentoring. We have tried to identify if people have barriers in learning new things from their subordinates who are junior to them, opposite gender, different region, younger, lower designation and less experience. The findings reveal the attitude of employees towards accepting reverse mentoring and how open are they towards learning new things from their junior subordinates. Through the data collected we will be able to judge if people are ready to accept formalizing reverse mentoring as a learning technique at their work place. KEYWORDS: Reverse mentoring, learning from juniors, knowledge from young employees, formalizing reverse mentoring. 1. INTRODUCTION Reverse mentoring, surprisingly unfamiliar to a lot of people, is one such practice which helps one learn from the younger generation who are faster, technologically more advanced and a little bit ahead at multitasking. This model of role reversal enables the mentor to learn from what the subordinate has to offer. Reverse mentoring has been gaining ground of late, and it is not unusual for senior managers to go back to their colleagues who are much younger to learn about evolving methodologies and subjects. Reverse mentoring can be a strategic tool in an organization for knowledge creation, transfer and management. Reverse mentoring as a strategic tool closes the knowledge gap between millennials and boomers: For example, senior employees learn social media from the junior colleague and the junior person learns business terminology and industry practices from the senior employee which overcomes the generation gap. The technology revolution has also created an ironic twist to traditional mentoring. Today, it's common for a young, entry-level worker to have a better understanding of technology or some aspect of the operation than his manager. There is greater urgency for HRD professionals to give more attention on not only retaining this amalgamated workforce but also on keeping them actively engaged through reverse mentoring. The attitude of senior employees plays a major role in reverse mentoring and the success of such learning techniques depends on positive attitude of this amalgamated work force. Hence there is a need to gauge the learning attitude of millennials. 2. LITERATURE REVIEW Rapid advancement of technology has resulted in the introduction of new communication technologies, particularly those involving new forms of Internet-based media, is putting many new demands on the industry and those who work within it. Reverse mentoring is not a new concept; it has been applied and studied in the business community for years (Scandura & Viator, 1994). Fourteen participants, who worked in various high-tech companies and practiced reverse mentoring, were > RJSSM: Volume: 04, Number: 10, February 2015 Page 66

2 divided into seven pairs and interviewed. The findings showed that people from Generations X and Y generally had advanced skills in information technology, motivation to learn and abundant resources for learning, innovative thinking and ambition, a sense of teamwork, and collaboration and coordination skills. They also influenced each other in a positive way to enhance learning outcomes. With assistance from the human resources department, reverse mentoring should be systematized to help alleviate difficulties in managing different generations within an organization (Leadership Manage. Eng : ). In an increasingly technological world, senior staff members sometimes do not have the technological skills they need. Those senior staff members who do not have adequate skills can in fact resent younger staff members who do (McCormack, 2010). Reverse mentoring can offer assistance both individually and collectively. Reverse mentoring is a concept initially introduced by former General Electric CEO Jack Welch (Greengard, 2002). It involves a structured workplace relationship between senior staff members and younger/less experienced workers. Typically, the younger workers have less expertise within the organization but more technological familiarity and skills. The pairing of senior staff with more technologically knowledgeable workers brings about the education of older folks who can t figure out technology (Pyle, 2005,p. 40). Unilever USA, for example, paired older marketing executives with younger staff so that the senior marketing professionals could gain digital media and social networking skills (Parekh, 2007). In another case, professional dietitians with little technical expertise were paired with students who helped the dietitians learn how to do research on the Internet (Cotugna & Vickery, 1998). In an academic workplace, university professors who needed to integrate technology into their courses were taught to do so by graduate students, both individually and in groups (Leh, 2005). Technological skill development is not always the focus of reverse mentoring, however. Male senior executives at Dell Computer were mentored by female middle managers in an effort to allow the men an insight into the challenges that women face in the workplace (Phillips, 2009, Abstract). At Proctor & Gamble, CIO Steve David participated in a reverse mentoring program in which a dozen P&G scientists taught top managers about the ethical implications of biotechnology. Gamble said the experience made him much more knowledgeable, [and] much more able to address with our customers and our suppliers the issues associated with this biotech revolution (Solomon, 2001, p. 41). 3. RESEARCH METHODOLOGY: 3.1 Type of research: This survey is based on exploratory research which allows us to gain better understanding of the concept and provides direction in order to initiate a more structured research. This survey follows causal research which tries to explore the effect of one variable on another. 3.2 Objective: 1. Primary objective ü To understand the attitude of senior employees towards learning from their subordinates. 2. Secondary objective ü To find out openness of senior employees to learn from their subordinates. ü To assess the readiness of seniors to accept reverse mentoring technique of learning. ü To assess superior subordinate relationship at a work place. ü To find openness of seniors to accept suggestion from opposite gender, employees from different regions etc. ü To assess seniors readiness to act as trainee under subordinate at a work place. 3.3 Research design: The research used is exploratory and casual type of research design in the study. > RJSSM: Volume: 04, Number: 10, February 2015 Page 67

3 3.4 Data sources: The Primary data is collected by distributing structured questionnaires to employees with more than 2 years of work experience across all sectors. Secondary data collected through various journals, books and websites. 3.5 Scope of study: The traditional sense of Mentorship is over, thanks to the rapid advancement of technology. Till date we have been conditioned that older means wiser or always right but this does not hold true today. With the change of generation each generation brings with them strengths shaped due to their unique circumstances. Today younger generations carry unique and high-demand skill sets and knowledge that has not been possessed by older generations at that age. It is these skills and knowledge of younger generation that needs to be shared for the overall development of organization. Reverse mentoring is one of the learning technique which makes older generation learn from someone younger and less experienced employee who has more knowledge and experience in a particular area like technology, social media, etc to update himself with latest skills and technology. This survey helps organizations to gauge the attitude of senior employees toward learning from younger generation and provide useful suggestions to the organizations for effective implementation of this learning technique which will lead to the overall development of organization. 3.6 Sampling Techniques: The samples chosen for the survey are based on convenience sampling technique a random selection of employees was made with minimum 2 years of work experience. 200 Structured questionnaires were distributed out of which 95 responded and 76 responses were selected for statistical analysis & interpretation. 3.7 Tools used for study: Statistical tools: 1. Karl Pearson s Coefficient of Correlation. 2. Chi-square distribution. 3.8 Limitations of the study: ü The study is restricted to a sample size of 200 employees due to time constraint. ü The samples chosen were from all sectors. ü The response received is assumed to be true there are chances of response errors. 4. DATA ANALYSIS AND INTERPRETATION Table No. 4.1: Age Wise Classification of Respondents 21 to 30 yrs 31 to 40 yrs 41 to 50 yrs 50 yrs & above 55 (72%) 15 (20%) 5 (7%) 1 (1%) Inference: Out of 76 respondents maximum respondents belong to the age group of 21 to 30 years Table No.4.2: Work Experience 2 to 10 yrs 11 to 20yrs 21 to 30 yrs 30 yrs & above 65 (86%) 8(11%) 2 (3%) 1 (1%) Inference: Out of 76 respondents most of the respondents have the work experience between 2 to 10 years. Table No.4.3: Awareness of Reverse Mentoring Technique Yes No 29 (38%) 47 (68%) Inference: With the collected data it shows that most of the respondents are not aware about the reverse mentoring technique > RJSSM: Volume: 04, Number: 10, February 2015 Page 68

4 Table No.4.4: Opinion of the employees about how good they are at all aspects of their job and whether they are against further learning/training. 40 (53%) 11 (14%) 24 (32%) 1 (1%) Inference: As per the data collected it shows that more than 50% of the respondents feel that they are not good in all aspects of their job and they are not against the further training/ learning. It is a positive sign for reverse mentoring. Table No.4.5: Opinion of respondents on each individual s uniqueness and prospective thoughts Yes No 73 (96%) 3 (4%) Inference: Majority of the seniors feel that each individual is unique in nature and have prospective thoughts. This kind of attitude favors reverse mentoring. Table No.4.6: Openness to receive ideas from subordinates Always Sometimes Occasionally Never 48 (63%) 23 (30%) 4 (5%) 1 (1%) Inference: Most of the seniors are always open to receive ideas from their subordinates hence implementation of reverse mentoring is possible. Table No.4.7: Designation as a hurdle to learn from subordinates 57 (75%) 9 (12%) 9 (12%) 1 (1%) Inference: 75% of superiors said that designation is not a hurdle to learn from their subordinates which is again the positive sign for reverse mentoring. Table No.4.8: Experience as factor for considering the ideas from subordinates 31 (41%) 17 (22%) 17 (22%) 11 (14%) Inference: 41% of the seniors said that experience never matters while considering the ideas from subordinates & 44% of the respondents felt that their work experience does matter sometimes while deciding the working style. Table No.4.9: Age as factor for considering the opinion/suggestions from subordinates 54 (71%) 9 (12%) 11 (14%) 2 (3%) Inference: Majority of the seniors felt that age does not matter while considering the opinion/ suggestions from subordinates. Table No.4.10: Ego in accepting the ideas from your subordinates Yes No 4 (5%) 72 (95%) Inference: Most of the superiors said that they do not have ego in accepting the ideas from their subordinates. Table No.4.11: Inferior Complex to learn tasks and get monitored from your subordinates 45 (59%) 11 (14%) 19 (25%) 1(1%) > RJSSM: Volume: 04, Number: 10, February 2015 Page 69

5 Inference: Close to 60% of superiors said that they do not have Inferior complex while learning tasks and getting monitor by their subordinates which is in favor to the reverse mentoring. Table No.4.12: Openness to 360 Degree feedback Yes No 73 (96%) 3 (4%) Inference: Majority of the superiors (96%) are open to 360 degree feedback from employee's subordinates, peers (colleagues), and supervisor(s), as well as a self-evaluation. a. Analysis Using Coefficient Of Correlation Table No.1: X: What kind of managerial style do you prefer? Y: How open are you to receive ideas from your subordinates? SL.NO X Y DX DY DX2 DY2 DX x DY SUM AVG Note: X1: Dictatorship; X2: Participative; X3: Hierarchical work flow; X4: Democratic. Y1: Always; Y2: Sometimes; Y3: Occasionally; Y4: Never. X: indicates the number of response relating to managerial style followed. Y: indicates the number of responses receiving ideas from subordinates. DX: indicates the deviation of actual frequency(x) from average value. DY: indicates the deviation of actual frequency(y) from average value. Inference: The result indicates the presence of a relationship. For 0.08 there is a statistically significant positive relationship between managerial style of superior and openness to receive ideas from subordinates. As we observe in the table most of the respondents follow the participative type of managerial style and they are always open to receive ideas from the subordinates. Therefore, managerial style of superior has influence on receiving ideas from subordinates. b. Chi-Square Analysis Table no 2: Null hypothesis H0: My designation is always a hurdle to learn from my subordinates. Alternate Hypothesis H1: My designation is never a hurdle to learn from my subordinates Does your designation become a hurdle to learn from your subordinates Frequency (E) Never Occasionally Sometimes > RJSSM: Volume: 04, Number: 10, February 2015 Page 70

6 Always Calculated value Table Value for Degree Of Freedom= (4-1) 3 Degree of accepted. Hence designation of superiors is never a hurdle to learn from subordinates. Table No. 3: Null hypothesis Ho: yes My Experience stops me while learning from my subordinates Alternate hypothesis H1: No, My Experience does not stop me while learning from my subordinates Does your Experience matter while considering the ideas from your subordinates Frequency (E) Never Occasionally Sometimes Always Calculated Value Degree Of Freedom = (4-1) 3 Table Value for Degree of accepted. Therefore it can be said that past experience does not act as a hindrance to learn from subordinates. Table No. 4: Null hypothesis Ho: My Age is always a hurdle to learn from my subordinates. Alternative hypothesis H1: My Age is never a hurdle to learn from my subordinates. Does your age become a hurdle to learn from your subordinates Frequency (E) Never Occasionally Sometimes Always Calculated Value Degree Of Freedom= (4-1) 3 Table Value for Degree of accepted. Hence it is can be inferred that age is never a hurdle to learn from subordinates. > RJSSM: Volume: 04, Number: 10, February 2015 Page 71

7 Table No. 5: Null hypothesis Ho: I never take suggestions from subordinates of opposite gender. Alternative hypothesis H1: I accept suggestions from subordinates of opposite gender. Are you open to opinions/suggestions from your subordinates who are from opposite gender Frequency (E) Never Occasionally Sometimes Always Calculated value Degree Of Freedom= (4-1) 3 Table Value for Degree of accepted. Seniors are ready to accept suggestions from their subordinates of opposite gender. Table No. 6: Null hypothesis Ho: I feel inferior to learn tasks and get monitored from your subordinates. Alternative hypothesis H1: I never feel inferior to learn tasks and get monitored from your subordinates. Do you feel inferior to learn tasks and get monitored from your subordinates? Frequency (E) Never Occasionally Sometimes Always Degree Of Freedom= (4-1) Calculated value Table Value for Degree of accepted. Therefore it can be concluded that superiors do not feel inferior to learn tasks and get monitored from their subordinates. Table No. 7: Null hypothesis Ho: My work relationship with my subordinate very bad. Alternative hypothesis H1: My work relationship with my subordinate is very good. How is your work relationship with your subordinate? Frequency (E) Very good Good Average Bad Very bad > RJSSM: Volume: 04, Number: 10, February 2015 Page 72

8 Degree Of Freedom= (5-1) Calculated value Table Value for Degree of Freedom of accepted. Therefore it can be inferred that superiors work relationship with subordinate is very good which is in favor of reverse mentoring. 5. FINDINGS: As we carried out our survey to find out attitude of senior employees on reverse mentoring at work place we identified certain facts in our survey such as large percentage of superiors where not aware about reverse mentoring though informally it was happening without their knowledge. Most of the superiors felt that they were not good at all aspects of their job and felt that they require further learning and training. During our research we found that Age, Work experience and Designation were never considered as hurdles for learning from subordinates. Superiors also expressed that they do not have any ego or inferiority complex to get trained and learn from their subordinates. Most of the seniors preferred participative/ team work style of leadership where they were ready to accept the suggestions from their junior colleagues. Majority of superiors felt that each individual is unique in nature and has perspective ideas of performing a task. It was observed that most of the superiors were open to receive ideas and suggestions from their subordinates. Superiors were ready to accept 360 degree feedback from their subordinates and the relationship between the senior and junior employee was good. Hence we found that Most of the senior employees have a positive attitude towards reverse mentoring and are ready to be mentored by their subordinates. 6. CONCLUSION: There were times when the subordinates were always mentored by the superiors and just follow the orders in the Hierarchy. In the present world/ generation we find that the young subordinates are more smart and technically good compared to the experienced superiors hence it becomes necessary for the superior to learn from their subordinates. As we observe from the collected data that most of the superiors have an attitude which is favorable towards reverse mentoring. Hence for an effective learning and overall growth of an organization reverse mentoring should be formally implemented in an organization. Reverse mentoring can be formally implemented with procedures and techniques such as scheduling a meeting between superiors and juniors on regular basis and identifying knowledge gaps. Once the new ideas/ technology is identified by a subordinates regular training sessions can conducted where the superior get an opportunity to learn from subordinates. The training/ learning can be made effective by assessing the knowledge gained by superiors. A formal team can also be formed to keep track of the employees skills and assigning superiors to expert juniors to get trained and mentored by them. Hence through the survey we conclude that superiors are open for learning from their subordinates and reverse mentoring can be formally implemented in an organization for its overall growth and success. REFERENCES: 1. Earl Creps 2008 Reverse mentoring: How young leaders can transform church and why we should let them, Wiley publications-ebook,isbn: Deepak Chawla and Neena Sondhi,2011, Research Methodology concepts and Cases, Noida, Vikas publishing house private limited. 3. S.C, Gupta Fundamentals of Statistics, Mumbai, Himalaya Publishing house, > RJSSM: Volume: 04, Number: 10, February 2015 Page 73

9 4. Wendy Marcink U S Murphy, july August 2012, Reverse mentoring at work place: Fostering cross generational learning and developing millennial leaders,vol. 51, No. 4. Pp Human resource management,published online in Wiley Online Library (wileyonlinelibrary.com). 5. Betsy Hays, M.A., APR, and Douglas J. Swanson, 2011, Prevalence and Success of Reverse Mentoring in Public Relations, Public Relations Journal Vol. 5, No. 4 ISSN Yin-che chen,july-2013, Effect of Reverse mentoring on traditional mentoring functions, Leadership and management in engineering, 7. Sanghamitra chaudhuri & Rajashi Ghosh, August-2011, Reverse mentoring a social exchange tool for keeping the boomers engaged and millennials committed, Human resource development review,vol 11, No.1,Pp Kim Lee Deangelis, May-2013, Reverse mentoring at the Hartford:cross generational transfer of knowledge about social media,innovative practice Brief > RJSSM: Volume: 04, Number: 10, February 2015 Page 74