Session summary – Reverse mentoring: An informative overview

The ARMA Global Majority Special Interest Group (SIG) held a drop-in session on 27 October 2025 which focused on reverse mentoring. You can read a summary of the discussion below.

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Quick recap

Jane Sloan, Learning and Talent Manager at Imperial College London presented on Imperial’s Reverse Mentoring Programme, which pairs senior leaders with mentors from diverse ethnic backgrounds to improve decision-making and foster understanding within the university community. The programme, launched in 2019, includes structured training and flexible conversations focused on increasing awareness and dialogue, with plans for a new programme to launch in early 2026, following evaluation. Jane provided insights on programme implementation, including the importance of training for both mentors and mentees, clearly defining coaching and mentoring objectives, strategies for promoting participation and uptake, and the programme’s alignment with organisational goals, while also discussing challenges and progress in leadership development initiatives.

Summary

Reverse Mentoring Programme Impact

Jane Sloan, Learning and Talent Manager at Imperial College London, presented on their Reverse Mentoring Programme, which pairs senior leaders with mentors from diverse backgrounds to foster understanding and improve decision-making. The programme, launched in 2019, involves a structured application process, mandatory training, and flexible mentoring conversations focused on increasing awareness and dialogue across different management levels. Jane highlighted its positive impact on both mentors and mentees, with plans to launch a new programme in early 2026 following an ongoing evaluation.

Defining Coaching and Mentoring Programmes

Jane discussed the importance of clearly defining coaching and mentoring programmes, emphasising the need to separate the two and educate participants on their differences. She advised identifying a clear driver for launching a reverse mentoring programme, such as addressing a specific issue or concern within the institution. Jane suggested using real-life examples and case studies to make the initiative more relatable and appealing to potential participants.

Reverse Mentoring Programme Benefits

Jane shared feedback from mentors about the Reverse Mentoring Programme, noting that participants found unexpected personal development benefits, including increased confidence in articulating their messages and insights to senior management colleagues. When inquired about tracking mentors over time to assess career progression and exposure to senior leadership, Jane acknowledged this as an area for future exploration. Jane mentioned her involvement in a project group focused on creating clearer career pathways for professional services staff, with reverse mentoring being considered as evidence for career progression. She also highlighted the introduction of an annual appraisal scheme that encourages development objectives, including mentoring and coaching, as part of professional growth.

Reverse Mentoring and EDI Strategy

Jane explained that the Reverse Mentoring Programme was initially launched in 2019 to address organisational culture concerns, but its main business objective now aligns with the university’s Equality, Diversity, and Inclusion (EDI) strategy. She emphasised that the programme supports talent strategy goals by providing development opportunities and career progression for employees, regardless of their experience level or position in the organisation. One of the participants inquired about the criteria for success and how the programme aligns with business goals, to which Jane responded that the programme itself serves as a key enabler of the broader talent strategy.

Reverse Mentoring: Challenges and Dynamics

Jane explained the key differences between traditional and reverse mentoring, emphasising that in reverse mentoring, the mentor must have the confidence to help senior leaders clarify their objectives and goals. She highlighted the importance of acknowledging the senior leader’s time commitment and establishing a mutually respectful relationship from the start. Jane also shared an example of a mentor who had difficulty contacting their mentee, illustrating how power dynamics can sometimes create challenges in reverse mentoring relationships.

Mentorship Programme Training and Engagement

Jane explained that both mentors and mentees undergo training before being matched, and participants are encouraged to reflect on their commitment to the programme. She highlighted the reciprocal nature of sharing experiences between mentors and mentees, noting that this often leads to peer-to-peer support. Jane also discussed strategies for promoting the programme, including using case studies and leveraging institutional communication channels to encourage participation. The group discussed the balance between voluntary participation and encouraging senior leaders to engage in the mentoring programme.

Reverse Mentoring Programme Progress

Jane discussed the challenges and progress of the reverse mentoring programme, highlighting the need for senior leadership buy-in and addressing self-selecting participants. She shared strategies for promoting the programme, including leveraging influential leaders, and presenting at various committees. Jane also mentioned positive signs of cultural change, such as a Provost referencing the leadership development programme concepts in a welcome speech.