Mentoring and Reverse Mentoring in Public Relations: What Do We Know, and Where Do We Go From Here? Douglas J. Swanson, Ed.D APR Cal State Fullerton Betsy A. Hays, M.A., APR, Fellow PRSA Fresno State University Photographs in this presentation courtesy Fresno State TALK, CSUF PRactical ADvantage Communications and the Orange County Register’s Nick Argo http://www.ocregister.com/articles/students-737485-prad-campus.html

Mentoring and Reverse Mentoring Relevant concepts in theory and application throughout the workplace. Increasingly relevant with changing workforce demographics and new technology. Lots of research attention in other disciplines (accounting, nursing, management). Insufficient research attention in PR. This presentation summarizes the authors’ inquiry, 2011-2016. Presentation ends with 7 best practices recommendations.

Mentoring Senior  Junior Any situation in which a worker “helps a protégé or mentoree become more professionally competent.” Can involve conceptual learning or hands-on skills. Usually involves senior worker mentoring a junior subordinate colleague. Can also involve peers, friends, social group members, etc. Senior  Junior

Reverse Mentoring Junior  Senior 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. Often results in the education of “older folks who can’t figure out technology.” Junior  Senior

Peer Mentoring Equal  Equal Workers who are on an equal footing in the hierarchy helping each other to learn new concepts and skills. Often seen as less threatening because the outcome of the mentoring relationship poses little or no risk to professional advancement. Almost half of all students involved in college student media activities preferred peer-to-peer mentoring to instruction from a faculty or professional staff member (Swanson, 2011). Equal  Equal

Two Worlds Meet Mentor Mentee Has the knowledge or experience the mentee needs. Needs to boost concept knowledge and/or hands on skills to make career advancement. Asks: “How much can I help and how much effort will it require?” “What do I need to know and how will it help me get ahead?”

Why Mentoring Works Employees build conceptual knowledge and hands-on skills. Employees gain new perspectives on the workplace and their role within it. Technological prowess can be enhanced throughout the organization. Mentoring can help reduce a variety of conflicts and diminish turnover. Generation gaps can be bridged. Organizational stability and growth can be enhanced.

What We Found in a series of research efforts between 2011 and 2016 Most PR professionals recognize and value the concept of mentoring. About 30% of professionals surveyed or interviewed have seen or participated in it. More than 50% of professionals know little or nothing of reverse mentoring. Those surveyed or interviewed had relevant strategic recommendations for mentoring. Respondents recognized the workplace culture/ environmental variables involved. Among those who reported witnessing or being involved in mentoring, 67% said the effort was undertaken without any formal structure to guide it or measure success.

Best Practices Recommendations Valuable workplace mentoring starts with a strategic plan. The plan for mentoring should include background, concepts, and skills. The plan for mentoring must take into account environmental variables. Mentors and mentees should be clear on what constitutes success. Success must be documented, both quantitatively and qualitatively. It is essential that educators equip the PR professionals of tomorrow to be mentors and mentees. There must be more collaboration between the workplace and the classroom, including more research on mentoring concept and practice.

Closing Thought As professionals and educators, it is our responsibility to identify and put forward new ideas that will allow us to work more intelligently to solve problems for clients and build the ‘mutually beneficial relationships’ that PR is all about. The systematic, thoughtful application of mentoring, reverse mentoring, and peer mentoring is essential. Mentoring must be given priority in the public relations workplace, as well as in the classroom. We hope this summary of our research helps contribute to that effort.