Reciprocal (or Mutual or Reverse) Mentoring is the bringing together of older persons and younger adults who mentor each other on behalf of their students. For example, young adults bring a passion for justice and social change and an ability to work “24-7” for a cause they can embrace. They posses what older persons may have lost: the ability directly relate to the culture of youth.
Together, older persons and young adults can unleash an untapped source of innovation: two undervalued and underutilized sets of human resources combining forces to bring out the best in each other and form a highly productive and cost–effective team. Each generation can guide the other—younger folks instructing their elders in the ways of new technology and older persons offering their experience.
The result: a “win-win-win.” It’s a win for older persons, by giving them new opportunities for living a healthy and productive life well into the traditional retirement years. It’s a win for young adults, especially in launching them into the world of work and giving them the opportunity to work older folks. And, most important of all, it’s a win for low-income students themselves and their families.
Harnessing the dormant power of older adults. Who better to take the lead in overcoming childhood adversity than teams of older adults? They form an unusually large cohort that is eager to be of service and seek meaningful and purposeful activities on a part-time basis close to where they live. They also bring with them the collective potential for a long-term commitment as they “age in place.”
Cascading Mentoring is reciprocal mentoring in the context of serving on a team. The team leader is in a position to guide those experts on a steering committee, such as pediatricians, school counselors, social workers and community members, who in turn can guide those who are working on the ground in schools and clinics, who in turn guide case workers, who in turn guide one-on-one mentors and tutors, “cascading” on down the line.
Another way that cascading mentoring works is when older persons take on the role of diagnostician and designer in vetting promising initiatives. They are in a good position to oversee the recruitment, training and equipping of teams of younger mentors (no age restrictions) who work on the ground in schools and youth organizations. Let’s call this second level of mentors “advocates.” These advocates, can take on a case load of mentees, depending on their availability and skill sets. They can also oversee a third level of mentors—college and high school students who work more directly with students.
Together, older persons and young adults can unleash an untapped source of innovation: two undervalued and underutilized sets of human resources combining forces to bring out the best in each other and form a highly productive and cost–effective team. Each generation can guide the other—younger folks instructing their elders in the ways of new technology and older persons offering their experience.
The result: a “win-win-win.” It’s a win for older persons, by giving them new opportunities for living a healthy and productive life well into the traditional retirement years. It’s a win for young adults, especially in launching them into the world of work and giving them the opportunity to work older folks. And, most important of all, it’s a win for low-income students themselves and their families.
Harnessing the dormant power of older adults. Who better to take the lead in overcoming childhood adversity than teams of older adults? They form an unusually large cohort that is eager to be of service and seek meaningful and purposeful activities on a part-time basis close to where they live. They also bring with them the collective potential for a long-term commitment as they “age in place.”
Cascading Mentoring is reciprocal mentoring in the context of serving on a team. The team leader is in a position to guide those experts on a steering committee, such as pediatricians, school counselors, social workers and community members, who in turn can guide those who are working on the ground in schools and clinics, who in turn guide case workers, who in turn guide one-on-one mentors and tutors, “cascading” on down the line.
Another way that cascading mentoring works is when older persons take on the role of diagnostician and designer in vetting promising initiatives. They are in a good position to oversee the recruitment, training and equipping of teams of younger mentors (no age restrictions) who work on the ground in schools and youth organizations. Let’s call this second level of mentors “advocates.” These advocates, can take on a case load of mentees, depending on their availability and skill sets. They can also oversee a third level of mentors—college and high school students who work more directly with students.