Why micro-mentoring works for Generation Z

Generation Z and Gen Alpha crave guidance and accountability partners, both of which can be found through mentoring relationships. However, with these generations’ socio-emotional skill development delayed post-pandemic, traditional mentoring can be anxiety producing for them.

This cohort needs a different approach from the traditional mentoring model.

Introducing students to potential mentors before they have developed trusting relationships with them can make the experience less impactful. Students often engage in traditional mentoring programmes once but then fail to continue. Virtual, on-demand or just-in-time micro-mentoring can be less stressful, more appealing and create better outcomes than one-to-one in-person mentoring. Breaking the experience into bite-size and shorter exchanges increases their appetite to keep going.

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This approach can be described as micro-mentoring. Micro-mentoring, which takes place over shorter blocks of time (as little as days, hours or even minutes) than a traditional mentoring relationship, focuses first on skills development or barrier removal. Micro-mentoring can pave the way for meaningful long-term mentoring relationships. Offering skills- and talent-based micro-mentoring opportunities at the beginning of transitional periods (such as new-student orientation, major declaration, senior year or early postgrad) can be a less intimidating avenue for Gen Z and Gen Alpha to find the guidance and accountability they are seeking.

Micro-mentoring can also focus on life skills and wellness development, rather than on career or a major, and does not require students to be paired with alumni, faculty or others who are in related disciplines or vocational paths.

When promoting a micro-mentoring programme, it’s useful to meet students where they are. Using an institution’s learning management system (LMS), workflow or chat-space applications, and student employment platforms can offer a way to cross-promote micro-mentoring opportunities in spaces that students frequent. Creating recognition and excitement through social media campaigns that acknowledge student achievements in the micro-mentoring programme can also increase the interest of other students. Certificates or badges that recognise micro-mentoring experiences can also motivate students to continue in their journey.

Training mentors in slow communication

Training mentors is a critical aspect of any mentoring programme. Training for a micro-mentorship programme should go beyond the outcomes of mentoring; it should include acknowledgement of generational differences and trauma-informed practices, with research shared that supports the methods used. Mentors should be trained in how to start slowly in their communication with a focus on developing trust. Early content should not require the mentee to ask questions or engage in challenging dialogues.

A map of the mentoring journey can assist new mentors in understanding when it is appropriate to dive into more personal and demanding topics. Early sessions should be focused on the mentor sharing until the mentee feels comfortable engaging in a mutual relationship.

The value of peer mentoring

Research has consistently indicated that peer mentoring is an important component of a mentoring strategy for college-aged students. Like virtual and micro-mentoring opportunities with caring adults, peer-mentoring initiatives should go beyond traditional para-professional roles such as resident assistants, peer mentors or orientation leaders. Providing virtual peer groups led by a trained leader can offer a more emotionally safe space for students to share common needs and concerns.

Additionally, virtual meet-ups for low-stakes networking can also build community and deepen relationships among peers, opening student interest in future mentoring.

Show students what mentoring offers them

Cultural considerations should also be made when selecting mentors. Gen Z and Gen Alpha desire culturally competent, relevant and aligned relationships. Emotional safety is paramount to this generation. Consider creating specific mentoring strategies and programmes for black, indigenous and people of colour (Bipoc), LGBTQ+ and other student populations who are under-represented at the institution. These populations could also include affinity groups at the institution, paying attention to connecting students to mentoring based on how they identify at the institution (for example, matching athletes with athletes).

Finally, when promoting mentoring opportunities to students, provide potential learning outcomes and value-add educational takeaways. In every co-curricular experience, students are asking: “What is in this for me?”, “Why should I spend my time on this (and not that)?” Showing the connection between the mentoring experience and student success is vital. Using student voice and stories in evidencing these outcomes is most enticing. If students see themselves in the success stories, that will also drive their motivation to engage.

In summary, allow students to choose how deep a connection they wish to engage in from the outset. In moving from traditional long-term and in-depth mentoring relationships, institutions should seek to begin student engagement in mentoring with “micro” or “flash” mentoring; design a programme with an aim to lower anxiety and increase emotional safety; and provide on-demand assistance when students need it. Promoting these opportunities as low stakes and high impact through a lens that students can relate to will encourage mentoring as a safe activity and a place to find answers to problems or barriers.

Raphaella Prange is vice-president for student life at Maryville University of Saint Louis. She also consults on trauma-informed practices and generational research for higher education.

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