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Ethics code: دستنوشته نامه به سردبیر است
Department of Marketing Management, Faculty of financial science, Management and Entrepreneurship, University of Kashan, Kashan, Iran.
Abstract: (3 Views)
Dear Editor
The retention and transfer of tacit knowledge are among the most important concerns in human resource management within the healthcare sector. The purpose of this letter is to introduce reverse mentoring as an innovative approach to addressing the challenges of intergenerational tacit knowledge transfer in the healthcare sector. Furthermore, it examines the potential of this approach to foster knowledge co-creation and promote reciprocal learning across generations, while offering practical recommendations for its effective implementation in healthcare organizations.
A significant proportion of the knowledge generated in the healthcare sector stems from individuals’ experiences in complex and critical situations and is therefore largely tacit in nature. Unlike explicit knowledge, tacit or individual knowledge cannot be fully recorded in guidelines, regulations or training files or transferred through purely formal training. Its transfer requires close interaction and continuous communication between individuals (1).
On the other hand, a significant part of the newly entering health system employees are Generation Z. These individuals, who are usually born in the last three decades, are known as the “Digital Natives” generation. A generation for whom digital technologies such as the Internet, social networks, and smartphones are an integral part of their daily lives (2). This interaction has made their cognitive, behavioral, and learning patterns different from previous generations (3). In terms of psychological characteristics, Generation Z is often independent, inquisitive, and active. However, they impatient for long educational processes and one-way information transfer (4). Their most important motivations for learning are receiving continuous feedback, participating in decision-making, and feeling meaningful in the workplace (5). Therefore, their motivation is not only based on extrinsic rewards, but also a sense of personal growth, continuous learning, and participation in solving real problems are of great importance to them.
These intergenerational differences between Generation X and Z have created significant and fundamental challenges for the management and transfer of organizational knowledge in the health sector. Many traditional knowledge transfer strategies rely on formal training and one-way communication. Whereas, Generation Z expects learning to take place in an interactive, flexible, and collaborative context (6). Some younger workers also ask fewer questions than experienced workers due to concerns about being judged or making mistakes (7). Conversely, some older workers perceive the younger generation as less interested in learning from others’ experiences and as relying too much on digital resources (8). These mutual perceptions reduce mutual trust in knowledge transfer. In addition to intergenerational differences, organizational factors also compound this challenge.
To overcome this situation, a change in strategies for effectively transferring tacit knowledge from Generation X to Generation Z is necessary. One of the most effective of these strategies is reverse mentoring. Unlike traditional mentoring, which creates a one-way and hierarchical relationship between an experienced person and a less experienced person, reverse mentoring emphasizes shared learning through intergenerational interaction. In this process, both the mentor and the mentee play the role of both learner and educator (9).
Previous research in the healthcare sector has mainly presented reverse mentoring as a strategy for promoting digital literacy and one-way transfer of technological skills from younger generations to senior staff (10) and has paid limited attention to its capacity for knowledge co-creation and two-way learning. However, the true value of reverse mentoring becomes apparent when the mentor-mentee relationship is transformed from a one-way educational process to a joint project of intergenerational knowledge creation through two-way learning. In the healthcare sector, Generation X employees possess a valuable capital of tacit knowledge that is the result of years of clinical experience and medical trial and error. In contrast, greater mastery of emerging and digital technologies such as electronic health records, artificial intelligence, and big data analytics is among the most important characteristics of Generation Z employees. Reverse mentoring combines these two capacities in such a way that the result of this interaction is the creation of new knowledge by combining the experience and tacit knowledge of Generation X and the digital skills of Generation Z. In other words, reverse mentoring can be seen as more than a human resource development program, but also as a social mechanism for the creation, sharing, and co-creation of knowledge in the health sector.
Another advantage that makes reverse mentoring a suitable strategy for transferring knowledge to Generation Z is its compatibility with the motivational and psychological characteristics of this generation. Generation Z is not inclined to passive learning and prescriptive educational relationships (4). They prefer to take an active role in the learning process. Reverse mentoring transforms the learning environment from a formal and hierarchical relationship to a collaborative and two-way learning process.
Despite the significant potential of reverse mentoring, its successful implementation in the health sector is fraught with challenges. One of the most important barriers is the hierarchical structure and power distance. The power distance in the organization may make younger employees hesitant to provide feedback to senior employees or some experienced employees resistant to accepting the role of learner. Also, individual differences and generational gaps can make it difficult to have effective interactions and form two-way learning relationships between generations X and Z.
The success of this strategy depends on the correct design, managerial support, and the availability of cultural and organizational contexts. First, the health sector should define and communicate reverse mentoring as part of its formal knowledge management and human capital development strategies. Mentor-mentee pairs should also be matched. The suitability of the area of expertise, motivation to learn, communication skills, and willingness to share knowledge are among the issues that should be examined and adjusted before selecting a mentor-mentee pair. Taking these conditions into account creates a safe psychological space between the mentee and mentor, reduces their resistance to accepting the learning-teaching role, and thus facilitates the transfer and co-creation of knowledge.
To achieve desired results, it is necessary to develop an operational-executive plan and determine key performance indicators. Implementing a short-term, medium-term, and long-term plan can provide sufficient opportunity for the formation of trust, transfer of experience, mutual learning, co-creation of knowledge, and innovation. In the short-term, key performance indicators include the level of trust established and improvement in the quality of interactions between mentor-mentee. In the medium term, achieving mutual learning goals, including improving the digital skills of experienced employees and transferring tacit knowledge and clinical experiences to young employees, can be important performance indicators. Finally, in the long term, generating innovative and creative ideas and joint solutions to solve work and clinical problems and innovation in health service delivery are important performance indicators. It is expected that managers, policymakers, and researchers in the health field will pay more attention to the design and implementation of this strategy to provide the basis for organizational knowledge transfer, knowledge co-creation, and consequently improving the quality of health services.
Keywords: Mentoring, Knowledge Management, Generation Gap, Learning, Health Personnel.
The retention and transfer of tacit knowledge are among the most important concerns in human resource management within the healthcare sector. The purpose of this letter is to introduce reverse mentoring as an innovative approach to addressing the challenges of intergenerational tacit knowledge transfer in the healthcare sector. Furthermore, it examines the potential of this approach to foster knowledge co-creation and promote reciprocal learning across generations, while offering practical recommendations for its effective implementation in healthcare organizations.
A significant proportion of the knowledge generated in the healthcare sector stems from individuals’ experiences in complex and critical situations and is therefore largely tacit in nature. Unlike explicit knowledge, tacit or individual knowledge cannot be fully recorded in guidelines, regulations or training files or transferred through purely formal training. Its transfer requires close interaction and continuous communication between individuals (1).
On the other hand, a significant part of the newly entering health system employees are Generation Z. These individuals, who are usually born in the last three decades, are known as the “Digital Natives” generation. A generation for whom digital technologies such as the Internet, social networks, and smartphones are an integral part of their daily lives (2). This interaction has made their cognitive, behavioral, and learning patterns different from previous generations (3). In terms of psychological characteristics, Generation Z is often independent, inquisitive, and active. However, they impatient for long educational processes and one-way information transfer (4). Their most important motivations for learning are receiving continuous feedback, participating in decision-making, and feeling meaningful in the workplace (5). Therefore, their motivation is not only based on extrinsic rewards, but also a sense of personal growth, continuous learning, and participation in solving real problems are of great importance to them.
These intergenerational differences between Generation X and Z have created significant and fundamental challenges for the management and transfer of organizational knowledge in the health sector. Many traditional knowledge transfer strategies rely on formal training and one-way communication. Whereas, Generation Z expects learning to take place in an interactive, flexible, and collaborative context (6). Some younger workers also ask fewer questions than experienced workers due to concerns about being judged or making mistakes (7). Conversely, some older workers perceive the younger generation as less interested in learning from others’ experiences and as relying too much on digital resources (8). These mutual perceptions reduce mutual trust in knowledge transfer. In addition to intergenerational differences, organizational factors also compound this challenge.
To overcome this situation, a change in strategies for effectively transferring tacit knowledge from Generation X to Generation Z is necessary. One of the most effective of these strategies is reverse mentoring. Unlike traditional mentoring, which creates a one-way and hierarchical relationship between an experienced person and a less experienced person, reverse mentoring emphasizes shared learning through intergenerational interaction. In this process, both the mentor and the mentee play the role of both learner and educator (9).
Previous research in the healthcare sector has mainly presented reverse mentoring as a strategy for promoting digital literacy and one-way transfer of technological skills from younger generations to senior staff (10) and has paid limited attention to its capacity for knowledge co-creation and two-way learning. However, the true value of reverse mentoring becomes apparent when the mentor-mentee relationship is transformed from a one-way educational process to a joint project of intergenerational knowledge creation through two-way learning. In the healthcare sector, Generation X employees possess a valuable capital of tacit knowledge that is the result of years of clinical experience and medical trial and error. In contrast, greater mastery of emerging and digital technologies such as electronic health records, artificial intelligence, and big data analytics is among the most important characteristics of Generation Z employees. Reverse mentoring combines these two capacities in such a way that the result of this interaction is the creation of new knowledge by combining the experience and tacit knowledge of Generation X and the digital skills of Generation Z. In other words, reverse mentoring can be seen as more than a human resource development program, but also as a social mechanism for the creation, sharing, and co-creation of knowledge in the health sector.
Another advantage that makes reverse mentoring a suitable strategy for transferring knowledge to Generation Z is its compatibility with the motivational and psychological characteristics of this generation. Generation Z is not inclined to passive learning and prescriptive educational relationships (4). They prefer to take an active role in the learning process. Reverse mentoring transforms the learning environment from a formal and hierarchical relationship to a collaborative and two-way learning process.
Despite the significant potential of reverse mentoring, its successful implementation in the health sector is fraught with challenges. One of the most important barriers is the hierarchical structure and power distance. The power distance in the organization may make younger employees hesitant to provide feedback to senior employees or some experienced employees resistant to accepting the role of learner. Also, individual differences and generational gaps can make it difficult to have effective interactions and form two-way learning relationships between generations X and Z.
The success of this strategy depends on the correct design, managerial support, and the availability of cultural and organizational contexts. First, the health sector should define and communicate reverse mentoring as part of its formal knowledge management and human capital development strategies. Mentor-mentee pairs should also be matched. The suitability of the area of expertise, motivation to learn, communication skills, and willingness to share knowledge are among the issues that should be examined and adjusted before selecting a mentor-mentee pair. Taking these conditions into account creates a safe psychological space between the mentee and mentor, reduces their resistance to accepting the learning-teaching role, and thus facilitates the transfer and co-creation of knowledge.
To achieve desired results, it is necessary to develop an operational-executive plan and determine key performance indicators. Implementing a short-term, medium-term, and long-term plan can provide sufficient opportunity for the formation of trust, transfer of experience, mutual learning, co-creation of knowledge, and innovation. In the short-term, key performance indicators include the level of trust established and improvement in the quality of interactions between mentor-mentee. In the medium term, achieving mutual learning goals, including improving the digital skills of experienced employees and transferring tacit knowledge and clinical experiences to young employees, can be important performance indicators. Finally, in the long term, generating innovative and creative ideas and joint solutions to solve work and clinical problems and innovation in health service delivery are important performance indicators. It is expected that managers, policymakers, and researchers in the health field will pay more attention to the design and implementation of this strategy to provide the basis for organizational knowledge transfer, knowledge co-creation, and consequently improving the quality of health services.
Keywords: Mentoring, Knowledge Management, Generation Gap, Learning, Health Personnel.
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