Crisis-driven organizational learning: the role of informal reverse mentoring

Purpose This study examines the impact of COVID-19 on mentor-mentee relationships in the context of K-12 education, with a focus on how informal reverse mentoring emerged as a response to the crisis. It explores the organizational learning implications of this role reversal, emphasizing how crises can foster nonhierarchical collaboration and promote adaptability in mentoring frameworks. Design/methodology/approach Using a qualitative phenomenological case study approach, the study analyzed the experiences of 10 early-career teachers (mentees) in a large urban Texas school district during the 2020–2021 academic year. Data were collected through semistructured interviews and analyzed using inductive coding to identify themes. Findings The findings revealed that mentees self-organized to provide peer support to mentors, leading to the practice of informal reverse mentoring. This role reversal was driven by mentees’ advanced digital competencies, which were critical for virtual teaching during the pandemic. The study highlights the narrowing of the mentor-mentee gap, fostering a sense of equality, and redefining mentorship roles to support organizational learning in crisis contexts. Research limitations/implications This study highlights the need for future research on embedding informal reverse mentoring within organizational learning frameworks to improve adaptability during crises. It underscores the importance of exploring mentorship dynamics across industries to generalize findings and advance theory on nonhierarchical collaboration. Practical implications The study provides actionable insights for integrating informal reverse mentoring into organizational learning frameworks. It recommends strategies such as establishing reverse mentoring programs, developing crisis-specific mentorship training, and fostering collaborative learning communities to enhance resilience, adaptability, and innovation across industries. Originality/value This research contributes to the understanding of mentorship in crisis contexts by uncovering the emergence of informal reverse mentoring. It offers a novel perspective on how temporal and situational factors can redefine traditional mentorship practices, advancing organizational learning and development.