the remedi project

The ReMEDI Project

Reverse Mentoring for Equality, Diversityand Inclusion (ReMEDI)

Stacy Johnson

Associate Professor, University of Nottingham

[email protected]

Twitter: @misssdjohnson #ReMEDIProject

mailto:[email protected]

https://twitter.com/hashtag/MondayMotivation?src=hash

“This has been the most important piece of work I have done in the 30 years I have

worked for the NHS....”

Board member/reverse mentee

https://youtu.be/AyiOUUYwztE

Reverse Mentoring Experience in the Room

Today? Twitter: @misssdjohnson #ReMEDIProject


Today

• Introduction to the ReMEDI Project: reverse mentoring for equality, diversity and inclusion

• Introduction the RACE, gRACE and gRACE+ Models (Johnson 2017) for reverse mentoring

• Progress with the project so far

• Discussion: consider the potential for reverse mentoring where you are



Why is ReMEDI needed?

• The Problem• Moral Case for Inclusion• Business Case for Inclusion• Current methods have not proven effective



‘Focus Up! We are asset and opportunity.nurses of today and influencers of tomorrow.’

‘We are unrealised potential.We are ready, capable and willing

- to contribute our best to your best.’

Reverse mentoring is when a worker in senior position is mentored by someone in a more

junior position than themselves

(Murphy 2012)



Reverse Mentoring

Emerging evidence that this innovative form of mentoring can be effective in promoting • individual anti-discriminatory practice and• organisational culture change in gender and

race equality (Murphy 2012; Clutterbuck2011) and

• can contribute to organisational diversity and inclusion



Reverse Mentoring

Expanded here to any situation in which a person

• with less (perceived) power

• in a more disadvantaged position

• from an underrepresented group

• from a marginalised/oppressed group

mentors someone in a more powerful less disadvantaged position/group.



Reverse Mentoring

• emerging evidence of potential but…

• little specific guidance on how to do it

• little research

• little theoretical underpinning



Action Research Process

• Framework developed conceptually: Friere’s (1986) critical pedagogy

• Shared with the BAME Connect Network in a pan regional workshop: refined

• Framework refined further with participating organisations



The ReMEDI Framework

The RACE/gRACE Model

Resistance

Action

Compassion

Empowerment

Mentor Training and Mentee Preparation

EDI

Coaching

Mentoring

Clinical Supervision

Organisational Commitment

Sponsorship

Resources

Safe Space

Access

Recognition

Sustainability

Peer-led Mentor Support

De-briefing

Problem-solving

Restoration

Reassurance

Protective

Opportunity Recognition

The RACE Model for Reverse Mentoring

The ReMEDI Project

• RACE model: reverse mentoring specifically focused on race equality

• gRACE model: generic equality, diversity and inclusion activity focused on the characteristics protected by law

• gRACE+: all exceptionalities including those not adressed by law

Twitter: @misssdjohnson

The ReMEDI Approach

• Reverses and disrupts traditional deficit model

• Disrupts traditional power structures/hierarchies that perpetuate systematic disadvantage

• Address discriminatory systemic and organisational cultures through individual interactions



The ReMEDI Approach

• Moves organisations beyond shared values by positioning inclusive practice as skill that must be taught/developed/practiced

• Repositions the disadvantaged group as expert by experience



The ReMEDI Approach

• See different things

• See things differently

• Raises profile of disadvantaged staff

• Asset recognition



ReMEDI Tools

• Critical Purposive Conversations• Critical Purposive Observation • Critical Purposive Storytelling

The ReMEDI Approach

Action Research Process Phase 1: Invention, Research Project • Derbyshire Healthcare NHS Foundation Trust (RACE)• Northamptonshire Healthcare NHS Foundation Trust (RACE)• Nottingham University Hospitals Trust (RACE, nursing leaderhip)• Sheffield Teaching Hospitals NHS Foundation Trust (RACE)• Derbyshire Community Health Services NHS Foundation Trust (gRACE)

Phase 2: Adoption Projects• Guy’s and St Thomas NHS Trust (gRACE)• NELCSU (gRACE)• The Whittington (RACE)• UHL, LCC: LLR Health and Social• Staffordshire Combined • Royal Bournemouth• Cambridge University Hospitals TrustPhase 3: Spread • Train the trainers: sustainability, scaling up, broadening, large scale research

studies

Progress So Far

• Individual organisations in various stages

• Entering Evaluation Phase

• Organisations working together

• System response e.g. NHS Employers, Future Focused Finance, ALB



Establishing the Impact of the ReMEDI Project

Canadian Institute of Diversity and inclusion (2013)

Level 1: Reaction and Satisfaction

Level 2: Learning

Level 5: (S)ROI

Level 4: Business Impact and Performance

Level 3: Application and Implementation

Level 6: Intangibles/Culture

How might RM be usedwhere you are?

Nottingham Children’s Hospital

Children and Young People • reverse mentoring

senior service leaders

Discussion Point

Could your organisation benefit from reverse mentoring?

Discussion Points

How could you use reverse mentoring in your role?

References

• Clutterbuck, D and Ragins, B (2002) Mentoring and diversity: an international perspective. Oxford: Butterworth-Heinemann

• Esmail, A., Kalra, V., and Abel, P. (2005) A Critical Review of Leadership Interventions Aimed at People from Black and Minority Ethnic Groups. A Report for the Health Foundation. The University of Manchester.Ethnic Minority Network (EMN) Strategy 2013-2016. http://www.aneezesmail.co.uk/PDF%20files/HealthFoundReport.pdf

• Freire, P. (1986) Pedagogy of the Oppressed. New York: Continuum.

• Kline, R. (2014) The “snowy white peaks” of the NHS: a survey of discrimination inGovernance and leadership and the potential impact on patient care in London and England. London: Middlesex University.

• Murphy, W.M. (2012). Reverse Mentoring at Work: Fostering Cross-generational Learning and Developing Millenial Leaders. Human Resource Management, Vol. 51, no. 4, pp. 549–574

http://www.aneezesmail.co.uk/PDF%20files/HealthFoundReport.pdf

Thank You Questions and Comments

Stacy JohnsonAssociate Professor, University of Nottingham

[email protected]@misssdjohnson#ReMEDIProject

mailto:[email protected]


the remedi project

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