Proactive vs Reactive Mentoring: A Structured Learning Perspective

Mentoring is commonly framed as either proactive or reactive, with each approach offering distinct benefits depending on context and capability. Proactive mentoring is traditionally mentor-led, with the mentor setting the agenda, identifying development priorities and initiating regular discussions based on their own observations and experience. This model can be highly effective when mentors have the time, confidence and mentoring expertise to guide development deliberately and consistently.

However, for many senior managers and first-time mentors, proactive mentoring can present practical challenges. Establishing learning priorities, tracking progress and determining what to focus on next can be time-intensive. In busy operational environments, mentoring can unintentionally become ad hoc or overly reliant on workplace issues as they arise, rather than being grounded in structured skill development.

Reactive mentoring, when embedded within a structured educational learning program, offers a practical and highly effective alternative. In this model, the mentee progresses through a clearly defined learning pathway delivered via an online Learning Management System. The program typically includes quizzes, facilitated discussions, practical activities and formal assessments, all supported by professional trainer input and feedback. This ensures learning is intentional, consistent and aligned to industry expectations.

Rather than reacting solely to day-to-day workplace challenges, mentors react to evidence of learning progression. Mentors are provided with visibility over the mentee’s engagement, assessment results and submitted work, enabling them to observe strengths, identify gaps and recognise emerging capability. This insight allows mentors to add targeted value by reinforcing key concepts, challenging assumptions and helping mentees translate theory into practice within their own operational context.

Importantly, this approach shifts the mentor’s role. The mentor is no longer responsible for designing the learning journey or determining what should be covered. That responsibility sits with the educational program and its trainers. The mentor instead acts as a guide and sounding board—supporting application, encouraging reflection and sharing practical experience that deepens understanding.

For busy managers, reactive mentoring through structured learning significantly reduces the cognitive and time burden often associated with mentoring. The learning program establishes what the mentee is working on, while the mentor focuses on how that learning is applied in real-world situations. This creates a more sustainable mentoring relationship, particularly where mentors are overseeing multiple mentees or balancing leadership responsibilities.

The outcome is a collaborative development model that blends formal education with practical insight. Mentees benefit from consistent skill development supported by both professional trainers and experienced mentors, while mentors can confidently add value without needing to be subject-matter experts or full-time educators. Delivered through online Learning Management Systems, this approach ensures mentoring is structured, scalable and impactful—supporting capability development across diverse professional environments.

To discuss your mentoring approach further, go to https://www.elevateb.com.au/ and get in touch.