New Findings Show Reflective Co-Mentoring Drives Problem Solving in Under an Hour

Bray, R., & Wilson, S. (2026). The development, implementation, and evaluation of an innovative co-mentoring technique. International Journal of Evidence Based Coaching and Mentoring, 24(1), 239–251. https://doi.org/10.24384/46hf-4k98

Introduction

Bray and Wilson (2026) introduce Reflective Co-Mentoring—a brief, structured approach to professional reflection developed at Argyll College in Scotland. The initiative emerged from earlier institutional research identifying barriers to reflective practice, including limited time and lack of a reflective culture. To address this, the authors drew on co-mentoring research that prioritizes equal, reciprocal relationships over traditional top-down mentoring dynamics (e.g., Kochan & Trimble, 2000; Mullen, 2000). The goal was to create a psychologically safe space where colleagues could reflect together as peers without the pressure of hierarchy or the expectation of lengthy, formal meetings. The result is a model designed to fit into real workloads while still fostering meaningful professional growth.

Methods

The technique was embedded in one-hour online workshops delivered via Zoom during 2021–2023. After a 10-minute introduction, participants were randomly assigned to dyads in breakout rooms. Each partner presented a professional issue for five uninterrupted minutes, followed by up to ten minutes of clarifying questions from the listener, who was instructed to avoid advice-giving. Confidentiality (“Vegas rule”) and strict timekeeping were central procedural elements. In year one, 12 workshops were held (10 using co-mentoring), with 49 total attendances among fewer than 100 teaching staff. An evaluation conducted in late 2023 used semi-structured interviews with three repeat participants.

Results

The feedback from participants was broadly positive across several dimensions. Staff valued the chance to connect with colleagues they wouldn’t normally interact with, and many described their pairing as a trusted, confidential space where open conversation felt possible. Discussions were experienced as supportive rather than evaluative, and participants felt they were making genuine progress on the issues they brought to sessions—judging the sessions an effective use of time. The authors align these findings with established mentoring outcomes of collegiality, reflection, and problem solving (Enrich et al., 2004). A noted challenge was resisting the impulse to give advice, especially for experienced staff.

Discussion

Reflective Co-Mentoring diverges from many co-mentoring models by eliminating long-term commitment while retaining reciprocity and equality. The structure appears to mitigate time pressures often associated with mentoring (Smailes & Gannon-Leary, 2011) and reduce hierarchical dynamics criticized in traditional mentoring (Hobson, 2017).

Implications for Mentoring Programs

For programs looking for a mentoring approach that is both affordable and easy to scale, this model offers a practical starting point. By pairing colleagues in structured, time-limited conversations built around listening, confidentiality, and equal footing, organizations can create meaningful reflective spaces without significant investment in training or resources.

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