Aligned Mentorship Program — Three Month Inception Report
Mentor Discover Inspire
Aligned Mentorship Program
Three-Month Inception Report
Presented to the MDI President - April 2026
Purpose of the Aligned Mentorship Program
To apply mature masculine mentorship
so that every man realises his true potential and
becomes the best version of himself and
the man the world needs,
so that
his commitment to the success of all Mankind will motivate him
to make a contribution that lives beyond himself and
guarantees enduring global prosperity
MDI Structure and the Three Mentorship Domains
The Five Best Practices in Mentorship
The Five Things to Avoid in Mentorship
Transitioning from Dyadic to Triad Relationships
Quality Assurance: A Mentorship Grading Rubric
Collateral Benefits of Triads and the AMP Manager
Executive Summary
The Aligned Mentorship Program (AMP) was established to unify the three distinct mentorship functions operating across MDI's organisational structure: DC Mentorship (under Operations), Team Leader Mentorship (administered independently within various divisions and regions), and MTP Mentorship (under the MTP Program). After three months of initial development and pilot operations on the ground, this report presents AMP's foundational framework, the principles and practices it has introduced, and the pathway toward unified, high-quality mentorship across all of MDI's 500+ men.
AMP's central achievement in its first three months has been the articulation of a coherent philosophy and methodology — grounded in mature masculine values — that applies equally across all three mentorship domains. The program has introduced the Triad model as its primary structural innovation, along with the Five Best Practices and Five Things to Avoid as its guiding behavioural framework.
Key highlights:
- A unified purpose, intended results framework, and mentorship code have been established and documented.
- The Triad structure has been defined and is being introduced as the standard for all mentorship relationships within MDI.
- A rehabilitation pathway (Dyad to Triad) has been developed to transition existing one-on-one mentorship relationships into the Triad model.
- A Grading Rubric has been developed to evaluate mentor question quality — the single most important differentiator of true mentorship from coaching and teaching.
- Alignment between Division Coordinator mentorship, TL mentorship, and the MTP Program is now underway, primarily by discovering the commonalities that already exist within these three programs, as manifested by their existing mentorship practises.
To understand the significance of AMP, it is helpful to appreciate the landscape of MDI's mentorship activity prior to AMP's inception.
2.1 MDI Structure and the Three Mentorship Domains
MDI organises its 500+ men into men's teams, which are grouped into divisions, and divisions into four regions. Each level of this hierarchy has historically operated its own form of mentorship:
In DC Mentorship, operated under the VP of Operations, various international leaders oversee the assignment of experienced mentors (typically past DCs who have been successful in the role multiple times, current or past VPs, etc.) to each Division Coordinator. This is the oldest manifestation of formalised mentorship in MDI, going back to the late 1980s when Peter Rosomoff initiated the first Men's Divisions. It is well-established and centrally coordinated.
In TL Mentorship, various divisions and regions separately administer the assignment of TL mentors to each TL protege, with the mentors drawn from among men with extensive Team Leader experience. At this writing there is little or no MDI-level coordination, no vice president directly involved in the TL mentorship assignments, and significant variation in approach across divisions and regions. (In the past there were Team Development Managers within some divisions, and their role and relevant skills are similar in many ways to the Triad Leaders in AMP.)
In MTP Mentorship, operated within the MTP Program which has a vice president, teams designate men as MTP mentors who support new team members as they learn teamwork skills, techniques related to personal growth (see for example this ritual), and assume the responsibilities of full team participation.
Regarding alignment of values, policies, and methods, note the significant gap in MDI's mentorship ecosystem, due to distributed and disparate TL mentorship administration. This gap is one that AMP is specifically designed to address.
2.2 The Rationale for AMP
Although each mentorship domain serves a different tier of MDI leadership, all three share the same fundamental purpose: to support a man's growth, not merely in his MDI role, but as a fully realised human being. The methods and principles that distinguish excellent mentorship from mere coaching or instruction are the same at every level.
The creation of AMP recognises that siloed programs, however well-intentioned, inevitably diverge in quality and philosophy. AMP exists to ensure that a man's experience of being mentored — whether he is a new team member, a team leader, or a division coordinator — is grounded in the same mature masculine principles, delivered with the same standard of care.
3. Purpose and Intended Results
3.1 AMP's Overarching Purpose
AMP Purpose Statement
To apply mature masculine mentorship
so that every man realises his true potential and
becomes the best version of himself and
the man the world needs,
so that
his commitment to the success of all Mankind will motivate him
to make a contribution that lives beyond himself and
enables enduring global prosperity
This statement deliberately extends beyond MDI's organisational boundaries. The man who grows through MDI mentorship is not merely a better team leader or division coordinator — he is a more effective father, partner, colleague, and citizen. AMP holds this larger vision as its north star.
3.2 Intended Results
AMP strives to achieve the following results for all participants — a collective term encompassing both mentors and their proteges across all three program domains:
- Each participant brings a bespoke Higher Purpose to his leadership.
- Each participant gains clarity on his own guiding principles and core values.
- Participants treat each other, and all others, with consistent respect.
- Participants improve their listening faculty in the Witnessing style.
- Participants improve in asking Opening Questions.
- Participants improve in knowing when and how to hold back appropriately.
- Participants have fun.
- Participants improve their personal strengths and proficiencies.
- Participants improve in relationship skills.
- Participants improve as leaders.
- Participants improve in life overall.
The inclusion of life improvement — not merely role improvement — as a stated intended result is a deliberate and philosophically important choice. It reflects AMP's recognition that authentic mentorship cannot be confined to the performance of an organisational function. A man who grows only as a team leader at the expense of his broader life is not well-served by his mentor; he may, in fact, be hiding out in the one domain where he feels competent.
AMP's methodology rests on three interconnected pillars: the Five Best Practices, the Five Things to Avoid, and the disciplines of Witnessing and Opening Questions. Together, these define what genuine mentorship looks and feels like in practice.
4.1 The Five Best Practices in Mentorship
These five practices define the posture and conduct of an effective mentor. Notice the distinction between being and doing, which correspond to the distinction between Context and Purpose; and which also is the distinction between Mentorship and Coaching, viz.:
Teaching is about the knowledge you have,
Coaching is about what you are doing,
Mentorship is about how you are being.
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The "BEST-5" For Mentorship
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full text:
EXEMPLIFY: Lead primarily through your own actions and behavior rather than through lectures or instructions. Act with integrity and goodness, understanding that people naturally imitate what they see, so your conduct directly shapes what they learn and become.
WITNESS: Give the man your full, undivided attention without judgment or interruption, allowing him to fully express what's most important to him. To confirm understanding, reflect back what he's shared using your own words, ensuring he feels truly heard and understood.
ACCEPT: Meet him as he currently exists, embracing both his strengths and his struggles without criticism. While you may recognize his potential for growth, your main priority is to value and understand him exactly as he is in this moment, creating space in your heart for the whole of who he is.
ACKNOWLEDGE: Recognize and acknowledge his abilities, positive qualities, and special talents. Show genuine belief in him and celebrate his achievements, creating an environment where he can flourish and feel valued.
ADMIRE: Use genuine, straightforward language to communicate the positive qualities you see in him — his beauty, integrity, bravery, and kindness. Regularly and sincerely reflect his strengths back to him, being careful to offer authentic appreciation rather than empty flattery or manipulation.
4.2 The Five Things to Avoid in Mentorship
These five patterns are the most common failure modes of men who believe they are mentoring but are, in fact, coaching, teaching, or worse:
The Mentorship "AVOID-5"
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Do not SOLVE : Avoid offering the man guidance or instructions on how to handle his circumstances. Resist the urge to intervene and solve his problems directly, or rushing to provide quick fixes or immediate answers.
Do not REDIRECT : Don't use communication that dismisses, hides, or denies feelings — whether his or your own. Refrain from giving advice, relying on clichés, or steering him away from processing his emotions. Instead, help him acknowledge and own his feelings while connecting him to his own inner strength and resources.
Do not SUBSTITUTE : Be mindful not to overlay your own struggles onto his situation. Don't use him as a way to work through your own unhealed wounds or past pain. Be especially cautious with men who resemble you, as there's a natural temptation to relive and correct your own story through them. Stay grounded in your role as a steady, impartial guide for him.
Do not INTELLECTUALISE : Avoid analyzing feelings intellectually or using methods that prompt intellectual reasoning about emotions. Instead, help him directly experience and feel his emotions so he can find his own unique way toward healing and resolution.
Do not ADVISE : Fight the inclination to give advice, particularly when unsolicited. Recognize that you cannot and should not bear responsibility for managing his life or determining its outcomes. Your true role is to help him discover and follow his own inner wisdom and truth.
4.3 Witnessing
Witnessing (bearing witness) is one of the most important capacities AMP cultivates in its participants, specifically its Triad Leaders (TrLs). This method (and way of being) is delivered as part of The Art of Masculinity (TAoM).
A man who Witnesses is not merely listening — he is fully committed to the other man's experience without agenda, judgment, or interruption. The transformative quality of Witnessing lies in its effect on the person being witnessed: men, women, and children behave differently — more honestly, more courageously, more fully — because he is in the room.
AMP treats Witnessing as both a skill (to be practised and improved) and a context (a way of being present that shapes the entire interaction). The intended results explicitly include improvement in the Witnessing faculty for all participants — both mentors and proteges.
4.4 Opening Questions
AMP introduces and emphasises the discipline of Opening Questions as the primary tool by which a mentor facilitates genuine growth without substituting his own judgment for that of the man he is mentoring.
An Opening Question is distinct from both leading questions (where the asker already knows the answer) and following questions (where the asker seeks information the other man has). An Opening Question is one where neither party knows the answer until the question is asked — the question itself opens up possibilities that neither man had previously considered.
The practical significance of this discipline is significant: when a man devises his own answer to an Opening Question, he owns that answer. He is more likely to act on it, to learn from its outcomes, and to develop genuine mastery — rather than dependency on the advice of others.
A mentor who asks only leading or following questions may believe he is facilitating growth; in practice, he is coaching or teaching. The distinction matters both for the man's development and for the integrity of the mentorship relationship.
The most significant structural innovation AMP introduces is the Mentorship Triad. Rather than the traditional one-on-one (dyadic) mentor-protege relationship, AMP organises mentorship around three-person groups called Triads.
5.1 Why Triads?
The dyadic mentorship relationship, while intuitive, carries several risks:
- The protege becomes dependent on a single mentor's perspective and judgment.
- The mentor may fall into teaching and coaching patterns rather than genuine mentorship.
- There is no third party to witness the dynamic and hold both men accountable.
- The relationship can calcify — both men settling into comfortable patterns.
The Triad addresses all of these risks. It also introduces a powerful philosophical reframe: the two proteges are not passive recipients of an expert's wisdom — they are co-mentors to each other, developing their own mentoring capacities in the process. The goal is that each man in the protege role becomes a viable mentor to the other.
The use of Opening Questions supports this, by requiring innovation in answers. For those cases in which neither co-mentor can think of anything to answer, the Triad Leader can bring role-relevant experience — after a respectful pause to sit in the question.
Triadic Mentorship as a Leadership Path
For individual TLs in a triad, there is a natural progression from novice co-mentor, to journeyman and expert stages. The TL, upon completion of his TL responsibilities with his team, can then remain in the triad if he transitions to being a Triad Leader, with another man (such as a newer Team Leader from another team) joining the triad. The old Triad Leader, after perhaps one or two weeks of mentorship on the TrL role, can then leave the group call, and is free to take on another triad or move to another leadership position with as understudy to the division AMP manager, or some other position within tribe or division core team.
5.2 Triad Structure
A Mentorship Triad consists of three men:
The Triad Leader (TrL) is a man with extensive experience in the relevant role domain (e.g., a past Team Leader in a TL triad). He serves as a Sergeant-at-Arms, takes notes, bears witness to both co-mentors, and is a Stand for their success. Critically, the Triad Leader speaks as little as possible — he is most effective when the other two men are doing the work.
The two Co-mentors are men who are both currently serving in the same role or skill-domain (e.g., two current Team Leaders). They may have differing levels of experience with each other; what matters is that each commits to the mentorship of the other as his primary orientation, and does so through witnessing and asking opening questions.
The three men in the triad should be from three different Men's Teams whenever possible. The Witnessing provided by the triad structure benefits when the men do not already believe they know what's going on in each other's lives.
5.3 The Triad Ground Rules
- Expect accountability from the start.
- Each man respects the commitment and time of the other two.
- The two co-mentors have 80% or more of the meeting time.
- Relationship is prioritised over coaching; coaching is prioritised over teaching (see the TCM triad).
- The Triad Leader takes notes and serves as Sergeant-at-Arms.
5.4 The Mentorship Code
The five most important points of the Triad Standards form the Mentorship Code — the commitments that every participant in a Triad makes:
The Mentorship Code
We strive first and foremost to be in relationship so that we can mentor.
We mentor first and foremost for the other man's Greatness in all parts of his life.
Utilising his Greatness, we apply that to the mentorship of his Role.
When mentorship is not possible, we coach.
When mentorship and coaching are not possible, we teach.
This hierarchy — relationship first, then mentorship, then coaching, then teaching — is intentional and important. It establishes that the man's whole life and his greatness within it are the primary context; his MDI role is secondary. This order exists because a man who is flourishing in his whole life will naturally bring that flourishing to his role — whereas a man who focuses only on his role may be hiding out in leadership.
5.5 Co-mentor Guidelines
Within a Triad, the two co-mentors commit to the following practices:
- Talking about their life and their MDI role, sharing both what is going well and what is difficult.
- Listening with a commitment to understand what is truly going on for the other man.
- Asking questions that explicitly encourage new thinking — and holding back from offering their own answers.
- Maintaining a balance between relationship building and role-related discussion.
Relationship building includes sharing important life matters, current activities and goals, and revealing the truth. Role-related discussion (e.g., team leader responsibilities) should employ Listening, Opening Questions, and the discipline of Holding Back.
The Triad Leader may, in rare instances, participate in relationship building or share something relevant about his own posture or attitude on a current topic — primarily to maintain trust, respect, and authenticity across all three relationships within the triad; and secondarily to get the conversation going in those cases (usually rare) that neither co-mentor has any experience or opinion on a question.
6. Transitioning from Dyadic to Triad Relationships
Many existing mentorship relationships within MDI are dyadic — one-on-one pairings that pre-date AMP. Rather that discontinue these relationships, AMP strives to rehabilitate and upgrade them. The transition process unfolds in three stages:
Stage 1: Familiarity Through Witnessing
A transition coordinator (either an AMP manager or a eligible triad leader) approaches both men, preferably separately, and explains that mentorship is being transitioned to a triad model. He joins their existing calls as an observer. His primary commitment at this stage is to be a Witness — maintaining vocal silence to the greatest extent possible, developing trust, and accurately understanding the existing dynamic between the men.
Stage 2: Feedback and Evaluation
With trust established, the coordinator begins evaluating the call dynamic: How much teaching and coaching is occurring? How much time is devoted to the protege's life versus his MDI role? At the close of each call, two minutes are given for each man to reflect on the question: How well is mentoring and/or being mentored working for you?
The coordinator remains in this stage until both men give generally positive feedback and he can form a clear assessment of the relationship's health.
Stage 3: Rehabilitation and Triad Conversion
The coordinator introduces key mentorship principles at the start of calls, emphasising those most needed by this particular pair. He gradually encourages the protege to follow his mentor's life and MDI concerns — making the relationship bidirectional. When the time is right, he invites feedback on whether the call is improving and, eventually, announces that the men are now co-mentors in a formal Triad.
After the conversion to Triad, the coordinator may eventually suggest that the men be split across two triad calls, enabling them to assist other men who have not yet been placed in Triads — thereby growing the program organically.
7. Quality Assurance: A Mentorship Grading Rubric
AMP has developed a Grading Rubric to evaluate the quality of questioning used by mentors — the single most important differentiator between genuine mentorship, coaching, and teaching.
Teaching is about the knowledge you have,
Coaching is about what you are doing,
Mentorship is about how you are being.
The following rubric is used in interview-style conversations with men serving as mentors, co-mentors, or Triad Leaders.
7.1 The Four Evaluation Questions
Question 1:
During your mentorship conversations, what percentage of the time are you telling the other man direct facts about his job, role, or skill domain? (Teaching indicator)
Question 2
During your mentorship conversations, what percentage of the time are you giving instructions for something the man can or should do, including by-when timelines? (Coaching indicator)
Question 3a
During your mentorship conversations, what percentage of the time are you getting to know the man generally — his life, his greatness, and his challenges — and building trust and respect? (Relationship indicator)
Question 3b
During your mentorship conversations, what percentage of the time are you learning about the man's MDI role-related greatness and challenges? (Role-mentorship indicator)
Question 4
What is the process by which you help the man devise his own approach to a particular task, obstacle, or challenge in his MDI role and related skill domain? (Open-ended: reveals the mentor's actual questioning practice)
Questions 1 and 2 indicate the proportion of Teaching (T) and Coaching (C) in the relationship. Questions 3a and 3b indicate the proportion of true Mentorship (M). Question 4 reveals whether the mentor's questioning practice tends toward leading questions (implying the answer), constrained questions (offering one option to improve upon), or genuine Opening Questions (where neither man knows the answer until it emerges).
7.2 The Spectrum of Question Quality
AMP recognises a spectrum of question quality in mentor practice:
- Surface opening questions with implicit judgment: Asking 'How would you handle this?' while following up with 'I have an answer, but I want to hear yours' subtly communicates that the mentor already holds the correct answer. The protege cannot truly own any answer he gives within this frame.
- Constrained exploration: Sharing 'Here is what I would do' and then asking how the man might improve on it is better — it avoids claiming the mentor's approach is objectively superior — but it still anchors the protege's thinking to one particular starting point, limiting the range of possible answers.
- Genuine Opening Questions: Inviting both men to commit to answering with something neither has thought of before — and if necessary, settling for 'anything you haven't actually tried yet' — ensures that the answer the man arrives at is truly his own. He has invented it, articulated it, and will own its consequences. This produces the deepest learning and the most durable growth.
The following sections report on benefits (mostly unexpected) that have been pbserved during pilot testing of Triading in TL mentorship.
8.1. Collateral Benefits of Triads and the AMP Manager
Each triad has its own group chat in the division's communication platform of choice (examples: group texts in plain SMS text messaging; WhatsApp; Google Chat). These groups have sometimes been the first way that others in division leadership learn of important events.
For example, in one instance a TL decided to leave MDI, and his triad group chat was the first place he communicated this decision. The division AMP manager notified the team's XO, who immediately collaborated with the AMP manager to lead the team's upcoming meeting, which took place the very next morning; the AMP manager attended that meeting and helped induct a new TL (elected on the spot by the team) in a bespoke ceremony.
Triads allow the AMP manager to learn in depth about particular issues that a TL is having, that will benefit from core team support.
For example, a Spanish-speaking team was having trouble with conversations regarding context (the concept from leadership training used in CPRs). The Triad Leader soon discovered that there is no existing Spanish translation of the CPR technology, of leadership training more generally, or of the related MTP documents. This situation was reported by the TrL to the division AMP manager, and it was decided to have relevant documents translated and verified with the knowledge of the division's core team and eventually of the MDI Team Innovation program.
8.2. Dyad-to-Triad Case Studies
Several team leaders within Atlas have been joined together into triads, and a couple have completed as team leader, resulting in reassignment of the other two men in the triad. In addition, a number of conversations have been initiated with TLs, with the eventual goal to have them begin working within a triad, and leading to insights regarding how different men approach their existing TL mentorship situation, and the relative merits and costs of being on a mentorship call. In each example, the initials are completely fictional ("P" for protege, and "B", "C", arbitrary letters).
P.B.
"P.B.", a team leader, has a mentorship call already in which he is the protege and would like to remain engaged with his mentor. The division AMP manager does not yet know who the mentor is, or what that mentor's opinion is regarding the relationship with P.B., any future plans to continue mentoring him, etc.
In this case there are multiple possible directions to go with the aim of transitioning to a triad:
- The mentor is himself an active TL, then a third man, with more experience than either P.B. or his mentor, can be added in the role of TrL.
- If the mentor is not presently a TL but has extensive TL experience, he can become the TrL, and another man (a current TL) can be added as co-mentor to P.B.
- If neither of the above is true, P.B. is in relationship with another man who is neither a TL presently nor has been one in the past. In this case P.B. would need to be added to a new triad.
P.C.
"P.C.", a team leader with moderate experience, reports that he has a good working relationship with "M.A.", an experienced team leader not currently in the role who has previously acted as mentor to other TLs. However on followup with M.A. it was discovered that the two men have not talked in a couple months. Returning to P.C., it was discovered that he reaches out to M.A. only when he is facing a particularly challenging situation with his team. In the subtext of the conversation it was noticed that P.C. is not particularly interested in weekly mentorship calls, and when asked explicitly, P.C. indicated that he considered a 1-on-1 mentorship call to be redundant extra work, in a division that already gives TLs the opportunity to meet as a group weekly to help each other with questions and challenges.
In this situation it is necessary first to bring the TL back to the basics of the TL job, which always includes both the weekly mentorship call, and the group meeting with other TLs. The group meeting can be attended by a proxy, such as a team XO, whereas the mentorship call cannot be proxied or skipped.
To approach this situation:
- Consult with the man who assigns mentors to TLs (such as the DC or a designated core team officer, such as XO or Membership Manager) to find out how TLs are brought on board to their job. This onboarding would include the conversation about mentorship and the need for a mentorship call.
- Once the division's procedures for onboarding a TL are known, present to the TL in question (i.e. P.C. in this case) and discover if he is aware of the expectation for a weekly mentorship conversation.
- The AMP manager should consider, and be prepared to directly ask the TL, whether he sincerely wants (now or in an ongoing manner) to be TL for his team. Keep the Opening Question context: you, the AMP manager, have no pre-conceived expectations on what his answer will be or what might come up. Look into what comes up when this question is considered — anything is possible from complete ownership of the role (at the expense of "hiding out in leadership"), or a sense of being completely checked-out and phoning-it-in. In any event it is perfect just as it is, we are all on a journey, and the TL will benefit from whatever transpires (as will the AMP program and the division's cohort of TLs)
AMP's first three months have been devoted to establishing its philosophical and methodological foundations, with hands-on work in mentorship triads with team leaders. The next phase of work will focus on the active rollout of the principles across all three mentorship domains and the progressive conversion of existing dyadic mentorship relationships (of TLs and DCs) to the Triad model.
9.1 Immediate Priorities
- Begin a DC mentorship triad, to study the particular needs and priorities of that role and how they can be aided by co-mentorship.
- Begin Stage 1 (Witnessing) contacts with all existing dyadic pairs identified for transition.
- Conduct interviews of existing mentors where apropriate, using the Grading Rubric to establish a baseline understanding of the quality of their mentoring skills.
- Develop training materials based on the Five Best Practices and Five Things to Avoid for use in mentor orientation.
9.2 Medium-Term Goals
- Achieve Triad conversion of all existing dyadic mentorship relationships where both men are willing and ready.
- Establish a consistent reporting cadence across TL Mentorship in all divisions, providing MDI-level visibility into an area that has historically been opaque.
- Develop a shared language and set of expectations between DC Mentorship, TL Mentorship, and MTP Mentorship, so that a man who has been mentored well in one domain experiences a recognisable standard of care if he encounters mentorship in another domain.
- Identify and develop a cohort of men capable of serving as Triad Leaders, with particular attention to the TL Mentorship domain, which currently lacks the experienced cohort available in DC Mentorship.
9.3 Longer-Term Vision
AMP envisions a future in which every man in MDI — from the newest team member to the most experienced Division Coordinator — has access to mentorship that is genuinely transformative: mentorship that holds him accountable to his whole life, not merely his MDI performance; that challenges him with Opening Questions rather than pre-packaged advice; and that connects him to a community of men who are committed to each other's greatness.
When that vision is realised, MDI will not merely produce good team leaders and effective division coordinators — it will produce men whose commitment to the success of all Mankind motivates them to make contributions that live beyond themselves.
Three months into its existence, the Aligned Mentorship Program has established the conceptual and structural foundations necessary to transform mentorship across MDI. The program has done so by drawing on the deepest values of the MDI tradition — accountability, truth-telling, the removal of the mask, and the commitment to become the man one was born to be — and applying them with rigour and intentionality to the mentorship relationship itself.
The work ahead is significant. Changing the culture of mentorship within an organisation of 500 men, across four regions and multiple program areas, does not happen quickly. But the first three months have demonstrated that the principles are sound, the model is coherent, and the men who encounter this work recognise something true in it.
These words of the symbolic initiation, to be spoken by a man who is joining an MDI team, are not merely an onboarding ritual. They are a description of what MDI, with the aid of the AMP program, are building: a community of men who hold each other to their greatest potential. AMP exists to make mentorship within MDI worthy of the commitment every man has already made.
This page was written in the "embarrassingly readable" markup language RHTF, and was last updated on 2026 Apr 10.
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