The Ethical Dilemmas of Mentorship: Lessons from a Junior Achievement Experience

In the realm of professional development and mentorship, there are often moments that challenge our ethical boundaries—times when we may bend the rules, sometimes in the name of learning. One such instance occurred during a mentorship program I partook in as a second- and third-year associate, where our group volunteered to guide a high school Junior Achievement (JA) team in starting a small business. The premise was simple: the students would create and operate a business over a period of two to three months.

Our team opted to sell fruit baskets, an idea that seemed not only practical but also enjoyable. The students would purchase bulk fruit and baskets, assemble them, and deliver the finished products to homes within the local community. However, navigating the constraints of the JA program proved challenging, particularly a prohibitive rule that forbade the incurring of debt. While this regulation likely aimed to protect the students from financial pitfalls, it inadvertently complicated our ability to manage the operation effectively.

The core issue was clear: how could we procure the raw materials—fruit and baskets—without upfront capital? Our solution, while perhaps unconventional, allowed us to sidestep this dilemma. We required customers to prepay for their fruit baskets, thus generating the necessary funds to fulfill the orders without directly taking on debt. From a practical standpoint, this strategy was remarkably effective.

However, the ethical implications of this approach came to light when it was time to submit weekly financial reports to the JA office. The challenge arose because accurately reflecting our cash collections and deferred revenue would undoubtedly raise red flags with the organization’s oversight team. Yet, maintaining an accurate record of who had paid and who was yet to receive their order was crucial for our operation.

In an unintentional twist, we began to keep two sets of financial records: one for our internal use, which reflected the true state of our business, and another to submit to the JA office, which would appear compliant with their guidelines. To our surprise, the students we mentored were in on this dual Accounting scheme. As the weeks progressed, we found ourselves in a rather comical situation: our mentoring group, initially oblivious, realized that we were effectively operating two sets of books.

When we reached this realization, it became clear that the project was approaching its conclusion, and we decided to continue with our unorthodox approach. While the experience was filled with laughter and a sense of camaraderie, it