DEVELOPING A MODEL FOR UNDERSTANDING THE RELATIONSHIP BETWEEN MENTORING AND PARTICIPATION (MANAGEMENT, PARTICIPATORY MANAGEMENT, DEVELOPMENTAL RELATIONSHIPS)

This study examines the perceptions of ten experts on the way participation effects developmental relationships (i.e., mentoring) in organizations. Each subject interviewed was an expert on either mentoring or participation, and had recently conducted research on either mentoring relationships or management theory in the past ten years. The ten experts were: Ken Blanchard, Arthur Eve, Grant Ingle, Kathy Kram, Daniel Levinson, Harry Levinson, Agnes Missirian, William Ouci, Edgar Schein and Peter Senge. The principal outcomes of this research were: (a) summary and analysis of expert opinion on the relationship between mentoring and participation, and (b) a two-stage model for understanding the relationship between mentoring and participation. The data is presented highlighting the subjects\u27 response to nine speculations on the relationship between mentoring and participation. The speculations focused on peer versus hierarchical relationships, the importance of communication and networking abilities, changes in the nature of teaching and learning in mentoring relationships, multiple relationships versus single relationships, differences for men and women, and cross-gender relationships. Stage One of the model presents the Mentoring and Participation Matrix, which integrates Rensis Likert\u27s four system modal on organizational characteristics and Kathy Kram\u27s model on functions of mentoring relationships. The matrix suggests a categorization of the types of mentoring functions likely to occur in each of the four systems, which exist on a scale from highly autocratic to highly participative. Stage Two of the model presents the Intentional Management typology of managerial styles. The model, based on the Mentoring and Participation Matrix and the data analysis, presents four different managerial approaches, Manager as Proprietor, Manager as Director, Manager as Facilitator, and Manager as Nurturer, each reflecting a different level of participation and a different extent of employee development. The model suggests that a key to effective management is the assessment of extent of employee participation required and extent of people development desired to achieve a given managerial task. Implications for management, education and future research are provided