„‚ CONDITIONS THAT HINDER EFFECTIVE COMMUNICATION

structures and systems in the organization in order to elicit different behaviors from
organizational members. Each type has advantages and limitations; in most instances,
educational and structural interventions should be designed and implemented
simultaneously or in sequence in order to reinforce each other.
Educational Interventions
In addition to increasing knowledge, skills, and positive attitudes, educational
interventions can contribute to a change in the culture of the organization by reinforcing
new values.
The intervention used will depend on the particular setting and the objectives that
have been defined. For example, in a setting in which a career-development system is
functioning well, education related to mentoring could be incorporated into training that
supports the system. In a setting in which there is an interest in enhancing the quality
and availability of mentoring for women and minority-group members, specialized
training for these groups as well as for the potential mentors would be appropriate.
It is possible to outline the predictable issues, topics, and concerns that would be
relevant for target groups at different career stages (see Table 2). Research on mentoring
and on life and career stages indicates that a different training program would be
appropriate for each age group or career stage (Baird & Kram, 1983; Hall, 1976;
Levinson et al., 1978; Phillips-Jones, 1982).
For People in Early Career. This target group is likely to be concerned with
learning how to function in the organization and/or preparing for advancement (Dalton
et al., 1977; Hall, 1976; Schein, 1978; Webber, 1976). The primary training objective
should be to educate these people about the importance of relationships with senior
colleagues who can coach, guide, and sponsor them as they attempt to build competence
in their new careers. This input may encourage these people to consider how they might
develop supportive relationships in their work settings and also can help to legitimize
their uncertainty about their competence, potential, or career plans at this stage.
Self-assessment and skill-development activities also are necessary so that people
can assess their own developmental needs and their current relationships and set goals
for their own development and for relationships that can support them along the way.
Equally important is the opportunity to develop interpersonal skills through a variety of
experiential methods that strengthen trainees’ abilities to initiate and build supportive
alliances.
For People in Mid-Career. This population varies considerably in terms of age and
career experiences. Ranging in age from thirty-five to fifty-five, some of these people
already may have reached a plateau in terms of future advancement while others still
may be advancing. Each of these people has a substantial history in the organization or
in a particular career, as well as a history of relationships. Mid-career generally is a
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