„‚ CONDITIONS THAT HINDER EFFECTIVE COMMUNICATION

the organization’s reward system, performance-management systems, task design, and
culture. Through systematic interviews with members of the relevant groups, data can be
collected to determine the appropriate objectives (for example, to provide mentoring for
women and minorities, to enhance mentoring for all employees, to expand careerdevelopment
processes in the organization), the appropriate subsystems to be involved
(one department, one division, the entire organization), the willingness and capability of
members to support the proposed objectives and required change, and the resources
available to support the intervention goals and strategy (Beckhard, 1969).
The data-collection phase of such an approach lays the foundation for a
collaborative effort so that organizational members develop a sense of ownership for the
proposed changes (Beckhard & Harris, 1977; Beer, 1980). Resistance to change is then
minimized (Alderfer & Brown, 1975).
Diagnosis and Action Planning
These phases include a synthesis of the information gathered and identification of
possible alternative actions. For example, if the data show that only bottom-line results
currently are rewarded, changes in the reward system are necessary. The data are likely
to show factors that already encourage mentoring behavior; for instance, task design
already may foster frequent interaction between junior and senior employees, or
performance-appraisal systems already may require managers to provide some
mentoring functions. These supporting factors should be built on during the actionplanning
process.
Alternative options must be assessed in light of other change processes and
developmental efforts in the organization into which the development of mentoring
relationships could be incorporated.
Intervention
There is no one right way to intervene in any situation; a number of strategies can lead
toward the same end (Nadler & Tushman, 1980). The choice and sequencing of
educational and structural interventions must be made on the basis of predicting the
potential costs and benefits of each alternative. In particular, it is necessary to anticipate
possible resistance and how it might be addressed (Kotter & Schlesinger, 1979; Watson,
1969; Zalman & Duncan, 1977). The potential mentors may be resistant because they
have never received mentoring and/or they resent the opportunity provided to junior
colleagues. The potential protégés may be resistant because they do not trust senior
managers to have their interests at heart, they do not respect the competence and advice
of senior colleagues, and/or they do not have the attitudes and skills required to initiate
relationships with potential mentors. Senior managers may be resistant because their
concern for “results” questions the energy that will be directed toward development of
people. Each of these sources of resistance can become a focus for intervention (Bennis,
Benne, & Chin, 1969; Lewin, 1951).
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The Pfeiffer Library Volume 6, 2nd Edition. Copyright ©1998 Jossey-Bass/Pfeiffer