Modeling the Impact of Mentoring on Women’s Work-Life Balance: A Grounded Theory Approach
Abstract
:1. Introduction
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- What are the dimensions and components of women’s work-life balance in mentoring?
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- What is the work-life balance model of women in mentoring?
2. Theoretical Foundations and Research Background
2.1. Mentoring
2.2. Work-Life Balance
2.3. Work-Life Balance and Mentoring Process
3. Research Methodology
3.1. Sampling
3.2. Data Collection Method
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- How is a constructive and effective relationship between the mentor and the female mentee formed in mentoring?
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- Is the gender of the mentor effective in forming the relationship between the parties? How?
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- Do mentors help balance women’s work and personal roles?
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- What are the factors that improve the balance between women’s work and personal plans in the relationship between the mentor and the mentee?
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- Can the friendship relationship between the mentor and the female mentee help manage women’s work and personal roles?
3.3. Data Analysis Method
4. Research Findings
4.1. Central Category
“…If the division of labor and tasks is balanced, that is, a combination of simple tasks and challenges to women, it can be effective. Because the parties trust each other, stress levels are reduced, and work efficiency is increased”.(Interview 3)
“… By sharing job responsibilities among female mentees, mentors increase expertise and efficiency of mentees when performing activities and leads to better management of organizational and personal tasks …”.(Interview 13)
4.2. Antecedents
“…one of the important solutions is that the goals, characteristics, and consequences of mentoring are properly embedded in the organizational culture”.(Interview 1)
“…In the work environment, according to the conditions, there must be the necessary and appropriate infrastructure for the effective implementation of mentoring”.(Interview 2)
“If mentees, especially women, feel safe and secure in their work environments, they can enter their home and personal life with a good mood due to the effective output they had in the workplace, and transfer this good feeling to their personal life as well”.(Interview 12)
“In order for mentoring to be effective in better managing the role and personal roles of female mentees, the precise definition of the duties and responsibilities of the mentees must be provided”.(Interview 6)
“Since we participated in mentoring, our mentor has planned the tasks in such a way that we can use our vacations at special intervals, and this has improved the morale and job satisfaction of the female mentees in the organization”.(Interview 5)
“A female mentee should have peace of mind both in the family and in the workplace. If a female mentee is not calm in the family environment and is constantly involved in many problems, she will certainly bring stress and tension into the workplace”.(Interview 15)
“In the process of mentoring, in order to improve the relationship between the mentor and the female mentee, it is better for them to empathize with each other, think together and think of common goals so that they can have a suitable output for themselves and the organization”.(Interview 4)
“It is important mentoring process training programs have the necessary flexibility. In other words, each organization should have program design and content development according to its organizational conditions”.(Interview 2)
4.3. Contextual Factors
“If the laws and policies of society are revised and amended, a number of discriminations against women may be eliminated”.(Interview 11)
4.4. Constraints
“Most organizational decision-makers are men, they are closer to the top officials of the organization, and they decide about the number of female managers. Their perception is that most of their mental concerns are with family responsibilities, and they may not be able to spend adequate time on organizational tasks properly. Certainly, these things affect their career path”.(Interview 12)
4.5. Consequences
4.6. Theoretical Coding
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- Antecedents, including cultural considerations, mentor’s considerations, individual considerations, organizational structural considerations, macro structural considerations, intra-organizational considerations, supportive considerations, demographic considerations, interpersonal considerations, and educational considerations, affect role management (as the central category).
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- Contextual factors, including social considerations and legal considerations, affect role management through antecedents.
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- Constraints, including organizational constraints, individual constraints, interpersonal constraints, cultural constraints, environmental constraints, and family constraints, affect role management through antecedents.
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- Roles management is achieved as a central factor based on antecedents, taking into account social and legal considerations and constraints. Role management will result in the realization of individual, organizational, interpersonal, and family consequences.
5. Conclusions and Recommendations
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
Appendix A
Participant Code | Job Title | Gender | Education | Work Experience | Type of Participation | Interview Duration | ||||
---|---|---|---|---|---|---|---|---|---|---|
Female | Male | Over 15 Years | Less Than 15 Years | Mentee | Mentor | More Than 1 h | Less Than 1 h | |||
A | Deputy Head of Culture and Urban Development | ✓ | Masters | ✓ | ✓ | ✓ | ||||
B | Master of Human Resources | ✓ | Masters | ✓ | ✓ | ✓ | ||||
C | Director of Veterans Affairs | ✓ | Masters | ✓ | ✓ | ✓ | ||||
D | Finance and Administration Manager | ✓ | Masters | ✓ | ✓ | ✓ | ||||
E | Archive Manager | ✓ | Bachelors | ✓ | ✓ | ✓ | ||||
F | Head of Cultural and Social Affairs | ✓ | PhD | ✓ | ✓ | ✓ | ||||
G | IT Manager | ✓ | Masters | ✓ | ✓ | ✓ | ||||
H | Human resources expert | ✓ | Masters | ✓ | ✓ | ✓ | ||||
I | Human Resources Manager | ✓ | PhD | ✓ | ✓ | ✓ | ||||
J | Head of Cultural Affairs | ✓ | Masters | ✓ | ✓ | ✓ | ||||
K | Health Manager | ✓ | PhD | ✓ | ✓ | ✓ | ||||
L | Master of Human Resources | ✓ | Masters | ✓ | ✓ | ✓ | ||||
M | Municipal Services Manager | ✓ | Masters | ✓ | ✓ | ✓ | ||||
N | Director of Administrative Affairs | ✓ | Masters | ✓ | ✓ | ✓ | ||||
O | Head of Welfare Affairs | ✓ | Masters | ✓ | ✓ | ✓ | ||||
P | Financial manager | ✓ | Masters | ✓ | ✓ | ✓ | ||||
Q | Director of Administrative and Recruitment Affairs | ✓ | Masters | ✓ | ✓ | ✓ | ||||
R | Director of Education | ✓ | Masters | ✓ | ✓ | ✓ | ||||
S | Master of Human Resources | ✓ | PhD | ✓ | ✓ | ✓ | ||||
T | Human Resources Manager | ✓ | Masters | ✓ | ✓ | ✓ |
Main Category | Subcategories | Focused Codes | ||
---|---|---|---|---|
Dimensions and components of the impact of mentoring on the work-life balance of women | Antecedents | Cultural Considerations | Making mentoring as a culture | |
Cultural support for women | ||||
Mentor Considerations | Behavioral | being honest | ||
Being kind | ||||
Being an effective listener | ||||
Justice in interactions | ||||
Flexibility | ||||
Cultural Intelligence | ||||
Emotional Intelligence | ||||
Role modeling | ||||
Effective expression power | ||||
Specialized | Being an expert | |||
Availability | ||||
Problem solving ability | ||||
Effective leadership skills | ||||
Decision-making skill | ||||
Long-term vision | ||||
Awareness of women’s psychology | ||||
Individual Considerations | Behavioral | Mental maturity | ||
Being responsible | ||||
Being independent | ||||
Specialized | Trying to reach the goal | |||
Readiness to attend mentoring | ||||
Mentoring acceptance | ||||
Interest in participating in mentoring | ||||
Feeling the need to participate in mentoring | ||||
Female mentee’s desire to learn | ||||
Organizational Structure Considerations | Internal Processes | Infrastructure for mentoring | ||
Level of organizational maturity | ||||
Flexible organizational policies | ||||
Mentoring flexibility | ||||
Effective mentoring targeting | ||||
Organizational Structure | Flexible organizational structure | |||
Intra-organizational Considerations | Managerial Considerations | Managers’ support for mentoring | ||
Managers’ interactions with women | ||||
Supervising the training course | ||||
Monitoring the implementation of mentoring | ||||
Employing expert mentors | ||||
Peace of mind in the workplace | ||||
Long-term mentoring | ||||
Organizational transparency | ||||
Using internal mentors | ||||
Mentoring needs assessment | ||||
A systematic look at organizations | ||||
Macro Structural Considerations | Requires learning and flexible processes, mentoring | |||
Support for learning and flexible processes, mentoring | ||||
Demographic Considerations | Gender of the mentor | |||
Age similarity of the parties | ||||
Supportive Considerations | Job Supports | Type of job duties | ||
Career planning | ||||
Career justice | ||||
Flexible career path | ||||
Job Description Definition | ||||
Meaningfulness of job duties | ||||
More diverse career paths | ||||
Effective job rotation | ||||
Motivational Supports | Welfare amenities | |||
Flexible work schedules | ||||
Considering vacations | ||||
Paying attention to motivational issues | ||||
Flexible job tasks | ||||
Considering breastfeeding hours | ||||
Considering maternity leave | ||||
Paying attention to telecommuting | ||||
Presenting kindergarten | ||||
Flexible working hours | ||||
Family Supports | Family support | |||
Mutual understanding of family members | ||||
Interactions of family members | ||||
Peace of mind in the family atmosphere | ||||
Cooperation of family members | ||||
Financial Supports | Justice in payments | |||
Compensation for effective services | ||||
Scientific indicators in the payment of benefits | ||||
Mentor Supports | Specialized support | |||
Behavioral support | ||||
Educational Considerations | Educating male managers to better understand women | |||
Holding a training course for mentoring | ||||
Flexibility in the way of holding the training course | ||||
Performance evaluation of the training course | ||||
Holding a training course on maternity leave | ||||
Interpersonal Considerations | Constructive interactions of the parties | |||
Mutual respect | ||||
Mutual understanding | ||||
Mutual honesty | ||||
Employing group mentoring | ||||
Strategic thinking of the parties | ||||
Long-term communication between the parties | ||||
The human and moral view of the parties | ||||
Intellectual similarity of the parties | ||||
Having transgender vision | ||||
Common goals | ||||
Mutual trust | ||||
Using virtual mentoring | ||||
two-sided cooperation | ||||
Collaborative decision making | ||||
Contextual Factors | Social Considerations | Community supportive environment | ||
Legal Considerations | Amending the general laws and policies of the society | |||
Central Category | Role Management | Task Division | ||
Job Sharing | ||||
Constraints | Cultural Constraints | Restrictions and stereotypes against women | ||
Low self-esteem of women | ||||
Environmental Constraints | Legal restrictions | Job Restrictions for Women’s Jobs | ||
Social constraints | The traditional nature of society | |||
Individual Constraints | Physical limitations | |||
Mental conflicts | ||||
Interpersonal Constraints | Lack of mutual understanding | |||
Lack of constructive interactions | ||||
Family Constraints | Problems of family life | |||
Number of children | ||||
More responsibilities in the family | ||||
Lack of family support | ||||
Organizational Constraints | Political behaviors in the organization | |||
Lack of culture of mentoring | ||||
Lack of organizational support | ||||
Traditional workspace of organizations | ||||
Low flexibility in training and human resource development | ||||
Low number of expert mentors | ||||
Low number of female mentors | ||||
Ignoring women in the workplace | ||||
Lack of effectiveness of training courses | ||||
Problems of multiple organizational roles | ||||
Less job security for women | ||||
Management constraints | Lack of managerial support for women | |||
Lack of management support for mentoring | ||||
Financial limitations | Discrimination in payments | |||
Financial constraints of the organization | ||||
Job Restrictions | Barriers to women’s careers | |||
Fewer career advancement opportunities for women | ||||
Structural constraints | Low level of organizational maturity | |||
Inflexibility of organizational structure | ||||
Consequences | Organizational consequences | Improving Performance | ||
Reducing Costs | ||||
Improving organizational culture | ||||
Improving organizational citizenship behaviors | ||||
Improve organizational commitment | ||||
Interpersonal consequences | Improving mutual understanding | |||
Mutual growth of the parties | ||||
Creating a sense of constructive competition | ||||
Improving mutual learning | ||||
Individual consequences | Career advancement | |||
Performance improvements | ||||
Increasing job satisfaction | ||||
Increasing job commitment | ||||
Reducing dropout | ||||
Individual development | ||||
Improving decision making | ||||
Improving sociability | ||||
Improving creativity | ||||
Improving physical health | ||||
Improving the quality of life | ||||
Improving self-confidence |
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Researchers | Title | Results |
---|---|---|
(Asghar et al. 2018) | The impact of work-family conflict on turnover intentions: the moderating role of perceived family supportive supervisor behavior | Mentoring reduces the conflict between the professional and personal lives of individuals. |
(DeMeyer and DeMeyer 2018) | Mentoring the next generation of authors. | Good mentoring balances the work-life of individuals and also increases motivation, skills development, knowledge and contributes to the professional ethics of employees. |
(Adnan Bataineh 2019) | Impact of work-life balance, happiness at work, on employee performance. | By implementing flexible work plans, caring for children of working mothers, parental leave, and supervisor support for employees, organizations reduce the conflict between individuals’ personal and professional lives, increase job satisfaction, reduce job stress, and reduce employee intentions. |
Initial Code | Interview Text | The Key Point |
---|---|---|
B10 | One of the important factors for the implementation of mentoring is to prepare the appropriate organizational context and infrastructure for the implementation and participation of employees in mentoring. | Providing organizational context and infrastructure |
C17 | One of the main factors for implementing mentoring is paying attention to organizational maturity. In other words, if organizations have not reached an appropriate level of maturity, they cannot effectively implement mentoring. | Effectiveness of organizational maturity |
E5 | One of the main approaches of the mentor in mentoring is to involve all the female mentees in each other’s duties, that is, everyone can do each other’s activities properly and there is no disruption in the activities. | Effective job rotation |
Focused Code | Key Concepts | Related Initial Codes |
---|---|---|
FF14 | Effective communication between the parties | F19-F38-F39 |
FI47 | Providing the infrastructure to run the process | I74-I97-I103 |
FG42 | Existence of mutual trust | G50-G62-G67 |
Main Category | Subcategories | Focused Codes | ||
---|---|---|---|---|
impact of mentoring process on women’s work-life balance | Antecedents | Individual Considerations | Behavioral | Mental maturity |
Being responsible | ||||
Being independent | ||||
Specialized | Trying to reach the goal | |||
Readiness to attend mentoring | ||||
Mentoring acceptance | ||||
Interest in participating in mentoring | ||||
Feeling the need to participate in mentoring | ||||
Female mentee’s desire to learn | ||||
Central Category | Role Management | Task Division | ||
Job Sharing |
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Bahrami, P.; Nosratabadi, S.; Palouzian, K.; Hegedűs, S. Modeling the Impact of Mentoring on Women’s Work-Life Balance: A Grounded Theory Approach. Adm. Sci. 2023, 13, 6. https://doi.org/10.3390/admsci13010006
Bahrami P, Nosratabadi S, Palouzian K, Hegedűs S. Modeling the Impact of Mentoring on Women’s Work-Life Balance: A Grounded Theory Approach. Administrative Sciences. 2023; 13(1):6. https://doi.org/10.3390/admsci13010006
Chicago/Turabian StyleBahrami, Parvaneh, Saeed Nosratabadi, Khodayar Palouzian, and Szilárd Hegedűs. 2023. "Modeling the Impact of Mentoring on Women’s Work-Life Balance: A Grounded Theory Approach" Administrative Sciences 13, no. 1: 6. https://doi.org/10.3390/admsci13010006
APA StyleBahrami, P., Nosratabadi, S., Palouzian, K., & Hegedűs, S. (2023). Modeling the Impact of Mentoring on Women’s Work-Life Balance: A Grounded Theory Approach. Administrative Sciences, 13(1), 6. https://doi.org/10.3390/admsci13010006