This qualitative case study was designed to investigate mentors and mentees and their relationships in a formal group-mentoring program. Results and findings were expected to contribute to the literature on how to best support future new faculty and senior faculty careers by providing data on the opinions of those who participated in the mentoring program. The study may also add to the limited literature on the successes and challenges of using a group mentoring model. The researcher interviewed 20 faculty members who participated in a formal mentoring program. The interviews examined how and in what ways faculty mentors and mentees describe what they understand, integrate, and implement in their relationship after going through this program; the mentors’ and mentees’ perceptions of the materials and activities in the program in supporting their efforts in developing a mentoring relationship; and after completing the mentorship program, the success and challenges in sustaining an effective mentoring relationship. In addition to interviews, a focus group was conducted and archival documentation was reviewed. The study site was a private 4-year college in the eastern region of the United States. Data collection included interviews, a focus group, and documents. Interpretation analysis was used to identify themes. An analysis of the data revealed the importance that experiences, resources, knowledge, trust, support, and feelings of connection to the institution have on an a successful mentoring relationship in a group mentoring model.

Despite the increased rate of women in the workplace and more women acquiring advance degrees, there are still barriers in the workplace that hinders the advancement of women. The focus of this qualitative study was first to understand the perceptions and beliefs of six female managers' experiences during the developmental process of an all-female mentoring program. The second focus was to provide information on the importance of mentoring in the development and advancement of women in the workplace. Utilizing a phenomenological methodology, a descriptive approach was employed to examine and describe the thought processes and subjective views of the participants' role, understanding, and expectation of the program development. The purpose of this applied dissertation was to examine and describe from the participants' perspectives the factors that hindered the successful development of the mentoring program. Based on the analysis of the data collected from the semi-structured interviews, four themes emerged: (a) purpose for mentoring program development, (b) perception of barriers to mentoring program development, (c) perception of management role in program development, and (d) perception of program outcome. The data collected as a result of this study revealed five findings: (a) mentoring programs are an important human resource intervention, (b) the lack of top management support and commitment adversely affected the successful development of the mentoring program, (c) the successful development of a mentoring program requires the clear establishment of the program goals and objectives, (d) research does not fully support the findings that women in senior positions will advocate for women in lower ranking positions, and (e) the top management role is an essential component in the continued success of mentoring programs. This study offers insight into female managers' perceptions of the barriers that affect mentoring program development and insight into the development of successful mentoring program.

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