ABSTRACT
In the literature on organizational learning, some authors (DONALDSON; ENSHER; GRANT-VALLONE, 2000DONALDSON, S. I.; ENSHER, E. A.; GRANT-VALLONE, E. J. Longitudinal examination of mentoring relationship on organizational commitment and citizenship behavior. Journal of Career Development, Thousand Oaks, v. 26, n. 4, p. 233-249, 2000.; BOZEMAN; FEENEY, 2007) indicate that there are environments that are more conducive than others to the development of learning processes. Other researchers (JOO; LIM, 2009JOO, B; LIM, T. The effects of organizational learning culture, perceived job complexity, and proactive personality on organizational commitment and intrinsic motivation. Journal of Leadership & Organizational Studies, Thousand Oaks, v. 16, n. 1. p. 48-60, Aug. 2009.) argue that the values and beliefs present in an organizational culture affect how people react and behave in relation to the organizational learning process. Since mentoring is markedly an organizational learning modality, it can be assumed that culture is a strong influencing element for having an organizational context that is more or less conducive to the development of mentoring. Thus, the article aims to investigate how the organizational culture influences the process of mentoring in a consulting and auditing company. The empirical research approach was fundamentally qualitative, having adopted the simple case study and the analysis of the discourse of the collective subject (DSC), aiming interpretation of the empirical findings. As a result, three categories of values that exerted a strong influence on the emergence and development of mentoring were found in the organization studied: values linked to the valorization of technical and professional development, social interaction and human being.
Keywords:
Mentoring; Organizational Culture of Learning; Organizational Learning