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Co-edited by
Rajashi Ghosh · Holly M. Hutchins
HRD Perspectives
on Developmental
Relationships
Connecting and
Relating at Work
HRD Perspectives on Developmental Relationships
“With new data, perspectives, and frameworks on workplace and community

learning and development, career transitions, organizational engagement, and
navigating and building trust in a virtual world, Rajashi and Holly bring passion,
rigor, and care to the topic of developmental relationships, a relevant and timely
contribution in global context of change and transition. Their book appeals to
multiple stakeholders across all levels and cultures—executives, academics, coach
practitioners, organizations, and governments—embodying the spirit of diversity
and inclusion.”
—Dr. Aarti Ramaswami, Professor of Management and Deputy Dean of ESSEC
Business School, Asia-Pacific
“This excellent volume enriches and expands our understanding of the power
and potency of developmental relationships. It is a “must read” for HRD scholars
and practitioners seeking to leverage the benefits of mentoring for learning and
development within and outside the workplace. By capturing a diverse range of
perspectives and topics, this prescient collection offers valuable insights not only
for the present—but also for the future. This is the right book at the right time.”
—Dr. Belle Rose Ragins, Sheldon B. Lubar Professor of Management—University
of Wisconsin-Milwaukee
“In bringing together this collection of chapters, Rajashi Ghosh and Holly
Hutchins have curated a resource that educators, learning professionals, and
organizational leaders will regularly consult to inform their practice. The chap-
ters address a range of approaches and contexts that collectively highlight the
significance of fostering developmental relationships that are so crucial for indi-
vidual and organizational health and growth. Each chapter will stimulate your
thinking, and some will challenge you to reconsider current practice and how
developmental relationships must work towards greater inclusivity. I recommend
this book for educators, students, and learning professionals at all stages of their
career.”
—Dr. Carole Elliott, Professor of Organisation Studies, Sheffield University
Management School, UK
“I thoroughly enjoyed reading this ground-breaking text! It offers conceptual

and empirical exploration to advance understanding of developmental relation-
ships within HRD scholarship and practice. I learned that this ranges from
key foci such as learning and performance, at the individual level, to broader
related phenomena, including knowledge management, employee engagement,
change, social justice, diversity and inclusion, at the group, organizational,
community and national levels, acknowledging HRD’s impact within a complex
multi-faceted ecosystem, and its many interactions/intersections. The co-editors
have carefully curated a text that encompasses various approaches within the
workplace, including informal/accidental learning, coaching and formal/informal
mentoring, and embraces other developmental networks beyond, such as family,
friends and community, as well as those related to digitalization, social media
and virtual developmental relationships (VDRs). It was fascinating to read about
emerging developmental processes, through dialogue-based, action learning,
identity work, and employee resource groups. It was interesting to read about
various activities from career development and transitions, expatriation and repa-
triation, to assessing needs and evaluating outcomes. I liked how the book
addresses issues of difference, whether colour, gender and generation, and
considers context, such as dealing with the Covid-10 pandemic and the future
of work in a more digitalized, globalized, cross-cultural environment. The book
draws on an array of research methods and theoretical lenses, including surveys,
case studies, ethnography, vignettes, narrative inquiry and feminism. The co-
editors bring together an impressive range of authors, with many highly regarded
in the field of HRD as well as exciting new voices. The chapters are well written,
with helpful tables and figures. I particularly liked the final chapter, reflecting on
how the chapters contribute to ‘connecting and relating’, and offering sugges-
tions for future research. Overall, this is a ‘must-have’ text for HRD professionals,
in general, and developers, in particular, and would be a valuable read for
developees.”
—Dr. Sally Sambrook, Professor Emerita, Bangor Business School, Bangor
University, Wales, UK
Rajashi Ghosh · Holly M. Hutchins
Editors
HRD Perspectives
on Developmental
Relationships
Connecting and Relating at Work
Editors
Rajashi Ghosh Holly M. Hutchins
Drexel University University of North Texas
Media, PA, USA Denton, TX, USA
Both Editors have contributed equally
ISBN 978-3-030-85032-6 ISBN 978-3-030-85033-3 (eBook)

https://doi.org/10.1007/978-3-030-85033-3
© The Editor(s) (if applicable) and The Author(s), under exclusive licence to Springer
Nature Switzerland AG 2022
This work is subject to copyright. All rights are solely and exclusively licensed by the
Publisher, whether the whole or part of the material is concerned, specifically the rights
of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on
microfilms or in any other physical way, and transmission or information storage and
retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology
now known or hereafter developed.
The use of general descriptive names, registered names, trademarks, service marks, etc.
in this publication does not imply, even in the absence of a specific statement, that such
names are exempt from the relevant protective laws and regulations and therefore free for
general use.
The publisher, the authors and the editors are safe to assume that the advice and informa-
tion in this book are believed to be true and accurate at the date of publication. Neither
the publisher nor the authors or the editors give a warranty, expressed or implied, with
respect to the material contained herein or for any errors or omissions that may have been
made. The publisher remains neutral with regard to jurisdictional claims in published maps
and institutional affiliations.
This Palgrave Macmillan imprint is published by the registered company Springer Nature
Switzerland AG
The registered company address is: Gewerbestrasse 11, 6330 Cham, Switzerland
I dedicate this book to my wife, Brandy, and daughters Avery and
Charlotte, who continue to develop me everyday in living and loving. Also,
to all the individuals that have intentionally and unintentionally
mentored and shaped how I engage with the world. Finally, to Rajashi,
who embodies the spirit and gracious intent of being a true colleague and
partner.
—Holly M. Hutchins
I dedicate this book to my husband, Chayanendu, and children, Ritika,
Oishika, and Rishaan whose loving presence helps me learn and develop in
new ways everyday. Also, to all my friends and colleagues who have
nurtured my thoughts, ideas, and soul and been there for me through thick
and thin! Finally, I want to specially dedicate this book to Holly without
whom, this project could not have come to fruition. My collaboration with
Holly is a living example of connecting and relating that we want to
celebrate through this book.
—Rajashi Ghosh
Acknowledgments
We appreciate the engagement of our HRD and Management scholar

colleagues and friends from the Academy of Human Resource Devel-
opment (AHRD) and the Academy of Management (AOM) in making
significant contribution through co-authoring chapters for this book.
We are honored to have donated our editorial stipend to the AHRD
Foundation for supporting research on anti-racism.
vii
Contents
1 Situating Developmental Relationships Within HRD

Research and Practice 1
Holly M. Hutchins and Rajashi Ghosh
Part I Talent Development: Learning & Performance

Perspectives
2 Using Developmental Relationships to Navigate
Career Transitions: Implications for Diverse
Populations 15
Tomika W. Greer and Sarah E. Minnis
3 Making the Connection Between Developmental
Relationships and Employee Engagement 41
Mandolen Mull, Clayton Duffy, and Brad Shuck
4 Coaching the Imposter: Developing Emerging
Leaders as They Negotiate Identity and Imposter
Concerns 65
Angela D. Carter, Cynthia M. Sims, Holly M. Hutchins,
and Maurice Williams Jr.
ix
x CONTENTS
Part II Knowledge Management & OD Perspectives

5 Leaders Fostering Dialogue Through Developmental
Relationships: An OD Perspective 99
Rod Patrick Githens and Nileen Verbeten
6 Inter-Generational Developmental Network
and the Impact of Technology on Knowledge
Creation and Sharing 123
Sanghamitra Chaudhuri, Seung Won Yoon,
Marcia Hagen, and Agnès Legrand
7 The Power of Embedded Developmental
Relationships: Examining Interdependencies Among
Informal Learning, Developmental Coaching
Relationships, and Organizational Culture 151
Pierre Faller, Victoria J. Marsick, and Karen E. Watkins
Part III Inclusion and Social Justice Perspectives

8 Mentoring Diverse Leaders: The Necessity of Identity
Work 175
Audrey J. Murrell and Gloria O. Onosu
9 Using Feminist Mentoring to Deconstruct Privilege
and Power in Developmental Relationships:
A Narrative Inquiry 197
Ague Mae Manongsong and Joshua C. Collins
10 Employee Resource Groups: Enabling Developmental
Relationships to Support Socially just and Morally
Inclusive Organizations 219
Marilyn Y. Byrd
Part IV Online and Virtual Relating Perspectives

11 “Can You Hear Me Now?” Technical and Human
Factors in Virtual Developmental Relationships 241
Laura L. Bierema
CONTENTS xi
12 Using Developmental Relationships to Foster Trust

in Effective Virtual Teams: Lessons in Emergency
Preparedness from the COVID-19 Pandemic 273
Marie-Line Germain and David McGuire
13 Blurring of Boundaries Between Work and Home: The
Role of Developmental Relationships in the Future
of Work 305
Roland K. Yeo and Jessica Li
Part V Globalization and National Capacity Building

Perspectives
14 Successful Expatriation and Repatriation for Both
Employers and Assignees: A Developmental
Relationship Perspective 335
Yan Shen and Najung Kim
15 Cross-Cultural Styles of Relating and Connecting
in Developmental Relationships 367
Consuelo Waight and Toby Egan
16 How Developmental Relationships Can Be Used
by Organizations and Governments as Tools
for National HRD Initiatives: India and Spain 395
Ashutosh Muduli, Aitana Gonzalez Ortiz de Zarate,
and Gary N. McLean
Part VI Evaluation and Assessment Perspectives

17 Assessing the Impact of Developmental Relationships
in a Humanitarian Context 421
Julie Haddock-Millar, Chandana Sanyal, Neil Kaye,
and Holly Bennett
18 Needs Assessment in Assessing, Building,
and Supporting Developmental Relationships
in Organizations 449
Darlene F. Russ-Eft
xii CONTENTS
19 Seeking Support from Multiple Developers:

Assessing Optimal Structure, Content, Antecedents,
and Outcomes of Developmental Networks 467
Rajashi Ghosh, Wendy Murphy, Rick Cotton,
and Kathy E. Kram
Part VII Conclusion

20 Connecting and Relating Through Developmental
Relationships 503
Andrea D. Ellinger and Wendy E. A. Ruona
Index 527
Notes on Contributors
Holly Bennett works for Médecins Sans Frontières as the Evaluation &
Capitalisation Manager of the Mentoring and Coaching Hub based in
Oslo, Norway. Holly is a European Mentoring and Coaching Council
(EMCC) Accreditation Assessor. She is a coach and mentor, with a
Post Graduate Certificate in Mentoring and Coaching from Sheffield
Hallam University, and is an EMCC Global Accreditation Volunteer and
Accreditation Assessor for European Individual Accreditation (EIA).
Dr. Laura L. Bierema is a Professor, University of Georgia, College
of Education, the program of Adult Learning, Leadership, and Organi-
zation Development. Dr. Bierema’s research interests include workplace
learning, career development, women’s development, organization devel-
opment, executive coaching, leadership, and critical human resource
development. Dr. Bierema holds both bachelor’s and master’s degrees
from Michigan State University and a doctorate in adult education from
the University of Georgia. She has over 160 publications, including ten
books and the award-winning text Adult Learning: Linking Theory &
Practice with Dr. Sharan B. Merriam and the recent co-edited book
Connecting Adult Learning and Knowledge Management: Strategies for
Learning and Change In Organizations with Dr. Monica Fedeli. Dr.
Bierema served as Associate Dean for Academic Programs in the UGA
College of Education from 2013 to 2017.
xiii
xiv NOTES ON CONTRIBUTORS
Dr. Marilyn Y. Byrd is an Associate Professor of human relations at

the University of Oklahoma, Norman, OK, where she teaches diversity
and social justice in organizations, organizational behavior, leadership in
organizations, and human resources development. Dr. Byrd is a faculty
sponsor for the Student Society of Human Relations, a departmental
student organization that advocates for social justice. She was awarded
the Laura Bierema Critical HRD Award in 2019 by the Academy of
Human Resource Development. In addition to social justice, Dr. Byrd’s
research focuses on theorizing Black women’s leadership, organizational
ethics, and spirituality in the workforce.
Dr. Angela D. Carter is an Assistant Professor at Clemson University in
the Master of Human Resource Development program and an ICF ACC
Certified Leadership Coach. Dr. Carter teaches, researches, and presents
on inclusion and equity, leadership, and coaching.
Dr. Sanghamitra Chaudhuri is an Assistant Professor of Human
Resource Management at the College of Management in Metropolitan
State University, Minnesota and also the past chair of India HRD Special
Interest Group at AHRD. Her research focuses on reverse mentoring,
inter-generational learning, work-life balance, and women leadership. She
is an editorial board member of the premier journals, Human Resource
Development Review and Human Resource Development International.
Dr. Joshua C. Collins is an Associate Professor and Graduate Program
Coordinator of Human Resource Development at the University of
Minnesota-Twin Cities. His research focuses on issues of learning and
work for racial, ethnic, gender, and sexual minorities. He is also a grad-
uate and affiliate faculty in Gender, Women, and Sexuality Studies. His
research focuses on issues of learning and work for racial, ethnic, gender,
and sexual minorities.
Dr. Rick Cotton is an Associate Professor of talent management
and sustainable innovation at the University of Victoria in British
Columbia. His research interests include career success, developmental
networks, talent management, and cross-cultural management. His B.S.
in M.I.S. and Marketing (dual) is from Syracuse University and his M.S.
and Ph.D. in Organization Studies are from Boston College. He’s worked
internationally, been a change management consultant and Fortune 500
HR SVP, and has published in top-tier academic and practitioner journals.
NOTES ON CONTRIBUTORS xv
Clayton Duffy is a doctoral student at the University of Louisville’s

College of Education and Human Development. Clayton received his
M.B.A. from Rockford University, where he began research and studies
pertaining to organizational unlearning and the impact of individual’s
brand identities perceived leadership outcomes. Clayton has also taught
leadership curriculum within the BSMS degree program in the Puri
School of Business at Rockford University.
Dr. Toby Egan is an Associate Professor in the School of Public Policy
and the Robert H. Smith School of Business at the University of Mary-
land (UMD). He has 30 years of consulting experience with organizations
both in the US and internationally. He has been the recipient of several
research, service, teaching, and doctoral advising awards.
Dr. Andrea D. Ellinger is an Emerita Professor of Human Resource
Development in the Soules College of Business at The University of Texas
at Tyler. She is a former editor of Human Resource Development Quar-
terly. Her research interests include informal learning, organizational
learning and learning organizations, managerial coaching, mentoring,
employee engagement, organizational change and development. Andrea
has an extensive publication record and has presented her research region-
ally, nationally, and internationally. She has received numerous teaching,
research, and service awards during her career.
Dr. Pierre Faller is an adjunct Assistant Professor at Columbia University
Teachers College as well as an experienced executive coach and organiza-
tional development expert. He holds an Ed.D. from Teachers College,
Columbia University and an M.B.A. from University of Virginia. Faller
also serves as an organizational development consultant and coach for
global organizations in the pharmaceutical, healthcare, media, and finan-
cial services sectors. He is the author and co-author of several articles and
book chapters about workplace learning.
Dr. Marie-Line Germain is an internationally recognized scholar who
holds a Ph.D. in Leadership and Human Resource Development. She
is a Professor of Human Resources and Leadership at Western Carolina
University (The University of North Carolina System) who has published
over three dozen peer-reviewed research articles and presented research
internationally. Her research focuses on dysfunctional work behaviors,
human expertise, mental health, and other emerging HR trends. She is
xvi NOTES ON CONTRIBUTORS
a Fulbright Specialist recipient. She founded the HR Consulting Initia-

tive, which provides pro bono HR consulting nationwide, along with the
podcast show, Dear Human Resources, which is available on most podcast
platforms.
Dr. Rajashi Ghosh is an Associate Professor of Human Resource Devel-
opment (HRD) and Department Chair of Policy, Organization, and
Leadership (POL) department at Drexel University. Her research aims
to explore how different developmental initiatives (e.g., mentoring,
coaching, leadership development) can facilitate workplace learning and
development through building inclusive relational spaces and countering
the prevalence of workplace incivility. Rajashi’s work has been published
in several high-impact journals and popular media outlets. Rajashi is
the Associate Editor of Human Resource Development International
(HRDI), and also an editorial board member of Human Resource Devel-
opment Review (HRDR). Rajashi is a 2021 Rechter Fellow in Positive
Leadership.
Dr. Rod Patrick Githens serves as the Alexandra Greene Ottesen
Endowed Chair and Associate Professor in Leadership and Organization
Development at Benerd College, University of the Pacific. He focuses
on developing human and organizational potential through innovation
processes, strategy development, group facilitation, and user-centered
program development. In addition to his faculty role, Rod has worked
as a consultant, HR leader, academic program leader, assistant dean,
and associate dean. Rod’s consulting practice serves clients in all sectors,
specializing in education, government, and healthcare.
Dr. Aitana Gonzalez Ortiz de Zarate is a Faculty at Madrid Open
University (Udima, Spain) and Research Associate at the College of New
Caledonia (Canada). She is a member of the Research Group in Devel-
opment of People and Organizations (GIDEPO) at the Complutense
University of Madrid (Spain), and collaborator in the Research Group
in Training Effectiveness (Efi) at the Universitat Autònoma de Barcelona
(Spain). She has a Ph.D. in Social, Educational, and Work Psychology
from the Complutense University of Madrid.
Dr. Tomika W. Greer is Assistant Professor and Undergraduate Program
Coordinator of Human Resource Development (HRD) at the University
NOTES ON CONTRIBUTORS xvii
of Houston. She conducts and publishes research related to career devel-

opment for women, marginalized, and underrepresented populations;
focusing on career transitions and work-family integration.
Dr. Julie Haddock-Millar is an Associate Professor of Human Resource
Management and Development at Middlesex University Business School,
Visiting Professor at the International University of Monaco. Julie has led
and collaborated on a number of global impact evaluations including a
global impact of volunteer mentoring on young entrepreneurs in collabo-
ration with Youth Business International (YBI) and is currently co-leading
on an impact evaluation research on coaching in the context of personal
and professional development at Médecins Sans Frontières (MSF).
Dr. Marcia Hagen is a Professor of management and Department Chair
at Metropolitan State University. She has a Ph.D. in Human Resource
Development. Her research focus includes peer and managerial coaching,
change management, and organizational development. She also has publi-
cations in the areas of project management and andragogy. She serves on
the editorial board for Human Resource Development Quarterly.
Dr. Holly M. Hutchins is the Vice Provost of Faculty Success and
Professor of Counseling and Higher Education at the University of North
Texas. Her research focuses on identifying how learning and develop-
ment interventions can be designed and evaluated to support successful
application to the work environment. Dr. Hutchins’ research also focuses
on increasing individual agency and leadership identity in career develop-
ment notably among marginalized and underrepresented higher educa-
tion faculty. Her research has been recognized by multiple awards from
academic journals and professional organizations and through external
funding from the National Science Foundation (NSF) and industry
partners.
Dr. Neil Kaye is a Research Fellow at UCL’s Institute of Education. He
is an experienced researcher in the fields of social science, educational
research, and social policy evaluation, having worked on a wide range of
local, national, European, and international projects. His research inter-
ests include social inequalities, education policy, youth transitions, and
the impact of mentoring and coaching. Neil received his Ph.D. from
Middlesex University in 2019 with his thesis investigating the role of
“resilience” as a tool for promoting positive outcomes for disadvantaged
young people.
xviii NOTES ON CONTRIBUTORS
Najung Kim is Associate Professor at the College of Business Administra-

tion, Kookmin University (South Korea). Broadly speaking, her research
explores the dynamics of individuals’ work experiences in the context of
time. She received her Ph.D. from Boston College. Broadly speaking,
her research explores the dynamics of individuals’ career experiences
in the context of time, focusing on the concepts of identity, emotion,
age, and culture. Her work is published in various outlets including
Human Resource Management, The Oxford Handbook of Retirement,
and Human Resource Management Journal.
Dr. Kathy E. Kram is the R.C. Shipley Professor in Management,
Emerita, at Boston University. Her primary interests are in mentoring,
peer coaching, developmental networks, the role of relationships in major
career and life transitions, and the transition into retirement. She is
a founding member of the Center for Research on Emotional Intelli-
gence in Organizations (CREIO). She served as a member of the Center
for Creative Leadership’s (CCL) Board from 2002-2009. In addition
to her book, Mentoring at Work, she is co-editor of The Handbook of
Mentoring at Work: Theory, Research and Practicewith Dr. Belle Rose
Ragins, co-author of Strategic Relationships at Work: Creating your circle
of mentors, sponsors and peers for success in business and life with Dr. Wendy
Murphy, and co-author with Drs. Polly Parker, Douglas T. Hall, and Ilene
Wasserman of Peer Coaching at Work: Principles and Practices.
Agnès Legrand is a Smart Work director from Beta Lab, Smart Work
R&D Group. Her projects are specialized in Smart Office, Remote Work
and Leadership. She studied psychology in Yonsei Univ., Seoul, then she
got her certificate of Entrepreneurship & Innovation Accelerator in Tel-
Aviv Univ., Israel. Her first book Smart Work Biblewas published in 2021.
Dr. Jessica Li is a Professor and the Interim Associate Dean for Research
at the University of Illinois at Urbana-Champaign. As a well-published
scholar and the editor-in-chief of Human Resource Development Interna-
tional,she has considerable international collaborative experience. She is
also a seasoned Human Resource Development (HRD) professional with
extensive working experience in both business corporations and higher
education institutions.
Ague Mae Manongsong is a Ph.D. candidate in the Leadership and
Policy track at Drexel University’s School of Education. Her research
centers on the role of mentoring in leader development of women and
NOTES ON CONTRIBUTORS xix
minoritized women. She is currently working on research projects that

examines the impact of mentoring on impostor feelings and leader iden-
tity development as well as the impact of short-term high-quality feminist
mentoring interactions (i.e., feminist mentoring episode) on professional
development.
Dr. Victoria J. Marsick is Professor of Adult Learning & Leadership
in the Department of Organization & Leadership, Teachers College,
Columbia University. She holds a Ph.D. from the University of Cali-
fornia and an MIPA from Syracuse University. She has been inducted
into the International Adult and Continuing Education Hall of Fame,
and the Academy of Human Resource Development Scholar Hall of
Fame. Victoria focuses her scholarship and practice on naturally occur-
ring, informal learning in the workplace—by individuals, as well as
groups, communities, and organizations. She conducts action research
(and coaches in) Action Learning groups; and projects focused on
transformative listening, learning and change.
Dr. David McGuire is Reader in Human Resource Development (HRD)
at Glasgow Caledonian University. David was previously Editor-in-Chief
of Industrial and Commercial Training and Associate Editor of Advances
in Developing Human Resources. To date, he has published two text-
books and over 30 journal articles in journals including European
Journal of Training and Development, Advances in Developing Human
Resources, Human Resource Development Review and Human Resource
Development Quarterly. He has been the recipient of a number of
prestigious research awards including Scottish Crucible award, Fulbright
Scholar award, Government of Ireland scholarship, and a number of
Emerald Literati awards.
Dr. Gary N. McLean is a full-time Professor in the Ph.D.
program in Organization Development (OD) at Assumption University,
Bangkok; professor emeritus, human resource development, University
of Minnesota; former senior professor at Texas A&M University, and
renowned scholar in the Graduate School of Management at the Inter-
national Islamic University, Malaysia. He is past editor of several refereed
journals and served as President of AHRD and IMDA. He has been an
OD consultant for over 50 years. His research has covered a broad range,
including national and international HRD, gender, and OD, authoring
an award-winning OD book.
xx NOTES ON CONTRIBUTORS
Dr. Sarah E. Minnis is Assistant Professor in the Master of Science in

Human Resources program at Western Carolina University. She has a
primary research interest in military veterans’ academic and career transi-
tion post military service as well as engaging critical practice in developing
inclusive organizations.
Dr. Ashutosh Muduli is a Senior Faculty of Management, Pandit
Deendayal Petroleum University, India. He has published research arti-
cles in international journals on themes related to human resource
development, training transfer, strategic HRM, workforce agility, social
media recruiting, adult learning, and others. He is associated with
several national and international journals as editor, associate editor, and
reviewer.
Dr. Mandolen Mull is the Chair of the Puri School of Business, Director
of the Degree Completion Program, and an Assistant Professor of Leader-
ship at Rockford University. With a Ph.D. in organizational development
and change, and an MBA in international business, Dr. Mull previously
was a faculty member at Tarleton State University and the McLane School
of Business at the University of Mary Hardin-Baylor where she taught
courses in business management, statistics, and international business.
Dr. Mull consults and conducts scholarly research with organizations
across the globe, providing analysis and interventions targeted to improve
organizational performance outcomes.
Dr. Wendy Murphy is the Associate Dean of the Undergraduate School
and a Professor of Management at Babson College. Her research is at
the intersection of careers, mentoring, and diversity issues. Murphy has
published her work in a range of journals, such as Human Resource
Management, Gender in Management, Journal of Management, and
the Journal of Vocational Behavior, among others. Her book with Dr.
Kathy Kram, Strategic Relationships at Work: Creating Your Circle of
Mentors, Sponsors, and Peers for Success in Business and Life, bridges
mentoring scholarship and practice.
Dr. Audrey J. Murrell is a Professor of Business Administration,
Psychology, Public and International Affairs at the University of Pitts-
burgh. Her research focuses on mentoring, diversity, leadership develop-
ment, and social responsibility in business. She is the author of several
books including: “Mentoring Dilemmas: Developmental Relationships
within Multicultural Organizations” (with Faye Crosby and Robyn Ely);
NOTES ON CONTRIBUTORS xxi
“Intelligent Mentoring: How IBM Creates Value through People, Knowl-

edge and Relationships” (with Sheila Forte-Trummel and Diana Bing);
“Mentoring Diverse Leaders: Creating Change for People, Processes and
Paradigms” (with Stacy Blake-Beard); and, the recent book entitled,
“Diversity Across Disciplines: Research on People, Policy, Process and
Paradigm” (with Jennifer Petrie-Wyman and Abdesalam Soudi).
Dr. Gloria O. Onosu conducts research on leadership development and
identity, cross-cultural engagement, diversity, equity, and inclusion. She
is currently a Visiting Assistant Professor at Krannert School of Manage-
ment, at Purdue University. Gloria received her M.A and Ph.D. at the
Indiana University of Pennsylvania. Her research work has been published
in Journals and presented at national and international conferences.
Dr. Wendy E. A. Ruona is an Associate Professor at The University
of Georgia, where she shepherds the Ed.D. in Learning, Leadership &
Organization Development. She is former President (2016–2018) of the
Academy of Human Resource Development (AHRD). Wendy’s scholarly
work has focused on: strategic planning, alignment, and implementation
in organizations, the systems that support performance, talent manage-
ment, organization development and change, and building the HRD
profession (foundations and what is required for strategic alignment and
contribution). Wendy has published over 50 articles, chapters, and papers
and received numerous awards recognizing her scholarship and service in
HRD.
Dr. Darlene F. Russ-Eft is a Professor Emerita of Adult and Higher
Education, College of Education, Oregon State University (OSU) and
Assistant Professor of Practice in Technology Leadership & Innovation
within the Purdue Polytechnic Institute, Purdue University. Her research
focuses on issues related to workplace education and learning, leadership
development, and evaluation of human resource development interven-
tions. Her most recent book is titled Case Studies in Needs Assessment
(2020, Sage). She is past president of the Academy of Human Resource
Development (AHRD); past board member of the American Evaluation
Association; and past editor of Human Resource Development Quarterly.
Dr. Chandana Sanyal is a Senior Lecturer in Human Resource Manage-
ment and Development at Middlesex University Business School, and the
Group Lead for European Mentoring and Coaching Council (EMCC)
xxii NOTES ON CONTRIBUTORS
European Individual Accreditation (EIA). She has over 20 years’ expe-

rience as a human resource practitioner and a senior manager in the
Public Sector. Her current research activities focus on mentoring, action
learning, and mindfulness within leadership programs.
Dr. Yan Shen is Associate Professor at Gustavson School of Business,
University of Victoria (Canada). Her primary research interests include
careers across cultures, expatriates, and mentoring and developmental
networks. She has a particular interest in China and emerging economies.
Her articles have appeared in journals such as Academy of Manage-
ment Journal, Human Relations, Human Resource Management, Human
Resource Management Journal, Sloan Management Review, Careers
Development International, and The International Journal of Human
Resource Management.
Dr. Brad Shuck is a Professor of human resource and organizational
development at the University of Louisville (Louisville, KY). His research
focuses on core experiences of work including how employees experience
engagement in the workplace, compassionate leadership, and organiza-
tional development. Shuck’s current research projects are focused on
compassion fatigue and the relationships between compassion, well-being,
and performance. His work integrates engagement theory alongside
individual level health outcomes and performance. Shuck is a 2021
Rechter Fellow in Positive Leadership.
Dr. Cynthia M. Sims is an Associate Professor, in the Department of
Educational and Organizational Leadership at Clemson University. Her
research focuses on the ways gender and diversity influences the enact-
ment of leadership in the workplace. She was recognized with an Emerald
Literati Award, Highly Commended 2019 for a research publication. Dr.
Sims is the founder director and co-lead of Clemson’s gender equity lead-
ership development and mentoring program for faculty an ADVANCE
initiative.
Nileen Verbeten works as a full-time professional facilitator to help
organizations align their efforts to create the future they desire. Her
consulting focuses on government agencies, community development,
healthcare, and nonprofits. She helps her clients improve operations,
develop and implement strategic plans, and facilitate discussions around
complex issues. She also serves as adjunct faculty at University of the
Pacific, in the Organizational Learning and Effectiveness Program. Prior
NOTES ON CONTRIBUTORS xxiii
to becoming a full-time consultant, Nileen worked for many years in

the healthcare sector, supporting large medical systems in developing and
implementing managed care strategies.
Dr. Consuelo Waight is an Associate Professor of human resource
development (HRD) at the University of Houston. Consuelo’s research
interests include executive education, mergers and acquisitions, and global
HRD. She has 25 years of consulting experience in the US and interna-
tionally. Consuelo is the recipient of a Fulbright Student Award (1995)
and a Fulbright Scholar Award (2016).
Dr. Karen E. Watkins is Professor of Learning, Leadership and Organi-
zational Development in the College of Education at The University of
Georgia. She holds a Ph.D. from the University of Texas at Austin and an
M.A. from the University of Wisconsin. Karen’s scholarly interests include
organizational learning assessment, informal and incidental learning, and
action science.
Watkins & Marsick developed and validated the Dimensions of the
Learning Organization Questionnaire (1997) used in over 80 published
studies. Named Scholar of the Year by the Academy of Human Resource
Development; she was inducted into the International Adult and Contin-
uing Education Hall of Fame in 2003 and the Academy of Human
Resource Development Scholar Hall of Fame in 2014.
Mr. Maurice Williams Jr. is a native of Charleston, South Carolina,
and current Ph.D. candidate at Clemson University, where his research
interests are college student recruitment and retention, leadership devel-
opment of underrepresented minorities, and youth empowerment. In
2013, he obtained an M.S.Ed.in Higher Education Management from
the University of Pennsylvania where he participated in several research
projects related to the recruitment and retention of Black and Latinx
youth, community colleges, and Historically Black Colleges and Univer-
sities (HBCUs).
Dr. Roland K. Yeo is head of talent management in Training & Devel-
opment at Saudi Aramco. His research interests include organizational
learning, knowledge spillovers in team contexts, emergent change, crisis-
induced leadership, and work reengagement. He is also Adjunct Professor
of Management at the King Fahd University of Petroleum & Minerals in
Saudi Arabia where he teaches the EMBA program.
xxiv NOTES ON CONTRIBUTORS
Dr. Seung Won Yoon is a Professor of Higher Education &

Learning Technologies at Texas A&M University-Commerce. His
research focuses on improving workplace through connecting leader-
ship, learning/knowledge sharing, and technologies applying frameworks
of social capital, network science, and data analytics. He serves as an
Associate Editor for the Human Resource Development Quarterly.
List of Figures
Fig. 2.1 Career transition phases supported by developmental

relationships 18
Fig. 3.1 Linear value stream of developmental relationships.
Note This figure builds upon operational management
tools (cf. Lindskog et al., 2016; Rahman et al., 2018)
to create a simplified pathway map of the stages
present within developmental relationships. Figure 3.1
seeks to aid organizations and leaders in the process
of identifying where breakdowns in developmental
relationships may have occurred. This framework provides
a simplified outlook of the developmental relationship
components across multiple levels of an organization (i.e.
individual, group, and organizational levels) 43
Fig. 3.2 The integrated relationship process map of engagement.
Note This figure builds directly off the previously
mentioned Linear Value Stream of Developmental
Relationships, but looks to address the intricacies of each
individual step of developmental relationships. The
aforementioned idea of why, when, what, who, and how
components of developmental relationships are each
individually linked to a specific stage in the model 44
xxv
xxvi LIST OF FIGURES
Fig. 3.3 Developmental relationship styles. Note This figure

is utilized to address the idea that developmental
relationships are not limited to cascading relationships,
but rather, can be created and nurtured through four
different relationship scenarios. Figure 3.3 provides
a visual representation of the varying levels, directions,
and possibilities of developmental relationships and their
potential for reciprocity. Additionally, this figure seeks
to further the potential creation of developmental
relationships by addressing the potential for them to be
created across different departments or specializations
(diagonal relationships) 48
Fig. 4.1 CIPS scales 73
Fig. 4.2 Logic model 73
Fig. 4.3 Coaching strategies 83
Fig. 7.1 Watkins and Marsick (1993) model of dimensions
of a learning organization Source Watkins K. and Marsick
V. (1997) Dimensions of the learning organization
questionnaire, Partners for the Learning Organization
(used by permission) 159
Fig. 7.2 Upstream and downstream scaffolding of leadership
development at GBC (adapted from Watkins &
deMarrais, 2010) 164
Fig. 10.1 ERGs developmental relationship model
for justice-principled organizations 229
Fig. 13.1 Conceptual framework of work-life boundaries
and developmental relationships 309
Fig. 15.1 Information richness and communication channels. Note
The integration of virtual/augmented reality has begun
to impact all of the areas above with the breadth of future
availability and use yet to be determined 378
Fig. 17.1 MCHub mentoring model 430
Fig. 17.2 Phase 1 Visual metaphors 442
Fig. 17.3 Phase 2 Visual metaphors 443
Fig. 18.1 Taxonomy of needs assessment approaches (Taxonmy
based on Sleezer et al., 2014) 455
Fig. 19.1 Antecedents and Outcomes of Developmental Networks
with optimal Structure and Content. Note These
antecedent factors in some cases may act as moderators,
mediators or variables at higher levels of analysis 480
List of Tables
Table 4.1 Demographics 72

Table 5.1 Key differences between diagnostic and dialogic
approaches to OD 102
Table 5.2 Types of developmental relationships with diagnostic
and dialogic approaches to OD 106
Table 6.1 Intergenerational developmental networking alternatives 142
Table 7.1 Developmental relationships through coaching 155
Table 10.1 Selected companies from diversityInc’s best companies
for ERGs 228
Table 11.1 My coach Amanda women’s leadership coaching
plan for powerful presence, minimal minimizers
(communication) 259
Table 11.2 Culturally responsive strategies mentors and coaches
can use to help mentees and coachees address injustice
and aggressions in organizations 263
Table 11.3 Racial and cultural broaching style and corresponding
cultural competence 265
Table 12.1 Barriers, possible solutions and the role of developmental
relationships in building trust within virtual teams 280
Table 13.1 Boundary-crossing behaviors 315
Table 13.2 Implications for HRD research and practice 323
Table 14.1 Key themes from the review 345
Table 15.1 Cultural dimensions: Hofstede (1980) 370
Table 15.2 Intercultural learning tools and exercises 385
Table 16.1 Summary of the findings 408
xxvii
xxviii LIST OF TABLES
Table 17.1 Summary of evaluation phases 432

Table 19.1 Assessment questions for network size 471
Table 19.2 Assessment questions for network strength 472
Table 19.3 Assessment questions for network density 474
Table 19.4 Assessment questions for network range 475
Table 19.5 Assessment questions for demographic diversity
of networks 477
Table 19.6 Assessment questions for network support 479
CHAPTER 1
Situating Developmental Relationships

Within HRD Research and Practice
Holly M. Hutchins and Rajashi Ghosh
Introduction
When asked to reflect on the important events that have made a differ-
ence in their careers and lives, individuals will quickly reference the
people and connections that made these experiences noteworthy. These
relationships are decidedly “developmental” as they promote interdepen-
dent generative connections that result in growth and learning among
individuals. The role of developmental relationships has been acknowl-
edged as critical in supporting both workplace learning (de et al., 2014;
Lankau & Scandura, 2007) and performance (Carter & Youssef-Morgan,
2019; Scandura & Hamilton, 2002), the two overarching purposes often
H. M. Hutchins
University of North Texas, Denton, TX, USA
e-mail: holly.hutchins@unt.edu
R. Ghosh (B)
Drexel University, Philadelphia, PA, USA
e-mail: rajashi.ghosh@drexel.edu
© The Author(s), under exclusive license to Springer Nature 1

Switzerland AG 2022
R. Ghosh and H. M. Hutchins (eds.), HRD Perspectives
on Developmental Relationships,
https://doi.org/10.1007/978-3-030-85033-3_1
2 H. M. HUTCHINS AND R. GHOSH
debated to represent the goals of human resource development (HRD)

as a discipline (Kuchinke, 1998). Moreover, the benefit of developmental
relationships has also been evident for career development (Abalkhail &
Allan, 2015; Headlam-Wells et al., 2005; Hunt & Michael, 1983),
long considered a primary function of HRD (Hite & McDonald, 2008;
McDonald & Hite, 2005a, b).
In her seminal work on the utility of developmental relationships,
Ragins (2011) describes these connections as critical for imparting
portable skills, knowledge, and abilities needed to advance one’s career
and can originate from within the workplace and in communities existing
outside formal organizational boundaries (Eby et al., 2007; Higgins &
Kram, 2001). Although the labels of “mentors,” “coaches,” and “devel-
opers” are often used interchangeably (D’Abate et al., 2003), “devel-
opers” are a broader category than mentors and coaches. While mentors
mostly refer to senior colleagues who provide developmental support
and coaches refer to internally or externally hired individuals who are
tasked to specifically focus on an executive’s development in organiza-
tions (Murphy & Kram, 2014), developers include individuals from one’s
personal spheres of life outside organizational boundaries (e.g., family,
friends, neighbors) and one’s professional sphere (e.g., peers, juniors, and
seniors enacting mentoring and/or coaching) who may be invested in
their growth and development and can provide varying amounts and
types (e.g., career and psychosocial support) of developmental support
(Dobrow et al., 2012).
Even though the significance of developmental relationships is both
conceptually and empirically irrefutable, its relevance has been limited to
learning, performance, and career development areas, yet the implications
are much more integral to how we understand developing individuals
within their personal and professional communities. We posit the need for
understanding developmental relationships is especially critical given how
the disruptive events of 2020 have exposed the necessity to grasp the
dynamics of how and why we relate to one another. These include the
exponential rise in social justice activism in response to police brutality
on Black and Indigenous People of Color (BiPOC) communities, how
we continue to adapt to socially distanced professional and personal
spaces, and the deepening political differences that both divide and draw
people together. The impact of the COVID-19 pandemic has electrified
these issues on a global scale especially as we are increasingly reliant on
technology to support, challenge, lead, and console each other.
1 SITUATING DEVELOPMENTAL RELATIONSHIPS … 3
Given the HRD field’s transdisciplinary reach (Ruona, 2016; Wang,

2019) to accommodate a myriad of topics including globalization, knowl-
edge sharing, engagement, diversity and equity, and the application of
technology at work (Ghosh et al., 2014; Yoo et al., 2019), it is impor-
tant to explore how developmental relationships manifest within these
areas of inquiry and practice. Identifying and assessing how developmental
relationships and networks are impacting talent development, knowl-
edge management, organization development, social justice and inclusion,
online and virtual connections, and global and national capacity building
can help scholars and practitioners better understand how to situate devel-
opmental relationships as a strategic and thoughtful HRD intervention.
In our opening chapter, we provide a brief review of developmental rela-
tionships and describe the current state of inquiry within HRD research
since 2010. We also raise the question of “what is at risk” for the HRD
field if we fail to fully integrate how and in what ways developmental
relationships are situated across our diverse scholarship and practice areas.
Finally, we provide an overview of how the topical foci of the different
sections in our book can assist scholars and practitioners in centering and
disentangling the role of developmental relationships in their work.
The State of Developmental Relationship

Research in HRD: Where to go from Here
To say that a scholarly focus on developmental relationships is a new
area of inquiry in the HRD field would be an understatement. Devel-
oping people is at the heart of the HRD discipline and is enriched by the
multiple perspectives and ways we examine how individuals, groups and
teams, and organizations develop and change. As a field, HRD scholars
began examining the roles of mentoring and coaching in the mid-1990s
likely inspired by Kram’s (1985) seminal book, Mentoring at Work: Devel-
opmental Relationships in Organizational Life, which examined the role
of mentoring and other kinds of developmental relationships within a
work setting. Douglas and McCauley (1999) offered one of the first
descriptive studies of formal developmental relationships within organi-
zations and\expanded our definition to also include apprenticeships, team
coaching, peer coaching, executive coaching, action learning, and struc-
tured networks. Bierema (1999), in her response to the article, noted the
glaring omission of exploring diversity representation in such relationships
since persons of color and white women were limited in access to develop-
mental opportunities. She also suggested that future researchers explore
additional outcome variables to assess the impact of developmental rela-
tionships and in considering the utility of informal learning pioneered by
Marsick and Watkins (1990) as part of the development of individual,
team, and organization learning and performance.
In the years since, the field of HRD has certainly responded to Biere-
ma’s call with increased attention to how and in what ways developmental
relationships are critical to learning and development. Ellinger’s emer-
gent work in examining leader–follower relationships through coaching
(Ellinger & Bostrom, 1999) would establish the theoretical foundation
for guiding studies on managerial effectiveness in supporting employee
learning and performance (Ellinger et al., 2011; Hamlin et al., 2006).
McCauley’s (2005) edited issue of Advances in Developing Human
Resources (ADHR, 7:4) on mentoring explored multiple perspectives and
mechanisms in how mentoring occurred in organizations. Featured were
studies on the emergent role of virtual mentoring (Bierema & Hill,
2005), CEO perspectives on the utility of mentoring (Rosser, 2005), the
interplay of race and gender in peer mentoring (Thomas et al., 2005),
the role of learning (Hezlett, 2005) and learning goal orientation (Egan,
2005) within mentoring relationships. McDonald and Hite’s (2005a, b)
article on the role of HRD in addressing ethical issues of dysfunctional
mentoring experiences would also seed the beginnings of their even-
tual book, Career Development: A Human Resource Perspective (2015)
where they explored mentoring as one of many developmental interven-
tions supporting career development. Marsick and Watkins also continued
to refine and extend the role of informal and incidental learning as a
source of development in relationships not only in modeled practice as
co-authors, but in their collective research (Marsick, 2009; Marsick &
Watkins, 2001; Watkins et al., 2014) that situated informal learning as a
foundational area of HRD inquiry among researchers and practitioners.
We found similar trends and critiques in our own review of devel-
opmental relationship research (2010–2020) within the four Academy
of Human Resource Development’s (AHRD) four sponsored journals
suggesting that the field has moved some steps forward. Researchers are
still overwhelmingly focused on examining the efficacy of mentoring and
coaching on workplace career development. In 2014, Ellinger, Egan, and
Kim co-edited an ADHR special issue (16:2) that provided conceptual,
implementation, and assessment direction to scholars and practitioners
interested in coaching as a developmental intervention. Indeed, HRD

scholars have been some of the first to lead studies on co-mentoring
(Deptula & Williams, 2017) and in using a relational perspective to
explore how mentoring partners can mutually benefit from their devel-
opmental relationship (Ghosh et al., 2020). We were also pleased to find
increased attention on how women’s career advancement can benefit from
mentoring and networking in Saudi Arabia and the UK (Abalkhail &
Allan, 2015), through US-based university developmental initiatives to
promote STEM women faculty progression (Hutchins & Kovach, 2019),
and how urban women entrepreneurs in India utilized collective learning
to support their own career goals (Chaudhuri et al., 2020).
Still lacking, however, were studies that examined BiPOC access to
and experiences with developmental relationships (Nickels, & Kowalski-
Braun, 2012), the role of virtual HRD (Hart, 2016), expatriate assimila-
tion and skill development (Holtbrügge & Ambrosius, 2015; van Bakel
et al., 2017), and in assessing the outcomes of developmental relation-
ships on past coaching and mentoring interventions (Ellinger et al.,
2014). Moreover, there were only a couple of studies in the AHRD
journals that connected the concept of developmental relationships to
organizational-level phenomenon. For instance, Mendy (2020) noted
that HRD interventions such as mentoring can be used to build indi-
vidual and collective resilience in organizations against workplace stress.
Deptula and Williams (2017) also examined synergistic co-mentoring as a
tool for enabling employees with cross-domain expertise to “collaborate
as an enduring unit to accomplish collective goals” (p. 390) in organiza-
tions. In light of this, it is important to acknowledge that there is much
scope for HRD scholars to examine how developmental relationships can
inform different strands of inquiry beyond learning, performance, and
career development at the individual level to encompass understanding of
phenomena such as knowledge management, change, diversity and inclu-
sion culture and collaboration at the group, organizational, community,
and national levels. Not doing so would limit the impact that HRD can
have at a multi-system level.
Why We Need to Situate

Developmental Relationship Research
Centrally in the Field of HRD
Given our review, we suggest that the HRD field adopt an ecolog-
ical perspective that would enable the field to situate the notion of
developmental relationships at the intersection of complex social and
psychological systems studies (Chandler et al., 2011). Without an ecolog-
ical perspective, we risk falling short of exploring the full scope of how
developmental relationships can interact with the ontological system (e.g.,
individual-level personality and demographics), the dyadic and organiza-
tional microsystem (e.g., workplace relationships and contexts), and social
macrosystem (e.g., social, political, economic, technological advances
impacting the nation and world) to advance HRD research and prac-
tice. Recently, a study by Shirmohammadi et al. (2020) identified how
major topic clusters within HRD scholarship (e.g., nature and identity of
HRD, HRD interventions and outcomes, national HRD, career develop-
ment, and HRD in academia) are not very well connected. Specifically, the
cluster of research on HRD interventions which includes developmental
relationships (e.g., coaching, mentoring, etc.) was found to stand far apart
from the clusters of national HRD, HRD in academia, and nature and
identity of HRD implying that there is not much work linking these topics
even though co-examining them might yield new avenues of research
and practice for the field of HRD. To address this gap, Shirmohammadi
et al. (2020) recommended collaborative boundary work through which
scholars can utilize theories and research-driven evidence from one cluster
to inform underexamined inquiries in another cluster. In absence of such
collaborative boundary work, HRD scholarship will not contribute nor
lead boundary spanning transdisciplinary insights that can revolutionize
our understanding of developing human resources (Wang, 2019).
Our book addresses this call by inviting authors who are experts in
different topical clusters within HRD scholarship to discuss and explore
the relevance of developmental relationships within those areas. In doing
so, we highlight how research on developmental relationships can be the
underlying thread connecting the otherwise disconnected varied topical
foci of research and practice at the intersections of different systems
(ontological, micro, macro) relevant to the field of HRD.
Overview of Book Foci

In light of our prior review, readers will find some familiar names who
pioneered the work of developmental relationships over the last three
decades of HRD research and practice. We are also excited to spotlight
emerging researchers in HRD whose perspectives are constantly shaping
and challenging the field’s understanding of developmental relationships.
We are grateful to hear their voices in sharing updates to their current
ideas on developing self and others. “Connecting and Relating—HRD
Perspectives on Developmental Relationships” is presented in six sections:
(1) Talent Development: Learning and Performance perspectives; (2)
Knowledge Management and OD perspectives; (3) Inclusion and Social
Justice perspectives; (4) Online and Virtual Relating perspectives; (5)
Globalization and National Capacity building perspectives; and (6) Eval-
uation and Assessment perspectives. In each of these sections, our team
of expert authors who are well-acclaimed for their work discuss how they
envision the connection of these topics to developmental relationships.
Collectively, these chapters help us to embark on collaborative
boundary work as recommended by Shirmohammadi et al. (2020) to
address questions such as:
• How can developmental relationships aid in developing leaders from

all ethnicities and backgrounds?
• How are developmental relationships utilized as tools for dialogic
OD processes?
• How can developmental relationships enable organizational knowl-
edge creation and sharing and national HRD?
• How are critical perspectives on diversity, inclusiveness, and equity
incorporated in the theories and perspectives on developmental
relationships?
• How are developmental relationships critical in developing socially
just organizations?
• How does participation in developmental relationships affect one’s
engagement at work?
• How can developmental relationships contribute toward building
a learning organization through fostering informal, incidental, and
transformative learning?
• How is emotional closeness and proximity redefined within the
context of virtual developmental relationships?
• How are developmental relationships evaluated at programmatic

levels?
To address these questions and center the role of developmental rela-

tionships within the frame of HRD scholarship and practice, we present
a collection of conceptual articles and evidence-based studies utilizing
mixed methodologies that explore how developmental relationships are
cultivated within and outside of the workplace settings. We offer this
collection of ideas and practices to broaden our understanding of the
relevance and implementation of developmental relationships within the
HRD field.
We also acknowledge the developmental relationship we personally
experienced with each other in imagining and leading this book. We could
not ask for a more thoughtful, creative, and devoted co-editor team expe-
rience. Our mutual insight on developmental relationship research and
network of thought leaders in the field helped shape this book in valuable
ways. While we had published together, co-editing a book together was
altogether different! Shepherding an idea to a reality takes patience, a lot
of humor, courage in having difficult conversations, understanding, and
a great leader heart. We found all of these in each other in our roles as
co-editor, wing women, friend, mentor, and developer.
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PART I
Talent Development: Learning &

Performance Perspectives
CHAPTER 2
Using Developmental Relationships

to Navigate Career Transitions: Implications
for Diverse Populations
Tomika W. Greer and Sarah E. Minnis
Boundaryless careers are hallmarked by movement and mobility between

employment situations and career fields (Sullivan & Arthur, 2006).
Successful transitions between career options allow boundaryless careers
to flourish. Boundaryless career transitions involve human resource
development (HRD) processes and practices, which can include lever-
aging developmental relationships between colleagues, mentors, or peers
intended to foster professional growth and yield individual, organiza-
tional, and societal outcomes. Developmental relationships are vital to
T. W. Greer (B)
University of Houston, Houston, TX, USA
e-mail: twgreer@Central.UH.EDU
S. E. Minnis
Western Carolina University, Cullowhee, NC, USA
e-mail: sminnis@email.wcu.edu
© The Author(s), under exclusive license to Springer Nature 15

Switzerland AG 2022
R. Ghosh and H. M. Hutchins (eds.), HRD Perspectives
on Developmental Relationships,
https://doi.org/10.1007/978-3-030-85033-3_2
16 T. W. GREER AND S. E. MINNIS
career development and career transitions (Motulsky, 2010). Specifically,

we explore the role of developmental relationships in boundaryless career
transitions in this chapter. We use illustrative vignettes based on our
experiences engaging in career development practice to provide greater
understanding of the value of mentoring, coaching, and other develop-
mental relationships to successful outcomes for those individuals going
through career transitions.
As individuals seek advancement and change in their careers, they
should understand the ways in which such opportunities can be realized
with the aid of developmental relationships. Developmental relation-
ships can be a source of encouragement to pursue multiple career
paths, supplemental learning opportunities, and career and job-related
information (Thiry et al., 2015). In this chapter, we explain how devel-
opmental relationships help individuals navigate career transitions and
offer evidence-based suggestions for achieving successful developmental
relationships. We begin the chapter by describing two phases of career
transitions and defining developmental relationships. Next, we offer
examples using vignettes to demonstrate how developmental relationships
can help individuals navigate through the career transitions process, and
consider threats to successfully building a diverse developmental network.
Finally, we explore the implications of personal characteristics, communi-
cation processes, and other contextual factors that impact developmental
relationships.
Career Transitions and HRD

A career transition refers to “the period during which an individual adjusts
to a different setting and/or work role” (Louis, 1982, p. 73). Career
transitions can give employees a sense of accomplishing a goal, increase
the breadth of their work experiences, and provide new opportunities to
develop additional skills and competencies that can enhance employability
(Chudzikowski, 2012). Career transitions can occur within an organiza-
tion as employees move to different hierarchical levels (e.g., promotion)
and/or to different functions in the organization (e.g., job rotation).
However, career transitions are not tied to a single organizational struc-
ture, particularly in the case of boundaryless career transitions. Within
the boundaryless career concept, individual employees direct their own
career transitions to span multiple organizations as they gain transfer-
able skills and seek psychologically meaningful work (Arthur & Rousseau,
2 USING DEVELOPMENTAL RELATIONSHIPS … 17
1996). As noted by Sullivan (1999), boundaryless career experiences

include: “(1) transitions across occupational boundaries; (2) transitions
across organizational boundaries; (3) changes in the meaning of employ-
ment relationships; (4) network relationships; (5) transitions across the
boundaries between roles; and (6) transitions across boundaries within
roles” (p. 464–465). Thus, career transitions happen throughout all
career stages. They can be demanding and will usually require a shift in
work-related thoughts, feelings, and behaviors (Louis, 1982).
Career transitions can be conceptualized as a process comprised of
two phases: career preparation and occupational identity formation. To
complete the career transition process successfully, the primary objectives
within both phases must be accomplished. Both phases require learning
processes in which HRD interventions can be used to enhance learning
and achieve the desired goals of each phase (Black & Warhurst, 2019;
Terblanche, 2020).
In the first phase of a boundaryless career transition, the learning
goal is to prepare the transitioning individual for the new employment
context. This phase may involve HRD processes and practices to include
training to gain new knowledge and skills (Greer, 2013), mentoring
(McDonald & Hite, 2014), or career coaching and exploration of indi-
vidual values and preferences (Cameron, 2009; Ng et al., 2007). In the
second phase of a boundaryless career transition, the focus of learning is
on occupational identity formation (Duberley & Carrigan, 2013; Ibarra,
1999; Schnatter et al., 2018) with the goal of helping the transitioning
individual adapt to the new employment context. Occupational identity
formation is a dynamic process by which individuals learn and ascribe
personal meaning to their work role by engaging in work activities
and relating to other people within a community of practice (Brown,
1997). In this phase of the career transition, proper onboarding, informal
learning activities, and socialization into the new employment context are
paramount. As shown in Fig. 2.1, developmental relationships are one
category of HRD interventions that can play a role in facilitating both
phases of the career transition process.
Defining Developmental Relationships

Through a successful career transition, individuals must intentionally seek
and cultivate developmental relationships that will foster their profes-
sional competence with respect to the work-related knowledge needed to
Phase 1: PreparaƟon for Phase 2: OccupaƟonal

New Employment IdenƟty FormaƟon
Training Onboarding
Mentoring Informal Learning
Career Coaching Socialization
Developmental RelaƟonships: Formal Mentoring,

Informal Mentoring, Coaching, Developmental Networks
Fig. 2.1 Career transition phases supported by developmental relationships
grow further in their career, as well as the professional competence neces-

sary to engage professionally within the career field and, many times, a
new organization. Podolny and Baron (1997) presented a typology of
developmental relationships and networks based on the content of the
interactions. They characterized the relationships as task-advice, buy-in,
strategic information, and social support. Within a task-advice network,
information and resources directly associated with a job position are
shared, resulting in improved task/job performance. An employee’s buy-
in network relationships can control their career fate because of the
relative organizational, social, and political power of the people in this
network who also transmit role expectations and organizational identity
to the employee. Strategic information relationships are less formal, based
on interpersonal attraction between the members, and can include sharing
organizational gossip and personal advice regarding career movement.
The social support relationships are also based on interpersonal attrac-
tion, providing friendship, and supporting an employee’s membership and
sense of belonging to the organization.
As demonstrated through the typology offered by Podolny and
Baron (1997), developmental relationships can be distinguished by their
content—specifically, which resources and information are shared among
the actors in the relationship. Additionally, developmental relationships
can be characterized by whether the relationships are formed informally
2 USING DEVELOPMENTAL RELATIONSHIPS … 19
or due to job interdependence. However, each relationship type can play

a role in facilitating successful career transitions. In HRD practice, the
types of relationships identified by Podolny and Baron (1997) materi-
alize as mentoring and coaching. For this chapter, we have identified
four types of developmental relationships that can improve the career
transition process: formal mentoring, informal mentoring, coaching, and
developmental networks. As posited by Podolny and Baron (1997),
the relationships can be characterized by their content and structure as
discussed below.
Formal Mentoring
Mentoring has been linked to learning new skills, improving self-
confidence, developing career goals, identifying new opportunities for
advancement, and receiving more promotions (Chandler et al., 2010;
Dreher & Ash, 1990; Kram & Brager, 1992; Ragins & Cotton, 1999;
Scandura, 1992)—all of which contribute to successful career transi-
tions. The benefits of formal mentoring have been well documented
and warrant the wide use of this HRD intervention. Formal mentoring
programs are sanctioned by an organization and designed to replicate the
benefits of mentoring as a structured developmental process in which
organizations control who is mentored, when they are mentored, and
how they are mentored (Chao, 2009).
The developmental relationships that arise from formal mentoring
programs are typically formed from matching a mentor and a mentee
(Wanberg et al., 2006). These relationships are arranged for a specific
duration and are usually shorter in duration than a spontaneous devel-
opmental relationship (Blake-Beard, 2001; Chao, 2009; Wanberg et al.,
2006). Within formal mentoring relationships, the mentor often advises
the career development of the mentee, who typically has less organiza-
tional experience than the mentor. This career advisement can include
providing support, promoting and sponsoring the mentee, teaching, and
counseling. The primary focus in formal mentoring relationships is on
the mentee’s development toward professional goals, usually set by the
organization that initiated the mentoring program (Chao, 2009).
Informal Mentoring
Informal mentoring relationships emerge organically out of unstructured
social interactions and are not governed by the timelines and guidelines
that characterize formal mentoring programs (Wanberg et al., 2006).
Informal mentoring develops out of interpersonal comfort rather than
assignment by an organization and includes many of the same activi-
ties as formal mentoring, such as sponsoring, teaching, and additional
career support (Douglas, 1997; Wanberg et al., 2006). The informal
mentoring relationships can last up to 8–10 years as the mentor guides the
care and psychological development of the mentee in addition to other
types of support (Douglas, 1997). When compared to formal mentoring,
informal mentoring relationships can result in more intense and more
committed developmental relationships, adding more value and mutual
support for both parties (Chao, 2009; Raabe & Beehr, 2003). Whereas
formal mentors are likely to improve their visibility in the organization
because of the organizational support of the mentoring relationships,
informal mentoring is often invisible and unconstrained (Chandler et al,
2010; Chao, 2009).
Coaching
Coaching is a short-term, task-oriented developmental relationship that
focuses on specific learning and development goals related to improving
employee performance (Egan & Hamlin, 2014; Ellinger & Kim, 2014).
According to Hamlin et al. (2008), coaching “is designed to improve
existing skills, competence and performance, and to enhance their
personal effectiveness or personal development or personal growth”
(p. 295). Cox et al. (2014) conceptualized coaching as a developmental
relationship comprised of four elements of relatively equal importance:
“(a) the client as individual, (b) the coach as individual, (c) coaching rela-
tionships and processes, and (d) context” (p. 142). Given the personal
nature of coaching goals, the coaching relationship can be customized
and uniquely designed for a coach-coachee dyad (Egan & Hamlin, 2014).
Accordingly, coaches can choose the coaching methods and tactics that
are most appropriate for the stated goals of the developmental relationship
(Cox et al., 2014).
A coach has four responsibilities to accomplish within the coaching
process, including encouraging the coachee’s self-discovery; clarifying,
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The importance of this step was well understood in Russia. Its
legality was proven. Iona wrote an epistle to his flock, a special one
to Kief, and several to Western Russia. In those epistles he justified
his installation, a work not superfluous in that time, for even in
Moscow there were men who considered his elevation as contrary to
Orthodox usage.
When news came that the throne in Tsargrad was occupied by

Constantine, instead of Ioann, the defender of the Florentine union,
the Grand Prince sent a letter, in which he explained his whole
course with Iona and Isidor, and asked final blessing from the
Patriarch on the former. But communication with Tsargrad in those
days had grown uncertain, through robber bands on the road, and
disorders in the Empire itself.
Then came the tidings that Tsargrad had fallen, and that Constantine
had died while defending the city, May 29, 1453. This sad event in
the Orthodox East aided the complete liberation of Russia from
Tsargrad.
The close connection between each metropolitan and Grand Prince,

and the tendencies of Moscow to consolidate brought disagreement
between the Moscow metropolitan and the Grand Princes of
Lithuania, since the latter were rivals of the Moscow Grand Prince,
especially after the Latinizing of Lithuania; hence the attempts to get
a separate metropolitan for Western Russia. Finally, in Iona’s day,
despite all his efforts, the separation of the Russian Church into two
parts was effected. This was grievous to Iona. He wrote in vain to the
Western Russian bishops, princes and boyars, to all the Western
Russian people, advising them to stand firmly for the Orthodox
religion.
Three years later Iona died. His successor, Thedosi, Archbishop of

Rostoff, was ordained by Russian bishops; thus this system was
confirmed finally in Russia.
The Grand Prince Vassili died in 1462, before he had reached his
fiftieth year. In the second half of his reign, Vassili the Blind [437]was
no longer the active, rather simple, and somewhat light-minded
person that he had been in his youth. Not so much years as bitter
suffering and experience, and especially the loss of his eyesight,
developed adroitness and stern resolution. He brought into his own
hands almost all the principalities near Moscow, and advanced very
greatly the union effected by his immediate successor. At his death
Russia included, besides the enlarged principality of Moscow, four
independent lands, that is, Pskoff and Novgorod, with the Tver and
Ryazan principalities.
To give a brief picture of affairs in Lithuania and Russia is now

indispensable for an understanding of Moscow. We must return to
the beginning of Vassili’s reign.
The death of Vitold of Lithuania, in 1430, without heirs raised the

great question: Who shall succeed? The former Russo-Lithuanian
Grand Prince, Yagello, at that time King of Poland, hesitated to put
the two crowns on his own head, fearing opposition from the Russo-
Lithuanian boyars, who struggled against merging their own state in
Poland. Besides Yagello, there were two grandsons of Gedimin,
Svidrigello, Yagello’s younger brother, and Sigismund, the youngest
brother of Vitold. There were also grandsons of Olgerd, but being of
the Orthodox faith they were unacceptable to the Poles, and to
Catholics. Yagello gave the preference to his brother, who
succeeded Vitold, and was crowned in the Vilna Cathedral. But
Yagello was mistaken in thinking that he had found an obedient
assistant. Though Svidrigello had gone over to the Latins through the
influence of his brother, he was not a zealot, and was well inclined
toward his former co-religionists. Having ruled in Russian
principalities, he was Russian in language and sympathies; hence
the Russians greeted his elevation, and expected aid from him
against Latinism and absorption.
Svidrigello had no wish to be a servant. He looked on the Grand

Principality as his by right, and wished to preserve the integrity of his
inheritance. In one word, his wish was to follow the policy of Vitold.
Polish magnates were greatly displeased that the king had permitted
this brother to be crowned without pledges, and had yielded Podolia
and Volynia, which they claimed for themselves, and which, as they
said, they had fought for.
The taking of Galitch by Kazimir the Great was the first exploit [438]in
distributing the lands of Russia among Polish nobles and the clergy,
and also of taking lands from Russian owners, and giving them to
Poles. This system had extended to Podolia from Galitch, a part of
which had been joined to Poland. But in Vitold’s day Podolia had
been given back to Russia almost entirely. In cities and castles were
representatives of the Grand Prince supported by Russo-Lithuanian
garrisons.
No one supposed that Svidrigello would surrender Podolia and

Volynia to Yagello, hence the Poles planned to capture them by
stratagem. Kamenyets, the chief Podolian city, was commanded by
Dovgerd, a noted Lithuanian. The local Polish nobles appeared at
the castle of Kamenyets before the news of Vitold’s death had
reached it. They came under protext of friendly consultation, and
invited Dovgerd to meet them with his attendants. He did so. The
Poles threw off the mask then, seized him with his attendants, and
took possession of the castle. At the same time they surprised
Smotritch, with a few other places, and thus won a part of Podolia.
The voevodas of Volynia had heard of Vitold’s death and were
prepared. There the Poles could obtain nothing.
Svidrigello was indignant when he heard of what had happened at
Kamenyets. Yagello was still in Lithuania, hunting; he had not
returned since the funeral of Vitold. Svidrigello reproached the king
bitterly, and declared that he would hold him a captive till Podolia
was returned to its Grand Prince. Yagello met his brother’s outburst
of anger and accusation with mild and insinuating speeches. But
Svidrigello was unyielding. The king’s Polish suite proposed then a
desperate measure: to kill Svidrigello, capture the Vilna castle, and
defend themselves till aid came. The king would not consent to this
murder, but to effect his escape he made an agreement by which he
returned the castles in Podolia to his brother, and commanded
Butchatski to yield Kamenyets to Prince Michael Baba, Svidrigello’s
commander. Svidrigello was delighted. He rewarded Yagello’s
messenger well, then he made rich presents to Yagello and his suite,
and they departed for Poland. Despite his sixty years, Svidrigello had
let himself be badly deceived.
Polish magnates near the king, perhaps with his connivance, thought
out a stratagem. They sent a private letter to Butchatski, forbidding
him to obey Yagello’s order to yield Kamenyets, and
[439]commanding him to arrest Prince Baba and the messenger. The
letter was placed in a tube which was covered with wax and made to
look like a candle. This counterfeit candle was taken to Butchatski by
an attendant of the king’s messenger, who said, as he delivered it:
“You will find in this candle all the light needed.” Real candles were
burned before images, and were sent to chapels and churches,
therefore this candle roused no suspicion. Butchatski cut the candle,
found the letter, and followed its instructions.
When he heard of the trick Svidrigello was enraged. He tried to

recover the castles, but took only a few of them; Smotritch and
Kamenyets remained with his opponents. The Poles now declared
that Svidrigello must surrender not only Podolia, but Lutsk, and the
south of Volynia. They demanded too that he should go to Poland
and take an oath of obedience to Yagello. Svidrigello refused to do
this. He made a treaty with the Germans, and with the Emperor.
Sigismund opposed the growth of Poland, and desired the Order to
assist Svidrigello, to whom he promised the same kind of crown that
he had sent to Vitold.
From the Polish king now came an envoy with reproaches. He

condemned Svidrigello savagely for his alliance with the enemies of
Poland. The envoy added also that Svidrigello was not a Grand
Prince till so acknowledged by a Polish Diet. Svidrigello, borne away
by furious anger, detained the Polish envoy, and had him
imprisoned. After this insult there was no way to decide the dispute
except by armed action.
In 1431 the king led a large army into Volynia. The Poles were
distinguished for their fury in that war; so irrepressible was it that the
people were forced to hide in forests and swamps, and in
inaccessible places. The king, to spare native regions, tried to curb
the troops under him; he even warned people of his coming, and
thus incurred the taunt that he was sparing his rebel brother. The
Poles sacked Vladimir; Volynia was burned. Svidrigello, with
Wallachians and Mongols, was preparing to meet the invasion, but
discovering the great strength of the king’s forces, he withdrew and
burned Lutsk to save it from the enemy. In the Lutsk castle he put
Yursha, a Russian, who defended that stronghold so stubbornly that
the Poles could not take it. Angered by this defeat, they accused the
king of malevolent slackness, and of intentional blunders. [440]
In the Polish camp disease attacked the men, and a distemper broke
out among the horses. Food failed. German knights declared war,
and invaded northern provinces. These calamities caused the king to
offer peace. The Grand Prince accepted, and concluded a truce
without consulting the Germans. Svidrigello retained what he had
when the war broke out, that is Eastern Podolia, and Volynia entire.
He had vindicated independence for the lands under him, but
beyond that the result of the war was merely plunder and bloodshed.
At the head of Polish affairs was Olesnitski, the chancellor, at that

time cardinal. On meeting failure in the field he sought other means
to subject Svidrigello. A rival was selected, Sigismund, Vitold’s
youngest brother. Sigismund was to claim the Grand Principality; and
in various ways a party was created to support him. A revolt was
brought about and Svidrigello, being careless and improvident, was
surprised and very nearly captured by his rival. He escaped by
desperate speed, but his wife was seized. Vilna and Troki
surrendered. Soon Lithuania acknowledged Sigismund, while Russia
adhered to Svidrigello.
Sigismund was crowned in Vilna, where a papal bull was read

freeing Lithuania from its oath to Svidrigello. In Grodno, somewhat
earlier, before senators and Olesnitski, Sigismund had surrendered
the regions of Lutsk, and its lands, as well as Podolia and Goróden.
Meanwhile Svidrigello had no intention of yielding to Sigismund

broad regions which were still in his possession. Help was coming to
him from the Tver prince. His Russian voevodas were successful.
Alexander Nos defended Kief lands, and Prince Ostrogski, Volynia.
Especially distinguished was Fedko, who, with help of Wallachians
and Mongols, not only repulsed the Poles in Podolia, but seized
Kamenyets, luring Butchatski from the fortress, and taking him
captive.
During this war Yagello died at the age of eighty-six. Thus ended a
reign of fifty years, a reign memorable in Eastern Europe. The two
great results of his life were the union of Lithuania and Poland, and
the reduction of the royal power till it was a mere shadow. Now the
nobles, with Olesnitski at the head of them, became all-powerful.
Instead of combining his provinces, and [441]organizing an army,
Svidrigello sought alliances, treated with Sigismund, with the
Germans, with the Khan, and with the Pope. All this proved his
unfitness, and weakened the attachment of the Orthodox party.
Besides he was passionate, given to anger, and cruel. He
sometimes punished with death those adherents of Sigismund whom
he captured. For example, he had one of the princes, Olshanski,
sewn up in a bag and drowned in the Dvina. Worse than all of his
evil deeds, he burned at the stake the metropolitan Gerásim, for an
unknown reason, but presumably for communicating with Sigismund.
A decisive battle was fought near Vilkomir, in which Sigismund was

victor. Svidrigello fled to Kief, and found refuge there, while
Smolensk, Polotsk and Vitebsk received lieutenants from Sigismund.
Svidrigello had still a part of Podolia, much of Volynia and the whole
of the Kief principality, in which Yursha, his brave voevoda, was
commanding, but feeling that he had not sufficient power to continue
the struggle, he went to Cracow and offered to become a feudatory
of Poland.
Sigismund was active against him, and spared nothing in bribery. He

demanded for himself all that Svidrigello had held, and his side
succeeded. Svidrigello, fearing to fall into Sigismund’s clutches,
withdrew to Wallachia, and Kief and Volynia were given to
Sigismund, on condition that after he died Lithuania and Russia
should be given to Poland.
So the war ended with victory for Sigismund, but he had little profit
from his triumph. The humiliating position in which the new prince
had put his own office roused opposition among Lithuanians and
Russians. Especially active were Olgerd’s descendants in fighting
against this son of Keistut, who had seized power unjustly, as it
seemed to them. Their indignation was increased by the cruelty with
which Sigismund hunted down every opponent. Men of the highest
distinction were imprisoned and deprived of their property, while
others were put to death without cause.
When Sigismund summoned a Diet, the report went out quickly that
that was only a trap to ruin princes and boyars. Unable to cast down
the tyrant, for he was surrounded by Polish defenders, they formed a
conspiracy, at the head of which stood a Russian, Prince Chartoriski,
Dovgerd, voevoda of Vilna, and Lelyush, [442]who commanded in
Troki. The conspirators used the hay tribute to carry out their
stratagem.
In the night before Palm Sunday, March, 1440, three hundred sleighs
bringing hay were drawn into Troki. In each sleigh two or three
armed men were secreted, and with each went a driver,—in all a
thousand men or more. The following morning Sigismund’s son,
Michael, went, accompanied by his father’s attendants, to early mass
in the cathedral. During mass the men hidden in the hay came out,
shut the gates of the fortress, and were led into the castle by
Chartoriski. Sigismund, without leaving his bed, was hearing mass
offered up by a priest in a chapel adjoining his chamber. He had a
tame bear which served as a guard near his person; when the beast
wished to enter he scratched at the door for admission. Chartoriski,
seeing the bear in the courtyard, and knowing its habit, scratched on
the door in imitation. The door was opened, and the conspirators
entered. Skobeiko, equerry to Sigismund, but now false to him,
seized an iron poker from the fireplace, and struck the prince on the
head with such violence that his blood and brains stained the walls
of the chamber. Slavko, a favorite and intimate of the Grand Prince,
tried to shield his master; but he was hurled through the window and
instantly killed. The body of the dead prince was conveyed in a
sleigh to the lake, and left on the ice there; later it was buried, near
Vitold’s grave, in the Cathedral of Vilna.
When news of this terrible crime spread through Troki, there was a
great outbreak. Michael and his attendants took refuge in a small
castle on an island of the lake near Troki. Lelyush seized the main
castle in the name of Svidrigello, and hung out his white banner
above it. Dovgerd did the same in Vilna, but in Vilna the upper castle
was taken by adherents of Michael. Meanwhile couriers raced off for
Svidrigello. He hurried back from Moldavia, and appearing at Lutsk,
was received with gladness by the people. Men imprisoned in
strongholds of Lithuania and Russia were freed, but Svidrigello,
instead of hastening to Vilna and Troki and securing the throne,
which had come to him a second time, loitered in Lutsk till affairs
changed again, and not to his profit.
In Olshani a number of noted Lithuanians met and resolved to

depose both Svidrigello and Michael, and make Yagello’s
[443]youngest son, Kazimir, Grand Prince. It seemed to these
magnates that they might rear this young boy in the ways of the
country and manage it themselves during his minority. The Polish
magnates insisted that the Lithuanian throne belonged to their actual
king, Vladislav, who at ten years of age had been named as
Yagello’s successor, but Vladislav, having been made king in
Hungary, and being attracted by the war just beginning with Turkey,
was willing to yield Lithuania to his brother. Still the Poles insisted
that Kazimir, not being a sovereign, but only a viceroy, should be
called prince, and not Grand Prince. This angered Lithuanians, who
considered him sovereign, and they acted as follows:
Young Kazimir came to Vilna with a large, brilliant suite, and

attended by senators from Poland. The Lithuanian magnates
prepared a great banquet to show him honor, and plied Polish
senators with wine so generously that they were all fast asleep on
the following morning. Very early in the day of July 3, 1440, the
Lithuanians crowned Kazimir in the Vilna Cathedral, putting on his
head the Grand Prince’s cap worn by Gedimin. They then gave him
the sword, and placed on his shoulders the Grand Prince’s mantle.
The Poles were roused from their slumbers by the thundering shouts
of the people, who were greeting their new sovereign. Rich gifts
were given to the senators, and they could do nothing but hide their
mortification and displeasure, and reply with good wishes.
Not slight was the task which confronted young Kazimir. The
preceding wars with their manifold miseries, the frosts, untimely and
terrible, the failure of harvests, famine, the pestilence, and other
visitations are mentioned continually in the chronicle. Besides, many
regions refused to accept him as Grand Prince. The king would not
acknowledge him, and the Poles were ever ready to uphold his
opponents, so as to break up the Grand Principality, and take in its
fragments one after another more easily. Hence Svidrigello received
Volynia and part of Podolia from the Polish king. Michael, son of that
Sigismund murdered at Troki, joined with Mazovian princes, and
gave them Berestei. Jmud, which rose against Kazimir, sided with
Michael. Smolensk was rebellious in like manner, but Ivan Gashtold,
the Grand Prince’s guardian and chief of his council of magnates,
pacified all. Even [444]Michael came finally to Vilna, and made peace
with Kazimir, receiving from him those same places which
Sigismund, his father, had held till he was murdered.
This peace, however, proved hollow, for Michael was raging against
Kazimir in secret, and plotting to take the throne from him at any
cost.
Once, when the Grand Prince was learning to hunt, some hundreds
of men well armed and mounted appeared in the forest. The moment
notice was given of their coming, Andrei Gashtold, the son of Ivan,
seized young Kazimir and galloped away with him to Troki. Gashtold,
the father, sent warriors to hunt down the horsemen. Some were
killed, others made captive; among the latter were five Russian
princes, the brothers Volojinski, who were put to death straightway in
Troki. Gasthold then hurried off toward Bryansk to meet Michael. But
Michael had fled to Moscow, and his lands were confiscated
straightway.
With Svidrigello the action was simpler. He abandoned the king, and
gave oath to Kazimir, who was his nephew. Kazimir left Svidrigello,
his old, childless uncle, in Volynia, giving Kief with all its connections
to Alexander, his cousin, a grandson of Olgerd and son of Vladimir.
Smolensk was not managed so easily, but still it was managed, and
kept for the Grand Principality.
Barely had Kazimir, acting through Gashtold, brought peace to the

princedom and saved its integrity, when new troubles and new
dangers came from Poland. The Polish-Hungarian king, Vladislav,
brother of Kazimir, attracted by his kingdom of Hungary and his
struggle with Turkey, left Lithuania and Russia unmolested; but in
1444 that young king fell at Varna, and his death destroyed the new
union between Hungary and Poland. The Poles had their election in
1445, and chose Kazimir. The union with Hungary being lost, they
were all the more eager for the Russo-Lithuanian connection. If a
king, not descended from Yagello, took the throne, every bond
between Poland and the Grand Principality would be severed, but as
the election of Kazimir gave the chance not only of preserving this
bond, but of merging the Grand Principality in Poland, his election
was favored by Poles without exception. This desire of the Poles to
subject the principality and find in it lands, wealth and offices was
irrepressible, and roused great indignation in Russia, for the nobles
valued their [445]independence, and the Orthodox clergy feared Latin
encroachment.
Young Kazimir, grown accustomed to Russia, liked its ways and its
language. Besides, the sovereign had power in Russia, while in
Poland he had none. So when first his election was suggested, he
answered evasively, saying that his brother’s death was still doubtful.
At last the Poles used diplomacy to force him. They feigned to elect
a Mazovian, Prince Boleslav, and to prepare for the coronation. This
election meant war for the land claimed by Boleslav, and also a new
war with Michael by Boleslav himself. The prospect of two wars, and
the words of his mother brought conviction to Kazimir. In June, 1447,
he was crowned with solemnity in Cracow.
The time following Kazimir’s election was remarkable for boisterous

Diets. The Poles sought to turn Lithuania and Russia into provinces
of their kingdom. They claimed all Podolia and Volynia, with the
Upper Bug region. Feodor Butchatski succeeded in seizing some
castles, and placing Polish troops in them. The Russo-Lithuanian
magnates were indignant. With burning words they defended the
integrity of their country at the Diets, and demanded the return of
Volynia and Podolia to their proper connection. They showed that
historically those regions were theirs beyond question. The Poles
referred to their own former conquests, as they called them. They
referred to the Horodlo union, and treaties with various Lithuanian
princes. The Lithuanians rejected those statements, and declared
that from the Horodlo pact should be excluded certain words
touching the union of Lithuania and Poland, words inserted without
their knowledge, and in secret.
The position of the king was unenviable. At first he was under the
influence of Gashtold and others, and also of his own feelings, but as
king he was powerless to counteract the demands of Polish nobles,
who, besides the union of Russo-Lithuanian provinces, asked for
confirmation of certain rights granted by Yagello, and demanded still
others restricting royal action. There were two Polish parties at this
time, those of Great and Little Poland. Great Poland formed what is
now Poznan, Little Poland that part of the present Austrian Poland
which has its center at Cracow. The men of Great Poland were
mainly indifferent to questions [446]in the Grand Principality, because
they were distant. Little Poland, on the contrary, turned every effort
toward those questions. Immense lands, great careers, and much
power were to be won through getting Lithuania and Russia. The
head of the Little Poland party was Olesnitski, the chancellor. He
held the first place in all councils; behind him stood the party in
Cracow. The queen mother supported the chancellor. The young
king yielded much to Olesnitski, who had made Sigismund Grand
Prince, and was now working ardently for Michael, and urging the
king to give him lands in Lithuania and be reconciled. The king would
not listen to this; he did not forget that this same Michael had striven
to kill him.
Michael, after fleeing from Gashtold, had tarried in Moscow for some
time, and, with help of the Mongols, had endeavored to seize lands
from Lithuania. Vassili the Blind had supported him, while Kazimir
had upheld the opponents of Vassili. Failing at last, Michael went to
Moldavia, then to Silesia, and afterward back to Moscow. But by this
time Vassili of Moscow had agreed with Lithuania, consequently he
refused to help Michael further. At last Michael died, it is stated
through poison given by some abbot,—poison of such power that the
prince died immediately. Then the abbot, terrified by the thought of
vengeance from Michael’s cousin, Sophia, the daughter of Vitold,
also drank of the poison and died.
That same year, 1450, died Svidrigello at Lutsk. Persecuted by the

Poles all his life, he had hated them thoroughly, and had taken from
his boyars an oath to give the land only to agents of the Grand
Prince of Moscow. After his death all places were occupied by
Russo-Lithuanian garrisons in the name of the Grand Prince. The
Poles were incensed, and announced a campaign to recover those
places. But the opposition of the king, and the unwillingness of Great
Poland to take part in a struggle, cooled Cracow statesmen, who
were forced to be satisfied for the moment with verbal attacks on the
king, and hot quarrels with the Russo-Lithuanian contingent of the
Commonwealth. The quarrels at last became so savage that all save
Poles left the Diet, and went from the place secretly in the night-time.
After that the king had great trouble in allaying the bitter hatred and
rancor of parties, and in the next Diet, formed of Poles only, he
yielded, confirming all the rights demanded, and taking an [447]oath
never to alienate from Poland any lands which had ever belonged to
it, among others the lands of Lithuania, Moldavia, and Russia. More
important still, the king bound himself to keep near his person at all
times a council made up of four Poles, and to remove the
Lithuanians who were hostile to Poland.
In 1455 Olesnitski, the cardinal, died, at a time when the Poles were
beginning a war which proved most serious.
In Prussia there had long been a dull and stubborn conflict between
towns and lay landholders on one side, and the Order, composed of
Knights of the Cross, on the other. The Order, retaining all authority,
burdened the people with great dues and taxes, and hampered the
Hanse towns in their traffic. Certain landholders had formed against
the Order a league called the Brotherhood. To this Brotherhood
almost all the large trading towns joined themselves. In the struggle
which followed, the Pope and the Emperor inclined toward the Order.
The league turned to Kazimir, and signed a pact making the
Prussian lands subject to Poland, reserving for itself various
privileges as to trade, taxes, and government.
But now the need came to defend this position. The German Order,
notwithstanding its fall, had much force still left, as well as the energy
to resist for a long time, and even in 1454 it inflicted on Kazimir a
notable defeat on the field of Choinitsi. After that the war lasted with
changing results for twelve years. Then the Order, having exhausted
its forces, sued for peace, and in 1466 received it at Thorn through
the aid of the papal legate.
By this peace the lands of Culm and Pomerania, with the cities
Marienburg, Dantzig and Elbing, went to Poland, but Eastern
Prussia, with Königsberg, its capital, remained with the Order, which
assumed certain feudal relations to Poland. The main reason why
the war was so long and ended without conquering the Order
completely, is found in the quarrels and struggles between the Poles
and the Russo-Lithuanians. The latter refrained almost entirely from
taking part in the conflict, and the whole weight of it fell upon Poland.
Though the same sovereign was both king and Grand Prince, he had
so little authority in Poland, and was so hampered by parties that he
had no power to make the three countries act as one body. Dlugosh,
the Polish historian, declares that in the Grand Principality Russians
and Lithuanians [448]opposed to the Poles had secret relations with
the Order, against which the Poles were then warring.
The first prince in Kief descended from Gedimin, and under a Grand
Prince of that descent also, was Gedimin’s grandson, Vladimir, son
of Olgerd. In his long rule of thirty years, from 1362 to 1392, the old
city rested to a certain extent, and recovered considerably from the
terrible destruction wrought by Batu and other Mongol khans.
Orthodox in religion, and Russian externally, Vladimir cared for the

Orthodox Church of Kief regions, and wished the metropolitan to
reside in that ancient city; hence he supported Cyprian when Dmitri
would not admit him to Moscow. When Vitold became Grand Prince
of Lithuania, he drove out Vladimir, and put him in Kopyl, a small
district. Kief he gave to Vladimir’s brother, Skirgello, in 1392. Vladimir
tried hard to get the aid of Vassili of Moscow, but he met with no
success, and spent the last years of his life in Kopyl. Skirgello, who
in action was much like his brother, lived only four years. After his
death Vitold, who wished to break up the old system, put no prince in
Kief; he governed the city through agents, the first of whom was his
confidant, Prince Olshanski.
Svidrigello, at the beginning of his rule as Grand Prince, placed

Yursha, his valiant assistant, in Kief. When expelled from
northwestern regions by Sigismund, Svidrigello found refuge in Kief,
and that city became the center of a large political division.
Svidrigello, notwithstanding his official change from Orthodox faith to
Latinity, was attached to his old Church. When the dignity of Grand
Prince went to Yagello’s son, Kazimir, Svidrigello got Lutsk, and Ivan
Gashtold, the guardian of Kazimir, thought it needful to yield to the
boyars and the Russian party; hence he gave the Kief region to the
son of Vladimir of Kopyl, that is, to Prince Alexander, whose
surname was Olelko. Alexander, being a grandson of Olgerd, and
married to the daughter of Vassili, the Grand Prince of Moscow, was
a man of distinction, therefore Sigismund, the son of Keistut, thought
him dangerous, and imprisoned him with his wife and two sons. He
remained in prison till death removed Sigismund.
Alexander governed fifteen years in the spirit of Vladimir, his father.

He died at Kief in 1455, and was buried in the Catacomb
[449]Monastery of that city. His two sons, Simeon and Michael,
thought to divide the Kief region between them, but Kazimir forbade
this, adding these words: “Vladimir, your grandfather, fled to Moscow
and deserted his Kief rights.” Still Kazimir gave Kief to Simeon to
govern, and to Michael the younger he left Slutsk and Kopyl as a
property. Simeon ruled in Kief till he died in 1471. After his death,
right to Kief went to Michael, his brother, and to his son Vassili.
But the Polish king felt so strong now in Western Russia that he
determined to give a blow to the system, and put an end to Kief’s
separate existence. Kazimir, remembering that the Russo-Lithuanian
boyars had demanded that he should live in Lithuania at all times, or
send viceroys, indicating Simeon while they did so, not only refused
to give Kief to any son of Alexander, but appointed a viceroy, Martin,
son of Gashtold. The Kief people now refused to admit this man, but
Martin brought with him an army, took Kief by assault, and seated
himself in the so-called “Lithuanian castle.”
Michael, the son of Alexander, was at this time in Novgorod, whither

the Boretskis had called him as Kazimir’s lieutenant. Hearing that his
brother Simeon was dead, he left Novgorod quickly and went to Kief,
but finding that Martin was already master there, he was forced to
take Slutsk and Kopyl. This loss of a princedom offended him deeply.
Kazimir had adopted the method of Vitold, and was supplanting the
princes by his own men. The princes, of course, did not yield without
a struggle. A conspiracy was formed; at the head of it was
Alexander’s son, Michael, and his cousin Feodor Bailski, also a
grandson of Vladimir. The plans of the conspirators have not been
made clear to us; according to some historians, they intended to
seize Kazimir, dethrone, or kill him, and make Michael Grand Prince.
According to others, they planned to take possession of certain
eastern districts, and put them under the Grand Prince of Moscow.
Feodor Bailski, who was marrying a daughter of Alexander

Chartoriski, had invited the king to his wedding. The king went, but
the plot was discovered, and Bailski’s servant, under torture,
revealed the whole secret. Bailski, learning of this in the night,
jumped out of bed, and when only half dressed sprang on horseback
[450]and galloped away toward the boundary. He reached Moscow in
safety, and entered the service of the Grand Prince. Kazimir kept
Bailski’s young wife in Lithuania, and Bailski found a new wife in
Moscow. His associates, Prince Olshanski, and Alexander’s son,
Michael, were seized, brought to trial, and received a death
sentence. Straightway Kazimir confirmed the sentence, which was
carried out August, 1482, in front of the “Lithuanian castle” at Kief.
Though the conspiracy is involved in deep mystery, both as to details

and object, it is evident that the old order had been given a blow
from which it could not recover. Some princes retained their lands,
but those petty rulers, serving superior princes, were no longer
dangerous to political unity. They took high offices willingly, and very
gladly received the incomes going with them. The only danger was
from princes whose lands bordered on Moscow, and who thus had
the possibility of joining the capital. Therefore the Grand Prince of
Lithuania tried to hold them by special treaties. Such treaties proved
of small value, however, and toward the end of Kazimir’s reign some
of those princes left Lithuania for Moscow.
Smolensk was deprived of its old princely stock, and the city was
held, through commanders, as a kind of corner-stone to the
Lithuanian state in northeastern regions.
In the reign of Kazimir IV took place the final separation of the

Orthodox Church in Russia into two parts, the Eastern and Western.
Isidor, now in Rome, but whilom metropolitan of Russia, played his
part in this movement. At the wish of Callixtus III he surrendered to
Gregory, his pupil and friend, his right to a part of the Russian
Church, namely, nine bishoprics in Lithuania, Western Russia and
Poland, and the former Patriarch, Gregory Mana, living also in
Rome, ordained in 1458 this Gregory as metropolitan of Kief,
Lithuania, and all Western Russia. King Kazimir protected Gregory;
but the Orthodox bishops, and generally the Orthodox people, were
so opposed to a metropolitan from Rome, that Gregory did not go to
Kief; he lived mainly in Kazimir’s palace, and died in 1472 at
Novgrodek.
Two years later the Smolensk bishop, Misail, was made

metropolitan. Being opposed to church union, he received
confirmation from Tsargrad, and hence was accepted by all Western
Russians. [451]With him began the unbroken succession of Kief
metropolitans, independent of Moscow. Kief for a second time
became the church center of Western Russia, and through the zeal
of the clergy and the people the old city gradually rose again.
In 1492 Kazimir IV fell ill while visiting Lithuania, and hastened

toward Poland; but he died on the way, at Grodno. In his will he had
designated his second son, Yan Albrecht, to the Polish throne, and
Alexander, his third son, to the throne of Lithuania. The Poles and
Lithuanians afterward confirmed each selection.
During Kazimir’s time rose the Khanate of the Crimea. Information

touching the origin of this Crimean dynasty is obscure and
misleading. There is a tradition that the Black Sea Horde, crushed by
civil war, after Edigai’s death chose as Khan a certain Azi, one of
Jinghis Khan’s descendants. In childhood, Azi’s life had been saved
in Lithuania, and he was reared by one Girei, whose name Azi and
his family afterward assumed out of gratitude. Some chronicles
describe the accession of the new Khan as happening in Vitold’s
time, and under his auspices; according to others, it took place in the
days of King Kazimir. One thing is clear, that this Azi lived really in
Lithuania, and was descended from Tohtamish, who, as is known,
found a refuge in that land.
According to the second account, when Mongol raids increased
against Russia, Kazimir was advised by his counselors to establish a
Khan who might be devoted to Poland, and opposed to the Golden
Horde rulers. So advantage was taken of the tendency to establish a
Mongol state on the Black Sea.
In 1446 the king sent Azi Girei to the Crimea with a convoy of his
own men, commanded by Radzivill, and on his arrival, the murzas
made him Khan. Besides the Crimean populations, Girei had under
him the Nogai Horde, which lived between the Sea of Azoff and the
Dnieper. In general he is considered the real founder of the Khanate.
This separation of the lands along the Black Sea from the Golden
Horde on the Volga was attended by a strife which was increased
through inherited hatred between the descendants of Tohtamish and
Kutlui.
Kutchuk Mohammed was a grandson of Timur Kutlui, and under

obligations to King Kazimir for his election. Azi, or Hadji Girei,
remained faithful to the king all his life, and frequently punished other
Mongols for attacking Russo-Lithuanian lands. [452]Especially
distinguished for such robber expeditions at that time was Sedi
Ahmed, apparently ruling in the steppes between the Don and the
Dnieper. In 1451 Ahmed’s son, Mazovsha, was sent by him to collect
tribute. He reached Moscow in July, and burned its outskirts, but at
the walls of the town his men were defeated by the Russians, and
withdrew in a panic, leaving everything behind them. The following
year, while Sedi Ahmed’s men were making raids in Chernigoff, Girei
attacked him suddenly and crushed his forces. In 1455 he was
forced to seek refuge in Lithuania, but was later captured and
imprisoned at Kovno, where he died in confinement.
The Genoese colonies felt the weight of this Crimean Horde, which
extended its lordship throughout the steppes on the north of the

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HRD Perspectives on Developmental

Relationships: Connecting and Relating

Dog Economics: Perspectives on Our Canine Relationships

Social Policy in Capitalist History - Perspectives on

Organizational Behavior: Human Behavior at Work: Human

Introduction to Group Work Practice, An (Connecting

Human/Animal Relationships in Transformation:

Expertise at Work : Current and Emerging Trends Marie-

Performance Management at Universities: The Danish

Psychotherapy Relationships That Work: Volume 2:

“With new data, perspectives, and frameworks on workplace and community

“I thoroughly enjoyed reading this ground-breaking text! It offers conceptual

Both Editors have contributed equally

ISBN 978-3-030-85032-6 ISBN 978-3-030-85033-3 (eBook)

We appreciate the engagement of our HRD and Management scholar

1 Situating Developmental Relationships Within HRD

Part I Talent Development: Learning & Performance

Part II Knowledge Management & OD Perspectives

Part III Inclusion and Social Justice Perspectives

Part IV Online and Virtual Relating Perspectives

12 Using Developmental Relationships to Foster Trust

Part V Globalization and National Capacity Building

Part VI Evaluation and Assessment Perspectives

19 Seeking Support from Multiple Developers:

Part VII Conclusion

Dr. Marilyn Y. Byrd is an Associate Professor of human relations at

Clayton Duffy is a doctoral student at the University of Louisville’s

a Fulbright Specialist recipient. She founded the HR Consulting Initia-

of Houston. She conducts and publishes research related to career devel-

Najung Kim is Associate Professor at the College of Business Administra-

minoritized women. She is currently working on research projects that

Dr. Sarah E. Minnis is Assistant Professor in the Master of Science in

“Intelligent Mentoring: How IBM Creates Value through People, Knowl-

European Individual Accreditation (EIA). She has over 20 years’ expe-

to becoming a full-time consultant, Nileen worked for many years in

Dr. Seung Won Yoon is a Professor of Higher Education &

Fig. 2.1 Career transition phases supported by developmental

Fig. 3.3 Developmental relationship styles. Note This figure

Table 4.1 Demographics 72

Table 17.1 Summary of evaluation phases 432

Situating Developmental Relationships

Holly M. Hutchins and Rajashi Ghosh

© The Author(s), under exclusive license to Springer Nature 1

debated to represent the goals of human resource development (HRD)

Given the HRD field’s transdisciplinary reach (Ruona, 2016; Wang,

The State of Developmental Relationship

interested in coaching as a developmental intervention. Indeed, HRD

Why We Need to Situate

Overview of Book Foci

• How can developmental relationships aid in developing leaders from

• How are developmental relationships evaluated at programmatic

To address these questions and center the role of developmental rela-

Talent Development: Learning &

Using Developmental Relationships

Tomika W. Greer and Sarah E. Minnis

Boundaryless careers are hallmarked by movement and mobility between

© The Author(s), under exclusive license to Springer Nature 15

career development and career transitions (Motulsky, 2010). Specifically,

Career Transitions and HRD

1996). As noted by Sullivan (1999), boundaryless career experiences

Defining Developmental Relationships

Phase 1: PreparaƟon for Phase 2: OccupaƟonal

Developmental RelaƟonships: Formal Mentoring,

Fig. 2.1 Career transition phases supported by developmental relationships