Among modern educational approaches aimed at achieving optimal performance, mentoring programs were emphasized. Mentoring was considered an effective factor in skill training and professional development. Due to the high expertise and education of managers and employees, the mentoring method in governmental organizations had always been distinct from other organizations. The purpose of this study was to present a mentoring model for government managers with emphasis on blended learning. This research was qualitative and based on grounded theory. The sample included 10 senior managers, experienced mentors, and human resource development specialists in governmental organizations, selected through purposive sampling. Semi-structured interviews were conducted, and to strengthen credibility, Lincoln and Guba’s four criteria—credibility, transferability, dependability, and confirmability—were applied. Finally, data were analyzed using grounded theory.The results revealed that the mentoring model for public sector managers encompasses causal conditions (skill gaps, pressures of technological transformation, inefficiency of traditional training, managerial complexity, and the need for continuous learning), contextual conditions (learning culture, technological maturity, administrative structure, human resource policies, managerial characteristics, attitudes toward mentoring, educational accessibility, and organizational support), intervening conditions (resistance to change, shortage of qualified mentors, policy instability, and weak technological interaction), strategies (hybrid design, mentor empowerment, process standardization, and effectiveness evaluation), and outcomes (enhanced competencies, improved performance, strengthened learning culture, increased motivation, improved service quality, and professional development modeling). These dimensions converge around the core category of “mentoring public sector managers,” forming a comprehensive paradigmatic model.