Mentoring is highly regarded as a career‐enhancing phenomenon necessary for any aspiring executive. Several debates within the literature have led to a lack of consistency regarding the definition of mentoring and a mentor, the functions of a mentor, and the various types of mentoring. It appears that much of the confusion stems from the relationship and association of mentoring with the concept of sponsoring. Within the majority of the literature regarding developmental relationships, sponsoring has been posited to be a sub‐function of mentoring. This paper presents two arguments for viewing and examining mentoring and sponsoring as distinctly different, non‐mutually exclusive, and possibly concurrent phenomena, as well as offers universal definitions for both terms. This delineation is offered to aid aspiring executives in their decision making process as to whether to select a mentor, a sponsor, or both.
This multi-semester (eight semesters), multi-course study compared student performance in undergraduate online and traditional sections of "Organization and Management" with sample sizes of 380 and 213, respectively. Concurrent online and traditional sections of "Strategic Management" courses with sample sizes of 298 and 456, respectively, were also comparatively analyzed. Similar to previous research (Borthick & Jones, 2000; Gagne & Shepherd, 2001; Piccoli, Ahman, Ives, 2001), this study found no statistically significant difference in student performance between online and traditional classes in both management courses after examining eight semesters of data. However, this study found gender differences with both management courses. Literature Review Related Computer-mediated Communication & Asynchronous Learning Networks Research Relevant research from the distance learning literature, focusing on computer-mediated communication (CMC) and asynchronous learning networks (ALN), will be used to provide insight into the web-based learning environment (Harasim, 1990; Hiltz, Johnson, & Turoff, 1986). CMC has been considered distinct from non-CMC in that it can be interactive. CMC can also allow the substance and process of the interactions to be archivable, retrievable, and revisable (Harasim, 1990). It can also alleviate time and place-dependent constraints sometimes associated with synchronous communication in the learning environment (Hiltz & Wellman, 1997). Synchronous and asynchronous are two modes of communication that can be used in traditional and web-based classes. Many of today's business schools' physical classrooms come equipped with various types of instructional technology (e.g., data ports, video equipment, fiber optics) to facilitate the instructors' ability to convey knowledge synchronously (in the same physical location at the same time) to the
PurposeTo provide practitioners and researchers with a framework for using individuals' multiple intelligences (MI) to enhance team productivity.Design/methodology/approachThis paper is a general review paper that examines how the theory of MI as espoused by Gardner may be used to enhance the productivity of teams. Based on its use in organizational training, it is suggested that MI theory can and should be applied in the context of organizational teams. This descriptive paper is divided into the following sections: literature reviews of team development, team building, MI, and the use of MI in organizational training; and the development of a framework for using MI to enhance team productivity.FindingsProvides information about how individual team members' varying degrees of the eight MI espoused by Gardner may be used to enhance their contributions to the team. Suggests that the enhanced contributions from team members will lead to enhanced team productivity, and ultimately, enhanced organizational productivity.Research limitations/implicationsEmpirical research is needed to test the MI and team productivity framework presented. Additionally, from a conceptual and empirical perspective, the relationship between team productivity and other contemporary dimensions of intelligence, such as cultural, emotional, and practical intelligences, need to be investigated.Practical implicationsA very useful framework for managers to use as a tool to enhance the productivity of their teams by encouraging members to use their complementary intelligences to successfully accomplish team goals.Originality/valueNo other paper offers managers a practical framework to encourage team members to use more than just their written and verbal intelligences to complete an assigned task.
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