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Management Decision Emerald Article: A reconceptualization of mentoring and sponsoring Earnest Friday, Shawnta S. Friday, Anna L. Green Article information: To cite this document: Earnest Friday, Shawnta S. Friday, Anna L. Green, (2004),†A reconceptualization of mentoring and sponsoring†, Management Decision, Vol. 42 Iss: 5 pp. 628 – 644 Permanent link to this document: http://dx. doi. org/10. 1108/00251740410538488 Downloaded on: 26-10-2012 References: This document contains references to 54 other documents Citations: This document has been cited by 7 other documents To copy this document: [email  protected] om This document has been downloaded 1621 times since 2005. * Users who downloaded this Article also downloaded: * David Clutterbuck, (2004),†Making the most of informal mentoring: A positive climate is key†, Development and Learning in Organizations, Vol. 18 Iss: 4 pp. 16 – 17 http://dx. doi. org/10. 1108/14777280410544574 (2004),†R eview articles Getting the best out of workplace mentoring: More help for the helper†, Development and Learning in Organizations, Vol. 18 Iss: 5 pp. 20 – 22 http://dx. doi. org/10. 108/14777280410554979 Sandy Bond, (2011),†Barriers and drivers to green buildings in Australia and New Zealand†, Journal of Property Investment & Finance, Vol. 29 Iss: 4 pp. 494 – 509 http://dx. doi. org/10. 1108/14635781111150367 Access to this document was granted through an Emerald subscription provided by ROBERT GORDON UNIVERSITY For Authors: If you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service. 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The Emerald Research Register for this journal is available at www. emeraldinsight. com/researchregister The current issue and full text archive of this journal is available at www. emeraldinsight. com/0025-1747. htm MD 42,5 A reconceptualization of mentoring and sponsoring Earnest Friday Department of Management and International Business, College of Business Administration, Miami, Florida, USA 628 Shawnta S. Friday and Anna L. GreenSchool of Business and Industry, Florida A University, Tallahassee, Florida, USA Keywords Mentoring, Career development Abstract 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 de? nition 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 de? nitions 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. Man agement Decision Vol. 42 No. 5, 2004 pp. 628-644 q Emerald Group Publishing Limited 0025-1747 DOI 10. 108/00251740410538488 Introduction Mentoring is an enduring and dynamic phenomenon, which dates back to ancient Greece when Odysseus entrusted the eponymous character, Mentor, with his son, Telemachus thousands of years ago in Homer’s Odyssey (Friday and Friday, 2002). The term â€Å"mentoring† has surged into the literature in many disciplines (e. g. , sociology, social psychology, education, management, social work, healthcare management, etc. ) over the last several decades. Mentoring emerged in the organizational literature in the late 1970s (e. g. Clawson, 1979; Collins and Scott, 1978; Kanter, 1977; Phillips, 1977; Roche, 1979; Shapiro et al. , 1978). Since that time, hundreds of books and articles (popular press, practitioner-oriented, and academic) have been published on mentoring in various organizational settings alone, not to mention other settings in which mentoring has been examined (e. g. , teaching, nursing, social work, etc. ) (Kelly, 2001). Published works in the organizational literature on mentoring have been anecdotal, conceptual, and empirical; and several journals have dedicated special editions to mentoring.By and large, these published works have highlighted the overwhelming perceived bene? ts (e. g. , increased mobility, promotion opportunity, and total compensation), and minimal perceived drawbacks of mentoring (Campion and Gold? nch, 1983; Kelly, 2001; Scandura, 1992, 1998; Whitely et al. , 1991, 1992). Hence, mentoring has been proclaimed as one of the key career development and advancement tools in the organizational milieu over the last decade (Simonetti et al. , 1999). In the organizational literature, Kram’s (1980) work has been viewed as one of the most comprehensive treatments of the mentoring concept (Scandura, 1998).It is implicit in Kram’s (1980, 1983, 1985) works that she explored naturally occu rring, informal mentoring relationships. Consequently, the functions and phases of mentoring that she inducted pertain primarily to informal mentoring. Based on her ? ndings, Kram (1980) suggested that mentors provide career support (sponsorship, exposure-and-visibility, coaching, protection, and challenging assignments) and psychosocial support (role modeling, acceptance-and-con? rmation, counseling, and ? ? friendship) to their proteges. She also suggested that mentorships (mentoring relationships) move through four phases: ? (1) initiation (the mentor and protege admire, respect, and trust one another); ? ? (2) cultivation (the protege develops competence and con? dence from the career and psychosocial support provided by the mentor); ? ? (3) separation (the paternalistic relationship between the mentor and protege changes, which may lead to non-positive affective experiences for both, because ? ? the protege has become more independent and empowered); and ? ? (4) rede? nition (t he mentor and protege’s relationship is reshaped to meet more collegial needs) (Kram, 1983).A canvassing of published works examining organizational mentoring suggests that as far back as the early 1980s (e. g. , Campion and Gold? nch, 1983; Hunt and Michael, 1983) and as recent as the early 2000s (e. g. , Higgins and Kram, 2001; Kelly, 2001) a lack of consensus on the de? nitions of mentoring and mentor has been articulated in the literature (Chao, 1998; Kelly, 2001; Lawson, 1996; Minter and Thomas, 2000; Noe, 1988a, 1988b). Hence, research on organizational mentoring has been criticized for not being conceptually well grounded (Gibb, 1994). An examination of over 200 practitioner and academic journal articles in the ? ld of management alone revealed that most de? nitions in the literature of mentoring, stated or implied, include sponsor or sponsoring as inherent in mentoring (e. g. , Campion and Gold? nch, 1983; Kram, 1983; Noe, 1988a, 1988b; Turban and Dougherty, 1994; Whi tely et al. , 1991), while some do not (e. g. , Covaleski et al. , 1998; Hunt and Michael, 1983). Similarly, most de? nitions of mentor (stated or implied) within the literature include sponsor or sponsoring in the de? nition (e. g. , Higgins and Kram, 2001; Scandura, 1998; Whitely et al. , 1991), while some do not (e. g. Hunt and Michael, 1983; Scandura and Schriesheim, 1994). Interestingly, some researchers did not directly state a de? nition of mentoring or mentor in either their survey or interviewing of participants (Phillips-Jones, 1982; Whitely et al. , 1992), thus allowing participants to draw on their own intuitive understanding of the mentor and mentoring concepts (Ragins and Cotton, 1993). However, other researchers did provide a de? nition of one of the concepts (mentor or mentoring) even though they recognized that the participants are still likely to draw on their own intuitive understanding of the terms (Chao et al. 1992; Ragins and Cotton, 1993). Still, given this la ck of consensus on de? nitions for mentoring and mentor, researchers and practitioners alike have continued to examine and explore various facets of mentoring. Those various facets include mentoring functions (e. g. , Kram, 1980, 1983), mentoring phases (e. g. , Kram, 1980, 1983), types of mentoring (e. g. , Burke and McKeen, 1989; Chao et al. , 1992), potential bene? ts of mentoring (e. g. , Fagenson, 1989; Scandura, 1992; Whitely et al. , 1992), potential drawbacks of mentoring (e. g. , Ragins et al. 2000; Scandura, 1998), diversity in mentoring (e. g. , Ragins, 1997; Ragins and Scandura, 1994; Thomas, 1993), and mentoring alternatives (e. g. , Higgins and Kram; Kram and Isabella, 1985). While many researchers have articulated the idea that the operational de? nitions of mentoring and mentor have varied considerably within Mentoring and sponsoring 629 MD 42,5 630 the last several decades, with some encompassing sponsorship or sponsor (Chao, 1998; Higgins and Kram, 2001; Mullen, 19 98), two of those major researchers have argued that mentoring needs to be reconceptualized (Higgins and Kram, 2001).Hence, two arguments for reconceptualizing mentoring are offered: (1) the lack of clarity and consensus on the de? nitions of a mentor, the process of mentoring, and the role of sponsoring; and ? ? (2) informal and formal proteges tend not to always receive career support, speci? cally sponsoring from their mentors (Bahniuk and Kogler Hill, 1998; Chao et al. , 1992; Noe, 1988b). Thus, the aim of this paper is to reconceptualize mentoring and sponsoring, and to offer them as distinctly different concepts, rather than viewing sponsoring as an inherent sub-function of mentoring.Therefore, it is posited that the reconceptualization of these two terms (mentoring and sponsoring) may bring much needed clarity and consensus to the organizational mentoring literature. It is also posited that this reconceptualization will provide aspiring executives with new knowledge to use in their decision making process as they select individuals to help them advance their careers. Mentoring and sponsoring – argument one Dalton et al. ’s (1977) theory of professional career development distinguished between mentor and sponsor, suggesting that an individual becomes a sponsor after being a mentor. On the other hand, Levinson et al. 1978, p. 97) viewed â€Å"a mentor as. . . a teacher, advisor, or sponsor†. These assertions would lead some to believe that the terms mentor and sponsor are confusing and overlapping (Campion and Gold? nch, 1983). As a result, the following question arises: has mentoring been used as a â€Å"catch-all† term? The answer would appear to be yes, given that the following terms have been used to describe a mentor in the organizational literature: guide, host advisor, sponsor, role model, teacher, protector, invisible godparent, friend, coach, counselor, patron, exemplar, benefactor, and advocate (Kelly, 2001; Pittenger and Heimann, 2000).Yet, Chao (1998) asserted that distinctions have been made between the terms mentor and sponsor. More recently, Higgins and Kram (2001, p. 269) echoed Chao’s (1998) sentiments, and distinguished between a mentor and sponsor by stating that â€Å"true mentors. . . provide high amounts of both career and psychosocial support, and sponsors. . . provide high amounts of career support but low amounts of psychosocial support†. Whether it is the interchangeable use of these two terms or the current de? itions of each that are posited to represent their distinction, it is feasible that both, to some degree, have contributed to much of the confusion in the organizational mentoring literature, thus leading to the mixed results on mentoring (Jacobi, 1991). In spite of the confusion and mixed results, mentoring relationships have been viewed as â€Å"one of the most complex and developmentally important relationships† in organizational settings (Levinson et al. , 1978, p. 97). Thus, mentorships and sponsorships have been pronounced to be critically important to the upward mobility of individuals in organizations (Kanter, 1977).The work of Levinson et al. (1978) served as the theoretical foundation for much of Kram’s (1980, 1983) work on mentoring, which appears to be the most comprehensive treatment in the organizational literature (Scandura, 1998). They suggested that a mentor is an individual who is usually older and â€Å"of greater experience and seniority. . . a teacher, adviser or sponsor† (Levinson et al. , 1978, p. 97). Building on the work of Levinson et al. (1978), Kram (1980) suggested that a mentor is a more senior ? ? individual who provides career and psychosocial support for the protege.Kram (1980, 1983) postulated career functions to include sponsorship, exposure and visibility, coaching, protection, and challenging assignments. The psychosocial functions were postulated to included role modeling, acce ptance-and-con? rmation, counseling, and friendship (Kram, 1980, 1983). Many of the de? nitions of a mentor used throughout the literature referenced Kram’s (1980, 1983, 1985) de? nition of mentor. Table I delineates how the terms â€Å"sponsor† or â€Å"sponsorship† are explicit in the de? nitions of mentor or mentoring that stem from Levinson et al. ’ (1978) and Kram’s (1980) de? nitions.Table I also depicts the de? nitions or lack of de? nitions of mentoring, mentor, and sponsor used in some published works that are generally considered premier management journals (Cabell, 2001). Due to the myriad management-related articles on mentoring, this method was chosen to determine which sampling of articles would be included in the table. As outlined in Table I, not all articles on mentoring explicitly de? ned mentoring, mentor, and/or sponsor, while a few did. As previously stated, in most cases, sponsoring is considered as sub-function of mentoring. Although there are various de? itions of mentor used throughout the literature, there appears to be more consistency in the de? nitions of sponsor used within the literature (see Table I). Sponsoring has been viewed in the literature as a developmental relationship in ? ? which the sponsor provides instrumental career support by nominating the protege for promotion and other types of organizational activities that may be supportive of promotion (Campion and Gold? nch, 1983; Thomas, 1993). This is relatively consistent ? ? with Kanter’s (1977) work, which posits that sponsors facilitate proteges in obtaining ? inside information and bypassing the hierarchy, as well as ? ght for their proteges’ promotions. While Shapiro et al. ’s (1978) continuum of advisory/support relationships acknowledges a difference between the organizational power that mentors and sponsors ? ? have in promoting the upward mobility of their proteges, they consider sponsors to have less organ izational power than mentors thereby causing mentors to be seen as more prominent than sponsors. It is highly probable that as a result of the works of Shapiro et al. 1978) and Kram (1980; 1983), which considers sponsoring a sub-function provided by mentors, that sponsoring has been viewed as a less powerful organizational developmental relationship than mentoring (Chao, 1998). This subjugation, thus causes sponsoring to remain in the shadows of organizational mentoring research. It is worthy to note that Kram’s (1980, 1983) early works were based on ? ndings from a sample in which a majority (11) of the 18 developmental relationships were direct or indirect reporting relationships in some phase of the developmental relationship.Consequently, the mentors had direct or indirect responsibility for promoting their ? ? protege. In which case, sponsoring (the nominating for promotion) was inherent in the developmental relationships Kram (1980, 1983) observed. Thus, Kram (1980, 198 3) was actually observing concurrent phenomena within her sample. Therefore, much of the organizational mentoring theory developed by Kram (1980, 1983) is based on what in recent research has been termed â€Å"supervisory mentoring†. Following suit, the supervisor-subordinate relationship has been the focus of much of the mentoring research (Gibb and Megginson, 1993).In this type of relationship, there is a high Mentoring and sponsoring 631 MD 42,5 632 Author (year) Campion and Gold? nch A relationship in which an individual takes a 1) Any individual who has a signi? cant positive 1) A sponsor discovers and fosters (1983) personal interest in another’s career and guides in? uence on another’s career, whether the role be individuals for higher placement in or sponsors that person one of sponsor, coach, or counselor other parts of the organization 2) A sponsor functions to generate ? power in proteges by ? ghting for and promoting them, by allowing them to bypass the hierarchy and obtain inside information, and by re? ected power or power by association Hunt and Michael (1983) Involves a unique, often emotionally 1) A person who suggests and advises new â€Å"fast interpersonal type of support and advising role track† recruits on career success matters that can be used to train and develop talented 2) A trusted counselor or guide ? ? ? proteges in many careers and organizations 3) A guide supporting a protege’s young adult dreams and helping in the attainment of them ? ? 4) A nonparental career role model for a protege Kram and Isabella Has a great potential to enhance the (1985) development of individuals in both early and middle career stages Noe (1988a) 1) An experienced, productive manager who relates well to a less-experienced employee and facilitates his/her personal development for the bene? t of the individual as well as that of the organization 2) Usually eight to 15 years older than the ? protege who frequently is a y oung professional with high career aspirations Noe (1988b) 1) A senior, experienced employee who serves as a role model, provides support, direction, and feedback to the younger employee regarding career plans and interpersonal development, and ? ? increases the visibility of the protege to decision makers in the organization who may in? uence career opportunities (continued) Table I. De? nitions of mentoring, mentor, and sponsor given in articles in premier journals Mentor de? nition(s) given in article Sponsor de? nition Mentoring/mentorship de? ition(s) given in article Author (year) Mentors actively intervene, contriving ? ? to get their proteges exposure and visibility through assignments that involve working with other managers ? ? and endorsing their proteges for promotions and special projects Mentoring/mentorship de? nition(s) given in article Mentor de? nition(s) given in article Sponsor de? nition Whitely et al. (1991) Whitely et al. (1992) 1) A particular interpersonal r elationship that can in? uence career progress 2) Classical, or primary, mentoring is an intense developmental relationship of relatively long ? duration in which proteges receive a range of career and psychosocial help exclusively from one senior manager 3) Secondary mentoring is a shorter, less intense, less inclusive developmental process involving multiple relationships, each offering specialized developmental functions, which tends to focus on external, career progress-oriented functions, such as sponsorship and visibility and exposure, rather than on inner-oriented psychosocial development functions 4) A set of roles and role activities including coaching, support, and sponsorship 5) Psychosocial mentoring referring to activities like providing counselling and friendship 6) Career mentoring referring to providing sponsorship, exposure, and the like 1) â€Å"Classical† mentoring is where the developmental relationship is of relatively long duration, is intense, mostly ex clusive, and in ? which a protege receives a range of career-oriented and psychosocial help from one senior manager 2) Career mentoring includes short duration, less intense, multiple, and less exclusive relationships that are more specialized in the kind of progress-oriented functions provided to ? ? proteges, they are more likely to focus on external, career-oriented mentoring functions, such as sponsorship or visibility/exposure, than on â€Å"inner-oriented† psychosocial developmental functions (continued) Mentoring and sponsoring 633 Table I. MD 42,5 634 Author (year) 1) Someone who provides high amounts of both career and psychosocial support 2) â€Å"The mentor is ordinarily several years older, a person of greater experience and seniority. . . a teacher, adviser or sponsor† (Levinson et al. , 1978) Higgins and Kram (2001) Chao et al. (1992)Ragins and Scandura (1994) Scandura and Schriesheim (1994) Turban and Dougherty 1) A set of role activities, including coac hing, (1994) support, and sponsorship, that upper-level ? ? managers provide to proteges Tepper (1995) Table I. Mentor de? nition(s) given in article Sponsor de? nition 1) A sponsor is included in one of the de? nitions of a mentor 2) Someone who provides high amounts of career support but low amounts of psychosocial support 1) Individuals with advanced experience and knowledge who are committed to providing support to and increasing the upward mobility ? ? of junior organization members, their proteges 2) An individual in? ential in the work environment who has advanced experience and knowledge and who is committed to providing upward mobility and support to careers 1) A trusted counsellor who accepts a guiding role in the development of a younger or less-experienced member of the organization 1) An in? uential individual at work who has advanced knowledge and who is committed to providing upward mobility and support to a person’s career (continued) Mentoring/mentorship de? nition(s) given in article 1) The developmental assistance provided by a ? ? more senior individual within a protege’s organization 2) A relationship in which a senior person ? ? working in the protege’s organization assists ? with the protege’s personal and professional development Mentorship is de? ned as an intense work relationship between senior (mentor) and junior ? ? (protege) organizational members. The mentor has experience and power in the organization and personally advises, counsels, coaches, and ? ? promotes the career development of the protege. ? ? Promotion of the protege’s career may occur directly through actual promotions or indirectly through the mentor’s in? uence and power over other organizational members Author (year) Mentoring/mentorship de? nition(s) given in article Mentor de? nition(s) given in article Sponsor de? nition Dreher and Cox (1996) ) Mentoring in organizations has been de? ned as a developmental relationship b etween an ? ? individual (protege) and a more senior and in? uential manager or professional (mentor) 2) Focuses particularly on the career-support aspects of mentoring Ragins (1997) 1) One who serves as a role model, friend, and ? ? counsellor, who accepts and helps the protege develop a positive and secure self-image 2) An individual who holds a position senior to yours who takes an active interest in developing your career. While it is possible for your immediate supervisor to serve as a mentor, relationships of this type represent a special opportunity to interact with a senior manager.The standard subordinate/supervisor relationship is not a mentoring relationship (it is possible to have multiple mentors) 1) Individuals with advanced experience and knowledge who are committed to providing ? ? upward mobility and support to their proteges’ careers Covaleski et al. (1998) 1) Sometimes also called coaching or counselling 2) It involves relations between senior managers and junior employees, in which the latter can â€Å"become interwoven into an organization’s culture by efforts of the former, who, embodying the â€Å"core values that best promote desired organization culture,† help frame the inculcation process† as well as â€Å"help cultivate desired norms and values† 3) A technique by which junior members imbibe and interiorize the more subtle, tacit, and noncodi? ble aspects of an organization’s goals, which are embodied in superiors and with which they develop their new identi? es as ? rm members 1) A more senior person who takes an interest in sponsorship of the career of a more junior person (Kram, 1985) (continued) Scandura (1998) Mentoring and sponsoring 635 Table I. MD 42,5 636 Author (year) 1) The mentor is traditionally de? ned as a source ? ? of information for the protege and the positive outcomes, such as greater income and promotion opportunities Mullen and Noe (1999) Ragins et al. (2000) Higgins and Kram (2001) Table I. Mentor de? nition(s) given in article Sponsor de? nition 1) Generally de? ned as individuals with advanced experience and knowledge who are committed to providing upward mobility and ? career support to their proteges (Kram, 1985) 2) A higher-ranking, in? uential individual in your work environment who has advanced experience and knowledge and is committed to providing upward mobility and support to your career Mentoring/mentorship de? nition(s) given in article A mentoring relationship is a one-to-one relationship between a more experienced member (mentor) and a less experienced member ? ? (protege) of the organization or profession. The relationship is developed to promote the ? ? professional and personal growth of the protege through coaching, support, and guidance. Through individualized attention, the mentor transfers needed information, feedback, and ? encouragement to the protege as well as providing emotional support and â€Å"putting in a good wordâ⠂¬  when possible Formal mentoring was as follows: â€Å"In order to assist individuals in their development and advancement, some organizations have established formal mentoring programs, where ? ? proteges and mentors are linked in some way. This may be accomplished by assigning mentors or by just providing formal opportunities aimed at developing the relationship. To recap: formal mentoring relationships are developed with organizational assistance. Informal mentoring relationships are developed spontaneously, without organizational assistance† A â€Å"traditional† mentoring relationship is one in ? ? which a senior person working in the protege’s ? ? organization assists the protege’s personal and professional development probability that the mentor will provide both psychosocial and career support for the ? ? protege.This would explain why sponsoring has surfaced as being inherent to mentoring in both qualitative research (e. g. , Kram, 1980, 1983) and quantitative research (e. g. , Noe, 1988a; Scandura, 1992), thus being viewed as a sub-function of mentoring. However, if a mentor is conceptualized in its most simplest of terms – those used by Webster’s Collegiate Dictionary – a wise and trusted counselor or teacher; and likewise with a sponsor – a person who vouches for, is responsible for, or supports a person or makes a pledge or promise on behalf of another – then from the onset, the nature of the reporting relationships in Kram’s study (1980, 1983) moved the examined phenomenon beyond the realm of just a mentoring relationship. Moving beyond this de? ition of mentor, there are at least two additional rationales for why a sponsor should not be viewed as inherent in mentoring, in addition to not being used interchangeably with the term mentor. First, the derivations of the terms are disparate – mentor from the ? ? Latin word mentor, meaning to teach; and sponsor from the Lati n word spondere, meaning to pledge. Second, based on Webster’s New World Thesaurus, mentor and sponsor are not synonyms. So, while Kram (1980, 1983) did observe the presence of the sponsoring phenomenon in her study, it is argued that it should have been considered a distinct concept rather than being considered inherent in mentoring.Since the foundation upon which the original conceptualization of organizational mentoring was developed in a somewhat dubious context, it begs the question as to the interchangeable usage of the terms mentor and sponsor. Similarly, given the emergence of the concept coaching in the literature as a distinctly different developmental concept than mentoring, it is posited that sponsoring should re-emerge as a distinctly different developmental relationship worthy of as much examination in the organizational literature as has coaching. So, based on this ? rst argument, it is posited that sponsoring may be just as important as mentoring in the upward mobility of individuals in organizational settings (Kanter, 1977).Therefore, a paradigm shift and new lens through which to investigate and utilize mentoring and sponsoring in organizational settings are being presented. Mentoring and sponsoring 637 Universal de? nitions Given the review of the various de? nitions of mentor, mentoring, sponsor, and sponsoring that have been presented in the literature, to date, â€Å"explaining mentoring through a single, universal and prescriptive de? nition. . . [has proven to be] inadequate† (Gibb, 1994, p. 47). However, explaining mentoring through a single universal and descriptive de? nition is more than adequate. Such a de? nition is necessary to provide solid conceptual grounding, and a lens through which to further examine and utilize mentoring and sponsoring. Hence, this is an opportune juncture to advance universal de? itions of mentoring and sponsoring to be used and operationalized in any research or organizational context hence forth. The following universal de? nitions regarding the concepts of mentor, mentoring, and mentorships are offered: . a mentor is a wise and trusted counselor or teacher; . mentoring is the guidance process that takes place between a mentor and a ? ? protege; and . ? ? a mentorship is a mentoring relationship between a mentor and a protege. MD 42,5 638 Similarly, regarding the concepts of sponsor, sponsoring, and sponsorships, the following universal de? nitions are offered: . ? ? a sponsor is a person who nominates or supports another person’s (protege) promotion; . ? ? ponsoring is the process of a sponsor nominating or supporting a protege’s promotion; and . ? ? a sponsorship is a sponsoring relationship between a sponsor and a protege. It should be noted that these suggested universal de? nitions of mentor and sponsor ? ? connote that neither one has to be older than the protege, which is a deviation from the sometimes explicit and other times implicit de? nitions for both terms in the organizational mentoring literature. It should also be noted that a mentor does not ? ? always have to be an organizational success to provide the protege with valuable guidance. Additionally, these universal de? nitions are speci? , yet general enough to be applicable regardless of the profession in which they may be studied or the research question examined, which has been perceived to be a matter of contention (Chao, 1998). Therefore, these de? nitions of mentor and mentoring allow for many of the forms of mentoring examined in the literature to be viewed as types of mentoring. This is consistent with Higgins and Kram’s (2001, p. 264) assertion that they are exploring different types of mentoring in their recent article, which views â€Å"mentoring as a multiple developmental relationship phenomenon†. Formal and informal mentorships – argument two The second argument for reconceptualizing mentoring and sponsoring requires an examination of the literature on formal and informal mentorships.As previously stated, original theorizing of organizational mentoring, in large part, resulted from the examination of informal, intraorganizational mentorships (i. e. , Kram, 1980, 1983). These types of mentorships have been purported to be a key developmental tool in the upward mobility of individuals in organizations (Hunt and Michael, 1983; Kanter, 1977; Pittenger and Heimann, 2000; Ragins et al. , 2000). Many researchers believe that all those who succeed have mentors, usually informal mentors (Campion and Gold? nch, 1983; Collins and Scott, 1978; Kanter, 1977). It should also be noted that sponsors have been said to be important to those who succeed (Kanter, 1977; Dalton et al. 1977) although they have not been the focus of as much attention in the literature as have mentors. Unlike sponsorships, there are copious amounts of articles suggesting that both informal and formal mentorships exist within most organizations, with informal mentorships being the most prevalent (e. g. , Noe, 1998b, Phillips-Jones, 1982). Informal ? ? mentorships are mentoring relationships where the mentor and protege, on their own ? ? accord, agree that the protege will trust the mentor to counsel or teach him/her (Noe, 1988a, 1988b). Formal mentorships refer to mentoring relationships where a third party ? ? (usually the organization) sanctions an agreement between mentor and protege, ? whereby the protege should trust the mentor to counsel or teach him/her (Noe, 1988a, 1988b). Both informal and formal mentorships can be either intraorganizational or interorganizational relationships (Ragins, 1997). Intraorganizational mentorships refer ? ? to those mentoring relationships in which both the mentor and the protege are employed by the same organization. Interorganizational mentorships pertain to ? ? mentoring relationships where the mentor and protege are employed by different organizations. Similar to mentoring, based on the u niversal de? nitions of sponsor and sponsoring offered in this paper, sponsoring can be formal or informal, and can occur intraorganizationally or interorganizationally.Informal mentorships tend to germinate as a result of work or non-work issues that ? ? lead the mentor and protege to realize they have shared interests, admiration, and commitment, which makes informal mentorships more in-depth and personal (Chao et al. , 1992; Lawson, 1996; Noe, 1988b). Thus, informal mentorships are likely to move beyond the discussion of career-related issues to more personal issues (Chao et al. , 1992; Noe, 1988b). The following examples given in an excerpt taken from Kalb? eisch (2000, p. 58) symbolize and embody some of the characteristics of informal mentorships: ? ? At a corporate cocktail party the proud mentor shows off her protege to her colleagues. As ? she introduces her rising star, her protege follows her lead in smiling and moving through the ? ? crowd. The protege mirrors her mentor ’s moves as she smoothly joins conversations then ? ? skillfully continues on to other interactions. At the golf course a mentor brings his protege along as a â€Å"fourth† to make up for a missing member of a traditional Saturday morning golf ? ? quartet. The mentor tells his pals that his protege is â€Å"like a son to him† and that he will ? t right in to their game. Mentoring and sponsoring 639 These examples illustrate how interactions in informal mentorships tend to move outside the typical con? nes of the of? ce.As a result of work and non-work interactions, ? ? the mentor helps to in? uence and socialize the protege (Bahniuk and Kogler Hill, 1998; ? ? Noe, 1988a). In addition, the mentor provides the protege with support, guidance, and feedback as a result of his/her knowledge about how to get things done, â€Å"what’s what,† and â€Å"who’s who† (Bahniuk and Kogler Hill, 1998; Noe, 1988b; Veale and Wachtel, 1996). ? ? Therefo re, â€Å"proteges learn from their mentors. . . not only how to do their jobs better, but also how to manage their organizational careers better, and how to balance and manage their lives better† (Lawson, 1996, p. 6). As a consequence of the perceived bene? s of informal mentoring, formal mentoring programs began to surface in the early 1980s to provide mentoring to â€Å"more than just a lucky few† (Forret et al. , 1996, p. 6) in an effort to replicate and capitalize on the perceived bene? ts of informal mentoring (Bahniuk and Kogler Hill, 1998; Noe, 1988b; Ragins et al. , 2000). While many organizations have implemented formal mentoring programs, there has been a lack of agreement on the intent and extent to which they are formalized in organizations (Noe, 1988b). Therefore, it has been suggested that ? ? organizations should not expect proteges in formal mentorships to gain the same ? ? bene? ts as proteges in informal mentorships (Noe, 1988b).Regardless, many orga nizations have instituted some form of formalized mentoring in an effort to gain a competitive advantage in today’s global and dynamic marketplace (Pittenger and Heimann, 2000; Veale and Wachtel, 1996). Some characteristics of formal mentoring programs are: top management support; corporate mentoring strategy; prudent mentor ? ? ? ? and protege selection and matching processes; comprehensive mentor and protege ? ? orientation; clearly stated expectations and responsibilities of mentor and protege; and ? ? established duration and contact frequency between the mentor and protege (Friday and Friday, 2002; Noe, 1988b; Scandura, 1998). Although formal mentoring programs are designed to replicate and capitalize on the bene? s of informal mentoring (Bahniuk and Kogler Hill, 1998; Noe, 1988b; Ragins et al. , MD 42,5 640 2000), de? nite differences exist between them. Chao et al. (1992) suggest that the most notable differences between formal and informal mentorships begin with the i nitiation phase. The differences begin with the alteration of the voluntary nature from which informal mentorships evolve (Ragins, 1997). In formal mentoring programs, mentors ? ? and proteges are assigned (Chao et al. , 1992; Noe, 1988b; Scandura, 1998). The literature ? ? suggests that proteges may not perceive formal mentors as bene? cial as informal mentors. Numerous factors (e. g. , required participation, personality con? icts, perceptual con? cts, limited interaction, perceived pressure, lack of commitment and motivation, differences in expectations, lack of intimacy and perceived value, and ? ? sanctioned monitoring) contribute to formal proteges considering their mentors not to ? ? be as bene? cial as informal proteges consider their mentors (Chao et al. , 1992; Kram, 1985; Lee et al. , 2000; Noe, 1988b, Ragins et al. , 2000; Tepper, 1995). This perceived decrease in bene? t is likely the case because while formal mentors have been found to provide the same amount of psycho social support as informal mentors, they have not been found to provide the same amount of career support, which is usually an expected outcome of mentoring (Chao et al. , 1992; Noe, 1988a).As purported by Kram (1980, 1983), in naturally occurring, informal mentorships, ? ? mentors tend to provide both career and psychosocial support to their proteges. However, research suggests that in some informal mentorships and many formal mentorships, mentors tend to have dif? culty providing both types of support to their ? ? proteges, with the majority of the dif? culty being in providing career support (Bahniuk and Kogler Hill, 1998; Chao et al. , 1992; Noe, 1988b). Given the observance of dif? culty formal and informal mentors tend to experience in providing career support, ? ? particularly sponsorship, to their proteges, it lends support to the argument that mentoring and sponsoring are distinct phenomena.Consistent with Kram’s (1985) original conceptualization of â€Å"relationsh ip constellations† (in which multiple developmental relationships are not all provided by one individual) facilitating an individual in his/her upward mobility within the organization, mentoring and sponsoring are posited as distinct, but related, non-mutually exclusive developmental relationships. Thus, mentoring and sponsoring may be provided by the same individual, but it is not necessary or expected that they will both be provided by the ? ? same individual. Therefore, a mentor and a sponsor for a protege may be one in the same or they may be two different individuals. Kram’s (1985) work made the distinction â€Å". . . etween the classic mentoring relationship and other less involving, exclusive, and intricate types of relationships such as the sponsor relationship. . . † (Murrell and James, 2001). This distinction is likely to have contributed to the lack of importance given to the sponsor relationship and its potential in? uence on career advancement as co mpared to the attention given to the mentor relationship. Although the classic mentoring relationship, which is more psychosocial, has been found to enhance the competence and personal effectiveness of individuals trying to advance, it is the sponsor relationship that has shown to relate more closely to individuals actually advancing in organizations (Murrell and James, 2001).Thus, for aspiring executives developing career strategies it is suggested that mentors be selected when they need to enhance their competence and effectiveness on the job, and that sponsors be selected to assist them in advancing within the organization. Therefore, aspiring executives may use these two types of developmental relationships independently or concurrently at various stages of their careers based on their needs at that given point in time. Mentoring and sponsoring Conclusion Over the last three decades, much of the organizational mentoring research has conceptualized mentoring as the career and psy chosocial developmental support provided by a more senior individual to a more junior individual (Higgins and Kram, 2001; Kram, 1983).As outlined by Kram (1980, 1983), it has been suggested that only a subset of possible functions is provided by most mentors. Usually, providing upward ? ? mobility for the protege is not in the subset provided (Chao et al. , 1992; Kram, 1986; Noe, 1988b). This raises a question. If the mentor is providing all the other ? ? sub-functions, but not providing upward mobility for the protege, is this a mentoring relationship? According to the existing literature the answer would be: â€Å"Yes, but the ? ? mentor is just not sponsoring the protege; therefore, he/she is not a true mentor† according to Higgins and Kram (2001). They claim that a â€Å"true mentor† provides high ? ? amounts of both psychosocial and career support to his/her protege.On the other hand, according to the arguments posited in this paper, the answer would be â€Å"yes ,† and while the mentor is not a sponsor, he/she is a â€Å"true mentor† nonetheless. Some researchers have suggested that there is no one word that communicates what has been perceived in the literature to date as mentoring (Burke and McKeen, 1989; Levinson et al. , 1978). That may be the case because, to date, researchers have likely been examining at least two phenomena simultaneously, mentoring and sponsoring. The various de? nitions of mentor and mentoring, and the movement of mentoring into a formally structured arena have helped to highlight the distinction between mentoring and sponsoring as being distinct, non-mutually exclusive, and possibly non-concurrent phenomena.While scholars may have distinguished between mentors and sponsors (Kanter, 1977; it is being argued that as long as the concept of mentoring is viewed as ? ? encompassing the sponsoring of a protege’s nomination for promotion, the concept and its operationalization will lack clarity, and th us remain less scienti? cally supported than would be desired. Therefore, mentoring and sponsoring should be viewed as two distinctly different developmental relationships that are not necessarily mutually exclusive in terms of being performed by the same individual. Consequently, the terms mentor and sponsor, and mentoring and sponsoring should not be used interchangeably.With the assertion that there is no explicit agreement on which types of developmental experiences should be classi? ed as mentoring (Whitely et al. , 1992), the changing demographics in the workforce, and the global business milieu of this millennium, mentoring and sponsoring need to be reconceptualized (Higgins and Kram, 2001; Ragins, 1997). This paper has done just that; it has reconceptualized mentoring and sponsoring to account for the infusion of new dynamics that have arisen, and that are likely to arise, since the initial conceptualizing and theorizing of the terms in the organizational literature dating b ack at least three decades ago (e. g. Collins and Scott, 1978; Kanter, 1977; Lawson, 1996; Roche, 1979). If mentoring and sponsoring are to be considered enduring scienti? c phenomena, their de? nitions and operationalizations should not change every time environmental or organizational dynamics change or by different users of the terms (e. g. , researchers, practitioners, etc). 641 MD 42,5 642 The universal de? nitions offered in this paper are considered enduring. Regardless of the research or organizational environment and its dynamics, these universal de? nitions will not need to be changed, thereby allowing for consistency in the de? nitions and operationalizations of mentoring and sponsoring in future research and practice.Given the two lucid arguments presented, strong evidence exists to warrant the future use of these new lens through which to view and examine mentoring and sponsoring in organizational settings. In conclusion, aspiring executives have new information, which can help them develop a more effective career enhancement strategy that includes both mentors and sponsors. 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(1979), â€Å" Superior-subordinate relationships for managerial development†, doctoral dissertation, Harvard Business School, Boston, MA. Collins, E. G. and Scott, P. (1978), â€Å"Everyone who makes it has a mentor†, Harvard Business Review, Vol. 56, pp. 89-101.Covaleski, M. , Dirsmith, M. , Heian, J. and Samuel, S. (1998), â€Å"The calculated and the avowed: techniques of discipline and struggles over identity in Big Six accounting ? rms†, Administrative Science Quarterly, Vol. 43 No. 2, pp. 293-327. Dalton, G. W. , Thompson, P. H. and Price, R. L. (1977), â€Å"The four stages of professional careers – a new look at performance by professional†, Organizational Dynamics, Vol. 6 No. 1, pp. 19-42. Dreher, G. F. and Cox, T. H. (1996), â€Å"Race, gender and opportunity: a study of compensation attainment and the establishment of mentoring relationshi ps†, Journal of Applied Psychology, Vol. 81, pp. 297-308. ? ? Fagenson, E. A. 1989), â€Å"The mentor advantage: perceived career/job experiences of proteges ? ? versus non-proteges†, Journal of Organizational Behavior, Vol. 10 No. 4, pp. 309-20. Forret, M. L. , Turban, D. B. and Dougherty, T. W. (1996), â€Å"Issues facing organizations when implementing formal mentoring programmes†, Leadership & Organization Development Journal, Vol. 17 No. 3, pp. 27-30. Friday, E. and Friday, S. S. (2002), â€Å"Formal mentoring: is there a strategic ? t? †, Management Decision, Vol. 40 No. 2, pp. 152-7. Gibb, S. (1994), â€Å"Inside corporate mentoring schemes: the development of a conceptual framework†, Personnel Review, Vol. 23 No. 3, pp. 47-60. Gibb, S. and Megginson, D. 1993), â€Å"Inside corporate mentoring schemes: a new agenda of concerns†, Personnel Review, Vol. 22 No. 1, pp. 40-54. Higgins, M. C. and Kram, K. E. (2001), â€Å"Reconceptualizing mentoring at work: a developmental network perspective†, Academy of Management Review, Vol. 26 No. 2, pp. 264-88. Hunt, D. 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(2000), â€Å"Marginal mentoring: the effects of type of mentor, quality of relationship, and program design of work and career attitudes†, Academy of Management Journal, Vol. 43 No. 6, pp. 1177-201. Roche, G. R. 1979), â€Å"Much ado about mentors†, Harvard Business Review, Vol. 59, pp. 14-18. Scandura, T. A. (1992), â€Å"Mentoring and career mobility: an empirical investigation†, Journal of Organizational Behavior, Vol. 13 No. 2, pp. 169-74. Scandura, T. A. (1998), â€Å"Dysfunctional mentoring relationships and outcomes†, Journal of Management, Vol. 24 No. 3, pp. 449-67. Scandura, T. A. and Schriesheim, C. (1994), â€Å"Leader-member exchange (LMX) & supervisor career mentoring (SCM) as complementary constructs in leadership research†, Academy of Management Journal, Vol. 37 No. 6, pp. 1588-602. Shapiro, E. , Haseltine, F. and Rowe, M. (1978), â€Å"Moving up: role models, mentors, and the ‘patron system. †, Sloan, Management Review, Vol. 19 No. 3, pp. 51-8. Simonetti, J. 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(1991), â€Å"Relationship of career mentoring and socioeconomic origin to managers and professionals early career progress†, Academy of Management Journal, Vol. 34 No. 2, pp. 331-51. Whitely, W. , Dougherty, T. W. and Dreher, G. F. (1992), â€Å"Correlates of career-oriented mentoring for early career managers and professionals†, Journal of Organizational Behavior, Vol. 13 No. 2, pp. 141-54.

Paper on Sq3R

SQ3R The SQ3R strategy (which stands for Survey, Question, Read, Recite, Review) was developed by Robinson (1961) to provide a structured approach for students to use when studying content material. This strategy has proven to be effective and versatile and can easily be integrated into many content areas and across grade levels. Students develop effective study habits by engaging in the pre-reading, during-reading, and post-reading steps of this strategy. The SQ3R literacy strategy helps enhance comprehension and retention of information. It is metacognitive in nature in that it is a self-monitoring process. 1.Survey (1 minute): Before beginning reading look through the whole chapter. See what the headings are — the major ones and the subheadings; hierarchical structures seem to be particularly easy for our brains to latch onto — check for introductory and summary paragraphs, references, etc. Resist reading at this point, but see if you can identify 3 to 6 major ideas in the chapter. 2. Question (usually less than 30 seconds): Ask yourself what this chapter is about: What is the question that this chapter is trying to answer? Or — along the curiosity lines — What question do I have that this chapter might help answer?Repeat this process with each subsection of the chapter, as well, turning each heading into a question. 3. Read (slower for some of us than others! ): Read one section at a time looking for the answer to the question proposed by the heading! This is active reading and requires concentration so find yourself a place and time where you can concentrate. 4. Recite/write (about a minute): Say to yourself (I do this out loud so I have to study where I don't embarrass myself) or write down (I sometimes do this in the margins of the book itself ) a key phrase that sums up the major point of the section and answers the question.It is important to use your own words, not just copy a phrase from the book. Research shows that we re member our own (active) connections better than ones given to us (passive), indeed that our own hierarchies are generally better than the best prefab hierarchies. 5. Review (less than 5 minutes): After repeating steps 2-4 for each section you have a list of key phrases that provides a sort of outline for the chapter. Test yourself by covering up the key phrases and seeing if you can recall them. Do this right after you finish reading the chapter. If you can't recall one of your major oints, that's a section you need to reread. Many students don’t know how to study, and this strategy is a perfect way to help them. It works well in many content areas with a variety of types of text. It is recommended that the teacher show the students how to go through the steps. In the fifth grade science lesson found later in this chapter, this strategy provides the framework needed to develop a concept map. WORKS CITED Robinson, Francis Pleasant. (1970) Effective study (4th ed. ). New York: Harper ; Row. Halawa, O 2010 November 12, SQ3R Reading Strategy, 08/12/10, http://www. premisemarketing. com/work/approach/

Newspaper Comparison - 4554 Words

Newspaper Comparison Todays society is in many respects dominated by the media. Newspapers, books, television, radio and the Internet not only play significant role in an average persons life but are also multi-billion pound industries that, through the public exposure they are subject to, carry great influence. One of the oldest media formats still in use is the newspaper. This old printed format carries great political power and boasts huge readerships, partly due to its cheap price, never exceeding a few pounds an issue, and its portability. Throughout the decades during which Newspapers have developed, two main styles of writing and presentation in newspapers have emerged: Tabloid and†¦show more content†¦However, tabloids are generally considered to be the more sensationalist, emotionally concerned and subjective newspapers containing more pictures and easy to read text (such as the Sun and the Mirror). 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One of the Most Overlooked Options for Extended Definition Essay Samples

One of the Most Overlooked Options for Extended Definition Essay Samples There are an endless number of words that may be defined in the period of an essay. The term has been part of popular culture the world over for more than a century. In the initial one, talk about the origin of the word and the way it was used previously. You can begin with telling the history of the period, how it was used, and the way its meaning has changed over time. New Questions About Extended Definition Essay Samples If you've found a wonderful concept, you should find something particular in it to secure more specific and distinctive. By way of example, individuals are somewhat more likely to agree with a definition of cat, while the expression happiness is going to be defined in various ways. Many people don't realize that words we use today used to have a very different meaning and used to be utilized in various ways. Nowadays, it's not utilised in such a way anymore. The Awful Side of Exte nded Definition Essay Samples Each of its meanings has some type of special effect on an individual's own emotions. Then you are able to compare the word with different terms that are very similar to your topic. Explain a few meanings if it is essential. The Unexpected Truth About Extended Definition Essay Samples In the majority of instances, you will be defining terms your readers will already have a simple comprehension of. There's a huge number of explanations of the term kindness along with its synonyms and antonyms. There are several different kinds of examples of trust. Why Almost Everything You've Learned About Extended Definition Essay Samples Is Wrong Needless to say, here, you'll discover a wide array of topics and essay ideas. Such sort of writing does not require a normal thesis. While writing your introduction, you're want to concentrate on some crucial areas. Whenever your students write prolonged definition essays, they will need to think carefully about the structure and mechanics of their writing in addition to the intent of providing such a thorough definition. Instead of using an instance of a definition essay, there's an option. As you define the idea of metaphor, provide a selection of examples that help prove your definition. Should you do, paraphrase the offered definition to steer clear of difficulties with plagiarism. To begin with, find the dictionary definition of what you're likely to describe. Also it is essential to state the principal dictionary definition in your introduction so readers can comprehend the normal meaning from the very start. As stated earlier, you are going to discover that in writing a long definition, you must define different terms too. Picking a topic is a rather important step for the definition essay, as in the event that you pick the expression door you won't have the ability to compose a 500-word definition essay on it as there isn't much depth to enter. The next matter to discuss is a lengthy essay format. You have to note a lengthy essay format demands an article of 4000 words. You may believe that it is only the cover of your essay, but it's an important component, and you ought to treat it correctly. Extended essays may require a level of technicality. Going through them will provide you with an ideal head start in figuring out how to compose persuasive definition essays. The very best method is to tackle enough concepts and answer unique questions. You should dwell upon the facts of the subject you're likely to explain and define. Time will soon age her or his outer appearance. What Is So Fascinating About Extended Definition Essay Samples? It's all-important to continue to keep your reader always interested. It's important to pick the word which offers you enough to research and write about. The word appears interesting enough so as a sensible student you opt to look this up in the dictionary. Though a meaning might have completely evolved into something different, pre cisely the same word has ever been around. The Awful Secret of Extended Definition Essay Samples Such essay can help to understand different aspects of a specific term and consider them within examples that are easy and actual, like the ones via an everyday life perspective. You have to come up with your question in accordance with your subject and the chief theme. Some terms could be so crucial in your report, there might be quite so much confusion about them, or else they might be so hard to understand a prolonged discussion is critical for the success of your report. Your subject needs to be interesting to you.

Is Ethics Promoted By Human Resource Management Affects...

The purpose of this paper is to examine the manner in which ethics promoted by human resource management affects the operations of an organization. The human resource management is responsible for implementing the accepted behavior of the stakeholders to ensure that the company runs smoothly. The company is dependent on the human resource in maintaining and promoting ethical behaviors as it has the responsibility of educating, training and communicating the behavior of the stakeholders. This paper clarifies the manner in which the human resource management engages in various operative activities for instance protecting the company from infringing the set laws and regulations through practicing unethical behaviors. It is very easy for the human resource management to implement a code of ethics through the established policies of the company that establishes the ethical behavior and helps in governing the daily activities of the organization. It is evident that promoting ethics yields more benefits to the organization as for instance the employees are motivated thereby increasing the productivity of the company. The theoretical consideration on ethics in business focuses on the ecological as well as social responsibilities of a company within a community as ethics are regarded an important aspect in the external self-presentation and the perception of the organization in economic terms (Kà ¶ster, 2002). The relationship between human resource management and ethics has beenShow MoreRelatedLeadership, Trustworthiness And Ethical Stewardship1832 Words   |  7 Pagespeople to achieve organisational goals willingly. Leaders are supposed to create harmony between the workforce and management so that win-win situation can be created. It is a challenge for the leaders to play this role successfully and they can be accused of any partiality or favouritism by either management or the employees. 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Business Law Assignment Legal Relationship

Question: Discuss about the Business Law Assignment for Legal Relationship. Answer: Introduction: An agency is a legal relationship in which one person authorises another person to act on his behalf. The person who is authorised to act on anothers person behalf is called an agent and the person on whose behalf the act is done is called a principal. There are certain obligations and liabilities which arise from the creation of agency. The agent can enter into a contract with a third party and such contract will bind the principal with the third party.[1] A distributor agreement, on the other hand is different from the contract of agency. A distributor is an individual businessman who runs business in his own name and he does not act on behalf of others. He purchases goods at a low price form the manufacturer or the supplier and sells the gods at a higher price. This is how it makes profit.[2] Under the common law, both the distributor agreement and the agreement of agency are governed by the terms and conditions of the contract into which they enter. Facts of the case PharmCo International is an international pharmaceutical wholesaler. The head office of the Company is in Sydney, Australia. The Company has invested in purchasing stocks of various blue cheap companies over the last 20 years. The Company has various subsidiaries and has a number of offshore accounts. The complex finances of the Companies are managed by Goldman Asset Management (GAM) which is based in Sydney. Because of this arrangement, the managers of PharmCo could easily focus on their business of improving their drug distribution networks without bothering about their financial position. A distribution arrangement was entered into between PharmCo and Paratol Ltd in January, 2015. Paratol Ltd. is the manufacturer of Paratol pain relief medicine. Under the terms of the arrangement, Paratol Ltd was required to release a large stock of Paratol painkillers valued at $2,000,000 on credit to PharmCo for distribution. Under the conditions of the arrangement, PharmCo was given a 6 months grace period for paying off the amount. Further PharmCo was required to give a letter of guarantee from its asset managers verifying that the assets of PharmCo was sufficient enough to meet the amount of $2,000,000 in case the Company defaults in its payment. Thus, under the circumstances of the case, there was a distribution agreement between PharmCo and Paratol Ltd and the parties were to be governed by the terms and conditions of the agreement. Issue 1. The issue is whether Paratol Ltd. is entitled to recover the money amounting to $2,000,000 from its distributor, PharmCo? 2. Since GAM manages the finance of PharmCo and has given a letter of guarantee that PharmCo has sufficient assets to cover the amount of $2,000,000, whether PharmCo can recover the amount from GAM? Relevant Law Under the common law there is no specific legislation which deals with an agency or a distributor agreement. The parties are governed by the terms of the contract which they enter into. They are free to contractually enter into such terms and conditions as they feel like. Application of the law In the instant case, the distribution agreement between the manufacturer (Paratol Ltd) and the distributor (PharmCo) laid down the following terms: 1. The manufacturer would release a large term stock of Paratol painkillers to the distributor. 2. The price at which the stock of painkillers would be released is $2,000,000. 3. The distributor would then have a six months grace period to pay off the amount. 4. The assets manger of the distributor would have to give a guarantee verifying that the assets of the distributor was sufficient to cover the total amount in the event of default made by the distributor. In the instant case, the manufacturer performed its part of the contract by releasing the stock of Paratol painkillers amounting to $2,000,000. A letter of guarantee was also given by the asset manager of the distributor stating that the distributor had sufficient assets to cover up the specified amount in event of default made by the distributor. In December 2015, the distributor became insolvent it was found that the Distributor was running in deficit for the previous 8 months. Letter of guarantee The letter of guarantee was prepared and signed by the distributor and was sent to its asset manager, Goldman Asset Management (GAM). The letter of guarantee was sent to the Processing and Payments Department of GAM. This department of GAM was mainly concerned with issues such verifying payments, payments to creditors and processing payment cheques for orders. However, the manager of this Department signed the guarantee affixed the stamp of GAM. This guarantee was then sent to Paratol Ltd. Subsequently the stock was delivered by Paratol Ltd. to the distributor. Paratol tried to recover the amount from GAM. Under the internal procedure of GAM, guarantees are usually signed by Guarantee and Valuation Department. Moreover, the manager of the Processing and Payments Department of GAM said that the sign which he had put on the letter of guarantee was only for the purpose of verifying PharmCos signature. Thus, according to GAM, guarantee had never by GAM for paying off the amount of $2,000,000 in event of default made by PharmCo. Under these circumstances, it can be argued by the manufacturer that the asset manager of the distributor never mentioned in the signed document that the document was not a guarantee letter. The letter which was sent to the manufacturer looked like just another guarantee letter and it was only on the receipt of such guarantee letter the manufacturer had sent the stock to the distributor. The distributor and the manufacturer would be governed by the terms of the contract which was entered into between them and the contract clearly stated that the distributor would have to pay off the debt within 6 months. Misrepresentation of Fact The fact that the distributor was running under deficit had been concealed by the asset manager of the distributor. It was completely a fraudulent misrepresentation committed on the part of the asset manager and it was on the basis of that misrepresentation that the manufacturer delivered the stock to the distributor. Thus, the false statement made by the asset manager had induced the manufacturer to deliver the stock which proved to be unfruitful for the manufacturer. Case Law: Derry vs Peek In this case it was held that the main constituents of a fraudulent misrepresentation are as follows: 1. If the statement had been made knowing it to be false 2. If the statement had been without believing in the truth of the statement 3. If statement had been made recklessly In the instant case, the constituents of fraudulent misrepresentation had been met with. The manufacturer relied on the statement given by the asset manager of the distributor and subsequently realised that the statement was false and misleading. The manufacturer also suffered from loss as the grace period for paying off the debt by the distributor ended. Under the facts and circumstances of the instant case, the manufacturer is entitled to recover the debt of $2,000,000. It can also claim damages for the misleading or deceptive statement made by the asset manager. The asset manager is liable to pay off the debt as per the terms of the guarantee letter. The letter signed by the asset manager would be treated as the letter of guarantee under the facts of the case and the manufacturer would be entitled to recover all the amount and further damages for the fraudulent misrepresentation. Conclusion Under a distribution agreement, the parties are free to lay down such terms and conditions as they deem fit. The parties are to be governed by the terms of the contract and the innocent party would be entitled to recover the damages in the event of breach of contract by the other party. Following this principle, the manufacturer is the innocent party and is fully entitled to recover the amount and other damages from the distributor. According to the terms of the contract, the asset manager is liable to pay off the debt since the distributor made a default in the paying off the debt. Facts of the case The facts of the case is that some business law students, after the end of their semester, planned to play a joke on Bob. Bob was a lecturer of business law and had taught the students who planned to play the joke on him. Some renovations were being carried on in Bobs home. Amy was one of the students and he thought that it wold be the right time to play a prank. Accordingly he made a phone call to the Company, Fast Gravel Pty Ltd, said that she was acting on behalf of Bob and ordered for some sand on his behalf. Subsequently sand was delivered to Bobs garden by the Company and a bill was left in the letterbox of Bob. The bill amounted to $ 200 which included the delivery charge of $ 50. After finding the bill in the letterbox, Bob made a complain to Fast Gravel Pty Ltd and asked them to take away the sand which it had delivered. The Company reloaded the sand and also paid $ 100 to a gardener for replanting some destroyed lawn. Issue Whether Amy had done a misrepresentation by giving a false statement to Fast Gravel Pty Ltd, thereby inducing the Company to deliver the sand on Bobs garden? Relevant rule Section 18 of the Australian Consumer Law (schedule 2 of the COMPETITION AND CONSUMER ACT 2010) prohibits a person from engaging into a deceptive or misleading conduct or from engaging into a conduct that is likely to mislead or deceive the other party in trade or commerce. [5] Under Section 237 of the Australian Consumer Law, the Court may make an order for compensating the loss which had been suffered by an injured party. [6] Application of the law In the instant case, A had misled or deceived Fast Gravel Pty Ltd by making a false statement that he was acting in behalf of Bob. The misleading statement induced the Company to deliver sand to Bob. This is clear instance of fraudulent misrepresentation committed by Amy. Under these circumstances the Company has a right to sue Amy for fraud and claim damages for the loss which it has suffered. Firstly the company is entitled to recover the expense of his service of delivering sand which amounted to $200. Secondly the Company is also entitled to recover $ 100 which it had paid to the gardener for replanting the destroyed lawn. Thirdly it is also entitled to recover damages from Amy for any consequential losses which it had suffered as a result of the misrepresentation. Case law: Wardley Australia Ltd v Western Australia In this case the Court held that the plaintiff is entitled to recover the financial or economic losses which ithad suffered due to the misleading or deceptive conduct of the defendant. However, the loss needs to be actual loss and not a prospective loss. Case law: Grande Enterprises Ltd v Pramoko In this case shares in a company, amounting to $2.25 million was purchased by the plaintiff. There was a provision in theLetter of Offer by the vendor that if the Company failed to list itself in the Australian Stock Exchange or if it was not taken over by a Company which was listed in the Australian Stock Exchange within two years, then the shares would be bought back at the same price by the vendor. In case the vendor failed to buy back the shares, then the defendant would buy back the shares. The fact of the matter was that the Company failed to list itself in the Australian Stock Exchange within two years; neither was it taken over by a Company listed in the Australian Stock Exchange. The defendant and the vendor did not buy back the shares of the Company as had been stated in the Letter of Offer provided by the vendor. It was held by the Court that the defendant had engaged in a deceptive or misleading conduct. The Court also ordered for the compensation of the loss which had been suffered by the plaintiff. Thus the principle is clear that a person is entitled to claim damages for the loss which it suffers due to the misleading or deceptive conduct of another person. Case: La Trobe Capital Mortgage Corporation Ltd v Hay Property Consultants Pty Ltd In this case, a loan was made to a customer by the plaintiff on the basis of valuation of mortgaged property by the defendant. The defendant had actually overvalued the property by reason of which the plaintiff had forwarded the loan to the customer. If the property wold have been valued correctly, the plaintiff would have never forwarded the loan. There were more potential borrowers in the market and the plaintiff would have surely given the loan to a potential borrower had the defendant not overvalued the mortgaged property. It was held by the court that the defendants conduct was a deceptive or misleading one. Accordingly the plaintiff was entitled to damages for the loss which it had suffered due to the misleading statement of the defendant. In the instant case, the Company had suffered loss as a result of the misleading statement made Amy. The Company, therefore, has the right to sue Amy to recover the damages for the loss which it has suffered. Bob was unaware of the phone call and the order which was made to Company. He never participated in such misrepresentation. He was himself very much disturbed by the delivery of the sand and some part of his land was also destroyed. The sand was delivered to his garden without his permission or knowledge and as result he cannot be made liable for any misrepresentation or fraud. Thus, the Company, Fast Gravel Pty Ltd has no ground to sue Bob. Conclusion False statement or false representation may induce a person to do something or omit to do something, which he never would have done or have omitted to do if the false statement was not given to him. Consequently, the person by doing such act or omission may suffer some loss or damage. Section 18 of the Australian Consumer Law has been framed to prevent such misrepresentation being done by a person in trade or business. [10] In the instant case, Amy has violated Section 18 and thus she is liable to pay compensation for the losses which has been suffered by the Company due to such fraudulent misrepresentation. Bob, on the other hand, was not involved in such representation and as a result the Company has no right against him. In this question a hypothetical situation has been given. Facts of the hypothetical situation Bob wishes to do some garden improvements. As soon as the Company, Fast Gravel Pty Ltd delivers the sand to his garden, Bob immediately agrees to keep the sand but he does not want to pay the delivery charge of $50. Issue Whether the Company, Fast Gravel Pty Ltd can sue Bob for recovery of the delivery charge of $50 or not? Relevant law The concept of unjust enrichment has been decided and debated in the Courts of Australia. The High Court of Australia has held that if a person gains benefit as a result of the work done by another person, then he is entitled to pay compensation to the other party for the benefits accrued by him. [11] Case law: Pavey Matthews Pty Ltd vs Paul In this case, the Company, Pavey Matthews Pty Ltd had a licence under the Builders Licensing Act 1971 (New South Wales). The Company entered into an oral agreement with Paul, in pursuance of which, it supplied some materials and did some work which benefitted Paul. When Company demanded the money for the work done and fro the materials supplied, Paul refused to pay. Subsequently, Pavey filed as suit against Paul for recovering the amount of the benefits which Paul had enjoyed under the oral agreement. Arguments in the case: It was argued by Paul that Section 45 of the Builders Licensing Act 1971 required that all agreements have to be in written form and oral agreements were simply not enforceable. Therefore, a person would not be entitled to any compensation in pursuance of any work done outside a written agreement. Decision: The High Court introduced the concept of unjust enrichment. It said that it is the responsibility of a person who receives unjust enrichment to pay compensation to the person from whom such benefit has been accrued. This obligation does not arise out of a written contract or an agreement but it is a quasi-contractual obligation and is guided by normative force. Paul has already benefited from the work done byPavey Matthews Pty Ltd. There was an oral agreement that Paul would pay an amount according to the rates as decided under the practices that are followed in the building industry. Accordingly, a moral obligation arises on part of Paul to pay compensation to Paveyin return of the work which had been done by Pavey. This obligation has no contractual basis but is based on morality and normativity. In pursuance of this principal, the High Court directed Pal to pay compensation to Pavey for the benefits which he had enjoyed. Application of the law In the instant case, Bob has gained benefit by the delivery of sand to his garden. Bob wants to do some improvements in his garden and the sand would be highly beneficial for that purpose. There was no agreement between Bob and Fast Gravel Pty Ltd but the fact of the matter is that Bob has been unjustly enriched by the delivery of sand. Therefore, applying the principal which was laid down in Pavey Matthews Pty Ltd vs Paul, it can be said that Bob has a quasi-contractual obligation to pay the amount for the benefits which he has enjoyed. Now, the delivery charge comes under the charge of services delivered by the Company. This charge has to be paid as part of the compensation to be paid by Bob to the Company. Conclusion: Bobs wishto keep the sand without paying the delivery charge of $50 is not acceptable. If he keeps the sand delivered by the Company he has to pay the delivery charge as well because delivery charge forms part of the service charge and cannot be ignored. Bibliography Adams, Michael and Marina NEHME, 'Section 18 of the Australian Consumer Law and Environmental Issues' (2012) 24Bond Law Review30 Boadle, Robert, 'Conscience and Unjust Enrichment' (2015) 89Australian Law Journal641 cassiejohnson, 'Negligent Misrepresentation - Contracts', Minnesota Lawyer(online) 2015BEMBRICK, Catherine, 'Australian Consumer Law : False Or Misleading Extended Warranties Representations' (2015)Lsj : Law Society of Nsw Journal86 Charman, Mary,Contract Law(Willan Publishing, 4th;4; ed, 2007;2013;) Code, Study Group on a European Civil,Commercial Agency, Franchise and Distribution Contracts (Yearbook of Private International Law)(sellier.european law publishers, 1. Aufl. ed, 2006) Corones, S. G.,The Australian Consumer Law(Thomson Reuters (Professional) Australia, 2nd ed, 2013) Davies, Paul S., 'No Leapfrogging of Contract in Unjust Enrichment' (2012) 71Cambridge Law Journal37 Degeling, Simone and Mehera San Roque, 'Unjust Enrichment : A Feminist Critique of Enrichment' (2014) 36Sydney Law Review, The69 Doyle, Matthew, 'corrective Justice and Unjust Enrichment' (2012) 62The University of Toronto Law Journal229 Egan, Tom, 'Wills and Trusts - Attorney - Fraudulent Misrepresentation', Massachusetts Lawyers Weekly(online) 2014 Fels, Allan, 'Current Issues in Competition Policy' (2015) 48Australian Economic Review410 Gergen, Mark P., 'Negligent Misrepresentation as Contract' (2013) 101California Law Review953Anonymousdistributor(Oxford University Press, 3rd ed, 2016) Gooley, J. V., Peter Radan and Ilija Vickovich,Principles of Australian Contract Law: Cases and Materials(LexisNexis Butterworths, 3rd ed, 2015) Hannes, Sharon and Avraham Tabbach, 'Agency Costs and Misrepresentation in Leveraged Firms' (2014) 40Journal of Corporation Law99 Hawkins, Derek, 'Breach of Contract - Negligent Misrepresentation' (2016)Wisconsin Law JournalAnonymousquasi-Contract(Oxford University Press, 8th ed, 2015) Ilter, Cenap, 'Misrepresentation of Financial Statements' (2014) 21Journal of Financial Crime215 Jaffey, Peter, 'Unjust Enrichment and Contract' (2014) 77The Modern Law Review983 Karstaedt, Tony, 'Recent Cases in Unjust Enrichment' (2014) 41Brief26 Leow, Rachel and Timothy Liau, 'resulting Trusts: A Victory for Unjust Enrichment?' (2014) 73The Cambridge Law Journal500 Priel, Dan, 'In Defence of Quasià ¢Ã¢â€š ¬Ã‚ Contract' (2012) 75The Modern Law Review54 Priel, Dan, 'The Law and Politics of Unjust Enrichment' (2013) 63University of Toronto Law Journal533 Schroeter, Ulrich G., 'Defining the Borders of Uniform International Contract Law: The CISG and Remedies for Innocent, Negligent, Or Fraudulent Misrepresentation' (2013) 58Villanova Law Review553 See, Vince Eng Teong, 'Competition Act 2010: The Issues and Challenges' (2015) 40European Sitkoff, Robert H., 'The Fiduciary Obligations of Financial Advisers Under the Law of Agency' (2014) 27Journal of Financial Planning42

Opening FBI free essay sample

Are you a college student, recent graduate, veteran, or professional interested in career opportunities in Washington, DC and various Field Offices throughout the country? The Federal Bureau of Investigation, recruitment representatives are in search of diverse, highly motivated, and talented candidates who are interested in joining the FBI.The Federal Bureau of Investigation (FBI) is a law enforcement and domestic intelligence agency, made up of more than 32,000 employees, charged with protecting and defending the United States against terrorist and foreign intelligence wreaths; upholding and enforcing the criminal laws of the United States; and providing leadership and criminal Justice services to federal, state, municipal, and international agencies and partners.If you are a student, a recent college graduate, veteran, or professional who meets the minimum qualifications and is interested in working for the nations premier law enforcement intelligence agency, dont delay, visit the link below. No paper or email resumes will be accepted. We will write a custom essay sample on Opening FBI or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Www. Fobs. Ova Page 1 of 3 Career Opportunities Typical entry level positions include, but are not limited to: Accountant As an accountant with the FBI, you will enter data and perform basic system queries to retrieve information needed in preparing reports ; prepare accounting worksheets analyzes and reconciles the General Ledger (GAL.) ; conducts liaison regarding accounting, financial and system matters ; utilize proper account structure, rules and accounting theory to maintain GAL. trial balances and related procedures.Auditor Perform a variety of audit assignments to include complete audits of less complex Bureau programs or functions or segments of more complex audits.Duties include, but are not limited to: Examine accounts and functions which make up the Financial Management System (FM) ; undercover funding; evidence control; inventory unction; payroll functions ; review operating practices of a program or function to determine compliance with applicable statutes, laws, regulations, and policies ; validate year-end account balances ; prepare audit reports and financial statements which present findings, cite applicable regulations, identify causative situations, and recommend corrective action. Majors: Accounting, Finance, Business) Budget Analyst An FBI Budget Analysts duties vary from one day to the next depending on the budget cycle. This position assumes accountabilities related to the Bureaus finances, budgets, expenditures, and more. You may be involved with developing, analyzing, or executing budgets (impacting resources allocations, future financial estimates, etc. ) ; preparing data in support of the budgetary cycle ; analyzing and comparing budget estimates for variations ; and making recommendations to upper management regarding a number of issues including transfers and reallocation of funding.Communication and leadership skills are essential in properly mediating international conflict over resources. Computer Scientist Acts as the technical expert on all investigations, works in a high-speed, dynamic, and biophysicist environment, and utilizes cutting edge technology. (Major: Computer Science or any degree with 30 semester hours in a combination of mathematics, statistics, and computer science. Fifteen of those hours must include differential and integral calculus. Electrical Engineer A person working in the PEP must have an excellent grasp of Electrical or Computer Engineering (ACE) concepts. A strong candidate will demonstrate some of the following skills: circuit board population, repair, test, debug ;embedded systems hardware or software design ; semiconductor design or fault analysis ; programming military for C, C++, C#, SAM (MIPS, ARM, ex.), Overlong, Python ; familiarity with embedded operating systems (Android, ISO, Windows Phone, ROOTS, Linux, CNN) ; REF and signal processing and analysis.Electronics Technician This position performs installation and maintenance on specified portions of critical units or subunits or disparate components of the Bis communications and intrusions systems. As an ET, you will perform installation, preventative and corrective maintenance on land mobile radio (ELM) systems, data network systems, facilities and electronic security systems within all 56 FBI field offices. In addition, the Its support the ELM for all Department of Justice law enforcement agencies, DEAD, SUMS and TAFT. Its also handle interoperability requirements with sta te and local law enforcement. Majors: Electrical Engineering, Electronics Engineering, Electronics Technology, or equivalent) I. T. Specialist Maximizing the most advanced technologies is a key priority of the FBI. Your accountabilities may encompass overseeing/implementing computer systems and network operations (daily administration, maintenance, ongoing support) ; serving as a technical and informational resource to users ; installing, configuring, and repositioning LILLIAN components ; diagnosing and resolving network issues ; ensuring that information security policies are applied ; and more. Majors: Engineering, Computer Science, Information Science, Information Systems Management, Mathematics, Statistics, Operational Research) Page 2 of 3 Management and Program Analyst Contributing to our efficiency and our culture of achievement is certainly an important role.You may collect, review, and analyze information in order to make recommendations to management ; conduct research to identify and evaluate areas f improvement that have a direct impact on FBI operations ; utilize surveys, interviews, and quantit ative data to prepare statistical analysis reports ; and participate in briefings related to study findings and recommendations. Operational Support Technician This position provides administrative and clerical support to various staff members of the field office.Typical duties include, but are not limited to: assembling, correlating and determining the classification of information received ; uploading, downloading, serializing and indexing documents ; opening and closing cases ; covering leads ; reading, maintaining and disposing of records and files ; maintaining personnel folders ; handling telephonic complaints and inquiries. Writer-Editor As a writer-editor with the FBI, your duties include, but are not limited to: editing material for the Directors daily briefings to the President of the United States ; ensure that written material does not conflict with existing policies, procedures or information previously submitted ; checks accuracy of information ; maintains accurate, organized records and files on all aspects of the production and editorial recesses ; initiates and maintains liaison with authors and other interested parties.How to Submit Your Resume To submit your resume, please click the link provided below. Submitting your resume does not guarantee you will be contacted for a position, however, your resume will be placed on a sharable database that allows FBI hiring managers to see all qualified candidates. If you possess the skills necessary for a certain position, you may be contacted. Disqualifications Conviction of a felony Use of illegal drugs in violation of the FBI drug policy: o Have you used marijuana at all within the last three years?