ABSTRACT
This chapter explores the ways in which mentors use challenge to help mentees achieve their aims. In the context of education, P. Black and D. Wiliam make reference to the use of formative assessment to provide feedback to students and refer to this as evidence that can be used to enhance performance. In their study they found what they referred to as a ‘poverty of practice’ whereby the focus was on giving marks or making comparisons, rather than on providing guidance on development. Constructive feedback represents information that supports personal and professional growth so it is fundamental within mentoring. The feedback sandwich works on the basis of praising what has been done well, followed by information about what could have been better. Within professional roles, most mentoring relationships are based on the premise that the process will encourage developmental change; as a result working with mentees to set developmental targets is often something that is built into the mentor’s role.
