Activity 1
One of the mentoring strategies described in the previous section was to adopt a “high challenge-high support” approach. Let’s consider an example. First, read the mentee question below. Then for each of the four mentor responses, consider how the mentor is challenging and/or supporting the mentee. Classify each response by dragging it to the corresponding quadrant of the Challenge/Support graphic that follows. (The response will pop back to the starting spot if placed in the incorrect quadrant.) This exercise is based on the model by Daloz2 and its application to faculty by Bower et al.3
Mentee question: I’ve heard it can be helpful to contact a program officer at the funding agency before submitting a grant proposal. What advice do you have about this?
1. Low challenge, low support:
Mentor response: Who is your program officer? Oh yes, I’ve worked with her before.
Mentee outcome: Stasis, no growth
2. Low challenge, high support:
Mentor response: I agree. It’s very important to be in communication with your program officer throughout the grant development process and after the review takes place.
Mentee outcome: Confirmation, possible growth
3. High challenge, low support:
Mentor response: Yes, definitely make a call. You can find their names and contact information on the website. Let me know at our next meeting how the conversation goes.
Mentee outcome: Retreat, increased stress, unlikely growth
4. High challenge, high support:
Mentor response: Before making contact, I suggest you develop a one-page concept paper that outlines your proposal and a short list of questions. We can review these materials together before you share them with the project officer. If you think it would be helpful, I could be on the call with you. What are you most comfortable with?
Mentee outcome: Growth
low support
high support
low support
high support
