financial assistance for training interventions that does not address the organisation’s strategic objectives, etc. The Mentor has to discuss the special needs and learning barriers/ support requirements of the mentee and the actions that the Mentor will take to address the special needs and learning barriers/ support requirements of the mentee. In the beginning of the mentor-mentee relationship, the mentee will not necessarily be could prevent you open to discuss all his/ her special needs and “What from implementing your learning barriers/ support requirements. The The mentee’s IDP? In what way could Mentor should, however, ensure that he/ she special needs and I, or anyone else, be of creates an open and trusting environment to learning barriers/ assistance to you during identify the special needs and learning barriers/ support the support requirements of the mentee. mentoring?” requirements as are some The Mentor will not be able to address all special “These well as actions to information guides/ needs and learning barriers/ support address the special brochures that I sourced requirements of the mentee. In some cases (e.g. needs and learning in terms of your special when the level and nature of the special needs barriers/ support needs and learning and learning barriers/ support requirements by requirements. barriers/ support the mentee extends beyond the Mentor’s skills, knowledge and experience), the Mentor should requirements.” rather refer the mentee to the relevant professional service provider(s) (e.g. career counsellors, psychologist, occupational therapists, social workers, etc.). (If applicable) the Mentor should provide the relevant information (and information guides/ brochures), which he/ she sourced during the previous steps of the mentoring process, to the mentee. Aspects to be Examples of what the Notes and guidelines discussed Mentor should say Special needs and learning What actions should the Mentor barriers/ support take? requirements Personal and social Give some advice and share his/ her problems (e.g. financial experience on how to deal with the difficulties, family-related problem. problems, absence from work, withdrawal from the Refer the mentee to a psychologist, mentor-mentee relationship, occupational therapists or social severe depression, worker. substance abuse, etc.).
financial assistance for training interventions that does not address the organisation’s strategic objectives, etc. The mentee’s special needs and learning barriers/ support requirements as well as actions to address the special needs and learning barriers/ support requirements. The Mentor has to discuss the special needs and learning barriers/ support requirements of the mentee and the actions that the Mentor will take to address the special needs and learning barriers/ support requirements of the mentee. In the beginning of the mentor-mentee relationship, the mentee will not necessarily be open to discuss all his/ her special needs and learning barriers/ support requirements. The Mentor should, however, ensure that he/ she creates an open and trusting environment to identify the special needs and learning barriers/ support requirements of the mentee. The Mentor will not be able to address all special needs and learning barriers/ support requirements of the mentee. In some cases (e.g. when the level and nature of the special needs and learning barriers/ support requirements by the mentee extends beyond the Mentor’s skills, knowledge and experience), the Mentor should rather refer the mentee to the relevant professional service provider(s) (e.g. career counsellors, psychologist, occupational therapists, social workers, etc.). (If applicable) the Mentor should provide the relevant information (and information guides/ brochures), which he/ she sourced during the previous steps of the mentoring process, to the mentee. “What could prevent you from implementing your IDP? In what way could I, or anyone else, be of assistance to you during the mentoring?” “These are some information guides/ brochures that I sourced in terms of your special needs and learning barriers/ support requirements.” Aspects to be discussed Notes and guidelines Examples of what the Mentor should say Special needs and learning barriers/ support requirements What actions should the Mentor take? Personal and social problems (e.g. financial difficulties, family-related problems, absence from work, withdrawal from the mentor-mentee relationship, severe depression, substance abuse, etc.). Give some advice and share his/ her experience on how to deal with the problem. Refer the mentee to a psychologist, occupational therapists or social worker.