April November 2018 Handbook

An initiative of the National Graduate Group April November 2018 Handbook SPONSORED BY: GOLD SPONSOR SILVER SPONSOR Reviewed June 2016 by Legal Vision

1 TABLE OF CONTENTS 1 Disclaimer... 2 2 Acknowledgements... 2 3 Section 1 - Program Overview... 3 3.1 Introduction and program aims... 4 3.2 Program outline... 4 4 Introduction to mentoring...5 4.1 What is mentoring?... 5 4.2 A mentoring roadmap... 6 4.3 Benefits of the program... 7 4.4 Matching mentors and mentees... 7 5 Program policies and procedures... 8 5.1 Privacy policy... 8 5.2 Conflict resolution... 8 5.3 Early termination... 9 6 Your mentoring experience... 9 6.1 What is expected of you as a mentor or mentee?... 9 6.2 What makes a good mentor?... 11 6.3 What makes a good mentee?... 11 6.4 Setting up your program... 13 6.5 Setting the mentorship objectives... 13 6.6 Mentorship meetings... 14 6.7 Ending the relationship... 15 7 Program evaluation... 18 8 A final word... 18 9 References... 19 10 Section 2 Self-reflection tasks and goal setting... 20 10.1 Things you might discuss in your mentoring relationship... 21 10.2 Session log sheet/ learning & progress notes... 23 10.3 Self-reflection task one Self-evaluation and personal vision... 24 10.4 Self-reflection task two Skills matrix and work values audit... 25 10.5 Self-reflection task three Short term career planning using SMART goal setting... 27 11 Section 3 Useful resource material... 30 11.1 LinkedIn cheat sheet: 5 Tips for a professional profile... 31 11.2 How to learn assertive communication in five simple steps... 32 11.3 Conflict resolution mistakes to avoid... 34 11.4 How to communicate: Improve your relationships with effective communication skills... 35 11.5 10 Steps to effective listening... 37 Appendix A - 2018 Mentoring agreement and objectives form... 41 Appendix B Committee Members 2018... 44 Appendix C 2018 Participants... 45 Appendix D Handbook Content Overview... 46 LIST OF TABLES Table 1-2018 Program outline.... 4 Table 2 - Potential benefits of participation in the mentoring program.... 7 Table 3 - Requirements of the mentor and mentee.... 9 Table 4 - Reasonable expectations for mentors and mentees... 10

2 1 Disclaimer Please note that mentors and mentees enter this program at their own risk and the Australian Institute of Geoscientists (AIG) takes no responsibility for any harm, loss, claim, liability, suit, action, expense, damage, and/or injury, including costs of litigation and reasonable legal costs, whether direct or indirect, financial or otherwise, to persons or property from any persons participating in the program. Also, the views of the mentors are not necessarily those of the AIG. The AIG does not accept responsibility for the information exchanged. 2 Acknowledgements Like most projects, this program and handbook were not produced in isolation and the AIG Mentoring Program has benefited greatly from the knowledge, input and support of a number of people. We would like to specifically thank the following people that contributed in our inaugural year: Ian Willis of Ian Willis Consulting Pty Ltd Dr Julie Preston University of Tasmania, Career Mentor Program coordinator Kim Shaw Curtin University, Career Development Consultant Robert Blythman and Josh Leigh of the AIG National Graduate Committee 2015 Members of the AIG, WA, and QLD Committees We also acknowledge the original authors of this document: Heidi Pass Brett Wilkinson Ivana David Michael Curtis Rowena Duckworth Genna McDonagh Doug Young We would also like to gratefully acknowledge our sponsors GOLD SPONSOR SILVER SPONSOR

3 3 Section 1 - Program Overview Section 1 Program overview

4 3.1 Introduction and program aims The AIG congratulates you on becoming a participant in the, an initiative of the National Graduate Group (NGG)! Geoscience is a very broad field with a variety of employment opportunities. It can be difficult for people starting work in the field of geoscience to break into the industry and manage their career development decisions. The AIG has recognised this opportunity for more experienced members to share their acquired knowledge with new and developing professionals. The NGG was founded by the AIG in 2014 in response to the need for the AIG to better communicate with its early career and student members. The NGG aims to support developing geoscientists by: Increasing student and graduate membership and assist in the transition to professional membership; Promote interaction between all members; Provide progressive communication to student through to early career members; and Encourage continued education and training. The contributes to all of these aims by pairing a more experienced AIG member with more than 5 years of experience (mentor) with a student (BSc/MSc/PhD) or early career (0-5 years) member (mentee) to assist in exploring their career opportunities, professional development and consolidate their learning and understandings. 3.2 Program outline The will run from April to November 2018, allowing time for the development of strong relationships between mentees and mentors. Mentor-mentee contact will be through three formal group meetings/social events as part of the program, plus private meetings arranged between pairs. Joining the program involves a commitment to attend the formal meetings (where possible) and to meet regularly with your pairing between the formal meetings (at least once a month but fortnightly meetings are recommended). Table 1-2018 Program outline. Month Event/important dates February/March Call for mentors and mentees Expression of Interest online forms available Expression of Interest form submission deadline - 31 March 2018 April Match mentors and mentees - April Send out acceptance emails May Kick-off event 1 st official mentor/mentee meeting TBA May 2018 May/June Private mentor/mentee meetings July Mid-term social state based programs TBA July 2018 Mid-Year Webinar Distance and all State based programs TBA July 2018 Private mentor/mentee meetings August/September Private mentor/mentee meetings October/November Private mentor/mentee meetings End-of-program event TBA October/November 2018 Program evaluation and exit surveys

5 3.3 Handbook This handbook has been designed to introduce you to the, to provide guidance on how to establish your mentoring relationship and get the most out of your participation. It is designed to be a supportive resource rather than a prescribed agenda. Section 1 of the handbook provides the program structure, specific advice to mentors and mentees as well as program logistics such as program conditions, mentoring roadmap, and conflict resolution, amongst others. Section 2 provides optional discussion topics, self-reflection exercises and a meeting log template. Section 3 includes a number of additional resources that may benefit the mentor-mentee relationship. Appendices A through D include your specific state committee details, a participant name list, a copy of the Mentoring Agreement and Objectives form and a high-level overview of the handbook content. We hope that you find your time in the is productive and fun! 4 Introduction to mentoring 4.1 What is mentoring? Mentoring is a partnership between two people (mentor and mentee) normally working in a similar field or sharing similar experiences. It is a helpful relationship based upon mutual trust and respect (University of Tasmania, 2015). There are many definitions for mentoring and many different forms of mentor-mentee relationships that serve different purposes. The following direct the mentoring program for the AIG: A relationship that enhances growth and development; A relationship that facilitates the sharing of experiences, skills and knowledge; A relationship that provides professional development and support; and An opportunity to acquire/exchange skills, open doors, increase confidence, widen your perspective, avoid errors and enhance your career. Mentoring differs from the related coaching and sponsoring. Coaching is similar to mentoring but is performance focused with specific tasks to achieve an immediate goal. Sponsoring or advocating is when an influential senior person talks about a person in a way that shows belief in their capability and opens up opportunities for that person (Australian Women in Resources Alliance, 2015). What career mentoring is not (University of Tasmania, 2015): Academic tutoring; Asking for a job or work experience; A way of gaining permanent residency; Telling the mentee what they should do; Completing assignments; Being a referee before the mentee has got to know their mentor; and A purely social relationship.

6 4.2 A mentoring roadmap A mentoring relationship has four stages: Each one of these stages is described below as in the Australian Women in Resources Alliance mentoring guide (2015). 4.2.1 Stage 1 Preparation Before meeting their mentoring partner, mentees and mentors should reflect on what they bring to the partnership and what they would like to gain from it. Participants are encouraged to enter the program with an open mind, and while they may have some ideas about what they want to achieve, be prepared to discover new ideas and directions as they interact with their partner. Before beginning the mentoring program, it is important for the mentor and mentee to reflect on their work goals/achievements (long and short term), skills and skill gaps, purpose for participation, anticipated challenges and personal communication and problem solving styles. Their perceptions are likely to change as their mentoring journey progresses, but this baseline will act as a useful starting point. The Expression of Interest form and 2018 Mentoring Agreement and Objectives form serve this purpose. 4.2.2 Stage 2 Establishment At this stage, mentors and mentees are suitably matched and will be trained in how to undertake the program in order to create a successful relationship. This is the time for the mentor and mentee to become acquainted and learn about each other s interests, values, goals and aspirations. It is critical that this period of socialising takes place to establish a rapport for candid and open discussions. For the, the Mentoring Agreement and Objectives form, the kick-off event and this handbook have been implemented to aid in training mentees and mentors in the mentoring process and assist in initiating their relationship. Individual state committees may have additional training resources. It is very important that the mentor and mentee establish a clear and shared understanding of the process and the relationship. Items such as agreed frequency, modes of communication and expectations as well as the program conditions are to be acknowledged and signed off by each participant. 4.2.3 Stage 3 The work Once the mentoring relationship is established and a rapport created between the mentee and mentor, the work of the mentoring process identifying goals and achieving growth, change or a result can begin. Depending on the length of the relationship, there is likely to be a number of goals identified and addressed. Also, in order to sustain a healthy working relationship, it is necessary for a periodic review to be built into the process. This program aims to be supportive rather than prescriptive in the nature of the work being done. To this end, Section 2 of this handbook contains three self-reflective exercises and a goal setting guide with examples. Section 3 of this handbook contains useful resources that address the soft skills necessary to create and sustain successful communication.

7 Mentors and mentees are encouraged to check-in with each other and the committee to give feedback on their progress. The mid-term social will also serve this purpose. 4.2.4 Stage 4 Closing While your time in the official will come to an end, should both the mentor and mentee be in expressed agreement, the encourages participants to continue their mentoring relationship beyond the formal program. The closing stage of the official program is a time for reflection and integration of the goals achieved and lessons learned before the next step is undertaken. The programs final event and exit interview serve this purpose. 4.3 Benefits of the program Participants can benefit from the program in several ways. Table 2 lists possible benefits for mentees and mentors. Table 2 - Potential benefits of participation in the mentoring program. Mentee Opportunity to discuss and seek guidance and advice regarding own career ideas, helping to make more informed choices in the future. Opportunity to establish a relationship with an experienced geoscientist in an area of interest. Advice on resources relevant to your area(s) of interest. Enhanced professional development Increased confidence due to the above. Mentor Opportunity to facilitate the mentee s professional growth. Opportunity to share knowledge and experiences. Revitalised enthusiasm and affirmation of role as an experienced worker. Experience in explaining the scope and skills of your work. To enhance leadership and interpersonal communication skills. To keep up to date with current knowledge through contact with university/early career geoscientists. Opportunity to contribute to enhancing the professionalism and competence of the profession in general through the above. To develop mutually beneficial relationships Mentoring also provides benefits to the industry as a whole. It gives an opportunity to bridge the gap between junior and senior geoscientists, allowing for the transfer of knowledge from one generation to the next. It also gives those just starting out a perspective on what to expect and how to plan their future career in geoscience. 4.4 Matching mentors and mentees Mentors and mentees have been matched according to areas of interest, experience and gender request based on the information provided on the expression of interest forms. The matching process has been limited by the suitability of applications and the similarity of mentor/mentee interests.

8 5 Program policies and procedures Program participants are required to sign and submit, thereby agreeing to the program conditions as outlined in the Mentoring Agreement and Objectives form (Appendix A). This form has been emailed to each participant. You are required to follow these conditions at all times during the program. 5.1 Privacy policy The is covered by the AIG privacy policy and therefore by participating in this program you agree to adhere to said policy. Please see the AIG privacy policy through the AIG website for details athttps://www.aig.org.au/?s=privacy. 5.2 Conflict resolution Of course we hope that the need for conflict resolution does not occur. However, there is a possibility that a dispute may arise between mentor and mentee. Dispute resolution refers to the processes by which disputes are brought to an end. This can occur through: A negotiated outcome, where the parties concerned sort out things themselves. A mediated outcome, where the parties use the services of an independent mediator to help them arrive at their own agreement. An arbitrated or adjudicated outcome, where an independent arbitrator or court determines how the dispute is to be resolved and makes a binding decision or order to this effect. Best practice dispute resolution outcomes should be: Quick - the issues should be resolved quickly rather than allowing them to escalate through inaction. Fair - all relevant parties should be consulted so that all sides of the story are taken into account. Transparent - the procedure should be made known to all participants. Both the mentee and mentor should feel free to contact any member of their committee or the national chair at any time during the program to discuss any matters arising. However, in the first instance and if appropriate, we ask that the dispute be raised between mentor & mentee with the aim of coming to a resolution. Mentees - Your mentor will likely have considerable management experience, and will be familiar in dealing with disputes in their own workplace. Be confident, and let your mentor know how you feel about the issue in question. Be polite, and non-accusatory. Mentors - Please respect that your mentee may be nervous about raising a complaint or dispute in your presence. If it is you who is raising the issue, then please be professional, direct, and maintain composure. The aim is to resolve the issue at a face-to-face level, and to maintain a healthy mentor-mentee relationship. If speaking together does not resolve the issue, or the issue is inappropriate for discussion between the mentor-mentee pair, two options are available and should be followed through before any further action is taken or complaint is made by you: 1. Contact any member of your mentoring committee or the National Chair with any issues.

9 2. Two mediators have been appointed, one male, one female, should you feel that you would like to speak to someone other than the persons mentioned in option 1 above (see Appendix B for contact details). 5.3 Early termination You have the right to end the mentoring partnership at any time. The has a no fault end of relationship policy. Should either member feel that they would be best served by ending the mentor/mentee relationship before the end of the program, this may be done on a no-fault basis, if appropriate. Section 6.7, Ending the mentoring relationship, provides guidance about how to end a relationship before the agreed timeframe should the need arise. Please contact your mentoring program convenor or the national mentoring program chair should you be considering this (see Appendix B for contact details). Both the mentee and mentor should feel free to contact any member of their committee or the national chair at any time during the program to discuss any matters arising. 6 Your mentoring experience 6.1 What is expected of you as a mentor or mentee? As a participant you are expected to be: Sensitive to the needs of each other and listen to each other s opinions and ideas; Be flexible with time management and meetings; Focus on goals that build the skills of the mentee and draw on the expertise of the mentor; Maintain confidentiality in all aspects of the relationship; and Be honest about the outcomes of the program. The has baseline requirements of the mentor and mentee as outlined in Table 3. Table 3 - Requirements of the mentor and mentee. A member of AIG. Over 18 years of age. Mentee A current undergraduate or postgraduate candidate (MSc/PhD) of geoscience or related discipline, OR An early career geoscientist (0-5yr) seeking guidance and advice through mentorship. A desire to explore career options or knowledge of practice. A commitment to the mentoring process. Preparedness to maintain confidentiality regarding discussions with mentor. A member of AIG. Mentor More than five years working in geoscience. Strong interpersonal and communication skills. Access to a network of appropriate referrals and/or contacts. A commitment to the mentoring process. Preparedness to maintain confidentiality regarding discussions with mentee.

10 6.1.1 Reasonable expectations for mentors and mentees Mentors and mentees typically enter their relationships with assumed expectations of each other. At times, some can experience disappointment because expectations weren t met or even discussed. To prevent this and to help you with your planning, the table below lists some common, reasonable expectations. In many cases, the expectations are similar or the same. A mentoring relationship is a partnership, with both people showing respect and support for each other. Discuss these expectations early in your mentoring partnership (Table 4, taken from http://siteresources.worldbank.org/intytoycommunity/resources/menteetoolkit.pdf.). You may want to add other expectations the two of you identify. Table 4 - Reasonable expectations for mentors and mentees Expectations of mentors Meet as often as your schedules permit. Provide help by answering questions. Serve as a learning broker and be a sounding board for issues relating to the mentee s career goals and development. Talk about skills mentee could acquire to add value. Discuss getting feedback and help mentee look for information on impact he/she is having. Focus and be interested in getting feedback and measuring how you are perceived. Provide suggestions and advice on goals and activities that lead to effective and rewarding work. Tell stories about how others made their way in industry that might be relevant to the mentee. Be a catalyst for mentee developing his/her own network. Point to others he/she might reach out to and engage. Keep any commitments made. Keep confidences with mentee. Work out any minor concerns about the relationship. Evaluate the relationship at various stages in the program. Expectations of mentee Meet as often as your schedules permit. Take initiative to drive the relationship and be responsible for your own career development and planning. Ask questions. Focus and be interested in getting feedback and measuring how you are perceived. Ask for suggestions and advice early in the relationship. When advice is given, listen to the mentor, apply at least some of their ideas, and let him or her know the results. Elicit your mentor s advice on developing other informal mentoring relationships. Keep any commitments made. Keep confidences with mentee. Work out any minor concerns about the relationship. Evaluate the relationship at various stages in the program.

11 6.1.2 Unreasonable expectations regarding mentors There are some common unrealistic expectations of mentors that can cause irritation and disappointment on both sides. As a general guideline, the mentor should not be expected to: Provide the mentee with personal introductions to other people unless they re comfortable doing so. Spend more time on the relationship than he or she is able to give. Take the lead in the relationship, setting up all meetings and driving the mentee s career development. Continue the relationship beyond the agreed-upon time period, unless explicitly expressed. The above was taken from http://siteresources.worldbank.org/intytoycommunity/resources/menteetoolkit.pdf. 6.2 What makes a good mentor? A mentor is a guide who can help the mentee to find the right direction and who can help them to develop solutions to career issues. Mentors reply upon having had similar experiences to gain an empathy with the mentee and an understanding of their issues (University of Tasmania, 2015). "A good mentor helps you to walk in your own shoes, even if you start out just wanting to walk in theirs." ~ Li Cunxin, author of autobiography Mao's Last Dancer. 6.2.1 Traits of a great mentor: (Taken from http://www.afr.com/brand/boss/how-to-be-a-successful-mentor-and-mentee-20150704- ghxj85) 1. Is honest, friendly, open, trustworthy, confidential, accessible, encouraging, consistent and dependable, particularly during a crisis. 2. Patiently works out the mentee's needs using active listening and by asking questions. 3. Resists the temptation to fix the mentee's problems and makes suggestions about the next step forward. 4. Assists in setting written objectives (that are measurable, appropriate and are a stretch but attainable) and monitors progress. 5. Willingly discloses what they have learned, including mistakes. 6. Assists the mentee in realizing their career path/career change and encourages innovation and creative thought to realise their aspirations. 7. Brokers useful relationships for the mentee. 8. Facilitates exposure to experiences that might help the mentee. 9. Walks the talk on the mentoring relationship: maintains confidentiality, delivers on commitments, actively manages any conflict of interest that could harm the mentee; is prepared to engage in 'hard talk'. 10. Recognises and rewards progress. 11. Knows when it is time for the mentee to find a new mentor. 6.3 What makes a good mentee? Preparation before every meeting and reflection/documentation after each meeting will enhance outcomes.

12 10 tips for mentees: 1. Initiate - In order to sustain the mentoring relationship, take the initiative to ask your mentor a question, to let him or her know your educational and professional interests and objectives, and to ask about his/her own experiences. 2. Honour your commitment - Your mentor probably has a very demanding job. He or she has volunteered to take on the added responsibility of mentoring. Please be appreciative of your mentor s time and investment; respond in a timely manner to your mentor's questions and comments. If you don't have the time to respond at length, send a short message letting this person know you will be in contact when you have the opportunity. 3. Help your mentor help you - Tell your mentor how she/he can be most helpful to you. 4. Expect support, not miracles - You can expect a certain level of support and advice from a mentor, but he or she can't solve your problems for you. Perhaps the most valuable quality a mentor can offer is an alternative point of view. A mentor an put the situation in perspective, offer feedback, serve as a sounding board, and identify others whose brain you might pick or activities you can engage in or small ways you can position your work to meet your goals as well as resources that maybe helpful to you. 5. Communicate clearly - Initiate contact with your mentor if you have questions or would like to discuss something. Identify your needs and communicate them as clearly as possible to your mentor. It may be helpful to put some focused energy into organizing your thoughts and concerns before talking to your mentor, so that the time is spent wisely. 6. Be teachable - Be willing to learn new things, obtain another perspective, and be responsive to suggestions and constructive criticism. 7. Keep up your end - Work hard at being a good mentee. 8. Follow through - When you decide to act on your mentor s suggestions, act in a timely manner and then report back to him/her. 9. Look ahead at your calendar - Are there any days you know that you'll be offline or ultra-busy? If so...let the other person know, so that if s/he doesn't hear from you, she knows it's because you're away or you're swamped. 10. Correct misunderstandings when they happen - Get in touch with your mentor before a concern becomes a problem.

13 6.4 Setting up your program The first official mentor/mentee meeting will be at the kick-off event unless otherwise organized by your mentor/mentee. The primary purposes of this first meeting are to: Meet the other participants of your ; Meet with your mentor/mentee; Discuss and decided upon the when, where and how of subsequent meetings between your mentor/mentee; Discuss and agree on your mentoring objectives; and Sign and hand in the Mentoring Agreement to the committee. Using the Mentoring Objectives and Agreement form sent out in the program acceptance email, the mentee will use this form to define their intended objectives for the mentoring program. The aim of this agreement is to clarify the expectations of the mentor and mentee at the program commencement. The mentee will bring this completed form to the kick-off event. During the kick-off event, time will be set aside for the mentor and mentee to discuss the proposed objectives and come to agreement before signing the form to indicate their agreement. The signed form is to be handed into the mentoring committee at the end of the kick-off event. If the mentor or mentee was not able to attend the kick-off event, once the mentor and mentee have agreed on the objectives and the program conditions, the completed objectives form should be forwarded to your program convenor for our records. 6.5 Setting the mentorship objectives If you are a mentee, you will need to set the mentorship objectives once you have received your letter of acceptance. 6.5.1 What is a mentorship objective? A mentorship objective is a statement describing what is to be accomplished as a result of the mentor/mentee relationship over a set time period. 6.5.2 Why set up mentorship objectives? The mentorship objectives are set so that both you and your mentor are aware of what is to be achieved at the outset of the mentorship relationship. This will enable meetings to be directed appropriately. 6.5.3 How to set up mentorship objectives Setting the objectives for the mentor/mentee relationship need not be a stressful experience. The following points may help to guide this process: Keep in mind the Benefits to the mentee that were outlined in Section 4.3. Your objectives should focus on these points. The best objectives will be those that are: specific, measurable, achievable, and reasonable given the available program timeframe (i.e. SMART objectives). Frame your objectives using terms that will be easily understood by your mentor. You may outline as many or as few objectives as you deem appropriate. Remember objectives may also change with time depending on changes in the mentee s situation and goals, so make sure to update your mentorship objectives should it be required. Mentees have been encouraged to contact their mentor prior to the kick-off event to discuss the objectives and what he or she thinks is reasonable. Understand that your mentor may not be able to help with all your needs and objectives.

14 6.5.4 Example objectives The following are some examples of appropriate objectives for the mentoring program (but keep in mind objectives will vary greatly due to the varying needs of mentees): To discuss and list potential employment options for your career; To discuss key issues related to research dilemmas, career directions, the context of geoscience, as appropriate; To discuss the job application process and how to develop concise written applications and prepare for interviews; To discuss and list long term career opportunities within the geoscience industry; To learn about and participate in geoscience conferences/ journals/ associations/networking opportunities; To discuss a current research project and elements to consider in the formation of the hypothesis; To provide practical information and resources to enhance one s work; Suggestions for readings or other people in the field to contact; and Problem solving and anything else that the mentee identifies as a need or the mentor considers might be useful. 6.6 Mentorship meetings It is encouraged that mentors and mentees meet at least once per month through skype, telephone or email throughout the program period in order to meet their mentoring objectives. Additionally, if schedules permit then a face-to-face meeting. Mentee-mentor meetings will occur at a mutually convenient location, for ½ hour 1 hour for each meeting or as agreed, with the opportunity of meeting other relevant people as appropriate. These parameters are flexible and it will be left to mentees/mentors to arrange, according to the mentoring needs and the availability of those involved to attend meetings. It is suggested that the meetings occur through the following forms of communication including telephone, email or Skype may be appropriate. We also encourage mentors and mentees to attend the mid-term social session as a way of having contact with other participants in your community and to consider new issues. It is noted here that the onus is on the mentee to make and facilitate appointments with their mentor including completing the agreed to tasks. Mentees will be expected to undertake some development work between meetings. Best practices for mentoring meetings Making each mentoring meeting efficient, engaging and productive can be daunting. Below are some responses taken from a recent survey by the Centre for Mentoring Excellence (2015) on how to make the most of your meetings: Make mentoring meetings a priority. Once you give mentoring time away it is hard to reclaim. Be present when you are present. Don t allow distractions and interruptions to take you off course. Meet frequently in the beginning and then as needed, so that it does not become a chore to both parties.

15 Hold regular monthly meetings. If it is any less than that, the relationship can feel forced and disconnected. Use your mentoring time well. Hold monthly meetings to review your process and engage mentees in the process of thinking about their future. Make time prior to your scheduled meeting so you can focus on mentoring and align your thoughts with the plan for the upcoming meeting. Meeting in a neutral location enables you to give your partner undivided attention. Sometimes changing the location of the meeting can help in approaching things from a different perspective. 6.6.1 For mentees How to get started with your mentor It can be a bit intimidating at the start when meeting with your mentor (and mentors may feel the same!). Below is a suggested outline to get your program up and running you have started already! Initial contact - You as a mentee will have already contacted your mentor by phone or email, having introduced yourself. 1 st meeting - Use the Mentoring Agreement and Objectives form as a focus for your discussion to clarify what you want to get out of the process. Get to know a little about each other why you chose your course of study, an overview of the mentor s career path so far. Set a date for your next contact and topic(s) for discussion. 2 nd meeting -Follow up on any suggestions or research suggested by your mentor. Discuss topic(s) as pre-arranged at previous meeting. Set date for next meeting and topic(s) for discussion. 3 rd and 4 th meetings - Now you should be underway! Make sure you keep your mentor informed about any extra demands on your time, e.g. exams, assignments, work load, travel plans, field work. Practical tips from the University of Tasmania (2015) career mentoring program: Ask your mentor about dress codes if you are meeting face to face in their office. As a minimum we suggest smart casual. Ask the mentor what you should call him/her. Always confirm meetings in advance. Don t be late for meetings or scheduled phone calls/skype. If you happen to be running late, call the mentor and explain. Some of the information you will be exposed to may be confidential. Always respect and be aware of the confidentiality of information. Sections 2 and 3 of this handbook include several resources that can be used for future meetings and discussion. 6.7 Ending the relationship While it is our intention that all participants are committed to the duration of the program, all relationships change over time, and mentoring relationships are no exceptions to this rule. When you first begin a mentoring relationship as mentee, you probably had a great desire to make progress in a certain aspect of your career or life. As a mentor, you may have had the motivation, time and energy to give to helping

16 another person in your field. Over time, however, your needs, availability and priorities change. While many mentoring relationships will last several months or more, changes are natural and inevitable (Centre for Association Leadership, 2015). Mentoring relationships may end for any number of reasons as outlined by the MENTOR/National Mentoring Partnership (2005) guide: A mentor and mentee pair do not get along; Either the mentor or the mentee drops out of the program; Life circumstances make it difficult or impossible to continue the relationship (a mentor is transferred to another city or changes in family responsibilities or living situations occur for the mentor or the mentee); The mentee reaches a level of self-sufficiency with the particular mentor so that mentoring is no longer needed; or The program ends. With a little foresight, you can handle the situation gracefully. Remember that there are two partners in the relationship. Do each of you know how the other feels? Be vocal in your appreciation of each other. Celebrate your accomplishments together. The Centre for Association Leadership (2015) provides the following suggestions. For mentors: If you are a mentor who would like to end the mentoring relationship for any reason, please alert your mentee and the mentoring committee as soon as you are certain that this change is on the horizon for you. Your mentee will appreciate knowing that you can only offer a few more mentoring conversations. With this advance notice, the mentee will be able to use these last sessions strategically and can also begin to seek another mentor if needed. We encourage you to be straightforward and clear when you communicate about the end of your commitment as a mentor. While you may regret ending the mentoring and have the urge to offer to continue informally, it is best to be honest about what you can realistically provide. For example, rather than stating, Call me anytime, you might simply say, I wish you well. Please keep me posted about your progress with an occasional email. As you conclude your support as a mentor, your mentee will appreciate if you reflect back on progress and changes since the beginning of the relationship. By noticing and drawing attention to the mentee s progress, you will provide encouragement that is likely to motivate more growth and action on the part of the mentee. Acknowledge challenges and obstacles that the mentee faced during your time together. Your recognition of the mentee s efforts will help the mentee to see his or her efficacy and capability in a new light. Many people find it helpful to end a mentoring relationship with a sense of purpose and direction for the future. We encourage you to use the last session to focus on future goals and the support systems that the mentee will put in place to support continued development. In summary, you can conclude your responsibilities as a mentor in a positive and productive manner by: Giving as much advance notice as possible; Being clear about how you would like to relationship to work after the formal mentoring is completed;

17 Acknowledging specific areas of progress and growth that you have observed in the mentee during the mentoring period; Giving verbal recognition of challenges that your mentee has faced and/or overcome; Helping your mentee set goals for the future; Asking your mentee to identify the support system and resources that will support achievement of those goals in the future; and Encouraging your mentee to continue on the journey as a lifelong learner. For mentees: If you are a mentee who would like to conclude your mentoring relationship, you may feel awkward about telling your mentor. We find that many people feel confused about how to express gratitude for a mentor s voluntary commitment and also to let the mentor know that the mentoring conversations are no longer needed. The good news is that most mentors are seasoned managers who understand the ebbs and flows of professional life. Often, the mentor may sense the diminished need for the mentoring conversations or feel that the conversation has grown stale over time. By communicating that you would like a change, you are freeing up yourself and your mentor from a commitment that may have served its purpose. Remember that ending the formal mentor relationship may not mean ending the relationship. Many mentors and mentees continue to stay in touch informally and support each other in a variety of ways over time. A best practice for communicating with your mentor about ending the formal mentoring is to tell the mentor in person. Plan to spend five to ten minutes at the end of your next session talking about it. While every person s situation is unique and requires individual explanation, here is a straightforward approach that may help you plan this conversation: Begin with a simple, clear statement about how you see your career and the mentor relationship at this time. Explain how your situation may have changed. Express gratitude to the mentor for his or her time and contribution to your progress. For example, I ve come a long way during the past several months. At this point, I realize that I need some time to focus on the areas that we ve talked about. I am grateful for your guidance and support. I feel that we ve accomplished what I needed at this time, and rather than take more of your time and focus, I d like to suggest that we conclude our mentoring relationship at our next session. Let your mentor know how the mentorship has benefited you. Thanks to you, I have a much better understanding of how to navigate in a large company. You ve helped me interpret and apply the feedback that I got from my boss. I really appreciate your insights and support. Ask for the relationship to continue informally if you would like to maintain the relationship. Would you be willing to hear from me now and then in the future? Offer your support to the mentor. I would love to support you in some way in the future. Please don t hesitate to contact me if I can ever be of assistance. Suggest a focus for the final session. You might like to celebrate all that has been accomplished and have a more informal session. You could also ask for help in identifying next steps for your career. Write a personal thank you note and mail/email it to your mentor within two days after your last session. Perhaps the most important advice for ending a mentoring relationship is to handle the situation in a forthright way rather than avoiding it. If you manage yourself with integrity and respect for the other person, the communication will go well and you will leave the door open should you want to reconnect in

18 the future. After all, it is natural for the relationship to evolve for both of you. By allowing for the relationship to come to closure, you are respecting each other s time and potentially freeing yourselves for other kinds of development and mentoring. Recall, both the mentee and mentor should feel free to contact any member of the committee or national chair at any time during the program to discuss any matters arising. Section 5.2 addresses the options for assistance with conflict resolution and the has a no fault end of relationship policy. 7 Program evaluation Evaluation of the mentoring program is crucial for future program improvement. Participants will be asked to complete a short survey at the final event to gain feedback on the program. This will not take any longer than 10 minutes. All information collected for evaluation purposes is kept anonymous. 8 A final word If you have any feedback about the and/or this handbook please contact us to let us know your thoughts. We are open to suggestions for content you would like to see, any errors, complaints or compliments. Help us help you.

19 9 References Australian Women in Resources Alliance, 2015. 08 The way forward guide to providing support through mentoring. [ONLINE] Retrieved from http://awra.org.au/wpcontent/uploads/2015/01/wfg08_mentoring-e-mentoring140428.pdf Centre for Mentoring Excellence, 2015. Best Practices for Meetings, Mentoring Matters e-newsletter, Volume 6, Issue 5. [ONLINE] Retrieved from http://archive.constantcontact.com/fs189/1102855888252/archive/1121153096560.html Curtin University, 2015. Next Step Mentoring Program Information pack and started guide. 7 pages. MENTOR/National Mentoring Partnership, 2005. How to Build a Successful Mentoring Program Using the Elements of Effective Practice TM. A step-by-step tool kit for program managers. [ONLINE] Retrieved from http://www.mentoring.org/downloads/mentoring_413.pdf. 204 pages. The Center for Association Leadership, 2015. Ending the mentoring relationship. [ONLINE] Retrieved from http://www.asaecenter.org/files/ending%20the%20mentoring%20relationship.pdf 3 pages. University of Tasmania, 2015. Career Mentor Program Sharing wisdom and experience, Participant Manual 2015, contact Dr. Julie Preston, Career.MentorProgram@utas.edu.au, Career Mentor Program Coordinator, 28 pages.

20 10 Section 2 Self-reflection tasks and goal setting Section 2 Self-reflection tasks and goal setting

21 10.1 Things you might discuss in your mentoring relationship (From the University of Tasmania, Career Mentor Program Sharing wisdom and experience, Participant Manual 2015.) The following questions, issues, discussion points and activities are to give you a starting point for what you might like to achieve during your mentoring relationship. The topics are a guide only. You may choose to discuss all of the points during your meetings together, or you may choose to focus only on one or two key points. You may choose to go through these topics in order, or to start at the end. Use this guide and brainstorm a plan of action for your meetings and record them in your mentoring journal. Getting to know each other What are each of your likes and dislikes, strengths and weaknesses? What are your key skills, values and beliefs? Why did you choose your course? What is your background? What was the mentor s career pathway? What are some of the other career options for this degree? What are the trends and developments in these career areas? How does your personal and professional life fit together? What are the most rewarding and most frustrating aspects of the mentor s job? Tips and advice for entering the career field What educational strategies can the mentee use to clarify their career direction? I.e. subject selection, research projects etc. What kind of preparation is required to further careers in this area? I.e. job shadowing, work experience, networking etc. What are the current professional cultures? What are the trends in labour markets, research, or policy which may affect this career? What are employers looking for in graduates in this career? What should mentees be attempting to achieve now to obtain their long-term goals? Understanding work environments and role requirements What environments suit you (mentee) best? How to make introductions (in a business context) using handshakes and appropriate titles Background of the mentor s organisation, mission and purpose Occupational health and safety Workplace skills, e.g. presentations, consultations, practical skills Explanation of the broader technical aspects that support this career area e.g. business/financial/knowledge management/it Office politics Networking How to start a networking conversation How to introduce yourself How does this differ if you are in a group? Being prepared (relevant questions to ask, and your own background) How to overcome shyness or feeling uncomfortable with strangers How much do I talk about myself? What should I talk about? Finding common ground Following up on promises and giving feedback Keeping in touch what is expected and what is appropriate What can I offer in return?

22 Strategies for job search, resumes and interviews in the target sector; work experience and volunteering What kind of work or work experience will benefit your (mentee s) career plan? What are the overseas employment trends? Is there alternative voluntary work that may offer mentees the chance to enhance their skills? What really happens at job interviews? What are the best ways of finding jobs? Personal approaches, cold-calling, resumes or letters? How do organisations recruit? How do mentees make the most of the work experience opportunity if and when they get it? Suggested practical activities Workplace tour and introduction to colleagues Introduce mentee to HR manager at mentor s workplace Attend staff meetings, seminars, PD sessions together Review and critique mentee s resume Mock job application Mock interview practice by phone/skype Practise networking conversations Compile a list of contacts to build mentee s networks Attend industry/professional networking events together Workplace shadowing Provide mentor s organisational chart and discuss Set homework for the mentee, e.g. research an organisation of interest, for discussion at next meeting Refer mentee to relevant colleagues for further information Use Self Reflective Tasks in this manual as focus for discussion

23 10.2 Session log sheet/ learning & progress notes (Modified from Information Pack and Starter Guide of the NEXT STEP Mentoring program 2015, Curtin University) Date of meeting: Meeting #: Duration of meeting: (hours/minutes) (Pre-meeting)Aim of session/objectives to target: Meeting Notes: (Post-meeting) Key points discussed during session: Actions for the Next Meeting: (use more space for in-depth detail if required) Mentee Mentor 1. 2. 3. 1. 2. 3. Next meeting: location, time, face to face, email, phone? Date: Time: Where:

24 10.3 Self-reflection task one Self-evaluation and personal vision (From the University of Tasmania, Career Mentor Program Sharing wisdom and experience, Participant Manual 2015.) At the start of your program it is recommended that you complete the self-evaluation and personal vision activities. These tasks will help you to clarify your career preparedness and identify discussion topics. 1.I feel confident that I will be able to get a job in my chosen career area: Strongly disagree Disagree Neutral Agree Strongly agree 2.I feel motivated about searching for a job in my chosen career area: Strongly disagree Disagree Neutral Agree Strongly agree 3.I understand what is required of me when applying for a job in my chosen career area: Strongly disagree Disagree Neutral Agree Strongly agree 4.I am confident about writing my resume: Strongly disagree Disagree Neutral Agree Strongly agree 5. I feel I know enough about my chosen career area: Strongly disagree Disagree Neutral Agree Strongly agree 6.I am confused about what employers expect of me in my chosen career area: Strongly disagree Disagree Neutral Agree Strongly agree 7.I have an understanding of what happens behind the scenes in my chosen career area: Strongly disagree Disagree Neutral Agree Strongly agree 8.I feel I have clear career goals for my future: Strongly disagree Disagree Neutral Agree Strongly agree 9. I feel prepared for my future career path: Strongly disagree Disagree Neutral Agree Strongly agree 10. I have a clear career path: Strongly disagree Disagree Neutral Agree Strongly agree 11. I feel uncomfortable about networking effectively with other in my chosen career area: Strongly disagree Disagree Neutral Agree Strongly agree 12. I feel I will be a competent member of my profession: Strongly disagree Disagree Neutral Agree Strongly agree