SPE MENTORING PROGRAM

GUIDES & WORKBOOK

MENTOR DETAILS MENTEE DETAILS

NAME: NAME:

PHONE: PHONE:

EMAIL: EMAIL:
WELCOME TO THE SPE MENTOR PROGRAM
Our program intends to provide professional members with a significant industry leadership edge
and aims to harness the wisdom contained in our mentors to provide support for emerging and
existing leaders; and importantly it provides a platform for a successful future of our global Oil &
Gas industry.

If you have any questions, suggestions or feedback, please contact us:

Thomas Hair or Lina Velosa at mentoring.spe@gmail.com

SPECIAL THANKS TO:

MATTHEW FLETT - 2014- 2015 SPE WA Chairman

FRANCES EATON – Author of the Guides and Workbook, she can be reached at
frances.eaton@westnet.com.au
WHAT IS MENTORING?
Mentoring is intended to be a one-to-one relationship by means of which the mentor invests their
time, knowledge and efforts to help the mentee reach all their potential as a person and as a
professional in their behaviours, knowledge and skills. Mentoring is a very old formula of human
development whose origins lie in the Stone Age, when the artists who painted on cave-walls, the
stone carvers, the medicasters who used medicinal herbs to heal sickness and others instructed
the youths of their clan, in order to transmit their knowledge, thereby contributing to the
evolution of civilization.

Mentoring owes its name to Greek Mythology. Mentor was Ulysses’ close friend, the protagonist
of Homer’s Odyessy. Before setting off to Troy, Ulysses bade Mentor to take care of his son
Telemachus and to prepare him to succeed him as the king of Ithaca. Mentor had to be like a
father, a master, a model and reliable counsellor and challenge-stimulating instructor, so that
Telemachus could become a wise, truthful and prudent king.

Mentoring is becoming very common in Australia. It has gone through a process of transformation
as a consequence of the changes that the business world has undergone from the industrial age
to the age of knowledge. In the industrial age, the mentoring model was orientated towards the
achievement of higher position in the hierarchical scale; in the age of knowledge, this orientation
is turning towards the development of the individuals’ inner power, which originates in mental
ability, persuasion, vision, creativity, capacity to solve problems, passion for the results of
business activity, capacity to create teams, which turns high potential professionals into managers
who contribute effectively to the growth of the business.

Organisations are demanding continuously growing profits, higher quality products and services,
capacity to compete in a more open and globalised market, capacity for creation and innovation
in a technology changing environment, etc. Therefore, leaders and managers must perform more
broad and versatile roles like the creation of new vision, the development of strategies, the direct
involvement in operational issues, team building, leadership etc. Mentoring is an enabler in that
process.

SO, WHAT IS MENTORING FOR YOU?

MENTORING THAT BUILDS LEADERSHIP

Leadership is an observable, learnable set of practices,

Leadership is not something mystical and ethereal
that cannot be understood by ordinary people.
Given the opportunity for feedback and practice,
those with the desire and persistence
to lead and to make a difference
- can substantially improve their ability to do so.
The Leadership Challenge – Kouzes & Posner

Great leadership requires great influence. Great leaders are not born with a genetic code that
dictates great leadership, nor are they self-made into great leaders. A study of any honourable
effective leader will show that along the way of their development, they received many influences
from relationships and events that they experienced. Emerging leaders use great influence to help
them become great leaders.

The current leaders within our membership are considered as a source of great influence.
Mentoring is a vehicle that taps into this great influence to build and support the current and
future generation of leaders in our industry. Mentoring that builds leadership however, must be
based upon an understanding of how leadership development takes place.

Studies of great leaders have shown 3 common experiences from which these great leaders
learned how to lead:

 Trial & Error

 Observation of Others

 Education

These 3 leadership learning experiences suggest 3 services that mentors can provide for the
development of emerging leaders.
THREE MENTORING SERVICES
 Guidance
 Facilitation
 Input
By providing these for their mentees, mentors can speed up the Mentees’ leadership
development process and help insure the quality of their development. Just as a catalyst in a
chemical reaction causes the reaction to take place more quickly and effectively, so a Mentor has
the potential to cause the same effect in their Mentees leadership development process.

GUIDANCE

As leaders-in-the-making experience trial and error, observation of others and educational

opportunities, they have great need for various forms of guidance. At times, they need guidance
that gives direction through the maze of leadership decisions and challenges. At other times when
the leadership context seems fast-paced, chaotic, and ethically challenging, the mentee needs
guidance on the meaning of principled leadership that is both effective and ethically balanced.

At regular intervals, developing leaders need guidance that fosters courage for decisive action and
moral integrity. In this way, they need Mentors whose words and actions model the way for
courageous steps forward. Finally Mentees need feedback that guides them as they apply the
lessons learned from their trial and error, observation of others and educational opportunities.

Without guidance from a Mentor, most emerging leaders go through their development
processes lacking the wisdom they need to learn readily and effectively. They tend to need longer
exposure to trial and error, observation of others and educational opportunities to learn the same
lessons that those with mentors learn in a shorter amount of time. Without the catalytic guidance
of a mentor, the leadership development process takes more time to produce the same result.

FACILITATION

Mentors can also serve their mentees by facilitating relationships and learning experiences for
them. In doing this, the mentor uses his/her influence and network of relationships to provide
learning opportunities for the mentee. In the area of trial and error, the mentor facilitates
strategic leadership experiences that stretch and challenge the Mentee. The Mentor’s goal is to
provide broad leadership experiences that require focussed commitment and that at times end in
failure. These experiences build toughness, confidence and leadership knowledge.

Emerging leaders need to observe role models and build relationships with other leaders. Through
their influence and network of relationships, the mentor can introduce and assign their Mentees
to people from which they can learn valuable aspects of the art of leadership.
The educational needs of the Mentee can include such things as attending
training programs and hands-on instruction. Mentors can facilitate meeting this need by providing
access to proven educational opportunities. Similar to the above-mentioned need for guidance,
mentees often need seasoned direction as to what educational opportunities they should pursue.
Committed Mentors use their influence and network to connect their mentees with important
opportunities for instruction and training.

Emerging leaders who do not have the facilitating help of a mentor are at a disadvantage due to
their own limited influence and network. They have to make their own way down the path of
leadership development. As is true with emerging leaders without a Mentor’s guidance, those
without a mentor’s facilitation take longer to get down the road and possibly learn less in the
process.

INPUT

A seasoned Mentor who knows their Mentee well can substantively address the instructional and
training needs of a developing leader. In this role, the Mentor is a provider of wise input that
specifically meets the need of the Mentee. The Mentor serves by giving customised educational
opportunities for the developing leader.

The Mentor’s input generally focuses on four learning areas. The first area is knowledge, which
has to do with basic areas of leadership concepts and content. Secondly, the mentor focuses on
the skills needed for effective long-term leadership. Input related to the kind of character
required for balanced effective leadership is also given by the mentor.

And finally, the Mentee receives input as to the development of compelling vision. Input from the
Mentor gives customised assistance to the Mentee, which also can shorten the leadership
development process. Those emerging leaders who do not have the input of a Mentor usually
learn from generalised and generic education and training opportunities. The limiting effect of
this on their development is obvious.

It should be stated that these three services – guidance, facilitation and input – should, on a
long-term basis, only be given to those who will put into action what they have received.
Mentoring of this kind requires a sacrifice on the part of the Mentor and it should be seen as a
precious investment by the mentee. It should be further stated that excellent mentoring is not a
magic formula for effective leadership development. It is, as was stated above, a catalyst that can
help the leadership development process occur at a more rapid and effective pace.
VALUE OF MENTORING

FOR THE MENTEE

 Association with a successful role model

 Increased access to challenging opportunities and responsibilities

 Expanded knowledge of leadership skills and management practices

 Opportunity to discuss issues with a respected practitioner

 On-going support and encouragement

 Honest and constructive feedback

 Access to inside information and organisation dynamics

 Helping in building a professional network

 Increased confidence – heightened career aspirations

FOR THE MENTOR

 Recognition as a successful manager

 Increased feeling of self-worth from contributing to the development of an individual

 Opportunity to reflect on own skills & practices

 Exposure to fresh ideas

 Added incentive for staying current in the field

 Personal satisfaction in teaching & sharing experience

 Ego gratification – sense of pride in mentee’s accomplishments

NOTES
DEVELOPING THE GUIDELINES
As part of the mentoring it is useful to develop together the appropriate guidelines for the
process and establishment of the mentoring relationship. Examples of some guidelines are as
follows – these should only be seen as a starting point for discussions only):

 The mentoring relationship is voluntary

 Dealing with confidentiality issues

 The advice or guidance of a Mentor on work issues never supersedes that of the Mentee’s
manager in matters that are the manager’s responsibility

 The partners (Mentor and Mentee) mutually develop a mentoring agreement to follow

 Both partners are expected to be actively involved in the process, both agreeing to
contribute and participate accordingly

 Establishing that there is a ‘no fault’ withdrawal provision, where either party can end the
relationship at any time, for any reason, or no reason

ONGOING MEETINGS

Regular meetings could be focus on:

 Review of their experiences, in light of their expectations and goals, perhaps reviewing
the period since their last meeting, including problems, issues or incidents that could be analysed
according to particular management and leadership framework, concepts and models. It may also
be appropriate to reflect on particular problems and issues that you may be addressing in your
own roles and responsibilities and if appropriate sharing your perspective with those of the
Mentee

 Feedback about their progress. Find opportunities for constructive feedback, as well as
discussing alternative solutions to difficult situations that might have arisen

 Learning goals and needs. Explore possible learning experiences. Listen to their ideas, and
encourage them to set goals and develop plans to achieve them

 Personal issues. If relevant and appropriate provide the opportunity for the mentee to
talk about any personal issues that might be impinging on the roles and responsibilities
 USEFUL TIPS FOR PLANNING FOR MENTORING SESSIONS

Discuss the best time and place for your mentoring sessions

 It best to schedule approximately 60 minutes for each session. Although some mentoring
can happen on the phone or via email, a face-to-face meeting usually works best. Pick a place that
is quiet, offers some privacy and is convenient.

 Discuss the best way to contact one another between mentoring sessions.

 Explain any limits you would like to establish to these contact. For example, it would be
useful to know what times of the day it would be inappropriate to call.

 As part of the SPE mentoring program the mentoring relationship will continue for a
period of 12 months after that you can both decide if further sessions would be useful

NOTES
ASSUMPTION TESTING ABOUT CONFIDENTIALITY
Please, answer each question with ‘yes’ or ‘no’ or ‘not sure’.

Please, answer all 8 items individually and discuss. Decide whether here are other assumptions
that should be added to the list. Review and discuss each item with your Mentee. Allow for a full
discussion of gaps before coming to consensus.

Which of the following assumptions about confidentiality do you hold?

YES |NO | NOT SURE PLEASE DISCUSS

1 What we discuss stays between us for as long as we are
engaged in our mentoring relationship.

2 If asked by your supervisor, I can freely disclose our

conversation.

3 After our formal mentoring relationship has ended, it is ok

to talk about what we discussed or how we related.

4 If there is a demonstrated need to know, I can

appropriately disclose our conversations, my impressions,
or anything else that pertains to the relationship.
5 What we say between us stays there unless you give me
permission to talk about it with others.

6 Some issues will be kept confidential, while others will not.

7 It is ok to discuss how we relate to one another but not the

content of our discussions.

8 It is okay to talk about what we talk about as long as it is

positive.
CROSSING BOUNDARIES
BOUNDARIES CROSSED WHAT TO DO
Mentee demands more time than the mentor is Mentee should not demand anything. This is a
willing to give. partnership. If more time is needed, the
mentoring partnership agreement should be
revisited.

Mentee misses scheduled meetings and does Mentoring is a partnership build on respect for
not call to explain. the individual. This includes respect for the
Mentor’s time. You may need to re-negotiate
the mentoring agreement

Mentee starts confiding serious personal Avoid playing therapist. The Mentor-Mentee
problems. relationship focuses on fulfilling learning needs,
not psychological needs.

Mentee calls too frequently for advice. Mentor and mentee need to talk about why
this is happening and review the mentoring
partnership agreement

Mentee demands more time than the mentor is

willing to give.

Mentee misses scheduled meetings and does

not call to explain.

Mentee starts confiding serious personal

problems.

Mentee calls too frequently for advice.

MENTORING REFLECTION AND COMMITMENT
As a Mentor or Mentee ... complete the following activity individually and then discuss the
similarities and differences between the Mentor and Mentees

What would you most like to get from the mentoring? Below are some ideas you might like to
consider:

MENTEE THOUGHTS MENTOR THOUGHTS

Share your enthusiasm for
new ideas

Listen to problems/challenges

Provide encouragement

Guidance on managerial and

leadership issues

Guidance on business issues

Support for overall

development

Support with project

Introduction to networks,
professional and social

Other personal or important issues??

Compare your lists and determine a list of expectations and priorities.

Agree upon a partnership contract.
STRATEGIES &
CONVERSATIONS
TO-DO-LIST
Take time getting to know
each other
Talk about mentoring
Determine the Mentee’s
goals
Determine the Mentee’s
relationship needs and
expectations
Define the deliverables
Share your assumptions,
expectations and limitations
Discuss options and
opportunities for learning
CONSIDERATIONS FOR
STRATEGIES FOR CONVERSATION
Obtain a copy of the
Mentee’s CV in advance of
the conversation.
Ask: Have you ever before
been engaged in a
mentoring relationship?
What did you learn from
that experience?
Ask: What do you want to
learn from this experience?
Give the Mentee an
opportunity to articulate
broad goals.
Ask: What do you want out
of this relationship?
Ask: What would success
look like for you?
Ask for feedback. Discuss:
implications for relationship
Ask: How would you like to
go about achieving your
learning goals? Discuss
ways: learning and
communication styles.
Ask: What is the most useful
kind of assistance I can
provide? Discuss means:
shadowing, project?
INITIAL
MENTOR CONSIDERATIONS
Establish rapport.
Exchange information
Identify points of
connection
Talk about your own
mentoring experiences.
Determine if the Mentee is
clear about his or her own
goals and objectives.
Be sure you are clear about
what your Mentee needs or
wants from this mentoring
relationship. If you are not,
encourage the Mentee to
think through what he or
she wants from the
relationship
Do you have an area of
experience that is relevant
to this person’s learning
goals?
What are yu willing and
capable of contributing to
the relationship?
Discuss implications of each
other’s styles and how that
might affect the
relationship.
NOTES
GOAL SETTING – GROW MODEL
Goals
Reality
Options
Wrap Up

The questions below are purely suggestions, which can be adapted to reflect the Mentor’s own
style and used in a framework for the mentoring session. Mentors and Mentees can work through
each part of the GROW process.

GOALS

 What do you want to achieve out of this mentoring session/relationship?

 What are the goals you want to achieve?

 What are you hoping to achieve with this goal?

 What are your timescales? Are these feasible?

 Who else needs to know about the plan? How will you inform them?

 What would need to happen for you to walk away from here feeling that this was time
well spent?

 Do we have enough time in today’s session?

REALITY

Probe questions can be used here – what, when, where, how much, how often – be cautious
when using why?

 What is happening now?

 How do you know this is accurate?

 What effect does this have?

 What other factors are relevant?

 What have you tried so far?

 What have been the obstacles to achieving this goal?

 Do you know anyone who has achieved that goal?

 What can you learn from them?

OPTIONS

 What could you do as a first step?

 What would happen if you did nothing?

 Who might be able to help?

 What else could you do?

 What are the benefits and pitfalls of these options?

 Would you like to choose an action to act upon?

WRAP UP

 What are the next steps?

 Precisely when will you take them?

 What might get in the way? What support do you need?

 How and when will you enlist that support?

 Where does this goal fit in with your personal priorities at the moment?

 How committed are you to this goal?

LOGISTICS OF MENTORING

ARRANGING A MEETING

It is important to arrange a location in which the person feels free to express themselves freely
preferably in a more casual and informal setting than for dealing with work issues on a day to day
basis. Set aside a reasonable amount of time – in order of one hour or so.

MEETING REGULARLY

Initially this can reduce uncertainty and demonstrate commitment and interest that helps the
person’s sense of commitment and of the importance of the process. It is suggested that this be
on a monthly basis.

THE FIRST MEETING

 Establish a friendly but serious atmosphere from the outset. It may be useful to establish
a method of taking notes, key ideas topics, and approaches etc that may evolve from
discussions

 Clearly explain and discuss the mentoring process, analysing joint expectations etc

 Begin to get to know the Mentee, as well as sharing information about your background,
values and interests as may be relevant and useful.

 Make an agreement about confidentiality, the extent to which they feel happy to share
information with you

 Discuss the details of your plans for future meetings – time, place, record keeping
requirements. Wider issues for discussion would include how they are getting on
generally at work, what they might like to focus on and what they may need to ‘learn’ and
any other issues that may affect their work.

 Establish a journal system and a means of developing an action plan.

ACTIVITY PLANNER
TIME, VENUE, SPECIAL
MEETING DATES SPECIFIC OUTCOMES
CONSIDERATIONS

MEETING 1

MEETING 2

MEETING 3

MEETING 4

MEETING 5

MEETING 6
MEETING 1
DATE:

SPECIFIC OUTCOMES:

TO DO’S FOR NEXT MEETING

NOTES
MEETING 2
DATE:

SPECIFIC OUTCOMES:

TO DO’S FOR NEXT MEETING

NOTES
MEETING 3
DATE:

SPECIFIC OUTCOMES:

TO DO’S FOR NEXT MEETING

NOTES
MEETING 4
DATE:

SPECIFIC OUTCOMES:

TO DO’S FOR NEXT MEETING

NOTES
MEETING 5
DATE:

SPECIFIC OUTCOMES:

TO DO’S FOR NEXT MEETING

NOTES
MEETING 6
DATE:

SPECIFIC OUTCOMES:

TO DO’S FOR NEXT MEETING

NOTES
NOTES
NOTES
NOTES
NOTES