EQUALITY GUIdE - KU Leuven

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Chapter 5 ! Mentoring 243 3.3. Step-by-step plan After installing the internal steering committee a practical step-by-step plan was developed. Strategic and operational goals were defined on the basis of vision and values. ! Strategic: developing an HR-instrument about mentoring at the university with the following aims: 1. offering opportunities for the development of young female academics; 2. supporting these women in a career planning focused on higher positions; 3. being visibly engaged towards equal opportunities and diversity; 4. developing and valorising leadership skills. ! Operational: 1. developing an instrument to apply mentoring in the setting of a university (or a similar organization). The instrument will be an easy to use and transferable manual. It will be normative (underlying values) and informative (clear description and explanation of all processes). This also includes portfolios with readyto-use documents for mentor and mentee; 2. the documents need to be tested for usability and improved on the basis of the UHasselt project in which five mentees and mentors will complete the programme; 3. in the final phase, the instrument will be tested and finalized on the basis of a mentoring programme in five Flemish universities, in which ten mentors and mentees will participate. Apart from defining aims, a plan and timetable were developed. Table 27: Timetable mentoring project UHasselt Period Action Result Sept-Dec 05 Preparation Designing documents Jan-June 06 Mentoring programme UHasselt First version of instrument July-Sept 06 Evaluation Improved instrument Oct 06-March 07 Mentoring programme Flemish universities Mentoring instrument, dissemination Apr-June 07 Evaluation, writing report End product Integration in EQUAL The plan changed in the course of the programme. The first pilot phase at UHasselt was executed according to plan. But the preparation of the programmes at the other universities (dissemination) took more time and proved to be harder than expected. As a result, the planning with respect to the end evaluation and reporting could not be maintained. However, this type of planning can still be useful as a guideline. The time-
244 Equality Guide table clearly indicated which steps needed to be taken in order to implement the mentoring programme. Furthermore, on the basis of this timetable, the project researchers were able to determine that the available time for mentoring talks was six months. Later, the programme evaluation by the mentors and mentees showed the majority of participants thought this period of six months was too short. In literature, the appropriate period for a mentoring relation is set between one and two years of time. The project period was suitable for answering a range of specific questions and providing information. The mentees who simply wanted the answers to these questions were satisfied with the project period. The mentees who were looking for more than just information and who took their personal academic development and long-term development as a starting point for the mentoring relationship considered the period to be much too short. Some of them decided to continue meeting their mentor after the formal project period of six months. 3.4. Target group, selection, matching and training 3.4.1. Target group It is crucial to define the target group before announcing the project. The steering committee used the following criteria: Mentee The mentee is a young female academic employee who has a contract that provides possibilities for mobilization, preferably recently employed lecturers, assistant professors or PhD-students in their final year. Mentor The mentor is not a hierarchical superior of the mentee. The mentor is a man or a woman with at least fifteen years of experience as a full professor and with good communication skills. In the pilot phase the mentees were not positioned as professors. Making this career move was the aim of the mentoring programme. Both men and women were allowed as mentors. That was mostly due to practical reasons because there were not enough female professors who met the criteria.
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EQUALITY Guide HR Instruments for E
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Authors Yanna Van Wesemael ! Machte
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VLIR-Werkgroep Gelijke Kansen (Eds.
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6 Equality Guide 3.8. Validating th
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8 Equality Guide 2. Literature stud
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10 Equality Guide 5.4. Recommendati
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Preface At Flemish and at European
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Preface 15 The partners in the tran
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18 Equality Guide Prof. Dr. Van Cau
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Chapter 1 Personnel development and
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Chapter 1 ! Personnel development a
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180 Equality Guide 1.1. Problem def
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182 Equality Guide reason, many wom
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184 Equality Guide not correspond t
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186 Equality Guide to 76% of the fe
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188 Equality Guide 3.1. Qualitative
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190 Equality Guide listed: the need
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Page 199 and 200: 198 Equality Guide 4. Category: com
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Page 259 and 260: 258 Equality Guide For whom: Use: g
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Page 274 and 275: General conclusion The goal of this
Page 276 and 277: References General introduction Bla
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EQUALITY GUIdE - KU Leuven

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