EQUALITY GUIdE - KU Leuven

252 Equality Guide
Table 30: The measurement matrix by David Clutterbuck
Relationship processes
Relationship outcomes
Programme processes
Programme outcomes
Have they met?
Have they established
trust?
Start Middle End
Was the selection appropriate
for mentor and mentee?
What are the major concerns
of participants?
Were the key processes
appropriate? (selection,
matching, training)
Do all mentees have a
mentor?
Have they met?
Frequency of meetings?
Who is managing the relationship?
Who is preparing for meetings?
Level of rapport?
Have they set clear (learning)
goals?
Do both sides have clear
expectations?
Difficulties encountered
(e.g. time pressure, skills
gaps, cancelled meetings).
Do the mentors/mentees
feel supported?
Frequency of meetings.
Has the relationship come
to a formal conclusion?
Are both parties happy?
Has the mentee achieved
the desired improvement in
skills, confidence, and
clarity of career path?
Did the mentor learn something
from the relationship?
Are mentors willing to continue
with a new mentee?
Retention.
Measured increase in competence.
3.7. Dissemination: testing at other universities
The step-by-step plan included a second mentoring programme at another Flemish
university in order to test the usability of the programme in other academic environments
and to improve the instrument.
In October 2006, the dissemination of the mentoring project was announced to the
partners of the VLIR-EQUAL project. At UHasselt, the second pilot programme was
discussed as well. What was the result?
3.7.1. University of Hasselt
In the first days of October, the potential mentees were again contacted with a personal
letter of the Vice-Chancellor. As nobody responded, the project coordinator decided
not to take action immediately.
How can the lack of responses be explained?
! The number of candidates at UHasselt who met the criteria was too small (see ear-