EQUALITY GUIdE - KU Leuven

260 Equality Guide
baas worden’ 257 . This meeting was intended to develop a common view on the importance
of mentoring projects for young women at the university, rather than as a training
course.
The training of the mentees took place on February, 8. The mentoring project focused
on personal professional development and academic careers. In a half-day workshop,
the mentees worked out their own development plan. The mentee determined which
way she wanted to go and how the mentor could help her with that.
The training course is conceived as a fundamental learning process in which core reflections
result in action points and behaviour changes.
Motives and ideals ! My current context ! Concrete aims ! Contract with mentor
Besides working on the individual development and action plan there was also room
for exchanging experiences. The mentees said to value the construction of a network of
mentees very highly.
4.2.1.2. Implementation and conclusion
Three out of four duos had their first mentoring meeting before March 1. One duo
started later (March 30) due to being abroad. All duos met once a month at Campus
for a two-hour meeting during office hours. One duo organized the meetings during
lunch.
At the end of the project (end of June 2006), two duos had had five registered meetings,
one duo four meetings and one duo three meetings. Three out of four mentees
said they planned to continue the mentoring meetings.
On June 26 of 2006, the mentees and mentors met with the project coordinator and
the steering committee led by Dirk Brants, an external expert on team and organizational
development, group dynamics and experience-based learning. The idea of the
meeting was to evaluate the cooperation by conducting action-oriented role plays and
to reflect on them afterwards. Another objective of the meeting was the formal conclusion
of the mentoring scheme. The afternoon session not only focused on the intellectual
part of mentoring but on the relationship in a mentoring programme as well. Nevertheless,
the later evaluation showed that there was insufficient clarity on the transfer
of the role plays to the content and aim of mentoring.
4.2.1.3. Evaluation of the programme
The questionnaire deals with the entire process of the mentoring scheme. For mentors
and mentees the questions are largely the same, except with respect to their different
roles. The written questionnaire is anonymous, easy to complete and not time-consum-
257 Nuyens, Hedwige (2005). Waarom vrouwen geen baas worden. Leuven: Davidsfonds.