EQUALITY GUIdE - KU Leuven

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Chapter 5 ! Mentoring 261 ing. All mentors and mentees reacted quickly to the request to fill in the questionnaire. To measure the appreciations in terms of satisfaction, most questions were two-fold: the importance in terms of success and their degree of satisfaction for this aspect. In the following the results of the evaluation: 4.2.1.3.1. Orientation and support All mentors and mentees agreed it is important to very important to have an internal steering committee that initiates and follows the project. Three out of four mentors and three out of four mentees were satisfied to very satisfied with the UHasselt steering committee. One mentor and one mentee took a neutral opinion on the matter (not satisfied nor dissatisfied). 4.2.1.3.2. Step-by-step plan All mentors considered it important or very important to be informed beforehand about the objectives and expectations of the mentoring programme. They were equally satisfied with the documents they received. The four mentees argued that it is very important to be informed beforehand about the aim and method. Three mentees were satisfied with the provided material, one mentee was very satisfied. The formal confirmation of the mentoring relationship by means of a contract was of no importance to the mentors and mentees. All four mentors took a neutral stance, three mentees considered this unimportant. Only one mentee claimed to consider the contract important. This confirmed what is said in literature, namely that the success of mentoring depends on the informal qualities and competences. 4.2.1.3.3. Target group The mentees considered clarity about the selection criteria for the target group as important. According to them, they were clear in the UHasselt project; they were satisfied on this item. Selection The mentors unanimously argued that it is important to very important that they were contacted in person with the question if they were willing to become a mentor. They were satisfied with the UHasselt approach of having the Vice-Chancellor ask them. The mentees considered the personal invitation to participate important to very important as well. They were equally satisfied with the personal letter they received. One of the mentees suggested including the experience of the participants in future projects. She suggested using her positive experience to convince her colleagues to participate. Matching Two mentees prefered to have a say in the choice of the mentor. One mentee took a
262 Equality Guide neutral stance and one thought it was unimportant. Three out of four mentees were satisfied to very satisfied with the possibility to accept or reject a proposed mentor, one mentee took a neutral stance. In the UHasselt project the committee proposed a match; the lack of having a say on this matter may have influenced the fact that not all mentees identified this as being important. At the same time, this was not considered problematic either. Both mentees and mentors considered it important to have an introductory meeting between mentee and mentor. They all were satisfied to very satisfied with this first meeting. All mentors and mentees said they found it very important that there was no hierarchical relation between the mentor and mentee. All mentees considered it to be important that their mentor knew the organization very well. Two of them thought it was very important that their mentor was a role model for them; the two others took a neutral stance. Both mentors and mentees said it is very important for the duos to get along well. This ‘rapport’ is closely linked to the quality of communication, so all four mentors and mentees considered ‘open communication’ as very important in a successful mentoring relationship. Training All mentors considered it important to very important to have a mentor training and they were equally satisfied with the half-day training by Hedwige Nuyens. All of the mentees considered it to be very important that there was training for the mentees and they were very satisfied with the training they received. The mentee training focused on ‘personal development’ and a proactive attitude towards the mentor. The four mentors thought it was important to very important that the mentee formulated clear aims the duo could work with. Two of them thought it was also very important that the mentee took the initiative in the relationship. The other two mentors took a neutral stance on this matter. Three mentors said it is very important to prepare the meeting, one took a neutral stance. Three out of four mentees considered it to be very important that a mentee has clear objectives. One of them did not think it is that important. 4.2.1.3.4. Follow up, networking and conclusion Mentors considered it to be important to very important that there was a person who monitored the process and coordinated the project. They were equally satisfied with the way the project coordinator organized all of that. The mentees agreed. Both mentors and mentees said it is important to very important to have documents and forms to support the programme. They were equally satisfied with the way this was organized in the pilot project.
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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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Preface At Flemish and at European
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Preface 15 The partners in the tran
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Chapter 1 Personnel development and
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Page 239 and 240: 238 Equality Guide David Clutterbuc
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Page 245 and 246: 244 Equality Guide table clearly in
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Page 255 and 256: 254 Equality Guide 3.7.5. Catholic
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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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Page 282 and 283: References 281 In: Tijdschrift voor
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EQUALITY GUIdE - KU Leuven

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