Mentoring and coaching as co-creative synergy What is synergy? Simply defined it means that the whole is greater than the sum of its parts. It means that the relationship that the parts have to each other is a part in and of itself. It is not only a part, but the most catalytic, the most empowering, the most unifying and the most exciting part. The creative process is also the most terrifying part because you don't know exactly what is going to happen or where it is going to lead,' Covey, S. (1989) The 7 Habits of Highly Effective People, London, Simon & Schuster, pp. 36-7 An invitation to explore some definitions What do I mean by mentoring? What do you mean? What do I mean by coaching? What do you mean? National Framework for Mentoring and Coaching

How do we recognise quality mentoring and coaching? In my opinion, we should judge the quality of mentoring and coaching relationships by their generative capacity; how far does the mentor and coachee create knowledge alongside their mentees or coachees and how far does the relationship lead to a further generation, when the mentee and coachee become the mentor and coach? Co-creating receptive space through intergenerational research mentoring

What is the goal of our conference? 'We must not cease from exploration and the end of all our exploring will be to arrive where we began and to know the place for the first time.' T.S.Eliot What is the scope of our conference? 7 papers focusing on coaching, 2 papers on mentoring and 1 paper on mentoring and coaching Generic enquiry: 1) socio-cultural anthropology 2) operationalising transfer 3) creating a learning environment Situated enquiry: education institutions 1) impacts and benefits for school staff 2) impact on self esteem and behaviour for pupils 3) subject learning in FE business ventures 1) start-up entrepreneurs 2) small and medium enterprises 3) the paradox of coach as manager? nursing 1) RCN clinical leadership programme

Bitterne Park Research Mentoring

Co-constructing a mentoring and coaching commons How are we representing knowledge created in situ? How might we grow knowledge across boundaries? How is knowledge accessible for critical engagement? v-mail KEEP Toolkit templates Free access on-line journal Voice Recognition Software Multi media research journal

Auditing at the cutting edge of research Our conference and journal at Oxford Brookes University BERA annual conference proposals - main themes Latest resources: local, national and international Mentoring and action research in Japan British Educational Research Association BERA Mentoring and Coaching Discussion List

Where are the gaps in our knowledge? Self study over time and through experience Research between mentor/mentees and coach/coachees 'The realization of possible selves occurs in a social dialogic context. Mentoring relationships constitute one such context that can help those involved to realize their potential. Integrating self-study action research into mentoring enables mentor and mentee to undertake sustained and systematic enquiry into their development. This in turn enables them to understand the changes they have initiated and offers insights regarding the creation of more effective forms of human development programs.' Fletcher, S. (2007), in press, Mentoring Adult Learners: Realising Possible Selves, New Direction in Adult Learning, NY, JosseyBass

What are the implications of (ful)filling gaps? 'I would argue that belief in oneself through recognition of a coherent life story is important in the formation and maintenance of self-efficacy ... making sense of transitions allows for the exploration of values ... which are intimately linked to motivation.' Cox, E. (2006) An Adult Learning Approach to Coaching in Stober, D. and Grant, A. (2006) Evidence Based Coaching Handbook, NJ, John Wiley, p. 207

What are the implications of ignoring gaps? 'Today we come across a person who behaves like an automaton, who does not know or understand himself, and the only person that he knows is the person he is supposed to be' Fromm, E.

i-Mentor: A Self-Study 2003

How might we enable a growth of knowledge? 'What I would like to do is very simple indeed. I would like to share with you some of the things I have learned for myself in regard to communication. These are personal learnings growing out of my own experience. I am not attempting at all to say that you should learn or do the same things but I feel that if I can report my own experiences honestly enough, perhaps you can check what I say against your own experience and decide as to its truth or falsity for you.' Rogers, C. (1980) A Way of Being, NY, Houghton Mifflin, pp.6-7 Educational Research Mentoring in school-based contexts Technology-enabled action research in mentoring teacher researchers Research mentoring: The Missing Link Improving mentoring with digital video

American Educational Research Association The theme of the 2007 AERA Annual Convention is "The World of Educational Quality." This theme can be interpreted in a number of ways and points to both an expanded range of inquiry and an intensified focus on the meaning of quality in education research and practice. The theme highlights the importance of attending to educational systems and education research outside the United States. Knowledge gained in one nation or setting may have implications for policy and practice in many others, and researchers and policymakers increasingly recognize the importance of a comparative perspective on education and education research. American Educational Research Association

How do we ensure quality research? Institutional accreditation? Stages of recognition? ICF Competences ENTO Coaching Certiicate ENTO Mentoring Certificate EMCC Competence Standards TLA: Mentoring and Coaching Guidelines for Self-Study Research

Mentors and coaches as collaborative learners 'The wise coach or mentor is competent, but continuously strives to increase the capacity to learn; about themselves; about their clients; and about the organizations and contexts in which clients live and work. Every experience is viewed as a learning opportunity and this ensures continuous incremental improvement.' Connor, M. and Pokora, J. (2007) Coaching and Mentoring at Work, Maidenhead, Open University Press, p. 21 Using a supportive mentoring relationship to aid independent action research

Research Mentoring in Japan 2004 (ppt) Research Mentoring in Japan 2006 (ppt)