Welcome to the first edition of the Inquirer, coming to you from Public Leadership Inquiry (Steve Turner, Robin Ryde, Sue Duncan and Julian Powe).

In this edition, there are three short bulletins, each of which takes only a few minutes to read:

The value of error. Recent research argues that we are wrong about being wrong, and that error is both a given and a gift for organisations striving to become more agile...more

Innovation and agility that you don’t expect.  75% of successful innovation efforts come from unplanned activities. Leaders interested in fostering innovation will want to pay particular attention to encouraging informal, unplanned ‘organic’ interactions...more

Leadership tools and mindset of crisis management.  Public service models for agile organisations have been strongly shaped by experiences of responding to major crises...more

In these lean, challenging times, moments for reflection are at a premium. Our intent with the Inquirer is regularly to offer short, nourishing bulletins highlighting insights, ideas and new research in support of agile leadership and the development of lean, agile organisations. And we are very conscious how breathless and demanding the leadership task is at present.

We do hope you enjoy these bulletins. Please feel free to share them with colleagues and to join the continuing conversation amongst leaders at Public Leadership Inquiry on www.publicleadershipinquiry.co.uk. And, if you have another spare moment, do please let us have your views on this first edition and particularly how we could improve the Inquirer in the coming weeks and months.

With all good wishes,

Public Leadership Inquiry

www.publicleadershipinquiry.co.uk

Edna Murdoch and Miriam Orriss were delighted to be asked to conduct a coaching supervision workshop at OCM’s CPD event in July.

Overview

 ‘The success of an intervention depends on the inner condition of the intervener.’ Peter Senge.

The term ‘Internal Supervisor’ was coined by Patrick Casement to describe perspectives and insights that are available to practitioners as they work with clients. In essence, it is tuning into the entire range of body/mind information offering cognitive, intuitive, somatic information.

Paying attention to the Internal Supervisor provides important data, so coaches can then choose interventions that are genuinely laser-like and perfectly timed. This range of information about the coaching situation becomes available to the coach’s analytical/processing mind, which in turn decides interventions and strategies. With a well-developed Internal Supervisor, comes a major increase in Coaching Presence and powerful, impactful coaching.

On the day

It was great to be joined by 20 experienced coaches who were all interested in the concept of the internal supervisor. We briefly introduced CSA’s Full Spectrum Model, which we use throughout our coaching supervision diploma. It brings together 20^th and 21^st century knowledge from classic models of supervision as well as attending to the mind, body and spirit. 

PLEASE DOWNLOAD THE FILE TO READ MORE ABOUT THE WORKSHOP

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Edna Murdoch, Miriam Orriss  Directors, CSA.  2010   www.coachingsupervisionacademy.com

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The Coaching Supervision Academy’s highly regarded Diploma in Coaching Supervision starts its fifth course in October 2010. CSA’s programme has Approved Provider status by the International Coaching Federation and counts as credits towards the Masters in Coaching Supervision at Kingston University.

The nine-month programme is for experienced coaches who wish to become qualified to work in the emerging field of Coaching Supervision.

The CSA coaching supervision programme is cross-disciplinary and integrates knowledge from many different fields including training in the7-Eyed model through CSA’s Full Spectrum model. It works on the dual focus of professional and personal with the central belief that “who you are, is how you supervise.”

Directors Edna Murdoch and Miriam Orriss, who have currently worked with over 60 graduates of the CSA Coaching Supervision Diploma, lead the course. 

”It has been liberating to work with many new models & perspectives that have enabled me to deepen & broaden my supervision practice, all in service of my clients. I have felt hugely met & supported throughout the learning journey. I would highly recommend this course to any coach who is ready to take their practice to a new level”

Jenny Teuten, CSA graduate

For further information on the CSA Diploma course visit http://www.coachingsupervisionacademy.com/ or email jilly@coachingsupervsionacademy.com.

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To learn more about the programme please see the full programme overview here.

To read a journal article "Team Coaching - The new Frontier" written by Diane Newell and Elaine Grix please click here.

We are expecting demand to be high and places to fill quickly so we would advise you to book early to avoid disappointment. Should you require any further information please call Head Office on +44 (0)1869 338989 or email lucy@theocm.co.uk

Once again, we're exhibiting at the CIPD's HRD Conference which takes place at London's Olympia on the 24th & 25th April.  We're on stand 731 which is close to the main stairs to the conference area so, if you're planning to be there, do come along and say 'hello'.

Aside from finding out what's new at The OCM, you can enter our PRIZE DRAW providing the opportunity to win a range of prizes, including a complimentary place on our market-leading Supervision qualification programme and a free place to attend our own annual conference in July.

If you'd like to attend the free exhibition and visit us, then please click here for enrolment details. 

The theme for this year's event is "coaching in Organisations" and we will examine this from all possible angles.  We know you'll find both CPD and Supervision sessions that are relevant to you whether you're an independent coach or working within an organisation.  Further information can be found here.

Our Really Early Bird Offer is valid until the 12^th April.  To take advantage of this fantastic rate book online now; places are limited and on a first come, first served basis, so make sure you book early not to miss out!

We look forward to seeing you in July.

The OCM Team!

Section 504 of the Rehabilitation Act of 1973, Pub. L. No. 93-112, 87 Stat. 394 (Sept. 26, 1973), codified at 29 U.S.C. § 701 et seq., is American legislation that guarantees certain rights to people with disabilities. Section 504 is widely recognized as the first civil-rights statute for persons with disabilities. It took effect in May 1977. Because it was successfully implemented over the next several years, it helped to pave the way for the Virginians with Disabilities Act in 1985 and the 1990 Americans with Disabilities Act.

Related services - Individualized Education Program

If the child needs additional services in order to access or benefit from special education, schools are to provide the services as related services.

Services specified in IDEA include, but are not limited to, speech therapy, occupational or physical therapy, interpreters, medical services (such as a nurse to perform procedures the child needs during the day, for example, catheterization), orientation and mobility services, parent counseling and training to help parents support the implementation of their childs IEP, psychological or counseling services, recreation services, rehabilitation, social work services, and transportation. Achieve Consulting Services

Social construction - Learning disabilities

Learning disability theory is founded in a medical model, in that disability is perceived as an individual deficit that is biological in origin. In the bigger picture, these points demonstrate how the label of disability is socially constructed and represents a lack of fit between Western conceptions of educational institutions and proper students. Achieve Consulting Services

Achieve Consulting Services

The school must make a significant effort to ensure that one or both of the parents are present at each IEP team meeting. If parents are unable to attend, the school must be able to show that due diligence was made to enable the parents to attend, including notifying the parents early enough that they have an opportunity to attend, scheduling the meeting at a mutually agreed on time and place, and offering alternative means of participation, such as a phone conference. Grades may not be discussed during the IEP to the parent unless he or she is having a problem stated on the IEP.

The school must also take whatever action is necessary to ensure that the parent understands the proceedings of IEP team meetings, including arranging for an interpreter for parents who are deaf or whose native language is not English.Achieve Consulting Services

Members of the IEP team

The IEP team must include the student and student's parent(s) or guardian(s), a special education teacher / case manager, at least one regular education teacher, a representative of the school or district who is knowledgeable about the availability of school resources, and an individual who can interpret the instructional implications of the child's evaluation results (such as the school psychologist).

The parent or school may also bring other individuals who have knowledge or special expertise regarding the child. For example, the school may invite related service providers such as speech and occupational therapists. The parent may invite professionals who have worked with or assessed the child, or someone to assist the parent in advocating for their child's needs, such as a parent advocate or attorney. Many parents choose to bring at least one other person with them to IEP meetings because meeting with such a large group of school personnel can be intimidating to parents.Achieve Consulting Services

Annual review - Individualized Education Program

The IEP team is responsible for conducting an annual review to ensure that the student is meeting goals and/or making progress on the benchmarks specified for each objective. However, if the present IEP is not effectively helping the student in the classroom, an immediate revision is to occur. This is something all teachers should have in mind because of the consequences that not doing this would have, not only from a legal point of view, but also because if an immediate revision of the IEP is not requested the child will struggle through the rest of the year.Achieve Consulting Services

Achieve Consulting Services

United Kingdom

In the UK, terms such as specific learning difficulty (SpLD), Developmental Dyslexia, dyspraxia and dyscalculia are used to cover the range of learning difficulties referred to in the United States as "learning disabilities". In the UK, the term "learning disability" refers to a range of developmental disabilities or conditions that are almost invariably associated with more severe generalized cognitive impairment.Achieve Consulting Services

Achieve Consulting Services:Educational Therapy
Educational Therapy is a form of therapy used to treat individuals with learning differences, disabilities, and challenges. This form of therapy offers a wide range of intensive interventions that are designed to remediate learning problems. These interventions are individualized and unique to the specific learner.

This type of therapy helps the student strengthen the ability to learn. The student engages in activities that help academics as well as teach processing, focusing, and memory skills. The difference between traditional tutoring and educational therapy is dramatic. Traditional tutoring deals specifically with academics. Educational therapy deals with processing of information as well as academics. The educational therapist uses a variety of methodologies and teaching materials to help the student reach academic success.

Group Files should be articles and case studies relating to Team Coaching, and we will also use this as a space to send links to events and web pages that might be of interest to members of the group.