2673 Character courses

Estimating for Business Analysts A business analyst does not have authority to estimate the project and will not be held responsible for the project staying within the proposed budget; however, the business analyst does participate in various planning exercises with the project team. Many times the business analyst is on his or her own, required to provide estimates of how long it will take to perform their tasks. This course acquaints you with the basics of estimating from the point of view of the business analyst, emphasizing time estimates for the work. It also covers some of the product cost estimates that a business analyst may have to provide when the business is performing a cost/benefit analysis for the project. What you will Learn You'll learn how to: Translate business needs and requirements into estimates Estimate durations using a variety of techniques Negotiate differences in estimates Getting Started Introductions Course structure Course goals and objectives Foundation Concepts The importance of estimating to a business analyst The good and bad of estimating The project context The meaning of good estimating Focuses of estimating Characteristics of a good estimate Estimating the Time Requirements Applicable BABOK® Knowledge Areas Business Analysis Planning and Monitoring Elicitation and Collaboration Estimating the elicitation Information Gathering Plan Relative times for elicitation activities Planning and estimating the business analysis approach and activities Planning the business analysis activities Impact of process Estimating the Product Estimating the value of the product Business analyst's role Defining and determining value Function and use case points Agile estimating Planning Poker Other agile estimating techniques Negotiating estimates Negotiation techniques Negotiation approaches Summary What did we learn, and how can we implement this in our work environment?

Writing Clear Business Communication: In-House Training This program is about learning about the writing process and covers the full spectrum of documents used when corresponding in the workplace. The ability to write effectively comes naturally to some people, but for the vast majority, it is a task often approached with a mixture of trepidation and dread. Effective writing seldom, if ever, 'magically materializes' on the spot. In reality, it is most often the product of planning, writing, and rewriting. This is why writing is called a process; it must go through a series of steps before it is clear and complete. This program is about learning about the writing process and covers the full spectrum of documents used when corresponding in the workplace. The ability to write effectively comes naturally to some people, but for the vast majority, it is a task often approached with a mixture of trepidation and dread. However, the ability to communicate in the written word, for whatever purpose, is an important part of our working and personal lives and can have a direct impact on our ability to persuade, gain commitment or agreement and enhance understanding. Good writing sounds like talking on paper, which is why this program is focused on getting the message across and achieving the desired results using the 'keep it simple and direct' approach. What you Will Learn At the end of this program, you will be able to: Write effective e-mails, letters, memos, and reports Clearly articulate the message Achieve desired results from correspondence Organize content for maximum impact Format for enhanced understanding Choose the appropriate communication medium for each document Revise documents to increase clarity and impact Foundations Concepts Business writing as a form of professional communication How business writing compares to other forms of writing Characteristics of good business writing Challenges with business writing The Project Environment Business writing in the project environment The concept of art, science, and optics of business writing Art Economy Precision Action Music Personality Science Purpose, simple, compound, and complex sentence structures Techniques to engage the reader Point of view: tone, attitude, and humor Organization: opening, body, and closing Support and coherence Optics Visual optics Sound optics Feel optics Effective optics Efficient optics Email Formal vs. informal emails Suggestions for improving email communication Instant and text messaging Reports Common types of reports created Formatting of reports Guidelines for meeting minutes Contracts Types of contracts Common agreements Procurement documents Templates, Forms, and Checklists Templates Forms Checklists Other Formatting Good Documentation Practices Good documentation practices Data integrity in business communication

Writing Clear Business Communication This program is about learning about the writing process and covers the full spectrum of documents used when corresponding in the workplace. The ability to write effectively comes naturally to some people, but for the vast majority, it is a task often approached with a mixture of trepidation and dread. Effective writing seldom, if ever, 'magically materializes' on the spot. In reality, it is most often the product of planning, writing, and rewriting. This is why writing is called a process; it must go through a series of steps before it is clear and complete. This program is about learning about the writing process and covers the full spectrum of documents used when corresponding in the workplace. The ability to write effectively comes naturally to some people, but for the vast majority, it is a task often approached with a mixture of trepidation and dread. However, the ability to communicate in the written word, for whatever purpose, is an important part of our working and personal lives and can have a direct impact on our ability to persuade, gain commitment or agreement and enhance understanding. Good writing sounds like talking on paper, which is why this program is focused on getting the message across and achieving the desired results using the 'keep it simple and direct' approach. What you Will Learn At the end of this program, you will be able to: Write effective e-mails, letters, memos, and reports Clearly articulate the message Achieve desired results from correspondence Organize content for maximum impact Format for enhanced understanding Choose the appropriate communication medium for each document Revise documents to increase clarity and impact Foundations Concepts Business writing as a form of professional communication How business writing compares to other forms of writing Characteristics of good business writing Challenges with business writing The Project Environment Business writing in the project environment The concept of art, science, and optics of business writing Art Economy Precision Action Music Personality Science Purpose, simple, compound, and complex sentence structures Techniques to engage the reader Point of view: tone, attitude, and humor Organization: opening, body, and closing Support and coherence Optics Visual optics Sound optics Feel optics Effective optics Efficient optics Email Formal vs. informal emails Suggestions for improving email communication Instant and text messaging Reports Common types of reports created Formatting of reports Guidelines for meeting minutes Contracts Types of contracts Common agreements Procurement documents Templates, Forms, and Checklists Templates Forms Checklists Other Formatting Good Documentation Practices Good documentation practices Data integrity in business communication

Want learn how to use social media to market your business effectively? Join this short course from Let’s Do Marketing to learn how to create your social media strategy for success – and come away with the knowledge, skills and confidence to start connecting with your customers online!

If you run a small, tight-knit team, this course is tailored to help you get the most from the group.

This qualification is designed for learners aged pre-16 and above who wish to develop skills and knowledge in creative craft. This course has been designed to be as affordable for families as possible. Please note, this is not a GCSE but is a GCSE Level course which is why it is designed to span 2 years, although we offer complete flexibility on the timeframe that learners can complete within. This qualification is a Level 2 Qualification and is Ofqual approved carrying 15 credits. Other examples of Level 2 qualifications are BTEC Level 2 and the Silver Arts Award. Feedback from our past learners shows that this qualiifcation is widely regarded as level to a grade A*-C/4-9 at GCSE standard when applying for college or work placements. Please also note, that whether this course is recognised as a GCSE equivalent by colleges and further education establishments, can vary according to location, college and even between courses at the same college. If reliant on this qualification for entry onto another course, it is recommended that you establish with the college whether or not this will aid admission, before committing to the course. Click here to download the Level 2 Creative Craft Information Pack.pdf Our Open Day event gives a little more insight into how this course works as well as the course content and payment options: We don't impose any minimum or maximum ages on our learners as we recognise that every learner is an individual and is on their own unique learning journey. We believe, that their adult facilitator is the best person to judge whether a learner is ready for a particular course, but to enable you to make this decision we provide a workbook, free for you to try. Simpy email technologytriumphs@outlook.com to request a free sample session. We are also happy to advise you with this decision so do reach out to us if you would like our guidance on this. As part of your Induction pack, your learner will receive a free apron to use within their course, but aside from this we have designed the courses to utilise as affordable as possible. The following is not an exhaustive list, but does highlight the main costs associated with the course. UNIT SUMMARIES 601/3232/2 Credit Value: 15 Total Qualification Time: 150 hours 1 Be able to use materials, tools and equipment to develop craft techniques  1.1 Assess the properties of available materials for craft item(s) including the visual and tactile qualities 1.2 Select materials, tools, equipment and techniques to support craft ideas and give reasons for choices 1.3 Use appropriate tools and equipment for selected techniques 1.4 Develop craft techniques, making effective use of materials, tools and equipment 1.5 Maintain a safe working environment by ensuring safe use of materials, tools and equipment 1 Understand the market within a chosen craft area  1.1 Explore enterprises within a chosen craft area 1.2 Explain what makes them successful 1.3 Describe the market(s) for chosen craft area 1.4 Identify opportunities in chosen market(s) 1.5 Explain the importance of listening to stakeholders when developing ideas 1.6 Explain the importance of balancing risk against the potential reward of creative ideas 1.7 Identify appropriate financial tools to support creative enterprising ideas 1.8 Identify ways to market a creative product 2 Understand employment opportunities within a chosen craft area  The learner can: 2.1 Explore employment opportunities within a chosen craft area 2.2 Describe the characteristics of an enterprising individual in a chosen craft area 2.3 Identify own strengths and areas for development within a chosen craft area 2.4 Produce an action plan for personal development/career aspirations   1 Be able to develop craft ideas  The learner can: 1.1 Use a range of different sources to develop craft ideas 1.2 Develop visual language to communicate craft ideas 1.3 Use feedback and evaluation of own work to develop craft ideas 1.4 Adapt craft ideas in response to feedback and evaluation of own work 1.5 Select preferred craft idea giving reasons for 1.6 Maintain a safe working environment 1 Be able to create and present final craft item(s)  The learner can: 1.1 Use chosen idea to create a production plan 1.2 Use selected tools, materials, equipment and techniques to produce final craft work 1.3 Display craft work in an appropriate way/setting 1.4 Maintain a safe working environment 2 Know how to evaluate the creative and craft making processes  The learner can: 2.1 Evaluate the creative process 2.2 Review final craft item to identify opportunities for improvement or further development

This qualification is designed for learners aged pre-16 and above who wish to develop skills and knowledge in cookery. This course has been designed to be as affordable for families as possible and it is entirely possible to complete this qualification from a standard domestic kitchen. Please note, this is not a GCSE but is a GCSE Level course which is why it is designed to span 2 years, although we offer complete flexibility on the timeframe that learners can complete within. This qualification is a Level 2 Qualification and is Ofqual approved carrying 15 credits. Other examples of Level 2 qualifications are BTEC Level 2 and the Silver Arts Award. Feedback from our past learners shows that this qualiifcation is widely regarded as level to a grade A*-C/4-9 at GCSE standard when applying for college or work placements. Please also note, that whether this course is recognised as a GCSE equivalent by colleges and further education establishments, can vary according to location, college and even between courses at the same college. If reliant on this qualification for entry onto another course, it is recommended that you establish with the college whether or not this will aid admission, before committing to the course. Click here to download the 2023 Level 2 Cookery Info Pack.pdf The following video explains in detail how the course works and what the course covers: We don't impose any minimum or maximum ages on our learners as we recognise that every learner is an individual and is on their own unique learning journey. We believe, that their adult facilitator is the best person to judge whether a learner is ready for a particular course, but to enable you to make this decision we provide a workbook, free for you to try. Simpy email technologytriumphs@outlook.com to request a free sample session. We are also happy to advise you with this decision so do reach out to us if you would like our guidance on this. As part of your Induction pack, your learner will receive a free apron to use within their course, but aside from this we have designed the courses to utilise as affordable as possible. The following is not an exhaustive list, but does highlight the main costs associated with the course. *** PLEASE CLICK HERE TO BOOK *** UNIT SUMMARIES 601/3232/2/COO Credit Value: 15 Total Qualification Time: 150 hours   1 Be able to use materials, tools and equipment to develop craft techniques  1.1 Assess the properties of available materials for craft item(s) including the visual and tactile qualities  1.2 Select materials, tools, equipment and techniques to support craft ideas and give reasons for choices  1.3 Use appropriate tools and equipment for selected techniques  1.4 Develop craft techniques, making effective use of materials, tools and equipment  1.5 Maintain a safe working environment by ensuring safe use of materials, tools and equipment   1 Understand the market within a chosen craft area  1.1 Explore enterprises within a chosen craft area  1.2 Explain what makes them successful  1.3 Describe the market(s) for chosen craft area  1.4 Identify opportunities in chosen market(s)  1.5 Explain the importance of listening to stakeholders when developing ideas  1.6 Explain the importance of balancing risk against the potential reward of creative ideas  1.7 Identify appropriate financial tools to support creative enterprising ideas  1.8 Identify ways to market a creative product   2 Understand employment opportunities within a chosen craft area  The learner can:  2.1 Explore employment opportunities within a chosen craft area  2.2 Describe the characteristics of an enterprising individual in a chosen craft area  2.3 Identify own strengths and areas for development within a chosen craft area  2.4 Produce an action plan for personal development/career aspirations    1 Be able to develop craft ideas  The learner can:  1.1 Use a range of different sources to develop craft ideas  1.2 Develop visual language to communicate craft ideas  1.3 Use feedback and evaluation of own work to develop craft ideas  1.4 Adapt craft ideas in response to feedback and evaluation of own work  1.5 Select preferred craft idea giving reasons for  1.6 Maintain a safe working environment   1 Be able to create and present final craft item(s)  The learner can:  1.1 Use chosen idea to create a production plan 1.2 Use selected tools, materials, equipment and techniques to produce final craft work  1.3 Display craft work in an appropriate way/setting  1.4 Maintain a safe working environment    2 Know how to evaluate the creative and craft making processes  The learner can:  2.1 Evaluate the creative process  2.2 Review final craft item to identify opportunities for improvement or further development

This qualification is designed for learners aged pre-16 and above who wish to develop skills and knowledge in cake decorating. This course has been designed to be as affordable for families as possible and it is entirely possible to complete this qualification from a standard domestic kitchen. Please note, this is not a GCSE but is a GCSE Level course which is why it is designed to span 2 years, although we offer complete flexibility on the timeframe that learners can complete within. This qualification is a Level 2 Qualification and is Ofqual approved carrying 15 credits. Other examples of Level 2 qualifications are BTEC Level 2 and the Silver Arts Award. Feedback from our past learners shows that this qualiifcation is widely regarded as level to a grade A*-C/4-9 at GCSE standard when applying for college or work placements. Please also note, that whether this course is recognised as a GCSE equivalent by colleges and further education establishments, can vary according to location, college and even between courses at the same college. If reliant on this qualification for entry onto another course, it is recommended that you establish with the college whether or not this will aid admission, before committing to the course. Click here to download the Level 2 Cake Decorating Information Pack.pdf We recently hosted an Open Day live which can be watch on replay here: We don't impose any minimum or maximum ages on our learners as we recognise that every learner is an individual and is on their own unique learning journey. We believe, that their adult facilitator is the best person to judge whether a learner is ready for a particular course, but to enable you to make this decision we provide a workbook, free for you to try. Simpy email technologytriumphs@outlook.com to request a free sample session. We are also happy to advise you with this decision so do reach out to us if you would like our guidance on this. As part of your Induction pack, your learner will receive a free apron to use within their course, but aside from this we have designed the courses to utilise as affordable as possible. The following is not an exhaustive list, but does highlight the main costs associated with the course. UNIT SUMMARIES 601/3232/2/CAK Credit Value: 15 Total Qualification Time: 150 hours   1 Be able to use materials, tools and equipment to develop craft techniques  1.1 Assess the properties of available materials for craft item(s) including the visual and tactile qualities  1.2 Select materials, tools, equipment and techniques to support craft ideas and give reasons for choices  1.3 Use appropriate tools and equipment for selected techniques  1.4 Develop craft techniques, making effective use of materials, tools and equipment  1.5 Maintain a safe working environment by ensuring safe use of materials, tools and equipment   1 Understand the market within a chosen craft area  1.1 Explore enterprises within a chosen craft area  1.2 Explain what makes them successful  1.3 Describe the market(s) for chosen craft area  1.4 Identify opportunities in chosen market(s)  1.5 Explain the importance of listening to stakeholders when developing ideas  1.6 Explain the importance of balancing risk against the potential reward of creative ideas  1.7 Identify appropriate financial tools to support creative enterprising ideas  1.8 Identify ways to market a creative product   2 Understand employment opportunities within a chosen craft area  The learner can:  2.1 Explore employment opportunities within a chosen craft area  2.2 Describe the characteristics of an enterprising individual in a chosen craft area  2.3 Identify own strengths and areas for development within a chosen craft area  2.4 Produce an action plan for personal development/career aspirations    1 Be able to develop craft ideas  The learner can:  1.1 Use a range of different sources to develop craft ideas  1.2 Develop visual language to communicate craft ideas  1.3 Use feedback and evaluation of own work to develop craft ideas  1.4 Adapt craft ideas in response to feedback and evaluation of own work  1.5 Select preferred craft idea giving reasons for  1.6 Maintain a safe working environment   1 Be able to create and present final craft item(s)  The learner can:  1.1 Use chosen idea to create a production plan 1.2 Use selected tools, materials, equipment and techniques to produce final craft work  1.3 Display craft work in an appropriate way/setting  1.4 Maintain a safe working environment    2 Know how to evaluate the creative and craft making processes  The learner can:  2.1 Evaluate the creative process  2.2 Review final craft item to identify opportunities for improvement or further development

This qualification is designed for learners aged pre-16 and above who wish to develop skills and knowledge in textile craft. This course has been designed to be as affordable for families as possible but does rely on the use of a sewing machine. Please note, this is not a GCSE but is a GCSE Level course which is why it is designed to span 2 years, although we offer complete flexibility on the timeframe that learners can complete within. This qualification is a Level 2 Qualification and is Ofqual approved carrying 15 credits. Other examples of Level 2 qualifications are BTEC Level 2 and the Silver Arts Award. Feedback from our past learners shows that this qualiifcation is widely regarded as level to a grade A*-C/4-9 at GCSE standard when applying for college or work placements. Please also note, that whether this course is recognised as a GCSE equivalent by colleges and further education establishments, can vary according to location, college and even between courses at the same college. If reliant on this qualification for entry onto another course, it is recommended that you establish with the college whether or not this will aid admission, before committing to the course. Click here to download the Level 2 Textiles Information Pack.pdf Our Open day event gives a little more insight into how the course works and the content covered: We don't impose any minimum or maximum ages on our learners as we recognise that every learner is an individual and is on their own unique learning journey. We believe, that their adult facilitator is the best person to judge whether a learner is ready for a particular course, but to enable you to make this decision we provide a workbook, free for you to try. Simpy email technologytriumphs@outlook.com to request a free sample session. We are also happy to advise you with this decision so do reach out to us if you would like our guidance on this. As part of your Induction pack, your learner will receive a free apron to use within their course, but aside from this we have designed the courses to utilise as affordable as possible. The following is not an exhaustive list, but does highlight the main costs associated with the course. For further information or to ask any questions please feel free to reach out to us, in the assurance that you are speaking to another fellow home edder.Support can be found in our dedicated Facebook group where you will also have access to a free sample session within the file sectionLevel 2 Textiles Group *** PLEASE CLICK HERE TO BOOK *** UNIT SUMMARIES 601/3232/2/TEX Credit Value: 15 Total Qualification Time: 150 hours   1 Be able to use materials, tools and equipment to develop craft techniques  1.1 Assess the properties of available materials for craft item(s) including the visual and tactile qualities  1.2 Select materials, tools, equipment and techniques to support craft ideas and give reasons for choices  1.3 Use appropriate tools and equipment for selected techniques  1.4 Develop craft techniques, making effective use of materials, tools and equipment  1.5 Maintain a safe working environment by ensuring safe use of materials, tools and equipment   1 Understand the market within a chosen craft area  1.1 Explore enterprises within a chosen craft area  1.2 Explain what makes them successful  1.3 Describe the market(s) for chosen craft area  1.4 Identify opportunities in chosen market(s)  1.5 Explain the importance of listening to stakeholders when developing ideas  1.6 Explain the importance of balancing risk against the potential reward of creative ideas  1.7 Identify appropriate financial tools to support creative enterprising ideas  1.8 Identify ways to market a creative product   2 Understand employment opportunities within a chosen craft area  The learner can:  2.1 Explore employment opportunities within a chosen craft area  2.2 Describe the characteristics of an enterprising individual in a chosen craft area  2.3 Identify own strengths and areas for development within a chosen craft area  2.4 Produce an action plan for personal development/career aspirations    1 Be able to develop craft ideas  The learner can:  1.1 Use a range of different sources to develop craft ideas  1.2 Develop visual language to communicate craft ideas  1.3 Use feedback and evaluation of own work to develop craft ideas  1.4 Adapt craft ideas in response to feedback and evaluation of own work  1.5 Select preferred craft idea giving reasons for  1.6 Maintain a safe working environment   1 Be able to create and present final craft item(s)  The learner can:  1.1 Use chosen idea to create a production plan 1.2 Use selected tools, materials, equipment and techniques to produce final craft work  1.3 Display craft work in an appropriate way/setting  1.4 Maintain a safe working environment    2 Know how to evaluate the creative and craft making processes  The learner can:  2.1 Evaluate the creative process  2.2 Review final craft item to identify opportunities for improvement or further development

Duration 1 Days 6 CPD hours Overview The Coaching And Mentoring focuses on how to better coach your employees to higher performance. Coaching is a process of relationship building and setting goals. How well you coach is related directly to how well you are able to foster a great working relationship with your employees through understanding them and strategic goal setting. You are in your office looking over your performance report and it happened again. Your low performing employee failed to meet quota this month even after you spoke with them about the importance of meeting goals. This employee has a great attitude and you know they can do better. You just do not know how to motivate them to reach the goal. Money used to work, but that has worn off. You are baffled and you know being frustrated makes matters worse. What do you do? 1 - Defining Coaching and Mentoring Defining mentoring Defining what coaching is and is not Elements of coaching Factors for success Critical Coaching Skills 2 - Coaching Assessment Individual coaching assessment Reflection and discussion of results 3 - Interpersonal Communication Interpersonal communication skills Open and closed questions Probing techniques and process Active listening 4 - Setting Goals with SPIRIT Identifying Values Identifying Dreams Setting S.P.I.R.I.T. goals 5 - Learning Styles and Principles Three learning styles Adult learning principles 6 - The Coaching Model Components of the coaching model Coaching model characteristics Giving effective feedback 7 - Bringing It All Together Coaching skills reinforcement Case studies