1324 Courses

The Powerboat Instructor course aims to provide candidates with the necessary skills and knowledge required to instruct the RYA National Powerboat Scheme in a safe and effective way. The course duration is 3 days and comprises both practical and theoretical training scenarios where candidates are expected to deliver short training sessions. These sessions aim to develop the candidates personal skills and teaching ability in the safety of the training environment. The course does focus on teaching you how to instruct. You will learn effective methods of instructing and coaching, how to debrief, and how to structure the courses. We do revise the skills you will need to teach, but you will need to be proficient on a power boat to do this course. All potential Powerboat Instructors are required to complete a 1 day pre-assessment course to assess your personal boat handling skills. This assessment must be completed within the 3 months prior to the commencement of your Powerboat Instructor course. Course Pre-Requisites To do this course you will need to have completed Pre-Assessment. You will also need the following certificates: Valid First Aid Certificate, RYA Powerboat Level 2, RYA VHF Short Range Certificate. You will need to have 5 years powerboating experiencing (or one season full time). The minimum age of this course is 16 years old. Ideally you will have a familiarity with a range of craft giving you a wide range of knowledge of powerboats. Your theory knowledge should be at RYA Day Skipper Theory level, and we would recommend holding the certificate. RYA Instructor Training At Torbay Sea School we have trained many RYA Instructors who have gone on to instruct with us, other RYA training centres or as freelance instructors. During the course of your general RYA training you will have gained all the skills necessary to sail, motor or power boat with confidence to a high standard. The following courses consolidate all those skills and give you the tools required to instruct others to gain their RYA qualifications. You will be able to utilise our Instructors experience and our boats/equipment to feel at ease with instructing others.

About this Virtual Instructor Led Training (VILT) Governments, regulators and energy companies are pursuing CO2 storage technologies to meet their net-zero carbon commitments as well as targets set by the international Paris Agreement on climate change. For successfully executing Carbon Capture & Storage (CCS) projects, various technical, operational, economic and environmental risks and associated stakeholders need to be managed. In this 5 half-day Virtual Instructor Led Training (VILT) course, the methods for managing risk in CCS projects are addressed with a focus on CO2 injection and storage. The VILT course will also demonstrate how to assess storage capacity of a potential CO2 storage reservoir, model framing techniques, and well injectivity issues related to CO2 injection. The potential leak paths will be discussed such as reservoir seals, leakage along faults and aspects of well integrity. In the VILT course, the design of a monitoring programme will also be discussed. The VILT course will be supported by various case studies. This VILT course will cover the following modules: CCS projects in an international context Site selection and site characterization Storage capacity assessment Injectivity assessment Containment assessment Measurement, monitoring & verification Training Objectives On completion of this VILT course, participants will be able to: Uncover the functions and associated components required to capture, transport and store CO2 in subsurface aquifers and (depleted) hydrocarbon reservoirs Find a systematic and integrated approach to risk identification and assessment for CO2 storage projects (maturation) Appreciate the requirements (physics modelling) and uncertainties to assess the CO2 storage capacity of a selected site. Understand the challenges, data and methods to assess CO2 well injectivity and well integrity Identify the leakage pathways of a selected storage site, and understand the assessment methods and associated uncertainties Learn how to design a monitoring program Target Audience This VILT course is intended for all surface and subsurface engineers such as facility engineers, geologists, geophysicists, reservoir engineers, petrophysicists, production technologists/engineers, well engineers and geomechanical specialists. Also, (sub)surface team leads, project managers, business opportunity managers, decision executives, and technical risk assessment & assurance specialists will benefit from this VILT course as it provides a common framework and workflow to develop a CCS project. For each class, it is highly recommended that a mix of disciplines mentioned above are represented to facilitate discussions from different perspectives. Course Level Basic or Foundation Training Methods This VILT course is built around cases in which teams work to identify and assess CO2 storage site issues using a systematic thought approach in this course. In addition, exercises are used to practise the aspects of the CCS risk assessment process. The VILT course provides a venue for discussion and sharing of good practices as well as opportunities to practise multi-discipline co-operation and facilitation. Participants are encouraged to bring their own work issues and challenges and seek advice from the expert course leaders and other participants about all aspects of CCS. This VILT course will be delivered online in 5 half-day sessions comprising 4 hours per day, with 2 breaks of 10 minutes per day. Trainer Trainer 1: Your expert course leader has more than 36 years of experience in the oil & gas industry with Shell. He gained broad experience in petroleum engineering, with expertise in integrated production systems from subsurface, wells and surface. He has had assignments in Production Technology, R&D, Production Chemistry, Rock Mechanics and Reservoir Engineering cEOR, with a proven track record in technology screening, development and deployment, field development planning, conceptual well design and Production System Optimization (PSO) of gas and oil fields as well as preparing Well, Reservoir & Facility Management (WRFM) strategies and plans. He had also worked on assignments in NAM and did fieldwork in Oman, Gabon and Shell Nigeria. He is a skilled workshop facilitator. He discovered his passion for teaching following an assignment in Shell Learning. During his time in Shell, he developed and taught technical courses to Shell professionals via blended learning. Trainer 2: Your second expert course leader has over 30 years of experience identifying, assessing and mitigating technical risks with Shell. The main focal point of his experience is in subsurface and Geomechanical risks. He is the the founding father of various innovations in how we assess risks by tool development (for bore hole stability, 3D geomechanical field evaluations and probabilistic assessment). He also developed an eye for people motivation, change management and facilitation. He was also responsible for the Geomechanical competence framework, and associated virtual and classroom training programme in Shell for 10 years. Trainer 3: Your third expert course leader has more than 30 years of experience in Shell, focusing on research and development in drilling and offshore systems. His areas of expertise is in project management, finance, business planning, investment, development studies and economics models. In 2021, he worked on a project that looked into the economic evaluation of P18A field complex for CO2 storage. He has an MSc in Mechanical Engineering (M.E.) TU Delft Netherlands (Hons) and a baccalaureate from Erasmus University Rotterdam. POST TRAINING COACHING SUPPORT (OPTIONAL) To further optimise your learning experience from our courses, we also offer individualized 'One to One' coaching support for 2 hours post training. We can help improve your competence in your chosen area of interest, based on your learning needs and available hours. This is a great opportunity to improve your capability and confidence in a particular area of expertise. It will be delivered over a secure video conference call by one of our senior trainers. They will work with you to create a tailor-made coaching program that will help you achieve your goals faster. Request for further information about post training coaching support and fees applicable for this. Accreditions And Affliations

Lean Six Sigma Yellow Belt Certification Program: In-House Training This course is designed to instill an in-depth understanding of Lean Six Sigma and a clear sense of what is required to define high-impact improvement projects, establish Lean Six Sigma measurements, and complete Lean Six Sigma projects using the systematic and proven Define, Measure, Analyze, Improve, and Control (DMAIC) methodology. This course is designed to instill an in-depth understanding of Lean Six Sigma and a clear sense of what is required to define high-impact improvement projects, establish Lean Six Sigma measurements, and complete Lean Six Sigma projects using the systematic and proven Define, Measure, Analyze, Improve, and Control (DMAIC) methodology. Participants will learn basic tools and techniques of Lean Six Sigma and those who pass a thirty-question exam (70% or above) will become a Certified Lean Six Sigma Yellow Belt. This course is delivered through four 3-hour online sessions. What you Will Learn You'll learn how to: Establish the structure that supports and sustains Lean Six Sigma Quality Identify and calculate key Lean Six Sigma Measurements (Sigma, DPMO, and Yield) Select successful, high-impact projects that match strategic objectives Document, measure, and improve key processes using the DMAIC (Define, Measure, Analyze, Improve, and Control) Methodology Utilize data-based thinking to make key business decisions Introduction to the Fundamentals and Vision of Lean Six Sigma Lean Six Sigma's focus on the customer, on quality, and on results The costs of poor quality Critical factors to consider when deploying Lean Six Sigma Lean Six Sigma as a process improvement methodology Lean Six Sigma metrics Why do it - ROI and payback for Lean Six Sigma Business Process Management Critical Lean Six Sigma roles and responsibilities Main aspects of managing the organizational change Project selection Metrics of Lean Six Sigma and the DMAIC Model How to strategically align business metrics and projects within an organization How to identify and measure quality characteristics which are critical to customers What does the customer (internal or external) really want from our products and services? Establishing appropriate teams and setting those teams up to be successful What defines a good measurement system? How are we doing (learning the secret to measuring the right things, right)? How to improve output measures by understanding and measuring the process Where are there defects (how to properly select and scope high-impact projects)? Where is the process broken (the Lean Six Sigma version of root cause analysis)? How to determine the process efficiency, or value add, of a process The appropriate use of quality tools Understanding the concept of variation and how to reduce knee-jerk reactions How to achieve breakthrough results for any key measure How can we ensure the identified improvements will be sustainable (the basics of process control)?

A bespoke, private studio session with artist Puy Soden to help you experiment with alternative approaches to your art-making practice in a supportive space.

NLP Business Diploma - The Fundamentals of Collaborative Relationships training & certification with Proactive NLP Ltd is your first step towards developing collaborative leadership and collaborative cultures. Start transforming your projects now!

Managers at all levels have to be able to introduce, lead and manage change to ensure the organisational objectives of change are met.

“Filmmaking is a chance to live many lifetimes” - Robert Altman Our Film Production Course is led by highly experienced videographer and cinematographer Max Jewell-Smith, and award-winning actor and producer Henry Hereford, who has been working in the industry for more than 20 years in the UK, Australia and the US. Henry is a producer with the production company, Fluffy Cat, who have worked on films such as For The Love Of George, To Leslie, and Well Behaved Woman, so he has plenty of unique insight to share with students. With a mix of technical skills, script writing and acting, students on our Film Production course will work together to create a short film that they will showcase on Friday. ‍ WHEN AND WHERE? The Film Production Course takes place in Cranleigh Arts Centre, around 20 minutes from Guildford. The venue has a professional theatre, a sprung dance floor for choreography sessions, dressing rooms, and lots of great areas for filming and multimedia activities, so it's the perfect spot for our aspiring performers to learn in. ‍ Monday 22nd - Friday 26th July 2023 In2Drama is split into two groups for age related focus 11-15 year olds: 1pm - 4:00pm 16-21 year olds: 9am - 12:00pm

One of the most frequent telephone queries we receive at Inclusive Solutions is from parents whose disabled son or daughter is about to make the transition from Primary to Secondary School. Typically there is a tale to be told of LA planning procedures that are too little and too late, and a severe lack of confidence from all parties that the transition will be successful. Little wonder that transfers from mainstream to special schools continue to peak at Year 7! Course Category Peer Support Strategic Work Visioning and Problem Solving Person Centred Planning Description One of the most frequent telephone queries we receive at Inclusive Solutions is from parents whose disabled son or daughter is about to make the transition from Primary to Secondary School. Typically there is a tale to be told of LA planning procedures that are too little and too late, and a severe lack of confidence from all parties that the transition will be successful. Little wonder that transfers from mainstream to special schools continue to peak at Year 7! Because of this we have put together a different kind of support plan that aims to maximise the chances of Primary/Secondary transitions being successful. In essence our approach brings together a person centred planning tool called ‘MAPS’ and a ‘Circle of Friends’ recruited from within the Year 7 tutor group. The Circle of Friends forms the core of the MAPS session and are central in developing (with parents and staff) a Plan for embedding the focus child in the new school setting. Community Circles bring together disabled and non disabled pupils in a network of mutual support. Peer support is an approach to impacting on inclusion and transition in primary and secondary schools by actively involving other pupils. Enjoy participating in a multi media workshop that will challenge, entertain and reach for your emotions. Watch young people doing their stuff! Testimonials ‘It had a huge impact on all levels’ ‘Very user friendly’ Learning Objectives To be able to understand the values and wider context of peer support To be able to set up and run a peer counselling scheme to reduce bullying To understand and be able to maximise the power of the peer group in supporting relationships, achievement and behaviour change Who Is It For ? Primary and secondary teachers Heads and Deputies SENCOs Learning Support and Guidance staff Advanced Skills Teachers Parents Local Authority Support Services Community Development workers Early Years and School based Practitioners Course Content The course explores the questions : How can we improve our transition arrangements? Practically how do we go about involving pupils in this process? Do you have any fresh ideas on transition processes? Take a tour through this range of strategies for bringing about smooth transitions, meeting challenging emotional needs and to develop inclusion. Circles of friends: peer support and inclusion. Pupils work to problem solve with and actively support the inclusion and behaviour change of one of their peers Community Circles of Exchange and Mutual Support set up between disabled and non disabled group Peer support, counselling and mediation: reduce bullying and address emotional needs as older pupils offer active listening support and interventions Cross Age Mentoring: older pupils offer supportive mentoring to younger pupils in the same school or in feeder primary schools MAPS and PATH as person centred planning for transitions

Inclusion Facilitation (IF) is an approach to enhancing the inclusion, in a mainstream community of any child or young person who is experiencing difficulties in the world because of disability, personal crisis or because of their challenging behaviour towards others. The IF approach works by mobilising the young person’s natural supports to provide support and engage with the person in difficulty. Inclusion Facilitation is designed to create a better life for an individual by the provision of an intense input designed to being about social change. This usually entails a series of visits focused on getting the person out and about to increase confidence, social skills and presence in their local community and to pursue goals and dreams. Uniquely, the work is carried out under the close clinical supervision of a practicing psychologist. What is Inclusion Facilitation Work? ‘We do whatever it takes!’ Usually a Person Centred Planning event would be carried out using the PATHor MAP process – majoring on dreams and goal setting leading to precise action planning.  An experienced psychologist alongside the inclusion facilitator would carry out a PATH. A large graphic will be one of the outcomes of the meetings this is a great visual record and a shared memory of the event. This will also inform the priorities for the inclusion facilitation work Optionally following the PATH event a ‘scoping report’ is created outlining what Inclusion Facilitation could offer and highlighting what dreams and goals the individual has. The PATH is also provides a good opportunity for the Facilitator to meet the focus person in a comfortable positive environment. 12 weekly visits from the Inclusion Facilitator followed by 5 monthly visits is our preferred model but we can be flexible with the delivery of this input. This is just a guideline, however we have received good results using this time frame. After this intensive input the Inclusion Facilitator will hand over to the existing family, carers and PA team to carry on where he or she has left off. This transition time is planned from the outset. An experienced psychologist is there to support the facilitator at all times and will guide all work done by the inclusion facilitator.  Is this just Support work? No! This is proactive engagement – doing whatever is required. We are not just passively or reactively providing what is asked for – we are actively pursuing a good life for the individual. Our work is built on careful research around a person’s interests and what opportunities exist locally. We carry out community mapping.  We actively work to tackle an individual’s own resistance and reluctance to engage more socially. We actively engage with people in social settings that the individual attends to build bridges and connections – we are bridge builders. We build circles around a person. We create the conditions in which friendships can flourish. We have direct psychological supervision and support throughout. This work is short term and intense. Enjoy participating in a multimedia workshop that will challenge, entertain and reach for your emotions. Learning Objectives 1.To be able to understand the values and wider context of inclusion. 2.To be able to set up and run an ‘Inclusion Facilitation project to improve the life chances and connections of a child or young person. 3.To understand and be able to maximise the power of the peer group in supporting relationships, achievement and behaviour. Course Content The course answers the questions: What do you do with the child who is isolated by their aggression and anger, through being different, disabled or new to the school or community? Practically how do we go about including high profile children or young people? How can we help some children be friends? We will cover:  Inclusion values underpinning this work The Intentional Building of Relationships –‘Inclusion Facilitation’ work as an example Not doing it alone – The Importance of Teams in developing inclusive practice Practical setting up and running of IF work Lessons learned Stories of IF work

Our suite of modules are based around helping the customer to buy and enabling salespeople to maximise their conversations with their customers.