1551 Courses in Cardiff delivered Live Online

Duration 3 Days 18 CPD hours This course is intended for This course is designed for anyone who needs an understanding of IT Service Management to help deliver better value to customers. It is appropriate for all IT staff and management, as well as customers who work closely with IT to support business requirements. This course is also designed for students who are seeking the ITIL© 4 Foundation certification and who want to prepare for ITIL© 4 Foundation exam. Overview By the completion of this course, you will have a deep understanding of the 7 Guiding Principles, 4 Dimensions of Service Management, 34 ITIL© Practices, and the new Service Value Chain that incorporate the core of ITIL© version 4. ITIL© is the world?s leading best practice framework for implementing IT Service Management. ITIL version 4 introduces IT Service Management through the lens of a Service Value System (SVS), which provides a holistic end-to-end view of how to successfully contribute to business value, and also how to leverage concepts from models such as Lean IT, Agile, DevOps and Organizational Change Management. This foundational course immerses you in the guiding principles, dimensions, and practices of ITIL© 4. This course will earn you 21 PDUs. This class includes an exam voucher. 1 - ITIL 4 OVERVIEW Introduction to ITIL Key Concepts of ITIL 2 - The ITIL Framework The Four Dimensions of Service Management The ITIL Service Value System 3 - The ITIL Guiding Principles Focus on Value Start Where You Are Progress Iteratively with Feedback Collaborate and Promote Visibility Think and Work Holistically Keep It Simple and Practical Optimize and Automate 4 - THE ITIL SERVICE VALUE SYSTEM (SVS) Governance The Service Value Chain Continual Improvement 5 - Key ITIL Practices Continual Improvement Service Level Management Change Control Incident Management Service Request Management Service Desk Problem Management 6 - Other ITIL Practices General Management Practices Service Management Practices Technical Management Practices

Linux fundamentals training course description An introduction to using the Linux operating system with a focus on the command line. Appropriate for all versions of Linux. The starting point for all Linux work, we concentrate on the technical aspects rather than issues such as using browsers. The course is heavily practical in nature. The course can be run on any Linux distribution you wish. What will you learn Describe Linux. Log in and use Linux commands to perform a variety of tasks from manipulating and printing files to looking at and killing processes. Create and edit files with vi. Recognise the role of the administrator. Write simple shell scripts. Customise the user environment. Linux fundamentals training course details Who will benefit: Anybody who needs to use a Linux system. Prerequisites: None. Duration 3 days Linux fundamentals training course contents What is Linux? Operating systems, Linux flavours, Linux distributions, open source software. Getting started Logging in, changing passwords, logging out. Linux basics Command structure. The Linux manuals, basic commands (who, date, tty, uname, echo, banner...) Filesystem commands Home directories, manipulating files and directories, Filesystem layout, Pathnames, hard and symbolic links. Viewing files. The Linux editors ed, vi, shell escapes, .exrc Extracting data from files grep, find, cut, sort and paste... Permissions Theory, chmod, chown, newgrp.. Processes ps, kill, background processes, at, exec, priorities. Managing Linux log files. The Shell Metacharacters, piping and redirection. Basic shell scripting What are shell scripts? Simple scripts, control structures. Variables. Arguments. Customising your environment Environmental variables, stty, .profile and other startup files More shell features Bash and other shells, the history facility, command line editing, aliases, job control, miscellaneous features. Introduction to administration The root user, su. Managing users and groups Archiving files Backups, tar, cpio, dd, gzip. Linux and hardware Main hardware components, Linux device drivers. Connecting to a network IP configuration, ifconfig, ping, netstat, traceroute, dig.

Consistent 11+ Reading is vital to build an extensive vocabulary for all aspects of the 11+ English Exams. Excellent vocabulary is what ultimately brings 11+ English Exam Success and top results.

A 10 week SATs Success course for students in year 6. Tutoring in English and Tutoring in Maths in a small group year 6 tutor session.

About this Training Course In the oil & gas industry, it is common knowledge that operators and main contractors, contract or sub-contract a wide range of their activities. The service contract is the tool used to share the risk of a service between the operator and contractor. It is also an approach adopted by the operator to control the efficiency of his contractor. This course allows all parties involved, company, contractors and subcontractors, to better understand the contractual relationship, their rights and obligations. It gives a detailed review of the contract and its main features. This course will particularly focus on the services contracts that are put in place to support a drilling campaign, covering all specificities of the various contracts. Training Objectives At the end of this course, participants will: Get a thorough understanding of the service contract clauses Be able to administer the contract and optimise the relationship with the company or contractor Target Audience This course will be useful and applicable for the following professionals: contract engineers, contracts administrators, any party involved in the relationship between the company and the contractors of a service contract Drillers and logisticians may also have interest in this course as it covers the contractual aspects of their operational activity: They are the 'Owners' of these services contracts Trainer Your expert course leader has 25 years of experience in management positions in Contracting, Procurement and Logistics, mainly in the Oil & Gas Industry. During his Oil & Gas industry experience, he has worked on major Oil and Gas development projects like the Yadana project in Myanmar, Akpo project in Nigeria and YLNG in Yemen. His international experience allows him to adapt very easily and integrate the multicultural specificities of the Oil & Gas industry in his teaching. 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 post training support and fees applicable Accreditions And Affliations

Transmission demystified training course description Transmission is the process of sending information along a medium of, copper, fibre or wireless. This course looks at transmission techniques for both telecommunications and data communications with a particular focus on Microwave, SDH, DWDM transmission. The course aims to demystify these technologies by explaining all the buzzwords used in transmission. What will you learn Describe various transmission technologies such as multiplexing and demultiplexing. Explain how Microwave works. Explain how SDH works. Explain how DWDM works. Transmission demystified training course details Who will benefit: Anyone working in telecommunications. Prerequisites: None. Duration 2 days Transmission demystified training course contents Transmission basics Systems, media, signals. Signal degradation, noise, distortion, attenuation. Digital, analogue. Modulation, encoding. RF Frequency, wavelength. Distance / range issues, interference, Antenna, power, dB, RF propagation, testing. Microwave transmission What is microwave transmission, point to point communications, line of sight, parabolic antenna, relays, planning considerations, rain and other issues Wired transmissions Copper, Fibre, optical transmission, fibre characteristics, fibre component parts. Multi Mode Fibre (MMF). Single Mode Fibre (SMF). Fibre connections. Lasers. Attenuations, dispersion, optical signal noise ratios (OSNR) and their effects. Channel Spacing and Signal Direction. Limiting factors to single wavelength. Introduction to SDH Timing and synchronisation of digital signals, the plesiochronous digital hierarchy (PDH), the synchronous digital hierarchy (SDH), service protection with SDH. TDM. SDH6 Standards, basic units, frames, STM1 frame, bit rates, STM0, STM1, STM4, STM16, STM64, STM256, SDH architecture, rings, Add drop multiplexors. SDH network topologies, structure of SDH equipment, SDH synchronisation, protection switching in SDH networks, SDH alarm structure, testing of SDH, equipment and systems, Ethernet over SDH. WDM overview Multiplexing, TDM, WDM benefits. WDM standards. CWDM vs. DWDM. Four Wave Mixing (FWM). Impact and countermeasures to FWM on WDM.tructure of SDH equipment, SDH synchronisation, protection switching in SDH networks, SDH alarm structure, testing of SDH, equipment and systems, Ethernet over SDH. DWDM ITU G.694.1, channel and spacing. Optical Terminal Multiplexers (OTM). Optical Add/Drop Multiplexers (OADM). Adding versus dropping. Optical Amplifiers. Erbium Doped Fibre Amplifiers (EDFA). Transponders and Combiners. Optical and Electrical Cross Connects (OXCs/DXCs). Cross Connect types (Transparent/Opaque). Advantages and disadvantages of various Optical cross connects. IP transmission Telecommunications versus data communications, IP transmission, VoIP, MPLS.

Click to read more about this training, in which we demonstrate a live problem solving approach which is based on the active participation of family members. Course Category Inclusion Parents and Carers Behaviour and relationships Problem Solving Description In this training we demonstrate a live problem solving approach which is based on the active participation of family members. ‘Family Circles’ is an evolving new approach to problem solving with families and is based on our years of family work and the development and use of the Circle of Adults process. Inspired by our own Parent Solutions work and the Circle of Adults process as well as Family Group Conferencing and other Restorative Interventions we bring you Family Circles. Essentially the approach involves gathering a family together for a process that is facilitated but majors on the family members offering each other their wisdom and ideas. The approach is capacity focused, person centred approach to working with families rather than the dominant deficit oriented and ‘medical model’ of viewing and planning for or doing things to families. This training can be modelled with a group of professionals or better still with a family. In our work with families we develop the importance of naming stories or theories and seeking linkages and synthesis between what is found out and explored about the family situation and its history. We like participants to sit with the uncertainty, to reflect on the question ‘why’ but without judgement of each other. Deeper reflections may span a whole range of perspectives from ‘within person’ considerations, to situational or systemic possibilities. Health or emotional issues can be reflected on alongside organisational or transactional aspects of what is going on for the family. The better the shared understanding the better the strategy or actions which emerge from these meetings. Quality hypotheses with a close fit to reality lead to more effective implementation in the real world. We encourage ‘loose’ thinking, a search for connections, deeper listening, an ‘open mind’, speculation and exploration without moral judgements. From this stance self-reflection as well as reflection on the situation can produce remarkable insights. The quality of theories or new stories generated is directly influenced by family members’ experiences and the models of learning, behaviour and emotion, systems, educational development, change and so on that they have been exposed to.  Learning Objectives To provide opportunities for: Shared problem solving in a safe exploratory climate in which the family will find its own solutions. Individuals to reflect on their own actions and strategies An exploration of whole-family processes and their impact Emotional support and shared understandings of issues at a child, parent, family, school and community level. Feed back to each other on issues, ideas and strategies that are agreed to be worth sharing with them. Who Is It For? Anyone interested in working with families in a way that builds and makes use of their capacities rather than focus on their challenges and difficulties. Social Care teams School staff Community organisers Educational Psychologists Course Content True family empowerment Deepening shared stories and understandings Facilitating groups Problem solving process Handling family group communication Allowing direct feedback and challenge between participants in a safe way Building relationships Process: Family members are welcomed: Introductions are carried out, ground rules and aims clarified whilst coffee is drunk. A recap from the last session is carried out: To follow up developments and reflections after the last meeting. One issue is selected for the main focus Issue presentation: The family member who raised the concern is asked questions to tell the ‘story’ of the issue or problem. Additional questions/information from the group about the problem are gathered: Ground rules may need to be observed carefully here. Individual participants need to be kept focused and prevented from leaping to premature conclusions or to making ‘helpful’ suggestions about strategy. Relationship aspects to the problem are explored. Metaphors and analogies are invited. How would a fly on the wall see your relationship? If you were alone together on a desert island, what would it be like? Impact of previous relationships/spillage from one relationship to another are explored. Eg what situation they are reminded of? For instance, does this situation remind you of any of those angry but helpless feelings you had with your other son when he was an adolescent? This provides opportunities to reflect on how emotions rub off on other people. The parent feels really frustrated, and on reflection we can see that so does the child System/Organisation factors (Family system/school and community systems and so on): What aspects help or hinder the problem? For instance, does the pastoral system of the local school provide space, or time and skilled personnel able to counsel this young person and work actively with their parents? Synthesis. At this stage the Graphic facilitator summarises what they have heard. They then go on to describe linkages and patterns in what they have heard. This can be very powerful. The person doing the graphic work has been able to listen throughout the presentation process and will have been struck by strong messages, emotions and images as they have arisen. The story and meaning of what is happening in the situation may become a little clearer at this point. Typical links may be ‘mirrored emotions’ strong themes such as loss and separation issues, or repeated processes such as actions triggering rejection. This step provides an excellent grounding for the next process of deepening understanding. What alternative strategies/interventions are open to be used? Brainstormed and recorded. ’Either/ors’ need to be avoided at this time also. This needs to be a shared session in which the family member who is presenting the concern contributes as much as anyone. Care is needed to ensure that this person is not overloaded with other people’s strategies. The final selection of strategy or strategies from the brainstormed list is the problem presenter’s choice. Strategies might include: a special time for the young person, a meeting with the child’s parents to explore how she is being managed at home and to share tactics, a home-school diary, counselling, or an agreed action plan that all are aware of, agreed sanctions and rewards and so forth. Strategies may productively involve processes of restitution and restoration, when ‘sorry’ is not enough. Making it right, rather than punishments or rewards, may then becomes the focus. First Steps. The problem presenter is finally asked to agree one or two first steps which they can carry out over the next 3-7 days. It can help to assign a ‘coach’ who will check in with them to ensure they have carried out the action they have named. This is a time to be very specific. Steps should be small and achievable. The person is just ‘making a start’. A phone call, or making an agreement with a key other person not present at the meeting would be ideal examples. Final reflections. Sometimes referred to as a ‘round of words’ help with closure for all involved. Reflections are on the process not the problem. In large families this is best done standing in a circle. In smaller groups all can remain sitting. Passing around a ‘listening stick’ or something similar such as a stone or light heighten the significance of the process ending and improve listening. Finally the problem presenter is handed the ‘Graphic’ this is their record of the meeting and can be rolled and presented ceremoniously by the facilitators for maximum effect! If you liked this course you may well like: Parent Solutions

CPD certified, digital study session, 24-hour postural care training, learning new ways to bring excellence to 24-postural care, focussing on supported lying.

Duration 3 Days 18 CPD hours This course is intended for Delegates attending this course must have successfully achieved the ITIL 4 Foundation Qualification; your certificate must be presented as documentary evidence to gain admission to this course. Ideally, candidates should have at least two years of professional experience working in IT Service Management. The ITIL 4 CDS Qualification would most likely suit the following delegates: Individuals continuing their journey in service management ITSM managers and aspiring ITSM managers ITSM practitioners managing the operation of IT-enabled & digital products and services, and those responsible for the end-to-end delivery Existing ITIL qualification holders wishing to develop their knowledge The above list is a suggestion only; individuals may wish to attend based on their own career aspirations, personal goals or objectives. Delegates may take as few or as many Intermediate qualifications as they require, and to suit their needs. Overview The course includes core concepts describing how different types of work (value streams) are built, tested and delivered ?end-to-end? from beginning to end and with continual iterations and feedback loops. There is also a focus on areas such as testing, knowledge, customer and employee feedback, new technologies, supplier sourcing, and ways of managing work. During this course, you will: Understand how to plan and build a service value stream to create, deliver and support services Know how relevant ITIL practices contribute to creation, delivery, and support across the SVS and value streams Know how to create, deliver and support services Understand how to integrate different value streams and activities to create, deliver and support IT-enabled products and services, and relevant practices, methods, and tools Understand service performance, service quality, and improvement methods. This course begins your journey toward the ITIL Managing Professional designation. You will acquire insight that will allow you to integrate different value streams and activities to create, deliver and support IT-enabled products and services. Armed with this knowledge and skill set, you will be confident in running those IT-enabled services, teams and workflows successfully. This class includes an exam voucher. Prerequisites ITIL© 4 Foundation 1 - PLANNING AND BUILDING A SERVICE VALUE STREAM Tackling the concepts and challenges related to SVS Using the ?shift left? approach The true value of information and technology across the SVS 2 - CONTRIBUTING TO CREATION, DELIVERY AND SUPPORT Using the value stream to design, develop and transition new services Adding to a value stream by leveraging ITIL practices Providing user support Furthering the value stream for support through ITIL practices 3 - CREATING, DELIVERING AND SUPPORTING SERVICES Coordinate, prioritize and structure activities The value of buy vs. build, sourcing, and service integration and management

The Agile Project Manager Change isn't coming, it's already here. The project environment is becoming more volatile, uncertain, complex, and ambiguous. Project management and project managers must transform and evolve in order to keep up with these changes. Agile has been a disruptor in the field of project management, having over 20 years of successes and benefits to organizations that have adopted their frameworks. The Agile frameworks have proven themselves to be more adept in dealing with this uncertainty. But Agile isn't just about following a different way of working. What do you need to learn, do, and become in order to continue in the current and future environment? It is a powerful combination of knowledge, competencies, and mindset. In an increasingly complicated project environment, this course provides participants with the knowledge needed to not only survive but thrive. What you will Learn At the end of this program, you will be able to: Evaluate the changing project environment and the needed knowledge, skills, and behaviors Demonstrate innovative project manager competencies of leading change, servant leadership, and focus on value Utilize Lean and Agile principles to maximize value and improve project performance Construct a hybrid Agile model that is unique to your project Assess your role in Business Agility as an Agile Project Manager Getting Started Introductions Workshop orientation Expectations Foundations Recap: What is Agile? A changed project environment The future project manager Agile Project Management Competencies Focusing on value Championing change Servant leadership Coaching / mentorship Facilitation Lean and Agile Principles Optimizing flow Making things small Continuous planning Just-In-Time requirements Visualizing work Hybrid Agile Considerations Considering a Hybrid Approach Examining Strengths and Weaknesses of Each Approach Selecting Waterfall / Agile Roles, Practices, and Techniques Reviewing Three Hybrid Scenarios Constructing the Hybrid Project Implementing Agile Pitfalls and Concerns Agile in the Organization Business Agility