5434 Courses in Cardiff delivered Live Online

This one-day course introduces the field of user experience and provides an excellent entry point to our other specialised training courses. UX processes and practices have become a central component of product design, service design and web design.

This day will introduce you to the basic techniques and skills involved in doing graphic facilitation. Learn how to use a BIG piece of paper and a handful of pens to create a memorable summary of your training day, team meeting or your work with young people and families. Learn how to harvest the essence of an event in a visual representation. This is a ‘hands on’ interactive day built around demonstrations of graphic facilitation, coaching and the chance to try things out. Ideal for teams who can then go on together to practice, practice, practice. Learning Objectives To introduce you to the basic skills of graphic facilitation – no previous experience is needed To develop your capacity to ‘listen under the words’ and draw out the deeper messages To help you suspend your self-doubt – “I can’t draw!” and rediscover your capacity to create an effective visual representation of a meeting/training day/conversation etc Course Content The day will introduce you to the fundamentals of graphic facilitation and will include the following topics: Pens, Pastels and Paper – what you will need to get started The basic ‘grammar’ of graphic facilitation; the essential shapes, using colour, images, lettering, words, creating connection How to listen for the essence of what is being said and translate this into visual language A chance to do it live – with coaching

Essential OTN training course description An In-depth introduction to the terminology and technology that will comprise tomorrow's Optical Transport Networks. What will you learn Describe the problems with old technologies. Identify the purpose of new technologies. Describe the functionality of the various transmission mediums available Identify OTN features and functionality. Define the issues involved in equipment and application rollout. Essential OTN training course details Who will benefit: Anyone wishing to learn OTN. Prerequisites: SDH foundation or Essential DWDM Duration 2 days Essential OTN training course contents Scope, References Terms and definitions, Abbreviations and Conventions Optical transport network interface structure Multiplexing/mapping principles and bit rates Optical transport module (OTM-n.m, OTM-nr.m, OTM-0.m and OTN 0.mvn) Physical specification of the ONNI Optical channel (OCh) Optical channel transport unit (OTU) Optical channel data unit (ODU) Optical channel payload unit (OPU) OTM overhead signal (OOS) Overhead description and maintenance signals Mapping of client signals and concatenation Mapping ODUk signals into the ODTUjk signal Forward error correction using 16-byte interleaved RS (255,239) codecs ODUk tandem connection monitoring (TCM) overhead OPUk Multiplex Overhead Amendment 2 including: OTN Multiplexing and Mapping, Basic signal structure, ODTU12, ODTU13, ODTU23, OPUk Multiplex Overhead, OPUk Multiplex Structure Identifier (MSI). OPU2 Multiplex Structure Identifier (MSI), OPU3 Multiplex Structure Identifier (MSI), OPUk Payload Structure Identifier Reserved overhead (RES), ODU1 into ODU2 multiplexing, ODU2 into ODU3 multiplexing, ODU1 into ODU3 multiplexing Amendment 3 including: 40 Gbit/s ODU3/OTU3 and 100 Gbit/s ODU4/OTU4, Support of gigabit Ethernet services via ODU0, ODU2e, ODU3 and ODU4, ODU0 and ODUFlex, Multi-lane OTU3 and OTU4 interfaces, Support for InfiniBand Amendment 4 including: OTSn OTN synchronization messaging channel (OSMC) overhead, FC-1600 Amendment 5 Including: ODUk.ts, OTU0LL (OTU0 low latency), OTSiA (optical tributary signal assembly). OTSiG (optical tributary signal group), OTSiG-O (optical tributary signal overhead), CMEP (connection monitoring end- point), CMOH (connection monitoring overhead), MOTU (Multi-OUT), MOTUm (Multi-OTU with management), OTUCn-M (Optical Transport Unit-Cn, with n OxUC overhead instances and 5G tributary slots). SOTU (Single-OUT). SOTUm (Single-OTU with management). Modified bit rates and capacity for OTU1/2/3/4 OTM.nr.m, OTM.n.m, OTM.0.3v4, OTM 0.4v4 Mapping of CBR2G5, CBR10G, CBR10G3 and CBR40G signals into OPUk 64B/66B and 513B block code format PCS lane alignment marker for 40GBASE-R and 100GBASE-R PT=20/PT=21 and AMP/GMP options OTL 4.10 to OTL 4.4 gearbox ODU switching and Line protection Schemes 10 x 10 MSA Overview of current and future coherent and noncoherent technologies 40Gbit and 100Gbit compliant ROADM's Implementers Guide including replacement terms. Differing vendor's equipment and their implementations Individual and group planning exercises: Upgrade a customer STM-64/10G network to a 40G/ OTN network. Upgrade a customer old 16 Wavelength WDM network to be OTN compliant. Implement a new customer 40 wavelength OTU3 OTN compliant MSPP (DWDM) network. Design a cost-effective solution where we can hand over circuits using 'Optical Transport Lanes'.

ITIL® 4 Specialist: Drive Stakeholder Value: In-House Training The ITIL® 4 Specialist: Drive Stakeholder Value module is part of the Managing Professional stream for ITIL 4. Candidates need to pass the related certification exam for working towards the Managing Professional (MP) designation. This course is based on the ITIL® 4 Specialist: Drive Stakeholder Value exam specifications from AXELOS. With the help of ITIL® 4 concepts and terminology, exercises, and examples included in the course, candidates acquire the relevant knowledge required to pass the certification exam. What You Will Learn The learning objectives of the course are based on the following learning outcomes of the ITIL® 4 Specialist: Drive Stakeholder Value exam specification: Understand how customer journeys are designed Know how to target markets and stakeholders Know how to foster stakeholder relationships Know how to shape demand and define service offerings Know how to align expectations and agree on details of services Know how to onboard and offboard customers and users Know how to act together to ensure continual value co-creation (service consumption / provisioning) Know how to realize and validate service value Customer Journey Purpose of the Module Purpose of Mastering the Customer Journey Touchpoints and Service Interactions Module Topics Mapping the Customer Journey Designing the Customer Journey Measuring and Improving the Customer Journey Customer Journey Step 1: Explore Purpose of the Module Purpose of the Explore Step Module Topics Understanding Service Consumers Understanding Service Providers Understanding and Targeting Markets Customer Journey Step 2: Engage Purpose of the Module Purpose of the Engage Step Aspects of Service Value Module Topics Service Relationship Types Building Service Relationships Building and Sustaining Trust and Relationships Analyzing Customer Needs Managing Suppliers and Partners Customer Journey Step 3: Offer Purpose of the Module Purpose of Shaping Demand and Service Offerings Module Topics Managing Demand and Opportunities Specifying and Managing Customer Requirements Designing Service Offerings and User Experience Selling and Obtaining Service Offerings Customer Journey Step 4: Agree Purpose of the Module Purpose of Aligning Expectations and Agreeing on Services Module Topics Agreeing on and Planning Value Co-Creation Negotiating and Agreeing on a Service Customer Journey Step 5: Onboard Purpose of the Module Purpose of Onboarding and Offboarding ITIL® Management Practices Module Topics Planning Onboarding Fostering Relationships with Users Providing User Engagement and Delivery Channels Enabling Users for Service Elevating Mutual Capabilities Offboarding Customer Journey Step 6: Co-create Purpose of the Module Purpose of Service Provision and Consumption Module Topics Service Mindset Ongoing Service Interactions Nurturing User Communities Customer Journey Step 7: Realize Purpose of the Module Measuring Service Value Purpose of Value Capturing and Customer Journey Improvement Realizing Service Value in Different Settings Module Topics Tracking Value Realization Assessing and Reporting Value Realization Evaluating Value Realization and Improving Customer Journeys Realizing Value for the Service Provider

SAFe® Agile Software Engineering: In-House Training The introduction of Lean-Agile and DevOps principles and practices into software engineering has sparked new skills and approaches that help organizations deliver higher-quality, software-centric solutions faster and more predictably. This workshop-oriented course explores foundational principles and practices and how continuous flow of value delivery and built-in quality are enabled by XP technical practices, Behavioral-Driven Development (BDD), and Test-Driven Development (TDD). Attendees will learn proven practices to detail, model, design, implement, verify, and validate stories in the SAFe® Continuous Delivery Pipeline, as well as the practices that build quality into code and designs. Attendees will also explore how software engineering fits into the larger solution context and understand their role in collaborating on intentional architecture and DevOps. What you will Learn To perform the role of a SAFe® Agile Software Engineer, you should be able to: Define Agile Software Engineering and the underlying values, principles, and practices Apply the Test-First principle to create alignment between tests and requirements Create shared understanding with Behavior-Driven Development (BDD) Communicate with Agile modeling Design from context for testability Build applications with code and design quality Utilize the test infrastructure for automated testing Collaborate on intentional architecture and emergent design Apply Lean-Agile principles to optimize the flow of value Create an Agile Software Engineering plan Introduction to Agile Software Engineering Connecting Principles and Practices to Built-in Quality Accelerating Flow Applying Intentional Architecture Thinking Test-First Discovering Story Details Creating a Shared Understanding with Behavior-Driven Development (BDD) Communicating with Models Building Systems with Code Quality Building Systems with Design Quality Implementing with Quality

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

Essential GEPON training course description Designed to benefit those requiring an in depth knowledge of the principles and applications of the IEEE Ten Gigabit Ethernet and Gigabit Ethernet Passive Optical Networking and Fibre to the X in NG network applications and their associated equipment, its flexibility and function within a modern transmission network. Using an effective mix of instruction and correlation to theory based learning the delegate will gain a complete understanding of the equipment and the tasks to be undertaken in a real life situation. What will you learn Compare FTTx networks. Compare PON variants. Recognise the GEPON architecture. Explain how GEPON works. Recognise GEPON issues. Essential GEPON training course details Who will benefit: Anyone requiring GEPON knowledge. Prerequisites: Introduction to data communications and networking. Duration 2 days Essential GEPON training course contents FTTN, FTTC, FTTH Single Mode Fibre (SMF) and various types, Multimode Fibre (MMF), Fibre Safety and properties (Dispersion/attenuation), Fibre Reel cables and types, Fibre installation and air blown fibre, Transmitters and receivers - power budget/laser classes, Fibre to the home (FTTH), FTTC (Fibre to the Cabinet), FTTN (Fibre to the node), FTTD (Fibre to the Desk), FFTH Topologies and wavelengths, Active or Passive Optical Network (PON). WDM equipment and GPON OSP design Wavelength considerations, WDM/DWDM/CWDM EDFA optical amplification, AWG (Arrayed Waveguide Grating) splitters, Couplers (splitters) and losses, Optical splitters 1x2, 1x4, 1x8, 1x16, 1x32, 1x64, 2x64. IEEE PON variants Gigabit Ethernet Passive Optical Network (GEPON), Time Division PON (TDM-PON), Wave Division Multiplexing PON (WDM-PON), 1Gbps, 10Gbps, 40Ggps, 100Gbps, Strategies for TDM-PON to WDM-PON migration, Architecture of NG-PON (hybrid WDM/TDM PON), Additional services than triple play. GEPON design GEPON OSP centralized design, GEPON OSP distributed design, GEPON PON splitters x4 x8 x32, Fibre splice trays / fibre cassette trays / fibre enclosures, GEPON field testing /GEPON field installation verification, GEPON physical layer testing, Optical Time Domain Reflectometer (OTDR), Optical power source /Optical power meter, Optical Return Loss (ORL), APON/BPON/GPON/EPON/GEPON/10-GEPON comparison. IEEE 802.3ah GEPON: Ethernet in the first mile IEEE 802.3 options, Optical Ethernet options, Ethernet in the first mile, 1000BASE-LX, 1000BASE-SX, IEEE 802.1Q VLANs, Q-in-Q and MAC-in-MAC. QofS Ethernet TOS and priority methods PCP and DiffServe, Reference model / terminology / architecture, Example of ONT functional blocks, Example of OLT functional blocks, FTTx scenarios, The four switching arrangements for external access network backup. IEEE 802.3av 10-GEPON Physical layer, 10GBASE-SR, 10GBASE-LX4, 10GBASE-ER, 10GBASE-LR, 10GBASESW, 10GBASE-LW, 10GBASE-EW, Enhancement band, Bit rate and wavelengths, Compatibility, Forward error correction. IEEE 802.3ca 25G, 50G and 100G NG-EPON MAC frame structure, Downstream multiplexing / Upstream multiplexing, Media access control and ONU registration, Alarm messages. IEEE 802.3bk extended EPON Laser Types PRX40 and PR40, Reference model. GEPON issues and standards GEPON components OLT / GEPON ONT and examples GEPON management, RG (Residential Gateway), HPNA (Home Phone Network Alliance), Power Line Carrier (PLC), GPON DLNI, G.hn or G.9960 MOCA, FTTH Council certification, Standard for network certification, Qualify for use of the fibre-connected home badge, GEPON frame synchronization to network timing, Direct clock synchronization interface (BITS), Multiservice Access Platform (MSAP), Software planning tool. Superconnected cities / voucher scheme. Ethernet OAM Link monitoring, remote failure indication, Remote loopback.

Person centred rehabilitation 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. Usually, the work is carried out under the close clinical supervision of a practicing psychologist. Course Category Inclusion Person Centred Planning Visioning and Problem Solving Peer Support Description Person Centred Rehabilitation Person centred rehabilitation 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. Usually, the work is carried out under the close clinical supervision of a practicing psychologist. PERSON CENTRED PLANNING A Person Centred Planning event would be carried out using the PATH or MAP process – majoring on dreams and goal setting leading to precise action planning. Facilitators would carry out the PATH or other person centred process. 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 later follow up inclusion facilitation work. Following the PATH event a ‘scoping report’ is created outlining what Inclusion Facilitation could offer and highlighting what dreams and goals the individual has. INCLUSION FACILITATION The PATH is also provides a good opportunity for the Facilitator to meet the focus person in a comfortable positive environment. Agreed visits from the Inclusion Facilitator are then carried out over a 3 month period. 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 needs to be 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. This is not passively or reactively providing what is asked for – we are actively pursuing a good life for the individual. The work is built on careful research around a person’s interests and what opportunities exist locally There is community mapping There is work to tackle an individual’s own resistance and reluctance to engage more socially There is a need to engage with people in social settings that the individual attends to build bridges and connections – we are bridge builders You will need to build circles around a person There is a need to create the conditions in which friendships can flourish There is a need for direct psychological supervision and support throughout This work is short term and intense. The facilitator’s main aims will vary depending on the dreams and goals of the focus person. The basic aim of the inclusion facilitator is to better the focus person’s quality of life. Learning Objectives 1 To create a better life for the Individual. 2 Give Individual and family a clear vision of a good life and to support first steps towards this 3 To maximise individuals inclusion and connection with the wider community. 4 To help with friendship, social connection and education 5 To increase confidence, social skills and presence in their local community and to pursue goals and dreams. Who Is It For? Anyone who is involved in the rehabilitation of children or adults who have become disabled through accident or trauma and who is committed to helping them get their life back on track. Course Content Understanding ordinary needs – the dimensions of social inclusion Pursuing the dreams and goals of the individual Improving social skills Community Mapping Being comfortable in social environments Developing conversational skills Having a positive mindset Staying physically active Building relationships Help in meeting new people Create natural circles of support Creating a community circle Having positive body language Employment of support staff Pursuing personal interests   If you like this you will almost certainly enjoy: Person Centred Planning using PATH and MAPs

Duration 2 Days 12 CPD hours This course is intended for The target audience for the CASM course is Anyone interested in learning about Agile and Scrum from a products and process perspective Process owners and process designers Developers who are interested in helping make processes more agile Managers who are looking to bridge multiple practices into a DevOps environment Employees and managers responsible for designing, re-engineering or improving process Consultants guiding their clients through process improvement and DevOps initiatives Internal and external suppliers Process stakeholders Overview The learning objectives for Certified Agile Service Manager (CASM) include an understanding of: What does it mean to 'be agile?' The Agile Manifesto, its core values, and principles Agile concepts and practices including ITSM, Kanban, Lean and DevOps Learn about SCRUM from a product and process perspective Agile thinking and values into service management Scrum roles, artifacts, and events as it applies to both products and processes The two aspects of Agile Service Management: Agile Process Improvement-ensuring processes are lean and deliver 'just enough' control Agile Process Design-applying Agile practices to process design projects This course provides an introduction to Agile Service Management, the application, and integration of agile thinking into service management processes and process design projects. Agile thinking improves IT?s effectiveness and efficiency and enables IT to continue to deliver value in the face of changing requirements. This course prepares you for the Certified Agile Service Manager (CASM) certification. Why Agile Service Management? Challenges Today What is IT Service Management? What is Agile? Agile Manifesto and Principles What Does It Take To Be Agile? Agile Service Management What is Agile Service Management? Agile Service Management Goals, Objectives and Benefits Two Aspects: Agile Process Engineering & Agile Process Improvement Leveraging Related Guidance DevOps ITIL Site Reliability Engineering Lean Scrum Agile Service Management Roles Relationship to Scrum roles Agile Practice Owner Agile Service Management Team Agile Service Manager Agile Process Engineering Agile Processes How Processes Deliver Value Waterfall vs Agile Process Engineering Relationship to Scrum Events & Artifacts Minimum Viable Process Microprocess Architectures Service Management Architecture Agile Service Management Artifacts Practice Backlog Spring Backlog Increment Agile Service Management Events Planning The Sprint Sprint Planning Process Standups Sprint Review Sprint Retrospective Agile Process Improvement Why Process Improvement is Important Process Improvement Goals Process Improvement Reviews Sustaining Improvements Automation

A one-day training course for all staff in special schools and colleges, to increase confidence and skills providing RSE and pastoral support to learners.