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Mergers and Acquisitions - Virtual Learning Why Attend This practical course covers the key steps in the Mergers and Acquisitions(M&A) process, from the initial step of valuing the shares in a company through to closing the deal. Whether or not participants practice M&A, this course will provide them an insider's look into what is an undeniable major force in today's corporate arena. This course will give participants an A-Z understanding of the M&A process and the ability to evaluate whether a merger or acquisition fits with their organization's strategy. As a result they will identify the most lucrative M&A opportunities, select the best partners and get the maximum reward from the deal. Course Methodology In this interactive training course participants will frequently work in pairs as well as in larger groups to complete exercises, and regional and international case studies. Course Objectives By the end of the course, participants will be able to: Identify attractive Mergers and Acquisitions (M&A) opportunities Formulate the initial steps and the preliminary agreements for a merger or acquisition Carry out a full due diligence into the state of affairs of a target company Understand the Share Purchase Agreement (SPA) and the Asset Purchase Agreement (APA) Take an active role in the exchange and completion stages of a merger or acquisition Be an effective part of the post-merger integration to ensure the smooth running of the new organization Target Audience This course is suitable for anyone involved in the identification, planning and execution of a Mergers and Acquisitions opportunity. This includes, CEOs, managing directors, general managers, financial directors, accountants, board members, commercial directors, business development directors, strategy planners and analysts, and in-house council. Target Competencies Identifying M&A opportunities Due Diligence Organizing Acquisitions Structuring Negotiations Post-acquisition Integration Post-acquisition Audit Note The Dubai Government Legal Affairs Department has introduced a Continuing Legal Professional Development (CLPD) programme to legal consultants authorised to practise through a licensed firm in the Emirate of Dubai. We are proud to announce that the Dubai Government Legal Affairs Department has accredited EMG Associates as a CLPD provider. In addition, all our legal programmes have been approved. This PLUS Specialty Training Legal course qualifies for 4 elective CLPD points. Fundamentals of Mergers and Acquisitions ( M&A) Distinction between Mergers and Acquisitions Types of Mergers & Acquisitions Horizontal Vertical conglomerate Knowledge of areas of law required in M& A The Preliminary documents required in M&A Heads of terms- legally binding? Confidentiality - do they need to be in writing? Lockout/exclusivity agreements- requirements for enforceability How to structure the Acquisition Share sale Advantages and disadvantages from the buyer's perspective Advantages and disadvantages from the seller's perspective Business sale Advantages and disadvantages from the buyer's perspective Advantages and disadvantages from the seller's perspective Hive down A combination of assert sale and share sale Looking at different valuation techniques Real Estate Value Relief from Royalty Discounted Cash Flow Market Multiples Dividend Yield Net Assets The Due Diligence Process What is it? Why do it? Scope of due diligence Legal Financial  Commercial Operational The Purchase Agreements Share Sale Purchase Agreement v Asset Purchase Agreement v Business Purchase Agreements Provisions in a Share Purchase Agreement Importance of warranties and indemnities in purchase agreements Negotiating warranties from a Share Purchase Agreement Contractual protection for the seller  Disclosure letter Intellectual property What happens to IP in M&A  Stages of the IP during the M&A process Dispute Resolution in M&A Litigation Arbitration Mediation The Exchange and completion stages of M&A Seller's document Buyer's document The auction process The relevant stages Advantages and disadvantages from the buyer's and the seller's perspective

About this Training Course Well engineers who are responsible for technically evaluating and authorizing programs for drilling or working over wells must have the required skills and competencies to safely design wells of varying nature. They also need to be able to confirm that well delivery and intervention programs generate intrinsic well control assurance. Such work programs must establish, verify, monitor and maintain suitable and sufficient barriers for the entire well lifecycle - from spud to abandonment. Well engineers must also be able to select a suitable drilling or workover rig, capable of safely performing the work within its operational envelope. This 3 full-day course aims to further develop and assess the knowledge required to work on and eventually, authorize a well delivery program as deemed fit for purpose. It also addresses elements of well control that must be embedded into well design, well work programming and equipment selection. This course is intended for participants who already have a sound understanding of the principles of the design and/or delivery of wells and with more than 3 years of relevant industry experience. Training Objectives By the end of this course, participants will be able to: Feel confident to design and plan drilling and workover activities while considering geological risks, formation pressures/strengths, and any integrity or well control concerns. Monitor wells operations and ensure that they can and will remain within the accepted design envelope. Assess risks and then apply mitigation or recovery methods in cases where design envelopes are threatened. Participants should be capable of assessing a drilling or workover program and then be able to answer the following key questions: Does the program delivery have a sound design and work plan that allows the well(s) to be drilled or worked over safely? Have we determined the appropriate kick tolerance for each open hole section and is it realistic for all drilling hazards that may be encountered? Have all drilling hazards been suitably assessed, and the associated risk mitigated to a level as low as reasonably practicable? Are there adequate, verifiable barriers in place throughout the operation and does everybody know their role and responsibility? And, as applicable, is the selected rig capable of implementing the work program? Target Audience This course is intended for personnel directly or indirectly involved in the preparation, review or authorization of drilling and workover programs. This includes: Well engineers and drilling supervisors who are responsible for planning and executing drilling and workover operations. Contractor well engineers, rig managers and other senior drilling staff. Senior well engineers and rig superintendents who are responsible for managing the delivery of a project or well. Technical authority holders who are responsible for licensing drilling and workover operations from a regulatory perspective. Assessment: A satisfactory command of critical knowledge and skills is assured by a 1+ hour closed book assessment. This assessment has a mix of multiple-choice questions (MCQs), calculations and answers that must be written up. The exam is taken electronically. Participants are provided with a suitable formula sheet. The pass mark for issuing a certificate is 70% and participants who are not successful will be issued with a certificate of attendance instead. Trainer Your expert course leader has over 45 years of experience in the Oil & Gas industry. During that time, he has worked exclusively in the well engineering domain. After being employed in 1974 by Shell, one of the major oil & gas producing operators, he worked as an apprentice on drilling rigs in the Netherlands. After a year, he was sent for his first international assignment to the Sultanate of Oman where he climbed up the career ladder from Assistant Driller, to Driller, to wellsite Petroleum Engineer and eventually on-site Drilling Supervisor, actively engaged in the drilling of development and exploration wells in almost every corner of this vast desert area. At that time, drilling techniques were fairly basic and safety was just a buzz word, but such a situation propels learning and the fruits of 'doing-the-basics' are still reaped today when standing in front of a class. After some seven years in the Middle East, a series of other international assignments followed in places like the United Kingdom, Indonesia, Turkey, Denmark, China, Malaysia, and Russia. Apart from on-site drilling supervisory jobs on various types of drilling rigs (such as helicopter rigs) and working environments (such as jungle and artic), he was also assigned to research, to projects and to the company's learning centre. In research, he was responsible for promoting directional drilling and surveying and advised on the first horizontal wells being drilled, in projects, he was responsible for a high pressure drilling campaign in Nigeria while in the learning centre, he looked after the development of new engineers joining the company after graduating from university. He was also involved in international well control certification and served as chairman for a period of three years. In the last years of his active career, he worked again in China as a staff development manager, a position he nurtured because he was able to pass on his knowledge to a vast number of new employees once again. After retiring in 2015, he has delivered well engineering related courses in Australia, Indonesia, Brunei, Malaysia, China, South Korea, Thailand, India, Dubai, Qatar, Kuwait, The Netherlands, and the United States. The training he provides includes well control to obtain certification in drilling and well intervention, extended reach drilling, high pressure-high temperature drilling, stuck pipe prevention and a number of other ad-hoc courses. He thoroughly enjoys training and is keen to continue taking classes as an instructor for some time to come. 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

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Developing the Business Case: Virtual In-House Training Business analysts must be able to create business case documents that highlight project benefits, costs, and risks. The business case is based on the real business need to be solved. These become parts of proposals, feasibility studies, and other decision support documents. This course teaches the purpose, structure, and content of a business case. It presents the basic techniques for determining financial ROI, non-tangible benefits, and the probability of meeting expectations. What you will Learn At the end of this program, you will be able to: Perform feasibility studies Justify the business investment to solve the business problem Prepare an effective business case document Plan and implement a business case approval process Foundation Concepts The role of the BA An introduction to the BABOK® Guide The business analyst and the product / project life cycle (PLC) The business case deliverable Introducing the Business Case Process The BA and strategy analysis The BA and the business case process (BCP) The BA during the business case process (BCP) The BA after the business case process (BCP) Importance of defining solution performance metrics Defining the Business Need Overview of defining the business need Business needs: problem / opportunity statement Product vision Objectives and constraints Exploring Business Case Solutions Overview of exploring solutions Solution identification for feasibility Solution definition for analysis Assessing project risks Justifying the Business Case Overview of justifying the business case Qualitative justification Quantitative justification Approving the Business Case Overview of business case approval Developing recommendations Preparing the decision package - documents Preparing the decision package - presentations

  ISO 37001 Foundation training enables you to learn the basic elements to implement and manage an Anti-bribery Management System (ABMS) as specified in ISO 37001. About This Course   During this training course, you will be able to understand the different modules of an ABMS, including ABMS policy, procedures, performance measurements, management commitment, internal audit, management review and continual improvement.   After completing this course, you can sit for the exam and gain "Certified ISO 37001 Foundation' credential. An IECB Foundation Certificate shows that you have understood the fundamental methodologies, requirements, framework and management approach.   Learning objectives   Understand the elements and operations of an Anti-bribery Management System and its principal processes Acknowledge the correlation between ISO 37001 and other standards and regulatory frameworks Understand the approaches, methods and techniques used for the implementation and management of an ABMS   Educational approach   Lecture sessions are illustrated with practical questions and examples Practical exercises include examples and discussions Practice tests are similar to the Certification Exam Prerequisites   There are no prerequisites for this course. What's Included?   Refreshments & Lunch (Classroom courses only) Course Slide Deck Official Study Guides The Exam fees Who Should Attend?   Individuals concerned about Anti-bribery Management Individuals seeking to gain knowledge about the main processes of Anti-bribery Management Systems (ABMS) Individuals interested to pursue a career in Anti-bribery Management Accreditation Assessment   The examination consists of 40 multiple choice questions stemming from the course materials. The exam should be completed within 60 minutes, with a 70% pass mark. Exam results are provided within 24 hours. Provided by   This course is accredited by NACS and Administered by the IECB

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All person centred planning tools and processes are driven by a commitment to achieve inclusive outcomes for the person whose plan it is, and the young people involved are always present throughout their planning session. The focus of all person centred approaches is the whole person irrespective of the label they carry. Two people, a process facilitator and a graphic facilitator, typically facilitate plans. Course Category Person Centred Planning Inclusion Strategic Work Visioning and Problem Solving Description Person centred planning is a way of expressing a set of inclusive values through a unique range of tools and techniques. The most commonly used person centred tools – MAPS and PATH – create a hands-on demonstration of these values in action. All person centred planning tools and processes are driven by a commitment to achieve inclusive outcomes for the person whose plan it is, and the young people involved are always present throughout their planning session. The focus of all person centred approaches is the whole person irrespective of the label they carry. Two people, a process facilitator and a graphic facilitator, typically facilitate plans. The role of the support service staff in this work is as a facilitator not as an expert participant, problem solver, assessor or provider of consultation. MAPS and PATH are especially effective tools in planning transitions and annual review processes for young people with additional support needs and for through-care planning for young people who are looked after or accommodated. Over time person centred working will reveal areas of unmet need in current provision and thereby inform the ongoing strategic planning within any particular region. Testimonials “Thanks again for a superb day which from my perspective as Principal Educational Psychologist has been a real boost and uplifted my spirits about helping move the Educational Psychology Service forward as well as gaining greater insight and understanding of individual Educational Psychologists. Several EPs have said that they are planning to use MAPS and PATHS in their work and I will be joining them.”DR MICHAEL HYMANS, PRINCIPAL EDUCATIONAL PSYCHOLOGIST, LONDON BOROUGH OF Learning Objectives To Explore the values underpinning person centred working To show how person centred planning naturally captures young people’s strengths and capacities A demonstration of how person centred planning encourages meaningful consultation and participation with young people (particularly for those who cannot make their views known in typical ways To show how Person Centred Planning leads to the building of stronger parent/school partnerships To indicate how person centred planning can promote multi-agency teamwork and shared responsibilities To increase understanding the how of process and graphic facilitation in person centred work. Who Is It For ? Teachers and School Staff Education Services Social Care Staff Health Professionals Transition Coordinators Family Support Workers Link Workers Course Content An introduction to the person centred planning tools PATH live demonstration in action followed by real time coaching of facilitation skills. We would stress that this is an introductory day and that participants will be expected to make plans for their own follow up and further practice of the tools covered in the course of the day.

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