1171 Courses delivered Live Online

Enhance your knowledge in coal power plant life cycle management and flexible operations with EnergyEdge. Learn about decommissioning, preservation, repurposing, and recommissioning.

Overview It will provide the necessary skills to develop efficient strategic planning, forecasting and budgeting processes. The main aim of the training is to enable the participants to understand the framework that builds strategies for annual budgets targeting efficient management and organisational performance.  Our course will explain financial terms and budgeting tools in such a way that a financial professional or even a non-financial profession will be able to understand and relate to them in their working environment. It will include a lot of examples, a budgeting format and case studies. 

Strategic Thinking (Virtual) The goal of this course is to provide you with the building blocks and the motivation to develop the critical skill of strategic thinking. The participants will consider a four-part model that distinguishes strategic thinking from strategic planning and managing. With that understanding, you will investigate the critical components of strategic thinking and how to apply it effectively. What You Will Learn You will learn how to: Define strategic thinking and distinguish it from strategic planning and management Explain a high-level approach to gaining strategic thinking skills Integrate other interpersonal skills, such as self-awareness, systems thinking, leadership, constructive conflict, and collaboration, into the fabric of strategic thinking skills Select appropriate techniques to apply strategic thinking in specific situations Recognize and emulate effective strategic thinking behaviors Getting Started Introductions Course structure Course goals and objectives Foundation Concepts Interactive event: Define Strategic Thinking (ST) Interactive event: Discuss relationship of ST with Strategic Planning, Management and Decision Making Strategic Level Framework - Tying it all together Strategic thinking attributes Strategic Thinking Critical Success Factors Strategic Thinking Critical Success Factors - 5-part model Strategic Thinking and the Organization Critical Success Factors Model applied to an organization Tools Introduction (5): Environmental, 5 Forces, SWOT, Value Proposition, Integral Theory of Worldview Video: Fog of War Strategic Thinking and the Individual Critical Success Factors Model applied to an individual Tools Introduction (5): Thinking Styles, Six Thinking Hats, Reverse Thinking, Systems Thinking, Integral Theory of Worldview Strategic Thinking at the Interpersonal and Team Levels Emotional Intelligence - Self Awareness and Working With Others Team Leadership and Trust Constructive Conflict as the Gateway to Collaboration Interactive event: Testing the Models - Challenge Perspective; What's Missing Applying the critical skill of Strategic Thinking Worldview: Team versus client Trusted Advisor Interactive event: Doing what is asked (Case study, wherein participants review the default case scenario prepared for this workshop and add specific details to make the scenario more relevant to their experiences / needs. Teams develop an action plan for applying ST concepts and techniques they have learned here to the situation, then compare and contrast results.)

Empower healthcare professionals with advanced flu immunisation skills. Comprehensive training covers vaccination strategies, legal considerations, and effective communication. Elevate community protection against seasonal flu threats.

  After mastering all the necessary concepts of Disaster Recovery processes, you can sit for the exam and gain the "Certified Lead Disaster Recovery Manager' credential. By holding this Certificate, you will be able to demonstrate that you have the practical knowledge and professional capabilities to support and lead Disaster Recovery teams in implementing Disaster Recovery strategies based on best practices.  About This Course   Learning objectives   Acknowledge the correlation between Disaster Recovery, Business Continuity Management, Information Security and other IT areas and frameworks Master the concepts, approaches, methods and techniques used for the implementation and effective management of a Disaster Recovery Plan Learn how to interpret the ICT Disaster Recovery strategies in the specific context of an organization Learn how to support an organization to effectively plan, implement, manage, monitor and maintain DR services based on best practices Acquire the expertise to advise an organization in implementing an effective Disaster Recovery Plan based on best practices   Educational approach   This training is based on both theory and best practices used in the implementation and management of a DR plan Lecture sessions are illustrated with examples based on case studies Practical exercises are based on a case study which includes role playing and discussions Practice tests are similar to the Certification Exam   Course Content   Day 1: Introduction to Disaster Recovery and initiation of a DR plan Day 2: Risk Mitigation Strategies and Disaster Recovery Planning Day 3: Disaster Recovery facilities, services, recovery sites, response and activation Day 4: DRP testing, monitoring, measurement and continuous improvement; the examination Accreditation Prerequisites   A foundational understanding of Disaster Recovery Services and knowledge of management principles, concepts and strategies. Assessment   The exam for this course consists of 12 essay type questions, to be completed within the 150 minute timeframe and achieving the 70% pass mark. Exam results are provided within 24 hours. What's Included?   Certification fees are included on the exam price Training material containing over 450 pages of information and practical examples will be distributed A participation certificate of 31 CPD (Continuing Professional Development) credits will be issued In case of exam failure, you can retake the exam within 12 months for free Provided by   This course is Accredited by NACS and Administered by the IECB. Who Should Attend?   Information Security Managers Incident Managers Helpdesk Managers Executives with Governance concerns  

Overview Objectives Define brands and understand the opportunities and challenges facing them in highly competitive business landscapes Plan and craft a powerful brand positioning statement that reflects the brand's promise and the expectations of their most valued customers Build a strategic brand and track its growth and sustainability using researched processes Explore the elements of brand equity and the constituents of brand identity to build consistent and sustainable brands Identify various brand strategies to come up with sound actions aligned with the status of existing and new markets and products Master the process for conducting a full brand audit to evaluate brand performance and take remedial actions

Target Audience This course is for people who are either neurodivergent or working with neurodivergent colleagues. It will help you work more effectively by understanding the needs and recognising the strengths of neurodivergence. This will help you develop strategies to support performance and enhance wellbeing in the workplace. Duration 1 Day Course Overview This course is designed for teams with neurodivergent professionals who want to better navigate work environments, build on their strengths, and manage friction in everyday tasks. Through practical tools, reflection, and real-life strategies, you'll gain greater clarity and confidence in how you work best — and how to advocate for what you need to thrive. Participants will explore a range of neurodivergent profiles and learn how to adapt communication, adjust workflows, reduce workplace triggers, and advocate for a fairer and more inclusive culture. This course is designed by highly qualified learning design experts, assisted and guided by a Doctoral & Masters level leadership team. Working closely with subject matter leaders with extensive domain experience, this course is built on sound scientific & academic rigour and applied real world experience. Run in a cohort-based, activity-led format, it goes beyond theory to provide practical methods and frameworks that you can immediately apply in your workplace. Course Objectives Recognise how neurodivergent traits shape focus, energy, and work patterns Develop strategies and adjustments that support strengths and reduce friction Communicate needs and preferences to improve collaboration and confidence High Level Topics Neurodiversity and Workplace Impact Working with Strengths and Challenges Strategies for Everyday Success

This workshop outlines strategies for making sure that learning takes place and that pupils in non-association independent schools make progress in the limited time they have.

Effective Personal Productivity will help you in four crucial areas: Become highly organised and effective in your own area of day-to-day responsibility. Set and track personal and team goals, manage priorities and hit project deadlines. Improve delegation and communication skills, ensuring the right work is done the right way by the right people. Identify areas for continual improvement in and outside of work and implement strategies to maintain a healthy, well-balanced life.

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