418 Courses in Birmingham

REFERENCE CODE 610/0134/X COURSE LEVEL NVQ Level 3 THIS COURSE IS AVAILABLE IN Course Overview Who is this qualification for? This qualification is aimed at those who are involved in either site carpentry including first and second fixing, those who are involved in shopfitting site work or those who carry out shopfitting bench work. The qualification is at level 3 although there may be some units at different levels. Level 3 qualifications are primarily aimed at those who are fully trained and experienced in a wide range of work activities, It is not expected that candidates working in this industry all do the same activities or use the same equipment and machinery so the qualification has been developed to make it as widely available as possible. All work completed must be carried out in accordance with Building Regulations and Industry recognised safe working practices, including the disposal of waste. The qualification is structured to ensure that there is a high degree of flexibility within the pathways and units available and will allow employees from companies of all sizes and specialisms equal opportunity to complete. The qualification consists of 3 pathways. What is required from candidates? Qualifications are also required to indicate the number of hours of teaching someone would normally need to receive in order to achieve the qualification. These are referred to as Guided Learning Hours (GLH). The GLH for this qualification is 404. Pathway 1 Site Joinery, Pathway mandatory units Level Credits Installing bespoke first fixing components in the workplace Installing bespoke second fixing components in the workplace Setting up and using transportable cutting and shaping machines in the workplace Erecting roof structure carcassing components in the workplace Confirming work activities and resources for an occupational work area in the workplace Developing and maintaining good occupational working relationships in the workplace Confirming the occupational method of work in the workplace Conforming to general health, safety and welfare in the workplace Pathway 1 Site joinery – Optional units minimum of 1 unit must be achieved Erecting structural carcassing components in the workplace Maintaining non-structural and structural components in the workplace Pathway 2-Shopfitting site work-Pathway mandatory units Marking out from setting out details for routine shopfitting products in the Summary of the: GQA LEVEL 3 NVQ DIPLOMA IN WOOD OCCUPATIONS (CONSTRUCTION) Installing shopfitting frames and finishings in the workplace Installing shopfitting fitments in the workplace Installing shopfronts and finishings in the workplace Setting up and using transportable cutting and shaping machines in the workplace Confirming work activities and resources for an occupational work area in the workplace Developing and maintaining good occupational working relationships in the workplace Confirming the occupational method of work in the workplace Conforming to general health, safety and welfare in the workplace Pathway 3 – Shopfitting-Bench Work – Pathway mandatory units Producing setting out details for routine shopfitting products in the workplace Marking out from setting out details for routine shopfitting products in the workplace Manufacturing routine shopfitting products in the workplace Confirming work activities and resources for an occupational work area in the workplace Developing and maintaining good occupational working relationships in the workplace Confirming the occupational method of work in the workplace Manufacturing bespoke shopfitting products in the workplace Setting up and using fixed machinery in the workplace Conforming to general health, safety and welfare in the workplace Pathway 3 – Shopfitting – Bench work – Pathway optional units a minimum of 1 unit must be achieved Producing CAD setting out details in the workplace Producing wood and wood-based products using computer numerically controlled/numerically controlled (CNC/NC) machinery in the workplace Producing setting out details for bespoke shopfitting products in the workplace Assessment Guidance: Evidence should show that you can complete all of the learning outcomes for each unit being taken. Types of evidence: Evidence of performance and knowledge is required. Evidence of performance should be demonstrated by activities and outcomes, and should be generated in the workplace only, unless indicated under potential sources of evidence (see below). Evidence of knowledge can be demonstrated though performance or by responding to questions. Quantity of evidence: Evidence should show that you can meet the requirements of the units in a way that demonstrates that the standards can be achieved consistently over an appropriate period of time. Potential sources of evidence: The main source of evidence for each unit will be observation of the candidate’s performance and knowledge demonstrated during the completion of the unit. This can be supplemented by the following types of physical or documentary evidence: Accident book/reporting systems Photo/video evidence Safety records Work diaries Training records Timesheets Audio records Telephone Logs Job specifications and documentation Meeting records Delivery Records Records of toolbox talks Witness testimonies Equipment Correspondence with customers Prepared materials and sites Notes and memos Completed work Please Note that photocopied or downloaded documents such as manufacturers or industry guidance, H&S policies, Risk Assessments etc, are not normally acceptable evidence for GQA qualifications unless accompanied by a record of a professional discussion or Assessor statement confirming candidate knowledge of the subject. If you are in any doubt about the validity of evidence, contact Oscar Onsite Academy

REFERENCE CODE 603/4678/4 COURSE LEVEL NVQ Level 2 THIS COURSE IS AVAILABLE IN Course Overview This is a work-based learning qualification for those involved in cavity wall surveys/inspections and/or clearance. The qualification has been developed at the request of and in partnership with OSCAR OSNITE https://oscaronsite.co.uk The OSCAR and this qualification are recognised by a number of UKAS Certification bodies, industry bodies, Local Authorities and industry stakeholders. Prior to registering on this qualification, individuals must be registered with OSCAR. The clearance pathway enables individuals to carry out the extraction of cavity wall insulation to create a clear cavity that can be reinsulated or insulated if the system has been used to remove debris only. Candidates must also prove knowledge and competence to create a clear cavity to be able to facilitate External Rendering and External Wall Insulation complying with current Building Regulations. All work must be completed following safe working practices, relevant legislation, and comply with contract information and the allocated timescales. The surveyor/inspection pathway requires candidates to demonstrate the skills and knowledge required to interpret information to be able to carry out a Cavity Clearance survey in accordance with the job specifications, following safe working practices and within the allocated time. The Surveyor must also understand how to communicate with others to ensure work is carried out effectively. This pathway includes identifying and selecting the correct quality of equipment, additionally candidates must understand how to calculate quantity, area and wastage. To achieve this pathway unit the survey work must be carried out in ways that will minimise the risk of damage to the work and surrounding area and using and maintaining equipment effectively. This qualification is made up of 3 mandatory units and 2 pathways. Candidates must complete the mandatory units and one or both of the pathways. The minimum credit value of this qualification is 24 credits. There is also an entirely optional additional unit, if achieved this will appear on the qualification certificate but does not count towards the minimum credit value of the qualification. Qualifications are now required to indicate the total qualification time (TQT), this is to show the typical time it will take someone to attain the required skills and knowledge to meet the qualification criteria, this qualification has a TQT of 240 hours. Qualifications are also required to indicate the number of hours of teaching someone would normally need to gain the skills and knowledge to achieve the qualification. These are referred to as Guided Learning Hours (GLH). The GLH for this qualification is 84. Mandatory Units Level Credit Conforming to General Health, Safety and Welfare in the Workplace Conforming to Productive Working Practices in the Workplace Handling and Storing Resources in the Workplace 2 5 Pathway 1 Cavity Wall Clearance Cavity wall clearance in the workplace CWC1 Pathway 2 – Cavity Extraction Specialist Surveyor/Inspector Surveying/Inspection of Cavity wall clearance in the workplace Summary of the: GQA NVQ LEVEL 2 CERTIFICATE IN CAVITY WALL EXTRACTION OCCUPATIONS SICW1 Additional Unit Erecting and Dismantling Access/Working Platforms in the Workplace Achieving the combination of Mandatory units and the correct choice of Optional credits will mean the qualification has been completed and GQA will provide the qualification title. Where a candidate has completed additional credits, the qualification will list these as “additional credits”, in cases where the candidate has not completed the full qualification and will not go on to do so, a Certificate of credit can be issued for the credits achieved. Assessment guidance: Evidence should show that you can complete all of the learning outcomes for each unit being taken. Types of evidence: Evidence of performance and knowledge is required. Evidence of performance should be demonstrated by activities and outcomes, and should be generated in the workplace only, unless indicated under potential sources of evidence (see below). Evidence of knowledge can be demonstrated though performance or by responding to questions. Quantity of evidence: Evidence should show that you can meet the requirements of the units in a way that demonstrates that the standards can be achieved consistently over an appropriate period of time. Potential sources of evidence: The main source of evidence for each unit will be observation of the candidate’s performance and knowledge demonstrated during the completion of the unit. This can be supplemented by the following types of physical or documentary evidence: Accident book/reporting systems Photo/video evidence Safety records Work diaries Training records Timesheets Audio records Telephone Logs Job specifications and documentation Meeting records Delivery Records Records of toolbox talks Witness testimonies Equipment Correspondence with customers Prepared materials and sites Notes and memos Completed work Please Note that photocopied or downloaded documents such as manufacturers or industry guidance, H&S policies, Risk Assessments etc, are not normally acceptable evidence for GQA qualifications unless accompanied by a record of a professional discussion or Assessor statement confirming candidate knowledge of the subject. If you are in any doubt about the validity of evidence, please contact Oscar Onsite Academy

REFERENCE CODE 603/4678/4 COURSE LEVEL NVQ Level 2 THIS COURSE IS AVAILABLE IN Course Overview This is a work-based learning qualification for those involved in cavity wall surveys/inspections and/or clearance. The qualification has been developed at the request of and in partnership with OSCAR OSNITE https://oscaronsite.co.uk The OSCAR and this qualification are recognised by a number of UKAS Certification bodies, industry bodies, Local Authorities and industry stakeholders. Prior to registering on this qualification, individuals must be registered with OSCAR. The clearance pathway enables individuals to carry out the extraction of cavity wall insulation to create a clear cavity that can be reinsulated or insulated if the system has been used to remove debris only. Candidates must also prove knowledge and competence to create a clear cavity to be able to facilitate External Rendering and External Wall Insulation complying with current Building Regulations. All work must be completed following safe working practices, relevant legislation, and comply with contract information and the allocated timescales. The surveyor/inspection pathway requires candidates to demonstrate the skills and knowledge required to interpret information to be able to carry out a Cavity Clearance survey in accordance with the job specifications, following safe working practices and within the allocated time. The Surveyor must also understand how to communicate with others to ensure work is carried out effectively. This pathway includes identifying and selecting the correct quality of equipment, additionally candidates must understand how to calculate quantity, area and wastage. To achieve this pathway unit the survey work must be carried out in ways that will minimise the risk of damage to the work and surrounding area and using and maintaining equipment effectively. This qualification is made up of 3 mandatory units and 2 pathways. Candidates must complete the mandatory units and one or both of the pathways. The minimum credit value of this qualification is 24 credits. There is also an entirely optional additional unit, if achieved this will appear on the qualification certificate but does not count towards the minimum credit value of the qualification. Qualifications are now required to indicate the total qualification time (TQT), this is to show the typical time it will take someone to attain the required skills and knowledge to meet the qualification criteria, this qualification has a TQT of 240 hours. Qualifications are also required to indicate the number of hours of teaching someone would normally need to gain the skills and knowledge to achieve the qualification. These are referred to as Guided Learning Hours (GLH). The GLH for this qualification is 84. Mandatory Units Level Credit Conforming to General Health, Safety and Welfare in the Workplace Conforming to Productive Working Practices in the Workplace Handling and Storing Resources in the Workplace 2 5 Pathway 1 Cavity Wall Clearance Cavity wall clearance in the workplace CWC1 Pathway 2 – Cavity Extraction Specialist Surveyor/Inspector Surveying/Inspection of Cavity wall clearance in the workplace Summary of the: GQA NVQ LEVEL 2 CERTIFICATE IN CAVITY WALL EXTRACTION OCCUPATIONS SICW1 Additional Unit Erecting and Dismantling Access/Working Platforms in the Workplace Achieving the combination of Mandatory units and the correct choice of Optional credits will mean the qualification has been completed and GQA will provide the qualification title. Where a candidate has completed additional credits, the qualification will list these as “additional credits”, in cases where the candidate has not completed the full qualification and will not go on to do so, a Certificate of credit can be issued for the credits achieved. Assessment guidance: Evidence should show that you can complete all of the learning outcomes for each unit being taken. Types of evidence: Evidence of performance and knowledge is required. Evidence of performance should be demonstrated by activities and outcomes, and should be generated in the workplace only, unless indicated under potential sources of evidence (see below). Evidence of knowledge can be demonstrated though performance or by responding to questions. Quantity of evidence: Evidence should show that you can meet the requirements of the units in a way that demonstrates that the standards can be achieved consistently over an appropriate period of time. Potential sources of evidence: The main source of evidence for each unit will be observation of the candidate’s performance and knowledge demonstrated during the completion of the unit. This can be supplemented by the following types of physical or documentary evidence: Accident book/reporting systems Photo/video evidence Safety records Work diaries Training records Timesheets Audio records Telephone Logs Job specifications and documentation Meeting records Delivery Records Records of toolbox talks Witness testimonies Equipment Correspondence with customers Prepared materials and sites Notes and memos Completed work Please Note that photocopied or downloaded documents such as manufacturers or industry guidance, H&S policies, Risk Assessments etc, are not normally acceptable evidence for GQA qualifications unless accompanied by a record of a professional discussion or Assessor statement confirming candidate knowledge of the subject. If you are in any doubt about the validity of evidence, please contact Oscar Onsite Academy

REFERENCE CODE 603/4678/4 COURSE LEVEL NVQ Level 2 THIS COURSE IS AVAILABLE IN Course Overview This is a work-based learning qualification for those involved in cavity wall surveys/inspections and/or clearance. The qualification has been developed at the request of and in partnership with OSCAR OSNITE https://oscaronsite.co.uk The OSCAR and this qualification are recognised by a number of UKAS Certification bodies, industry bodies, Local Authorities and industry stakeholders. Prior to registering on this qualification, individuals must be registered with OSCAR. The clearance pathway enables individuals to carry out the extraction of cavity wall insulation to create a clear cavity that can be reinsulated or insulated if the system has been used to remove debris only. Candidates must also prove knowledge and competence to create a clear cavity to be able to facilitate External Rendering and External Wall Insulation complying with current Building Regulations. All work must be completed following safe working practices, relevant legislation, and comply with contract information and the allocated timescales. The surveyor/inspection pathway requires candidates to demonstrate the skills and knowledge required to interpret information to be able to carry out a Cavity Clearance survey in accordance with the job specifications, following safe working practices and within the allocated time. The Surveyor must also understand how to communicate with others to ensure work is carried out effectively. This pathway includes identifying and selecting the correct quality of equipment, additionally candidates must understand how to calculate quantity, area and wastage. To achieve this pathway unit the survey work must be carried out in ways that will minimise the risk of damage to the work and surrounding area and using and maintaining equipment effectively. This qualification is made up of 3 mandatory units and 2 pathways. Candidates must complete the mandatory units and one or both of the pathways. The minimum credit value of this qualification is 24 credits. There is also an entirely optional additional unit, if achieved this will appear on the qualification certificate but does not count towards the minimum credit value of the qualification. Qualifications are now required to indicate the total qualification time (TQT), this is to show the typical time it will take someone to attain the required skills and knowledge to meet the qualification criteria, this qualification has a TQT of 240 hours. Qualifications are also required to indicate the number of hours of teaching someone would normally need to gain the skills and knowledge to achieve the qualification. These are referred to as Guided Learning Hours (GLH). The GLH for this qualification is 84. Mandatory Units Level Credit Conforming to General Health, Safety and Welfare in the Workplace Conforming to Productive Working Practices in the Workplace Handling and Storing Resources in the Workplace 2 5 Pathway 1 Cavity Wall Clearance Cavity wall clearance in the workplace CWC1 Pathway 2 – Cavity Extraction Specialist Surveyor/Inspector Surveying/Inspection of Cavity wall clearance in the workplace Summary of the: GQA NVQ LEVEL 2 CERTIFICATE IN CAVITY WALL EXTRACTION OCCUPATIONS SICW1 Additional Unit Erecting and Dismantling Access/Working Platforms in the Workplace Achieving the combination of Mandatory units and the correct choice of Optional credits will mean the qualification has been completed and GQA will provide the qualification title. Where a candidate has completed additional credits, the qualification will list these as “additional credits”, in cases where the candidate has not completed the full qualification and will not go on to do so, a Certificate of credit can be issued for the credits achieved. Assessment guidance: Evidence should show that you can complete all of the learning outcomes for each unit being taken. Types of evidence: Evidence of performance and knowledge is required. Evidence of performance should be demonstrated by activities and outcomes, and should be generated in the workplace only, unless indicated under potential sources of evidence (see below). Evidence of knowledge can be demonstrated though performance or by responding to questions. Quantity of evidence: Evidence should show that you can meet the requirements of the units in a way that demonstrates that the standards can be achieved consistently over an appropriate period of time. Potential sources of evidence: The main source of evidence for each unit will be observation of the candidate’s performance and knowledge demonstrated during the completion of the unit. This can be supplemented by the following types of physical or documentary evidence: Accident book/reporting systems Photo/video evidence Safety records Work diaries Training records Timesheets Audio records Telephone Logs Job specifications and documentation Meeting records Delivery Records Records of toolbox talks Witness testimonies Equipment Correspondence with customers Prepared materials and sites Notes and memos Completed work Please Note that photocopied or downloaded documents such as manufacturers or industry guidance, H&S policies, Risk Assessments etc, are not normally acceptable evidence for GQA qualifications unless accompanied by a record of a professional discussion or Assessor statement confirming candidate knowledge of the subject. If you are in any doubt about the validity of evidence, please contact Oscar Onsite Academy

Course Duration: Half-day or full-day program (with virtual and in-person options) Target Audience: Professionals working remotely, hybrid teams, managers, HR leaders, and individuals looking to improve their work-life integration in today’s fast-paced, digital-first work environment. Course Objectives By the end of this course, participants will be able to: Understand the concept of work-life integration versus work-life balance. Recognise the challenges and benefits of working remotely or in hybrid settings. Learn practical strategies for managing boundaries, time, and energy. Cultivate habits that support both productivity and personal well-being. Apply tools to foster sustainable work-life integration in their teams and organisations. Course Outline Module 1: Rethinking Work-Life Integration The difference between work-life balance and work-life integration The challenges of work-life boundaries in a remote-first world The impact of technology on personal and professional lives Why flexibility matters: remote work as a tool for integration, not separation Module 2: Understanding Your Energy and Time Identifying personal energy patterns throughout the day Time audit: understanding how you currently allocate time and energy The role of breaks, boundaries, and rituals in energy management Tools for task prioritisation: Pomodoro, time blocking, and task batching Module 3: Managing Boundaries in a Digital World Setting and communicating clear boundaries for work and personal time Managing "always-on" culture in a remote environment Tools for setting expectations with colleagues and managers Creating a dedicated workspace and establishing personal rituals Saying no effectively: how to manage overcommitment and avoid burnout Module 4: Navigating Flexibility and Productivity The benefits and challenges of flexible working hours Time management strategies for remote and hybrid work settings Overcoming distractions: creating a productive work environment at home Staying focused and motivated without the physical office Managing work interruptions and creating space for personal time Module 5: Well-Being in Remote and Hybrid Work Importance of self-care and mental health in work-life integration Strategies for staying physically active, social, and mentally engaged remotely Building habits for sleep, mindfulness, and recovery Setting clear personal and professional goals to stay aligned with values Techniques for managing stress and avoiding burnout in a remote environment Module 6: Building a Remote-First Culture Leading with empathy: supporting remote teams’ well-being Fostering communication, trust, and accountability in hybrid teams Encouraging regular check-ins, feedback loops, and work-life check-ups Building a culture of flexibility and autonomy while maintaining performance Best practices for team collaboration and social connection in remote environments Module 7: Action Planning for Sustainable Integration Developing a personalised work-life integration plan Identifying areas of improvement: time, energy, boundaries, and well-being Setting achievable goals for short-term and long-term work-life integration Peer sharing: tips and strategies that have worked for you Building accountability structures: partners, progress tracking, and revisiting goals Delivery Style Highly interactive, with a mix of discussions, reflection exercises, and case studies Practical tools, tips, and templates that participants can apply immediately Group activities to share experiences and learn from peers Guided self-reflection and action planning for immediate impact Course Materials Provided Work-Life Integration Guide Time Audit Worksheet and Energy Mapping Tools Setting Boundaries Framework and Template Remote Work Well-Being Checklist Personal Action Plan for Sustainable Integration Resource list: Apps, podcasts, and books on work-life integration Optional Add-ons Post-course coaching or check-in sessions Customised team workshop focused on hybrid work challenges Leadership session on managing remote-first teams effectively Follow-up webinars on remote collaboration and staying connected

Course Duration: Half-day or full-day program (with virtual and in-person options) Target Audience: Professionals working remotely, hybrid teams, managers, HR leaders, and individuals looking to improve their work-life integration in today’s fast-paced, digital-first work environment. Course Objectives By the end of this course, participants will be able to: Understand the concept of work-life integration versus work-life balance. Recognise the challenges and benefits of working remotely or in hybrid settings. Learn practical strategies for managing boundaries, time, and energy. Cultivate habits that support both productivity and personal well-being. Apply tools to foster sustainable work-life integration in their teams and organisations. Course Outline Module 1: Rethinking Work-Life Integration The difference between work-life balance and work-life integration The challenges of work-life boundaries in a remote-first world The impact of technology on personal and professional lives Why flexibility matters: remote work as a tool for integration, not separation Module 2: Understanding Your Energy and Time Identifying personal energy patterns throughout the day Time audit: understanding how you currently allocate time and energy The role of breaks, boundaries, and rituals in energy management Tools for task prioritisation: Pomodoro, time blocking, and task batching Module 3: Managing Boundaries in a Digital World Setting and communicating clear boundaries for work and personal time Managing "always-on" culture in a remote environment Tools for setting expectations with colleagues and managers Creating a dedicated workspace and establishing personal rituals Saying no effectively: how to manage overcommitment and avoid burnout Module 4: Navigating Flexibility and Productivity The benefits and challenges of flexible working hours Time management strategies for remote and hybrid work settings Overcoming distractions: creating a productive work environment at home Staying focused and motivated without the physical office Managing work interruptions and creating space for personal time Module 5: Well-Being in Remote and Hybrid Work Importance of self-care and mental health in work-life integration Strategies for staying physically active, social, and mentally engaged remotely Building habits for sleep, mindfulness, and recovery Setting clear personal and professional goals to stay aligned with values Techniques for managing stress and avoiding burnout in a remote environment Module 6: Building a Remote-First Culture Leading with empathy: supporting remote teams’ well-being Fostering communication, trust, and accountability in hybrid teams Encouraging regular check-ins, feedback loops, and work-life check-ups Building a culture of flexibility and autonomy while maintaining performance Best practices for team collaboration and social connection in remote environments Module 7: Action Planning for Sustainable Integration Developing a personalised work-life integration plan Identifying areas of improvement: time, energy, boundaries, and well-being Setting achievable goals for short-term and long-term work-life integration Peer sharing: tips and strategies that have worked for you Building accountability structures: partners, progress tracking, and revisiting goals Delivery Style Highly interactive, with a mix of discussions, reflection exercises, and case studies Practical tools, tips, and templates that participants can apply immediately Group activities to share experiences and learn from peers Guided self-reflection and action planning for immediate impact Course Materials Provided Work-Life Integration Guide Time Audit Worksheet and Energy Mapping Tools Setting Boundaries Framework and Template Remote Work Well-Being Checklist Personal Action Plan for Sustainable Integration Resource list: Apps, podcasts, and books on work-life integration Optional Add-ons Post-course coaching or check-in sessions Customised team workshop focused on hybrid work challenges Leadership session on managing remote-first teams effectively Follow-up webinars on remote collaboration and staying connected

Choosing a Roofing Contractor Sammamish means partnering with professionals who understand the unique roofing needs of the Sammamish community. These contractors are familiar with local building codes and the specific challenges posed by the area's climate. Roofing Contractor Sammamish is dedicated to providing roofing solutions that not only meet but exceed industry standards, ensuring long-lasting protection for your home or business.

Course Duration: Half-day, 1-day, or modular delivery over 2–3 sessions Target Audience: Managers, team leaders, HR professionals, and employees who want to foster trust, openness, and inclusivity within their teams or organisations. Course Objectives By the end of this course, participants will be able to: Understand the concept and importance of psychological safety. Recognise how psychological safety impacts team performance and wellbeing. Identify behaviours and practices that support or undermine psychological safety. Develop strategies to create inclusive, respectful, and open team cultures. Apply tools to encourage constructive feedback, innovation, and open dialogue. Course Outline Module 1: What is Psychological Safety? Definition and origin (Dr Amy Edmondson’s research) Why psychological safety matters: the business and human case Link between psychological safety, innovation, collaboration, and retention Misconceptions: It’s not about comfort or avoiding challenge Module 2: Assessing the Current Environment Signs of a psychologically safe vs unsafe environment Common team behaviours and leadership pitfalls Self-assessment: how psychologically safe is my team? Module 3: Building the Foundations The four stages of psychological safety: Inclusion safety Learner safety Contributor safety Challenger safety Role of trust, empathy, and emotional intelligence The leader’s role in creating safe environments Module 4: Practical Strategies to Foster Safety Encouraging open communication and constructive disagreement Creating space for risk-taking and vulnerability Responding to feedback and mistakes without blame Speaking up behaviours – how to model and support them Module 5: Embedding Psychological Safety into Team Culture Meeting practices that promote psychological safety How to give and receive feedback safely Inclusive decision-making and respectful challenge Recognising and rewarding candour and contribution Module 6: Leading with Psychological Safety Coaching conversations and active listening Managing difficult conversations and underperformance safely Supporting neurodiverse or marginalised voices Sustaining safety under pressure and during change Delivery Style Facilitated discussions and group work Role plays, reflection activities, and real-life scenarios Peer learning and action planning Optional pre-work or post-session surveys Course Materials Provided Participant workbook Psychological safety assessment toolkit Conversation starter guide Leadership checklist for building safety Personal and team action plan Optional Add-ons Team psychological safety assessments (anonymous survey) Post-course coaching or leadership debrief Co-delivery with DEI (Diversity, Equity & Inclusion) workshops Integration with feedback or team development programs

Course Duration: 1 or 2 days (or modular format across 3–4 sessions) Target Audience: Team leaders, managers, project leads, HR professionals, and change champions responsible for initiating or supporting change within their teams or organisations. Course Objectives By the end of this course, participants will be able to: Understand the dynamics and psychology of organisational change. Apply change models to plan and implement change effectively. Communicate change with clarity and empathy. Anticipate and manage resistance to change. Sustain momentum and embed change in culture and practice. Course Outline Module 1: The Nature of Change Why change initiatives succeed or fail Types of organisational change (strategic, cultural, technological, etc.) The human side of change: uncertainty, fear, and motivation Change vs transformation Module 2: Change Management Models Lewin’s Change Model (Unfreeze–Change–Refreeze) Kotter’s 8-Step Change Model ADKAR (Awareness, Desire, Knowledge, Ability, Reinforcement) Choosing and applying the right model for your context Module 3: Planning and Leading Change Assessing readiness and mapping stakeholders Creating a compelling vision for change Developing a change plan and roadmap Roles and responsibilities of leaders and change agents Module 4: Communicating Through Change Crafting key messages and change narratives Communicating with transparency and empathy Engaging employees and addressing concerns Channels, timing, and frequency of communication Module 5: Managing Resistance and Building Buy-In Identifying sources of resistance Strategies to understand and reduce resistance Building coalitions and early adopters Creating participation and ownership Module 6: Embedding and Sustaining Change Reinforcement strategies and recognition Aligning systems, structures, and behaviours Monitoring progress and adjusting plans Measuring change success (KPIs, feedback loops) Module 7: Leading Yourself Through Change Emotional resilience and adaptability Supporting your team while navigating uncertainty Mindsets for change leadership Self-reflection and personal action plan Delivery Style Interactive workshops with case studies and real-life examples Group discussions, change simulations, and planning activities Practical tools and templates for immediate workplace use Course Materials Provided Participant workbook Change management templates (e.g. stakeholder map, change comms plan) Change models quick reference guide Personal action plan template Optional Add-ons Custom case study based on your organisation’s current change program Post-course coaching or implementation support Manager toolkit for cascading change conversations

Course Duration: Half-day, 1-day, or modular delivery over 2–3 sessions Target Audience: Managers, team leaders, HR professionals, and employees who want to foster trust, openness, and inclusivity within their teams or organisations. Course Objectives By the end of this course, participants will be able to: Understand the concept and importance of psychological safety. Recognise how psychological safety impacts team performance and wellbeing. Identify behaviours and practices that support or undermine psychological safety. Develop strategies to create inclusive, respectful, and open team cultures. Apply tools to encourage constructive feedback, innovation, and open dialogue. Course Outline Module 1: What is Psychological Safety? Definition and origin (Dr Amy Edmondson’s research) Why psychological safety matters: the business and human case Link between psychological safety, innovation, collaboration, and retention Misconceptions: It’s not about comfort or avoiding challenge Module 2: Assessing the Current Environment Signs of a psychologically safe vs unsafe environment Common team behaviours and leadership pitfalls Self-assessment: how psychologically safe is my team? Module 3: Building the Foundations The four stages of psychological safety: Inclusion safety Learner safety Contributor safety Challenger safety Role of trust, empathy, and emotional intelligence The leader’s role in creating safe environments Module 4: Practical Strategies to Foster Safety Encouraging open communication and constructive disagreement Creating space for risk-taking and vulnerability Responding to feedback and mistakes without blame Speaking up behaviours – how to model and support them Module 5: Embedding Psychological Safety into Team Culture Meeting practices that promote psychological safety How to give and receive feedback safely Inclusive decision-making and respectful challenge Recognising and rewarding candour and contribution Module 6: Leading with Psychological Safety Coaching conversations and active listening Managing difficult conversations and underperformance safely Supporting neurodiverse or marginalised voices Sustaining safety under pressure and during change Delivery Style Facilitated discussions and group work Role plays, reflection activities, and real-life scenarios Peer learning and action planning Optional pre-work or post-session surveys Course Materials Provided Participant workbook Psychological safety assessment toolkit Conversation starter guide Leadership checklist for building safety Personal and team action plan Optional Add-ons Team psychological safety assessments (anonymous survey) Post-course coaching or leadership debrief Co-delivery with DEI (Diversity, Equity & Inclusion) workshops Integration with feedback or team development programs