1846 Courses in Coventry

Wouldn't sales be a 'walk in the park' without challenging customers? Why is it that some customers are so difficult to please, so quick to call 'foul' at the slightest blip and so mean with their gratitude after we've bent over backwards to accommodate them? Whether we are looking at prospective or existing customers, there is a toolkit for dealing with the most challenging of them. This course will help participants: Use broad open questions to give the customer a platform for their opinions or issues Improve listening skills to really understand what's behind the customer's challenging style Probe specific phrases to show listening and earn deeper disclosure Use silence to let challenging customers 'blow off steam' Understand the negative impact of certain phrases on a challenging customer Summarise effectively and reassure the customer of our understanding of their needs Recognise the 'behaviour cycle' and avoid emotional escalation Understand 'transactional analysis' and how to bring people from 'child' to 'adult' state Create loyalty in customers who are slow to give trust 1 What makes a customer 'challenging'? Why customers challenge us - understanding their drivers 'Wearing their shoes' - seeing things from their perspective Understanding our own personality style How to flex with a style that is different from our own Ways to quickly recognise a customer's style The benefits of flexing with a challenging customer's style 2 Practical exercise - forum theatre Participants take it in turns to deal with the trainer (who plays the role of the challenging customer) Observers stop the action when they hear or see something they deem wrong The participant in the seat gets a chance to use a suggested alternative line The participant who makes the suggestion has the chance to occupy the seat and deliver it themselves Frequent feedback from the trainer as to how the participant's words are making him feel Opportunities to rewind the action if an ill-advised line is suggested and delivered Flipchart for capturing what worked, what didn't work and why Mehrabian principle - the importance of body language and tone over words used 3 Questioning and listening skills How to use open questions to get the customer talking What questions to avoid and why The use of pauses and silence to reduce tension and build trust What listening is and what it isn't Question funnelling - how to earn deeper disclosure through probing The power of summary 4 Transactional analysis explained What is transactional analysis (TA)? Exploring the TA states and why people behave in that way under pressure How to bring challenging customers to 'adult' state to reduce tension How 'parent' or 'child' behaviours can be inadvertently triggered Understanding the 'behavioural cycle' and how to break it Mini-role play 'vignettes' to demonstrate real time impact of ill-chosen words 5 How to build trust with challenging customers Techniques for placating current challenging customers Methods that the participants have already used effectively - understanding why those methods worked and how other participants can model them Participants' experiences of trust having been lost - understanding why those experiences had that negative outcome How to 'go the extra mile' with challenging customers 6 Bringing a 'real' challenging customer to life Participants give the trainer a brief profile of a specific challenging customer of theirs 5-10 minute roleplay in which the trainer brings that individual to life Observing participants - without interrupting - make notes on what is and isn't working Trainer stops the action half-way through to give feedback on how he is feeling Participant goes back into the roleplay having recalibrated their approach based on feedback Observers give feedback on what did and didn't work Trainer comes out of character to explain the impact of the participant's words and behaviours 7 Wrap-up Key learnings from each participant Individual action planning - steps that can and will be implemented in the workplace

This very practical two-day workshop analyses the content and implications of key MoD terms and conditions of contract. The programme explains the principles and terminology of the contractual aspects of defence procurement as well as considering a number of relevant policies and initiatives. The course covers key components, constructs and methodologies associated with any commercial venture entered into with the UK MoD. Starting at the MoD organisational level the workshop sets the scene by looking at the acquisition process and organisation, detailing the various roles and responsibilities of MoD personnel. The workshop provides an in-depth examination of MoD DEFCONs and many narrative terms, setting them in the context of the organisation and its structures. The workshop helps participants to gain an understanding of the content and purpose of the range of MoD DEFCONs and narrative conditions commonly used throughout the acquisition lifecycle. It includes a review of Part 2 of the Defence Reform Act 2014 regarding Single Source Pricing, which comes into effect in 2015 and is already starting to be applied to significant contracts. On completion of this programme the participants will understand the terminology associated with the MoD terms and conditions of contract and will have an accurate view of their relevance, usage and their legal basis and how they can affect contractual and commercial decision-making. They will have gained an insight into defence acquisition contracting and they will be more commercially aware. DAY ONE 1 The commercial environment Key roles and responsibilities of the MoD organisations at the heart of the acquisition process 2 Tendering to MoD An appraisal of some of the obligations placed upon contractors when they are submitting a proposal to the MoD pre-contract 3 Standardised contracting MoD have introduced non-negotiable standardised contracts for certain levels of procurement. This section considers their use and relevance to defence contracting 4 Pricing, profit, post-costing and payment The parameters specific to a costing structure and the differences between competitive and non-competitive bidding The role of the QMAC, the profit formula, the requirements for equality of information and post-costing Different types of pricing and issues surrounding payment 5 Defence Reform Act - Single Source Pricing Single Source Pricing under Part 2 of the new Defence Reform Act Changes from the existing position, how contractors are affected and the compliance regime that accompanies the new requirements 6 Delivery and acceptance Specific requirements and the significance and impact of failing to meet them Acceptance plans Non-performance and the remedies that may be applied by the Customer - breach of contract, liquidated damages and force majeure DAY TWO 7 Protection of information and IPR Contractor's and MoD's rights to own and use information How to identify background and foreground intellectual property Technical information and copyright in documentation and software How to protect IPR at the various stages of the bidding and contracting process 8 Defence Transformation and Defence Commercial Directorate Widening and increasing roles and functions of the Defence Commercial Directorate Background to the Defence Reform Act 2014 9 Legal requirements Terms used in MoD contracts to reflect basic legal requirements Records and materials required for MOD contracts and therefore the obligations, responsibilities and liabilities that a company undertakes when it accepts these conditions Overseas activities 10 Subcontracting and flowdown Understanding the constructs required by the MoD for subcontracting Which terms must be flowed down to the subcontractor and which are discretionary 11 Termination Termination of a contract for default Termination for convenience How to optimise the company's position on termination 12 Warranties and liabilities Obligations and liabilities a company might incur and how they might be mitigated MoD policy on indemnities and limits of liability 13 Electronic contracting environment Electronic forms of contracting Progress toward a fully electronic contracting environment

The QA Level 2 Award in Safeguarding and Protecting Children, Young People, and Adults at Risk (RQF) qualification is designed for those who have contact with children, young people, and adults at risk, including those who work in voluntary or unpaid roles. This qualification is also suitable for those with a specific duty for safeguarding and protecting in places such as the NHS, educational institutions, and social services.

Are you requiring additional training to support your or your teams skills but can't see what you need in our advertised training courses? Then get in touch to design training/teambuilding specific to you or your team. How does it work? A free 30 minute consultation to discuss what you would like to achieve from a bespoke training course. A written proposal of what training may look like along with costings is emailed to you within 3 days of the initial consultation. If the proposal is agreed, then a date and time is agreed with both parties. Trainings can be delivered on a one to one basis, or with small - large groups. Recent bespoke training have been delivered covering topics such asCommunicationCustomer serviceTime ManagementDelegationWhat does professionalism look like? Prices start from £75.00. Contact us directly to organise bespoke training.

Dementia affects around 820,000 people in the UK. This figure is likely to rise to one million by 2025 and two million by 2051. It is one of the main causes of disability in later life and with research being desperately underfunded, it costs the UK over £26 billion a year. Understanding dementia and the person-centred care that is required is fundamental to high quality care.

REFERENCE CODE 610/0054/0 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 setting out and erecting masonry structures onsite working from drawings and specifications. The structures could be brick and blockwork or local materials. It is not expected that candidates working in this industry all do the same activities, so the qualification is structured to ensure that there is a high degree of flexibility within the units available and will allow employees from companies of all sizes and specialisms equal opportunity to complete. To provide this opportunity in addition to the mandatory units’ candidates will also be able to select optional units recognising specific skills What is required from candidates? 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 610 hours. 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 334. Group A MANDATORY UNITS Level Credit 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 Erecting and Dismantling Access/Working Platforms in the Workplace Preparing surfaces for painting and/or decorating in the workplace Applying surface coatings by brush and roller in the workplace Optional units Group A – Minimum of 1 unit must be achieved from this group Hang wallcoverings (standard and foundation papers) in the workplace Hanging non-standard width wallcoverings in the workplace 3 20 Optional units Group B-Minimum of 1 unit must be achieved from this group Applying coatings by the airless spray method in the workplace Summary of the: LEVEL 3 NVQ DIPLOMA IN DECORATIVE FINISHING-PAINTING AND DECORATING (CONSTRUCTION) Producing and applying complex stencils in the workplace 3 21 Hanging wallcoverings to complex surfaces in the workplace 3 32 Hanging wallcoverings (specialised paper) in the workplace 4 30 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 these 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

The shortage of electricians has lead to an increased demand nationwide and in turn a sharp rise in salary. Our training solutions can help you gain nationally recognised qualifications such as City & Guilds and NVQ. Not only you will train in state-of-the-art training centres, but you can also have the opportunity to attain the Work Based Performance Units and complete a portfolio of diverse evidence of onsite work.

Infection prevention and control is essential for all businesses, particularly where the working environment or work activities could put employees and those around them at risk of infection. This includes those working in healthcare, in close contact with people or animals, and those involved in the cleaning of human and animal waste. Infections can be easily spread, but by understanding the correct steps to take, the risk of their occurrence can be both prevented and controlled.

Chairing or facilitating a panel discussion is a particular skill. When many experts and specialists in their field are asked to do this, they discover that it is not as easy as they imagined. Pitching and introducing the session, involving everyone, promoting audience engagement, dealing with difficult panellists and ending the discussion can all be a challenge for inexperienced facilitators. Our panel facilitation training workshop focuses on providing delegates with the techniques and confidence they need to chair panel debates effectively. It is delivered by BBC presenter Martine Croxall and is highly interactive, blending theory with practical exercises. During the course, you will learn: the best way to prepare, including audience analysis and research how to pitch a panel how to introduce a panel how to involve everyone in the discussion the best way to promote audience engagement how to deal with difficult panellists how to end a discussion Each delegate will have the chance to chair a panel discussion, with the other delegates and Martine playing different roles as panellists.

Paediatric First Aid Training – This QA Level 3 Award in Paediatric First Aid Training (RQF) qualification is ideal for those who work or intend to work in a childcare setting as it has been specifically designed to fulfil Ofsted’s first aid requirements for early years teachers, nursery workers and childminders (as defined within the Statutory Framework for the Early Years Foundation Stage 2014 and within the Child Care Register guide).