25548 Management courses in Colwyn Bay delivered Online

Getting Started The BSc in Health and Social Care is a comprehensive undergraduate program designed to equip students with the knowledge and skills necessary for success in the healthcare and social services sectors. This programme covers essential health, well-being, and social support topics, ensuring that graduates are well-prepared for fulfilling careers in these vital fields. Anglia Ruskin University offers the BSc (Hons) Health and Social Care program, a highly regarded undergraduate degree providing students with a deep understanding of the dynamic and crucial health and social care sectors. This program is tailored to equip students with the knowledge and skills essential for excelling in various roles within these sectors. The curriculum strongly emphasises integrating theory and practice, enabling students to develop the essential competencies required for effective healthcare and social work delivery. A standout feature of this program is its strong emphasis on real-world experience through placements and practical training, ensuring that graduates are well-prepared to tackle the challenges within the healthcare and social care sectors. Additionally, Anglia Ruskin University's distinguished reputation in healthcare education and research enhances the value of this program, making it an excellent choice for individuals aspiring to make a meaningful impact in these critical fields. The programme comprises two phases; the first is the Qualifi Level 4 and 5 Diploma in Health and Social Care, awarded by Qualifi and delivered by the School of Business and Technology London. The second phase is the BSc (Hons) Health and Social Care Top Up, awarded and delivered 100% online by Anglia Ruskin University. At Anglia Ruskin University, you will study through Canvas, a world-class online Learning Management System (LMS), accessed from your phone, pc or tablet at home or on the move. Canvas provides instant access to study materials, forums, and support from tutors and classmates, as well as enabling easy submission of your assignments. After successfully completing your studies, you'll be invited to attend a graduation ceremony on campus at Anglia Ruskin University. If attending the ceremony in person is not possible, we'll arrange to send your certificate to you. School of Business and Technology London partners with Chestnut Education Group to promote this programme. About Awarding Body Anglia Ruskin University began in 1858 as the Cambridge School of Art founded by William Beaumont. It was then merged with the Cambridge shire College of Arts and Technology and the Essex Institute of Higher Education and was renamed Anglia Polytechnic. It was then given university status in 1992 and renamed Anglia Ruskin University in 2005. The university has campuses in the UK (Cambridge, Chelmsford, London and Peterborough), as well as they are partnered with institutions around the world including Berlin, Budapest, Trinidad, Singapore and Kuala Lumpur. Assessment Assignments and Project No examinations Entry Requirements A Level or Equivalent Minimum 1 Year of Health and Social care work experience Further, candidates are also required to demonstrate their English language proficiency. Learners must request before enrolment to interchange unit(s) other than the preselected units shown in the SBTL website because we need to make sure the availability of learning materials for the requested unit(s). SBTL will reject an application if the learning materials for the requested interchange unit(s) are unavailable. Learners are not allowed to make any request to interchange unit(s) once enrolment is complete. Structure Phase 1 - Qualifi Level 4 and 5 Diploma in Health and Social Care Programme Structure Level 4 - Modules The QUALIFI Level 4 Diploma in Health and Social Care comprises 120 credits, equating to 1200 hours of TQT and 600 hours of GLH. The diploma requires six mandatory units at Level 4.  Academic Study skills Reference No: T/505/9498  Credit: |20| TQT: 200 The primary objective of this unit is to equip individuals with the essential skills and knowledge required for effective higher education study, fostering the development of reflective and critical thinking abilities necessary for reaching their maximum learning potential and potentially advancing to the Level 5 Diploma in Health and Social Care. Communicating in Health and Social Care Reference No: H/505/9495  Credit: |20| TQT: 200 This unit aims to cultivate the learner's understanding of the various modes of communication utilised in health and social care settings and underscore their importance in ensuring efficient service delivery. An Introduction to Healthcare Policy  Reference No : F/505/9505   Credit: |20| TQT: 200 This unit seeks to enhance the learner's awareness of the diverse factors influencing healthcare and their impact on policy development. Evaluating healthcare policies will enable learners to scrutinise the crucial contemporary concerns facing policy-makers, service providers, and support recipients. Reflective Practice  Reference No : F/505/9519   Credit: |20| TQT: 200 Introducing learners to reflective practice in all its forms is the focus of this unit. Reflecting on and in practice holds significance in health and social care, promoting self-development and linking theoretical concepts to practical application. Managing people in Health and Social Care Reference No : L/505/9507  Credit: |20| TQT: 200 The primary objective of this unit is to provide learners with an understanding of the processes involved in the recruitment, management, and development of personnel in the health and social care workplace. Learners will investigate the procedures governing the management of individuals in this sector and explore how to instigate organisational change. Sociology: Concepts in Health and Social Care Reference No : M/505/9502  Credit: |20| TQT: 200 This unit aims to impart to learners an understanding of sociological concepts related to health and illness and their practical application in health and social care. It will enable learners to comprehend the nature of contemporary society and its influence on the perception of health and illness. Learners will delve into the structural aspects of culture, such as age, gender, ethnicity, social class, family, and households, and their impact on health and well-being. Level 5 - Modules The Level 5 Diploma is made up of 120 credits, which equates to 1200 hours of TQT and includes 500 hours of GLH. The Diploma requires five mandatory units at Level 5.  Principles Underpinning Health and Social Care Reference No : K/505/9496 Credit: |20| TQT: 200 Health and social care professionals must adhere to specific ethical and professional standards. This course module is designed to foster comprehension of the principles, theories, and regulations that form the foundation of health and social care practice. It also explores the various tools and systems in place to uphold high standards of practice within the industry. The Management of Quality in Health and Social Care Reference No : A/505/9521  Credit: |20| TQT: 200 Quality plays a significant role in the realm of health and social care. In this unit, students will acquire insight into diverse viewpoints concerning the quality of health and social care services and the methods used to evaluate them. This knowledge aims to empower and involve service users in the process. Research Project  Reference No : H/505/9500   Credit: |40| TQT: 400 The primary objective of this unit is to enhance students' research abilities, encouraging them to conduct a concise pilot study that directly pertains to their higher education program or career advancement. This endeavour aims to cultivate independent inquiry and critical analysis skills. Partnership working in Health and Social Care Reference No : A/505/9499  Credit: |20| TQT: 200 In this unit, students will grasp the significance of establishing favourable professional relationships in health and social care. The module will delve into the concept of partnership on three distinct levels: Collaboration with service users. Cooperation among health and social care practitioners. Engagement with organisations. Understanding these aspects will empower individuals to make informed choices and advocate for autonomy. Working with Service users with Complex Needs Reference No : T/505/9520  Credit: |20| TQT: 200 This course module aims to equip learners with insights into matters concerning health, disability, and illness. It further enables them to recognise effective strategies for assisting individuals with intricate physical and mental health requirements in their roles as healthcare professionals.   Phase 2 - BSc (Hons) Health and Social Care Programme Structure Leadership Practice in Health and Social Care Evaluating Research for Evidence-Based Practice Strategic Management in Health and Social Care Undergraduate Major Project Delivery Methods The programme comprises two phases; the first is the Qualifi Level 4 and 5 Diploma in Health and Social Care, awarded by Qualifi and delivered by the School of Business and Technology London. The School of Business and Technology London offers flexible learning methods, including online and blended learning, allowing students to choose the mode of study that suits their preferences and schedules. The program is self-paced and facilitated through an advanced Learning Management System. Students can easily interact with tutors through the SBTL Support Desk Portal System for course material discussions, guidance, assistance, and assessment feedback on assignments. School of Business and Technology London provides exceptional support and infrastructure for online and blended learning. Students benefit from dedicated tutors who guide and support them throughout their learning journey, ensuring a high level of assistance. The second phase is the BSc (Hons) Health and Social Care Top Up, awarded and delivered 100% online by Anglia Ruskin University. At Anglia Ruskin University, you will study through Canvas, a world-class online Learning Management System (LMS), accessed from your phone, pc or tablet at home or on the move. Canvas provides instant access to study materials, forums, and support from tutors and classmates, as well as enabling easy submission of your assignments. After successfully completing your studies, you'll be invited to attend a graduation ceremony on campus at Anglia Ruskin University. If attending the ceremony in person is not possible, we'll arrange to send your certificate to you. School of Business and Technology London partners with Chestnut Education Group to promote this programme. Resources and Support School of Business & Technology London is dedicated to offering excellent support on every step of your learning journey. School of Business & Technology London occupies a centralised tutor support desk portal. Our support team liaises with both tutors and learners to provide guidance, assessment feedback, and any other study support adequately and promptly. Once a learner raises a support request through the support desk portal (Be it for guidance, assessment feedback or any additional assistance), one of the support team members assign the relevant to request to an allocated tutor. As soon as the support receives a response from the allocated tutor, it will be made available to the learner in the portal. The support desk system is in place to assist the learners adequately and streamline all the support processes efficiently. Quality learning materials made by industry experts is a significant competitive edge of the School of Business & Technology London. Quality learning materials comprised of structured lecture notes, study guides, practical applications which includes real-world examples, and case studies that will enable you to apply your knowledge. Learning materials are provided in one of the three formats, such as PDF, PowerPoint, or Interactive Text Content on the learning portal. How does the Online Learning work at SBTL? We at SBTL follow a unique approach which differentiates us from other institutions. Indeed, we have taken distance education to a new phase where the support level is incredibly high.Now a days, convenience, flexibility and user-friendliness outweigh demands. Today, the transition from traditional classroom-based learning to online platforms is a significant result of these specifications. In this context, a crucial role played by online learning by leveraging the opportunities for convenience and easier access. It benefits the people who want to enhance their career, life and education in parallel streams. SBTL's simplified online learning facilitates an individual to progress towards the accomplishment of higher career growth without stress and dilemmas. How will you study online? With the School of Business & Technology London, you can study wherever you are. You finish your program with the utmost flexibility. You will be provided with comprehensive tutor support online through SBTL Support Desk portal. How will I get tutor support online? School of Business & Technology London occupies a centralised tutor support desk portal, through which our support team liaise with both tutors and learners to provide guidance, assessment feedback, and any other study support adequately and promptly. Once a learner raises a support request through the support desk portal (Be it for guidance, assessment feedback or any additional assistance), one of the support team members assign the relevant to request to an allocated tutor. As soon as the support receive a response from the allocated tutor, it will be made available to the learner in the portal. The support desk system is in place to assist the learners adequately and to streamline all the support process efficiently. Learners should expect to receive a response on queries like guidance and assistance within 1 - 2 working days. However, if the support request is for assessment feedback, learners will receive the reply with feedback as per the time frame outlined in the Assessment Feedback Policy.

Creating Your Organization's Business Agility Strategy Optimally, your organization's business strategy and business agility strategy are completely coupled together, one seamlessly supporting the other. Practically, what many organizations experience today is a tug-of-war between their business strategy and this thing called 'business agility.' Or, a lack of business agility strategy altogether, leaving the business strategy more susceptible, and even fragile, when unforeseen changes inevitably occur. We need a way to think about business agility, coupled with business strategy, so that we can live into the reality of harnessing change for good. This session will expose you to a recently published body of work, Domains of Business Agility, which serves as a model for creating business agility strategy. Think of it as a skeleton, or a thinking tool. Used this way, the model allows leaders to answer the question, 'How much business agility do we need in various parts of our organization as a seamless support to our overall business strategy?' In this session, Lyssa Adkins, author of Coaching Agile Teams and Agile/Leadership Coach, leads you through the key steps for creating such a business agility/business strategy. This and other IIL Learning in Minutes presentations qualify for PDUs. Some titles, such as Agile-related topics may qualify for other continuing education credits such as SEUs, or CEUs.

The Intersection of Agile and Culture Most accept that agile methods and practices work but how do you apply them at scale without stifling the creativity, autonomy, and energy of your teams? Listen as Aaron Bjork describes the importance of organizational culture in scaled agile implementations. Aaron will share stories from his experiences at Microsoft and provide practical advice for how to intersect agile and culture in your organization and teams. Key takeaways: Learn why culture and agile are not mutually exclusive. Learn practical ways to strengthen the agile mindset on your teams. Learn ways to identify where culture is interfering with agile adoption. Learn what has/hasn't worked during Microsoft's agile transformation.

Use Fast Feedback to Accelerate Business Agility w/ David Grabel Software engineers get feedback from their development environment and automated test suites in real-time. Errors can be fixed and verified in minutes. However, when organizations extend Agile beyond technology, feedback from stakeholders takes days and the 'feedback frenzies' can drag on for weeks or even months. Completing a story within a sprint seems impossible. It is time for 'the business' to dramatically reduce lead time and stop getting blamed for delays. This talk will show you how to quickly create a value stream mapping with your team. This map will expose needless delays and help you find ways to shorten cycle time to minutes, reducing overall lead time by 80% or more. It will include a way to overlay feedback loops on the value stream map, which can help you find the source of significant delays. You will also hear how creative teams are adapting mob programming techniques into their work in ways that build feedback into their processes in order to accelerate delivery from business teams. This and other IIL Learning in Minutes presentations qualify for PDUs. Some titles, such as Agile-related topics may qualify for other continuing education credits such as SEUs, or CEUs. Each professional development activity yields one PDU for one hour spent engaged in the activity. Some limitations apply and can be found in the Ways to Earn PDUs section that discusses PDU activities and associated policies.

Toyota Kata - What is it. Where Might it Fit. and Why? Future solutions are getting less and less likely to be ones we've used before. And even if we can draw on 'experience', it may represent the lowest form of innovation which may not be good enough; we are limiting ourselves to only what we know now.Agile is about mindset, not about process. Mindset can support agile behaviors or can hinder them. Improvement exercises involve multiple people or groups working on different parts of the puzzle; how they understand customer needs and how they collaborate to create a cohesive whole can greatly influence success. So the most important question becomes, 'How might we develop an Agile mindset?'The connection between Agile and Toyota Kata is intriguing. When you look into why, it's actually quite plain and simple. Further, when you have an understanding of Toyota Kata, how it came about and why, then its potential value to those adopting Agile shines through even more so. You will recognize the potential of the 2 unintentionally hidden managerial routines at Toyota from which 'Toyota Kata' was born."One of the best, compact introductions to Toyota Kata that I've seen!" (Quote by Mike Rother, author of 'Toyota Kata', following a presentation by Oscar in Austin TX in Feb 2020.) In this session you will: See the connection between Agile and Toyota Kata and their common ancestry See why the most success in the future will come to those who can rapidly adapt and innovate Understand that a concept or model alone generally won't change behaviors (and why), but a practice routine will Understand the 2 'Kata' patterns and get a feel for how you can start your application of them, one in particular

From Resisting Agile to Yes, Agile! - Where Have You Been All My Life? If you're working in an Agile environment, does the following sound familiar? You feel trapped in an agile wrong environment where there's constant resistance - and no way out? Everyone is looking for a magic pill to fix all issues and get answers, right away? There are toxic behaviours, resistance, and it feels like you're always fighting to help? If you answered yes, then you may be in an Agile Wrong environment! Are you ready for change? Change for yourself, your teams, and your organization? Then buckle up and let's move from the agile wrong mindset and environment to a yes agile where have you been all my life environment. Key takeaways include: Recognize when you are in the wrong environment and what do do about it Taking a deep dive into organizational and team cultures and how to enter them as an agile coach Make sense of the language and actions of different culture systems, their capabilities, and how to move teams from one system to the next

Scaling with Simplicity - How to Eliminate Complexity in Large Agile Programs As agile thought leaders debate if agile at scale is really "agile" many of us who work in the trenches understand that scaling is sometimes necessary. We work in legacy environments and on complex codebases that require coordination. Our organizations may be working towards independent teams and a microservices architecture, but even the migrations required to get there demand scaling. This talk will help participants reduce complexity in scaled organizations and simplify their program framework. Attendees will receive actionable recommendations to help them execute more efficiently starting today. With a heavy focus on eliminating dependencies and effective planning, the presentation will help attendees bring simplicity to even the most complex scaled programs. Interspersed through the presentation will be real-life examples of successes and failures so attendees can understand how to put ideas into action. Attendees will also receive tips on influencing leadership to adopt these recommendations, empowering them to drive sustainable change. Key takeaways: How to simplify a program's operating model Tips for eliminating dependencies and managing through dependencies that can't be cut How to overcome two problems no amount of planning can solve for: bad requirements and unstable priorities Strategies to reduce the impact of prioritization changes How to influence the change necessary to build a better managed program

Agility by the Numbers - Calculating ROI with Agile Impressive compilation of facts, figures, and statistics concerning agile methods. Begins with the background, motivation, tenets, and mechanics underlying agile performance. Includes data on agile metrics, performance, success, adoption, proliferation, and cases at project, organization, and national level. Closes with a great prescription for agile success. This and other IIL Learning in Minutes presentations qualify for PDUs. Some titles, such as Agile-related topics may qualify for other continuing education credits such as SEUs, or CEUs. Each professional development activity yields one PDU for one hour spent engaged in the activity. Some limitations apply and can be found in the Ways to Earn PDUs section that discusses PDU activities and associated policies. Fractions of PDUs may also be reported. The smallest increment of a PDU that can be reported is 0.25. This means that if you spent 15 minutes participating in a qualifying PDU activity, you may report 0.25 PDU. If you spend 30 minutes in a qualifying PDU activity, you may report 0.50 PDU.

Big Agile: It's Not Just For Small Projects Anymore One of the stereotypes of Agile approaches is that they only work for small projects. However, over the last several years, Agile techniques are now being applied to increasingly larger and more complex environments. From the largest telecom in Europe to the largest chip-maker in the world, large organizations are changing the way they do work. But how is this possible? How does self-organization work for a thousand people? How do programs run without plans? How can a massive solution go to market in a matter of weeks? In this illuminating session, we will explore both a common, repeatable approach and case studies from the real world. Come learn both recent trends and actionable tips for growing out of small Agile to big Agile. This and other IIL Learning in Minutes presentations qualify for PDUs. Some titles, such as Agile-related topics may qualify for other continuing education credits such as SEUs, or CEUs. Each professional development activity yields one PDU for one hour spent engaged in the activity. Some limitations apply and can be found in the Ways to Earn PDUs section that discusses PDU activities and associated policies. Fractions of PDUs may also be reported. The smallest increment of a PDU that can be reported is 0.25. This means that if you spent 15 minutes participating in a qualifying PDU activity, you may report 0.25 PDU. If you spend 30 minutes in a qualifying PDU activity, you may report 0.50 PDU.

Creating Your Organization's Business Agility Strategy Optimally, your organization's business strategy and business agility strategy are completely coupled together, one seamlessly supporting the other. Practically, what many organizations experience today is a tug-of-war between their business strategy and this thing called 'business agility.' Or, a lack of business agility strategy altogether, leaving the business strategy more susceptible, and even fragile, when unforeseen changes inevitably occur. We need a way to think about business agility, coupled with business strategy, so that we can live into the reality of harnessing change for good. This session will expose you to a recently published body of work, Domains of Business Agility, which serves as a model for creating business agility strategy. Think of it as a skeleton, or a thinking tool. Used this way, the model allows leaders to answer the question, 'How much business agility do we need in various parts of our organization as a seamless support to our overall business strategy?' In this session, Lyssa Adkins, author of Coaching Agile Teams and Agile/Leadership Coach, leads you through the key steps for creating such a business agility/business strategy. This and other IIL Learning in Minutes presentations qualify for PDUs. Some titles, such as Agile-related topics may qualify for other continuing education credits such as SEUs, or CEUs.