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To facilitate a group, family, team or organisation in thinking together around a given challenge or issue here is an opportunity to experience for real the person centred, futures planning tool – MAP (Pearpoint, Forest et. al. 1989). This is a process not a training day. Let us facilitate your planning and refocus your story whilst strengthening you and your group. This tool uses both process and graphic facilitation to help any group develop a shared vision and then to make a start on working out what they will need to do together to move towards that vision. MAPS are great for threshold moments. Is your team stuck? Want to move on, haunted by the past cannot get any useful dialogue about the future? Facing a challenging transition into a new school or setting? Leaving school? Bored with annual reviews, transition plans and review meetings? Want to find a way of making meetings and planning feel more real and engaging? Need an approach, which engages a young person respectfully together with his or her family and friends? Want the ultimate visual record of the process of a meeting, which will help everyone, keep track? Want to problem solve and plan for the future of a small or large group, service or organisation up to the size of an LEA Learning Objectives To create a shared vision To talk through the story so far and reflect upon it To name the worse nightmares that will block progress To strengthen the group by focussing on gifts and capacity To detail needs To specify an Action Plan To create a visual graphic record of the whole event Course Content The MAP process has 6 Steps: The story so far. The group is required to think back over the years to describe their collective experience of changes and events over time within their settings. Stories and events are recorded on the graphic. Building Shared Dreams. The group thinks together about what they would love to see happening for children, families and practitioners in their settings if they could have it all. If there were no constraints on time, money, resources, people or anything else what do they see happening in their imaginations? The various ideas that the group comes up with are then recorded in key words, images and colours on the MAP graphic. The purpose of this Step is to give the group a sense of direction, their North Star, an image of the place they want to work towards. Nightmare. In this Step, the group imagines the worst scenarios. What is the opposite of their dreams? How bad could it get? This is a shorter but powerful process that can give some groups more energy than dreaming together. Gifts and Capacity. In this Step the group is asked to take explicit stock of their capacities and what they already have going for them as they begin working towards the vision. This is a strong reminder for any group of the wealth of knowledge and experience that is already and always in the room. Needs. In this Step the group is invited to begin to name some of the needs they will have if they are to move forward to wards the dream and away from the nightmare. Actions. This is the final Step in the MAP and calls for individuals within the group to name a range of very specific actions (however small) that they will take within a definite time scale. This is not a time for declaring good intentions or suggesting good ideas for someone else to do. The purpose of this Step is to end the MAP process with a range of clearly understood actions that carry this planning process forward into the real world.

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

This training is aimed at developing Person Centred Planning – for Local Authority, School or Multi Academy Trust professional teams. Parents and carers can also participate in this training. One day introduction to underlying values and practicalities of approach in schools – 100 people 2 Day skill training for 30 participants to learn PATH planning skills 1 day follow up after 3 months to problem solve issues and celebrate what achieved. Person Centred Planning (PCP) is a way of expressing a set of inclusive values through a unique range of tools and techniques. The most commonly used person centred tool with children is a PATH – and it shows these values in action. Why now? The Children and Families Act 2014 sets out clear principles for supporting and involving children and young people in all aspects of the support and planning of their special educational need. The Special Educational Needs and Disability Code of Practice: 0 – 25 years provides the statutory guidance relating to part 3 of the Children and Families Act 2014. Embedded in its principles is the need for a stronger focus on the participation of children, young people and their parents/carers in decision making at both individual and strategic levels. The use of Person Centred Approaches provides the opportunity to fulfil those principles. Working in this way ensures the CYP and their parents/carers are at the centre of all decision making and future planning. It provides an opportunity to engage directly with children and young people to discuss their needs, and plan how they can achieve the best possible outcomes. This should be integral to all planning for children and young people with Special Educational Need and Disability (SEND) throughout their lives. Education Health Care Planning processes are required to be truly person centred at every stage, including annual reviews, so understanding this way of working has never been more essential. Is this different to what we do already? This person-centred way of working offers a radical new approach to visualising planning, empowering and directly involving children and those that care about them throughout planning meetings and allowing for inclusive, creative methodology which builds on and challenges existing practice in schools. Core principles The focus of inclusive, person-centred working is first and foremost on ordinary needs and not solely on special needs. – Being somebody – Contributing by sharing gifts and capacities – Knowing people and having relationships – Having choice and control – Sharing ordinary places – being present in local spaces and having a valued role there The training is delivered by Inclusive Solutions who are Educational Psychologists with a national reputation for training and person centred planning with schools over the last 16 years. In this training, you will learn how to facilitate with a child, family, team or an organisation to think together around their preferred future or about a challenge or issue. Here is an opportunity to experience first-hand the person centred, futures planning tool – PATH (Pearpoint, Forest et. al. 1989). This course will provide participants with a practical introduction to person centred planning and approaches, including examples of best practice in using person centred approaches in schools. The course will explore the underlying values of person centred approaches, provide an introduction to the person centred planning tools and link this to national policy and guidance. Participants will gain: 1 Knowledge of person centred planning and approaches 2 An understanding of how person centred approaches can be used in schools 3 A basic knowledge of the person centred review process and where to find out more information 4 The skills to gather information about what is important to and for the children and young people they support 5 An understanding of PATH and situations in which this process could be used in school The course answers these questions: • What are person centred approaches? • How can we use person centred approaches in our school? • What is person centred thinking and how can it be used in schools? • How can we learn about what is important to and for the child or young person and share this information? • How can we make sure that the child is at the centre of their annual/transition review?

Duration 5 Days 30 CPD hours This course is intended for System administrators System engineers Overview By the end of the course, you should be able to meet the following objectives: Install and configure ESXi hosts Deploy and configure vCenter Use the vSphere Client to create the vCenter inventory and assign roles to vCenter users Create virtual networks using vSphere standard switches and distributed switches Create and configure datastores using storage technologies supported by vSphere Use the vSphere Client to create virtual machines, templates, clones, and snapshots Create content libraries for managing templates and deploying virtual machines Manage virtual machine resource allocation Migrate virtual machines with vSphere vMotion and vSphere Storage vMotion Create and configure a vSphere cluster that is enabled with vSphere High Availability (HA) and vSphere Distributed Resource Scheduler Manage the life cycle of vSphere to keep vCenter, ESXi hosts, and virtual machines up to date This five-day course features intensive hands-on training that focuses on installing, configuring, and managing VMware vSphere 8, which includes VMware ESXi 8 and VMware vCenter 8. This course prepares you to administer a vSphere infrastructure for an organization of any size. This course is the foundation for most VMware technologies in the software-defined data center. Course Introduction Introductions and course logistics Course objectives vSphere and Virtualization Overview Explain basic virtualization concepts Describe how vSphere fits in the software-defined data center and the cloud infrastructure Recognize the user interfaces for accessing vSphere Explain how vSphere interacts with CPUs, memory, networks, storage, and GPUs Installing and Configuring ESXi Install an ESXi host Recognize ESXi user account best practices Configure the ESXi host settings using the DCUI and VMware Host Client Deploying and Configuring vCenter Recognize ESXi hosts communication with vCenter Deploy vCenter Server Appliance Configure vCenter settings Use the vSphere Client to add and manage license keys Create and organize vCenter inventory objects Recognize the rules for applying vCenter permissions View vCenter logs and events Configuring vSphere Networking Configure and view standard switch configurations Configure and view distributed switch configurations Recognize the difference between standard switches and distributed switches Explain how to set networking policies on standard and distributed switches Configuring vSphere Storage Recognize vSphere storage technologies Identify types of vSphere datastores Describe Fibre Channel components and addressing Describe iSCSI components and addressing Configure iSCSI storage on ESXi Create and manage VMFS datastores Configure and manage NFS datastores Deploying Virtual Machines Create and provision VMs Explain the importance of VMware Tools Identify the files that make up a VM Recognize the components of a VM Navigate the vSphere Client and examine VM settings and options Modify VMs by dynamically increasing resources Create VM templates and deploy VMs from them Clone VMs Create customization specifications for guest operating systems Create local, published, and subscribed content libraries Deploy VMs from content libraries Manage multiple versions of VM templates in content libraries Managing Virtual Machines Recognize the types of VM migrations that you can perform within a vCenter instance and across vCenter instances Migrate VMs using vSphere vMotion Describe the role of Enhanced vMotion Compatibility in migrations Migrate VMs using vSphere Storage vMotion Take a snapshot of a VM Manage, consolidate, and delete snapshots Describe CPU and memory concepts in relation to a virtualized environment Describe how VMs compete for resources Define CPU and memory shares, reservations, and limits Deploying and Configuring vSphere Clusters Create a vSphere cluster enabled for vSphere DRS and vSphere HA View information about a vSphere cluster Explain how vSphere DRS determines VM placement on hosts in the cluster Recognize use cases for vSphere DRS settings Monitor a vSphere DRS cluster Describe how vSphere HA responds to various types of failures Identify options for configuring network redundancy in a vSphere HA cluster Recognize vSphere HA design considerations Recognize the use cases for various vSphere HA settings Configure a vSphere HA cluster Recognize when to use vSphere Fault Tolerance Managing the vSphere Lifecycle Enable vSphere Lifecycle Manager in a vSphere cluster Describe features of the vCenter Update Planner Run vCenter upgrade prechecks and interoperability reports Recognize features of vSphere Lifecycle Manager Distinguish between managing hosts using baselines and managing hosts using images Describe how to update hosts using baselines Describe ESXi images Validate ESXi host compliance against a cluster image and update ESXi hosts Update ESXi hosts using vSphere Lifecycle Manager Describe vSphere Lifecycle Manager automatic recommendations Use vSphere Lifecycle Manager to upgrade VMware Tools and VM hardware

Duration 5 Days 30 CPD hours This course is intended for Tier 1 Operators, administrators, and architects for VMware Horizon Overview By the end of the course, you should be able to meet the following objectives: Recognize the features and benefits of VMware Horizon Define a use case for your virtual desktop and application infrastructure Use vSphere to create VMs to be used as desktops for VMware Horizon Create and optimize Windows VMs to create VMware Horizon desktops Install and Configure Horizon Agent on a VMware Horizon desktop Configure, manage, and entitle desktop pools of full VMs Configure and manage the VMware Horizon Client systems and connect the client to a VMware Horizon desktop Configure, manage, and entitle pools of instant-clone desktops Create and use Remote Desktop Services (RDS) desktops and application pools Monitor the VMware Horizon environment using the VMware Horizon Console Dashboard and Horizon Help Desk Tool Identify VMware Horizon Connection Server installation, architecture, and requirements Describe the authentication and certificate options for the VMware Horizon environment Recognize the integration process and benefits of Workspace ONE Access™ and Horizon 8 Compare the remote display protocols that are available in VMware Horizon Describe the 3D rendering options available in Horizon 8 Discuss scalability options available in Horizon 8 Describe different security options for the Horizon environment This five-day course gives you the hands-on skills to deliver virtual desktops and applications through a single virtual desktop infrastructure platform. You build on your skills in configuring and managing VMware Horizon© 8 through a combination of lecture and hands-on labs. You learn how to configure and deploy pools of virtual machines and how to provide a customized desktop environment to end-users. Additionally, you learn how to install and configure a virtual desktop infrastructure platform. You learn how to install and configure VMware Horizon© Connection Server?, VMware Unified Access Gateway?, how to configure a load balancer for use with Horizon, and how to establish Cloud Pod Architecture. Course Introduction Introductions and course logistics Course objectives Introduction to VMware Horizon Recognize the features and benefits of Horizon Describe the conceptual and logical architecture of Horizon Introduction to Use Case Convert customer requirements to use-case attributes Define a use case for your virtual desktop and application infrastructure vSphere for VMware Horizon Explain basic virtualization concepts Use VMware vSphere© Client? to access your VMware vCenter System and VMware ESXi? hosts Create a Windows virtual machine using vSphere Create Windows Desktops Outline the steps to install Horizon Agent on Windows virtual machines Install Horizon Agent on a Windows virtual Machine Optimize and prepare Windows virtual machines to set up Horizon desktop VMs Create Linux Desktops Create a Linux VM for Horizon Install Horizon Agent on a Linux virtual machine Optimize and prepare Linux virtual machines to set up Horizon desktop VMs Creating and Managing Desktop Pools Identify the steps to set up a template for desktop pool deployment List the steps to add desktops to the VMware Horizon© Connection Server? inventory Compare dedicated-assignment and floating-assignment pools Outline the steps to create an automated pool Define user entitlement Explain the hierarchy of global, pool-level, and user-level policies VMware Horizon Client Options Describe the different clients and their benefits Access the Horizon desktop using various Horizon clients and HTML Configure integrated printing, USB redirection, and the shared folders option Configure session collaboration and media optimization for Microsoft Teams Creating and Managing Instant-Clone Desktop Pools List the advantages of instant clones Explain the provisioning technology used for instant clone desktop pools Set up an automated pool of instant clones Push updated images to instant clone desktop pools Creating RDS Desktop and Application Pools Explain the difference between an RDS desktop pool and an automated pool Compare and contrast an RDS session host pool, a farm, and an application pool Create an RDS desktop pool and an application pool Access RDS desktops and application from Horizon Client Use the instant clone technology to automate the build-out of Remote Desktop Session Host farms Configure load-balancing for RDSHs on a farm Monitoring VMware Horizon Monitor the status of the Horizon components using the Horizon Administrator console dashboard Monitor desktop sessions using the HelpDesk tool Monitor the performance of the remote desktop using the Horizon Performance Tracker Horizon Connection Server Recognize the VMware Horizon reference architecture Identify the Horizon Connection Server supported features Identify the recommended system requirements for Horizon Connection Server Configure the Horizon event database Outline the steps for the initial configuration of Horizon Connection Server Discuss the AD LDS database as a critical {an important component?} component of the Horizon Connection Server installation Horizon Protocols Compare the remote display protocols that are available in VMware Horizon Describe the BLAST Display Protocol Codecs Summarize the BLAST Codec options List the ideal applications for each BLAST codec Describe the BLAST and PCoIP ADMX GPO common configurations Graphics in Horizon Describe the 3D rendering options available in Horizon 8 Compare vSGA and vDGA List the steps to configure graphics cards for use in a Horizon environment Securing Connections: Network Compare tunnels and direct connections for client access to desktops Discuss the benefits of using Unified Access Gateway List the Unified Access Gateway firewall rules Configure TLS certificates in Horizon Securing Connections: Authentication Compare the authentication options that Horizon Connection Server supports Restrict access to the Horizon remote desktops using restricted entitlements Describe the smart card authentication methods that Horizon Connection Server supports Explain the purpose of permissions, roles, and privileges in VMware Horizon Create custom roles Horizon Scalability Describe the purpose of a replica connection server Explain how multiple Horizon Connection Server instances in a pod maintain synchronization List the steps to configure graphics cards for use in a Horizon environment Configure a load balancer for use in a Horizon environment Explain Horizon Cloud Pod Architecture LDAP replication. Explain Horizon Cloud Pod Architecture scalability options Horizon Cloud and Universal Broker Recognize the features and benefits of Horizon Cloud Service Use Universal broker to connect to a Horizon Cloud instance Configure and pair the Horizon Cloud Connector appliance with Horizon Connection Server Workspace ONE Access and Virtual Application Management Recognize the features and benefits of Workspace ONE Access Explain identity management in Workspace ONE Access Explain access management in Workspace ONE Access Describe the requirements to install and configure True SSO in a Horizon environment Describe the Workspace ONE Access directory integration Deploy virtual applications with Workspace services Additional course details:Notes Delivery by TDSynex, Exit Certified and New Horizons an VMware Authorised Training Centre (VATC) Nexus Humans VMware Horizon: Deploy and Manage [V8.8] training program is a workshop that presents an invigorating mix of sessions, lessons, and masterclasses meticulously crafted to propel your learning expedition forward. This immersive bootcamp-style experience boasts interactive lectures, hands-on labs, and collaborative hackathons, all strategically designed to fortify fundamental concepts. Guided by seasoned coaches, each session offers priceless insights and practical skills crucial for honing your expertise. Whether you're stepping into the realm of professional skills or a seasoned professional, this comprehensive course ensures you're equipped with the knowledge and prowess necessary for success. While we feel this is the best course for the VMware Horizon: Deploy and Manage [V8.8] course and one of our Top 10 we encourage you to read the course outline to make sure it is the right content for you. Additionally, private sessions, closed classes or dedicated events are available both live online and at our training centres in Dublin and London, as well as at your offices anywhere in the UK, Ireland or across EMEA.

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About this Training Course In our pursuit to discover oil & gas in deeper horizons, wells are often drilled in a HPHT environment. To be considered a HPHT well, the downhole conditions will have pressures in excess of 10,000 psi (69 MPa) and 300° F (150° C). To drill these usually expensive wells successfully, the planning and execution phase has to be of an exceptionally high standard. Therefore, both operator and drilling/service contractor staff must be seamlessly aligned and work as a coherent team to reach and then harness the well objectives. This is particularly important when speciality services such as Managed Pressure Drilling (MPD) are being applied with crews and/or supervisors who are not intricately familiar with complicated well control incidents. As we seek to prevent costly non-productive time, attention will also be paid to enabling technologies like expandable solid tubulars, mud coolers and specialty mud. The 3 full-day course will explain the key characteristics and challenges of HPHT Planning and Well Control. This includes: Differences between HPHT and standard (conventional) wells and what this entails for well design. The challenges unique to HPHT and the impact of Pore Pressure Prediction (PPP). Static and Dynamic Equivalent Mud Density and the factors that influence the ultimate Bottom Hole Pressure (BHP). Control practices such as 'fingerprinting' to identify what's happening downhole. HPHT shut-in procedures and practices. Specific HPHT equipment and drilling tool requirements and advantages of Managed Pressure Drilling (MPD). Well control on/off bottom, bull-heading and dealing with kick-loss situations. Mud management, tolerance on mud properties and challenges in cementing. Case history on emergency control. Drills, team effort, checklists, human factor and 'getting everybody on board'. Training Objectives By the end of this course, participants will be able to: Recognize the main differences in planning/design between HPHT and standard (conventional) wells as well as the challenges that will have to be faced. Explain drilling and tripping operational challenges and practices as well as how to manage these effectively. Identify wellbore breathing (a.k.a. ballooning) and how to safely deal with this within the narrow window for mud density selection. Apply practices of consistent fingerprinting and how to develop procedures for this to benefit the rig team. Measure and understand bottom hole pressure and the effect of influencing factors such as temperature, rotation and flow rate. Understand the critical mud properties to alleviate barite sag, general mud density control techniques and specify the essentials in cementing. Manage losses and low fracture gradients with well bore strengthening methods. Execute sound HPHT shut-in procedures. Understand how MPD can assist in the safe and efficient drilling and hole cleaning of HPHT wells. Understand the use of MPD Influx Management Envelopes. Identify critical Early Kick Detection Systems (EKDS) and HPHT well control equipment. Execute safe secondary well control practices in a H2S environment, bull-heading, on and off bottom and handling of gas at surface, using MGS and hydrate mitigation measures. Target Audience The course is intended for: Office-based staff engaged in HPHT well planning and day-to-day operations Field-based rig staff working as front-line supervisors - from Assistant Drillers to Senior Toolpushers Field-based rig staff working for service companies supporting the execution of HPHT wells (MPD, mud and mudlogging services etc.) Trainer Your expert course leader has over 45 years of experience in the Oil & Gas industry. During that time, he has worked exclusively in the well engineering domain. After being employed in 1974 by Shell, one of the major oil & gas producing operators, he worked as an apprentice on drilling rigs in the Netherlands. After a year, he was sent for his first international assignment to the Sultanate of Oman where he climbed up the career ladder from Assistant Driller, to Driller, to wellsite Petroleum Engineer and eventually on-site Drilling Supervisor, actively engaged in the drilling of development and exploration wells in almost every corner of this vast desert area. At that time, drilling techniques were fairly basic and safety was just a buzz word, but such a situation propels learning and the fruits of 'doing-the-basics' are still reaped today when standing in front of a class. After some seven years in the Middle East, a series of other international assignments followed in places like the United Kingdom, Indonesia, Turkey, Denmark, China, Malaysia, and Russia. Apart from on-site drilling supervisory jobs on various types of drilling rigs (such as helicopter rigs) and working environments (such as jungle and artic), he was also assigned to research, to projects and to the company's learning centre. In research, he was responsible for promoting directional drilling and surveying and advised on the first horizontal wells being drilled, in projects, he was responsible for a high pressure drilling campaign in Nigeria while in the learning centre, he looked after the development of new engineers joining the company after graduating from university. He was also involved in international well control certification and served as chairman for a period of three years. In the last years of his active career, he worked again in China as a staff development manager, a position he nurtured because he was able to pass on his knowledge to a vast number of new employees once again. After retiring in 2015, he has delivered well engineering related courses in Australia, Indonesia, Brunei, Malaysia, China, South Korea, Thailand, India, Dubai, Qatar, Kuwait, The Netherlands, and the United States. The training he provides includes well control to obtain certification in drilling and well intervention, extended reach drilling, high pressure-high temperature drilling, stuck pipe prevention and a number of other ad-hoc courses. He thoroughly enjoys training and is keen to continue taking classes as an instructor for some time to come. POST TRAINING COACHING SUPPORT (OPTIONAL) To further optimise your learning experience from our courses, we also offer individualized 'One to One' coaching support for 2 hours post training. We can help improve your competence in your chosen area of interest, based on your learning needs and available hours. This is a great opportunity to improve your capability and confidence in a particular area of expertise. It will be delivered over a secure video conference call by one of our senior trainers. They will work with you to create a tailor-made coaching program that will help you achieve your goals faster. Request for further information post training support and fees applicable Accreditions And Affliations

Overview Performance management is a continuous process which involves making sure the performance of your employees contributes to organisational and team goals. Having effective employment management in place helps everyone in the organisation to know what the business is trying to achieve, the skill and competencies they need to fulfil their role and how they can develop their performance to develop the organisation.