27521 PLA courses delivered Online

Has the Computer System Validation Engineer left and you’ve been handed their responsibilities? Do the thoughts of your next audit fill you with dread? CSV can be frustrating but this program will show you how to manage electronic data in a regulated manufacturing/laboratory/clinical environment using the GAMP framework and ensure compliance with FDA’s 21 CFR Part 11, EU Annex 11 or other regulatory guidelines.

PARTICIPANTS WILL ENGAGE IN A TRAINING SESSION TO IMPROVE AND REFINE THEIR RÉSUMÉS. OPPORTUNITIES TO ENGAGE IN ONE-ON-ONE RÉSUMÉ BUILDING & REVIEW SESSIONS CAN BE OFFERED AS WELL. It’s time to move on—or maybe you’ve been “in transition” for too long. Either way, you need some input so that you know what others see when they look at your résumé, and what they hear when they interview you. Participants will engage in a training session to improve and refine their résumés. Opportunities to engage in one-on-one Résumé Building & Review sessions can be offered as well. Part I Data Collection and Organization – assessing work/activities and IMPACT (results) Success Story Format (Situation, Action, Results) Writing With Impact – how to tie actions to results Choosing The Right Words – transferable skills and powerful words Sales 101 – How will these skills benefit the hiring person’s organization? Part II UB4I Writing (“YOU”/ “YOUR,” not “I,” “me,” “my”) Reference list Principles of networking Cover Letter and Résumé Formats – margins, font, type size, small caps, etc. Role Play – Mock Interviews Participants will be able to: Create a complete and correct résumé, a marketing device to attract attention, generate interest, describe accomplishments, and invite contact. Discover, correct, and improve self-marketing messages, leading to a systematic assessment of specific work-related skills. Examine transferable skills and increase personal alignment with prospective organizational mission and goals. Online Format—Résumé Writing, Networking, & Interviewing Workshop 4-hour interactive virtual class. Register for this class and you will be sent ONLINE login instructions prior to the class date. After a two-day seminar, our attendees remained in their seats wanting more from Dr Atkins. His direct, yet challenging approach to presenting topics seemed to mesmerize the participants. Many very lively discussions were part of our workshop’s context. Personally, I am very interested in re-booking this type of experience every year for new leaders to undergo! Michael J. Whitlock, Director of Fay Corey Union & ConferencesSUNY Cortland

Duration 4 Days 24 CPD hours This course is intended for The App Maker builds solutions to simplify, automate, and transform tasks and processes for themselves and their team where they have deep expertise in the solution business domain. They have basic data modeling, user experience design, requirements analysis, and process analysis skills. The App Maker creates and enforces business processes, structures digital collection of information, improves efficiency of repeatable tasks, and automates business processes. The App Maker uses the Maker tools of Power Platform to solve business problems. They may use advanced features of Microsoft apps and third-party productivity tools. The App Maker is aware of the capabilities and limitations of available tools and understands how to apply them. The App Maker is self-directed, and solution focused. They may not have formal IT training but are comfortable using technology to solve business problems with a personal growth mindset. They understand the operational need and have a vision of the desired outcome. They approach problems with phased and iterative strategies. This course will teach you how to build apps with low-code techniques to simplify, automate, and transform business tasks and processes using Microsoft Power Platform. This course contains a 1-day Applied Workshop. This workshop will allow you to practice your App Maker skills by creating an end-to-end solution to solve a problem for a fictitious company. The solution will include a Microsoft Dataverse database, Power Apps canvas app, and Power Automate flows. 1 - Get started with Microsoft Power Platform for app makers Identify components Create apps Get started with Microsoft Dataverse Work with Copilot in Microsoft Power Platform 2 - Create tables in Dataverse Table characteristics Table relationships Dataverse logic and security Dataverse auditing Dual-write vs. virtual tables 3 - Create and manage columns within a table in Dataverse Define columns in Microsoft Dataverse Column types in Microsoft Dataverse Add a column to a table Primary name column Restrictions that apply to columns in a table Create an auto numbering column Create an alternate key 4 - Load/export data and create data views in Dataverse View data in a table Create or edit views of data in a table Dataverse data import options Load data into a table Dataverse data export options Export Add, update, or delete data in a table by using Excel Import data using Power Query 5 - Export data from Dataverse and use Microsoft Excel to edit records Export data to Excel Edit and update data in Excel 6 - Get started with Microsoft Dataverse for Teams Dataverse for Teams vs Dataverse Provision your first Dataverse environment Create your first table to store data 7 - Build your first app with Power Apps and Dataverse for Teams Create your first app with the hero template Customize your app with Power Apps Studio Publish your app Install template apps 8 - Build your first workflow with Power Automate and Dataverse for Teams Types of workflows that Power Automate can build in Dataverse Schedule a flow 9 - Create reports with Power BI and Dataverse for Teams Connect to and transform Dataverse for Teams data from Power BI Create a Power BI report Publish the report Share the data 10 - Get started building with Power BI Use Power BI Building blocks of Power BI Tour and use the Power BI service 11 - Explore what Power BI can do for you What can I do with the Power BI service as a consumer? View content in the Power BI service Collaborate and share in Power BI Find and view dashboards and reports 12 - Create and manage workspaces in Power BI Distribute a report or dashboard Monitor usage and performance Recommend a development life cycle strategy Troubleshoot data by viewing its lineage Configure data protection 13 - Manage semantic models in Power BI Use a Power BI gateway to connect to on-premises data sources Configure a semantic model scheduled refresh Configure incremental refresh settings Manage and promote semantic models Troubleshoot service connectivity Boost performance with query caching (Premium) 14 - Create dashboards in Power BI Configure data alerts Explore data by asking questions Review Quick insights Add a dashboard theme Pin a live report page to a dashboard Configure a real-time dashboard Set mobile view 15 - Implement row-level security Configure row-level security with the static method Configure row-level security with the dynamic method 16 - Create dashboards in Power BI Configure data alerts Explore data by asking questions Review Quick insights Add a dashboard theme Pin a live report page to a dashboard Configure a real-time dashboard Set mobile view 17 - Secure, publish, and share data in Power BI Share and use reports in Power BI Row-level security Publish a report to a Power BI workspace Share reports and user experience Protect data in Power BI Data refresh and alerts 18 - Embed Power BI content Embed Power BI reports Embed other Power BI content types Optimize the embedding experience 19 - How to build your first model-driven app with Dataverse Model-driven apps, powered by Microsoft Dataverse Explore sample apps 20 - Get started with model-driven apps in Power Apps Introducing model-driven apps Components of model-driven apps Design model-driven apps Incorporate business process flows 21 - Configure forms, charts, and dashboards in model-driven apps Forms overview Form elements Configure multiple forms Use specialized form components Configure views overview Configure grids Create and edit views Configure charts overview Dashboards overview Use interactive streams and tiles 22 - Manage Dynamics 365 model-driven app settings and security Configure role-based security Manage teams and business units Explore settings and customizations 23 - Use specialized components in a model-driven form Create business process flows Embed a canvas app in a model-driven form Add a timeline in a model-driven form Create a report in a model-driven form 24 - Get started with Power Apps canvas apps Start Power Apps Power Apps data sources Use Power Apps with Power Automate and Power BI Designing a Power Apps app 25 - Customize a canvas app in Power Apps Improve your app by making basic customizations Explore controls and screens in canvas apps 26 - How to build the User Interface in a canvas app in Power Apps Use themes to quickly change the appearance of your app Brand a control Icons Images Personalization Build for phones or tablets 27 - Navigation in a canvas app in Power Apps Understanding navigation The Navigate and Back functions More ways to use the Navigate function 28 - Manage apps in Power Apps Power Apps review 29 - Build a mobile-optimized app from Power Apps Learn about mobile-optimized apps Identify components to make a canvas app mobile-optimized Create a mobile-optimized app that uses responsive designs Identify performance considerations for a mobile-optimized canvas app 30 - Use and understand Controls in a canvas app in Power Apps Core properties of controls Entering and displaying data with text controls Additional controls for enhancing your app's usability Media Modern controls Work with component libraries 31 - Create formulas to change properties in a Power Apps canvas app Formulas overview Use a formula to modify the format of controls Use formulas to perform calculations Use a control to modify the property of other controls Conditional formatting Functions for validating data 32 - Use imperative development techniques for canvas apps in Power Apps Imperative versus declarative development The three types of variables in Power Apps Global variables Contextual variables Collections Additional variable concepts 33 - Manage apps in Power Apps Power Apps review 34 - Create formulas to change properties in a Power Apps canvas app Formulas overview Use a formula to modify the format of controls Use formulas to perform calculations Use a control to modify the property of other controls Conditional formatting Functions for validating data 35 - Create formulas to change behaviors in a Power Apps canvas app Formulas and functionality Understanding true and false Understanding control behaviors and actions Performing multiple actions in a formula Control the display mode through a formula Use controls and functions to create a dynamic formula 36 - Author a basic formula that uses tables and records in a Power Apps canvas app Records and tables Using the Table function Store a table Filter your table Use the lookup function to return a record Additional table functions 37 - Build a canvas app for a real estate solution with Copilot in Power Apps 38 - Get started with Power Automate Introducing Power Automate Create your first flow Troubleshoot flows 39 - Build approval flows with Power Automate Provide solutions to real-world scenarios. 40 - Build flows to manage user information 41 - Power Automate's deep integration across multiple data sources 42 - Use the Admin center to manage environments and data policies in Power Automate Administer flows Export and import flows Learn how to distribute button flows 43 - Use AI Builder in Power Automate AI Builder in Power Automate saves time Advanced usage of AI Builder in Power Automate 44 - Optimize your business process with process advisor Get familiar with process advisor Create your first recording Edit recordings and group actions Analyze recordings and interpret results Automation recommendations 45 - Optimize your business process with process advisor Get familiar with process advisor Create your first recording Edit recordings and group actions Analyze recordings and interpret results Automation recommendations 46 - Build flows for a real estate solution using Copilot in Power Automate When to use Copilot in Power Automate 47 - Use Dataverse triggers and actions in Power Automate Dataverse triggers Query data Create, update, delete, and relate actions 48 - Create tables in Dataverse Table characteristics Table relationships Dataverse logic and security Dataverse auditing Dual-write vs. virtual tables 49 - Create and manage columns within a table in Dataverse Define columns in Microsoft Dataverse Column types in Microsoft Dataverse Add a column to a table Primary name column Restrictions that apply to columns in a table Create an auto numbering column Create an alternate key 50 - Get started with Power Apps canvas apps Start Power Apps Power Apps data sources Use Power Apps with Power Automate and Power BI Designing a Power Apps app 51 - How to build the User Interface in a canvas app in Power Apps Use themes to quickly change the appearance of your app Brand a control Icons Images Personalization Build for phones or tablets 52 - Get started with Power Automate Introducing Power Automate Create your first flow Troubleshoot flows 53 - Challenge Project - Build a booking requests app with Power Apps and Power Automate Prepare

About this Virtual Instructor Led Training (VILT)  This 5 half-day course provides a detailed description of all performance testing methods for all thermal power plant equipment including boilers, turbines, condensers, pumps, fans, deaerators, and feedwater heaters. The methodology, and code requirements for the performance tests for all thermal power plant equipment will be explained in detail. The preparatory work and instrumentation required for each test will also be covered during the course. The efficiency calculations for all equipment used in circulating fluidized bed (CFB) boiler and pulverized coal boiler power plants will be explained, including all processes, operational and maintenance activities, capital projects, technical options, potential initiatives and incentives to implement upgrades / repairs for increasing the power plant equipment efficiency. The course will also provide a thorough explanation of CFB and pulverized coal boiler technology including hydrodynamics, combustion, emissions, design considerations, gas-solid separators, design of CFB and pulverized coal boiler components, management of solid residues, materials, stoichiometric calculations, and model for sulfur capture. The operation, maintenance, testing, and refurbishment options of all the equipment and systems used in CFB and pulverized coal power plants will be presented, including boilers, superheaters, reheaters, turbines, condensers, feedwater heaters, deaerators, pumps, compressors, fans, electric generators, instrumentation and control systems, and governing systems, etc. The participants will get equipped on all factors which affect the CFB and pulverized coal boiler power plant efficiency and emissions, all methods used to calculate the heat rate of CFB and pulverized coal power plants as well as all areas in CFB and pulverized coal boiler power plants where efficiency loss can occur. Updated information on the methods used to improve CFB boiler and pulverized coal boiler power plant heat rate will also be provided. It includes: Optimizing the combustion process and sootblowing Controlling the steam temperature Recovering moisture from boiler flue gas Performing steam turbine maintenance Lowering condenser back pressure Pre-drying high moisture coal and reducing stack temperature Training Objectives Thermal Plant Performance Testing: Gain a thorough understanding of all the performance testing methods for all thermal power plant equipment including boilers, turbines, condensers, pumps, fans, daerators, and feedwater heaters Performance Test Methodology and Code Requirements: Understand the methodology, and code requirements for performance tests of all thermal power plant equipment Performance Test Preparatory Work and Instrumentation: Learn about the preparatory work and instrumentation required for each equipment performance test in a thermal power plant Equipment Efficiency Calculations: Gain a thorough understanding of the efficiency calculations for all the equipment used in circulating fluidized bed (CFB) boilers and pulverized coal boilers power plants Calculating the Heat Rate of CFB and Pulverized Coal Boiler Power Plants: Learn all the methods used to calculate the heat rate of CFB and pulverized coal boiler coal power plants Benefits of Lowering the Heat Rate of CFB and Pulverized Coal Boiler Power Plants: Understand all the benefits of lowering the heat rate of CFB coal power plants Methods Used to Improve CFB and Pulverized Coal Boiler Power Plants Heat Rate: Gain a thorough understanding of all the methods used to improve the heat rate of CFB and pulverized boiler coal power plants Processes, Operational and Maintenance Activities in CFB and Pulverized Coal Boiler Power Plants: Discover all the processes, operational and maintenance activities used to improve the heat rate of CFB and pulverized coal power plants Capital Projects Used to Improve the Heat Rate of CFB and Pulverized Coal Boiler Power Plants: Learn about all the capital projects used to improve the heat rate of CFB and pulverized coal power plants Technical Options for Improving the Heat Rate of CFB and Pulverized Coal Boiler Power Plants: Understand all the technical options used to improve the heat rate of CFB and pulverized coal boiler power plants Potential Initiatives and Incentives to Implement Upgrades / Repairs for Improving the Heat Rate of CFB and Pulverized Coal Bed Boiler Power Plants: Discover all the potential initiatives and incentives to implement upgrades / repairs for improving the heat rate of CFB and pulverized coal power plants Factors Affecting CFB and Pulverized Coal Boiler Power Plants Efficiency and Emissions: Learn about all the factors which affect CFB and pulverized coal boiler power plants efficiency and emissions Areas in CFB and Pulverized Coal Power Plants where Efficiency Loss Can Occur: Discover all the areas in CFB and pulverized coal power plants where efficiency loss can occur Optimize the Operation of CFB and Pulverized Coal Power Plant Equipment and Systems to Improve the Plant Heat Rate: Understand all the techniques and methods used to optimize the operation of CFB and pulverized coal power plant equipment and systems to improve the plant heat rate CFB and Pulverized Coal Power Plant Equipment and Systems: Learn about the various types of CFB and pulverized coal power plant equipment and systems including boilers, superheater, reheaters, steam turbines, governing systems, deaerators, feedwater heaters, coal-handling equipment, transformers, generators and auxiliaries Target Audience Engineers of all disciplines Managers Technicians Maintenance personnel Other technical individuals Training Methods The VILT will be delivered online in 5 sessions comprising 4 hours per day, with 2 breaks of 10 minutes per day, including time for lectures, discussion, quizzes and short classroom exercises. Additionally, some self-study will be requested. Participants are invited but not obliged to bring a short presentation (10 mins max) on a practical problem they encountered in their work. This will then be explained and discussed during the VILT. A short test or quiz will be held at the end the course. The instructor relies on a highly interactive training method to enhance the learning process. This method ensures that all the delegates gain a complete understanding of all the topics covered. The training environment is highly stimulating, challenging, and effective because the participants will learn by case studies which will allow them to apply the material taught to their own organization. Trainer Your specialist course leader relies on a highly interactive training method to enhance the learning process. This method ensures that all participants gain a complete understanding of all topics covered. The training environment is highly stimulating, challenging, and effective because the participants will learn by case studies which will allow them to apply the material taught to their own organization. Each delegate will receive a soft copy of the following materials written by the instructor: 'POWER GENERATION HANDBOOK' second edition published by McGraw-Hill in 2012 (800 pages) Excerpt of the relevant chapters from the 'POWER PLANT EQUIPMENT OPERATION AND MAINTENANCE GUIDE' published by McGraw-Hill in 2012 (800 pages) THERMAL POWER PLANT PERFORMANCE TESTING MANUAL (includes practical information about all the performance testing methods for all thermal power plant equipment - 400 pages) 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 about post training coaching support and fees applicable for this. Accreditions And Affliations

Lean Six Sigma Black Belt Certification Program: In-House Training This course is specifically for people wanting to become Lean Six Sigma Black Belts, who are already Lean Six Sigma practitioners. If advanced statistical analysis is needed to identify root causes and optimal process improvements, (Lean) Six Sigma Green Belts typically ask Black Belts or Master Black Belts to conduct these analyses. This course will change that. Green Belts wanting to advance their statistical abilities will have a considerable amount of hands-on practice in techniques such as Statistical Process Control, MSA, Hypothesis Testing, Correlation and Regression, Design of Experiments, and many others. Participants will also work throughout the course on a real-world improvement project from their own business environment. This provides participants with hands-on learning and provides the organization with an immediate ROI once the project is completed. IIL instructors will provide free project coaching throughout the course. What you Will Learn At the end of this program, you will be able to: Use Minitab for advanced data analysis Develop appropriate sampling strategies Analyze differences between samples using Hypothesis Tests Apply Statistical Process Control to differentiate common cause and special cause variation Explain and apply various process capability metrics Conduct Measurement System Analysis and Gage R&R studies for both discrete and continuous data Conduct and analyze simple and multiple regression analysis Plan, execute, and analyze designed experiments Drive sustainable change efforts through leadership, change management, and stakeholder management Successfully incorporate advanced analysis techniques while moving projects through the DMAIC steps Explain the main concepts of Design for Six Sigma including QFD Introduction: DMAIC Review IIL Black Belt Certification Requirements Review Project Selection Review Define Review Measure Review Analyze Review Improve Review Control Introduction: Minitab Tool Introduction to Minitab Minitab basic statistics and graphs Special features Overview of Minitab menus Introduction: Sampling The Central Limit Theorem Confidence Interval of the mean Sample size for continuous data (mean) Confidence Interval for proportions Sample size for discrete data (proportions) Sampling strategies (review) Appendix: CI and sample size for confidence levels other than 95% Hypothesis Testing: Introduction Why use advanced stat tools? What are hypothesis tests? The seven steps of hypothesis tests P value errors and hypothesis tests Hypothesis Testing: Tests for Averages 1 factor ANOVA and ANOM Main Effect Plots, Interaction Plots, and Multi-Vari Charts 2 factor ANOVA and ANOM Hypothesis Testing: Tests for Standard Deviations Testing for equal variance Testing for normality Choosing the right hypothesis test Hypothesis Testing: Chi Square and Other Hypothesis Test Chi-square test for 1 factor ANOM test for 1 factor Chi-square test for 2 factors Exercise hypothesis tests - shipping Non-parametric tests Analysis: Advanced Control Charts Review of Common Cause and Special Cause Variation Review of the Individuals Control Charts How to calculate Control Limits Four additional tests for Special Causes Control Limits after Process Change Discrete Data Control Charts Control Charts for Discrete Proportion Data Control Charts for Discrete Count Data Control Charts for High Volume Processes with Continuous Data Analysis: Non-Normal Data Test for normal distribution Box-Cox Transformation Box-Cox Transformation for Individuals Control Charts Analysis: Time Series Analysis Introduction to Time Series Analysis Decomposition Smoothing: Moving Average Smoothing: EWMA Analysis: Process Capability Process capability Discrete Data: Defect metrics Discrete Data: Yield metrics Process Capability for Continuous Data: Sigma Value Short- and long-term capabilities Cp, Cpk, Pp, Ppk capability indices Analysis: Measurement System Analysis What is Measurement System Analysis? What defines a good measurement system? Gage R&R Studies Attribute / Discrete Gage R&R Continuous Gage R&R Regression Analysis: Simple Correlation Correlation Coefficient Simple linear regression Checking the fit of the Regression Model Leverage and influence analysis Correlation and regression pitfalls Regression Analysis: Multiple Regression Analysis Introduction to Multiple Regression Multicollinearity Multiple Regression vs. Simple Linear Regression Regression Analysis: Multiple Regression Analysis with Discrete Xs Introduction Creating indicator variables Method 1: Going straight to the intercepts Method 2: Testing for differences in intercepts Logistic Regression: Logistic Regression Introduction to Logistic Regression Logistic Regression - Adding a Discrete X Design of Experiments: Introduction Design of Experiment OFAT experimentation Full factorial design Fractional factorial design DOE road map, hints, and suggestions Design of Experiments: Full Factorial Designs Creating 2k Full Factorial designs in Minitab Randomization Replicates and repetitions Analysis of results: Factorial plots Analysis of results: Factorial design Analysis of results: Fits and Residuals Analysis of results: Response Optimizer Analysis of results: Review Design of Experiments: Pragmatic Approaches Designs with no replication Fractional factorial designs Screening Design of Experiment Case Study Repair Time Blocking Closing: Organizational Change Management Organizational change management Assuring project sponsorship Emphasizing shared need for change Mobilizing stakeholder commitment Closing: Project Management for Lean Six Sigma Introduction to project management Project management for Lean Six Sigma The project baseline plan Work Breakdown Structure (WBS) Resource planning Project budget Project risk Project schedule Project executing Project monitoring and controlling and Closing Closing: Design for Lean Six Sigma Introduction to Design for Lean Six Sigma (DMADV) Introduction to Quality Function Deployment (QFD) Summary and Next Steps IIL's Lean Six Sigma Black Belt Certification Program also prepares you to pass the IASSC Certified Black Belt Exam (optional)

FAA Level 2 Award In First Aid For Mental Health (RQF) Classroom (1 day course) or Virtual (3 x 2½ hour sessions) Gives learners knowledge of Mental Health First Aid Gives learners the skills to help those with mental health problems and improve mental health in the workplace Course Contents: What is Mental Health? Why people develop mental health conditions What the role of a mental health first aider is Knowing how to provide advice and practical support Knowing how to recognise and manage stress Understand the impact of substance abuse on mental health Understand the first aid action plan for mental health and be able to put it in place Know how to implement a positive mental health culture in the workplace Recognising a range of mental health conditions: Depression Anxiety Psychosis Eating disorders Suicide Self-harm Benefits of this course: 37% of all work-related ill-health is due to mental health problems Problems with mental health cover 45% of all working days lost A whopping 12.8 million working days, or 49, 042 years, were lost due to mental health problems in 2018/19 602,000 workers suffered from work-related stress, depression or anxiety in 2018/19 One in four people will have a mental health problem at some point during their lives Whether work is causing or aggravating mental health problems, employers have a legal responsibility towards their employees Work-related mental health issues must to be assessed to measure the levels of risk to staff Where a risk is identified, steps must be taken to remove it or reduce it as far as reasonably practicable This full day Mental Health First Aid course gives a good grounding to help others in the workplace Accredited, Ofqual regulated qualification Our Mental Health First Aid Courses are nationally recognised, Ofqual regulated qualifications accredited by First Aid Awards Ltd in association with NUCO Training. This means that you can be rest assured that your Mental Health First Aid Certificates fulfill the upcoming legal requirements and are a very good way to make sure you and your employees have a supporting workplace to deal with staff's mental health conditions. The Ofqual Register number for this course is 603/3769/2

Need a PATH? A person-centred plan?  This is a planning process not a training day. Let us facilitate your planning and refocus your story whilst strengthening you and your group, team, family, staff or organisation.  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.  Is your team or family stuck? Want to move on, but haunted by the past and cannot get any useful dialogue started 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 LA Give your team the opportunity to pause and reflect on what matters most to them about the work they do. The act of listening to each other creates relationship and strengthens trust and inclusion within the team – in creating a shared vision, groups of people build a sense of commitment together. They develop images of the future we want to create together, along with the values that will be important in getting there and the goals they want to see achieved along the way. Unfortunately, many people still think vision is the top leader’s job. In schools, the vision task usually falls to the Headteacher and/or the governors or it comes in a glossy document from the local authority or the DfES. But visions based on authority are not sustainable.  Using the planning tool PATH (Pearpoint, Forest and OBrien 1997) and other facilitation sources we use both process and graphic facilitation to enable the group to build their picture of what they would love to see happening within their organisation/community in the future and we encourage this to be a positive naming, not just a list of the things they want to avoid.  Outcomes  To create a shared vision To name shared goals To enrol others To strengthen the group To explore connections and needs To specify an Action Plan To create a visual graphic record of the whole event Process Content  PATH is a creative planning tool that utilises graphic facilitation to collect information and develop positive future plans.  PATH goes directly to the future and implements backwards planning to create a step by step path to a desirable future. (Inclusion Press, 2000). These tools were developed by Jack Pearpoint, Marsha Forest and John O’Brien to help marginalised people be included in society and to enable people to develop a shared vision for the future.  PATH can be used with individuals and their circle of support, families teams and organisations.  Both MAP and PATH are facilitated by two trained facilitators – one process facilitator who guides people through the stages and ensures that the person is at the centre and one graphic facilitator who develops a graphic record of the conversations taking place in the room.  Follow the link below to read a detailed thesis by Dr Margo Bristow on the use of PATH by educational Psychologists in the UK.  AN EXPLORATION OF THE USE OF PATH (A PERSON-CENTRED PLANNING TOOL) BY EDUCATIONAL PSYCHOLOGISTS WITH VULNERABLE AND CHALLENGING PUPILS  The findings indicate that PATH impacted positively and pupils attributed increased confidence and motivation to achieve their goals to their PATH. Parents and young people felt they had contributed to the process as equal partners, feeling their voices were heard. Improved pupil- parent relationships and parent-school relationships were reported and the importance of having skilled facilitators was highlighted. Although participants were generally positive about the process, many felt daunted beforehand, possibly due to a lack of preparation. Pre-PATHplanning and post-PATH review were highlighted as areas requiring further consideration by PATH organisers. Recommendations to shape and improve the delivery of PATH are outlined together with future research directions.

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?