45273 Courses

Instructor training enables companies to have their own AITT Forklift Instructor. On completion they are able to instruct and examine operators on company premises. Also it could be an opportunity for an individual to embark upon a rewarding career as a recognised AITT instructor. The course complies with the approved code of practice issued by the Health & Safety Executive. We offer the AITT Instructor training course at our training centre in Warrington, Cheshire. We use all the best tools and equipment to assist trainee development. Our Instructor’s Mike Hammett and Stephen McCann have a lot of experience in this course, both have very good success rates and offer alot of after care too! Once an Instructor has passed their AITT Instructor training course they can always come back and receive professional advice. We always go the extra mile! AITT Accredited Novice Course: The Instructor training course caters for candidates seeking to become an AITT Registered Instructor. Previous fork lift experience is strongly recommended and candidates must have a current counterbalance certificate dated within 36 months prior to the course start date. Refresher courses are available prior to the instructor course extending the duration by one day to 11 days. Objectives: On successful completion of the course the candidate will be qualified to teach and train on all Industrial Counterbalance and Reach trucks for which they are certificated to use as operators. Target Group: The employer should carefully select the correct person for the job as an instructor. They should be literate and numerate with good presentation skills. The AITT recommend that candidates have a minimum of 12 months operating experience before attending the course. During the course candidates will be progressively assessed in all key areas. Candidates therefore must have a good knowledge of each subject and are provided with some excellent materials to assist them on completion of the course. AITT Instructor Training Course Duration: 3 or 5 days for Re-qualification or Re-Registration courses. 5 days for Assimilation Courses. 10-12 days for the Novice AITT instructor training course. Contents: Principles of instruction. Instructional techniques. HASAWA 1974/PUWER 1998/LOLER 1998/L117. Setting up courses. Administering the tests etc. All original documentation supplied by examining body and HSE. Prices are available on request and should you require any further information please do not hesitate to contact us. We also offer In-House Instructor training to suit companies needs and these are of five day durations, please contact for further details. Please feel free to download our Course Syllabus’s below and decide which course best meets your needs. See Mike at work demonstrating a lesson of De-stacking from High Level. In-House Courses: These courses are aimed at companies wishing to use their own Instructors to train staff. IN-HOUSE BASIC INSTRUCTOR COURSE PDF AITT Instructor Training Courses: On completion of these courses candidates will be registered as an AITT Instructor and be able to train on anything they are currently qualified to operate. Courses vary depending on experience and current qualifications so please have a look at the following courses to see which suits best. More information is available at www.aitt.co.uk.

5 ways for SEN/EBSA parents to strengthen their coping skills and cope with the unique set of challenges they face.

Our Team Building Programmes are 'simply excellent' (quote from Unilever). They always deliver much greater energy' motivation and efficiently accelerates to a galvanised, integrated team for their Manager/Team Leader. They're great fun and very commercially orientated - the best of both key elements to a successful and long-lasting high performance team. A successful company is always made up of successful teams. Teams that can work autonomously with a clearly defined set of goals, roles, vision, responsibility and culture will always reach for and achieve far greater success than a team that works just as a group of individuals. Our team building solutions are individually built and geared towards teams at any level within an organisation, providing an independent and objective perspective to promote a common purpose such as the creation of a 'high performance team'. Out With The Old Traditionally, team building events have been restricted to certain levels of management where they head off site for a bit of archery, quad biking and paintballing or something along those lines. Then over some coffee and cocktails, business plans and more efficient ways to work are casually discussed. Whilst being out having fun instead of being at work may improve an individual person's mood, the effect will only be short-term, and will not go far in creating permanent and cohesive teams who are able to overcome challenges together and drive the business forward when back in the workplace. In With The New Today's business thinking is more strategic and certainly has to look for returns on the investment. That is why Dickson Training Ltd's team building programmes are bespoke and built to your requirements through research, understanding your business and, most importantly, what results and achievements you are looking to get out of the programme. Once "what success looks like" has been established, we create tasks and activities that will test your leadership, problem solving, communication and team work skills. When the tasks have been completed, the learning - both practical and theory - is debriefed to the group as well as how it will translate back in your business. Not only are our events great fun, but they provide participants with learning points they can act upon to improve or enhance the working practices/environment. Team Building That Gets Results We have a highly innovative team who design team builds to suit all budgets and time or space restrictions. Large or small, we will develop the perfect event to meet your commercial objectives, keeping in line with your values and company culture. More recently we have combined team galvanising events with ways to engage the participants with and support their local communities. This solution has proved extremely popular with our clients and we are continuing to develop more and more programmes doing exactly this. " Phil did everything in a very professional and focused manner, without losing sight of the overall aims or having 'fun'. When I moved to Airbus UK and subsequently European Aeronautic Defense and Space Company (EADS), I had no hesitation in recommending Phil and the team to deliver the required training and team events.  Without doubt Phil and his team are excellent providers of training, to suit even bespoke requirements, and I would not hesitate in recommending the team to any business in the future. " Glenn Brown, Systems & Expertise Manager, Airbus Personnel Service Augmented Skills – an Essay by Phil Dickson All of you, who are reading this, and all the people you meet and work with will have – ‘Augmented Skills’. So – if you are an IT Engineer or a Pharmacist; perhaps you are, or know, a Departmental Leader and you work with a Logistics Project Manager; these roles will demand core skills, whether they be technical know-how or qualifications in the discipline. But to be that bit better; more reliable; more effective & productive and therefore more valuable and, frankly, marketable – capitalizing on ‘Augment Skills’ comes into play. The I T Engineer who was a Chess Champion at Uni, which would indicate that they possess some key ‘Augmented skills’ including how they plan 3 steps ahead and are always prepared for the unexpected. The Pharmacist, who is a keen sportsperson in their private life, will likely be tenacious, team-orientated and disciplined – again these are superb qualities to have in this – or any – role. Your colleagues, as well as yourself, will have ‘Augmented Skills’ that will be an asset if only they are explored and applied to their role and indeed, career. Everyone has their own 'Super-power' If they love gardening, they are probably strategic, patient and inclined to research; if they cook or bake, they are usually well organized and comfortable with multi-tasking. A big reader will tend to be considered and possess good critical thinking faculties, and an amateur mechanic or keen DIY person will often be practical, resourceful and very determined. I have observed that many new Parents discover they have ‘Augmented Skills’ they didn’t know they had... such as getting order out of chaos and displaying industrial amounts of patience and good grace when they really do not feel like it. They very often become far more compassionate and empathetic. Most people have their very own ‘Superpower’. Invite your team members to offer their ‘Augmented Skills’ to your work-place – and just watch as it elevates the motivation levels and improves results. It’ll be very rewarding for all concerned – and for meeting the Team’s objectives, to encourage the person who is a talented artist to be a sounding board on some of the marketing imagery and layouts; for the team member who is great at Maths or resolving crosswords to be asked for their input to solving a problem that is causing logistical or operational headaches. Never exploit a Team member’s unique special skills at their expense I would like to stress, however, that it must never be an area where a team member gets exploited by harvesting their unique special skills to coerce them into taking on greater responsibilities and tasks without providing them with the commensurate salary and status. To do so would be immoral and, ultimately, counter-productive as it would lead to resentment and disenfranchisement. This is about encouraging people’s capability and inviting their input to boost confidence and enhance the team’s capability. Often, we need to be more than what our Job Description says It is also important to highlight that whatever a person’s role or function is – they will definitely need to have additional capabilities to be effective. The best example of this is when we designed and delivered a range of ‘Advanced Customer Care skills’ training sessions for the Met Office a few years ago…we met so many remarkably super-bright Meteorologists, many of whom were having to make significant adjustments to answering questions from Customers that seemed to be illogical and often, obtuse. It wasn’t enough for these Meteorologists to be highly skilled at interpreting data and identifying patterns – they needed ‘Augmented skills’ to make that information accessible to members of the public (and Council workers and Air Traffic controllers and Shipping agents) and many other people, as to what that particular weather system was going to be like in their area and at what time. They have to know how to ‘de-jargonise’ the material and provide succinct, clear, and yet temperate, descriptions without ever appearing exasperated, impatient or judgmental in response to sometimes quite silly questions. For a highly trained scientist – that can be counter-intuitive. Being Philosophical... and a wee bit pretentious At the risk of being a little Philosophical (and probably a wee bit pretentious) – in my own role of Trainer – my core skills have to include – being a very good communicator, an active listener and have innovative and engaging ways to convert an idea, or a model, into practical application that my Delegates and Clients gain tangible benefits from. This is how it applies to me... I really enjoy composing short, light classical-style piano pieces. Now, to do this well, you need to be able to find a transition from one chord or melody to a different theme or key. It has to be worked out very carefully to have incremental transitions and pleasant-sounding developments as the piece unfolds. I think I have become better at this as I have honed my skills as a composer. But I have realized that these very same skills have ‘Augmented’ my ability to help a Manager, or a Team, move from a state of conflict; tension; disfunction; disenfranchisement; lack of confidence to a place that is more harmonious with far greater productivity. The very same process of careful listening, considering options, taking well-considered steps, having a creative, sometimes brave, move towards a resolution are at play in both Training and Piano Compositions! Scheduled Courses Unfortunately this course is not one that is currently scheduled as an open course, and is only available on an in-house basis. Please contact us for more information.

Getting Started The BSc in Early Childhood Studies programme provides a comprehensive education on child development, education, and care. It equips students with the knowledge and skills necessary to work effectively with young children and their families in various educational and childcare settings. This programme establishes a strong foundation for early childhood education and advocacy careers. The BSc (Hons) Early Childhood Studies programme delivers a dynamic educational experience for students aspiring to engage in early childhood education and development. This undergraduate degree programme strongly emphasises comprehending the critical stages of early childhood, spanning from infancy to primary school age. It delves into the multitude of factors that influence a child's growth and learning. Throughout the programme, students are exposed to a wide array of topics, including child psychology, early education pedagogy, child health and well-being, and the socio-cultural influences on early childhood development. The curriculum is thoughtfully crafted to nurture a deep understanding of the unique needs and challenges faced by young children and their families, equipping graduates with the knowledge and skills necessary to impact the field positively. Anglia Ruskin University's BSc (Hons) Early Childhood Studies programme offers a supportive learning environment with experienced faculty and access to cutting-edge research. Graduates from this programme are well-prepared for a diverse range of career opportunities in early childhood education, social services, child advocacy, and more. It serves as a solid foundation for individuals passionate about nurturing and shaping the future of our youngest learners. The programme comprises two phases; the first is the Qualifi Level 4 and 5 Diploma in Early Learning and Childcare, awarded by Qualifi and delivered by the School of Business and Technology London. The second phase is the BSc (Hons) in Early Childhood Studies 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 experience in Early Learning and Childcare. 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 Early Learning and Childcare Programme structure Level 4 The Qualifi Level 4 Diploma in Early Learning and Childcare comprises 9 units. To obtain the Diploma, learners must complete all mandatory units, earning 34 credits. Additionally, they should select at least 6 credits from the optional units. A total of 40 credits is necessary for Diploma completion, along with at least 30 hours of teaching practice. Mandatory units:  Child development and enabling children to learn Reference No: J/650/0974 Credit: 9 || TQT: 90 This unit aims to equip learners with a comprehensive understanding of diverse early years pedagogical approaches influencing holistic learning in babies and children aged from birth to five years. It delves into local statutory planning and monitoring requisites. Learners will also explore leadership, mentoring, and managerial skills. The unit emphasises comprehending how babies and young children learn and translating theory into practical application. Additionally, it examines developmental disparities, the potential for developmental delays, the impacts of transitions, and how children learn in various environments. It empowers learners with proficiency in utilising observation, Assessment, and planning to foster children's development. To demonstrate their assimilated knowledge, learners must integrate it into their day-to-day responsibilities with children aged from birth to five years and document practice modifications in their setting via a portfolio. Physical activity and nutrition co-ordination (PANCo) in early years Reference No: K/650/0975 Credit: 6 || TQT: 60  In this unit, learners will grasp the advantages of physical activity and the significance of a balanced diet for the health and well-being of babies, children, and their families. They should consider statutory framework mandates and national, local, and international initiatives, advice, and perspectives relevant to health and well-being.  Supporting children with additional needs Reference No: J/650/0992 Credit: 4 || TQT: 40 This unit endeavours to enhance the leadership and management capabilities of the Special Educational Needs Coordinator (SENCO) in effectively guiding best practices for children with Special Educational Needs and Disabilities (SEND) and their families. Partnership working in early years settings Reference No: L/650/0976 Credit: 6 || TQT: 60 This unit seeks to assist learners in comprehending the legal obligations associated with collaborating with families. It emphasises the positive impact of effective partnerships with other professionals on the well-being and development of babies and children. Learners will also delve into the varied needs of families and strategise ways to surmount potential obstacles to successful partnership working. Implementing and evaluating change through a research project Reference No: M/650/0977 Credit: 6 || TQT: 60 This unit mandates learners to devise, execute, and assess change about a chosen theme, accomplished through a modest research endeavour. Learners will also grasp the ethical considerations integral to research. The chosen theme, subject to agreement with the assessor, enables learners to introspect on their practices, employ current research to propose enhancements within their setting, put these proposals into action, and report on their outcomes. Legal requirements in Childcare Reference No: R/650/0978 Credit: 3 || TQT: 30 This unit encompasses the necessary knowledge and understanding regarding health and safety, equality and inclusion, the Welfare Requirements of the Early Years Foundation Stage, Employment Rights, and Special Educational Needs, including Looked Children. It also addresses the preparations for Ofsted inspections, the formulation of policies and procedures, and the utilisation of information to oversee the quality of the setting's practices. Optional Units Assessing and planning for children's changing developmental needs Reference No: T/650/0979 Credit: 6 || TQT: 60 This unit's objective is to equip learners with the knowledge, comprehension, and skills required to conduct observations for assessing and planning for children's evolving developmental needs over an extended duration, commonly referred to as a longitudinal study. The study is to be conducted over six months. Caring for babies Reference No: D/650/0980 Credit: 6 || TQT: 60 This unit fosters the knowledge, understanding, and skills necessary to care for infants aged 0-18 months. Caring for children through play out of school Reference No: F/650/0981 Credit: 6 || TQT: 60 This unit aims to cultivate the knowledge, understanding, and skills required to provide care for children and young people outside of regular school hours and during school holidays. Level 5 The Qualifi Level 5 Diploma in Early Learning and Childcare comprises 10 units. To attain the diploma, learners must finish all mandatory units for 96 credits. Additionally, they must select a minimum of 24 credits from optional units. In total, a minimum of 120 credits must be achieved, along with 100 hours of teaching practice. Mandatory units: Management of children's care Reference No: H/650/0982 Credit: 20 || TQT: 200 This unit aims to provide learners comprehensive knowledge and comprehension of theories, principles, and models pertinent to early learning and childcare. Learners will apply these concepts, deepening their grasp of communication and Assessment in this context. The unit will additionally encompass the utilisation of theories and models for specialised curriculum development and the application of theories and models for reflective practice. Children's well-being and resilience Reference No: J/650/0983 Credit: 26 || TQT: 260  This unit strives to equip learners with the knowledge, understanding, and skills essential for comprehending and nurturing children's well-being and resilience. This encompasses appreciating each child as an individual and ensuring inclusive treatment for all. Positive behaviour in early years Reference No: K/650/0984 Credit: 20 || TQT: 200 This unit's objective is to give learners the necessary knowledge, understanding, and skills for formulating and executing strategies and policies to promote positive behaviour in children. Child development and communication skills in early years Reference No: L/650/0985 Credit: 30 || TQT: 300 This unit aims to enhance learners' comprehension of the anticipated trajectory of children's development and the factors that impact it. Specifically, it seeks to deepen learners' understanding of how children's communication skills progress from birth to 7 years old.   OPTIONAL UNITS Managing children's holistic development in early years Reference No: M/650/0986 Credit: 16 || TQT: 160 The goal of this unit is to enable learners to effectively strategise and oversee the comprehensive development of children, tailored to their specific requirements. Learners will assess strategies for enhancing literacy and numeracy and implement theoretical approaches in their professional practice. Developing children's literacy skills Reference No: R/650/0987 Credit: 16 || TQT: 160 This unit aims to empower learners to foster children's literacy skills. Developing children's mathematical skills Reference No: T/650/0988 Credit: 8 || TQT: 80 This unit aims to enable learners to enhance children's mathematical skills. Safeguarding in early years Reference No: Y/650/0989 Credit: 16 || TQT: 160 This unit aims to cultivate learners' comprehension of the role and extent of safeguarding in early years education and the policies and procedures for enacting safeguarding protocols. Health and safety in the early years Reference No: F/650/0990 Credit: 8 || TQT: 80 This unit aims to foster learners' knowledge and comprehension of the early years education's pertinent health and safety prerequisites. It further aims to equip them with the capability to implement policies and processes related to health and safety. Special Educational Needs and Disability (SEND) in early years Reference No: H/650/0991 Credit: 8 || TQT: 80 This unit seeks to enhance the learner's knowledge and comprehension of the legislation about children with Special Educational Needs and Disabilities (SEND) and the measures in place to address additional needs in early years education.   Phase 2 - BSc (Hons) in Early Childhood Studies Programme structure Early Childhood Leadership and Management Children's Rights Interdisciplinary Perspectives Leading Change in Early Childhood Contexts Early Childhood Graduate Competencies Undergraduate Major Project Delivery Methods The programme comprises two phases; the first is the Qualifi Level 4 and 5 Diploma in Early Learning and Childcare, 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 programme 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) in Early Childhood Studies 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.

Develop more advanced training skills such as expert presentation, facilitation and coaching skills. Course overview Duration: 2 days (13 hours) This workshop is for people who want to take their personal skills as a trainer to the next level. It builds on the Underscore Level 1 Train the Trainer course.  In this Level 2 course delegates will develop more advanced training skills such as expert presentation, facilitation and coaching skills. In the modern world learning is often delivered in blended learning formats and this course will introduce delegates to the challenges of blended learning and how to introduce a range of delivery methods into programmes. Attendees will learn how to write more complex learning plans and integrate different methods and media into their plans. Objectives  By the end of the course you will be able to: Describe your Personal Training Style Explain how personality affects communication styles Use techniques to read delegates and adapt communications for greater impact Recognise the ‘games people play’ and how to deal with difficult behaviour Use techniques to establish credibility and enhance your reputation Identify the right approach to take when faced with a range of challenges Use advanced Presentation Skills Use facilitation and coaching skills for experiential workshops Use modern Training Methods and Media Deliver memorable training Note: Delegates attending this programme will be asked to complete an online psychometric in advance of attending the programme in order to help understand personal training styles Content Understanding your Personal Training Style Receive feedback from online Psychometric Understand personal training styles Understand personal communication and working style Understand the impact this has on audience Learn how to adapt your style for greater impact Growing your reputation as a trainer Your Training Persona Training Confidence Training Reputation Trainer Brand Understand the ‘Games People Play’ An introduction to Transactional Analysis (TA) for Trainers Using TA to:Contract for learningUnderstand Trainee AudienceUnderstand interpersonal stylesUnderstand working and thinking stylesWorking in groupsCreativity and innovation Developing deeper Trainer Skills Presentation Magic – making your presentations more effective Facilitation skills for workshops Coaching skills for classrooms and virtual training Delivering experiential workshops Modern Training Methods and Media Incorporating blended learning into your programmes Using Social Learning Using Videos Using Virtual Tools Using CBT and e-learning Pre-course work 1: Complete and online Psychometric Pre-course work 2: Deliver and record a 5-10-minute training session in your workplace on your phone and bring it with you Note: there is an option to have addition 1 hour coaching for delegates to support workplace learning after the course.

Learn the skills of being more confident and assertive in the workplace plus be able to influence people to do the things you would like them to do. Course overview Duration: 1 day (6.5 hours) This ‘Assertiveness and Influencing Techniques’ workshop is interactive and practical and facilitated by a subject matter expert via a virtual platform. Exercises and breakout rooms will be used during this training. Delegates are encouraged to login from a location where they feel safe to turn on their camera, use their microphones and engage in conversations as required. Objectives  The aim of this course is to introduce delegates to a variety of influencing skills and techniques to deal with aggression and challenging situations. These skills and techniques will improve confidence and personal effectiveness when working in groups / meetings. By the end of the course delegates will be able to recognise and define what assertive behaviour is and its benefits, the impact of non-verbal communication and how to use it to enhance influencing behaviours. Content What is influencing and assertiveness? Sources of power Influencing skills and choosing the right approach When to be assertive and alternative behaviours Assertive behaviour Behavioural styles and their impact on working relationships Identifying different behaviour types; assertive, aggressive, passive Building confidence and negotiating a win/win result Developing Skills Communication skills – the language of influence and communication dynamics Different influencing techniques and when to use them The art of saying ‘No’ - having the confidence to challenge Receiving criticism assertively and assertiveness behaviour analysis The language of assertion Meeting skills Giving and receiving feedback Dealing with confrontation, aggression and challenges in a confident manner Practical Exercises and Action Planning Practical exercises will be used throughout the training and the training will culminate with the creation of a personal action plan

Gain practical skills in influencing and decision-making, perfect for anyone working in team-based or project-focused environments, with interactive, hands-on learning. Course overview Duration: 1 day (6.5 hours) This is a highly interactive and practical course which will help you to use influencing and decision making techniques. This workshop has been specifically designed to give you an opportunity to learn and test a range of influencing and decision making models and techniques. The course is aimed at anyone who interacts with others on a regular basis, especially those in project management disciplines, multi disciplinary, matrix type organisations where healthy debate and challenge are key to achieving optimum resolutions. Objectives By the end of the course you will be able to: Utilise a variety of new techniques to enhance your influencing skills Recognise the impact of non-verbal communication and use it to enhance influencing behaviours Use language skills necessary to get your message across in an influential way Apply different techniques for dealing with aggression Understand VUCA – Volatility, Uncertainty, Complexity & Ambiguous Use Perception, Bias, Decision Making and Judgement Understand personal preferences and approaches to Decision Making Speed read others approach to decision making Apply Mindsets, Skillsets and Toolsets for decision making Content What is influencing? Sources of power Influencing skills Choosing the right approach Developing Skills Communication skills – the language of influence Different influencing techniques and when to use them Having the confidence to challenge Dealing with confrontation and challenges in a confident manner The Decision Lifecycle – Personal Preferences Understand the human facts that influence decision making Understanding personal preferences and approaches to Decision Making Understand the impact of Perception, Bias and judgement in decision making Speed reading others approach to decision making Frameworks to provide context for decision making Understand the business factors that influence decision making - VUCA The Cynefin Framework – decision making in complex situations Understanding which business context, you operate in – simple, complicated, complex or chaotic Understanding how to decide in complexity Practical Practical exercises Case studies Personal action planning

Getting Started BA (Hons) Business and Management focuses on gaining practical knowledge in management. This program supports the learner to acquire the skills needed to manage a business organisation, such as communication, decision-making, and problem-solving. BA (Hons) Business and Management aims to make the learners aware of the various day-to-day operations and activities in a business organisation. Also, it aims for the students to understand the effective management of the business. In this qualification, learners will have the chance to study International Business. After completing this program, a learner will acquire the skills to make a prompt decisions in a competitive, changing business world. Besides, the qualification will help the student understand the techniques of modern business, and further, this course will provide knowledge to become a successful businessman in the contemporary world. Learners will bridge the gap between theory and practice upon completing the programme. The course improves the chances of progression in a career and helps the learner to manage the activities in a business organisation. The program comprises two phases; the first is the Level 4 and 5 Diploma in Business Management awarded by Qualifi and delivered by School of Business and Technology London. The second phase is the BA (Hons) Business and Management Top Up, delivered and awarded 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 Applicants are required to have the following entry requirements: A level or Equivalent Minimum 1 Year of Business Management 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 Business Management Programme Structure Level 4 The Qualification is made up of 6 units. All units are mandatory and required by learners to be awarded the Level 4 Diploma in Business Management. Level 4 diploma in Business Management made up of 120 credits which equates to 1200 hours of TQT and include 480 hours of GLH. Communications in Organisations Unit Reference Number : D/507/1581 TQT : 200 Credit : 20 This unit assists managers in examining the connections between effective communication and the cultivation of workforce comprehension and commitment to change. It does so by delving into the concept of good communication practices. Leadership and the Organisation Unit Reference Number : H/507/1582 TQT : 200 Credit : 20 This unit offers learners the chance to explore the characteristics and skills essential for successful leadership comprehensively. Learners will also be equipped to contemplate the application of various leadership theories and models to specific scenarios and understand the methods for developing leadership skills. Financial Awareness Unit Reference Number : M/507/1584 TQT : 200 Credit : 20 This unit is crafted to acquaint learners with the nature, role, and significance of financial information within organisations, specifically focusing on the managerial viewpoint. Managing Change Unit Reference Number : A/507/1586 TQT : 200 Credit : 20 This unit delves into the planning, implementation, and evaluation of change. It strongly emphasises involving those directly impacted, seeking their insights, knowledge, commitment, and ownership in the change process. Business Operations Unit Reference Number : F/507/1587 TQT : 200 Credit : 20 This unit centres on the proficient and resourceful planning and supervision of work activities. It equips learners with the competence to devise, enact, and modify operational plans to enhance effectiveness and efficiency while allowing for designing and overseeing suitable systems to ensure product and service quality. Developing Teams Unit Reference Number : J/507/1588 TQT : 200 Credit : 20 This unit centres on establishing, growing, and reinforcing teams to enable them to attain their goals and objectives. Learners are tasked with recognising the skills and potential of team members, and they should create avenues for team members to acquire new skills and experiences.   Level 5 The Qualification is made up of 6 units. All units are mandatory and required by learners to be awarded the Level 5 Diploma in Business Management Responding to the Changing Business Environment Unit Reference Number : R/507/1612 TQT : 200 Credit : 20 The central focus of this unit revolves around the evolving dynamics among business, government, and their constituents, leading to a landscape that presents both prospects and challenges for contemporary organisations. Profoundly grasping the organisational implications of these trends enables managers to adapt constructively to the shifting socio-economic milieu. Effective Decision Making Unit Reference Number : Y/507/1513 TQT : 200 Credit : 20 This unit will examine diverse approaches to corporate decision-making, encompassing the decision implementation process and effectively utilising knowledge within organisations. Business Development Unit Reference Number : D/507/1614 TQT : 200 Credit : 20 The primary objective of this unit is to equip learners with the essential knowledge and skills required for researching a market and formulating a development strategy, which may involve launching a new business model, establishing a new enterprise, or introducing a fresh product or service line. Business Models and Growing Organisations Unit Reference Number : H/507/1615 TQT : 200 Credit : 20 This unit delves into the growth journey of small businesses, the factors contributing to their success, and the optimal management of available growth opportunities. This comprehensive exploration will enhance the learner's comprehension of rapidly expanding organisations in the economy's private and social sectors. Customer Management Unit Reference Number : K/507/1616 TQT : 200 Credit : 20 This unit's primary goal is to give learners a profound understanding of customer behaviour. It will foster skills development and empower learners to employ tools and strategies organisations can utilise to enhance customer retention and cultivate stronger customer relationships. Risk Management and Organisations Unit Reference Number : T/507/1618 TQT : 200 Credit : 20 In this unit, learners will engage in the process of constructing risk profiles and devising risk management strategies for specific case studies. These case studies, accessible online, will serve as illustrative examples of the varied approaches organisations employ when addressing change.   Phase 2 - BA (Hons) Business and Management Programme Structure Strategic Management Sustainability and Responsible Business Marketing Communications Business Management Undergraduate Major Project Delivery Methods The program comprises two phases; the first is the Level 4 and 5 Diploma in Business Management awarded by Qualifi and delivered by 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 BA (Hons) Business and Management Top Up, delivered and awarded 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.

Getting Started This course is designed for those learners who have completed or are planning to pursue their CMI Level 7 Diploma in Strategic Management and Leadership and wish to proceed with an MBA at Anglia Ruskin University. Since there is no direct pathway to Anglia Ruskin University's MBA Top Up program after the CMI Level 7 Diploma in Strategic Management and Leadership, we have introduced a Bridge module (Strategic Leadership and Organisational Transformation), which will be delivered at the School of Business and Technology London. The programme CMI Level 7 Diploma in Strategic Management and Leadership and the Bridge Module are delivered by the School of Business and Technology. The MBA Top Up is delivered and awarded 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. The duration of the whole program is 12-15 months. School of Business and Technology London partners with Chestnut Education Group to promote this programme. How it works? Once a learner successfully completes CMI Level 7 Management and Leadership and the Bridge Module - Strategic Leadership and Organisational Transformation, we will transfer the credits to Qualifi, an ofqual.gov.uk regulated awarding body for the programme Qualifi Level 7 Strategic Management and Leadership. Upon credit transfer, learners will receive a certificate and transcript from Qualifi for Level 7 Diploma in Strategic Management and Leadership with 120 credits, which will be used as a pathway for MBA Top Up. Key Benefits The qualification aims to improve your strategic management skills and techniques. The knowledge gained through the qualification will assist you in your role as a strategic manager in your workplace. You will be enabled to apply theories and models in your practical work scenarios, enhancing your problem-solving skills that can be applied to your working environment. It is a nationally accredited qualification, and the credits gained through this course can be transferred to other universities or other awarding bodies. You will be able to manage problems in your workplace more effectively, boosting the career prospectus. About Awarding Body Chartered Management Institute established over 60 years ago as the British Institute of Management back then; it has developed the UK's very first diploma in management studies. In the years that followed CMI has consistently been at the forefront of all aspects of management and leadership. Today CMI is the only chartered professional awarding body committed to offering the highest standards in management and leadership excellence. Presently over 100,000 managers use its unique services daily. CMI qualifications aim for managers and leaders at any level, and it remains the only Awarding Body which can award Chartered Manager status - the ultimate management accolade. Employers highly value the qualifications awarded by CMI, and boost your career prospects. 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. Entry Requirements Learners from age 21 and over. The learners should possess 3 Years of middle management experience or two years of senior management experience. The learner should have the ability to complete the Level 7 Qualification 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 Stage 1 - CMI Level 7 Diploma in Strategic Management and Leadership This is the first stage of this whole program. CMI Diploma qualification is designed for individuals wishing to develop strategic management and leadership practices who will have the knowledge, skills and behaviours to drive business activities in a senior, regional, specialist, director or CEO management and leadership role. The qualification contains a breadth of units, which reflect the tasks and activities required by managers in roles such as senior managers, regional management and specialist managers who are accountable to a senior manager or business owner. The CMI Level 7 Diploma in Strategic Management and Leadership is delivered by School of Business and Technology London and awarded by CMI.  The qualifications have been designed for practising or aspiring managers in roles such as: Senior Manager Regional Manager Specialist Manager (with expertise in a specific business or technical function such as quality, finance, risk, marketing, sales IT, human resources etc.) Director CEO Module Structure UNIT1- Strategic Risk Management This unit aims for leaders to develop an in-depth understanding of strategic risk management. Leaders will critically appraise strategic risk within an organisational context. They will assess strategies for risk management and the leadership skills to lead risk initiatives successfully. Ultimately, leaders will be allowed to develop a framework to deliver a risk strategy in an organisational context. UNIT2- Strategic Leadership This unit aims to equip leaders with an in-depth understanding of strategic leadership within an organisational context. Leaders will explore the complexities of the role and the theoretical perspectives, approaches, behaviours and skills which can enhance their professional practice. The unit focuses on the leader's ability to respond creatively to complex organisational challenges and understand how to set and deliver sustainable strategic goals. UNIT3- Collaboration and Partnerships The unit aims for leaders to understand collaborative and partnership arrangements. Leaders will critically assess the scope and value of these and evaluate the impact of organisational and legal frameworks on how these arrangements are delivered. The unit culminates in the requirement for the leader to present a rationale for collaboration or partnerships to further an organisation's success. UNIT4- Developing Organisational Strategy The aim of this unit is to enable leaders to know how to develop and influence an organisation's strategic direction through the development of a meaningful strategy. To support this outcome, leaders will critique the factors driving organisational strategy development and appraise approaches to successfully develop strategy. The unit culminates in leaders developing an organisational strategy to achieve a business goal. To complement this activity, leaders will propose an approach to implement and monitor the strategy developed to ensure its sustained success. UNIT5- Entrepreneurial Practice This unit aims to enable leaders to explore the principles of entrepreneurial practice, understand the different contexts in which entrepreneurship can flourish, and the characteristics of entrepreneurial leadership. Assessment Learners are required to submit time-constrained, scenario-based assignments for each unit of the level 7 diploma. There will not be any examinations.   Stage 2 - Bridge Module - Strategic Leadership and Organisational Transformation Now the second stage is to complete the Bridge Module. This module is about leadership at strategic level and the role of transformational leaders as catalysts for change in their organisations and whole industries. The module, therefore, focuses on two but clearly intertwined elements of strategic leadership and organisational transformation. Effective strategic leadership is a facilitator for organisational success. Leaders have to be knowledgeable, creative, agile and resilient to respond to organisational need in the contemporary workplace. This unit aims to equip leaders with an in-depth understanding of strategic leadership within an organisational context. Leaders will explore the complexities of the role and the theoretical perspectives, approaches, behaviours and skills which can enhance their professional practice. The unit focuses on the leader's ability to respond creatively to complex organisational challenges and understand how to set and deliver sustainable strategic goals. By studying this module, you should better understand their own leadership, or of the leadership in places of work and the changes that could take place to create a more effective leadership. Aim of the Unit Students are expected to develop many management/leadership skills that can be transferrable for use in other modules on the course and are essential in the workplace. Students are advised to refer to some leadership theories, which enables them to undertake the tasks given throughout the module. The notes formulated in response to these tasks will lead to you gaining formative feedback for your individual development.   Assessment As an individual, you will electronically submit a 5000-word assignment, which consists of a two-part report comprising of (i) a critical review of academic material (2,500 words) and (ii) a critical appraisal, evaluation and justification of change within an International organisation (2,500 words).   Stage 3 - MBA - Top Up The final stage is enrolling for the Top Up programme delivered online by Anglia Ruskin University. This professional qualification improves the chances of progression in a career path. This qualification helps the learner to oversee, supervise and allocate the operations in a business firm. The program aims to make the candidate capable of understanding the functional aspects of a company and acquiring the skills for communication and decision making. This programme from the renowned UK university is well acknowledged and globally respected as it dominates critical thinking and research. MBA can also help you specialise in a new industry you want to move to or in your current sector. Assessment The course requires you to submit a final Consultancy Project Report, which is treated as an assessment and would be scrutinised and reviewed by the verifiers externally. Delivery Methods The program comprises three stages; the first is Stage 1 - CMI Level 7 Diploma in Strategic Management and Leadership awarded by CMI and delivered by School of Business and Technology London. The second stage is the Bridge Module - Strategic Leadership and Organisational Transformation delivered by 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 third stage is the MBA Top Up, delivered and awarded 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.

Getting Started Enhance your career and earn the highest qualification available in business and management. The Doctor of Business Administration taught and awarded by the University of Central Lancashire is designed for senior managers and consultants who wish to learn and earn an advanced administration level while working full-time. DBA is a demanding research-based programme suitable for candidates pursuing higher-level business administration qualifications after an MBA. This programme provides a solid foundation in various aspects of business, including management, marketing, finance, and operations. Students can expect to gain practical insights into real-world business scenarios, enabling them to make informed decisions and solve complex problems effectively. You're learning journey will include: Lectures and guided reading. Active group work. Case studies. Videos. Reviews of current events and student presentations. You'll develop applied research skills as you evaluate industry-related problems critically. Throughout the programme, students receive support from experienced academics and industry professionals who provide guidance and feedback on their research projects. The programme is delivered through online webinars and independent study, allowing students to balance their studies with work and personal commitments. Doctor of Business Administration is awarded and delivered by the University of Central Lancashire. School of Business and Technology London partners with Chestnut Education Group to promote this Doctor of Business Administration programme.  About Awarding Body Founded in 1828, the University of Central Lancashire is a public university based in Preston, Lancashire, England. Today, UCLAN is one of the largest in the United Kingdom, with a student and staff community of nearly 38,000. At present, the University has academic partners in all regions of the globe, and it is on a world stage that the first-class quality of its education was first recognised. In 2010, UCLAN became the first UK modern Higher Education institution to appear in the QS World University Rankings. In 2018, the Centre for World University Rankings estimated Central Lancashire to be in the top 3.7 per cent of all global universities, highlighting the growth the University has made in offering students real-world learning experiences and reflecting the University's extensive pool of academic talent. Ranked in the top 7% of universities worldwide. Student Communities from more than 100 countries WES Recognised Qualifi is a UK Government (Ofqual.gov.uk) regulated awarding organisation and has developed a reputation for supporting relevant skills in a range of job roles and industries, including Leadership, Enterprise and Management, Hospitality and catering, Health and Social Care, Business Process Outsourcing and Public Services. Qualifi is also a signatory to BIS international commitments of quality. The following are the key facts about Qualifi. Regulated by Ofqual.gov.uk World Education Services (WES) Recognised Assessment Assignments and Project No examination Entry Requirements Applicants should normally have a Master's degree or equivalent and work in or have recently worked with in business administration. If English is not your first language, you will be expected to demonstrate a certificated level of proficiency of at least IELTS 6.5 (Academic level) or equivalent English Language qualification. Progression Upon completing the doctorate programme, learners will possess the necessary skills and knowledge to pursue various career opportunities in administration, management research, etc. One can choose from various positions upon successfully completing a DBA. Some of the most notable career paths are Professor and Postdoctoral Researcher, Market Research Analyst, Economic Analyst, etc. 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 8 Diploma in Strategic Management and Leadership Programme Structure The course is structured around eight mandatory units, encompassing various topics aligned with learning outcomes. Each unit holds a value of 20 credits. Learners can participate in lectures and workshops to familiarize themselves with the subject. Attaining a total of 160 credits by completing all units is a prerequisite for the issuance of the Diploma. Unit 800: Leadership Qualities and Practice Unit code: A/506/9126 This unit delves into the connections between leadership and management within strategic operations. It scrutinizes various leadership styles, their underlying principles, and associated concepts. The unit also investigates methods to assess and enhance team performance to achieve strategic business and operational goals. Additionally, it encompasses the interplay between strategic management and leadership, containing crucial leadership principles, theories, and their alignment with organizational strategy. Unit 701: Research Methods Unit code: Y/506/9134 The objective of this unit is to enhance the learner's knowledge and comprehension of academic practices and research methodologies. It employs a problem-based learning approach to cultivate practical proficiency in areas relevant to educational practice and research in business and management. Unit 801: Personal Leadership Development as a Strategic Manager Unit code: F/506/9127 This unit focuses on the strategic leadership skills essential for directors and senior managers to effectively guide international organizational strategic initiatives, collaborating with partners, buyers, suppliers, customers, and competitors. Unit 802: Strategy Development in Cross Border and Global Organisations Unit code: F/506/9130 This unit tackles formulating strategies for cross-border or global organizations, which encounter complexities stemming from political, religious, cultural, and social differences, as well as the management of organizations operating within specific country boundaries. Unit 803: Strategic Planning for Cross Border and Global Organisations Unit code: L/506/9132 This unit scrutinises the diverse influences and effects on cross-border or global organisations and how they contribute to the development of successful strategies and the mitigation of risks. Unit 804: Strategic Direction in Cross Border and Global Organisations Unit code: R/506/9133 This unit provides senior strategic managers with the opportunity to delve into the influences and effects of cross-border and global policy and strategy. It aims to facilitate enhancements in establishing direction, shaping the approach, and forecasting the success of cross-border or worldwide policy and procedure. Unit 805: Strategic Communication Unit code: L/506/9129 The unit aims to develop the ability to critically assess and appreciate the impact of media on international organisations. It considers stakeholders, political and pressure groups, as well as the part played by media owners. Unit 806: Culture and its Impact on Strategy Unit code: J/506/9128 This unit strives to foster a profound comprehension of the intricacies faced by internationally operating organizations and how this impacts the strategy development process. It employs well-reasoned and thoroughly researched perspectives to cultivate alternative viewpoints.   Phase 2 - Doctor of Business Administration Programme Structure Stage 1 - Taught component The Reflexive Practitioner Management, Rhetoric, Policy and Practice Research Methodologies and Design Qualitative Research Methods Quantitative Research Methods Accordion Title Stage 2 - Research component The Reflexive Practitioner     Delivery Methods The Doctor of Business Administration is awarded and delivered by the University of Central Lancashire. This doctorate from the University of Central Lancashire is offered as a block teaching and research programme. The DBA will run at the Preston Campus of the University. You'll have full access to the Library and information resources of the University throughout the DBA and may use all social, cultural and sports facilities of the University. Stage 1 - Taught component The DBA Taught Programme consists of six taught modules, each being completed through a four-day intensive workshop plus a period of private study both before and after the workshop. During Stage 1 you will develop critical and reflective skills at doctoral level, through the requirement to think conceptually, apply critical thinking, and reasoning skills and to challenge orthodoxy relating to the body of knowledge and research relating to Management and Organisation. Action learning is incorporated within the study sessions and is an important and distinctive feature of our DBA. You will work in sets or small development groups with fellow participants throughout the programme and also develop your skills as a critical and reflective learner. Stage 2 - Research component The DBA Research Programme - as part of the development process of your DBA project, you will have worked with the DBA staff to agree a suitable supervisory team, including a Director of Studies. This team will work with you throughout Stage 2 helping you to design and implement your own particular DBA project. This will normally take two years working on a part-time basis although you may choose to work at a pace that requires more time and you may therefore take up to five years. 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.