3219 Pha courses

The learning objectives that we believe you require to be covered within the training include: * A detailed understanding of the CDM 2015 Regulations and how they should work in practice * An understanding of the key roles (Designer, Principal designer, contractor, principal contractor and client) under CDM 2015 * What constitutes design and when you may be acting as a designer * The requirements for notification * Pre construction information, the construction phase plan and the H&S file * An opportunity for delegates to ask questions and gain clarification on specific project requirements 1 INTRODUCTION * Why manage health and safety? * The costs of accidents * Construction industry statistics * Why CDM 2015? 2 OVERVIEW OF HEALTH AND SAFETY LAW AND LIABILITIES * Criminal and civil law * Liability * Enforcement and prosecution * Compliance - how far do we go? * Statutory duties 3 HEALTH AND SAFETY LAW IN CONSTRUCTION - THE CURRENT FRAMEWORK * Framework of relevant legislation * Health and Safety at Work etc Act 1974 * Management of Health and Safety at Work Regulations 1999 * Construction (Design and Management) Regulations 2015 * Work at Height Regulations 2005 * Who is responsible for the risks created by construction work? * Shared workplaces/shared responsibilities * Control of contractors - importance of contract law 4 CDM 2015 - THE PRINCIPLES AND CURRENT BEST PRACTICE * Scope - what is construction? * Application - when do the Regulations apply? * The CDM management system * Dutyholders (client, designer, principal designer, principal contractor, contractor) * Documents (pre construction information, Notification, construction phase Plan, H&S File) * Management process * The 2015 HSE guidance / industry best practice * Clarification of roles and responsibilities 5 COMPETENCE UNDER CDM 2015 * What is 'Competence'? * The criteria to be used in construction * Achieving continuous improvement 6 PART 4 CONSTRUCTION HEALTH SAFETY AND WELFARE * Overview of Part 4 * Responsibilities * Welfare arrangements 7 RISK ASSESSMENT AND THE ROLE OF THE DESIGNER * Principles of risk assessment * Loss prevention / hazard management * What is a suitable risk assessment? * Design v construction risk assessment * The client is a designer? * Whose risk is it? 8 RISK ASSESSMENT EXERCISE * Understanding the principles of design risk assessment * Identifying hazards under the control of clients and designers * Quantifying the risk 9 QUESTIONS, DISCUSSION AND REVIEW

This course provides participants with a comprehensive understanding of the requirements of the CDM Regulations 2015 and how these should be implemented in practice. The Regulations are put in context with other key health and safety legislation. The programme sets out clearly the roles and responsibilities of the principal duty holders and explores with the participants how these roles may vary on different types of project and procurement routes. The programme examines the content and appropriate level of information that should be included in the Pre-Construction Information and the Construction Phase Plan. The trainer will discuss best practice in implementing CDM through the new 2015 Regulations and Guidance. This course is essential for anyone who is involved in the procurement, planning, design or implementation of construction work. The course will provide you with: * An overview of construction health and safety law, liability and enforcement * A detailed understanding of the 2015 CDM Regulations and the part they play with other key legislation * An explanation of the roles and responsibilities of all duty holders and the requirements for the CDM documentation * Clear advice on current best practice for complying with the principles of the CDM Regulations and the changes introduced by the 2015 Regulations * An understanding of how risk assessment should be applied practically throughout the design and how this responsibility is then transferred to contractors 1 INTRODUCTION * Why manage health and safety? * The costs of accidents * Construction industry statistics * Why CDM? * Health and safety culture in the construction industry 2 OVERVIEW OF HEALTH AND SAFETY LAW AND LIABILITIES * Criminal and civil law * Liability * Enforcement and prosecution * Compliance - how far do we go? * Statutory duties 3 HEALTH AND SAFETY LAW IN CONSTRUCTION * Framework of relevant legislation * Health and Safety at Work etc Act 1974 * Management of Health and Safety at Work Regulations 1999 * Construction (Design and Management) Regulations 2015 * Who is responsible for the risks created by construction work? * Shared workplaces/shared responsibilities * Control of contractors - importance of contract law 4 CONSTRUCTION (DESIGN AND MANAGEMENT) REGULATIONS 2015 * Scope - What is construction? * Application - When do they apply? * The CDM Management System * Duty holders (Client, Domestic Client, Designer, Principal Designer, Principal Contractor, Contractor) * Documents (HSE Notification, Pre-Construction Information, Construction Phase Health & Safety Plan, H&S File) * Management process * The 2015 Guidance 5 BEST PRACTICE - KEY ISSUES IN THE CDM PROCESS * The client and client management arrangements * Competence and resource under CDM 2015 * The role of the Principal Designer in practice * Design risk assessment and the role of the Designer * The CDM Documents (PCI, PCI Pack, Plan and File) * Construction health, safety and welfare * Making CDM work in practice 6 QUESTIONS, DISCUSSION AND REVIEW

This course provides participants with a comprehensive understanding of the requirements of the CDM Regulations 2015 and how these should be implemented in practice. The Regulations are put in context with other key health and safety legislation. The programme sets out clearly the roles and responsibilities of the principal duty holders and explores with the participants how these roles may vary on different types of project and procurement routes. The programme examines the content and appropriate level of information that should be included in the Pre-Construction Information and the Construction Phase Plan. The trainer will discuss best practice in implementing CDM through the new 2015 Regulations and Guidance. This course is essential for anyone who is involved in the procurement, planning, design or implementation of construction work. The course will provide you with: * An overview of construction health and safety law, liability and enforcement * A detailed understanding of the 2015 CDM Regulations and the part they play with other key legislation * An explanation of the roles and responsibilities of all duty holders and the requirements for the CDM documentation * Clear advice on current best practice for complying with the principles of the CDM Regulations and the changes introduced by the 2015 Regulations * An understanding of how risk assessment should be applied practically throughout the design and how this responsibility is then transferred to contractors 1 INTRODUCTION * Why manage health and safety? * The costs of accidents * Construction industry statistics * Why CDM? * Health and safety culture in the construction industry 2 OVERVIEW OF HEALTH AND SAFETY LAW AND LIABILITIES * Criminal and civil law * Liability * Enforcement and prosecution * Compliance - how far do we go? * Statutory duties 3 HEALTH AND SAFETY LAW IN CONSTRUCTION * Framework of relevant legislation * Health and Safety at Work etc Act 1974 * Management of Health and Safety at Work Regulations 1999 * Construction (Design and Management) Regulations 2015 * Who is responsible for the risks created by construction work? * Shared workplaces/shared responsibilities * Control of contractors - importance of contract law 4 CONSTRUCTION (DESIGN AND MANAGEMENT) REGULATIONS 2015 * Scope - What is construction? * Application - When do they apply? * The CDM Management System * Duty holders (Client, Domestic Client, Designer, Principal Designer, Principal Contractor, Contractor) * Documents (HSE Notification, Pre-Construction Information, Construction Phase Health & Safety Plan, H&S File) * Management process * The 2015 Guidance 5 BEST PRACTICE - KEY ISSUES IN THE CDM PROCESS * The client and client management arrangements * Competence and resource under CDM 2015 * The role of the Principal Designer in practice * Design risk assessment and the role of the Designer * The CDM Documents (PCI, PCI Pack, Plan and File) * Construction health, safety and welfare * Making CDM work in practice 6 QUESTIONS, DISCUSSION AND REVIEW

Develop your Project Management skills and fully understand the entire project lifecycle and key activities that need to be done to deliver a successful project outcome. -------------------------------------------------------------------------------- COURSE OVERVIEW Duration: 2 days (13 hours) The ability to run a successful project professionally is a valuable transferrable life skill that can enhance your career and opportunities in any industry. Our Principles of Project Management course takes a pragmatic approach to managing a project successfully.  It looks at the entire project lifecycle and key activities that must be done to give a successful project outcome. This course is suitable for anyone who is involved in or about to run a project – either as a full-time project leader/manager or as a part of their role. OBJECTIVES  By the end of the course you will be able to: * Identify 10 key principles for managing a project successfully * Apply a common sense project lifecycle to a project regardless of its size or magnitude * Develop robust project documentation throughout the lifecycle whilst keeping the documents to a minimum * Identify the expectations of key stakeholders and develop a clear communication plan to engage with them * Apply a range of planning and scheduling techniques to help manage the project timeline * Produce realistic estimates to help monitor and control the project costs * Manage key risks and issues associated throughout the project lifecycle * Manage changes through a robust change control process * Manage the Project team through the use of clearly defined Work Packages * Identify and manage key areas of conflict throughout the lifecycle CONTENT INTRODUCTION * Key characteristics of projects v Business as Usual * Definition of Programmes and Portfolios * Project Lifecycles – A structured approach using phases * Reasons why projects fail * 10 principles of successful project management THE CONCEPT (FEASIBILITY) PHASE * Analysing the project context / environment * Stakeholder needs and requirements * Content of a Business Case * Differences between Benefits, Success Criteria, Success Factors and Key Performance Indicators (KPI’s) * Purpose of the Project Brief THE DEFINITION (PLANNING) PHASE * Defining the Scope of a project * Assigning Project roles and responsibilities * Product Breakdown structures and Work Breakdown Structures * Approaches to estimating * Detailed planning using Gantt charts * Critical path analysis * Using project management software – an overview * Constructing a realistic project budgets * Resource allocation and optimisation * Producing a Communication Plan THE IMPLEMENTING (EXECUTION) PHASE * Delegating using a Work Package * Project tracking and reporting * Managing contractors * Controlling changes to the project * Risk and Issues management * Managing conflict between stakeholders THE HANDOVER / CLOSURE PHASE * Measuring project success * Capturing Lessons * Post project review and evaluation * Benefits Realisation * Transferring the deliverable into Business as Usual

Agility has become a prized business attribute. Although Agile methods were once most associated with software development, they are now applied in a host of different areas. Agile continues to find new applications because it is primarily an attitude. This programme delivers a solid grounding in both the Agile mindset and Agile methods. It covers three methods, illustrates the benefits of each and shows how they can be integrated. It includes practical techniques as well as background knowledge. By the end of the session, participants will be able to: * Apply Agile concepts to self-manage their work * Understand the roles people take on in Agile teams * Use a variety of techniques to help deliver customer satisfaction * Focus on delivering against priorities * Employ a range of estimating techniques 1 INTRODUCTION * Overview of the programme * Review of participants' needs and objectives 2 THE BASICS OF AGILE * What makes Agile different * Agile Manifesto and Principles * Using feedback to deliver what is needed 3 AGILE TEAMS * Multi-disciplinary teams * Team size and empowerment * Agile values 4 AGILE AT THE TEAM LEVEL - SCRUM * Scrum roles * Scrum 'events' * Scrum 'artifacts' 5 AGILE FOR TEAMS JUGGLING MULTIPLE DEMANDS - KANBAN * Taking control of the work * Improving throughput * Dealing with bottlenecks 6 AGILE IN PROJECTS - AGILEPM * The phases of an Agile project * Managing change requests * Delivering on time 7 ESTIMATING * T-shirt / Pebble sizing * Yesterday's weather * Planning poker 8 PICK 'N' MIX - SOME USEFUL TECHNIQUES * The daily stand-up * User stories * Retrospectives * Work-in-process limits * Burndown charts * Minimum viable product * A / B testing 9 REVIEW AND ACTION PLANNING * Identify actions to be implemented individually * Conclusion

This programme provides an intensive, one-day overview of the key concepts and techniques of project management. The project management methods presented can be applied to a wide range of projects and the course emphasises both the task and the team-related aspects of project management. The aims of the programme are to: * Present the key concepts of project management * Provide a structured approach for managing projects * Demonstrate tools and techniques for planning and controlling project work * Enable participants to apply the techniques to their own projects At the end of the programme, participants will: * Recognise the benefits of a structured approach to project work * Be able to apply a range of practical tools and techniques to improve their personal effectiveness in project work * Have a means of determining the status of current projects and know what actions are needed to ensure success 1 INTRODUCTION * Why this programme has been developed * Review of participants' needs and objectives 2 KEY CONCEPTS * The characteristics of projects and project work * The four key phases of a project * Essential lessons from past projects * Key success factors * Achieving success through the 'Team-Action Model' * Challenges of the multi-project situation 3 SETTING PROJECT GOALS * Understanding 'customer' requirements * Managing project stakeholders and gaining commitment * Using questioning skills to define goals and success criteria * Defining and documenting the scope of the project 4 PROJECT PLANNING * Defining what has to be done * Creating a work breakdown * Agreeing roles and responsibilities for the work * Developing a programme using networks and bar charts * Estimating timescales, costs and resource requirements * Planning exercise: participants develop a project plan * Identifying and managing project risks * Using project planning software * Managing and updating the plan 5 PROJECT IMPLEMENTATION AND CONTROL * Creating a pro-active monitoring and control process * Techniques for monitoring progress * Using latest estimates * Managing project meetings * Resolving problems effectively * Managing multiple projects * Personal time management 6 COURSE REVIEW AND ACTION PLANNING * Identify actions * Sponsor-led review and discussion of proposals * Conclusion

Any successful business manager will tell you that you never get the deal you deserve - you always get the deal you negotiate! This two-day workshop includes recent research and practical techniques from the Harvard Business School Negotiation Project and provides a unique opportunity to learn and practice these skills in a safe environment using up to date materials and life-like practice negotiation case studies. This course will help participants to: * Understand the basics of negotiation * Develop negotiating skills * Increase their business acumen * Develop their communication skills * Learn the models, techniques and tools for an effective negotiation * Identify the barriers to agreements * Close the deal 1 WHAT IS NEGOTIATION? * Key skills for negotiation * Types of negotiation * Win-lose negotiations versus Win-win negotiations * Wise agreements and Principled Negotiation 2 FOUR KEY NEGOTIATING CONCEPTS * BATNA - Best alternative to negotiated agreement * Setting your reservation price * ZOPA - Zone of possible agreement * Creating and trading value 3 BUSINESS ACUMEN * Understanding pricing, gross margins and profit * Knowing the key points on which to negotiate 4 A FOUR PHASE MODEL FOR NEGOTIATION * Nine steps to successful planning * Discussing a deal - creating and claiming value * Making and framing proposals * Bargaining for the winning deal 5 EFFECTIVE COMMUNICATION * Effective questioning * Active listening skills * Understanding and interpreting body language * Barriers to effective communication 6 UNDERSTANDING INFLUENCE AND PERSUASION * Influencing strategies * Ten proven ways to influence people * Six universal methods of persuasion * Understanding why people do business with other people 7 NEGOTIATING TACTICS * Tactics for win-lose negotiations * Tactics for win-win negotiations * Effective team negotiating * Understanding and using powerv * What do you do when the other side has more power? 8 BARRIERS TO AGREEMENT * Common barriers to agreement * The Negotiators Dilemma * Dealing with die-hard negotiators * Dealing with lack of trust 9 POTENTIAL BARRIERS TO CROSS-BORDER AGREEMENTS * Understanding business methods and practice in other cultures * Figuring out who has the power and who makes decisions * Recognising and dealing with cultural differences * What's OK here might not be OK there 10 CLOSING THE DEAL * Four steps to closing the winning deal

A flexible, modular-based, programme to heighten participants' awareness of ways in which their operations can affect the environment, the principles of environmental management and the practical steps they need to take as individuals and as an organisation to improve environmental performance. Depending on the course modules selected, this programme will give participants: * Increased awareness of relevant environmental issues * A greater understanding of, and commitment to, the organisation's environmental management programme * Preparation for any responsibilities they may have under an Environmental Management System * Further benefits according to options chosen 1 ENVIRONMENTAL AWARENESS * Definition of 'the environment' * Key environmental issues * Global warming * Ozone depletion * Acid rain * Air quality * Water pollution * Contaminated land * Land take and green belt shrinkage * Resource usage * Habitat destruction and species extinctions. * Option: This module can be used to explain the key environmental issues related to the activities of your own organisation. Diagrams, photos, pictures, examples and statistics relevant to your own organisation are used where possible to illustrate the points being made. 2 ENVIRONMENTAL LEGISLATION * Key elements of environmental legislation affecting the activities of your organisation - including international, European and UK legislation. * Legislation of particular relevance to your organisation - how it affects the operations of your organisation * Option: Legislation can be dealt with according to which aspect of the environment it protects (eg, air, water, waste) or which part of your organisation's activities it affects * Consequences of breaching legislation 3 ENVIRONMENTAL MANAGEMENT SYSTEMS * Overview of what an environmental management system is * How is an Environmental Management System (EMS) designed and put together? * Key elements (emphasising Plan - Do - Check - Review cycle) * The need to continually improve * Pros and cons * Reasons for having an EMS * Benefits of an EMS * Consequences of not managing the environment * Costs of installing an EMS * Explanation of ISO 14001 and EMAS standards and guidance as applicable to the EMSs of your organisation * Overview of your organisation's EMS * How it was set up / is being developed / operates * Who is responsible for it * Key parts of system (eg, environmental policy, objectives and targets) identified and discussed * EMS documentation - what and where it is. * Workshop option: Brainstorm 'Pros and cons' with the participants, come up with all their ideas for good and bad things about EMS and demonstrate that the 'good' list is longer than the 'bad' 4 ENVIRONMENTAL CONSEQUENCES * Define what an environmental impact is and discuss how they are determined, with reference to the EMS * Identify why we want to determine the environmental consequences of operations and activities; how they are used in the EMS for planning, and reducing the impact on the environment * Establish key environmental consequences of construction and operational activities on the site; discuss significance ranking and the control measures in place in your organisation. * Workshop option: In small groups, participants are asked to identify the impact on the environment of your organisation's activities or a part of their activities. They are then asked to rank these impacts in terms of their significance, using guidelines provided to help them be aware of the contributing factors (eg, frequency, severity). For a selected number of the impacts, the participants are asked to identify what control measures there are and which of these they play a part in. All stages can be discussed with trainers as a whole group at various stages during the workshop. 5 PROTECTED SPECIES, NATURE CONSERVATION AND INVASIVE WEEDS * Nature conservation, landscape and visual issues in the planning process - overview of key nature UK wildlife legislation, EIA, appropriate timing of surveys, Hedgerow regulations and landscape and visual impact issues * Ecological issues - ecological legislation, significant species, hedgerows * Archaeology in the development process - why archaeology is important, organisation in the UK, legislation and planning guidance * Construction phase issues and consents - major environmental issues during construction, including water resources and land drainage consents, discharges to land or water, water abstraction, public rights of way, tree protection, waste management, Special waste, noise, good practice pollution control and Environmental Audits * Identification and management of invasive weeds - including legal position regarding management 6 CHEMICALS AND FUELS HANDLING AND STORAGE * How health and safety management is closely linked to environmental management of materials * Planning - what mechanisms are in place for planning materials use; legislation, guidance and policies which define how to manage materials * Materials storage - what are the considerations for storing materials, covering: * Labels: what are the different types and what do they tell us? * Storage facilities: what are the requirements for safe storage of materials (eg, signs, secondary containment, access, segregation, lids/covers) * Handling: safe handling for protecting the environment, organisational procedures, high risk situations (eg, decanting, deliveries), how to reduce the risks (eg, use of funnels, proper supervision, training) * COSHH and MSDS: brief explanation of legislation and its role in environmental control of hazardous materials, how to use the information provided by COSHH assessments * Option: These sessions can be illustrated with photographs/pictures and examples of good and bad storage and handling practices * Workshop Options: Labelling Quiz - quick-fire quiz on what different labels tell us; Build a Storage Facility - participants are asked to consider all the environmental requirements for building a safe storage facility for their organisation 7 ON-SITE CONTROL MEASURES * Overview of the legislation associated with nuisance issues on site and mitigating problems when they arise * Examples of bad practice, including fuel storage tanks and mobile equipment - costs involved with prosecution of fuel spills, remediation costs, management costs, legal fees, bad PR coverage * Identification and management of contaminated land and relevant legislation * Workshop option: Participants are provided with a site plan containing information on site features, environmental conditions and indications of potential issues 8 WASTE MANAGEMENT * Why worry about waste? - a look at how waste disposal can impact on the environment, illustrated by examples of waste-related incidents, statistics on waste production on national, industry-wide and organisational levels, landfill site space, etc * Legislation - overview of the relevant legislation, what the main requirements of the regulations are, what penalties there are, and the associated documentation (waste transfer notes) * Waste classification - a more in-depth look at how waste is classified under legislation according to hazardous properties, referring to Environment Agency guidance * Handling and storage requirements - what are the requirements of the applicable waste legislation and how are they covered by organisational procedures? Examples of good and bad environmental practice associated with handling and storing waste. * Workshop option: 'Brown bag' exercise - participants pass round a bag containing tags each with a different waste printed on. They are asked to pick out a tag and identify the classification and the handling, storage and disposal requirements for the waste they select * Waste minimisation - overview of the waste minimisation 'ladder' and its different options (elimination, reduction, reuse and recycling), benefits of waste minimisation, examples of waste minimisation techniques * Workshop option: Participants are asked to identify opportunities that actually exist within the organisation for minimising production of waste that are not currently being taken advantage of 9 AUDITING * Requirements for environmental auditing of operations * Auditing the EMS * Types of internal and external audits * Requirements EMS standards (ISO 14001 and EMAS) * Carrying out internal audits and being prepared for external audits * Workshop options: * Mock audit 'Brown Bag' - can be used either for trainers to test participants as if they were in an audit situation, or for the participants to test each other and practice their auditing technique. The bag contains tags each with a different topic printed on (eg, waste skips); participants pass the bag round and select a tag; they are then questioned by the trainer or another participant about that topic as if they were in an audit situation. If the participants are auditing each other, they will be provided with a set of guidelines to keep in mind during the workshop. * Virtual auditing - a more practical workshop where participants review photographs of situations/activities relevant to the organisation's operations. They are asked to identify all the good and bad environmental practices that are occurring in the situations. 10 INCIDENT RESPONSE * What should you do when an incident does happen? * What should be in a spill kit? * When should you call in the experts? * When should you inform the Environment Agency or Environmental Health Officer? * Workshop option: The participants are provided with some incident scenarios and asked to develop a response to the incident 11 MONITORING AND REPORTING * Environmental monitoring programmes and procedures * Monitoring and reporting as control measures for environmental consequences * Monitoring and environmental 'STOP' card systems - personal and behavioural monitoring and reporting

Introduction to Diabetes (2-Day Course) - Norfolk ICB Only This course is for those from the Norfolk ICB only using the unique booking code. Applicants not using this code nor Identifying themselves as Norfolk ICB employees will not be able to attend. Course Description: These two days of comprehensive training are designed for nurses, nurse associates, pharmacists, paramedics, and other Allied Healthcare Professionals (AHPs), and experienced healthcare assistants (HCAs) who are new to or fairly new to the field of diabetes care. If you've recently started seeing patients with diabetes, or are planning to; this course is tailored to provide you with the fundamental knowledge and skills required to confidently care for individuals with diabetes. The primary focus is on adults with Type 2 diabetes, although key recommendations and signposting for patients with Type 1 diabetes will also be covered. Diabetes presents a significant healthcare challenge, costing the NHS £10 billion each year and impacting patients and their families. Primary care professionals play a pivotal role in managing the ever-increasing numbers of people diagnosed with Type 2 diabetes. Good diabetes care is crucial and aligns with national and local policies supported by robust NICE guidance. These interactive days of learning will incorporate various methods, including case studies, to help you progress from basic knowledge to a more confident and positive approach in reviewing and managing patients with diabetes. 2 Day Introduction to diabetes management in primary care (This is intended to provide an overview the programme may change slightly) DAY ONE 09.15 Coffee and registration 09.30 Introduction and course objectives 09.45 Setting the scene - screening, diagnosis, prediabetes, patho-physiology and symptoms, remission in Type 2 diabetes 10.45 Coffee 11.00 Type 1 Vs Type 2 Diabetes 11.20 Metabolic Syndrome and Diagnostic Criteria 11.45 Diabetes Prevention Programme 12.15 Managing Diabetes in Primary Care and Supporting Lifestyle 12.30 Lunch 13.30 Pharmacological Management of Type 2 Diabetes 14.30 Methods for Monitoring Glucose 14.45 Diabetic Emergencies (hypos, HHS and DKA) 15.15 Sick Day Rules 15.30 Action plan, evaluation, and resources 15.45 Close DAY TWO 09.15 Coffee and registration 09.30 Review progress since Day 1 09.45 Macrovascular Complications 10.15 Modifiable Risk Factors leading to CVD 11.00 Coffee 11.20 Cholesterol & Hypertension Management 12.00 Microvascular Complications 12.30 Lunch 13.30 Diabetes and Emotional Wellbeing 14.30 Case Studies 15.30 Q&A, Evaluations 15.45 Close Key Learning Outcomes for Both Days: Upon completing this course, participants will be able to: 1. Explain the physiology of diabetes and differentiate between Type 1 and Type 2 diabetes. 2. Discuss methods for diagnosing diabetes and provide information to individuals newly diagnosed with Type 2 diabetes. 3. Describe approaches that support achieving remission in Type 2 diabetes. 4. Explain basic advice related to a healthy diet, various dietary approaches, and carbohydrate awareness. 5. Discuss the modes of action of commonly used non-insulin medications. 6. Identify major complications that may arise in individuals with long-standing diabetes and measures to limit or prevent them. 7. Describe key advice for patients regarding the recognition and appropriate treatment of hypoglycaemia. 8. Discuss DVLA guidance concerning driving and diabetes. 9. Explain the risks of acute hyperglycaemia and provide advice to patients on self-managing illness periods. 10. Provide examples of referral pathways to other services such as weight management, secondary care, podiatry, structured education, activity, and psychological services. 11. Describe the process of routine foot review and factors influencing diabetic foot risk status. 12. Discuss local recommendations for the appropriate use of blood glucose and ketone monitoring. 13. Explain the key components and processes of an annual diabetes review and a self-management plan. Join us for this comprehensive 2-day course via Zoom and enhance your ability to provide effective diabetes care within primary care settings.

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.