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Duration 2 Days 12 CPD hours This course is intended for Leaders & Managers Overview The practical emotional intelligence tools every manager needs to build performance, communication, trust and leadership skills. Management Essentials with applied Emotional Intelligence delivers crucial tools for professionals to learn more about the people side of the organization. Strengthening performance with a powerful framework to understand the job of managing people. Provides practical tools for effective management and leadership. This course blends engaging learning and powerful content with the perspective of emotional intelligence experts. It provides tools to help navigate through today?s challenges, foster innovation, and build organizations where people thrive. WHAT IS EMOTIONAL INTELLIGENCE? * Learn about business EI - a practical, work based approach that helps individuals and teams. * Discover 18 key brain talents essential to fuel performance. * ESSENTIALS OF TRUST * Where does Trust originate? Do we trust from the head or the heart? * Explore the science of emotional intelligence with a practical approach. * Use the EI tools to help you earn trust. * THE CHALLENGE OF CHANGE * Untangle and rewire to affect change. * Understand the stages of change and the emotional transitions needed to support change. * Recognize our own patterns; a key step to being more effective at change. * IGNITING MOTIVATION * The surprising truth about what motivates us. * Find meaning in your work and help the people that work for you find meaning. * Delve into Purpose, Skill and Autonomy, and find what motivates you and your team? * ENHANCING TEAMWORK * What blocks us from utilizing Divergence in our Teams? What helps us? * Learn to know the EI talents you have in your group. * Understand working with differing personalities. * Discover strengths and weaknesses and how can they be positive. * ACCELERATING EXECUTION * Higher and lower talents and how they assist? * Learn the impact of optimizing talent. * Discover your EI talent to help you grow and optimize your execution. *

Difficult Conversations

Have you ever wondered why you read any write-up? Because you find something in it. Simple as that. However, is it simple to create a write-up that makes people read it and take action according to what it says? Surely it takes effort. Our Copywriting (Copy) course is going to make this effort effective with its amazing training materials on Copywriting. Within this course, you will be able to get a clear concept of copywriting. You will find A to Z guidance on creating a lucrative write-up. It will show you how to write eye-catching headlines, attractive advertisements and many more engaging write-up tips. You will be trained on different types of writing for different purposes. Online copywriting, press-related and print media copywriting are some of the topics covered in this portion of the course. There will be lots of tips and tricks for better copywriting. This course will simply make you ready to grab any work based on any sort of writing. It is going to give you complete preparation for your desired field. Freshen up your skills with us in a relatively short time! Learning outcome: Our course will help learners to * Have an in-depth understanding of copywriting * Be able to create an attractive writeup * Create engaging advertisement content * Learn essential skills of copywriting * Be an expert in situational writing and get lots of tips on copywriting The substantial Copywriting (Copy) is designed to help you demonstrate the preliminary to in-depth level of learning regarding this topic. Moreover, you will be provided with the most knowledgeable and informative modules for your lifetime by enrolling in this course just once. Furthermore, as you proceed through the modules of this course, you will discover the fundamentals of Copywriting (Copy) and explore the key topics Therefore, reinforce your knowledge and furnish your skills by enrolling in our course. Take one step closer to achieving your goal. Show off your new skills with a certificate of completion Once you complete the Copywriting (Copy) course, you will be eligible to request a digital certificate for free. For Printed Transcript & Hardcopy Certificate- * 4.99 GBP (Inside the UK Postal Fee) * 8.99 GBP (International Delivery Fee) CPD 10 CPD hours / points Accredited by CPD Quality Standards MODULE 01: INTRODUCTION TO COPYWRITING 06:23 * 1: Introduction to Copywriting Preview 06:23 MODULE 02: BASICS OF COPYWRITING 16:13 * 2: Basics of Copywriting 16:13 MODULE 03: EYE-CATCHING HEADLINES 12:08 * 3: Eye-Catching Headlines 12:08 MODULE 04: ATTENTION-GRABBING ADVERTISEMENTS 12:52 * 4: Attention-Grabbing Advertisements 12:52 MODULE 05: ESSENTIAL COPYWRITING SKILLS 21:25 * 5: Essential Copywriting Skills 21:25 MODULE 06: ONLINE COPYWRITING 24:07 * 6: Online Copywriting 24:07 MODULE 07: PRESS RELATED COPYWRITING 17:50 * 7: Press Related Copywriting 17:50 MODULE 08: PRINT MEDIA COPYWRITING 15:04 * 8: Print Media Copywriting 15:04 MODULE 09: COPYWRITING FOR MAINSTREAM MEDIA 09:00 * 9: Copywriting for Mainstream Media 09:00 MODULE 10: COPYWRITING FOR OTHER MEDIA 11:17 * 10: Copywriting for Other Media 11:17 MODULE 11: HOW TO WRITE BETTER COPY 11:59 * 11: How to Write Better Copy 11:59 MODULE 12: FINAL TIPS 11:38 * 12: Final Tips 11:38 WHO IS THIS COURSE FOR? This Copywriting (Copy) course is for those who want to take their writing skills to a higher level and pursue a career in the related field. REQUIREMENTS Without any formal requirements, you can delightfully enrol in this course. CAREER PATH This Copywriting (Copy) course provides skills related to jobs like * Advertising copywriter. Salary: £20,000 to £80,000 * Technical author. Salary: £20,000 to £50,000 * Art director. Salary: £18,000 to £45,000 * Editorial Assistant. Salary: £18,000 to 28,000 * Content writer. Salary: £20,000 to £22,000

More than 150,000 people in the UK use sign language. It is a great trait given that it allows people to talk to others, who might be deaf, but it could also be utilised as a job skill these days; for example - Starbucks currently have a program where their barista's know sign language in order to help their hearing-impaired customers. If you are interested in learning the first communication methods of the Stone Age, then this Level 2 British Sign Language course is for you. Family is one of the most important things for the hearing impaired as they take care of them and are constantly by their sides. This is why the course also starts out by helping you sign different family vocabularies.  Next, you learn to describe people, ethnic groups, religion, clothes, colours, feelings, and animals. The course will also help you learn how to sign activities at school, job and work-based signs, home activities, leisure, preferences, food, travelling and so much more. The entire course is video-based and has voiceover, no voiceover and subtitle options. If you are dedicated and want to learn a new skill while helping others, get this course now. Family Vocabulary Family Vocabulary No Voice over  FREE 00:03:00 Family  FREE 00:01:00 Describing People and Animals Describing People No Voice Over  00:01:00 Describing People 00:01:00 Ethnic Groups No Voice Over  00:01:00 Ethnic Groups  00:01:00 Religion No Voice Over  00:01:00 Religion 00:01:00 Clothes No Voice Over 00:02:00 Clothes  00:02:00 Colour No Voice Over  00:01:00 Colours 00:01:00 Feelings No Voice Over 00:01:00 Feelings  00:01:00 Feelings 2 No Voice Over  00:01:00 Feelings 2 00:01:00 Animals No Voice Over  00:01:00 Animals  00:01:00 Activities at School Activities At School No Voice Over  00:01:00 Activities At School 00:01:00 People Who Work In Schools No Voice Over  00:01:00 People Who Work In Schools 00:01:00 School Vocabulary No Voice Over  00:02:00 School Vocabulary  00:02:00 Subjects No Voice Over  00:01:00 Subjects  00:01:00 School Vocabulary 2 No Voice Over 00:01:00 School Vocabulary 2  00:01:00 Jobs and activities at work Jobs No Voice Over  00:02:00 Jobs  00:02:00 Applying For Work No Voice Over  00:01:00 Applying For Work 00:01:00 Office No Voice Over  00:01:00 Office  00:01:00 Firm No Voice Over  00:01:00 Firm  00:01:00 Meetings No Voice Over  00:01:00 Meetings  00:01:00 Time Time Vocabulary No Voice Over  00:02:00 Time Vocabulary 00:02:00 Activities in the home Activities In The Home No Voice Over  00:01:00 Activities In The Home  00:01:00 Go Out To Work no Voice Over  00:01:00 Go Out To Work  00:01:00 Do The Washing No Voice Over  00:01:00 Do The Washing 00:01:00 Flats No Voice over  00:01:00 Flat  00:01:00 Leisure activities Leisure Activities No Voice Over 00:01:00 Leisure Activities  00:01:00 Hobbies No Voice Over 00:01:00 Hobbies  00:01:00 Going Out No Voice Over  00:01:00 Going Out 00:01:00 Plan Tickets No Voice Over  00:01:00 Plan  00:01:00 DIY No Voice Over 00:01:00 DIY  00:01:00 Opinions Likes and Dislikes Attitudes And Opinions No Voice Over 00:02:00 Attitudes And Opinions  00:02:00 Opinions No Voice Over  00:01:00 Opinions 00:01:00 Illnesses and Health Illnesses No Voice Over 00:01:00 Illnesses  00:01:00 Treatment No Voice Over 00:01:00 Treatment 00:01:00 Eating and Drinking Eating And Drinking Vocabulary No Voice Over  00:01:00 Eating And Drinking 00:01:00 Drinks No Voice Over 00:01:00 Drinks  00:01:00 Cereal No Voice Over  00:01:00 Cereal  00:01:00 Fruit No Voice Over  00:01:00 Fruit  00:01:00 5Veg No Voice Over 00:01:00 Vegetables  00:01:00 Main Meal No Voice Over 00:01:00 Main Meal  00:01:00 Sweets No Voice Over  00:01:00 Sweets  00:01:00 Hot Food And Drink No Voice Over 00:01:00 Hot Food-Drinks  00:01:00 Payment No Voice Over  00:01:00 Payment 00:01:00 Shopping and Spending Shopping And Spending No Voice Over 00:02:00 Shopping And Spending 00:02:00 Expensive No Voice Over 00:04:00 Expensive 00:01:00 Shops No Voice Over  00:01:00 Shops 00:02:00 Travel and Holidays Travel And Holidays No Voice Over  00:01:00 Travel And Holidays 00:01:00 Travelling No Voice Over  00:01:00 Travelling 00:01:00 Vehicles No Voice Over 00:02:00 Vehicles  00:02:00 Directions No Voice Over  00:01:00 Directions  00:01:00 Going Abroad No Voice Over 00:01:00 Going Abroad  00:01:00 Breakdown No Voice Over  00:01:00 Breakdown  00:01:00 Places No Voice Over  00:03:00 Places 00:02:00 Holidays No Voice Over  00:01:00 Holidays 00:01:00 Hotel No Voice Over  00:01:00 Hotel  00:01:00 Beach No Voice Over 00:01:00 Beach  00:01:00 Complaints No Voice Over 00:01:00 Complaints And Compliments 00:01:00 Excellent No Voice Over  00:01:00 Excellent 00:01:00 Level 2 dialogues without voice and subtitles The Broken Leg  00:02:00 Surprise Holiday 00:02:00 It's Snowing  00:01:00 Shopping  00:02:00 Taking The Dog For A Walk  00:01:00 First Day At New a Job  00:02:00 On The Beach 00:02:00 First Day At School 00:04:00 In The Park  00:01:00 On a Plane  00:01:00 At The Doctors  00:01:00 Pets  00:01:00 Family  00:03:00 My New Kitchen 00:02:00 Designing a New Garden  00:02:00 Level 2 Dialogues with voice over and subtitles The Broken Leg  00:02:00 Surprise Holiday  00:02:00 Snowing 00:01:00 Shopping  00:02:00 Taking My Dog For a Walk 00:01:00 First Day At a New Job 00:02:00 On The Beach 00:02:00 First Day At School 00:01:00 In The Park 00:01:00 On a Plane  00:01:00  At the Doctors 00:03:00 Pets  00:02:00 Family  00:02:00 My New Kitchen  00:02:00 Designing a New Garden 00:02:00 5 stories with no voice over and no subtitles First Day At School 00:04:00 Taking The Dog For a Walk  00:04:00 At The Doctors  00:03:00 First Pet 00:04:00 Designing a New Garden  00:03:00 5 stories with voice over and subtitles First Day At School  00:04:00 Taking The Dog For a Walk  00:04:00  At the Doctors  00:03:00 First Pet 00:03:00 Designing a New Garden 00:03:00 level 2 BSL dialogues and stories level 2 BSL dialogues and story package  00:07:00 Course Certification

If you're looking to move to the next level in your career in sales, then understanding how to maximise your sales results, using a consultative and structured approach, will be key to your success. In order to develop the competitive advantage that enables you to stand out from the crowd, it is important to understand the tools and techniques to take your selling to new heights and build the confidence to apply them in work-based scenarios. We have developed this programme to be practical, fun and interactive. Learners will gain a range of practical skills that they can take back and apply to the workplace straight away, that will have a positive impact on sales and customer satisfaction. This course will help participants: * Develop a structured and client-focused approach to creating high quality sales opportunities and account growth * Learn persuasion and influencing skills to better define needs and develop opportunities * Understand how to have better sales conversations, presentations, and proposals - leading to higher order value and increased sales * Develop advanced sales questioning skills and techniques; understand the importance of listening * Understand how to add value at all stages; plus gaining competitive advantage * Develop proven ways to overcome and reduce price pressure * Know when to use options and upselling when presenting products and solutions * Develop techniques and skills for improved negotiation and closing 1 ADVANCED SELLING - HOW TO INCREASE YOUR SALES RESULTS * Review of pre-course data and questionnaire * The AVC model of increasing your sales results * Creating a sales growth plan to achieve higher sales targets * Mapping the accounts and products for targeted growth 2 THE FOUR CS TO STRUCTURE A SALES CALL * Research before the meeting or call; setting objectives, planning and preparation * How to gain instant rapport and taking control - including online meetings * Qualifying and initial questioning skills * Creating an agenda and first-meeting structure: Four Cs * Planning and practice sessions 3 BUILDING BIGGER AND BETTER SALES OPPORTUNITIES * How to use questions to 'build' more opportunities * Learning and using high-impact and third-level questions * Advanced sales questioning techniques: five questioning techniques * Qualifying and gaining commitment to the next stage * Planning and practice sessions - advanced questioning skills 4 PRESENTATION AND PERSUADING SKILLS BEST PRACTICE * Compelling benefits and reducing perceived risk - key messages to deliver * Helping the customer choose your proposition by using options * Professional and effective presentation skills * Writing compelling sales proposals that improve your conversion rate * Planning and practice session - presenting your solution 5 OVERCOMING CONCERNS AND CLIENT QUESTIONS * Proven techniques for answering client objections and concerns * How to isolate, prioritise and answer objections, including price * Overcoming delay and procrastination * Planning and practice session - answering client concerns 6 GAINING COMMITMENT AND CLOSING THE SALE * Knowing when to close for commitment * How to ask for commitment professionally and effectively * Key negotiation skills around the closing process - getting to 'yes' * Checklist of closing and negotiation skills * Practice session

OVERVIEW In the contemporary UK educational landscape, an estimated 80% of schools employ Higher Level Teaching Assistants (HLTAs) to further enrich their students' learning experience. This Level 4 Certificate for Higher Level Teaching Assistants gives aspirants the tools and knowledge to become an integral part of this transformative journey.  The role of HLTAs has never been more pivotal; they bridge the gap between teachers and students, fostering an environment of growth, understanding, and profound development. With the landscape of education constantly evolving, HLTAS must be equipped with the latest knowledge and methodologies.  Let's unleash the true potential and make a lasting difference in students' lives. Join the Level 4 Certificate for Higher Level Teaching Assistants course today. -------------------------------------------------------------------------------- BENEFITS YOU WILL GAIN: * Top-notch e-learning materials. * Unlimited access from any corner of the world. * Level 4 Certificate for Higher Level Teaching Assistants (RQF) (Regulated qualification) * An innovative, easy-to-use learning platform. * 24/7 student support. -------------------------------------------------------------------------------- QUALIFICATION Level 4 Certificate for Higher Level Teaching Assistants (RQF) -------------------------------------------------------------------------------- DESCRIPTION For this qualification, learners must complete a minimum of 36 credits through seven mandatory units. In this course, you will get to enhance your knowledge in all seven mandatory units. * Awareness of special educational needs * Child development and welfare * Curriculum planning, delivery and assessment * Developing skills to promote positive working relationships * Promoting positive behaviour in children and young people * Providing support for individual learners and small groups * Understand the Higher Level Teaching Assistant role The award aims to improve the potential of the students to: * Learn about the importance of education * Get familiar with child development and welfare. * Understand the skills of the positive working relationship. * Know how to promote positive behaviour in children and young people. * Enhance the advanced teaching assistant role. -------------------------------------------------------------------------------- QUALIFICATION PURPOSE This qualification is aimed at learners employed in a teaching assistant role who wish to progress to Higher Level Teaching Assistant status. The purpose is to develop learners' knowledge, understanding, and skills to address the challenges they meet in their workplace. They will also understand the knowledge needed to support individuals and small groups and help individuals with a range of additional needs. -------------------------------------------------------------------------------- WHO IS THIS COURSE FOR? Our extensive Level 4 Certificate for Higher Level Teaching Assistants (RQF) course is suitable for ambitious learners who are already working or considering working in the teaching sector. The qualification is also suitable for individuals who: * Wish to join in a teaching professionals * Beginner this field and wish to acquire in-demand assessing skills * Wish to gain formal recognition of their skills * Want to study from home at their own convenience ASSESSMENT The qualification assessments will be taken through tutor-marked assignments. Upon completing each unit, the learner must attempt a series of questions with comprehensive answers, which will be marked by the tutor. The tutor-marked tasks are required to be assessed by a professional as well. Thereupon, to ensure all the course assignments have met the standards properly by both the learners and assessors, the tasks are subjected to internal and external moderation. NB: At least 50 hours of work placement within a school is required to accomplish this assessment. The work setting can either be a primary, secondary or special school with pupils aged 5+ and studying Key Stage 1 or above. As a part of this placement, learners will require a member with occupational competence in supervising and signing the witness testimonies, to ensure they have gained the work-based learning outcomes of this programme properly. ENTRY REQUIREMENTS At least 50 hours of work placement within a school is required to accomplish this assessment. The work setting can either be a primary, secondary or special school with pupils aged 5+ and studying Key Stage 1 or above. -------------------------------------------------------------------------------- PROGRESSION Successful learners may wish to progress to teaching qualifications such as: * Level 3 Award in Education and Training * Level 4 Certificate in Education and Training * Level 5 Diploma in Education and Training -------------------------------------------------------------------------------- TOTAL QUALIFICATION TIME This is an estimate of the total length of time it is expected that a learner will typically take to achieve and demonstrate the level of attainment necessary for the qualification, i.e. to achieve all learning outcomes. Total Qualification Time comprises GLH and an estimate of the number of hours a learner is likely to spend in preparation, study or any other learning, including assessment, which takes place as directed by, but not under the supervision of a lecturer, supervisor or tutor. The credit value, where given, for qualification is determined by TQT, as one credit corresponds to 10 hours of learning.  Total Qualification Time for this qualification is 380 hours. Total Credit value 36 GUIDED LEARNING HOURS These hours are made up of all real-time contact time, guidance or assessment of a learner by a lecturer, trainer or other appropriate education or training provider. GLH or Guided Learning Hours for this qualification is 108. -------------------------------------------------------------------------------- METHOD OF ASSESSMENT: * Assessment activities consist of a few short assignments that you have to complete to show evidence of general reading while adding references to your work. * All assignments should be submitted via the online portal. * All learning outcomes must be met to achieve a Pass - there is no grading. -------------------------------------------------------------------------------- CAREER PATH * Teacher * Education Professional * Education Trainer * Teaching Assistant * Education and Training Officer COURSE CURRICULUM 54 sections • 74 lectures • 00:00:00 total length •Getting Started With the Course: 00:00:00 •Induction Form: 00:00:00 •Registration Entry Form: 00:00:00 •Focus Awards Level 4 Certificate for Higher Level Teaching Assistants (quals): 00:00:00 •Assignment Preparation Guideline: 00:00:00 •Beginners Guide to Referencing: 00:00:00 •Guideline for the Observation Session: 00:00:00 •1. Purpose of a Higher Level Teaching Assistant: 00:00:00 •2. Role of a Higher Level Teaching Assistant: 00:00:00 •1. Purpose of CPD and How it Affects Practice: 00:00:00 •2. Use of Advice and Feedback to Improve Performance: 00:00:00 •1. Importance of Team Work and Identifying Different Team Roles: 00:00:00 •2. Workplace Collaboration: 00:00:00 •3. Managing and Developing the Effective Practice of Appropriate Team Members: 00:00:00 •HLTA Unit 01: 00:00:00 •1. Stages of Physical, Social and Intellectual Development: 00:00:00 •1.External and Personal Factors that Affect Child Development: 00:00:00 •2.Theories to Support Development: 00:00:00 •3. Types of Changes That Affect a Child's Development or Wellbeing: 00:00:00 •4. Referral Assessment of Special Educational Needs: 00:00:00 •1. Parents and Carers Contributions for the Development and Well-being of Children and Young People: 00:00:00 •1. Frameworks That Support Development and Well-being of Children: 00:00:00 •HLTA Unit 02: 00:00:00 •1. Legal Entitlement of Children and Young People with Special Educational Needs: 00:00:00 •1. Legislation and Codes of Practice to Promote Equality and Diversity: 00:00:00 •2. Experience and Impact of Prejudice and Discrimination and Applying Principles of Equality, Diversity and Inclusion: 00:00:00 •1. Types of Special Educational Needs and Ways of Supporting Children and Young People with Learning Difficulties: 00:00:00 •1. Effects of a Disability on Children and Young People: 00:00:00 •2. Nature of Sensory or Physical Needs and Roles and Responsibilities of Others and Assistive Technology: 00:00:00 •1. Language and Vocabulary Appropriate to the Age of the Learner, Level of Understanding and Proficiency: 00:00:00 •2. Ways of Introducing Words and Language Structures: 00:00:00 •HLTA Unit 03: 00:00:00 •1. Policies and Procedures to Promote Positive Behaviour: 00:00:00 •2. Importance of Consistency and Fairness When Applying Boundaries and Rules for Behaviour: 00:00:00 •1. Promoting Positive Values, Attitudes and Behaviour: 00:00:00 •2. Ways of Establishing Ground Rules: 00:00:00 •3. Effective Strategies to Promote Positive Values, Attitudes and Behaviour: 00:00:00 •1. Patterns and Triggers of Challenging behaviour and Actions: 00:00:00 •2. Inappropriate and Challenging Behaviour Management: 00:00:00 •3. Supporting Children and Young People to Identify and Avoid Inappropriate Behaviour: 00:00:00 •4. How to Deal with Bullying, Harassment or Oppressive Behaviour: 00:00:00 •1. Contributing to Reviews of Behaviour and Behaviour Policies: 00:00:00 •Observation Report - Unit 4: 00:00:00 •HLTA Unit 04: 00:00:00 •1. Preparing the Resources Required for Planned Learning Activities: 00:00:00 •2. Developing and Adapting Resources to Meet the Needs of Individuals and Group: 00:00:00 •3. Learning Support Strategies to Meet the Needs of Individuals and Group: 00:00:00 •4. Health, Safety, Security and Access Requirements of the Learning Environment: 00:00:00 •5. Giving Attention to Learners for Balancing the Needs of Individuals and Group: 00:00:00 •6. Assessing Learners' Participation and Progress in Activities: 00:00:00 •7. How to Provide Feedback Effectively: 00:00:00 •8. Evaluating How Own Knowledge, Understanding and Skills Impact on Practice of Individuals and Group: 00:00:00 •HLTA Unit 05: 00:00:00 •1. Effective Communication with Children and Colleagues: 00:00:00 •2. Communicating Effectively with Parents and Carers: 00:00:00 •3. Commitment to Collaborative and Cooperative Working with Colleagues: 00:00:00 •Observation Report - Unit 6: 00:00:00 •HLTA Unit 06: 00:00:00 •1. Teaching Strategies: 00:00:00 •2. Designing Opportunities for Learners to Develop Their literacy, Numeracy, ICT and Thinking and Learning Skills: 00:00:00 •3. How Learners' Prior Knowledge and Attainment Enables Them to Meet Learning Objectives: 00:00:00 •4. Appropriate Language to Suit the Age and Ability of Learners: 00:00:00 •5. Management of Individual, Group and Whole-Class Learning: 00:00:00 •6. Appropriate Teaching to Suit the Stage of the Lesson and the Needs of the Learners: 00:00:00 •1. Opportunities for Using ICT to Support Pupils' Learning and Its Impact: 00:00:00 •2. Encouraging Pupils to Use ICT to Solve Problems, Work Collaboratively and Find Out New Information: 00:00:00 •1. Providing Constructive Feedback: 00:00:00 •2. Supporting and Guiding Learners: 00:00:00 •3. Using Assessment to Diagnose Learner's Needs: 00:00:00 •1. Monitoring Learners' Learning Progress: 00:00:00 •Observation Report - Unit 7: 00:00:00 •HLTA Unit 07: 00:00:00 •Assignment Submission Checklist: 00:00:00 •Submit Your Assignments: 00:00:00

Duration 2 Days 12 CPD hours This course is intended for This course has been expressly designed for the Business Analyst, Business System Analyst, System Analyst, and/or Requirements Engineer. The Designer, Developer and Tester who are actively involved in utilizing use cases may also benefit from this workshop. Overview Employ use cases to elicit requirements, at a business, system or subsystem levelEmploy use cases to document the scope of a projectWrite use cases in a clear and unambiguous way.Model use cases with workflow diagramsPlan and divide up the project work based on your use casesManage a use case as it evolves over time and goes through many changes This course provides a strong foundation in the mechanics of use case diagramming and writing textual descriptions of use cases. In this highly interactive workshop, you will learn how to enhance and refine your use case skills, how to involve your stakeholders in the use case process, and how to develop use cases that provide valuable information to the designers and testers. Use cases that meet the needs of designers can be too technical and too detailed for other stakeholders. Use cases that satisfy business users are usually not very helpful to designers and testers. How do you satisfy these two disparate interests? And how do you handle the details like business rules, data validations and user interface specifications? INTRODUCTION * Course objectives * Understanding of business analysis * Knowledge areas of BABOK© Guide OVERVIEW OF USE CASES * Describe the purpose and value of a use case approach * Use case terminology * Introducing a use case approach NEEDS ASSESSMENT * Purpose of Needs Assessment * Needs Assessment and use cases * Defining and understanding the strategic goals and objectives * Understanding the business process * Identifying actors * Identifying business information * Analyzing locations and operations * Drawing the business use case diagram * Building the business architecture * Defining solution options DEFINING SYSTEM SCOPE * Product scope/project scope * System actors versus business actors * Analyzing the business process model * Analyzing business use cases * Identifying candidate use cases * Identifying scenarios * Diagramming use cases * Draw a use case diagram * Create a use case catalog EVALUATING, PRIORITIZING, AND PACKAGING USE CASES * Iterative nature of this work * Evaluating use cases * Use case priority * Use case risk * Use case complexity * Use case dependencies * Evaluate and Prioritize use cases * Dividing work up between releases * Packaging * A process for how to perform packaging WRITING THE MAIN SUCCESS SCENARIO * Use case descriptions * Primary and secondary goals * Assumptions * Pre-conditions * Triggers * Post-conditions * Scenario example * Main success scenario * Conditional execution * Use cases and requirements * Best practices for writing a use case description WRITING THE OTHER SCENARIOS * Scenarios and flows * Alternate scenarios and flows * Alternate vs. basic flow * Guidelines for alternate flows * Exception flows * Failed post conditions * Write alternate and exception flows PROCESS MODELING TO DESCRIBE USE CASE FLOWS * UML© Activity Diagram Notation * Sequencing activities * Developing an activity diagram * Facilitated sessions * Draw a UML© Activity Diagram USING ADVANCED DIAGRAMMING TECHNIQUES * Commonality * Dependency Relationships * Identify relationships * Comparing the different relationships DEVELOPING A REQUIREMENTS SPECIFICATION * Requirements and use cases * Detailed requirements * Common approaches to specifications * Non-functional requirements * Write non-functional requirements * User interface requirements * UI data descriptions * Business rules * Decision tables and inference rules * How to document simple calculations * Reporting requirements * Data requirements * Data accessibility requirements * Traceability COURSE SUMMARY * Wrap-up * Finding more information ADDITIONAL COURSE DETAILS: Nexus Humans BA28 - Requirements Analysis and Use Cases training program is a workshop that presents an invigorating mix of sessions, lessons, and masterclasses meticulously crafted to propel your learning expedition forward. This immersive bootcamp-style experience boasts interactive lectures, hands-on labs, and collaborative hackathons, all strategically designed to fortify fundamental concepts. Guided by seasoned coaches, each session offers priceless insights and practical skills crucial for honing your expertise. Whether you're stepping into the realm of professional skills or a seasoned professional, this comprehensive course ensures you're equipped with the knowledge and prowess necessary for success. While we feel this is the best course for the BA28 - Requirements Analysis and Use Cases course and one of our Top 10 we encourage you to read the course outline to make sure it is the right content for you. Additionally, private sessions, closed classes or dedicated events are available both live online and at our training centres in Dublin and London, as well as at your offices anywhere in the UK, Ireland or across EMEA.

Managing for Growth is designed for anyone who has management and leadership responsibilities within an organisation. Suitable for newly promoted managers, team leaders and supervisors through to senior managers; the objective of the programme is to develop a culture that will translate strategy into measurable outcomes by engaging these leaders to facilitate change and innovation. The programme is extremely effective at giving managers the tools and skills to deliver sustainable change and business growth. It's also been proven to reduce costs and increase profit – even before the programme has ended.   Managing for Growth is built upon three aspects common to every job:   1. Managing Resources. Ensuring that the resources available are appropriate for the tasks for which they are required and are being used effectively. Learning how to control and coordinate a mix of available resources for maximum efficiency. 2. Managing Relationships. Positively influencing people’s behaviour in order to motivate them and promote effective working. Focusing on listening skills, we share ways to improve communication and teamwork to get the best from both internal and external relationships. 3. Controlling Routines. Investigating the processes/systems/routines/series of actions that are linked together to achieve a desired outcome. Recognising the importance of controlling, developing, simplifying and following routines.   Managing for Growth shows your team leaders, supervisors and managers how to cultivate a culture of teamwork and continuous improvement within your organisation.   Focus for Action Throughout the programme the participants take part in work-based activities that will cause them to evaluate every aspect of their job and identify areas for improvement. By the end of the programme, the participants act on these action lists and implement improvement projects that will deliver measurable results.   Continuous Improvement Managing for Growth sets the framework for continuous improvement by transferring skills and knowledge enabling your team leaders to translate organisational strategies into real, measurable outcomes.   Format Designed for groups of up to 6 people, the programme is spread over 4 months with the first 7 sessions being held every 2 weeks and the final session a month later. Each session lasts approximately 2 hours.

REFERENCE CODE 603/5285/1 COURSE LEVEL NVQ Level 2 THIS COURSE IS AVAILABLE IN COURSE OVERVIEW Who is this qualification for? This is a work-based learning qualification for those involved in laying floorcoverings in a Construction related working environment. Although many of the skills and knowledge across floorcovering occupations are generic, not all those employed to fit floorcoverings will be fitting the same product. The group of optional units will allow specialisms of timber based, textile and resilient floorcoverings. What is required from candidates? To achieve this pathway unit the survey work must be carried out in ways that will minimise the risk of damage to the work and surrounding area and using and maintaining equipment effectively. This qualification is made up of 9 mandatory units and a group of optional units. The minimum credit value of this qualification is 127 credits. Qualifications are now required to indicate the total qualification time (TQT), this is to show the typical time it will take someone to attain the required skills and knowledge to meet the qualification criteria, this qualification has a TQT of 1,270 hours. Qualifications are also required to indicate the number of hours of teaching someone would normally need to gain the skills and knowledge to achieve the qualification. These are referred to as Guided Learning Hours (GLH). The GLH for this qualification is 543 Mandatory units Level Credit Conforming to General Health, Safety and Welfare in the Workplace Conforming to Productive Working Practices in the Workplace Moving, Handling and Storing Resources in the Workplace Surface preparation to receive floorcoverings in the workplace Setting out for laying floorcoverings in the workplace Preparing and fitting underlays for floorcoverings in the workplace Develop customer relationships Assessing and preparing background surfaces for floor-covering in the workplace Assessing and evaluating conditions for floorcoverings in the workplace Optional Units (Minimum of 18 credits) Installing timber–based floorcoverings in the workplace Summary of the: GQA NVQ LEVEL 2 DIPLOMA IN FLOORCOVERING OCCUPATIONS (CONSTRUCTION) Installing textile floorcoverings in the workplace Installing resilient floorcoverings in the workplace Types of evidence: Evidence of knowledge is required. Evidence of knowledge through performance can contribute and if applicable should be demonstrated by completing projects and reports, by responding to questions or through Professional/Guided Discussions. Quantity of evidence: Evidence should show that you can meet the requirements of the units consistently over an appropriate period of time. Potential sources of evidence: Suggested sources of evidence are shown above, these can be supplemented by physical or documentary evidence, e.g.: * Accident book/reporting system * Notes and memos * Safety record * Telephone/e-mail records * Training record * Customer and colleague feedback * Audio evidence * Records of equipment and materials * Witness testimonies * Work records * Photographic/ video evidence Please Note that photocopied or downloaded documents such as manufacturers or industry guidance, H&S policies, Risk Assessments etc, are not normally acceptable evidence for GQA qualifications unless accompanied by a record of a professional discussion or assessor statement confirming candidate knowledge of the subject. If you are in any doubt about the validity of evidence, please contact Oscar Onsite Academy

Elevate your skills in designing, delivering and evaluating engaging and interactive training that will leave a lasting impact on your team or organisation -------------------------------------------------------------------------------- COURSE OVERVIEW Duration: 2 days (13 hours) This Train the Trainer workshop will enable you to gain valuable insights and practice helping you to feel more comfortable and confident delivering training sessions. We will look at some training best practice tools and techniques to ensure you can deliver the learning outcomes required. The workshop covers the training cycle but focuses heavily on interactive and practical training techniques to bring learning to life for participants. There will be opportunities to practice delivery of real work-based training and receive feedback on delivery style. OBJECTIVES  By the end of the course you will be able to: * Explain Kolb’s model of how adults learn * Describe the 4 key learning styles and how to engage people with different learning styles * Apply the training cycle to plan, design, deliver and evaluate your training * Write SMART training objectives * Use and select a variety of methods to make your training interactive, engaging and effective * Describe ways to deal with difficult participants or situations that may arise * Apply your training skills to deliver structured training sessions with more competence and confidence CONTENT THE TRAINING CYCLE  * Assessing needs * Planning and preparing * Implementing training * Reviewing * Assessing ASSESSING NEEDS * Understanding the task * Assessing the learner’s current ability * Identifying the gap PLANNING AND PREPARING   * Having clear outcomes in mind * What people learn: o Knowledge o Skill o Understanding *  How people learn: preferences and learning styles and methods suitable for each * Planning a programme * Planning a session – a systematic approach * Assessing risk * Writing and using SOPs in training KEY SKILLS FOR EFFECTIVE TRAINING * Explanation and Demonstration * Questioning and Listening * Observation and Feedback * Facilitation and Debriefing skills COACHING * Using questioning, listening and feedback to help learners solve problems and develop confidence EVALUATION AND ASSESSMENT * How to measure reactions and participant satisfaction * Use of tests and assessments to measure learning * Organisational measures of learning transfer LEVERAGE   * You will have the opportunity to deliver two training sessions on this programme and gain valuable feedback to support you in your ongoing training delivery. * Participants are required to prepare a 15 minute training session. This can be something you have delivered before or something you’ve created for the course. Please prepare and include any visual aids you would usually use when speaking and bring them with you, f possible, please also bring your smart phone (with camera, and memory capacity for a short video clip to be added), and headphones.