Archive | Developing You/Your Team

Personal Development Coaching

it-starts-with-youSeveral members of our team specialise in personal coaching; they have many years of successful coaching and staff development experience.  Contact us today to discuss your needs and arrange for a free initial meeting with no obligation.

We will focus on your specific skills and goals, working with you to have a positive impact on your personal and professional development. Through the use of one-to-one discussions we seek to enhance your skills, knowledge and/or work performance.

The role of a personal development coach is to help you move from where you are, to where you want to be.  We will work with you to help increase your self awareness and your confidence. We will listen to you, enabling you to identify and achieve your goals in a supportive way.

positive thinkingFor those wanting more direction and guidance we also offer a Mentoring and Consultation service. A starting point for this may be for you to understand yourself and to develop an inventory of your personal style.  We can help you with this.

Using a coach can help you identify and achieve goals more quickly and more effectively than if you act alone. So why wait, contact us now!

“If we wait for the moment when everything, absolutely everything is ready, we shall never begin”

– Ivan Turgenev

What is your learning style?

class-groupWe’re all individudals and this is as true in a learning environment as it is anywhere.  It is important to know what makes us tick, how we assimilate information to make sense of the world we live in. We can quickly establish our learning style to achieve this.

Of course we know the brain receives information through our five senses but theories about learning simplify this to the visual, the auditory and the kinaesthetic.  What we see, what we hear and what we can be tactile with dictates what we learn.  As individuals we may have a bias towards one of these sensory inputs or a combination of them.

Do you favour the visual, auditory or kinaesthetic?

But how can we tell which sense we subconsciously favour?  Considering well crafted questions with specific responses that identify how we interact with the world and reflect on our experience provides a real insight into our individual psyche.  The more questions that are completed the more effective the response analysis can be.

If you would like to undertake the test it will take just a few minutes to complete. You will see your results immediately and you’ll also receive an email copy to retain.  Simply click on the button below and select the answer that most suits you when answering 30 simple questions.  As part of the exercise we will provide you with suggested approaches to learning alongside the analysis of your answers.

Take the Test Now

We hope you find the test and the following analysis interesting, illuminating and above all, helpful.

Level 3 Award in Education and Training (QCF)

award-in-education-and-trainingOur Level 3 Award in Education and Training (QCF) has been designed to provide an introduction to teaching for individuals who currently work or who would like to work within FE Colleges, Independent Training Providers and/or Local Authorities.

This qualification was previously known as PTTLS. The AET is a new and more comprehensive introduction to Teaching in the Lifelong Learning Sector.

This course is primarily delivered by our Principle Teacher Educator and Company Director, Richard Newton. Richard has a long history in teacher education in the public sector and as an associate tutor with Canterbury Christ Church University delivering their teacher qualifications as part of their Faculty of Education.

Not only does this qualification prepare you for a teaching career in the Life Long Learning sector it further meets the requirements for training and assessing first aid qualifications as specified by Skills for Health and the HSE and would enable you to teach a subject in which you hold a specialist qualification.

We can deliver this as an intensive classroom based 1 week course, a flexible blended learning package over 3 months or we can arrange to run it over weekends.  In effect we can design the delivery around your needs.

webinarThe cost per person attending one of our intensive one week courses is just £399.  We are also happy to quote for 1-2-1 tuition or a blended learning option.

We can also work with cohorts, reducing costs by delivering at your premises for your convenience and economy.  For up to six students the reduced cost is £2100.  We can accomodate extra students, taking the cohort up to a maximum of 12.  There is a charge of £300 per additional student.

To register an interest with no obligation or to discuss 1-2-1 costs or bespoke pricing please contact us now.  Guided Learning Hours: 48.  Credit Value: 12  Awarding Organisation: AoFAQ.

Course Overview

Unit 1: Understanding roles, responsibilities and relationships in education and training (H/505/0053)

Understand the teaching role and responsibilities in education and training.
1.1 Explain the teaching role and responsibilities in education and training.
1.2 Summarise key aspects of legislation, regulatory requirements and codes of practice relating to own role and responsibilities.
1.3 Explain ways to promote equality and value diversity.
1.4 Explain why it is important to identify and meet individual learner needs.

2. Understand ways to maintain a safe and supportive learning environment.
2.1 Explain ways to maintain a safe and supportive learning environment.
2.2 Explain why it is important to promote appropriate behaviour and respect for others.

3. Understand the relationships between teachers and other professionals in education and training.
3.1 Explain how the teaching role involves working with other professionals.
3.2 Explain the boundaries between the teaching role and other professional roles.
3.3 Describe points of referral to meet the individual needs of learners.

Unit 2: Understanding and using inclusive teaching and learning approaches in education and training (D/505/0052)

Understand inclusive teaching and learning approaches in education and training.
1.1 Describe features of inclusive teaching and learning.
1.2 Compare the strengths and limitations of teaching and learning approaches used in own area of specialism in relation to meeting individual learner needs.
1.3 Explain why it is important to provide opportunities for learners to develop their English, mathematics, ICT and wider skills

2. Understand ways to create an inclusive teaching and learning environment.
2.1 Explain why it is important to create an inclusive teaching and learning environment.
2.2 Explain why it is important to select teaching and learning approaches, resources and assessment methods to meet individual learner needs.
2.3 Explain ways to engage and motivate learners.
2.4 Summarise ways to establish ground rules with learners.

3. Be able to plan inclusive teaching and learning.
3.1 Devise an inclusive teaching and learning plan.
3.2 Justify own selection of teaching and learning approaches, resources and assessment methods in relation to meeting individual learner needs.

4. Be able to deliver inclusive teaching and learning
4.1 Use teaching and learning approaches, resources and assessment methods to meet individual learner needs.
4.2 Communicate with learners in ways that meet their individual needs.
4.3 Provide constructive feedback to learners to meet their individual needs.

5. Be able to evaluate the delivery of inclusive teaching and learning.
5.1 Review the effectiveness of own delivery of inclusive teaching and learning.
5.2 Identify areas for improvement in own delivery of inclusive teaching and learning.

Unit 3: Understanding assessment in education and training (R/505/0050)

Understand types and methods of assessment used in education and training.
1.1 Explain the purposes of types of assessment used in education and training.
1.2 Describe characteristics of different methods of assessment in education and training.
1.3 Compare the strengths and limitations of different assessment methods in relation to meeting individual learner needs.
1.4 Explain how different assessment methods can be adapted to meet individual learner needs.

2. Understand how to involve learners and others in the assessment process.
2.1 Explain why it is important to involve learners and others in the assessment process.
2.2 Explain the role and use of peer- and self-assessment in the assessment process.
2.3 Identify sources of information that should be made available to learners and others involved in the assessment process.

3. Understand the role and use of constructive feedback in the assessment process.
3.1 Describe key features of constructive feedback.
3.2 Explain how constructive feedback contributes to the assessment process.
3.3 Explain ways to give constructive feedback to learners.

4. Understand requirements for keeping records of assessment in education and training.
4.1 Explain the need to keep records of assessment of learning.
4.2 Summarise the requirements for keeping records of assessment in an organisation.

Assessment:

The course is assessed by:

Unit 1: Understanding roles, responsibilities and relationships in education and training
– 1x assignment (approx 1200 words each)

Unit 2: Understanding and using inclusive teaching and learning approaches in education and training
– 1x assignment (approx 1200 words each)
– 1x Teacher assessed micro teaching session of a minimum duration of 20 minutes
– 1x self evaluation of micro teaching session
– 3x peer observation feedback forms

Unit 3: Understanding assessment in education and training
– 1x assignment (approx 1200 words each)

Personal Style Inventory

personal-style-inventoryDo you want to know more about yourself and how you make key decisions in all aspects of your life?

Would you like to take part in an engaging and interactive experience that will help build confidence and productivity in your team?

Then the Personal Style Inventory course for you! Our experienced facilitators will guide you through the exploration process.

Based on the work of Carl Jung and Myers Briggs the PSI course is informative and fun.

What sets the PSI apart? Other Jungian instruments assess respondents’ behaviour, which can be affected by external factors such as work environment. The PSI captures behavioural preferences, which we believe more accurately measures a respondent’s personality strengths and weaknesses.

Learning Outcomes
Identify preference for one of 16 personality styles
Explore the potential strengths and weaknesses of each personality style
Understand how each style is likely to affect other individuals and/or group members
Discover how to capitalise on strengths of others

Theory
The PSI is based on Carl Jung’s theory of personality types. Jung found recognisable and repeated patterns in behaviours linked to our conscious perceiving of the world, our decision-making about the world, our attitudes toward life and our relationship to the expectations of the world. These patterns, for almost all of the people Jung observed or read about fell into 1 of several pairs of reactions. We all engage in all of these behaviours but almost always engage in only 1 of each pair with any facility.

The pairs of reactions — or personal style preferences — include:
Extraversion or Introversion
Sensing or Intuiting
Thinking or Feeling
Perceiving or Judging

The PSI vs. the Myers-Briggs Type Indicator
Both the PSI and the MBTI use Jungian theory to measure personality style. However, each instrument asks the individual to assume a different frame of reference. The MBTI attempts to measure how people usually behave. The PSI measures how people would prefer to behave. We believe this unveils a style closer to the true nature of the individual’s personality style.

How does it work?
Individuals respond to a series of 32 statements, each describing a behaviour associated with 1 of the 4 pairs of personal style preferences. A trained facilitator will then lead the session. The result is a personality style preference profile that is abbreviated by a combination of four letters (i.e. ISTP = Introverted/Sensing/Thinking/Perceiving).

A powerful tool for both individuals and teams, the PSI also includes a chart for recording team member personality types, questions for team discussion and detailed instructions for developing a team profile and conducting a complete workshop.

Uses for the PSI
The PSI is effective when used as a stand-alone learning instrument or as part of a more comprehensive training programme. It’s the perfect start to a style-awareness training program or to programmes for:

Personal Style
Communication
Diversity
Team-Building

Contact Us For a complete training experience with maximum impact.

Level 3 Award in Education and Training (QCF)

personal-style-inventoryOur Level 3 Award in Education and Training (QCF) has been designed to provide an introduction to teaching for individuals who currently work or who would like to work within FE Colleges, Independent Training Providers and/or Local Authorities.

This course is primarily delivered by our Principle Teacher Educator and Company Director, Richard Newton. Richard has a long history in teacher education in the public sector and as an associate tutor with Canterbury Christ Church University delivering their teacher qualifications as part of their Faculty of Education.

Not only does this qualification prepare you for a teaching career in the Life Long Learning sector it further meets the requirements for training and assessing first aid qualifications as specified by Skills for Health and the HSE.

We deliver this as an intensive 1 week course or we can arrange to run it over weekends.

The cost per person is just £399.  We are also happy to quote for 1-2-1 tuition.

We can also work with cohorts, reducing costs by delivering at your premises for your convenience and economy.  For up to six students the reduced cost is £2100.  We can accomodate extra students, taking the cohort up to a maximum of 12.  There is a charge of £300 per additional student.

To register an interest with no obligation or to discuss 1-2-1 costs or bespoke pricing please contact us now.

We have just published the below ‘Summer School’ dates for those who are busy at home or at work during the week we have set the dates below to deliver an intensive course where you could achieve your AET over the space of just three weekends. Delegates will need to attend each of the below dates.

Evince Training AET teaching course18th and 19th July 2015
25th and 26th July 2015
8th and 9th August 2015

The course venue will be set at the beginning of July dependant on the majority of delegates.

To discuss this course  with the course tutor, contact us without delay.  If you’re ready to book one of the 8 available places, click on the link above.

 

Guided Learning Hours: 48.  Credit Value: 12  Awarding Organisation: AoFAQ.  Course Overview

Unit 1: Understanding roles, responsibilities and relationships in education and training H/505/0053)

shutterstock_68256589 3501. Understand the teaching role and responsibilities in education and training.
1.1 Explain the teaching role and responsibilities in education and training.
1.2 Summarise key aspects of legislation, regulatory requirements and codes of practice relating to own role and responsibilities.
1.3 Explain ways to promote equality and value diversity.
1.4 Explain why it is important to identify and meet individual learner needs.

2. Understand ways to maintain a safe and supportive learning environment.
2.1 Explain ways to maintain a safe and supportive learning environment.
2.2 Explain why it is important to promote appropriate behaviour and respect for others.

3. Understand the relationships between teachers and other professionals in education and training.
3.1 Explain how the teaching role involves working with other professionals.
3.2 Explain the boundaries between the teaching role and other professional roles.
3.3 Describe points of referral to meet the individual needs of learners.

 

Unit 2: Understanding and using inclusive teaching and learning approaches in education and training (D/505/0052)


shutterstock_91703153 3501. Understand inclusive teaching and learning approaches in education and training.

1.1 Describe features of inclusive teaching and learning.
1.2 Compare the strengths and limitations of teaching and learning approaches used in own area of specialism in relation to meeting individual learner needs.
1.3 Explain why it is important to provide opportunities for learners to develop their English, mathematics, ICT and wider skills

2. Understand ways to create an inclusive teaching and learning environment.
2.1 Explain why it is important to create an inclusive teaching and learning environment.
2.2 Explain why it is important to select teaching and learning approaches, resources and assessment methods to meet individual learner needs.
2.3 Explain ways to engage and motivate learners.
2.4 Summarise ways to establish ground rules with learners.

3. Be able to plan inclusive teaching and learning.
3.1 Devise an inclusive teaching and learning plan.
3.2 Justify own selection of teaching and learning approaches, resources and assessment methods in relation to meeting individual learner needs.

4. Be able to deliver inclusive teaching and learning
4.1 Use teaching and learning approaches, resources and assessment methods to meet individual learner needs.
4.2 Communicate with learners in ways that meet their individual needs.
4.3 Provide constructive feedback to learners to meet their individual needs.

5. Be able to evaluate the delivery of inclusive teaching and learning.
5.1 Review the effectiveness of own delivery of inclusive teaching and learning.
5.2 Identify areas for improvement in own delivery of inclusive teaching and learning.

Unit 3: Understanding assessment in education and training (R/505/0050)

shutterstock_86044324 3501. Understand types and methods of assessment used in education and training.
1.1 Explain the purposes of types of assessment used in education and training.
1.2 Describe characteristics of different methods of assessment in education and training.
1.3 Compare the strengths and limitations of different assessment methods in relation to meeting individual learner needs.
1.4 Explain how different assessment methods can be adapted to meet individual learner needs.

2. Understand how to involve learners and others in the assessment process.
2.1 Explain why it is important to involve learners and others in the assessment process.
2.2 Explain the role and use of peer- and self-assessment in the assessment process.
2.3 Identify sources of information that should be made available to learners and others involved in the assessment process.

3. Understand the role and use of constructive feedback in the assessment process.
3.1 Describe key features of constructive feedback.
3.2 Explain how constructive feedback contributes to the assessment process.
3.3 Explain ways to give constructive feedback to learners.

4. Understand requirements for keeping records of assessment in education and training.
4.1 Explain the need to keep records of assessment of learning.
4.2 Summarise the requirements for keeping records of assessment in an organisation.

 

Assessment:

shutterstock_77527807 350The course is assessed by:

Unit 1: Understanding roles, responsibilities and relationships in education and training
– 1x assignment (approx 1200 words each)

Unit 2: Understanding and using inclusive teaching and learning approaches in education and training
– 1x assignment (approx 1200 words each)
– 1x Teacher assessed micro teaching session of a minimum duration of 20 minutes
– 1x self evaluation of micro teaching session
– 3x peer observation feedback forms

Unit 3: Understanding assessment in education and training
– 1x assignment (approx 1200 words each)

Training Design and Delivery

shutterstock_88070476Thank you for visiting our site, at Evince we believe in delivering excellence.

We are passionate about teaching and learning and have an ever increasing library of ‘off the shelf’ products to match with clients needs, but what we enjoy the most is designing new training to meet the specific needs of individuals or organisations, large and small.

Between them our Directors, Richard Newton and Nic Crocker, have many years of experience in leadership and management. They are both also qualified and very experienced in teaching and curriculum design and delivery.

Should you have a training need all you have to do is contact us and either Nic or Richard will be in touch.

Why choose us?

  • FREE initial consultation with one or both of our Directors with absolutely no obligation
  • The experience to design a single course or a large curriculum, all bespoke to your needs
  • Completely professional approach
  • No client or job is too small
  • Extensive experience in Training Management in the volunteer, public and private sectors
  • Truly bespoke design from Training Needs Analysis all the way to delivery
  • Built in Evaluation Strategy from start to finish
  • On going support, before during and after programme delivery
  • All inclusive pricing, no hidden costs – what we quote is what you pay

‘Discover and Achieve More’