Information, Advice & Guidance

INFORMATION, ADVICE AND GUIDANCE POLICY

 

Choice Training Key Mission Statement

 

To become London’s leading provider of outstanding quality construction training and reaching a diverse range of people, male and female, including:

  • Individuals adults aspiring to improve their expertise and qualifications
  • Young people aged between 14 – 19
  • Supporting committed individuals with or without previous educational achievements wishing to acquire skills in order to gain employment
  • Employees of construction companies and other trade organisations

 

Scope of the Policy

 

This policy applies to all of the participants and its prospective participants

 

 

Definitions

 

‘Information, advice and guidance’ denotes a range of impartial guidance activities and processes that can support choices made by participants, the key elements of which are defined as follows:

 

Information: information is data and basic factual information conveyed through different media (either printed or via ICT) on course opportunities, occupation or support service;

 

Advice: advice involves helping a participant to understand and interpret how information provided might relate to his/ her personal situation. Advice helps participants to understand their abilities and targets and may involve suggestions or options on how to go about a given course of action;

 

Guidance: guidance aims to support participants to better understand their needs, to confront barriers and to make informed and appropriate choices;

 

Referral: guidance may involve advocacy on behalf of some participants and referral for specialist guidance and support. Referral happens in person-to-person advice or guidance when another member of staff, agency or provider offers services that more closely match the participant’s needs;

 

 

 

Commitments

Choice Training  believes that high quality and impartial IAG enables participants of all ages to make informed choices about their course and career options and thereby helps to maximize their participation and achievement in learning;

Choice Training commitments in the delivery of IAG services are as follows:

  • Choice Training will work towards the National IAG Board Principles for Coherent Delivery in IAG Services;

 

  • Choice Training will provide IAG services to learners at all stages in their programmes;

 

At a relevant stage during induction all participants will receive impartial

IAG covering the following broad areas:

 

  1. their choice of programme
  1. the entry requirements for each learning aim within their programme
  1. an assessment of the suitability of the learning programme
  1. the availability of financial and learning support

 

  • Once on programme all participants will be allocated a Tutor and for IAG

 

  • The range of IAG services provided will reflect the diversity of the learners’ needs;

 

  • In any referral to a third party either internally or externally, participant confidentiality will be maintained in accordance with the Data Protection Act 1998;

 

IAG Arrangements

 

 

Initial Contact

 

  • Staff will provide initial information and advice to help potential participants to choose the provision that suits their needs, within the boundaries of their programmes;
  • Relevant staff will provide IAG on careers, transport, welfare and finance;
  • Staff will provide specialist advice and guidance to help learners to access support with learning difficulties and disabilities;

 

Tutors/ IAG Officer

 

  • All learners have access to IAG from their Tutors

 

Area Commercial Managers

 

  • Designated staff provide information directly to employers as part of the commitment to employer engagement and refer to IAG staff if required

 

  • Quality Manager to ensure that where IAG is given through partner organizations or sub contractors that is in line with this policy and monitored

 

 

IAG PROCESS

 

One to One Sessions 

 

  • Create an environment in which the student will feel comfortable enough to express their concerns and issues.
  • Try and put the student at ease, environment and body language are important, use the appropriate language and pace for each student

 

Before you start any session, take the following factors into consideration, the room chosen, should offer a level of confidentiality. The student welfare room should be used.

 

 

Starting the Session Introduction – explain  that the session is confidential, but if safeguarding or terrorist issues are disclosed, then and only then will what has been discussed will be  reported to the relevant DepartmentsExplain the purpose of the session

Explain the framework for the session

 

Structure the Session Discuss with the student their expectations from the session
During the Session Actively listen carefully to what is being said, without interrupting or finishing sentences.Reflect back to the student what they have said in order to check your own understanding
Non-Verbal Communication Body language – show interest and involvement without talking – make eye contact, nods and smiles at relevant places etc
Open Questioning When asking questions, ask in a way that enables the student to respond openly, do not suggest to the student possible answers
Closed Questioning Asking questions in such a way that   a one-word answer will suffice, you may suggest possible answers to the student
Challenging Identify and explore with the student any inconsistencies or conflicts in their words, behavior or aspirations – to help them develop new perspectives, change behaviors
Probing Try exploring what you have been told to obtain further information
Summarizing Bring together the main points that have arisen or been discussed to check your understanding and provide focus and direction.This is useful at the start of a new session or when the session is not going well
Information Giving When giving the student relevant information try presenting it at a time and in a way that does not disrupt the session or overwhelms the studentAgree and provide sufficient, suitable and current information to meet the student’s needs /or requirementsInterpret and tailor the information to meet the needs of the student

 

Reflecting Reflect back the basic meaning you have taken from what the student has said: Tuning in to any emotional content – “You feel that….?”,  “It seems to you that….” – show empathy were needed
Action Plan Agree with the student options to meet their needsIdentify how barriers to implementation of the action plan can be overcome

Encourage the student to consider the advantages and disadvantages of these options and evaluate the implication of any decisions

 

Agree the content of the action plan with the student to meet their related needs (including specific, measurable, achievable and realistic actions and timescales

 

Closing a Session Explain Choice Training policies and procedures for the provision of ongoing supportSummarisethe session and the outcomes achieved with the student

Arrange a future date with the student, if a review or follow up session is needed

 

 

Accurately record the session, summaries the course of action the action plan and ensure a copy is placed into the students file

 

Follow through on any actions or promises that you have made to the student within the timescales agreed

 

 

 

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