How to give Information, Advice and Guidance (I.A.G)

Purpose

• Define Information, Advice and Guidance

• Explain how, who and where information, advice and guidance is given

• What are the limits of knowledge and where can further help be sought

Benefits of Delivering Effective IAG

• Learners/Employers will engage successfully with the service provided

• Learners will be supported to make informed decisions about learning and work

• Helps to create a Great Learner Experience

• Direct impact on Protocol Skills Recruitment, Achievement and Retention Rates

Definition of Information

The definition of information

The supply of information on learning and work communicated through printed, audio-visual and electronic materials and verbally.

It does not involve discussions on the quality or standard of learning and work available.

Definition of Advice

The supply of an immediate response to the needs of the customers who present a query or reveal a need that requires more than a straightforward information response.

It is usually limited to helping with the understanding of information and with meeting needs already clearly understood by the customer and may or may not include signposting to a guidance interview where a more in-depth discussion can be provided.

Definition of Guidance

An in-depth interview or other activity conducted by a trained advisor which helps customers to explore a range of options, to relate information to their needs and circumstance to make decisions.

It may or may not include psychometric

assessment.

Activity

Discuss how you may give information, advice and guidance to learners and employers in your job role and where it needs to be recorded

REMEMBER…

Every time you give some information, advice and guidance to a learner ensure it is recorded on the relevant document.

• If you have given advice on websites that maybe useful for the learner make sure it is recorded on VPR.

• If you have discussed different apprenticeship routes such as Catering record the guidance discussion on what route best suits their needs.

Qualification and Unit Selection

What types of information, advice and guidance would you give to a learner when choosing appropriate qualification and unit selection

InformationFact sheets on different qualifications and units available, company website, learner handbook.

AdviceDiscussion on contents of the qualification including framework components and what the units involve.

GuidanceDiscussion with the learner and employer to match their needs to the appropriate qualification and units. Discuss learners job role, work experience and chooses available to agree on the most suitable options to meet their individual needs.

Referrals & Signposting

Q. What would you do if you are unable to explore the options for an

individual

learner or colleague needs?

A. Seek further details from other sources such as the referrals list, alternative agencies and other colleagues.

Scenario 1

A learner wishes to sign up onto a Train to Gain qualification, but during a discussion you discover he/she is not eligible for funding.

Information Give information on reasons why learner is not eligible. Explain Protocol

could deliver course on a commercial basis funded by learner/employer, or gives information on other possible sources external to Protocol from referral list

Advice How Protocol could deliver the course on a commercial basis, advice on

costs etc or what other support is available from other sources from referral list

Guidance To discuss with learner/ employer on how commercial contract works and

payments and available options to meet the learner/employers needs (information gained from HOC) or learner to contact other sources to gain guidance from a trained advisor from relevant sources

Scenario 2

A learner has told you she is pregnant and doesn’t know what to do as it was unplanned?

Information Telephone numbers, websites to seek further information from referral list, information on how she can continue

with the courseAdvice Encourage the learner to speak to the relevant people to gain the

support she needs such as doctor, parents, employer etcGuidance Discussion on how she can access guidance for support from a

trained advisor, making sure she is safe by completing a risk assessment in work place

Scenario 3

You have discovered that a learner is dyslexic after they have been on programme for 2 months and was not identified at initial assessment stage.

Information Provide information on support available within Protocol and

external from referral listAdvice Discussion on external support using the referral list, advice on

different methods we can use to help learner such as using coloured paper, diagnostic testing etc

Guidance Discussion with the learner on their individual needs to identify the

best options to help them achieve the course such as using readers or scribers for testing, finding their individual colour to print standards and produce evidence on. Depending on level may need to discuss possible support from an LSTA

Scenario 4 – Possible response

A learner has successfully completed their Advanced Retail Apprenticeship and would like to know what other qualifications they can do next?

Information Website addresses e.g. aim higher site, LSC website and telephone no. Connexions Service, colleges & universityAdvice Discuss other qualification options available from their information findings, discuss with employer possible in house

management programme.Guidance

Discuss with learner to organise interview/meeting with relevant people such as Connexions Advisor, Colleges, Manager

Purpose

• Define Information, Advice and Guidance

• Explain how, who and where information, advice and guidance is given

• What are the limits of knowledge and where can further help be sought

P & I

Information, Advice and Guidance (I.A.G)