1. Gatsby Benchmark 8 – Personal Guidance
John Ambrose
Complete-Careers LLP

2. Session Outline By the end of the session Career Leaders will have:
Identified models of personal guidance delivery that lead to maximum impact as part of their wider careers programme
Reviewed and quality assured current personal guidance practice
Reviewed the national context for personal guidance, in particular Gatsby Benchmark 8 andthe statutory duty

3. Gatsby Benchmarks 8. Personal guidance
Every pupil should have opportunities for guidance interviews with a career adviser, who could be internal (a member of school staff) or external, provided they are trained to an appropriate level. These should be available whenever significant study or career choices are being made. They should be expected for all pupils but should be timed to meet their individual needs.

4. October 2018 Statutory Guidance
Every pupil should have opportunities for personal guidance interviews with a qualified careers adviser whenever significant study or career choices are being made. Careers advisers can help pupils to locate ambitious education and career options, by identifying opportunities and assessing pupils’ abilities, interests and achievements. The Government’s expectation is that every pupil should have at least one such interview by the age of 16, and the opportunity for a further interview by the age of 18. The school should integrate this guidance within the pastoral system so that personal careers interviews can be followed up by the form tutors or their equivalent. The personal guidance should be clearly connected with the wider careers programme. Paragraph 79

5. October 2018 Statutory Guidance
The school should use a qualified careers professional, who could be an appropriately trained member of school staff, to provide personal guidance interviews59. The Career Development Institute (CDI) has developed a set of professional standards for careers advisers which includes a Professional Register of advisers holding Level 6 or higher qualifications and guidelines on how advisers can develop their own skills and gain higher qualifications. Registration shows that a careers adviser is professionally qualified and abides by the CDI Code of Ethics, which includes impartiality and updates their skills and knowledge by undertaking 25 hours CPD each year. Adherence to these criteria is monitored by the CDI. We encourage schools to view the Professional Register60 to search for a career development professional who can deliver a particular service or activity. Paragraph 81

6. Quality in Careers Standard
In addition to the statutory guidance the Quality in Careers Standard also requires:
Guidance professional to subscribe to the Code of Professional Practice (CDI) and QA mechanisms are in place to ensure their professional practiced by someone occupationally-competent to do so
Guide to the standard May 2018 page18

7. Activity 1
Consider and record the 1-1 interventions in your organisations
Be prepared to contribute to a whole group discussion on the following:
what is the difference between Careers Information, Advice and Guidance activities?

8. Careers Information, Advice and Guidance – What’s the difference?
• Careers education is the delivery of learning about careers as part of the curriculum. • Work-related learning is the provision of opportunities to develop knowledge and understanding of work and to develop skills for employability through direct experiences of work. • Careers information is the provision of information and resources about courses, occupations and career paths. • Careers advice is more in-depth explanation of information and how to access and use information. • Careers guidance or careers counselling is a deeper intervention in which an individual’s skills, attributes and interests are explored in relation to their career options.

9. Attributes of guidance staff
Skills and attitudes:
Challenging
Contracting
Active listening
Action planning
Impartiality
Non-judgemental
Diagnosing career planning need

10. Activity 2 – Models of Guidance
In groups consider the 4 models of guidance provided and consider the pros and cons for each model. Individually reflect on the model you use in your organisation and its effectiveness.

11. Models of Guidance – Feedback
The Impact of shortening careers guidance appointments – University of Warwick
Time impacts the perceived benefits of guidance and what is possible to discuss within and gain from an appointment
Guidance practitioners state that, with additional time, they could have met ‘underlying needs’ rather than merely the ‘presenting issues’.
Students unequivocally value more time in guidance appointments
Students want guidance. They strongly value it and receive benefits from it

12. Session Outline By the end of the session Career Leaders will have:
Identified models of personal guidance delivery that lead to maximum impact as part of their wider careers programme
Reviewed and quality assured current personal guidance practice
Reviewed the national context for personal guidance, in particular Gatsby Benchmark 8 andthe statutory duty