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

2. 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

3. 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

4. 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.

5. 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.

6. 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.

7. 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

8. 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.

9. Qualification and Unit Selection What types of information, advice and guidance would you give to a learner when choosing appropriate qualification and unit selection Information Fact sheets on different qualifications and units available, company website, learner handbook. Advice Discussion on contents of the qualification including framework components and what the units involve. Guidance Discussion 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.

10. 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.

11. 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 G ive 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

12. 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 course Advice Encourage the learner to speak to the relevant people to gain the support she needs such as doctor, parents, employer etc Guidance 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

13. 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 list Advice 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

14. 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 & university Advice 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

15. 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

16. P & I Information, Advice and Guidance (I.A.G)