There are many ways to falter at work or in your job search, including taking setbacks personally, focusing on perfectionism and shunning advice from a friend or coworker.

“It’s important to have a mind of your own and march to your own drum, but don’t be a know-it-all,” writes workplace author Bryan Robinson. 

Full Story: Forbes

Learning in Wiltshire is Wiltshire Council’s adult learning and development service. http://www.learninginwiltshire.org.uk/ They are proud holders of the matrix Standard http://matrixstandard.com/ which is the unique quality framework for the effective delivery of information, advice and/or guidance.

All Learning in Wiltshire staff give Information, Advice and Guidance (IAG) as part of their commitment to help learners and potential learners explore options, get the best out of their learning programme and continue to develop their skills to higher levels after completion of their course or qualification. Their IAG is split into three:

• Initial IAG – given by occupationally competent assessors in the form of a telephone conversation lasting approx. 20 minutes.
• Ongoing IAG – incorporated within the learning programme and evidenced throughout the learning journey in a variety of ways e.g. ILPs, e-portfolio, reviews, tutorials etc.
• Exit IAG – informs future development needs and allows our learners to be signposted to relevant progression pathways.

They have developed an IAG handbook for their learners.

To view the handbook  Click Here

Ofsted’s Common Inspection Framework introduced in September 2015 has an increased focus on the importance of careers guidance for all young people aged 13-18. Volunteers from the world of work can play a key role in enhancing careers guidance provision and the important decision making all young people need to make about their futures while at school.

Working with volunteers from the world of work in supporting careers guidance provision is directly linked to the criteria in the inspection framework.

There are many examples where volunteers have talked to young people in schools and have helped to start the thinking process about their careers early. These volunteers have opened young people’s minds and they have also helped make school subjects relevant to the world outside and their future careers.

Volunteers have provided students with insights into lots of different jobs and sectors so that they make informed choices and start to build a foundation for their future careers. Many schools incorporate using volunteers into their careers guidance strategy to make the difference to their students’ futures. This in turn also helps them meet many of Ofsted’s criteria in the latest Common Inspection Framework. Events with volunteers only work well if the teachers involved are fully committed and invest time in achieving a good match between volunteers and students.

The ideas listed in the report published by Education and Employers http://www.educationandemployers.org/ in April 2016  shows how you can enhance your careers guidance provision and boost your chances of meeting inspection requirements.

To access the report  Click Here

The matrix Standard http://matrixstandard.com/ is the Standard that organisations, involved in the delivery of  information, advice and/or guidance, aspire to achieve.

The video gives you an overview of the requirements of the Standard, while the guidance document matrix standard – Guidance for FE Establishments – April 2016– puts the Standard in context for  FE Colleges.

The Sub-Committee on Education, Skills and the Economy brings together Members from the Education Committee and the Business, Innovation and Skills Committee to examine issues around education and skills, and how they impact upon business and the economy.

The aim is to bring greater co-ordination to the scrutiny of education and skills policy and its impact on the economy. They chose careers advice, information and guidance as the subject for our first inquiry. The Report falls into four main parts:

• Chapter 2 considers the quality of careers education, information, advice and guidance in English schools and how it could be improved;
• Chapter 3 examines the current structures for the delivery of careers services and how they might be simplified;
• Chapter 4 looks at links between careers provision and the labour market, and how careers education, information, advice and guidance can help to address the country’s skills shortages;
• Chapter 5 considers the potential for employers to play a greater role in careers education, information, advice and guidance.

To access the full report Click Here

The International Centre for Guidance Studies, College of Education University of Derby and Pearson UK have published a research report  – World-class apprenticeship standards: Report and recommendations.

The aim of this research was to identify world-class apprenticeship standards and to make suggestions as to how these could be applied to the English system. World-class means that the standards described are acknowledged to be among the best in the world. Thirteen indicators for world-class apprenticeship standards were identified through the research and these have been divided into four sub’sections: (1) training, (2) skills and expertise, (3) recognition and (4) progression.

The findings from the research suggest that world-class apprenticeship standards require:

• extended apprenticeships of between three and four years
• broad and in-depth scientific and industrial skills and knowledge
• the presence of a ‘master’ in the company to train an apprentice
• high-quality knowledge-based education and training
• recognition through an occupational title on completion of the training
• apprentices to acquire all the skills and knowledge necessary to work effectively in an occupation
• apprentices to become skilled workers in an occupational area with a critical and creative approach and
• progression routes into employment as well as into further education and training.

To access the full report Click Here