Guidance Skills

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Guidance Skills

• LSN training modules for 14-19 IAG
• Module 3

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Objectives

• To enhance understanding of how guidance
  contributes to 14-19 developments
• To enhance understanding of the nature, purpose,
  scope and importance of guidance and basic
  guidance principles and techniques
• To practise and gain confidence in using
  essential guidance skills
• To reflect on, review and consider how to build
  on current practice

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Guidance Basics
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Guidance sessions are

• learner focused sessions
• one-to-one, small group or drop-in sessions
• an opportunity for learners to
• talk through their ideas about the future or a
  problem they face
• find the answers to questions
• resolve issues
• make decisions
• negotiate and agree action

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Guidance sessions are needed to

• provide support for complex choices
• encourage informed decisions and personal
  ownership of them
• broaden horizons, challenge misconceptions,
  explore options, confirm realistic possibilities
• boost development and build skills

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Ground rules

• Create a positive climate
• Focus on and listen to the learner
• Show the learner respect, openness and empathy
• Be open about confidentiality
• Be impartial and fair
• Be prepared to motivate the learner
• Know your limits

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Running a guidance session

• Agree an agenda
• Let the learner lead the discussion
• Listen to the learner, confirm understanding,
  clarify and respond to what is said
• Identify issues and challenges, including
  erroneous ideas and unrealistic options
• Help the learner to reflect, recognise desired
  outcomes and consider options
• Let the learner make decisions and negotiate
  action points and timescales
• Record outcomes

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Listening Skills
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Active listening

• Actively showing interest in, and acknowledging
  the importance of, what learners say
• Working with learners to understand the key
  points and emotions being raised
• Helping learners to make sense of their stories

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Active listening skills HEARing

• Hear listen with undivided attention
• Empathise listen with understanding
• Analyse look below the surface of what is said
• Respond show that youre listening

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Review

• Were there any awkward moments? What caused them?
• Were there any barriers that obstructed active
  listening? What were they?
• Were there any problems in summarising and
  paraphrasing speakers comments? What were they
  and what caused them?

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Questioning Techniques
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Best questions

• Open
• Probing
• Closed
• Reflective
• Hypothetical

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Worst questions

• Heavily prefaced
• Leading
• Multiple
• Rhetorical
• Ones that begin with why

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ILPs
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Individual Learning Plans (ILPs)

• What are ILPs used for?
• How are they used?
• Do they support learners progression?
• How could their use be improved?

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Purpose of using ILPs

• To review learning and progress
• To raise aspirations and motivation
• To inform choices
• To establish broad learning and career goals
• To agree next steps

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Discussion of ILPs should

• Encourage learners to draw on
• information from activities in all parts of their
  lives
• the results of any assessments (self and
  external) and other guidance interviews
• the information in personal portfolios
• Use active listening and appropriate questioning
  to make best use of time

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Review Evaluation
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Objectives

• To enhance understanding of how guidance
  contributes to 14-19 developments
• To enhance understanding of the nature, purpose,
  scope and importance of guidance and basic
  guidance principles and techniques
• To practise and gain confidence in using
  essential guidance skills
• To reflect on, review and consider how to build
  on current practice