Analyse_the_Impact_of_Legislative_Requirements_on_the_Work_of_the_Careers_Information_and_Guidance_Service.

Assignment 2 Unit 01 This assignment is an analysis of the legislative requirements, Codes of Practice and ethics underpinning my work in the careers guidance sector. 5.1 Analyse the impact of legislative requirements on the work of the careers information and guidance service. Sector Skills Service & The Company Ltd supports the 'Governments Strategy for Skills' and the directives given by the 'Minister for Further Education, Skills & Lifelong Learning' and the 'Secretary of State for Business, Innovation & Skills'. The 'Government Strategy' states that training organisations will be given the flexibility they need to respond to the demands of employers and learners with more people being encouraged to take part in adult community learning. The Company welcomes the statements by the Ministers that the government is to encourage adult community learning. The Company understands that skills training and qualifications are vital to ensuring people are job ready to move into employment. The Company supports the governments’ flexible approach to skills training and delivers skills training built around the needs of local employers and of those seeking work. In his Ministerial Foreword to the National Careers Service: The Right Advice At The Right Time publication John Hayes, Minister of State for Further Education, Skills and Lifelong Learning states: “Through the matrix quality Standard, we are making it easier to check that organisations providing information and advice meet national standards. Alongside that, I want those who provide careers advice and guidance for a living to take up their rightful mantle: as trusted experts, wise in their counsel and respected by those who look to them.” The paper goes on to state: Wherever people seek advice on learning and work, they should know that they are getting a high quality service. There will be clear national quality standards. The matrix Standard is the Government’s badge of quality for information and advice about learning and work, and organisations accredited to the Standard have to demonstrate that they provide a high quality and impartial service. There will be an online register of all organisations accredited to matrix, so that young people, adults, schools, employers and others have access to this information. The National Careers Service will be accredited to the matrix Standard, ensuring that it provides advice which is expert and impartial, and supports its advisers to achieve recognised professional standards. Responding to the Careers Profession Task Force in 2010, the Government set a challenge for everyone that works in careers guidance services: to raise the professional status of careers advisers, so that they have the recognition and respect they deserve. From April 2012, there will be a new set of professional standards for careers advisers; a register of advisers holding postgraduate qualifications; and guidelines on how advisers can develop their own skills and gain higher qualifications. This has been led by an alliance of professional bodies for the careers sector. 5.2 Discuss the impact of professional codes of practice on the work of the careers information and guidance. The Company Limited achieved accreditation in 2007 for the matrix quality standard for information, advice and guidance services. This is now a mandatory requirement of the national network of stakeholders for advice & guidance and in the delivery of adult further education. The Company was re-assessed on 12th July 2010 and was accredited from 'BIS Department for Business Innovation & Skills' until 12th July 2013. This was achieved by having to go through the four elements of the Matrix Standard Leadership and Management: This element is about the way in which the organisation is led and managed to develop an effective service. The service has clearly defined measurable aims and objectives which link to any wider organisational strategic aims. The service is provided with clear leadership and direction. The organisation implements policies to promote equality and diversity, impartiality, confidentiality and professional integrity in all aspects of service delivery. The organisation complies with existing and new legislation which might impact upon the service. The organisation defines client outcomes and uses them as a measure of success for the service. Resources: This element describes the assets invested and applied in providing an effective service. The organisation uses its resources effectively to deliver the service. Clients are provided with current, accurate and quality assured information which is inclusive. The organisation defines the skills, knowledge, competencies and qualifications, in line with current national recognised professional qualifications and frameworks, for individual staff roles, and linked to the aims and objectives of the service. Staff are supported in undertaking continuous professional development and provided with opportunities for career progression. Effective induction processes are in place for all staff. Service Delivery: This element describes the way in which the service is delivered effectively. The service is defined so that clients are clear about what they might expect. The service is delivered effectively to meet its aims and objectives. The service provided is impartial and objective. Clients are given appropriate options to explore and understand that they are responsible for making their own decisions. When exploring options, clients are provided with and supported to use appropriate resources including access to technology. Clients benefit from signposting and referral to other appropriate agencies or organisations. Continuous Quality Improvement: This element describes the way in which the service provided is reviewed and improved on an on-going basis. The organisation measures and evaluates the service against its stated aims and objectives and identifies improvements. The organisation monitors and evaluates client outcomes to support and improve service delivery. The organisation evaluates feedback on the service to build upon its strengths and addresses any areas for improvement. The organisation evaluates the effectiveness of its partnerships and networks to improve the service. The organisation defines quality assurance approaches which are used to improve the service. Staff performance, linked to their role within the aims and objectives of the service, is reviewed and evaluated to improve the service. Effective use is made of technology to improve the service. The organisation continually reviews improvements to help inform the future aims and objectives of the service. The process for the award was a long and involved one that required the company to provide all the relevant procedures and policies required to meet the standard. It also involved a team coming into the company and monitoring the performance of the staff and the quality of the delivery. Students and staff were interviewed and questioned on the above criteria along with audits of management information. Once all criteria were achieved and a report was prepared and being found to meet all the standards accreditation was awarded. It is regularly checked and the next inspection is due in July of this year. This is NOT a two day process; we need to display across a twelve month period from 12th July 2012 to 11th July 2013 that we have worked towards continually improving our service delivery and most importantly the quality standards of our information and of our advice & guidance to customers and partners. We have through working on our websites, our QA and partnership arrangements been working towards our re-accreditation with MATRIX since 12th July 2012. We have a Telephone Meeting on 25th April and will be asked to forward information regularly to the Matrix Assessor through April, May and June 2013. The process will conclude with a 2 day visit by the MATRIX Assessor on the 10th and 11th July. Wednesday 10th July is Sector Skills Service Ltd and Thursday 11th July is The Company Ltd. We must pass and gain accreditation as this is not only costing us £4,000.00 but it is a mandatory requirement by the SFA for all Subcontractors. Ensure the Websites are updated and that MISSY & FMI can be viewed by the MATRIX Assessor as working correctly for our Partners, staff and Customers. MISSY & FMI are essential to our working relationship with our new partners but also the way in which we introduce and implement the MIS & FMI will be a key area of focus for the MATRIX Assessor. We need to be able to demonstrate that the paperwork and the underpinning MIS & FMI is in place to correctly support the delivery of our services; especially as we will have moved away from our main funding partner learndirect to new College partnerships. Tania Dunton the MATRIX Assessor puts a lot of stock by the websites and considers this to be the springboard for delivering cohesive information. Tania will certainly be going through the websites with a fine tooth comb prior to her 25th April phone meeting with me and then again prior to her 2 day visit. The two day agenda is extremely busy from 9.00am to 5.00pm each day with every single hour allocated to meetings; the Assessor might well see the Tutors and Customers in groups but not necessarily. We will be asked to invite the below to give their opinions on the services we offer; it is therefore very important that during the next three months we deliver to our agreed profiles, keep a good dialogue with all our partners and maintain a high level of service so that the opinions given on 10th and 11th July are strong and positive. AGENDA: Wednesday 10th July 2013 Paul Shirlaw - CEO - Sector Skills Service Ltd Vic Powell - JCP Adviser Liaison - Sector Skills Service Partner: DWP - Jobcentre Plus - Leone Hill - Partnership Manager (Clive Wrigley possible replacement) Michael O' Connor - Adviser - Sector Skills Service Julian Sewell - Work Support Coordinator - Sector Skills Service Customer: TBA Customer: TBA Customer: TBA Partner: Babcock Careers Guidance Ltd - Teresa Smith - Contract Manager - National Careers Service (Paul Rees or Jackie Piggott possible replacements) AGENDA: Thursday 11th July 2013 Paul Shirlaw - CEO - The Company Ltd Carol Hardy - Quality & Audit Supervisor - The Company Ltd Julie Cullen - IV & Quality Assessor Matt Charman - Admin - (MIS & FMI) Justine Dunlop - Tutor - The Company Ltd Emma Sackley - Tutor (English & Maths Lead) - The Company Ltd Anne Clowes - Tutor - The Company Ltd Karen Durrant - Q&A Admin Support - The Company Ltd Customer: TBA Customer: TBA Customer: TBA Partner: South Downs College - Pankaj Makwana - Director of Finance (Andrea Wingfield possible replacement) Partner: Chichester College - Terri Dickman - Project Manager - External Funding (Ellie Skinner possible replacement) The day to day impact of these measures are that our systems of work are constantly measured and assessed and we strive to improve the service to our customers and staff. We look at the provision we can offer and adapt it to the needs of the local environment, a prime case is the fact that over 80% of our referrals are for CSCS training we tied in the Employability courses to fund the provision of CSCS tests. The benefit of this is that we are adaptable to change and also the demand for courses within the local area. My work as JCP adviser liaison also helps us know what the local labour market requires. I speak regularly with the LMRA at the local JCP and if they identify a need for training we will see if we can supply it. This helps with the need to display across a twelve month period that we have worked towards continually improving our service delivery and most importantly the quality standards of our information and of our advice & guidance to customers and partners. 6.1 Explain the principles of equality, diversity and inclusion. Equality Is about creating a fairer society where everyone can participate and has the same opportunity to fulfil their potential. Equality is backed by legislation (Equality Act 2010) designed to address unfair discrimination, harassment and victimisation; advance equality of opportunity and foster good relations between people who share a protected characteristic and those who do not. There are 9 protected characteristics: age, disability, gender reassignment, marriage and civil partnership, pregnancy and maternity, race, religion and belief, sex, sexual orientation. Diversity Acknowledges and values the full range of differences between people both in the workplace and in wider society. Diversity acknowledges that entry into the workplace and an individual realising their potential once there can be influenced by a range of factors beyond the characteristics included within equality legislation, including social, economic and educational background, professional background, hierarchical level, working style, nationality etc. Inclusion Refers to an individual’s experience within the workplace and in wider society and the extent to which they feel valued and included. Sector Skills Service Sector Skills Service have an Equality & Diversity Policy that all members of staff have to adhere to and it aims to provide a welcoming environment in which all learners and employees are encouraged to realise their full potential, where every individual is valued and offered equal opportunity to progress. To this end, Sector Skills Service aims to ensure that all actual or potential learners and employees are treated in an equivalent fashion, regardless of: age, disability; family responsibility, marital status, race, colour, ethnicity, nationality, religion or belief, gender, sexual orientation, trade union activity, and any other criteria. The company believes that all forms of prejudice and discrimination are unacceptable. In recognition of the fact that they can take a variety of forms, depending on the group against whom they are directed, we will adapt and develop policies embodying the issues specific to discrimination on the grounds of: Age, Disability, Gender, Race, Religious Belief, and Sexual Orientation. 6.2 Analyse the impact of equality, diversity and inclusion in the careers information, advice and guidance organisation in which you work. The Equality Act 2010 unifies previously piecemeal legislation and protects people from discrimination involving… Race (including ethnic or national origins, colour and nationality) Sex Sexual orientation Disability Religion or belief (including lack of belief) Gender reassignment (transsexuality) Pregnancy and maternity Marriage and civil partnership Age There’s also increased protection for people discriminated against “by association or perception”. We may recognise additional equalities issues such as education background, economic background, preferred language, and countless others. Direct discrimination could take place if individuals are treated less favourably or given a lower standard of service than other individuals because of their gender, race, ethnicity, culture, disability, religion, sexuality, class, mental health and age. We must always be aware of our own prejudices and make absolutely sure that we do not provide different standards of care or support to the individuals we are working with. Indirect discrimination could take place when a rule or policy that applies equally to everybody is more restrictive for people from a certain group. For example, if a council only produces information about its homeless applications procedure in English, this puts people whose first language is not English at an unfair disadvantage and could be seen as indirect discrimination. If the council has a good reason for having a particular policy in place (for example, because it's necessary on health or safety grounds) then this won't be indirect racial discrimination. We live in an increasingly diverse society and we need to be able to respond appropriately and sensitively to everyone who we interact with when providing advice and guidance to individuals. A lot of the issues with our customers are covered by employment law, such as Sexual discrimination, Age or race. These can be subject to exemptions for various roles such as for religious issues. We recognise that we need to treat everyone we support as individuals and respond to them, and their social identity, in an individual manner. Understand that treating people fairly does not mean treating people in the same way. We need to recognise difference and respond appropriately. Respect all individuals we support regardless of their social identity try to increase our knowledge and understanding of aspects of social identity that may be different from our own. Avoid stereotyping or making assumptions about individuals based on their social identity. Recognise that our own social identity may impact on individuals in different ways and avoid using inappropriate and disrespectful language relating to social identity. In our job role, we have a duty of care to challenge discrimination in a positive way and promote inclusion. If discrimination is challenged effectively, future incidents of discrimination can be prevented, as well as empowering individuals to understand their rights. We should always act fairly and try to see things from the other person’s point of view. Consider that there could be different pressures, needs and cultures. Always use positive language and never use words or phrases that could be disrespectful towards another person. Do not allow prejudices and stereotyping to influence our processes and do not accept any type of discriminatory behaviour. Some of the main issues we would have to deal with are the customers own prejudices and perceptions. I’m too old for the job… That’s woman’s work …… I wouldn’t work with a…………………… I don’t get interviews because….. These have to be dealt with as barriers and discussed during one to one sessions with the customer to show them how to avoid these types of attitudes The Equality and Diversity policy that states all forms of prejudice and discrimination are unacceptable. In recognition of the fact that they can take a variety of forms, depending on the group against whom they are directed, The Company will adapt and develop policies embodying the issues specific to discrimination on the grounds of: Age, Disability, Gender, Race, Religious Belief, and Sexual Orientation. Equality and Diversity affects all our policies and all our working practices: Health and Safety at Work Policy in the vulnerable adults section states: A vulnerable adult is also someone with learning difficulties and the risk here is in ensuring an assessment takes place that recognises any learning difficulties. The company conduct an assessment of skills with ALL service users to ensure that the service being provided is suitable for the service user regardless of their vulnerable status or learning difficulties. The company initially undertakes measures to establish if a potential 'service user' has a disability prior to attending at the premises. A judgement is made on the severity of the disability and whether the company can provide a quality service within health & safety guidelines to the satisfaction of the 'service user'. If the 'service user' through a disability cannot attend the Centre then alternative arrangements are made to provide access to the services from home or they are sign-posted to South Downs College - Waterlooville. We have a Disability policy that states: The Company has used the Governments instructional website (launched 2004) for direction and application of policy. Through a liaison with them The Company Limited now meet the DDA October 2004 requirements. (http://www.disability.gov.uk/dda/employers/providers.asp) The Company considers carefully "What is a reasonable adjustment'" Under the DDA you only need to make changes that are reasonable'. Take a common sense approach. There's no rulebook. DDA Government Guideline: www.disability.gov.uk/dda/employers/providers.asp You will not be required to make changes which are impractical or beyond your means. DDA Government Guideline: www.disability.gov.uk/dda/employers/providers.asp The Company has discussed with the freehold owner of the property a lift being fitted. We have been informed it is impractical and as this is a full repairing and insuring leasehold be at the cost of The Company. These costs would be considerable but permission has not been given by the Freehold owner. It is clear that DDA is about the treatment of the disabled person as the priority. The adjustments should be to policy and then where possible reasonable physical changes. Businesses must not discriminate against the disabled person and afford them the opportunity to receive the product or service on offer. Following the Governments guidelines we have now made the required provisions to meet the Oct 2004 Disabled Discrimination Act. Development and growth of the The Company business will also take the DDA into consideration when making all future decisions. The Company - Policy for dealing with disabled applicants and the physically impaired: We ask on our Pre-enrolment Form if the applicant is disabled and the form notifies them of our location. Our initial face to face contact with the applicant away from the Centre establishes the applicant’s disabled status. Our phone pre-enrolment establishes the disabled status of the applicant. We offer ‘Initial Guidance & Advice' service at the home of the disabled person. “The Company will meet a mobility-impaired person in a more accessible venue or at their home; as our premises can only be reached by a flight of stairs." DDA Government Guideline: www.disability.gov.uk/dda/employers/providers.asp We have offered a Laptop or PC loan service to the disabled students or assist in setting them up with the 'fast load CD' on their computer to access their chosen course. If the disabled applicant is insistent on learning from a centre with disabled access we will signpost them to the local Colleges or centre’s with access for disabled. Hearing enhancements are used to enhance the volume for hearing impaired students. Along with the fully supported chairs, longer length headphones, stools and cushion supports are offered to any partially disabled students. Extra signs and larger signs for directions and fire exits have been placed throughout the building. Larger VDU screens are available for any visually impaired students. The Company undertakes to conduct comprehensive and effective monitoring of all aspects of staffing and the learner population. The Company is committed to the collection of statistics, analysis of data and presentation of data, as well as monitoring on an on-going basis and as policies and practices change. Equality and Diversity will also be monitored as part of the Course Review and Self-Assessment Review processes. The main forms of monitoring used by The Company will be the composition of the existing management, workforce and learner population, the recruitment processes, learner retention and achievement with particular reference to ethnicity, age, disability and gender. Action plans will be drawn up to address any imbalances and in particular to narrow any identified achievement gaps between groups of learners identified as a result of monitoring and reviewing this data. An annual Equality and Diversity report will be produced to summarise all monitoring of data, analysis of feedback including any complaints and the annual review of the each Equality & Diversity initiative implemented by The Company. A few recent examples of our equality and diversity is the current influx of EU workers, One of our main courses is the CSCS qualification for Health & Safety in the construction industry the test is presented on screen in English but we have translations of the questions in several European languages that are spoken over headphones to the candidates. During the inductions for the course we sometimes have to deal with certain attitudes to women working in the construction industry when they also apply for the CSCS card. We have a large number of customers with dyslexia and try to help them with various pieces of software and hardware to help with completing the course. The use of spoken questions and scribes can also be set up for these students. Bibliography AB1 Group Policies, Retrieved 3rd May 2013 from http://www.ab1group.com/company/policies.asp Department for Business Innovation & Skills, National Careers Service: The Right Advice At The Right Time, New Chances, New Challenges, Further Education and Skills System Reform Plan Published 05/04/2012, Retrieved 3rd May 2013 from https://www.gov.uk/government/publications/national-careers-service-the-right-advice-at-the-right-time Jo Hutchinson, Heather Rolfe, Nicki Moore, Simon Bysshe and Kieron Bentley (2011) All things being equal' Equality and Diversity in Careers Education, Information, Advice and Guidance. Equality and Human Rights Commision Research Report 71 Isbn : 978 1842206 3811 The Matrix Standard Retrieved 3rd May 2013 from http://matrixstandard.com/the-standard/the-standard/