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The matrix Standard for embedded information, advice and guidance - self assessment tool for teaching staff
What is it?
The Matrix Standard is a national quality standard for organisations offering information, advice and guidance (IAG) services relating to learning and work.
The Matrix Standard has 8 parts (Elements) to it; Elements 1 – 4 focus on how the services are provided and Elements 5 – 8 focus on how they are managed.
The Eight Elements:
- People are made aware of the service and how to engage with it
- People’s use of the service is defined and understood
- People are provided with access to information and support in using it
- People are supported in exploring options and making choices
- Service delivery is planned and maintained
- Staff competence and support they are given is sufficient to deliver the service
- Feedback on the quality of the service is obtained.
- Continuous quality improvement is ensured through monitoring, evaluation and action
All three ‘legacy’ colleges have previously achieved the matrix standard for their core IAG services, i.e. as delivered through their Student Services teams. As Leeds City College we are seeking accreditation for our ‘embedded IAG’ early November 2010.
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What is ‘embedded IAG’?
The matrix assessment of an organisation’s embedded IAG will involve looking at the quality of information advice and guidance given throughout the organisation and, as such, potentially involves everyone.
What exactly is IAG?
Information |
Information is data and basic factual information conveyed through different media (printed or electronic) on course opportunities, occupations, and personal well-being or support services. |
Advice |
Advice involves helping a student to understand and interpret how information provided might relate to his/ her personal situation. Advice helps clients to understand their abilities and targets and may involve suggestions or options on how to go about a given course of action. |
Guidance |
Guidance aims to support clients to raise self awareness, better understand their needs, to confront barriers and to make informed, realistic and appropriate choices. Guidance empowers the client to take ownership of the decision making process and to equip themselves with an agreed plan of action in support of their goals. |
How will we be assessed?
Assessment for matrix is largely by interview and observation; assessors will talk to individuals and groups in formal and informal settings. They are looking for ‘naturally occurring evidence’ and will only ask for documentary evidence to fill any gaps in the primary evidence. They may talk to you! This is why we want all staff to complete this brief self assessment survey. There are no right or wrong answers – the information will simply give us an indication of how ready we are for assessment and where further support may be needed. Please note that responses will remain confidential. Analysis of the responses will be anonymised and non-attributable and will be used to inform the training and support needed to help us achieve the matrix standard.
Thank you for your time!
Name:*
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Department:*
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Campus:*
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Q1. How do potential applicants for your courses find the information they need? [Tick all that apply]
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Other
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Q2. How do you ensure that your course information does not exclude any particular groups?*
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Q3. What strategies do you use to raise students’ awareness of IAG services available to support their progression from your course? [Tick all that apply]
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Q4. If a student needs information and advice that you are not able to provide, e.g. they are considering moving into employment or an apprenticeship, rather than progressing to the next level of your provision, how would you support them?*
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Q5. An applicant expresses concern during their interview about being able to support themselves financially through the course of their studies. Outline any action you would take to advise them, including any referral points.*
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Q6. How do you ensure that applicants understand the academic/vocational and wider implications of committing to one of your courses?
Group briefing session prior to individual interview
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Administer an initial assessment
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Presence at Open Days / other events
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Give tour of area /facilities
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Explain financial support / costs
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Explain support available
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Record any issues / concerns applicants have
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Encourage family members / carers to attend the interview
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Q7. Are you directly involved in interviewing students for your courses
If no, please go to Q11
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Q8. Do you make applicants aware of any of the following policies at interview?
Equality and Diversity
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Safeguarding
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Confidentiality
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Q9. If you consider an applicant unsuitable for your course, how do you explore alternative options with them? Please give examples.
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Q10. An applicant identifies a support need during interview. On a Scale of 1 (not at all) to 5 (very confident) how confident would you feel in knowing where / how to refer for support with the following:
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Q11. How do you ensure that your curriculum information is current, relevant, inclusive and ‘fit for purpose’?*
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Q12. On a Scale of 1 (not at all) to 5 (very confident) How confident do you feel about giving students information and advice regarding the following progression routes:
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Q13. How do you support students who request information and advice on specific occupations? Please describe.*
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Q14. How do you use vocational and occupational information in the curriculum? Please give examples.*
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Q15. How do you try to ensure that your students are made aware of the full range of progression opportunities available to them? [Tick all that apply]
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Other (please specify)
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Thank you for taking part in this survey. The results will help us to achieve the matrix standard and improve our support for students.
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