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321 Furthermore, some focus groups involved a mix of clients from different target groups. Where detailed information on the make-up of the focus group is available, participants of mixed focus groups have been split into constituent target groups; thus, if a group included a mix of employed and unemployed adults, the numbers falling into each category have been entered separately in the tables. However, this was not always possible. 322 Table 3.6 below provides a summary of the make up of the client sample, in relation to the seven target groups specified for the research, plus two additional categories. These have been added both to distinguish adults in full-time learning from other adults not in employment, and also to record mixed client groups. Table 3.6: Breakdown of client contacts, by target group and status Client target group Number of clients participating in focus groups C&W GM LS S T&W TOTAL Young people aged 16-19 14 3 5 - 12 34 Young adults up to 25 with LDD - - 3 3 4 10 Young adults aged up to 30 9 6 - - 3 18 Adults with basic skills needs - - - - 10 10 Adults in employment 4 3 7 1 - 15 Adults not in employment 1 19 15 11 2 48 Adult in learning 8 1 - 3 1 - 12 Other Group (e.g. mixed) 10 2 - 7 3 - - 17 Total 46 31 40 16 31 164 Notes 1. C&W Adults in learning = access students 2. C&W Other = mix (employed, unemployed, on disability living allowance, retired) 3. LS Other = mix (ESOL and Adults with basic skills needs) Recent experience of IAG services 323 The vast majority of clients participating in the research were current (or very recent) recipients of IAG services from the provider organisation through which the focus group or interview had been arranged. This was not true of all clients, however, since a significant minority were recruited to the study as a result of their participation in other (non-IAG) provision (e.g. a college course). However, the sample overall is biased towards clients who have had on-going contact with an IAG provider. 324 While a significant proportion of clients may have made a number of approaches to different providers at different times, the sample includes relatively few clients who have used services on a one-off basis. Client sample summary 325 The sample of clients participating in the research is diverse, representing individuals from across a range of target groups and with a variety of different needs and motivations in relation to IAG services. We are satisfied that the sample also includes clients who have experienced a broad spectrum of different IAG services and delivery methods. 21
326 Our synthesis and analysis of client data indicated that it is meaningful to distinguish between clients in terms of motivation, as well as contextual characteristics. Moreover, segmentation by motivation can be applied across clients of all ages, regardless of employment status and skill levels. We develop this point in the next chapter. 22
Page 1 and 2: RESEARCH Client Needs for Coherent
Page 3 and 4: CONTENTS Chapter Page EXECUTIVE SUM
Page 5 and 6: EXECUTIVE SUMMARY INTRODUCTION 1. T
Page 7 and 8: • many clients said they would ha
Page 9 and 10: development of directories and data
Page 11 and 12: I: BACKGROUND AND PURPOSE INTRODUCT
Page 13 and 14: II: METHODOLOGY INTRODUCTION 201 Th
Page 15 and 16: 215 Several adaptations were introd
Page 17 and 18: III: CLIENTS AND PROVIDERS IN THE S
Page 19 and 20: Services Table 3.2: Breakdown of
Page 21: Services Table 3.4: Breakdown of cl
Page 25 and 26: • a student who is part of a grou
Page 27 and 28: 420 In terms of patterns of referra
Page 29 and 30: RECOMMENDATIONS 434 We were not for
Page 31 and 32: targeted at them. This point was ma
Page 33 and 34: providers demonstrated a high level
Page 35 and 36: 536 Many clients do appear to find
Page 37 and 38: service can help them; rather it su
Page 39 and 40: esource management practice; thus s
Page 41 and 42: Transfer of client records 579 The
Page 43 and 44: who graduated several years earlier
Page 45 and 46: exacerbated by media pressure to ge
Page 47 and 48: • In practice, there are often di
Page 49 and 50: 621 Referral to learning providers
Page 51 and 52: was minimal. The main exception was
Page 53 and 54: 649 In some areas, the IAGP itself
Page 55 and 56: combine their visit with other acti
Page 57 and 58: 681 There was a lack of suitable pr
Page 59 and 60: • Some advisers working with the
Page 61 and 62: APPENDIX A KEY DIFFERENCES BETWEEN
Page 63 and 64: other providers, including a number
Page 65 and 66: 52. Many providers’ staff express
Page 67 and 68: C. COHERENCE OF IAG SERVICES C.1 Pl
Page 69 and 70: C.4 Are there links with HE careers
Page 71: Copies of this publication can be o

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