Client needs for coherent information, advice and guidance services ...

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that were not Jobcentre generated (e.g. vacancies found through local newspapers). This felt like a ‘tick box’ approach, rather than a service rooted in their needs. 594 Lack of on-going support was raised by several clients as a barrier to coherence. 22 Aftercare services were seen as very important as they provided on-going support and encouragement, following IAG. For example, some projects with a focus on job search make regular contact with their clients to inform them of new and suitable job opportunities, or simply to find out if the individual requires further help. Inflexibility of provision 595 The inflexibility of Jobcentre services was found to be a barrier to coherence for some clients. In particular, clients with qualifications and experience complained that they were required to join training programmes that were at an inappropriate level and of little value to them. Furthermore, the training available tended to be at a low level and offered little opportunity for progression. The requirement to participate was linked to duration of unemployment, rather than individual need. 23 596 The continued pressure to find work was viewed as a barrier by some clients who felt that their training could, in the longer term, lead to increased chance of sustained employment. This was a view expressed by a group of unemployed adults on basic skills training. All felt they were benefiting from the training and that, given time, it would increase their chances of finding work. However, only a limited period of training was allowed before they were taken off the programme and expected to continue to seek work. Factors impacting on young people 597 Several of the above issues are less relevant to young people, most of whom appear to have an understanding of the range of ways in which Connexions can provide support. However, one source of confusion for young people was the respective responsibilities of Connexions and Jobcentre Plus for clients aged 16 to 19. Young people wishing to obtain employment reported that Jobcentres had few jobs appropriate to young people, whilst the emphasis and expertise of Connexions is perceived as being more about learning and training than work. 598 Some young people reported that they find it difficult to access services effectively without the support of an adult. One group commented that they had approached several agencies in relation to their support needs without making much progress, until they were accompanied by their Connexions personal adviser. The allocation of a personal adviser is an important factor in facilitating coherence across a wide range of services. 599 Other young people felt that pressure (from teachers, careers advisers and parents) to achieve qualifications and pursue academic routes through FE and HE, had resulted in inappropriate career choices. This group felt that the problem had been 22 For example, New Deal lone parent advisers were criticised in one area for failing to contact clients, and offering very little support or encouragement outside of pre-arranged meetings with the adviser. 23 An example of the impact of inflexibility within the system came from an individual who was planning self-employment and was keen to participate in the business start-up training offered through New Deal. There were no places available on the relevant course at that time and, due to the duration of unemployment, the individual was required to attend another training programme in which he had little interest. This was not only seen as a waste of time but also prevented the individual taking up a place on the subsequent business start-up course, as he would not become eligible for further training for some time. A further example of perceived inflexibility of the Jobcentre came from a woman who was highly satisfied with the service she was receiving through a jobs and training workshop. However, the Jobcentre was insisting that she participate in its own contracted provision rather than continue to use what she considered to be a superior service. 43
exacerbated by media pressure to get a degree and that the failure of IAG services to consider the interests and preferences of the individual had acted as a barrier to their career progression. They would have welcomed more independent careers advice to support their decision making and to help them challenge external pressure to pursue routes that were not part of their own plan. Concluding comment 5100 Much of this last section has appeared critical of providers. It is essential, therefore, to bear the following balancing points in mind:- • the majority of clients were not only ‘satisfied’ – but enthusiastic – about services received. It will be recalled that most planned to return to their existing providers if IAG needs arose in the future; • more text has been directed towards controversial aspects – quite deliberately – than points on which all is well (other than noting that this is the case). Our intention has been to provide the National IAG Board with the raw material on which to base an on-going – and lively – debate! • this chapter has sought to articulate client views, on the grounds that these are significant in their own right – whether or not they are accurate in every point of detail. The next chapter provides a mirror image, targeted as it is on provider views alone; • for clients, the distinction between ‘lack of coherence’ and ‘poor service generally’ is far from clear. Many of the comments in the last section of this chapter simply represent bad practice, rather than ‘lack of coherence’ per se. Nevertheless we were asked by the National IAG Board to report on client perceptions of coherence – and this is what we have sought to do, in as dispassionate a way as possible. 44
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 and 22: Services Table 3.4: Breakdown of cl
Page 23 and 24: 326 Our synthesis and analysis of c
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: who graduated several years earlier
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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