Organisation and Policy: Influencing Public Policy: Connexions: Frameworks for Personal Advisers

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Training Framework for Personal Advisers

YALP's answers to the Connexions Service Questionnaire

The role of personal adviser needs to develop to take account of the range of appropriate qualifications that personal advisers may bring to the role and further work may need to be undertaken to map the range, once the exact nature of the role is clarified. A key aspect to this may be the extent to which the relationship between the adviser and the young person is voluntary or otherwise.

2. Do you agree with the structure of the personal adviser Training Framework shown in Annex A?

It is important to determine whether the structure, as outlined is designed to meet immediate or long term needs, given that this would have an impact on the

content, structure and time-scale of the training. The partnership agrees with the principles of access to the training for individuals from different academic and occupational backgrounds and that the structure should take account of prior learning and experience.

The structure needs to allow for different entry points and progression, responding to the needs and levels at which local advisers will work. In addition it would need to recognise that in some cases there may need to be a fast track element. Preliminary access training should be available for community volunteers with the capacity to move into the foundation/ extension programme, the latter aimed at previously experienced/ qualified workers, taking into account APL.

The extent that formal training of existing professions will be taken into account is not clear and in particular whether this training will be incorporated into initial professional training. It is important to recognise the capacity of current training/education providers of professional training to contribute to the development of this emerging role.

In order to provide the required number of personal advisers, it is likely that many will develop from being community mentors. YALP is delivering training in Getting Connected to community volunteers who are part of an initiative to counter youth crime in Merseyside. It is clear from this that any training of such a vital source of personal advisers recognises and responds to their exceptional readiness to learn; and validates their experience, knowledge and commitment to working with young people in their communities.

YALP would agree with much of the content as outlined, but is of the firm opinion that the training should include an emphasis on emotional literacy, understanding and knowing about it and Personal Advisers being able to apply it in their work with young people. Such an emphasis has had a very significant impact in the training and development of mentors for facilitating Getting Connected, many of whom are likely to be or become personal advisers.

Proposed additions would include an emphasis on emotional literacy, as outlined above and a greater emphasis on building and sustaining relationships with young people, enabling the young people to have a voice/choice in the process and to be empowered. The experience of YALP in delivering Getting Connected would demonstrate the real value of emphasising realistic boundaries, the importance of establishing contracts and building, sustaining and ending relationships with young people, on which the success of the intervention is based.

The training would need to reflect the fact that when working with young people on issues of education, training and employment young people aged 18+ are usually more serious about training opportunities that those aged 16/17. It is therefore important that any training addresses the training and education patterns of these young people and takes account of relevant aspects of the labour market. Furthermore, legislative responsibilities, such as Health and Safety and Child Protection would need to be included.

4. Should we introduce a bridging route for learning mentors to become personal advisers, and if so how?

It is difficult to conceive how this will operate, as it very much depends on their training, experience and accountability /management structure and the exact role of learning mentors. It may therefore mean a high level of interest in becoming personal advisers. It is, in our experience vital to provide a route that recognises the experience, knowledge, and commitment of practitioners who seek to develop young people rather than trying to control them.

It is important that the managers of personal advisers are competent in undertaking their role and possess appropriate qualifications.

It is vital to provide recognition for the qualifications some managers might already possess, with the proviso that any identified gaps can be met through the management programme.

It may therefore not be necessary that all managers undertake all elements of the management programme or likewise all elements of the foundation/extension training.

At this stage it is rather difficult to determine, as it is likely to depend on the

nature, knowledge and experience of the managers from the different organisations. Given the styles of management individuals in organisations implement, this may need addressing if consistency is to be upheld.

It is important that this is maintained and developed, although it is likely to be a very local issue and therefore would be managed by the local Connexions partnership.

These would include opportunities to discuss their caseloads, to offload concerns, discuss examples of practice and seek and gain support on relevant issues in the work with young people on a regular basis.

Due to the emotional demanding nature of some aspects of the work and the related pressures, the supervision would need to address these aspects. This would mean implementing a variety of approaches including one to one structured support and supervision from line managers, professional non -managerial supervision and peer group support. The supervision would need to provide opportunities for learning and development, through experience, reflection, analysis and action planning, (Kolb’s Learning Cycle) a process widely used in the Getting Connected Training for Mentors.

A model that incorporates the above elements and takes into account some of the models of good practice from existing professions, for example youth work.

In our experience it is useful for managers to have caseloads, although these will be smaller, as this would enable them to bring their experiential learning into their management practice and would provide them with a direct understanding of personal adviser’s roles and associated issues. However, it is important to emphasise the significance of effective, efficient management in enabling the personal advisers to effectively undertake their role.

7. What existing training programmes should we take account of in developing the Training Framework?

It is important that account is taken of the initial professional training in youth work, careers guidance, social work and teaching. Given that many personal advisers will be drawn from these disciplines, it will be vital that sufficient attention is paid to recognising prior learning and experience and that appropriate changes are made to the delivery of initial training, if required. In our experience of delivering Getting Connected, we would want to re enforce the key elements of the mentor training, particularly in relation to emotional literacy, which we believe would enhance any training for personal advisers.

The Young Adult Learners Partnership has been formed by agreement between two national development agencies, the National Institute of Adult and Continuing Education (NIACE) and the National Youth Agency (NYA)

Is your response confidential

No

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