Organisation and Policy: Influencing Public Policy: Connexions: Frameworks for Personal Advisers
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Training Framework for Personal Advisers
NIACE's answers to the Connexions Service Questionnaire
1. In the longer term, how should the profession develop to include qualifications and accreditation?
The pilots and first tranche of Connexions Services should run for two years and, in parallel while the PAs have the opportunity to work through their multiple roles and responsibilities, the qualifications and accreditation systems should be set up. To create a structure without drawing on the practice from which it can be derived would be putting the cart before the horse. The framework of qualifications should be modular and connected with those in related fields.
2. Do you agree with the structure of the personal adviser Training Framework shown in Annex A?
No.
We are not persuaded of the benefit of the Foundation and Extension Programmes. We would prefer to see a unitised or modular framework comprising units with elements and standards specified in each, some being core and others additional to which PAs can subscribe according to need and experience. Insufficient account seems to be paid to the different needs people will have on entering the occupation.
3. a) Do you agree with the required skills and suggested "themes" identified in the Foundation Programme?
Yes
3. b) What skills or themes would you add to, or remove from the list shown?
There should be more attention paid to building relationships with young people – establishing contracts, setting boundaries etc. Emphasis should be given to negotiating skills – with young people, their families, with providers – and influencing skills as part of brokerage and advocacy.
Under assessment, training should be given in measuring soft outcomes (such as self-esteem and confidence, emotional literacy) and distance travelled.
4. Should we introduce a bridging route for learning mentors to become personal advisers, and if so how?
The distinction between the two is not clear. Learning mentors will probably already have had some training relevant to PA roles and functions. Community mentors would need to have some bridging routes established.
5. a) Should the Management Programme be post qualification i.e. follow completion of the Extension Programme?
Yes.
5. b) What further accredited training will be needed?
This is hard to specify at this stage. Managers and PAs will be part of the complex organisations having to handle difficult ‘partnership’ arrangements and relationships. Training will be needed in supporting (and supervising) and managing PAs in this environment and in promoting diversity, and in developing and demonstrating leadership skills when acting on behalf of PAs and the Connexions Service. Further training will therefore be needed in:
 | Partnership work. |
| Equal opportunities |
| Advocacy and representation. |
5. c) How should we ensure continuous professional development?
Primarily through good quality supervision and appraisal, undertaken frequently (at least monthly) by managers who know the territory. This will ensure a continuing identification of training needs based on performance in the role. Also by providing short in-service training programmes and peer support for staff as needs emerge through the appraisal process. This professional development should be ensured by keeping a professional log of training.
5. d) What are the supervision needs of personal advisers?
PAs will need high-quality supervision with regard to:-
| Handling multiple and sometimes conflicting roles. |
| Working in a complex organisation. |
| Meeting needs while hitting targets. |
| Dealing with institutions. |
Supervision sessions should be properly recorded and reported.
5. e) How can the supervision needs of personal advisers be addressed?
| Managerial supervision. |
| Non-managerial supervision. |
There should be opportunities for PAs to have non-managerial supervision, either one-to-one or in a group; and peer support. Supervision should be regarded as a priority in staff development and management training.
5. f) What is the appropriate supervisory/support model for personal advisers?
PAs will need opportunities to meet to reflect on their experience, analyse it and plan to improve their performance (using Learning Cycle – Kolb). This means being supervised by managers sensitive to and supportive of this approach to personal and professional development.
6. Should team leaders and managers within the Connexions Service have a caseload of young people, and if so, what are the training implications?
Yes.
Team leaders and managers should be familiar with the training experiences of those whom they manage/lead. They should have a smaller caseload but it is important that they experience the same challenge and tensions of the PAs.
7. What existing training programmes should we take account of in developing the Training Framework?
| Youth and community work training. |
| Educational guidance and counselling. |
| Motivational interviewing. |
| Equal opportunities. |
| Getting Connected – a curriculum framework for social inclusion from NIACE/NYA Young Adult Learners Partnership provides training in the key skills of mentoring, facilitating learning, and assessing. |
8. Additional comments on the Training Framework for personal advisers
Effective training, support, supervision and development of personal advisers can best be secured through a series of modules or units which can be taken in number and combination depending on the existing skills, knowledge, understanding and experience of each PA. Training needs to be flexibly conceived and delivered so that it is differentiated according to need. Some training will have to be provided immediately (for induction purposes) and other training will be best provided at a later stage after PAs have been immersed in role and can recognise better the demands and challenges they face. The proposed framework does not seem to allow for this.
The training and support PAs will need are likely to revolve around some of the multiple roles they will be asked to assume and some of the tensions these are likely to give rise to, given the sometimes contradictory, conflicting and confusing aspects:-
| Building relationships of trust and mutual confidence with individual young people. |
| Providing them with support, information, advice and guidance. |
| Undertaking assessment, planning and review (according to a single framework and set of procedures?). |
| Supporting other staff in schools, colleges and elsewhere – e.g. in careers education and guidance, personal, social and health education, transition planning. |
| Brokering opportunities for young people to move on to, linking with providers of learning and skills. |
| Advocating on behalf of young people with providers of services and opportunities. |
| Maintaining contact with young people and monitoring their progress and achievement. |
| Exchanging information, ideas and experience with colleagues within and without the Connexions Service. |
The Connexions Service is predicated on the notion that young people’s needs for support and guidance have not in the past been sufficiently recognised and provided for. The content of the training does not seem to redress this sufficiently. The emphasis seems to be on controlling and corralling young people rather than ensuring development. For example, enabling young people to determine their needs for themselves as they choose and evolve over time should be the priority rather than seeking to achieve target numbers of young people in learning. Young people are more likely to stay in learning if sufficient time is given at the early stages to helping them to identify and meet needs, then mapping out their own preferred routes of progress step by step.
