Transcript Facilitating the Transition into Work and Harnessing High Quality and Appropriate Information Advice and Guidance Learning for Living and Work Summer Conference – 19

Facilitating the Transition into Work and
Harnessing High Quality and Appropriate
Information Advice and Guidance
Learning for Living and Work Summer
Conference – 19 June 2013
Youth Connexions LDD Team
Purpose of Today
• Explore the importance of good quality
Information, Advice and Guidance
• Provide an update on the work of the
Supported Employment Advisory Service and
their role in the transition of young people
with additional needs into employment
Why is CE/IAG Important?
• “Careers Education and Information, Advice and Guidance
(CE/IAG) provided to students before the end of compulsory
school may be essential to allow them to make suitable
educational and employment decisions and to minimise the
potential costs associated with uninformed and unsuccessful
choices. Good CE/IAG can be thought of as aiming to meet
two objectives. The first aim is to increase the stock of highly
qualified and highly skilled people in the British workforce.
The second aim is to encourage disadvantaged young people
to aim high. “
•
The Role of Information, Advice and Guidance in Young People’s Education and
Employment Choices. Department for Education, August 2010
Activity
• In small groups please think for five minutes
about what young people need to know
about, in order to make informed choices
about their future.
What do they need to know
about?
• Themselves
– What they are interested in
– What they can do
• What’s available out there
– College
– Work
– Training
– Other
How can we help them?
• Access to good quality Careers Education
• Access to good quality, impartial Careers
Advice and Guidance
• Access to appropriate Careers Information
• Access to college link courses
• Access to work experience
Supported Employment
Advisory Service
• Supporting young people, who have
additional needs, to find and retain paid
employment
• Funded through SEND Pathfinder and RPA
• Two full-time and two part-time advisers who
work in designated geographic areas
Referrals
• Identifying young people who genuinely want
to work
• Referrals from Youth Connexions PAs, schools
and colleges
• Direct referrals – LDD duty line
• Other agencies
Vocational profile
• Getting to know young person – skills,
abilities, support needs, vocational interests,
previous work experience
• Gradual process
• Meetings at home, Youth Connexions centres
• Observation at school, college, work
experience
Employer engagement
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Search for vacancies
Contact relevant employers
Explain service
Market young person
Discuss benefits of Supported Employment
Benefits for employers
• Free recruitment service – no advertising costs
• Training and support in the workplace
• Routine tasks performed with pride and
commitment
• Enhanced Company reputation by
demonstrating corporate social responsibility
Working interview
• Conventional job applications and interviews
not always appropriate
• Observe “on the job” in the workplace to
assess skills and abilities
• Agreed period of time
Training in Systematic
Instruction
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Initial job analysis
Small steps – individual tasks – sequential
Non verbal training methods
Practical demonstration, gestures, visual
prompts
• “Try another way”
Support for young people
and their parents/carers
• Families kept informed and involved
throughout process
• Information and advice regarding financial
benefits
• Documentation
• Assistance with transport
• Travel training
Support for employers
• Initial support for young person in workplace,
then gradually fade
• Maintain regular contact with employer
• Attendance at inductions and reviews
• Advise on reasonable adjustments
Supported Employment
Advisers
• Julie Tripcony – South and West
[email protected]
• Jo McKerrow – South and West
• [email protected]
• Laura Clark – North and East
• [email protected]
• Annie Wood – North and East
• [email protected]
Any Questions?