Information, Advice and Guidance (IAG) Target Support Working Group 24 June 2008 David Barrett.
-
Upload
jefferson-peed -
Category
Documents
-
view
229 -
download
4
Transcript of Information, Advice and Guidance (IAG) Target Support Working Group 24 June 2008 David Barrett.
Information, Advice and Guidance(IAG)
Target Support Working Group
24 June 2008
David Barrett
Our Aim:To provide high quality information, advice and guidance to meet customers’ needs, in the most cost effective way.
Our Commitment:To ensure that no-one is deterred from entering HE for lack of being able to access the help they need to understand what they are entitled to and how to apply for it.
Our Objectives:Provide coherent and consistent IAG to address the issues identified in the end to end review: the confusion of information sources, and the patchy availability and inconsistent quality of local IAG currently offered by local authorities.
Provide an IAG service which is flexible enough to meet the varied and changing needs and growing expectation of our customers.
Ensure that the loss of local authority student finance team does not create real gaps in service for customers.
Provide a service that meets customers’ needs in the most efficient and effective way.
Customer Engagement
• Research was required among three vulnerable groups to recommend:– The timing, type and amount of assistance that each group needs before, during and after application
for student finance– How the application process could be simplified for each group
• The three key groups were identified as:– Students claiming Disabled Students Allowance (referred to as DSAs)– Students in lower income families (under £37.5k household income pa) with parents who have
difficulties understanding written English (referred to as SNESPs)– Students claiming Childcare Grant (referred to as CCGs)
• Specifically the research was designed to:– Understand and evaluate the range of sources for information and for support– Understand when these sources and support were used– Explore the barriers or difficulties experienced throughout the student finance application cycle and
how they were overcome– Assess the impact of student finance applications having to be made by telephone or online
Information and Support Before Applying
ISSUE
RECOMMENDATIONS
DSA CCG SNESP ALL
Information source
Support agenciesFrom university before and during enrolmentShare information with UCAS
From university before and during enrolmentAccessible internet information
Peer group important WebsiteSmaller guides and shorter notesSchools and collegesSocial networking
Information content
How the application process works is more importantReconsider language used
Targeted at more mature studentsGuide about likely award amount before applying
Local language guides about parental role
Application process
Face-to-face support
Being provided by schools, colleges, support agencies and universities
Knowledgeable telephone line probably enough
Being provided by schools, colleges and peers
Not essential
How to apply
ISSUERECOMMENDATIONS
DSA CCG SNESP ALL
Application timing
DSA at the same time as other finance (if system efficient) but could be any time
Want to know about entitlements by June/ July CCG at same time as other finance
Supporting booklets for parents explaining why they need to apply and what they need to supply
Swift response
Application method
As streamlined as possible but online good
Some concerns but online OK
Some concerns but online OK for students.
Access to a PC a small concern but accept online
Completing online
Ensure web application accessible Needs good back-up support
Generally more convenient for them
Some parents very reluctant so will want to complete their bit on paper or the student to do it for them
Show that it can save time and is secureHave clearer help, tutorials, option to call/ chatReassure about query resolutionReview usability
Face-to-face support
Many would be OK with good telephone support
Highly desirable for a few and particularly for those on benefits
Some local language sessions but local language telephone support for parents likely to be enough
Information and Support after the Application
ISSUE
RECOMMENDATIONS
DSA CCG SNESP ALL
Sharing details
Emphasise confidentiality Explain that not about checking their creditMature students need more persuasion
Parents need greater reassurance
Speeding up the application process is attractive Authorisation needs clear info on usage
Information content
Particularly interested in next steps of their applicationVery helpful to see how award is broken down
Need to know more about progress and approx timings
Knowing how much they will get and when is the key infoClearer information on repayment
Resolving problems
Appear to suffer most problems and need to be resolved much more quicklyUse face-to-face support through universities and carers
Students previously on income support need more help but tend to have fewer problems
Parental evidence section needs to be clearer
Needs to be quicker and a lot more efficient
IAG Central Service
The new central student finance service will:
• Reduce the need for IAG services– By making the whole process simpler, smoother and easier for customers.
– Application forms will be simplified and therefore less complex to complete
• Provide a trusted authoritative central IAG service– Controlling both the spread and quality of the student finance information
– Much improved help on the web
– Single authoritative telephone help-line
• Provide a high level of support to local IAG services– Student finance messaging will be delivered through increased collaborative working with
established partner organisations
• Provide face to face support– Develop and put in a delivery structure to meet customers needs
Access and Extra Support
• The majority of customer, including those regarded as having special needs, will have their requirements met by the web and telephone service.
• Evidence shows that only 19% of students and 11% of parents seek any face to face assistance.
• We do however, anticipate that a small minority will continue to need additional face to face help particularly from the following sub groups: disabled students; those who have parents/sponsors for whom English is a second language; people with caring responsibilities; access difficulties; lower income background
Traditional HE students and sponsors
Non-traditional students and sponsors
Employed and maturestudents
Targeted supportDSA/CCG
Looked after children
Traditional HE students and sponsors
Non-traditional students and sponsors
Particular needs
Number ofStudents
Scale ofNeeds
HIGH
HIGH
LOW
LOW
LEVEL 1
LEVEL 2
LEVEL 3
Integrated Delivery Structure
• For most students any support needs will be delivered by the central processing unit.– General queries
– More specialised queries and named adviser support
• Recognition that there will be a need for face to face support although there will be local variations in both needs and demands.
– Already established partner organisation will continue to provide face to face support and will be supplied with relevant material to do so.
– Partner organisations will have telephone support from the central unit specifically for them.
– 12 regional consultants will be established to work with the partner organisations and provide fact face support when all other avenues have been exhausted
Head ofCustomer Contact
Contact Centre ManagerGlasgow
Contact Centre Manager
Wales
Contact Centre Team
Assessment & Specialist Support
Query Team
Practitioner Support Team
Contact Centre Team
Contact Centre Manager
Darlington
Contact Centre Team
Contact Operations
} Second Level Support
Head ofProcessing Services
Work Reception
Resolution Services
Targeted Support
ICR Resolution
Core Processing Third Level
Support
Website
• Will be WAI W3C compliant to the highest level attainable
• Full approval will be awarded by a third party
– Customer can navigate site in manner suited to them
– Site structured to assist in use of screen reader if required (incl ability to skip repeated content on each page)
– All graphics described in words, to allow screen readers or other asstive technologies to convey the same information
– All fonts scalable by user
– Where possible large areas of information chopped into smaller sections
• Accessible pdf forms and booklets
Paper Offering
• Promotional Characters – Jenny & Carla
• Targeted Support Guidance Books– Bridging The Gap
– Childcare Grant & Other Support for Full-Time Student Parents
• All material available in alternative formats– Braille
– Large print
– Audio
• New, easier to complete application forms
Face-to-face support for applications - DSA
• Face-to-face support to fill in the application is considered very important and all have had some face-to-face support from parents, the university disability service, other friends, Student Finance.
• Emotional or moral support is important as the student may be coming to terms with the disability and anxious about it. They may need reassurance that they are entitled to it and that it won’t affect their academic and employment prospects.
• They also need help with completing the applications:– The process can seem very complex and the questionnaire very long, so they want
someone to help them through it.– The questions can seem very unclear, eg. those with medical or mental health conditions
say their symptoms can vary widely from one day to the next– They appear to have many more problems with their applications
The Benefits
• The central service will provide a single trusted and authoritative source of student finance information and advice
• Schools and colleges will receive a more consistent level of help and support
• Co-ordination of local services with the central unit
• Local IAG services will be intensively supported by the central service
• Establishment of the regional consultants
• Availability of a referrals service for customers
• Multiple entry points for customer
QUESTIONS&
WORKSHOP