European Social Fund in England

Achievements - The ESF Good Practice Guide

Since 2000 ESF has helped more than 470,000 people with disabilities to improve their job prospects and skills. Now the Department for Work and Pensions (DWP) is launching a good practice guide.

The guide is designed to help project providers, Co-financing Organisations and policy-makers help people with disabilities and long-term health conditions get back to work – one of the main aims of the new 2007–2013 ESF programme in England.

It has been developed in partnership with a range of stakeholders. DWP’s ESF Division invited project providers from the Objective 3 and Equal programmes in England to describe their projects using the following steps:

• attracting clients;
• assessing needs;
• planning action;
• taking action;
• job search; and
• taking up employment and beyond.

They did this using a template provided on the ESF website, and 39 projects responded. The projects provided a substantial amount of useful information which was then analysed by consultants commissioned by DWP and the Equal Support Unit. The consultants identified practical action that projects had taken to achieve their goals and improve the quality of their services. Information about their activities has been incorporated into the guide.

The guide is structured according to the main steps that an ESF participant may pass through on the journey from worklessness towards employment. Case studies supplied by the projects that took part in developing the guide are included.

In addition to the key steps, the guidance also covers:

• underpinning values; and
• innovation, planning, management and evaluation.

Underpinning values

The underpinning values discussed in the good practice guide include:

• respect – for legislation, clients, partners and employers;
• accessibility – in physical and social terms; and
• flexibility – in project design and partnership arrangements.

Innovation, Planning, Management and Evaluation

Innovation

Most innovative projects are the result of extensive discussion and research, and sometimes innovation comes from a successful idea from a different or related project.

When innovating, projects need to:

• review previous work locally and elsewhere, and build on previous experience;
• gather evidence of project designs, methods and approaches; and
• innovate throughout the project and build success on many small changes.

The Next Choice project (pictured right) for disabled clients makes use of the Working Link’s office hub in Birmingham.

Participants practise interviews in an ‘employer room’ which provides an interview environment – so they become much more relaxed and confident at real interviews.

By engaging with clients and their communities, the project helps participants to overcome the barriers they face.

Planning

When planning projects it is important to:

• know the client group or work with those who do;
• discuss with clients and their representative groups before and during project preparations;
• work with partners from the earliest point, designing the project so that it is complementary to mainstream services; and
• use a SWOT (Strengths, Weaknesses, Opportunities, Threats) analysis to plan.

Evaluation

The guidance suggests that projects should:

• include evaluation in the project design;
• involve the project participants in the evaluation; and
• share information with other partners to help enhance or inform future activities.

Attracting clients

Well trained staff and an effective policy on confidentiality and disclosure of disability are essential from the outset.

When joining a project, people with disabilities may choose to disclose their disability or to keep it private. People are not obliged to disclose disabilities at any stage.

The guidance encourages projects to:

• discuss a person’s needs as part of the initial assessment stage (as well as their on-going needs during later assessments);
• explain why questions about disability and other personal characteristics are being asked in the first place. Disclosure should be encouraged, but if the person does not want to, that right should be respected.

Projects should have a plan to attract and recruit clients – including employers. Activities could include:

• visiting organisations;
• mailing presentations;
• encouraging word of mouth referrals;
• using publicity in appropriate venues – such as public libraries and day centres;
• using local media and mailshots; and
• engaging employers by sector or location, using established contacts where possible.

Projects should remember that:

• recruitment is easier if projects emphasise the ways their overall design is tailored to clients;
• suitable locations and times for project work are important;
• long working days can tax the stamina of people who are not yet used to ‘normal’ working hours, and may need to be adjusted;
• for many people with caring responsibilities or people whose condition needs active management, part-time project attendance with flexible hours can be essential; and
• the induction and introductory period is a sensitive time for clients. Having family, carers and friends with them at the interview can help.

Assessing needs

The guidance also explains:

• the importance of early assessment;
• the need for different structures for assessment according to the nature of the project’s client group;
• how informal assessments can help put clients at ease by relating it to a goal, such as further education or work;
• the role of trials and tasters, which can be used to get more detail and accuracy when assessing skills;
• the importance of on-going assessment;
• the importance of discussing arrangements with the client, carers and family, to get agreement;
• the need to use specialist technical or clinical assessments to underpin the ‘whole person’ vocational assessment; and
• the importance of information from other organisations, with permission, confidentiality and consent procedures in place.

Planning and taking action

All action plans should be agreed and recognise the person’s abilities, talents and individuality. Employers should be involved in the plans where possible.

When taking action to help people, projects need to consider:

• making activities interesting and relevant;
• flexible and tailored activities to help meet clients needs;
• whether the venue is right for the group, in terms of facilities;
• offering personal mentoring or support;
• providing regular contact with a trusted person;
• meeting the needs of employers – working with them from the outset and providing employers with an after care service; and
• regular progress reviews, using procedures that engage clients.

Placements Through Partnership

Jane Wilson (pictured right) gained new skills from an ESF project designed to provide employment opportunities for disabled people in the North East.

A student at Northern Counties College, Newcastle upon Tyne, Jane took part in The Employability Project based at the college. The project offers work placements, work experience, visits and voluntary and paid employment opportunities for students.

The Department for Work and Pensions (DWP) was the first employer to work with the project, and Jane undertook work experience with DWP at Longbenton, Newcastle. She attended DWP one day a week for six weeks in the Information Services and Technology Directorate.

Jane, who is in her second year at college, said, “I helped my team with their marketing plan and wrote an article for the in-house newsletter. I really enjoyed my placement and I have much more confidence after my work experience.” Jane now plans to do further work placements in her third year at college.

The Employability Project has a two-year contract from the European Social Fund through the Tyne and Wear Learning and Skills Council. It is delivered by The Percy Hedley Foundation – a charity providing services for people with cerebral palsy, sensory, speech, language and communication difficulties.

Want to know more?

Contact Ruth Woodfine on 0191 281 7532, or email ruthwoodfine@percyhedley.org.uk

Job search

Projects should:

• show any justification for delays to job search activities;
• consider using the ‘place-then-train’ model for their activity;
• give evidence at client assessments for any delay in job search;
• provide clients with training on how to job search and apply for work;
• consider setting up a job search centre ;
• build or share in a job-broking or employment team;
• consider specialising by sector, skill or location;
• use all available routes and sources for jobs; and
• celebrate success and develop a good reputation locally.

In Work Help and Beyond

Employers

Projects should:

• treat employers as customers, offer advice and support, and nurture good relationships at all levels;
• make sure the job is done to employers’ satisfaction and be available after work has started to offer help and advice; and
• evaluate results to guide future action.

Adaptations

Projects should consider:

• offering basic advice on adjustments, and checking to see if they have been successful – but referring to specialists for professional or legal advice where needed;
• advising on the basics of the Disability Discrimination Act – but again, referring to specialists for professional or legal advice;
• using Access to Work and working with Disability Employment Advisors; and
• developing and supporting graduated return to work plans.

Job coaches and mentoring

Projects should offer support so they encourage stable employment for people moving into work, for example by:

• using specialist trained staff or support workers;
• adjusting the personal support according to the client’s capacity; and
• developing natural support among work colleagues, family or carers.

Preparation for work

Projects should:

• prepare clients and employers for working together;
• prepare the client and the workplace; and
• follow up to check that the employee is doing well.