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Dealing with Enquiries

Dealing with Enquiries. Phase IV AEGI Information Officer Induction Training. 23 rd February 2006. Mary Connell Information Officer, AEGIS Adult Educational Guidance & Information Service. Phase II Project Co. Laois VEC Tel: 0502 72963. Introduction.

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Dealing with Enquiries

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  1. Dealing with Enquiries Phase IV AEGI Information Officer Induction Training. 23rd February 2006.

  2. Mary Connell Information Officer, AEGIS Adult Educational Guidance & Information Service. Phase II Project Co. Laois VEC Tel: 0502 72963

  3. Introduction The role of information in the context of adult educational and career guidance is central. Without coherent & accurate data on options and supports in relation to educational progression it is difficult for learners to make effective choices and decisions. Comprehensive data resources and staff competent in the delivery of this data to a variety of groups, agencies and individuals are critical to the success and development of an effective adult educational guidance service.

  4. Analysis of Client Queries According to: • Query source • Nature / Type of Query • Method of Communication

  5. Analysis of Queries. According to the query source: • Target group: VTOS, Literacy, Adult & Community Education (including BTEI) • General Public / Other • Guidance / VEC Staff • Staff of other services, e.g. LES, Jobs Clubs, FAS, CIC

  6. Analysis of Queries According to the nature of query. • Information • Guidance • Advice

  7. Analysis of Queries. According to Method of Communication • Telephone • Drop In • Email • Letter

  8. Note • No matter the source or nature of the query or the method of communication, as a professional information officer it is important to maintain high standards of consistency and quality in relation to all data requests received.

  9. Responding to a Query:5 Stage Model • Clarification • Determination • Delivery of Information • Checking-In • Follow-up

  10. Responding to a Query: 1. Clarification • Clarify exactly what the client is looking for. • Ask questions, don’t make assumptions. • Get appropriate background data pertaining to their request. • It is important to be supportive and non-judgemental in your questions. • Clients may lack confidence in themselves and this can hamper their ability to be specific about interests. • You may need to seek further clarification as you go along.

  11. Responding to a Query:2. Determination • Determine what information meets their needs based on their answers. • Data must be appropriate to the clients level of understanding and relevant to their particular circumstances. • The information you give must be current, accurate and concise. • A range of responses may be appropriate to a clients request. These can include an information pack, arranging a guidance appointment to making a phone call on their behalf, e.g. to set up a literacy appointment • Incorporate research for an individual client into your overall data resources.

  12. Responding to a Query:3. Delivery of Information • Deliver information appropriately. • First and foremost the client must understand it. This is especially relevant for clients who may have difficulties with written information or if there are language barriers. • Information overload is a potential hazard for clients with very involved queries, therefore taking the time to manage the delivery of data so the client understands it is very important. • Break down the delivery process; only give as much as the client can cope with. If necessary schedule other information sessions. • Do not make a decision for a client.

  13. Responding to Queries4. Checking in. • Checking in with the client gives them a necessary opportunity to ask their own questions. • It gives you a chance to ensure that the client understands the data that you have given them. • Checking in must also be done in a supportive and non-judgemental manner. • Information provision is a two-way process between the IO and client.

  14. Responding to a Query: 5. Follow-up • If appropriate arrange to contact them within a certain period to see how they are getting on. • Or arrange for them to call back to your service. • Ask if they would be willing to participate in a possible formal evaluation of the guidance / information service. • Freedom of Information legislation. If you are keeping written record on a client, including database records, ensure that you write nothing that you would not be happy for the client to see.

  15. Follow-up with an information client: Benefits • Follow-up gives the service feedback as to the usefulness of the information given out. • It enables you to evaluate the effectiveness of different information delivery formats with varied clients and groups. • It enables you to assess your own strengths and weaknesses as an information provider • It allows you to see gaps in your information resources. • It keeps lines of communication open with the client so that they are free to come back to the service as and when they need to.

  16. Managing the Information Role within an AEGI Service

  17. Managing client Information queries. • As an IO you don’t have to know every detail of every course but you need to know where to source data. • Resist client pressure to have answers immediately. If you need time to check into something then say so. • Try to give clients a realistic time frame for answering their queries. • Keep any promises you make, better yet don’t make any! • If you are unsure of how to work with a particular client then speak to your guidance counsellor.

  18. Managing Boundaries • Information officers are not guidance counsellors. • In advance of seeing clients it is a good idea if the guidance counsellor and information officer have worked on establishing where the line lies between guidance and information provision in relation to their service. • If you determine that the client requires more than just information to make a decision then refer them on. • If a clients needs are still unclear to you even with supportive questioning then a referral to the guidance counsellor is the the most appropriate response. • If in doubt, ask your guidance counsellor /co-ordinator.

  19. Managing Specialised Queries • Groups such as ESOL learners, Mental Health clients, Prison clients • Information Officers may require further / specialised training to work with certain groups. • Communication between the Information Officer and other guidance staff is critical in managing certain specialised queries. Draw on all the experience and expertise you can.

  20. Attributes of an effective Information Officer • Non-judgemental • Tactful • People-oriented • Discreet • Communicative • Empathic • Organised • Trustworthy

  21. Sources of Support • Guidance Staff • Other Information Officers • VEC Adult education staff. • NCGE • AEGAI

  22. Best of luck in your new services!

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