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Chapter 07b: Managing the Work Focused Interview – 
QAF Good Practice for Advisory Team Managers 
(ATMs) 

Overview of the process - what are we looking at? 
1.  The Work Focused Interview is committed to continual improvement. The 
key vehicle for this is the Quality Assurance Framework (QAF) for Advisers. 
While this guidance will focus on the QAF, its principles can and should be 
applied to any aspect of the process. 
2.  The QAF is primarily intended to help in the development and 
maintenance of a high quality advisory service. The QAF observation process 
looks at the application of Work Targeted Interviewing (WTI) and the 
associated interviewing skills. In addition to this the enhanced QAF also 
encompasses the other activities advisers are expected to carry out. Evidence 
is gathered which will help identify: 
 adviser strengths; 
  areas of development need; and  
  good practice that can be shared with others. 
Basic principles to apply to managing the WFI 
Flexibility 
3.  The QAF has been developed to reflect the needs of individual advisers 
from complete beginners to experienced advisers. It is designed to support 
the training in this technique that is provided by the Personal Adviser Learning 
Centre accessed via the Learning Support Sites and Learning Centres page 
and the adviser routeway. Whilst Advisory Team Managers (ATMs) will 
obviously observe a whole interview, they must only gather evidence on the 
specific aspects of a QAF Checklist that they have previously agreed with the 
adviser. 
Frequency 
4.  As a minimum, one QAF per adviser per month.  This will vary according 
to the skills and experience of the adviser.  Inexperienced advisers, and those 
with clear development needs, will require more frequent observation than 
those who are more experienced and highly skilled.   
5.  However, ATMs may wish to carry out more frequent 
observations/discussions with experienced advisers to identify good practice. 
Evidence 
6.  The enhanced QAF process relies totally on evidence.  ATMs must not 
award a standard based on opinion.  If the adviser does not provide evidence 
to support an aspect of performance then the adviser should not be awarded 
a ‘score’ or ‘rating’. We must have evidence to: 
 justify the standard that is awarded; 
 ensure impartiality; 
  avoid potential of disputes (evidence is less prone to challenge); 

  make it easier to define progress and agree when progress has been 
made; and 
  show us where we have specific development needs as well as 
examples of best practice. 
Standards 
7.  We need agreed standards to give a common and consistent approach to 
rating the performance of advisers.  Having this consistent approach will make 
it easy to identify both good practice and areas that need development. The 
QAF Checklists all have set standards and clear definitions of standards.  
Each standard, or rating ATMs award, must be supported by evidence. 
Feedback 
8.  Following any observations (QAF Checklists 1, 2 and 3) the ATM (or other 
observer) must give prompt feedback to the adviser.  Where possible within 5 
or 10 minutes of the interview ending would be considered best practice. This 
time should be used by the ATM to reflect on the elements of the interview 
observed so that coherent and integrated feedback can be offered. 
9.  QAF Checklists 4 and 5 are based on the portfolio of evidence provided by 
the adviser during their one to one discussions with their ATM, although it 
may be that some behaviour is observed by the ATM through day to day 
contact with an adviser. Feedback will therefore be focused on this evidence 
and the time taken out for the discussion. 
Planning 
10. To gain maximum benefit, using the QAF within the office must be 
systematically planned and co-ordinated. 
11. Before you start be aware that many things can interfere with interview 
quality. 
How external factors can affect interview quality 
12. An external factor is anything outside the control of the adviser which 
adversely affects the adviser, their customer or both during the course of the 
interview resulting in a drop in interview quality. 
Introduction 
13. ATMs must ensure that external factors do not have an adverse impact on 
interview quality. Controlling external factors enables advisers to use their 
interview skills effectively. The investment that ATMs make in upskilling 
advisers will be wasted if external factors prevent them from applying the 
skills they have gained.  
14. If the external factor affects the adviser, the effectiveness of the interview 
will diminish. They may be unable to employ work targeted interviewing 
techniques or apply their knowledge and skills appropriately. 
15. If the external factor affects the customer they may be less willing or able 
to participate fully in the interview. 

Recognising External Factors 
16. Often ATMs will react to external factors as they occur during the working 
day. Interview observations are an ideal opportunity for ATMs to assess and 
take measures to control external factors they might not have previously 
recognised. 
What to do when an external factor affects an interview 
17. Evaluate the impact of the external factor on the specific interview being 
observed rather than applying a level of tolerance to all advisers. Reassure 
the adviser that the assessment of their performance in the interview will not 
be penalised by factors beyond their control.  
18. Consider how the external factor affected the interview and what action 
can be taken to avoid a repetition.  
19. Many external factors can affect concentration or build unnecessary 
pressures and thus adversely affect the quality of the interview. The most 
common are: 
 workload pressure. 
 interview environment. 
 difficult interviews. 
  lack of training/development/management support.  
Workload Pressure 
20. Most people can cope with intermittent workload pressure, but constant 
pressure is a more serious problem that affects performance if not properly 
managed. Look out for warning signs that work related pressure is or could 
become a problem. There are a number of sources of uncomfortable pressure 
that must be effectively managed: 
Office Organisation  
21. Ensure that the office organisation meets the needs of advisers by 
consultation with adviser teams. 
Time Pressure 
22. Time allowances for interviews are set on LMS. These can be altered for 
each appointment as it is booked or changed for each appointment type at 
individual sites. Time pressure increases during interviews if time allowances 
are reduced or tasks to be completed increase. 
23. If time is short advisers may cut corners, especially during the evaluation 
and exploration parts of the interview. The interview can become focused on 
procedure rather than on the customer’s needs. 
24. However, since the introduction of Flexible Interventions as part of the 
work focused support available through the Jobcentre Plus Offer, time 
pressures should be significantly reduced if ATMs and advisers set the timing 
of flexible interventions appropriately to each customers needs.   
25. Ensure that all referrals from assistant advisers to advisers or from one 
adviser to another are necessary, serve a useful purpose and are not simply 
because the assistant adviser or adviser is unsure what to do with the 
customer. 
 
Factors that increase time 
Suggested Remedial Action 

pressure in interviews 
New processes introduced  
If national changes cause problems give details in 
appropriate reports. Review existing interview 
content. 
Excessive clerical work 
Make sure there are sufficient adviser support 
officers/assistant advisers to support advisers. 
Avoid introducing local forms, unless essential. 
Make full use of the reports available from ADAPT 
instead of collecting clerical MI. Further information 
on these reports can be obtained from your local 
ADAPT contact.   
Time pressure caused by 
Make sure advisers conform to time allowances.  
other advisers not finishing 
Monitor interview content as part of observation and 
interviews in the time allowed
feedback. 
Appointment systems/diary 
Review local time allowances regularly and ensure 
management 
you and your advisory team understand their role in 
diary management and flexible interventions. 
Customer is late for 
Decide an office policy on lateness and rebook if the 
appointment 
customer is later than the time specified in this. Stick 
to the policy. Further information on reducing fail to 
attends and late attendance can be found in the 
Performance Team Leader Manual.   
 
Changes within Job Roles 
26. Jobcentre Plus advisers work in a constantly changing environment. The 
responsibility for managing changes locally lies with ATMs, but everybody is 
responsible for identifying problems and suggesting solutions. 
27. Steps can be taken to minimise the effect of changes in job roles: 
  give as much advance notice as possible of changes to advisory work. 
  focus on the benefits of the change. 
  establish the limits of local authority/discretion regarding the change. 
  encourage debate on how the changes can be implemented locally, 
giving affected staff ownership of those areas which they can 
influence. 
28. Negotiating change implementation in this way rather than imposing it has 
a number of benefits: 
  it gives people as much advance notice of the change as possible, 
allowing them to adapt their working practices. 
  affected people participate in the change. 
  unrealistic expectations are managed; local limits of discretion are 
established. 
  advisers’ experience is taken into account as part of the implementation 
process. 
Interview Environment 
29. The interview environment must be as comfortable as possible so that 
customers and advisers can concentrate, making the interview effective. 
There are several areas to consider when assessing the interview 

environment and observing interviews that can have an effect on interview 
quality. This section looks at some of these and some remedial action. 
Location of Equipment/Facilities 
30. Any equipment the adviser uses in their normal job must be within easy 
reach of their desk so that the flow of the interview isn’t disturbed by their long 
absence. In contrast, any shared equipment (for example printers) must not 
be too close to the interview area to cause distractions when other people use 
it. It is important to get the balance right.  
Lack of Privacy  
31. As part of interview preparation, the adviser should check if the customer 
requires a private interview room. The Appointment Booking System allows a 
room to be booked but this is often dependent on the customer requesting it. 
Reasons for requiring a private room include:  
  customer has a hearing impairment making communication in the main 
interview area difficult. 
  customer has emotional issues. 
  confidential information is to be discussed. 
Temperature 
32. It will be difficult for advisers and customers to concentrate if they are 
uncomfortably hot or cold. Take steps to prevent either of these extremes 
occurring. 
Noise 
33. Background noise is certain to occur in an open plan layout, especially 
when large numbers of interviews are taking place. Take action to reduce 
avoidable noise from sources such as telephone calls, public/staff access 
terminals and printers, nearby conversations, etc. 
34. Music can be useful in providing a non-physical barrier, creating a degree 
of privacy, but make sure that the volume is limited to a level that doesn’t 
interfere with the course of business. 
Volume of Conversations 
35. The noise generated by several simultaneous interviews can be 
considerable. Some people are unaware of just how loudly they talk or how 
far their voice projects. For advisers this can cause problems for their 
colleagues and result in the loss of privacy for customers. 
Telephone Calls 
36. Encourage advisers to divert their telephones to colleagues during 
interviews. 
37. Staff should not use their mobile phones in the office and customers 
should be encouraged to turn theirs off. 
38. Telephones for public use should be located away from interview areas to 
cause as little disturbance as possible. 
Special Interview Needs 
39. Ensure advisers make arrangements for interviews with people with 
special needs. For example, people with hearing impairments may need 

induction loops, lip speakers or sign language interpreters. A longer interview 
may be necessary.  
Office Layout 
40. The layout of the office area must take account of the needs of both 
advisers and customers. Consider levels of lighting, noise and temperature 
and access for disabled people. 
Reception 
41. Make sure there is sufficient reception/floorwalking resource to meet 
demand to avoid customers approaching advisers and disrupting interviews.  
Interruptions 
42. Adopt an office strategy that avoids interruptions of any kind during 
interviews. For this to work it may be necessary to make arrangements for 
dealing with queries from inexperienced staff. 
Difficult Interviews 
43. Most contact with customers are efficient, effective and friendly. Some 
interviews, however, may cause extra pressure whether there is hostility or 
not. Examples of difficult interviews: 
Example Suggested 
Action 
(take account of this during observation and feedback) 
Communication is through 
Allow more time for the interview. 
an interpreter 
Customer has learning 
The work targeted interview may take place over 
and/or emotional difficulties  several interviews. 
Customer has been 
Seek advice from your District Third Party Provision 
affected by the availability, 
Manager (TPPM) if there are no improvements. 
quality or reputation of local  Encourage advisers to identify and report gaps in 
provision 
available provision. 
Consider use of the Flexible Support Fund to fill any 
gaps in local provision but only after all other avenues 
of financial support have been fully explored and it is 
confirmed that none is available before committing 
expenditure.  
Customer’s benefit has 
Avoid discussing benefits in the work focused 
been affected by a labour 
interview. Sometimes it may be necessary to consider 
market decision 
postponing the interview if the customer is 
unresponsive until the benefit situation has been 
resolved.  
 
Complaints from Customers 
44. These should be dealt with impartially. For example where sanctions have 
been imposed, direct the complaint to the regulation, steering it away from a 
member of staff. 

Lack of Training/Development/Management Support 
45. Customer  Service  Operations  Managers (CSOMs) have to strike a 
balance between meeting the training needs of advisers and staffing the 
office. Adviser learning and development can come second to chasing 
targets; staff not being released for fear of missing targets. This, however, is a 
false economy. Recent evidence suggests that if advisers follow the work 
targeted interview structure (using PIGEEP) correctly, they are more 
successful in getting people into jobs than those who don’t. As adviser training 
focuses on using PIGEEP, the benefits are obvious and almost immediate. 
46. New advisers must undertake appropriate training before conducting 
unsupervised interviews. Advisers with some experience are still likely to 
benefit from further training and development to: 
  allow them to develop new skills, ideas and methods; 
  share good practice; 
 feel valued; 
  prevent complacency and maintain standards; and 
  ensure interviews are work targeted. 
47. Observations undertaken as part of the QAF are instrumental in identifying 
training and development needs. Feedback, following observations, is an 
opportunity to discuss this with advisers and allows ATMs to show 
commitment to their adviser’s development. ATMs should design a tailored 
package to support the adviser’s particular development needs. This could 
include: 
  formal out of office training courses. 
 mentoring. 
  PC based learning. 
  observations of other advisers (particularly those who demonstrate best 
practice in specific areas). 
 coaching. 
48. ATMs, by undertaking observations and giving feedback, are more able to 
find out if any external factors adversely affect interviews. Failure to tackle 
external factors can be seen as poor customer service by customers and lack 
of management support by advisers. There are a number of potential 
consequences including: 
  interview quality, performance and results will continue to be adversely 
affected. 
  the credibility of processes such as appraisal will suffer if they appear to 
be driven solely by performance without regard for difficulties imposed 
by working conditions. 
  increase in staff sickness and turnover. 
 Legal proceedings. 
Starting to use the QAF  
49. Prepare a plan to explain what the QAF is and how it will be used within 
the office. Circulate this to all staff. As a part of the plan, issue and explain the 
QAF standards. Explain how these will be linked to the training and 
performance and development processes within the office. The office plan will 
need to clearly define:  

  the roles of all ATMs and their individual responsibilities for each step 
within the QAF observation process; 
  how the agreement of personal objectives will take place, and how 
these will then feed into the appraisal system; 
  clear guidelines on the number of QAF observations per adviser; the 
minimum is one QAF per month, but some advisers will, however, 
need more frequent observation and support, especially new and 
experienced staff; 
  arrangements for regular feedback to report on how QAF use within the 
office is progressing and working. Examples might include looking at 
how QAF is used in the District, or team needs that are emerging from 
QAF use. Feedback might be on a monthly basis at staff meetings, or 
through any district/local marketing magazine. Good practice should be 
shared throughout the district; and 
  office systems dealing with learning and development, so that individual 
needs identified from observations and discussions can be 
systematically addressed by the completion, implementation and 
evaluation of individual training plans. 
50. Finally, build into the plan a process for making sure that the most up-to-
date version of the QAF is known and used within the office/District. 
Approach to observation (QAF Checklists 1, 2 and 3) 
Training for observers 
51. The plan will also need to ensure that everyone using the QAF is trained in 
its use and able to use it reliably and effectively. As a check on this carry out 
regular observation of all observers conducting the assessment and feedback 
process and provide feedback to observers on their performance. Provide 
training/development where appropriate. Ensure the feedback is delivered 
constructively and content reflects strengths and addresses areas for 
development, leading to improvements in performance. 
52. ATMs and their line managers must share good practice within the office. 
53. The Learning Support Sites and Learning Centres page and the Civil 
Service Learning site have a range of products that will give you the 
opportunity to develop the skills and techniques needed to be able to coach 
your team members. Once you have registered and are in the Civil Service 
Learning site, you can see the coaching material available if you use the ‘Look 
for Learning’ search facility (on the top right hand side of the page) and type in 
‘coaching’ and click the ‘Go’ button. 
Agreeing the observation process with the adviser 
54. The primary emphasis in QAF observation is the WTI process and its 
supporting skills, but the observed interviews must also be ‘right’ procedurally. 
Other aspects of the advisory role are tested in QAF Checklist 4 to gain a 
rounded picture of adviser performance. 
55. The observer should agree with adviser:  
  which interviews will be observed; 
  how many interviews will be observed; 
  how often interviews will be observed (at least one a month); 

  if the adviser is multi-functioning, what type(s) of interviews will be 
observed; 
  what aspect is being observed, for example quality in terms of skills, or 
compliance with the procedures; and 
  for QAF Checklist 4, the activities relevant to the adviser’s role should 
be decided at the beginning of the observational period; for 
experienced advisers this will probably be at the start of the year or if 
their job role changes; for new advisers, it’s likely to be updated more 
regularly. 
56. They should also agree how to explain to the customer both the observer’s 
presence during the interview and that it is the adviser, not the customer, who 
is under observation.  
57. A single observation will not be sufficient to cover the application of all 
skills. A particular observation could be on one (or at most two) key 
behaviours, for example, evaluating and exploring.  
Deciding what and how much to observe 
58. An interview can be observed from several viewpoints. However, it is not 
practical to observe an interview from all of those viewpoints simultaneously. 
For example, it is possible to observe an interview to evaluate:  
  whether the adviser conducted the interview in structured way, (QAF 2) 
  how the adviser applied their interviewing skills, (QAF 1), or 
  how the adviser applied their specialist knowledge (QAF 3). 
59. Subsequent observations may then focus upon specific developmental 
needs and/or good practice identified. Guidance on using the QAF Checklists 
is given in Chapter 7. 
60. The observation Checklists are available for printing on the intranet.  
61.  Don’t use more than one observation Checklist or try to observe other 
aspects at the same time.  
Interview structure and observation 
62. It is important to remember that: 
  it is good practice not to cover too much in one observation as it is likely 
the interview being observed will include areas outside the QAF 
Checklist being used. 
  although discussions will vary depending upon the customer’s 
circumstances and the type of interview, the process is similar in most 
interviews. 
  good quality interviews are organised and purposeful and go through 
distinct stages.  
63. In contrast, an interview structure which is disorganised, or which 
encourages automatic probing of a standard list of topics, is wasteful and 
inefficient.  
64. When observing, assess whether the adviser was:  
  flexible in their approach whilst performing an acceptable WTI interview; 
or  
  following some internal checklist of their own, taking no account of 
customer needs or the need for a WTI approach. 

Feedback 
65. After  each  observation: 
  discuss the results as soon as possible with the adviser (book some 
time in the adviser’s diary for this). If the observer cannot give 
feedback immediately, they should discuss performance briefly with 
the adviser and make sure they provide full feedback within 2 days; 
  identify any factors beyond the adviser’s control that may have 
influenced the conduct of the interview; 
  agree appropriate action to develop or maintain interview quality. These 
may include office action, on-the-job coaching, or re-training; and 
  where applicable, agree when to observe further interviews, to confirm 
that interview quality has improved. 
66. As a general rule, feedback and discussion will be longer and more 
detailed with a new/inexperienced adviser when the observation is part of a 
longer coaching programme and somewhat shorter with a highly 
skilled/competent adviser when the check may be just to ensure there is no 
complacency and the excellent standard is being maintained. 
Good Practice for ATMs giving feedback after observing 
interviews 
67. 10 Tips for Giving Good Feedback: 
 Be specific rather than general. Give specific, accurate examples of 
what a person has actually done. 
 Feedback should describe facts. It should be non-critical in the sense 
of avoiding negative evaluation, so always try to use a neutral factual 
statement and avoid value words such as good/bad/poor/well. 
  Timing is important. Ideally, feedback should be given immediately 
after the interview rather than being delayed. The adviser should have 
enough time to compose themselves and reflect on what they have 
done, but not so long that they have forgotten the interview. The 
interview should still be clear in the PA’s mind. 
  Feedback, like an interview, should be a two-way exchange. The 
adviser should be invited to speak first, comment throughout and ask 
questions as you go through and at the end. 
  Listen to what the adviser says – the things they reflect back on are the 
things that they remember most about the interview.  These are the 
things on which to focus your feedback. 
  Most people can only assimilate 3 or 4 points at a time. Feedback 
should be given in small enough chunks so the person can assimilate 
the information and remember it. Select chunks of information that are 
most important and limit your feedback to not more than 3-4 points. 
Don’t feel that you have to give the adviser every piece of information. 
Only give as much information as the person can make use of. 
  Concentrate on what was done, what was achieved and highlight a few 
selected areas for improvement rather than focusing on the PA’s 
shortcomings. 
  Feedback should be given in plain language. Try not to use jargon, 
simplify and explain where necessary, and check the PA understands. 

  Feedback needs to be honest but sensitive.  Being “nice” will not help 
the adviser to develop their skills. Think carefully about what to say 
and try not to make it a criticism. 
 Be constructive. In giving feedback you should try to help people to 
work out for themselves where their strengths and support needs are 
and what needs to be done next. 
68. Suggested Feedback Structure: 
  Allow time for you and the adviser to reflect and relax.  Ask the adviser 
to spend a few minutes noting down the key things they did well, and 
something which they felt they would like to improve on. 
  You should also do this – try and stick to 4 or 5 things which they did 
particularly well and one or two things which they could improve on.  
Remember to relate this to the aims and objectives of the particular 
skills practice. 
  Give the adviser the first chance to talk. It is much more powerful for 
them to identify their strengths and weaknesses rather than face the 
criticism of another. Evidence can then be presented to qualify or 
develop the adviser's own analysis.  
  Listen and follow up as appropriate with your feedback, supporting 
where the adviser was right about their performance and supporting 
where their performance is different to what they thought. 
  Be specific and give examples of exactly what was achieved, exactly 
how the adviser performed to elaborate on the feedback so far. 
  Cover only the main points. Try to limit this to 3-4 points. Include what 
was achieved and areas for improvement. 
  Be positive and supportive. 
  Give praise. Where an adviser has done a particularly good interview - 
acknowledge their effort. 
  Check the adviser understands and give opportunity to ask questions. 
  Use the feedback session after the interview to help the adviser identify 
next steps in building up their interviewing skills. 
Observation Checklist for Customer Service Operations Managers 
69. An Observation Checklist for Customer Service Operations Managers 
(CSOMs) can be found in Annex 1. This can be used by CSOMs as a simple 
compliance tool whilst observing the ATM’s one to one feedback discussion 
with the adviser.   
 
Non-interview activity – gathering and evaluating evidence 
(QAF Checklists 4 and 5) 
70. Other aspects of the advisory role are tested in QAF Checklists 4 and 5 to 
gain a rounded picture of the adviser performance.  QAF Checklist 4 was 
designed to give recognition to advisers’ non interview activity, and QAF 
Checklist 5 relates to knowledge and how well advisers understand their role. 
71. The activities listed on QAF Checklist 4 may not apply to all advisory job 
roles.  It should be agreed at the beginning of the QAF process (or beginning 
of the appraisal year), which of the activities are relevant to the individual 
adviser so that they are clear which activities they will be ‘scored’ on.  These 

should also be consistent with the adviser’s objectives.  Once agreed the 
relevant activities should be ‘ticked’ on a sample QAF Checklist 4 in the 
column called ‘role’ for reference. 
72. Evidence is gathered for QAFs Checklists 4 and 5 during a one to one 
discussion, although it may be that some behaviour is observed through day 
to day contact with an adviser.  It is the adviser’s responsibility to produce 
evidence to present during the discussion.  As with QAF Checklists 1, 2 and 3 
it should be agreed beforehand which areas of performance are to be 
discussed. 
73. The adviser needs to prove that they meet one of the standards for each 
of the pre-selected activities.  Evidence should be gathered throughout the 
year and the adviser may have lots of evidence, if so, they need only select 
the evidence that they think demonstrate best their competence in each 
specific activity. 
74. As with QAF Checklists 1, 2 and 3 the performance rating (score) must be 
based on evidence, not opinion.  The ATM should consider the quality of the 
evidence and not the quantity of it.  They should consider it on its factualness 
and not in the way that it’s presented.  The evidence should be compared with 
the standards for each activity to enable the ATM to ‘score’ it objectively as 
‘Best Practice’, ‘OK for Role’ or ‘Development Need’. 
Summary of Best Practice 
75. In summary:  
  communicate the importance of using the QAF Checklists and plans for 
using them to all relevant people; 
  ensure you have the relevant skills to use each of the QAF Checklists 
prior to starting; 
  inform advisers before using a specific QAF Checklist – i.e. what they 
will be looking for, observing or discussing with them; 
  your feedback should be given as soon as possible (when using 
observation QAF Checklists); and  
  next steps/development plans which include future QAF Checklists 
should be agreed. 
Annex 1 - Observation Checklist for Customer Service 
Operations Managers 
 
Activity/Behaviour to be Observed 
Yes/No 
ATM agrees observation process with adviser 
 
(which QAF Checklist, where they will sit, etc) 
ATM completes QAF Checklist appropriately during   
interview 
ATM does not participate in the interview (unless 
 
asked for guidance by adviser) 
ATM asks adviser to note down key things that 
 
went well and something to improve on. 
ATM first asks adviser for their self-assessment 
 
ATM provides 3 or 4 main points of positive 
 
behaviours 

ATM backs up these points with evidence from the 
 
interview observations 
ATM highlights one or two areas for improvement, 
 
providing examples as appropriate 
ATM is positive and supportive 
 
ATM checks adviser’s understanding 
 
ATM provides adviser opportunity to ask questions 
 
ATM works with adviser to identify next steps in 
 
building on their interviewing skills (which are 
added to adviser ’s Performance Improvement 
Plan)